The Roots Of Low Achievement

This book explains how public education in this country became dysfunctional as a result of the education policies and programs funded by the federal government to address low academic achievement.

Ever since Thucydides pondered reasons for the outbreak of the Peloponnesian War, writers, philosophers, and social scientists have tried to identify factors that promote conflict escalation: for example, history (tomorrow's wars are often rooted in yesterday's conflicts), changing balance of power among nations, or domestic political forces. In the end, however, these "causes" are constructed by human beings and involve the memories, emotions, and motives of both the leaders and the led. In July 1914, the long-standing peace of Europe was shattered when the Sarajevo assassinations quickly escalated to World War I. In contrast, at the height of the Cold War, the Cuban Missile Crisis could have easily plunged the world into a thermonuclear world war, but was ultimately peacefully resolved. Why the different outcomes? In Roots of War: Wanting Power, Seeing Threat, Justifying Force, David G. Winter identifies three psychological factors that contributed to the differences in these historical outcomes: the desire for power, exaggerated perception of the opponent's threat, and justification for using military force. Several lines of research establish how these factors lead to escalation and war: comparative archival studies of "war" and "peace" crises, laboratory experiments on threat perception, and surveys of factors leading people to believe that a particular war is "just." The research findings in Roots of War also demonstrate the importance of power in preserving peace through diplomatic interventions, past and present.

Drastic reform measures are being implemented in growing numbers of urban communities as the public’s patience has finally run out with perpetually nonperforming public schools. This authoritative and eye-opening volume examines governance changes in six cities during the 1990s, where either mayoral control of schools has occurred or where noneducators have been appointed to lead school districts. Featuring up-close, in-depth case studies of Philadelphia, Baltimore, Chicago, Boston, San Diego, and Seattle, this book explores the reasons why these cities chose to alter their traditional school governance structures and analyzes what happened when the reforms were implemented and whether or not teachers and students performed better because of them. “Provides useful perspectives on the complexities of educational change that is relevant to all kinds of school systems . . . of interest to elected officials, other policymakers, business leaders, and educators.” —Richard W. Riley, Former U.S. Secretary of Education “A ‘must-read’ for policymakers intent on improving the academic performance of children in America’s urban centers . . . offers important insight and an excellent overview of the reforms being tested in the six urban centers.” —Ted Sanders, President, Education Commission of the States “Every urban political official, indeed, every governor, business leader, and state legislator should study the urban school reforms described in this book” —James B. Hunt, Jr., Former Governor of North Carolina and Chairman, James B. Hunt Jr. Institute for Educational Leadership and Policy “A ‘must-read’ for educators. This book clearly defines what it takes to make significant changes in urban districts” —Floretta McKenzie, Former Superintendent, District of Columbia Public Schools

Under Three Flags; The Roots of Education in Illinois was transplanted by the first missionary explorer Jesuits who traversed the 17th century Illinois wilderness from the mouth of the Mississippi to the Great Lakes and terminating in Quebec Canada. The Jesuits founded an agricultural college before 1720. They experimented quite successfully with botany and animal husbandry. They developed and refined a French gaited carriage pony which was mistaken for a Hackney by coureur des bois and voyageur alike. Early American heroes such as George Washington, Thomas Jefferson, and George Rogers Clarke among others are discussed with surprising revelations such as the only capture and surrender of George Washington to a group from Fort des Charters, Prairie du Rocher and Kaskaskia. While some Indians were hostile by reputation and actions; others tribes befriended the French and Jesuit explorers treating them as their brothers. The Illinois Confederacy consisting of the five tribes were the first Americans in Illinois.

The Roots of Educational Inequality chronicles the transformation of one American high school over the course of the twentieth century to explore the larger political, economic, and social factors that have contributed to the escalation of educational inequality in modern America. In 1914, when Germantown High School officially opened, Martin G. Brumbaugh, the superintendent of the School District of Philadelphia, told residents that they had one of the finest high schools in the nation. Located in a suburban neighborhood in Philadelphia's northwest corner, the school provided Germantown youth with a first-rate education and the necessary credentials to secure a prosperous future. In 2013, almost a century later, William Hite, the city's superintendent, announced that Germantown High was one of thirty-seven schools slated for closure due to low academic achievement. How is it that the school, like so many others that serve low-income students of color, transformed in this way? Erika M. Kitzmiller links the saga of a single high school to the history of its local community, its city, and the nation. Through a fresh, longitudinal examination that combines deep archival research and spatial analysis, Kitzmiller challenges conventional declension narratives that suggest American high schools have moved steadily from pillars of success to institutions of failures. Instead, this work demonstrates that educational inequality has been embedded in our nation's urban high schools since their founding. The book argues that urban schools were never funded adequately. Since the beginning of the twentieth century, urban school districts lacked the tax revenues needed to operate their schools. Rather than raising taxes, these school districts relied on private philanthropy from families and communities to subsidize a lack of government aid. Over time, this philanthropy disappeared leaving urban schools with inadequate funds and exacerbating the level of educational inequality.

This thoughtful and provocative book provides a concise, up-to-date presentation of how current and projected future phosphorus scarcity will affect legume growth and their symbiotic nitrogen-fixing capabilities. It is a timely examination of the physiological and molecular responses of nodules to phosphorous deficiency in attempt to identify common principles. Students and researchers in the many disciplines related to crop productivity will find this title an exciting contribution in the area of plant stress physiology. The knowledge in this volume can also aid plant breeders, particularly through new methods of genetic engineering, in developing unique and adaptive cultivars with higher symbiotic efficiency. The awareness of the rapidly rising world population must translate into a parallel increase in agricultural production in order to sustain the growing population both now and in the future. Hence, the demand for food crops to produce proteins and vegetable oil for human consumption is going to increase considerably during the coming years. The essential role of legumes in agriculture is well-recognized, given the abundant levels of proteins and oils found in plants along with their enormous contribution to the sustainability of agricultural systems and human health. The capacity of legumes to fix nitrogen (N2) in partnership with rhizobia provides an input-saving and resource-conserving alternative, thereby reducing the need for chemical fertilizers while enhancing overall crop productivity. The use of N2-fixing legumes to produce plant proteins results in a substantial decrease in the consumption of fossil fuels and therefore also in the agricultural effects to global warming. However, a major constraint to legume production is low soil phosphorus (P) availability, considering that an overwhelming majority of the world’s soils are classified as P-deficient. Low-P availability is especially problematic for legumes, since legume nodules responsible for N2 fixation have a high P requirement. Therefore, this book explains how nodule N2 fixation responds to low P availability, which is crucial for improving legume production and maintaining agricultural sustainability in the context of the global P crisis.

Exploring the social & contextual forces that shape the appearance of academic ability & disability, this book shows how these forces influence the perception of academic underachievement by minority students.

Management, Performance, and Applications of Micro Irrigation Systems, the fourth volume in the Research Advances in Sustainable Micro Irrigation series, emphasizes sustainable and meaningful methods of irrigation to counter rampant water scarcity. In many parts of the world, this scarcity significantly affects crop yield, crop quality, and, conseq