ON GETTING IT RIGHT

Leigh Burstein fully recognized that education is a complex, multileve l, highly contextualized system, and any oversimplification of the sys tem is likely to misinform policymakers, practitioners, and scholars a like. ''To Get It Right'' for Leigh was to capture complexity in a mea ningful way so as to elucidate the problem at hand. His research and s cholarly writing on multilevel modeling, opportunity to learn, and ind icator systems for monitoring the health of our education systems all exemplify his insistence on ''Getting It Right.''