Converging influences in the public policy environment in the United States have generated renewed interest in ratification of the United Nations Convention on the Rights of the Child (CRC). Although considerable overlap exists between the goals of education in the United States and the goals articulated in the CRC, education has not had a central role in ratification efforts. The article highlights the relevance of the CRC to education in the United States and discusses shared interests, differences, controversies, and implications of ratification on education