Quotes About Students

The College Access and Opportunity Act addresses the important need to make higher education more affordable and easier to access for low and middle-income students.

In the United States, a consistent finding from the National Assessment of Educational Progress is that students at all levels of testing (ages nine, thirteen, and seventeen) are generally able to show mastery of the procedures taught, but struggle to apply their knowledge to problem-solving situations that are not clear-cut matters of applying a rule (Carpenter, Corbitt, Kepner, Lindquist, & Reys, 1980).

Listening and questioning are the basis for positive classroom interactions that can in turn shape meaningful collaboration, which can then build a culture of thinking. At the heart of these two practices lies a respect for and interest in students' thinking.

Nonetheless, such environments aren't the norm for many students.

Not our expectations of students, but our expectations for students.

Once they arrive, affirmative action kids are generally left to sink or swim academically. Brown (University) offers plenty of counseling and tutoring to struggling students, but, as any academic Dean will tell you, it's up to the students to seek it out, something that a drowning minority student will seek to avoid at all costs, fearing it will trumpet a second-class status.

17% of girls have experienced a physical attack… 97% of students report regularly hearing homophobic remarks by peers… 53% hear homophobic comments by teaching staff…

I can't believe how many students don't read. They want to be writers, but they haven't read anything at all. They have looked at book covers, which usually allows them enough expertise to sneer, but they haven't read the books. How many young poets don't like poetry? How many fiction writers don't know Lehane from Nevada Barr?

In a classroom of students with varying levels of drawing experience, this way of drawing brings us to a common starting place that is like the starting place we all share: our first drawings of people made when we were little.

When I start a new seminar I tell my students that I will undoubtedly contradict myself, and that I will mean both things. But an acceptance of contradiction is no excuse for fuzzy thinking. We do have to use our minds as far as they will take us, yet acknowledge that they cannot take us all the way.

We have become obsessed with what is good about small classrooms and oblivious about what also can be good about large classes. It's a strange thing isn't it, to have an educational philosophy that thinks of the other students in the classroom with your child as competitors for the attention of the teacher and not allies in the adventure of learning.

It is a strange thing, isn't it, to have an educational philosophy that thinks of the other students in the classroom with your child as competitors for the attention of the teacher and not allies in the adventure of learning?

The phenomenon of relative deprivation applied to education is called—appropriately enough—the "Big Fish–Little Pond Effect." The more elite an educational institution is, the worse students feel about their own academic abilities.

learn better skills; and the next year, because they are in the higher groups, they do even better; and the next year, the same thing happens, and they do even better again. The only country we don't see this going on is Denmark. They have a national policy where they have no ability grouping until the age of

That the best students from mediocre schools were almost always a better bet than good students from the very best schools.

the most advanced computer science programs in the world, and over the course of the Computer Center's life, thousands of students passed

Schools work. The only problem with school, for the kids who aren't achieving, is that there isn't enough of it.

have programs for the "gifted." Elite universities often require that students take an intelligence test (such as the American Scholastic Aptitude

This doesn't mean affirmative action is wrong. It is something done with the best of intentions, and elite schools often have resources available to help poor students that other schools do not. But this does not change the fact that -- as Herbert Marsh says -- the blessings of the Big Pond are mixed, and it is strange how rarely the Big Pond's downsides are mentioned.

some of his students and colleagues from Oklahoma. They gathered together the death certificates from residents of the town, going back as

We knew that our minority students, a lot of them, were doing well," says Richard Lempert, one of the authors of the Michigan study. "I think our expectation was that we would find a half- or two-thirds-full glass, that they had not done as well as the white students but nonetheless a lot were quite successful. But we were completely surprised. We found that they were doing every bit as well. There was no place we saw any serious discrepancy.

The one thing that all educational researchers agree about is that teacher quality matters far more than the size of the class. A great teacher can teach your child a year and a half's material in one year. A below-average teacher might teach your child half a year's material in one year.

his students and colleagues from Oklahoma. They gathered together the death certificates from residents of

whose students are willing to concentrate and sit still long enough and focus on answering every single question in an endless questionnaire are the same countries whose students do the best job of solving math problems.