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.

Stephen J. Farenga is professor of human development and learning at Dowling College.Daniel Ness is associate professor of human development and learning at Dowling College.Dale D. Johnson is professor of literacy education at Dowling College.Bonnie Johnson is professor of human development and learning at Dowling College.

Chapter 1: Average Anyone?Chapter 2: The Invisible Majority: Making Average ExceptionalChapter 3: Intelligence: The Beguiling PhenomenonChapter 4: Success for the Average: Effort, Ability, or Luck?Chapter 5: The Right Start in Reading and Writing: The Development of Language LiteracyChapter 6: The Right Start in Mathematics: The Development of Mathematical ThinkingChapter 7: The Right Start in Science: The Development of Scientific ThinkingChapter 8: The Right Start in Social Studies: Building a Foundation for an Informed CitizenryChapter 9: The Myth of Average Intelligence