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The rasch model is used extensively to validate many standardized tests, including high stakes state and international multiple choice tests of math and science. These tests are nonetheless assessments of content knowledge and, along with other tests of this kind, increasingly have the effect of causing educators in our public schools to focus on content, neglecting reasoning and communication skills. The rasch model is useful for testing our predictions about learning sequences, but surely should not be regarded as a panacea. Moreover, despite the lack of formal evidence supporting Steiner's views---some of which seem pretty nutty, I admit---many students receive excellent educations at Waldorf (and in other private schools), which tend to attract unusually committed teachers and engage the curiosity and interest of students. A lack of evidence does not, of necessity, imply a lack of quality. Not every school can attract the best teachers. Yet, there are compelling reasons to ensure that every child, not just those whose parents can afford private education, has a real opportunity to reach his or her potential. I think the only way we can do this is to deepen our understanding of how students acquire specific knowledge and skills, and use what we learn to build thoroughly engaging, flexible, individualized curricula and assessments of students' understanding that can be employed in any educational context. A century of cognitive developmental research has provided the tools required to achieve these objectives. Theo Dawson