Abstract
Leigh Burstein fully recognized that education is a complex, multilevel, highly contextualized system, and any oversimplification of the system is likely to misinform policymakers, practitioners, and scholars alike. “To Get It Right” for Leigh was to capture complexity in a meaningful way so as to elucidate the problem at hand. His research and scholarly writing on multilevel modeling, opportunity to learn, and indicator systems for monitoring the health of our education systems all exemplify his insistence on “Getting It Right.”
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