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We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education?what exactly should those who make decisions be trying to achieve? ? In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: ?educational goods? are the knowledge, skills, and attitudes that children develop for their own benefit and that of others;??childhood goods? are the valuable experiences and freedoms that make childhood a distinct phase of life. Balancing those, and understanding that not all of them can be measured through traditional methods, is a key first step. From there, they show how to think clearly about how those goods are distributed and propose a method for combining values and evidence to reach decisions. They conclude by showing the method in action, offering detailed accounts of how it .

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