A history of change efforts by philanthropic agencies and government organizations directed at graduate schools of education has not produced long-term or sustained changes in their form and function. The Carnegie Project on the Education Doctorate (CPED), however, has been able to demonstrate that external change efforts can result in change in schools of education when bottom-up efforts are combined with top-down support. Such change is an important "impact" of CPED. In this short essay, the CPED Executive Director and Chairman of the Board provide an overview of CPED's impact and then challenge authors and reader to help CPED further extend the definition of impact as it related to all aspects of the Education Doctorate.