The video "Wealth Inequality in America" sets forth a compelling animated chart depicting three ideas: (1) how Americans think wealth is distributed in the United States;(2) how they believe wealth ideally should be distributed; and (3) how the estimated $54 trillion of U.S. wealth is really divided. The hard-to-miss conclusion of the video: Americans do not have a clue about the extent of poverty or the degree of wealth around them. To their credit, no matter their political ideology, most desire a much more equitable distribution than there actually is. This issue of "Educational Leadership" is dedicated to the subject of poverty because educators must deal with the inequalities of wealth distribution in America every day. In each discussion group with "Educational Leadership" readers over the last few years, participants have pointed to poverty as a top concern affecting their students. In this issue, the authors raise awareness of the growing number of children now living in poverty (22 percent in the United States) and examine what might be done to bridge the widening income achievement gap. A second big idea in this issue--and also one with new research behind it--is the value of socioeconomic diversity in schools. More than 80 public school districts now consider socioeconomic status in student assignments to schools. On average, the socioeconomic background of a school's student body has a huge effect on students' academic outcomes. Discussed are ways in which schools are developing practices to overcome the challenges of enrolling and serving an economically diverse student body.