"I learned, I laughed, I sighed, I swooned. What an absolutely delightful romp through the forest."—Kate Harris, author of Lands of Lost Borders "Intimate, open-hearted. . . A personal introduction to one of the most profoundly alive places on earth."—John Vaillant, author of The Golden Spruce A funny, deeply relatable book about one woman's quest to track some of the world's biggest trees. Amanda Lewis was an overachieving, burned-out book editor most familiar with trees as dead blocks of paper. A dedicated "indoorswoman," she could barely tell a birch from a beech. But that didn't stop her from pledging to visit all of the biggest trees in British Columbia, a Canadian province known for its rugged terrain and gigantic trees. The "Champion" trees on Lewis's ambitious list ranged from mighty Western red cedars to towering arbutus. They lived on remote islands and at the center of dense forests. The only problem? Well, there were many. . . Climate change and a pandemic aside, Lewis's lack of wilderness experience, the upsetting reality of old-growth logging, the ever-changing nature of trees, and the pressures of her one-year timeframe complicated her quest. Burned out again—and realizing that her "checklist" approach to life might be the problem—she reframed her search for trees to something humbler and more meaningful: getting to know forests in an interconnected way. Weaving in insights from writers and artists, Lewis uncovers what we’re really after when we pursue the big things—revealing that sometimes it's the smaller joys, the mindsets we have, and the companions we're with that make us feel more connected to the natural world.

On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latino students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, John Diamond and Amanda Lewis have created a rich and disturbing portrait of the achievement gap that persists more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latino counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the 'racial achievement gap,' exploring what race actually means in this situation, and why it matters. An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society.

On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers?
Through five years' worth of interviews and data-gathering at Riverview, John Diamond and Amanda Lewis have created a powerful and illuminating study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latina/o counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the "racial achievement gap," exploring what race actually means in this situation, and how it matters.
Diamond and Lewis' research brings clarity and data into a debate that is too often dominated by stereotyping, race-baiting, and demagoguery. An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society.