„By any yardstick, a higher percentage of New York City high school students are graduating now than at any time in decades. The rate has risen every year during this administration and is an important validation of our reforms, w:Chancellor Klein’s leadership, and the hard work of our students, principals, and teachers. The rate obviously remains far too low, but the gains demonstrate that our hard work to raise student achievement is paying off, and we are beginning to turn around a failing system.“

—  Michael Bloomberg, Education, http://www.mikebloomberg.com/en/issues/education/mayor_bloomberg_announces_that_high_school_graduaton_rate_reaches_historic_high_of_60
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Michael Bloomberg
homme d'affaires et homme politique américain 1942

Citations similaires

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„At Columbine, parents and students both felt that bullies were favored by teachers and administrators, and that complainers were often ignored or blamed. Indeed, losers pay for being losers twice over in our schools, taking both the punishment and the blame.“

—  Mark Ames American writer and journalist 1965
Going Postal: Rage, Murder, and Rebellion, From Reagan's Workplaces to Clinton's Columbine and Beyond (2005), Context: One reason why our society has failed to curb bullying is that we like bullies. Hell, we are bullies. Research has shown that bullies are not the anti-social misfits that adults, in their forced amnesia, want them to be. Rather, bullies are usually the most popular boys, second only on the clique-ranking to those described as friendly, outgoing, and self-confident. The Santana High kids and parents both felt that there was no point in complaining to the administration because they wouldn't have done anything anyway, a reflection of the fact that popular winners are treated better than losers. At Columbine, parents and students both felt that bullies were favored by teachers and administrators, and that complainers were often ignored or blamed. Indeed, losers pay for being losers twice over in our schools, taking both the punishment and the blame. Part V: More Rage. More Rage., page 191.

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„We have a crisis in higher education today. Too many of our young people cannot afford a college education and those who are leaving college are faced with crushing debt. It is a national disgrace that hundreds of thousands of young Americans today do not go to college, not because they are unqualified, but because they cannot afford it. This is absolutely counterproductive to our efforts to create a strong competitive economy and a vibrant middle class. This disgrace has got to end. In a global economy, when our young people are competing with workers from around the world, we have got to have the best educated workforce possible. And, that means that we have got to make college affordable. We have got to make sure that every qualified American in this country who wants to go to college can go to college -- regardless of income. Further, it is unacceptable that 40 million Americans are drowning in more than $1.2 trillion in student loan debt. It is unacceptable that millions of college graduates cannot afford to buy their first home or their first new car because of the high interest rates they are paying on student debt. It is unacceptable that, in many instances, interest rates on student loans are two to three times higher than on auto loans.“

—  Bernie Sanders American politician, senator for Vermont 1941
2010s, 2015, Bernie Sanders Statement by Senator Bernard Sanders on the College for All Act http://www.sanders.senate.gov/download/051915-highered/?inline=file (19 May 2015)

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Frederick Winslow Taylor photo
Paulo Freire photo
Paul Graham photo

„The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility.“

—  Neil Postman American writer and academic 1931 - 2003
Teaching as a Subversive Activity (1969), Context: Adminstrators are another curious consequence of a bureaucracy which has forgotten its reason for being. In schools, adminstrators commonly become myopic as a result of confronting all of the problems the "requirements" generate. Thus they cannot see (or hear) the constituents the system ostensibly exists to serve — the students. The idea that the school should consist of procedures specifically intended to help learners learn strikes many administrators as absurd — and "impractical." …Eichmann, after all, was "just an adminstrator." He was merely "enforcing requirements." The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility. If schools functioned according to the democratic ideals they pay verbal allegience to, the students would long since have played a major role in developing policies and procedures guiding its operation. One of the insidious facts about totalitarianism is its seeming "efficiency." …Democracy — with all of its inefficiency — is still the best system we have so far for enhancing the prospects of our mutual survival. The schools should begin to act as if this were so.

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Mark Ames photo

„And the fear reflects a still-censored recognition that the shootings have widespread sympathy among students, and that any student, at any school, could be next“

—  Mark Ames American writer and journalist 1965
Going Postal: Rage, Murder, and Rebellion, From Reagan's Workplaces to Clinton's Columbine and Beyond (2005), Context: The shootings are a direct assault on the American Dream- which is why they are so disturbing. The fear reflects how unsettling and piercing the crime is. And the fear reflects a still-censored recognition that the shootings have widespread sympathy among students, and that any student, at any school, could be next. Part V: More Rage. More Rage., page 184.

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„Teachers should prepare the student for the student's future, not for the teacher's past.“

—  Richard Hamming American mathematician and information theorist 1915 - 1998
The Art of Doing Science and Engineering: Learning to Learn (1991), Preface

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