This paper examines the issue of the loss of less competent children from schools as a result of the emphasis upon academic excellence. Studies are cited indicating that more than 90 percent of all secondary principals feel that their schools are improving; yet, as many as 25 percent of all children in a given sixth-grade class will drop out before graduation. The national push in education to raise test scores by emphasizing cognitive factors is seen as detrimental to other factors in the lives of children and encourages success primarily in those who are easy to teach. Less competent students are being squeezed out of the school system; as a result test scores are rising, which gives the appearance that excellence is being achieved. In actuality, excellence is not an event, but a process. What the process is and what can be done to protect the interests of all students in the educational process are questions raised. Three research findings on effective schools are examined: safety in the school and its environment, high expectations of success, and the role and characteristics of the principal as an instructional leader. Included are eight references. (WTH)