A useful example of how to resolve conflict among empirical educational theories — until clearly decisive empirical results arrive — comes from physics, a field in which there have been uncertainties just as great as those found in education. As recently as 1900 the existence of atoms was a matter of active dispute among scientists. The knotty theoretical problem of the existence of atoms goaded young Albert Einstein, into his earliest work, from his doctoral dissertation of 1905 through several great articles on Avogadro’s number (N) in 1905 and 1906. Einstein approached the question of N (the number of molecules in a given amount of matter) from a lot of different angles — black body radiation, the flow of solutions, Brownian motion, and the blue of the sky. He showed that all of these independent methods of determining N yielded a very similar number. Since each of these sources of computation was quite independent of the others, this independent convergence made it very hard to doubt the atomic theory. In framing theories that will guide fateful policy decisions about educating our children, this pattern of independent data convergence should be our goal.