In 2015, Washington Summit Publishers will release two volumes: the second edition of Richard Lynn’s Race Differences in Intelligence and a new book, Raymond Wolters’s The Long Crusade: Profiles in Educaiton Reform, 1967-2014.

Lynn’s Race Differences in Intelligence was the first full volume WSP published in 2006, and it quickly became a classic.


Second, Expanded Edition


Through more than 50 years of academic research, Richard Lynn has distinguished himself as one of the world’s preeminent authorities on intelligence, personality, and human biodiversity. Race Differences in Intelligence is his essential work on this most controversial and consequential topic. Covering more than 500 published studies that span 10 population groups, Lynn demonstrates both the validity of innate intelligence as well as its heritability across racial groups. The Second Edition (2014) has been revised and updated to reflect the latest research.

Wolters’s Long Crusdade both tells the stories of the past half century of education reform and also serves as an important corrective to the reformers’ underlying assumptions.

The Long Crusade: Profiles in Education Reform, 1967-2014

Raymond Wolters

Ever since the 1954 Brown v. Board of Education decision, which launched a national effort to desegregate American schools, education reform has been one of the most resonant, controversial, and perplexing social and political issues.

In The Long Crusade, Raymond Wolters traces the history of the past half-century of school reform by telling the stories of its most influential writers, activists, and intellectual movements. These range from the “neo-progressives” (Jonathan Kozol, Howard Gardner, and Theodore Sizer) to “back to basics” reformers (Chris Whittle, Robert Slavin, and E. D. Hirsch) to contemporary advocates of “accountability” (Teach For America, Michelle Rhee, and Arne Duncan). Wolters concludes by profiling “contrarians” (Diane Ravitch, Robert Weissberg, and the “race realists”), who brought into question many of the orthodoxies of this period.

America’s educational crusades have been varied, but virtually all have shared a common fate: racial achievement gaps have never been closed. Wolters argues that these failures are not merely a result of bad policies. Underlying virtually all of these approaches has been the assumption that no innate cognitive differences exist between races. Wolters stresses that it is time to rethink what has been assumed—and to look with new eyes on the failures and achievements of the American educational system.