The ongoing debate about K-12 education in the United States is replete with concerns for levels of student performance in its schools and most particularly in the areas of reading literacy, mathematics and science. The Organization for Economic Cooperation and Development’s (OECD’s) 2009 “program for International Student Assessment” (PISA) report provides all involved, in one way or another, with the education of America’s children and youth with sobering evidence for such concern, for in its league table comparison of the performance of fifteen-year-olds around the world, as reported by the Huffington Post, “the united States [ranked] 14th out of 34 OECD countries for reading skills, 17th for science and a below-average 25th for mathematics.” The US Education Secretary Arne Duncan responded at the time to America’s rankings, stating, “being average in science is a mantle of mediocrity—and especially in a knowledge economy where scientific literacy is so central to sustaining innovation and international competitiveness.”