Within the educational field, measurements such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), and the Progress in International Reading Literacy Study (PIRLS) suggest we are living in a time of competition. This article takes a critical view of the modern drive to measure, evaluate, and rank programs within the educational field. Using Ken Wilber's epistemological quadrant-model, I analyze the question, "What is a good school?" (Contains 1 figure.)