Most states claim academic rigor and career readiness as goals for all their students. But as school systems continue tracking students into higher or lower levels of academic coursework and into career and technical courses that lack rigorous, real-world assignments, they reflect an apparent underlying belief that their students' abilities are fixed--and fixed early in life. There are districts and schools that instead operate from an assumption that most students can learn at high levels when engaged in meaningful, challenging assignments in both academic and career pathway courses. What does that look like? I encourage members of state boards of education to visit high schools in their state and beyond, where they can see effective strategies.