The goal of closing achievement gaps between students of different socioeconomic status and race has eluded public schools for decades. Facing increased pressure from NCLB to reach this goal, some school districts have turned to a new experiment based on an old-fashioned vision: integrating students by socioeconomic income. Kahlenberg reviews the research establishing that the socioeconomic makeup of a school, rather than its racial makeup, drives student achievement. He asserts that "the conclusion that all students do better in middle-class schools has been confirmed again and again in the literature." He also discusses the approaches used by various school districts--including Wake County, North Carolina and Cambridge, Massachusetts--to implement districtwide socioeconomic integration. The article cites data from Wake County showing that both middle-class and low-income students are thriving under the district's socioeconomic integration plan.