In this essay the author argues that today's resurgent focus on noncognitive skills, especially for low-income students, may unfairly mask cognitive deficiencies and work to relieve our society of its duty, at which we are currently failing, to help low-income children improve their lives by improving their cognitive skills. The author points to a recently completed study that observed community college occupational programs as varied as fashion and diesel technology. In the program, as students developed competence they also became more committed to doing a job well, were better able to monitor and correct their performance, and improved their ability to communicate what they were doing and help others do it. The author holds copyright. Distributed by Phi Delta Kappa with permission.