The value of having all children achieve mastery brings into question our general view of success. If the goal of education became having children become experts, grades would become much less varied. That is, you would theoretically have a high school graduating class all with grades above 90%. Universities would have to make selections from a pool of applicants with similar grades, how would admission requirements have to change to account for uniform ratings of intelligence? Would time it took to reach mastery become a new measure of success? These questions about the wider implications of mastery as a new standard raise discussion about its actual value.