As is evident from the overview of the content of the articles, there is much in this volume which should appeal to a variety of readers. There is a richness and diversity in the methodologies used in the articles: a convergent mixed method design (Jennings et al); mixed method (Verna Knight); a cross-sectional survey design (Marshall et al.); a quantitative non-experimental design (Martina King); and case study (Green-Mitchell). Keshinro used telephone interviews as data was collected during COVID-19 and Amanda Thomas applied meta-analysis techniques to the results of studies using summative assessments that compared differences in the academic achievement of African American and African Caribbean students studying in the US. The five studies which comprised the final sample all used quantitative research designs. The articles, furthermore, cover a wide range of Caribbean countries— Jamaica, Trinidad, Barbados, the Eastern Caribbean (Grenada, Antigua and Barbuda, St. Lucia, and Turks and Caicos Islands) and Cuba. The students in the study by Amanda Thomas are from the United States and those of African Caribbean descent all originated from the English-speaking Caribbean.
 
The content of the articles aligns with the objective of the journal to inform educational decision-making in the Caribbean. A priority concern of educational leaders in the Caribbean at this time is the achievement of Sustainable Development goal 4 (SDG4) which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. SDG4 recognizes the need to provide quality education for all, and particularly for vulnerable populations. Most of the articles point to areas that need critical attention if we are to achieve SDG4. These range from support for struggling learners from early childhood through to the secondary level, strengthening teacher and teaching quality in schools, uplifting the status of the teaching profession, implementing career advancement strategies to foster teacher commitment and ensuring that teachers are adequately trained toimplement new ideas introduced into the education system and provided with all the needed resources. This last point is a recurring theme in the book by Zellynne Jennings—Re-visioning Change: Case Studies of Curriculum in School Systems in the Commonwealth Caribbean—in which she critically examines how innovations mandated by Ministries of Education in the Region were introduced and implemented in schools and with what results. The volume ends with a review of this book by Frank Reeves.