Just as the CPA Evolution Initiative is on the brink of taking effect, with its accompanying overhaul of the CPA exam framework, there are many within the profession, both inside and outside of academia, who are questioning whether the changes will be enough—enough to ensure future professionals are ready to succeed in today's business environment, enough to adapt to changes wrought by emerging technologies, and enough to make public accounting more appealing to the next generation and replenish the declining pipeline to the profession. Several articles in this issue examine the complex and interconnected problems in accounting education, licensure, and recruitment.

The transformation and disruption of the accounting ecosystem are the subject of Jerry Trapnell, Steven Mezzio, Michael Dugan, and Mark Dawkins' article and a recurring theme of their work. The authors diagnose the current state of accounting education and put forth recommendations as to how these negative trends can be reversed and challenges overcome. Steven Mintz, William Miller, and Tara Shawver focus on the 150-hour requirement as a barrier to entry and question whether alternative paths to CPA licensure could attract more students to the profession while maintaining the skills and competencies new professionals need. And Mark Martinelli, Cynthia Scarinci, Frank Manzi, and Geraldo Vasquez ask whether the CPA Evolution goes far enough in ensuring new CPAs have the skills needed to succeed in today's business environment.

Attracting more people to the profession necessarily requires attracting candidates from traditionally underrepresented minority groups. Authors Chevonne Alston, Lauren Rukasuwan, and Anton Lewis believe that decades of effort to increase Black representation in accounting programs and CPA firms have yet to yield results. Rather than trying more of the same, they suggest that a dialogue about the fundamental experience of institutional racism in the profession is the only way to bring about meaningful change.