The Importance of Average calls attention to the policies and practices that discriminate against the silent majority of students in the American educational system. Arguments presented emphasize the collateral damage caused to average students by legislative mandates, administrative policies, teaching practices, parenting beliefs, and adherence to strict psychological constructs. Each of these factors has created a pervasive psycho-educational belief of average ability. The authors challenge what they consider as a pseudo-definition of 'average' that was brought about as an attempt by policymakers to test their way out of addressing the true inequities found in society. Further, the authors identify how educational policymakers have sacrificed the education of an entire class of students by creating the illusion that underachievement can be eliminated simply through lowering standards and examination pass rates. In chronicling the plight of average students, the authors capture the emotions and attitudes of teachers, parents, and students whose frustrations have been set aside in order to meet other special interests. The authors explore methods that provide students of average knowledge in any given area with the appropriate tools necessary for succeeding in school. Finally, the authors argue that there is no such thing as 'average' intelligence.

"Farenga, Ness, Johnson, and Johnson (all, Dowling College) present a powerful argument on behalf of the 'average' learner who is either ignored or overlooked in the US educational system of the late-20th and early-21st century. Deficit (crisis) model educational fix-it programs associated with No Child Left Behind, Gifted and Talented Education, and the Individuals with Disabilities Education Act focus money and attention on learners who are either at risk of failure or in need of challenge. The reliance upon psychometric bubble testing to determine success or failure of the educational system is taken to task. This book picks up where Stephen Jay Gould's Mismeasure of Man (CH, Dec'96, 34-2458) leaves off and offers ideas for challenging and enhancing the education of all students (especially the vast majority of "average" learners) in US schools. It offers chapters on the development of core skills in mathematics, science, and the social sciences. The authors conclude by arguing that 'average' intelligence is a myth, a social construct that testing creates rather than measures. Recommended." - CHOICE, November 2010