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Gloria sharing comments about funds of knowledge for undocumented youth in selective #colleges and universities…
New Rochelle junior Jake Logan, photographed March 15, 2018, is the Journal News/lohud Westchester/Putnam wrestler of the year. (Photo: Seth Harrison/The Journal News)
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NEW ROCHELLE, NY -- Jake Logan entered the wrestling room at New Rochelle High School on Thursday having just watched the opening rounds of the NCAA wrestling championships on ESPN.
The excitement of the biggest wrestling event in the country was palpable through the screen, sparking the New York state champion’s imagination. It wasn’t difficult to picture himself on that same stage one day in the near future.New RochelleSports - Youth & High School
Legacy admission must end. Next, let’s shorten the college tour. Cities and states should adopt models like the City University of New York’s ASAP program, which provides intensive advising, money for textbooks and even MetroCards to smooth a student’s pathway to his or her degree. More name-brand colleges could do what Bard College has done: Refine the first two years of their four-year liberal arts education into an accredited Bard associate degree. We must make it possible for high schools to hire, train and deploy enough guidance counselors. If you are saving money in a 529 to pay for college and live in a state that gives you a tax deduction for it, you might consider making a donation to a college access program for low-income kids. This may seem counterintuitive, but please stop giving to your alma mater.
"Michael B. Katz is a new discovery for me (h/t Roving Librarian). His scholarship on the history of public education in the U.S.is fascinating, troubling, and revelatory. I’m sure his conclusions are contested–whose aren’t?–but at times the clarity and forcefulness of his insights take my breath away.
“The Moral Crisis of the University,” reprinted in Katz’s last book, Reconstructing American Education (1987), is full of such insights. The essay doesn’t make for happy reading, but every time I read it I come away with a renewed understanding of what will be lost if higher education centered on the life of the mind and nurtured by a strong sense of civic obligation disappears. In many cases, this has already happened. The change Katz describes in 1987 has accelerated in ways that may go beyond his worst nightmare. Along with that acceleration, of course, is a great deal of business as usual, as there always is. We look here when the real erosion is happening there. It’s hard to know where to look, even when there are no distractions–and there are always distractions.
There’s an old joke about going broke, credited to Hemingway: Q: “How did you go bankrupt?” A: “Little by little, then all at once.” During the little by little stage, people who sound various alarms risk being called cranks, or worse. And it’s true: a premature or mischievous cultivation of outrage may damage or destroy what little semblance of community may be left.
And yet, the little by little becomes greater every year. Michael Katz gives me a way to see that. With that clarity also comes hope, the hope that recognizing problems really is the first step toward addressing them, managing them, perhaps even solving them.
Here, then, for Week 7 of Open Learning ’18, my last week as hub director, is some Michael Katz for us to consider together.
[W]hat is it exactly that makes a university distinct from other social institutions? [Robert Paul] Wolff offered a compelling definition based on a conception of the ideal university as a “community of learning.” The ideal university, he argued, should be “a community of persons united by collective understandings, by common and communal goals, by bonds of reciprocal obligation, and by a flow of sentiment which makes the preservation of the community an object of desire, not merely a matter of prudence or a command of duty.” Community implies a form of social obligation governed by principles different from those operative in the marketplace and state. Laws of of supply and demand lose priority; wage-labor is not the template for all human relations; the translation of individuals into commodities is resisted. The difficult task of defining common goals or acceptable activity is neither avoided nor deflected onto bureaucracy….
For all their problems, universities and their faculties remain immensely privileged. They retain a freedom of activity and expression not permitted in any other major social institution. There are two justifications for this privilege. One is that it is an essential condition of teaching and learning. The other is that universities have become the major source of moral and social criticism in modern life. They are the major site of whatever social conscience we have left…. If the legitimacy of universities rested only on their service to the marketplace and state, internal freedom would not be an issue. But their legitimacy rests, in fact, on something else: their integrity. Like all privileges, the freedom enjoyed by universities carries correlative responsibilities. In their case it is intellectual honesty and moral courage. Modern universities are the greatest centers of intellectual power in history. Without integrity, they can become little more than supermarkets with raw power for sale. This is the tendency in the modern history of the higher learning. It is what I call the moral crisis of the university.
I firmly believe that these large questions are essential foundations for any effective change or conservation in higher education. For always some new things must be invented, some things will benefit from change, and some things must be conserved. Some core principles must remain non-negotiable. I agree with Katz: tenured faculty in higher education are the last, best hope for addressing these large questions of common goals and acceptable activities.
It may not yet be too late."
"There are two conclusions here, one of which I agree with and one of which I find objectionable. The conclusion I agree with is that the SAT may be the “least bad” of three options for competitive admissions, when compared with using grades or Mushy Holistic Factors, and that therefore eliminating the SAT alone won’t in and of itself produce greater equality and could backfire. (I even have a certain soft spot for the SAT because it enabled me, a person who didn’t know any of the weird upper-class “holistic” signals that impress colleges, to go to a good college.) But the conclusion I disagree with is that this somehow makes a “progressive case for the SAT,” or that we should “defend the SAT.” This is the same logic that causes people like Nicholas Kristof to argue that because sweatshops are supposedly better than farm labor, there is a progressive case for sweatshops and we should defend them. This is one of the differences between liberalism and leftism: liberalism argues for the least bad of several bad options, while leftism insists on having a better set of options.
It’s the talk about “powerful ways” to “distinguish themselves from the rest of the pack” that troubles me. My concern is about what happens to the rest of the pack! As my acquaintance Patrick Conner put it, the difference between meritocracy and socialism is “I don’t want everyone to have a fair shot at the 15% of non-shitty lives, I want everyone to have a decent life.” Instead of arguing for the least-unfair version of the brutally competitive war of all-against-all that is the contemporary college admissions system, the progressive case should be that we ought to have an actual fair admissions system.
In other words: just admit everybody. The whole “competitive” nature of undergraduate admissions is absurd to begin with, and the very fact that students are sorted according to “merit” is socially corrosive. Let’s face it: college isn’t like brain surgery or social work. People’s lives aren’t in your hands. Instead of finding the “top ten best people” we should be selecting “anyone who has proved they are capable of doing the expected work.” Competitive admissions are as irrational as grading curves. With a grading curve, only X percent of the class will get As on their papers, even if every single person in the class wrote an excellent paper, which forces you to start making silly and arbitrary distinctions in a contrived effort to pit the students against each other. The better way to grade is by developing a standard independently and giving students a qualification if they meet the standard. Here’s the admissions parallel: everyone who shows themselves capable of doing the work required of a Harvard undergrad is marked “qualified” for Harvard and allowed to apply. There are a limited number of places, of course, but those places will be filled by selecting a random group of students from among all of those marked “qualified.” You might still get a very low percentage of applicants admitted because space is limited, but it won’t be because those applicants have been deemed worthier, it will be because the lottery happened to favor them.
My vision of universities is as a place where anybody can come and learn, so long as they can do the work. Now, you could argue that at elite schools, the work is so hard that only a few people would be qualified to do it. That’s false, though. I have been a TF at Harvard, so I am acquainted with the level of rigor in the undergraduate curriculum, and it’s obvious that vastly more students than the 4.8% they actually admit are capable of passing the courses. In fact, possibly the majority of the applicants could do fine. We know that college admissions are a crapshoot. But let’s just make them an actual crapshoot, so that nobody would be deluded into thinking that merit was involved, beyond the merit of basic literacy and numeracy.
We might have a different system at the graduate level, where higher levels of specialized skill are required. But I think the same principle should be followed: set a clear standard for the minimum a student needs to be able to do. Make that standard public, so that everybody knows that if they can do X they will have the same shot at being admitted to a program as anybody else. Then choose at random from among those who have met the basic standard.
Alright, so you can probably come up with half a dozen criticisms of this system, the way you can criticize the idea of a randomly-selected congress or a jury trial. Colleges will raise the “basic standard” to unrealistic levels and thus recreate a highly-competitive admissions system, and Harvard will start pretending that you need to be able to do calculus in order to muddle your way to a Bachelor of Arts there. (You don’t.) As long as you still have underlying social and economic inequalities, you can’t actually have an equal system, because everything will reflect those inequalities until we get rid of them. Rich parents will always find ways to make sure their children get more than other children. This is part of Freddie’s point, and he is right: instead of fixing the admissions system you have to fix the economic system, because you can’t isolate the one from the other. It’s an important point, but it doesn’t amount to a defense of the “meritocracy” illusion or the concept of “distinguishing from the rest of the pack.” And the left’s education experts should be devising practical alternatives to meritocracy rather than slightly-less-awful versions of it.
We should always be clear on what the goal is: a world in which we don’t all have to fight each other all the time, where we can work together in solidarity rather than having to wage war against our friends for the privilege of having a good job. There is no reason why everyone shouldn’t have equal access to the highest-quality education, and in a properly organized society it would be perfectly simple to provide it. We don’t need “best” and “worst” universities, ranked from top to bottom, we just need “universities,” places where people go to explore human knowledge and acquire the skills that enable them to do things that need doing. Progressive education means an end to the illusion of meritocratic competition, an end to the SAT, and the realization of a vision of equal education for all."
Go is a really nice language, with rich, easily composable, well written libraries. It is easier to write a clean, fast, parallel program in go than in most other languages, and the crucial thing that Go does well is to allow a team to write a clean, fast, parallel program with relative ease. The pros described here far outweigh my boo-hoo list of why-can't-Go-be-rust (but seriously? no const?). I don't see this portion of the product requiring a tech refresh for a long time.
Feel free to flame me in comments, but if you don't like const then you're categorically wrong.
Auf einen Blick:
Rosmarin stärkt das Immunsystem, steigert die Gehirnleistung, greift Keime, Bakterien und Viren an und kräftigt Herz und Blutgefäße. Essen Sie daher täglich 10 Rosmarinblätter und nehmen Sie Rosmarinöl mit auf Reisen.
Rosmarin hat eine abtreibende Wirkung. Daher sollten Schwangere keine größeren Mengen Rosmarin zu sich nehmen. Aufgrund der starken Wirkung auf die Schleimhäute sollten auch Asthmatiker mit Rosmarin vorsichtig sein. So ist Rosmarin als Gewürz für Asthmatiker empfehlenswert, auf unverdünntes ätherisches Rosmarinöl sollten Asthmatiker allerdings verzichten.
"Is the University of California system engaging in the same sort of marketing deception?"
Coach Davis Selected as AD3I Coach of the Year for Women's Basketball; Harrison and Brice Named to First Team All-Independent
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NEW ROCHELLE, NY -- The Association of Division III Independents announced on Thursday March 15th that Coach Gerald Davis was selected as the Coach of the Year for Women's Basketball. Senior forward Caitlin Harrison (Bronx, N.Y., Academy of Mount Saint Ursula) and sophomore guard Dar'Neisha Brice (California, MD, Great Mills High School) were also named to the First Team All-Independent. New RochelleSports - College
Monroe Softball Splits Final Day at Ripken Experience
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NEW ROCHELLE, NY -- In its final day down at the Ripken Experience in Myrtle Beach, S.C., the Monroe College softball team split its last two games against Camden County College and USC Sumter. The Mustangs picked up an eight-run rule victory over Camden County, defeating the Cougars, 8-0, in five innings, but suffered a late defeat to USC Sumter, 7-6, to close out the day. The Mustangs leave Myrtle Beach with a 6-7 overall record.
Game 1: Monroe 8, Camden County 0 (5 INNINGS)New RochelleSports - College
Monroe Baseball Sweeps Doubleheader on Opening Day at Ripken Experience
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NEW ROCHELLE, NY -- The Monroe College baseball team started its long weekend at the Ripken Experience in Myrtle Beach on Thursday, coming away with a pair of victories against Delaware Technical Community College and Northampton Community College. The Mustangs defeated Delaware Tech, 5-0, before picking up a 4-2 win over Northampton. Monroe improves to 6-2 on the season with the wins.
Game 1: Monroe 5, Delaware Tech 0New RochelleSports - College