ANGELA FARMER While constantly focusing on the internal mechanics of education in the United States, there is often a lack of focus on the global market within education. Comparing apples to apples may help educators understand that while there is always room for improvement, schools in the U.S. offer the unique opportunity for all children to learn and be measured for success. Conversely, P-12 schools in other even similarly, developed nations often select or rather, deselect, which students attend the best schools and are counted in the testing protocols. In a recent article published by The Times, a London based newspaper, a byline declared that, “Established grammar schools must offer lower pass marks to poorer pupils.” In the article, Greg Hurst explains how the current arrangement in the United Kingdom allows for a “strangleold to be established by middle-class families” effectively preventing most children from poorer families’ access to the best schools. Further, based upon the likelihood the children from socioeconomically depressed backgrounds are less prepared for entrance exams, the governmental authorities propose a radical change in the way in which these children are considered. They are suggesting that more flexible entry exams be offered for these children to attempt to tip the scale in their advantage. While opponents of this change are likely to be the families whose children have enjoyed the best schools for years, reexamining the situation as a social platform marks a dramatic change in that nation’s view of education as the segue to future opportunities for generations to come. Schools in the United States have an established understanding that children from poorer backgrounds need additional support to become successful, hence the availability of Title I schools’ funding.