Here, veteran teacher Cheri Pierson Yecke details the chronological history of the middle school movement in the U. S. by tracing its evolution from academically-oriented junior high schools to the dissolution of academics in the middle schools of the late 1980s and beyond. In this book, evidence is presented to show how leaders of this movement designed to use the middle school as a vehicle to promote non-academic goals, contrary to the desires of parents and the community. Favored instructional practices—such as the elimination of ability grouping and the rise in cooperative learning and peer tutoring—have produced coerced egalitarianism, where education performance is equalized by bringing the achievement of gifted and high ability students down to the level of mediocrity. The War against Excellence examines the impact of: ·The reduction of academic expectations ·Widespread elimination of ability grouping Features include: ·Examples of how favored middle school instructional practices have been implemented in other countries, and ·An analysis on the implications of these changes for the future of our country The influence of these changes has seriously crippled our middle schools in their obligation to provide a solid academic foundation for all students. Yecke provides research-based information that will appeal to parents and educators who want to confront problems with specific instructional practices and improve public education.

Thomas Jefferson once stated that the foremost goal of American education must be to nurture the "natural aristocracy of talent and virtue." Although in many ways American higher education has fulfilled Jefferson's vision by achieving a widespread level of excellence, it has not achieved the objective of equity implicit in Jefferson's statement. In Equity and Excellence in American Higher Education, William G. Bowen, Martin A. Kurzweil, and Eugene M. Tobin explore the cause for this divide. Employing historical research, examination of the most recent social science and public policy scholarship, international comparisons, and detailed empirical analysis of rich new data, the authors study the intersection between "excellence" and "equity" objectives. Beginning with a time line tracing efforts to achieve equity and excellence in higher education from the American Revolution to the early Cold War years, this narrative reveals the halting, episodic progress in broadening access across the dividing lines of gender, race, religion, ethnicity, and socioeconomic status. The authors argue that despite our rhetoric of inclusiveness, a significant number of youth from poor families do not share equal access to America's elite colleges and universities. While America has achieved the highest level of educational attainment of any country, it runs the risk of losing this position unless it can markedly improve the precollegiate preparation of students from racial minorities and lower-income families. After identifying the "equity" problem at the national level and studying nineteen selective colleges and universities, the authors propose a set of potential actions to be taken at federal, state, local, and institutional levels. With recommendations ranging from reform of the admissions process, to restructuring of federal financial aid and state support of public universities, to addressing the various precollegiate obstacles that disadvantaged students face at home and in school, the authors urge all selective colleges and universities to continue race-sensitive admissions policies, while urging the most selective (and privileged) institutions to enroll more well-qualified students from families with low socioeconomic status.

An inside look at America's most controversial charter schools, and the moral and political questions around public education and school choice. The promise of public education is excellence for all. But that promise has seldom been kept for low-income children of color in America. In How the Other Half Learns, teacher and education journalist Robert Pondiscio focuses on Success Academy, the network of controversial charter schools in New York City founded by Eva Moskowitz, who has created something unprecedented in American education: a way for large numbers of engaged and ambitious low-income families of color to get an education for their children that equals and even exceeds what wealthy families take for granted. Her results are astonishing, her methods unorthodox. Decades of well-intended efforts to improve our schools and close the "achievement gap" have set equity and excellence at war with each other: If you are wealthy, with the means to pay private school tuition or move to an affluent community, you can get your child into an excellent school. But if you are poor and black or brown, you have to settle for "equity" and a lecture--about fairness. About the need to be patient. And about how school choice for you only damages public schools for everyone else. Thousands of parents have chosen Success Academy, and thousands more sit on waiting lists to get in. But Moskowitz herself admits Success Academy "is not for everyone," and this raises uncomfortable questions we'd rather not ask, let alone answer: What if the price of giving a first-rate education to children least likely to receive it means acknowledging that you can't do it for everyone? What if some problems are just too hard for schools alone to solve?

Here, veteran teacher Cheri Pierson Yecke details the chronological history of the middle school movement in the U. S. by tracing its evolution from academically-oriented junior high schools to the dissolution of academics in the middle schools of the late 1980s and beyond. In this book, evidence is presented to show how leaders of this movement designed to use the middle school as a vehicle to promote non-academic goals, contrary to the desires of parents and the community. Favored instructional practices--such as the elimination of ability grouping and the rise in cooperative learning and peer tutoring--have produced coerced egalitarianism, where education performance is equalized by bringing the achievement of gifted and high ability students down to the level of mediocrity. The War against Excellence examines the impact of: -The reduction of academic expectations -Widespread elimination of ability grouping Features include: -Examples of how favored middle school instructional practices have been implemented in other countries, and -An analysis on the implications of these changes for the future of our country The influence of these changes has seriously crippled our middle schools in their obligation to provide a solid academic foundation for all students. Yecke provides research-based information that will appeal to parents and educators who want to confront problems with specific instructional practices and improve public education.

This book offers a scientific interpretation of the field of military knowledge situated between strategy and tactics, better known as operational art', and traces the evolution of operational awareness and its culmination in a full-fledged theory. The author, a Brigadier General (ret.) in the Israeli Defence Forces and Doctor of History, King's College, London, clarifies the substance of operational art' and constructs a cognitive framework for its critical analysis. He chronicles the stages in the evolution of operational theory from the emergence of 19th-century military thought to Blitzkrieg. For the first time the Soviet theories of Deep Operations' and Strike Manoeuvre' that emerged in the 1920s and 1930 are discussed. The author argues that it is these doctrines that eventually led to the crystallization of the American Airland Battle theory, successfully implemented in the Gulf War.

“I want to call it a cry of the heart, but it’s more like a cry of the brain, a calm and erudite one.” —Peggy Noonan, The Wall Street Journal The former dean of Yale Law School argues that the feverish egalitarianism gripping college campuses today is a threat to our democracy. College education is under attack from all sides these days. Most of the handwringing—over free speech, safe zones, trigger warnings, and the babying of students—has focused on the excesses of political correctness. That may be true, but as Anthony Kronman shows, it’s not the real problem. “Necessary, humane, and brave” (Bret Stephens, The New York Times), The Assault on American Excellence makes the case that the boundless impulse for democratic equality gripping college campuses today is a threat to institutions whose job is to prepare citizens to live in a vibrant democracy. Three centuries ago, the founders of our nation saw that for this country to have a robust government, it must have citizens trained to have tough skins, to make up their own minds, and to win arguments not on the basis of emotion but because their side is closer to the truth. Without that, Americans would risk electing demagogues. Kronman is the first to tie today’s campus clashes to the history of American values, drawing on luminaries like Alexis de Tocqueville and John Adams to argue that our modern controversies threaten the best of our intellectual traditions. His tone is warm and wise, that of an educator who has devoted his life to helping students be capable of living up to the demands of a free society—and to do so, they must first be tested in a system that isn’t focused on sympathy at the expense of rigor and that values excellence above all.

*Named the Best Motivational book of 2016 by the Independent Book Publishing Professionals Group and Eric Hoffer Award finalist for non-fiction. The Excellence Habit is biography of an idea, and the idea is simple. The main source of success is excellence, and excellence depends more on our internal circumstances; Grit, determination, and the discipline to put in the hard work as a matter of habit