Is there any consistent relation between the number of pupils enroled in the different high schools tributary to the university under discussion and the scholarship and persistence shown in college by their graduates?
Progress in dealing with college entrance requirements for a hundred years should be to the student of education a cure for pessimism. Down to 1807 the standard requirements were Latin, Greek, and arithmetic, but in that year geography was added to the list, and later English grammar, algebra, geometry, and ancient history were included. The teaching of astronomy in college and school led to a recognition of this subject and finally in the first half of the period a general treatise on the physical and chemical sciences under the title of natural philosophy was also accepted. Marked interest in the study of the natural sciences and the modern languages in the third quarter of the nineteenth century led to a recognition of these subjects as deserving a place in the studies for college admission.
Democracy has mot yet revealed its full meaning. The grounds of the democratic faith lie too deep to be patent; with every fresh study of them comes new insight into their profundity, and with every attempted application a new conception of their logical effects. We have recently seen the insurance companies taught the lesson of democratic responsibility; the railroads and the packers are studying the same text; and it would seem that holders of colossal fortunes may soon be forced to think carefully about the nature of private property in a democratic society. "Mutualization" is a sign of the times, pointing into untraveled depths of democratic theory.
The present is certainly a most opportune time for this discussion. A few years ago the general scheme of college entrance requirements seemed pretty well defined. Today we are awakening to our ignorance and are open to suggestions from all quarters. The growing recognition of music as a proper subject for entrance examinations is evidence in point. It may be that in this particular case the recognition was not wholly wise; that the cause of American music has far less to gain thereby than its friends have hoped; that preparatory music is likely to be to an even greater extent a fiasco than preparatory English has been.
"Shall vocational studies be accepted for entrance to college?" Before entering upon a discussion of the question it seems necessary to define "College" as the educational institution which confers upon its graduates the first bachelor's degree—A.B., B.S., or Ph.B. By vocational studies we mean those studies, which, either by their very nature or because of the point of view from which they are taught, tend to prepare directly for specific efficiency in handicraft, business, or profession.
The importance of thorough preparation of applicants for admission to college is not questioned by any observant teacher of a secondary school. Experience has taught that lack of preparation is not only discouraging to the ill-prepared student who attempts to do advanced work, but detrimental to others who are obliged to work with him; some of their time is spent unprofitably and his development is hindered if not wholly prevented. The success of class instruction depends upon proper grading. Not to recognize this fact, not to secure proper conditions in this respect, is to invite failure.
In Estate of Butler v. Maharishi University of Management, a federal court recognized a cause of action against a private university for negligent admission of a student after a student with a history of mental illness fatally stabbed a fellow student in the campus dining hall. As a matter of public policy, this was a bad decision. Colleges and universities cannot reasonably screen student applicants for evidence of their propensities for violence. If the Butler case signals a judicial trend, colleges and universities should press for legislation in all fifty states that bars lawsuits against higher education institutions for claims arising from their student admission decisions.
Economic Hardship Deferments and Income-Based Repayment Plans provide overburdened student-loan debtors with some relief, but they do not solve the underlying crisis in the federal student loan program.
Recently, there have been signs that the bankruptcy courts are becoming more compassionate toward people who enter the bankruptcy process burdened by student loans. Perhaps the most dramatic of these recent cases is Myhre v. U.S. Department of Education, involving a quadriplegic man who filed for bankruptcy seeking to discharge $14,000 in student loans.
While the prevalence of remediation has generated widespread concern about the college readiness of our nation’s high school graduates, comparatively little attention has been paid to how “readiness” is actually determined. At most community colleges and at many nonselective four-year colleges, readiness is determined by scores on short standardized math and English placement tests. This commentary describes research finding that assignment to remedial or college-level courses based on standardized placement exams results in large numbers of placement errors, and that incorporating high school transcript information would lead to fewer assignments to remediation while maintaining or increasing success rates in college-level Math and English.
Over creditors' objections, a bankruptcy court in Ohio discharged the student-loan debt of a single mother of two who was living below the poverty level.
This commentary surveys the principal issues with student loan policy in the US.
Bankruptcy judges are increasingly willing to rely on compassion and common sense when they decide cases involving honest but unfortunate student-loan debtors who took on mountains of student-loan debt hoping to improve their lives but did not find jobs that paid well enough for them to reasonably make their loan payments.
In an influential concurring opinion to an important bankruptcy decision, Judge Jim Pappas, an Idaho bankruptcy judge, urged federal courts to adopt a more sensible way for dealing with student loan debtors who file for bankruptcy.
This commentary argues that there is a lack of nuance on both sides of the Asian-American affirmative action debate. The author presents two nuances to stimulate further discussion aimed at dismantling a larger project of structural racism in which Asian Americans have been silenced and invisible.