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Educators and educational researchers often assume that knowledge, learning, and human behavior in general are normally distributed. But considerable evidence shows that positive-skew distributions characterize many objects and fundamental processes in biology, crime, economics, demography, geography, industry, information and library sciences, linguistics, psychology, sociology, and the production and utilization of knowledge. The evidence in these fields and in learning research suggests possible modifications in educational theory, research, measurement, philosophy, and practice.

In faith or in hope, all humans may be created equal. By nature or by nuture, all individuals are different, different in certain, if not all, characteristic attributes. Individuals may be said to be different physically, mentally, or socially, based on certain specific attributes that are observable or measurable.