For the nation as a whole, there is a moving bandwagon of educational change, clearly hitched to attempts to personalize and individualize instruction. The new emphases on the quality of learning appears to offer some potential solutions to two current problems: the twin problems of quality and equality in education. Traditional group-oriented education has emphasized equality in the amount of time spent at the learning task and inequality in the amount learned; individual differences are recognized in grading. Individualized learning, and especially mastery learning, reverses the emphasis, stressing equality in the amount learned and inequality in the time spent; everyone must learn to the same level of achievement. If certain scholars are correct in their assertion that anyone can learn the basic curriculum if given enough time and appropriate help, we have a breakthrough that permits us to conceptualize education in new ways, moving beyond access for all toward learning for each. (Author/MSE)