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While she says her parents are not overbearing, she relishes their praise for performing well. “Hearing my parents talk about me in a positive way, or hearing other parents talk about their kids doing well in academics or extracurriculars, that’s where I got some of the expectations for myself,” she said. “It was like self-fulfillment: I’d feel fulfilled and happy when other people were happy with what I’m doing, or expectations they have are met.”

Getting a B can cause some students to fall apart, she said. “What you and I would call disappointments in life, to them feel like big failures.”

a shift in how some young adults cope with challenges. “A small setback used to mean disappointment, or having that feeling of needing to try harder next time,” he said. Now? “For some students, a mistake has incredible meaning.”

The existential question “Why am I here?” is usually followed by the equally confounding “How am I doing?” In 1954, the social psychologist Leon Festinger put forward the social comparison theory, which posits that we try to determine our worth based on how we stack up against others.

In the era of social media, such comparisons take place on a screen with carefully curated depictions that don’t provide the full picture. Mobile devices escalate the comparisons from occasional to nearly constant.

When students remark during a counseling session that everyone else on campus looks happy, he tells them: “I walk around and think, ‘That one’s gone to the hospital. That person has an eating disorder. That student just went on antidepressants.’ As a therapist, I know that nobody is as happy or as grown-up as they seem on the outside.”

Madison Holleran’s suicide provided what might be the ultimate contrast between a shiny Instagram feed and interior darkness. Ms. Holleran posted images that show her smiling, dappled in sunshine or kicking back at a party. But according to her older sister, Ashley, Madison judged her social life as inferior to what she saw in the online posts of her high school friends

These cultural dynamics of perfectionism and overindulgence have now combined to create adolescents who are ultra-focused on success but don’t know how to fail.

Julie Lythcott-Haims watched the collision of these two social forces up close. In meetings with students, she would ask what she considered simple questions and they would become paralyzed, unable to express their desires and often discovering midconversation that they were on a path that they didn’t even like.

“They could say what they’d accomplished, but they couldn’t necessarily say who they were,”

She was also troubled by the growing number of parents who not only stayed in near-constant cellphone contact with their offspring but also showed up to help them enroll in classes, contacted professors and met with advisers (illustrating the progression from helicopter to lawn mower parents, who go beyond hovering to clear obstacles out of their child’s way). But what she found most disconcerting was that students, instead of being embarrassed, felt grateful. Penn researchers studying friendship have found that students’ best friends aren’t classmates or romantic partners, but parents.

Eventually she came to view her students’ lack of self-awareness, inability to make choices and difficulty coping with setbacks as a form of “existential impotence,” a direct result of a well-meaning but misguided approach to parenting that focuses too heavily on external measures of character.

“The Drama of the Gifted Child: The Search for the True Self.” In the book, published in 1979 and translated into 30 languages, Ms. Miller documents how some especially intelligent and sensitive children can become so attuned to parents’ expectations that they do whatever it takes to fulfill those expectations — at the expense of their own feelings and needs. This can lead to emotional emptiness and isolation

“In what is described as depression and experienced as emptiness, futility, fear of impoverishment, and loneliness,” she wrote, “can usually be recognized as the tragic loss of the self in childhood.”

Puett puts a fresh spin on the questions that Chinese scholars grappled with centuries ago. He requires his students to closely read original texts (in translation) such as Confucius’s Analects, the Mencius, and the Daodejing and then actively put the teachings into practice in their daily lives. His lectures use Chinese thought in the context of contemporary American life to help 18- and 19-year-olds who are struggling to find their place in the world figure out how to be good human beings; how to create a good society; how to have a flourishing life. 

Puett began offering his course to introduce his students not just to a completely different cultural worldview but also to a different set of tools. He told me he is seeing more students who are “feeling pushed onto a very specific path towards very concrete career goals”

Puett tells his students that being calculating and rationally deciding on plans is precisely the wrong way to make any sort of important life decision. The Chinese philosophers they are reading would say that this strategy makes it harder to remain open to other possibilities that don’t fit into that plan.

Students who do this “are not paying enough attention to the daily things that actually invigorate and inspire them, out of which could come a really fulfilling, exciting life,” he explains. If what excites a student is not the same as what he has decided is best for him, he becomes trapped on a misguided path, slated to begin an unfulfilling career.

He teaches them that:   The smallest actions have the most profound ramifications. 

From a Chinese philosophical point of view, these small daily experiences provide us endless opportunities to understand ourselves. When we notice and understand what makes us tick, react, feel joyful or angry, we develop a better sense of who we are that helps us when approaching new situations. Mencius, a late Confucian thinker (4th century B.C.E.), taught that if you cultivate your better nature in these small ways, you can become an extraordinary person with an incredible influence

Decisions are made from the heart. Americans tend to believe that humans are rational creatures who make decisions logically, using our brains. But in Chinese, the word for “mind” and “heart” are the same.

If the body leads, the mind will follow. Behaving kindly (even when you are not feeling kindly), or smiling at someone (even if you aren’t feeling particularly friendly at the moment) can cause actual differences in how you end up feeling and behaving, even ultimately changing the outcome of a situation.

In the same way that one deliberately practices the piano in order to eventually play it effortlessly, through our everyday activities we train ourselves to become more open to experiences and phenomena so that eventually the right responses and decisions come spontaneously, without angst, from the heart-mind.

Whenever we make decisions, from the prosaic to the profound (what to make for dinner; which courses to take next semester; what career path to follow; whom to marry), we will make better ones when we intuit how to integrate heart and mind and let our rational and emotional sides blend into one. 

Aristotle said, “We are what we repeatedly do,” a view shared by thinkers such as Confucius, who taught that the importance of rituals lies in how they inculcate a certain sensibility in a person.

“The Chinese philosophers we read taught that the way to really change lives for the better is from a very mundane level, changing the way people experience and respond to the world, so what I try to do is to hit them at that level. I’m not trying to give my students really big advice about what to do with their lives. I just want to give them a sense of what they can do daily to transform how they live.”

Their assignments are small ones: to first observe how they feel when they smile at a stranger, hold open a door for someone, engage in a hobby. He asks them to take note of what happens next: how every action, gesture, or word dramatically affects how others respond to them. Then Puett asks them to pursue more of the activities that they notice arouse positive, excited feelings.

Once they’ve understood themselves better and discovered what they love to do they can then work to become adept at those activities through ample practice and self-cultivation. Self-cultivation is related to another classical Chinese concept: that effort is what counts the most, more than talent or aptitude. We aren’t limited to our innate talents; we all have enormous potential to expand our abilities if we cultivate them

To be interconnected, focus on mundane, everyday practices, and understand that great things begin with the very smallest of acts are radical ideas for young people living in a society that pressures them to think big and achieve individual excellence.

One of Puett’s former students, Adam Mitchell, was a math and science whiz who went to Harvard intending to major in economics. At Harvard specifically and in society in general, he told me, “we’re expected to think of our future in this rational way: to add up the pros and cons and then make a decision. That leads you down the road of ‘Stick with what you’re good at’”—a road with little risk but little reward.

after his introduction to Chinese philosophy during his sophomore year, he realized this wasn’t the only way to think about the future. Instead, he tried courses he was drawn to but wasn’t naturally adroit at because he had learned how much value lies in working hard to become better at what you love. He became more aware of the way he was affected by those around him, and how they were affected by his own actions in turn. Mitchell threw himself into foreign language learning, feels his relationships have deepened, and is today working towards a master’s degree in regional studies.

“I can happily say that Professor Puett lived up to his promise, that the course did in fact change my life.”

Students will be able to substitute a tech sequence and local test for one of the history exams, however the Regents did not present, design, or even describe what the tech alternative will look like. Although it will be implemented immediately, the Regents left all the details completely up to local initiative.

Under the proposal, students can substitute career-focused courses in subjects such as carpentry, advertising or hospitality management rather than one of two history Regents exams that are now required

In June 2010 the Regents eliminated 5th and 8th grade social studies, history, and geography assessments so teachers and schools could concentrate on preparing students for high-stakes Common Core standardized reading and math assessments.

Mace reports his middle school students have no idea which were the original thirteen colonies, where they were located, or who were the founders and settlers. The students in his honors class report that all they studied in elementary school was English and math. Morning was math; afternoon was ELA. He added, "Teachers were worried that this would happen, and it has."

Debate over the importance of teaching history and social studies is definitely not new. During World War I, many Americans worried that new immigrants did not understand and value the history and government of the United States so new high school classes and tests that developed into the current classes and tests were put in place.

Mace describes his students as the "common core kids, inundated with common core, but they do not know the history of the United States." The cardinal rule of public education in the 21st Century seems to be that which gets tested is important and that which does not is dropped.

"By making state social studies exams optional, we have come to a point where our nation's own history has been marginalized in the classroom and, with it, the means to understand ourselves and the world around us. America's heritage is being eliminated as a requirement for graduation.

I am biased. I am a historian, a former social studies teacher, and I help to prepare the next generation of social studies teachers.

But these decisions by the Regents are politically motivated, lower graduation standards, and are outright dangerous.

The city is under a lot of pressure to support the revised and lower academic standards because in the next few weeks it is required to present plans to the state for turning around as many as 250 schools that are labeled as "failing."

Merryl Tisch, Chancellor of the State Board of Regents, described the change as an effort to "back-fill opportunities for students with different interests, with different opportunities, with different choice."

The need to educate immigrants and to understand global issues like ISIS and Ebola remain pressing, but I guess not for New York State high school students. Right now, it looks like social studies advocates have lost the battle and we are finally witnessing the end of history.

When I speak of elite education, I mean prestigious institutions like Harvard or Stanford or Williams as well as the larger universe of second-tier selective schools, but I also mean everything that leads up to and away from them—the private and affluent public high schools; the ever-growing industry of tutors and consultants and test-prep courses; the admissions process itself, squatting like a dragon at the entrance to adulthood; the brand-name graduate schools and employment opportunities that come after the B.A.; and the parents and communities, largely upper-middle class, who push their children into the maw of this machine.

Our system of elite education manufactures young people who are smart and talented and driven, yes, but also anxious, timid, and lost, with little intellectual curiosity and a stunted sense of purpose: trapped in a bubble of privilege, heading meekly in the same direction, great at what they’re doing but with no idea why they’re doing it.

“Super People,” the writer James Atlas has called them—the stereotypical ultra-high-achieving elite college students of today. A double major, a sport, a musical instrument, a couple of foreign languages, service work in distant corners of the globe, a few hobbies thrown in for good measure: They have mastered them all, and with a serene self-assurance

Like so many kids today, I went off to college like a sleepwalker. You chose the most prestigious place that let you in; up ahead were vaguely understood objectives: status, wealth—“success.” What it meant to actually get an education and why you might want one—all this was off the table.

It was only after 24 years in the Ivy League—college and a Ph.D. at Columbia, ten years on the faculty at Yale—that I started to think about what this system does to kids and how they can escape from it, what it does to our society and how we can dismantle it.

I taught many wonderful young people during my years in the Ivy League—bright, thoughtful, creative kids whom it was a pleasure to talk with and learn from. But most of them seemed content to color within the lines that their education had marked out for them. Very few were passionate about ideas. Very few saw college as part of a larger project of intellectual discovery and development. Everyone dressed as if they were ready to be interviewed at a moment’s notice.

Look beneath the façade of seamless well-adjustment, and what you often find are toxic levels of fear, anxiety, and depression, of emptiness and aimlessness and isolation. A large-scale survey of college freshmen recently found that self-reports of emotional well-being have fallen to their lowest level in the study’s 25-year history.

So extreme are the admission standards now that kids who manage to get into elite colleges have, by definition, never experienced anything but success. The prospect of not being successful terrifies them, disorients them. The cost of falling short, even temporarily, becomes not merely practical, but existential. The result is a violent aversion to risk.

There are exceptions, kids who insist, against all odds, on trying to get a real education. But their experience tends to make them feel like freaks. One student told me that a friend of hers had left Yale because she found the school “stifling to the parts of yourself that you’d call a soul.”

What no one seems to ask is what the “return” is supposed to be. Is it just about earning more money? Is the only purpose of an education to enable you to get a job? What, in short, is college for?

The first thing that college is for is to teach you to think.

College is an opportunity to stand outside the world for a few years, between the orthodoxy of your family and the exigencies of career, and contemplate things from a distance.

it is only through the act of establishing communication between the mind and the heart, the mind and experience, that you become an individual, a unique being—a soul. The job of college is to assist you to begin to do that. Books, ideas, works of art and thought, the pressure of the minds around you that are looking for their own answers in their own ways.

College is not the only chance to learn to think, but it is the best. One thing is certain: If you haven’t started by the time you finish your B.A., there’s little likelihood you’ll do it later. That is why an undergraduate experience devoted exclusively to career preparation is four years largely wasted.

Elite schools like to boast that they teach their students how to think, but all they mean is that they train them in the analytic and rhetorical skills that are necessary for success in business and the professions.

Everything is technocratic—the development of expertise—and everything is ultimately justified in technocratic terms.

Religious colleges—even obscure, regional schools that no one has ever heard of on the coasts—often do a much better job in that respect.

At least the classes at elite schools are academically rigorous, demanding on their own terms, no? Not necessarily. In the sciences, usually; in other disciplines, not so much

professors and students have largely entered into what one observer called a “nonaggression pact.”

higher marks for shoddier work.

today’s young people appear to be more socially engaged than kids have been for several decades and that they are more apt to harbor creative or entrepreneurial impulses

they tend to be played out within the same narrow conception of what constitutes a valid life: affluence, credentials, prestige.

Experience itself has been reduced to instrumental function, via the college essay. From learning to commodify your experiences for the application, the next step has been to seek out experiences in order to have them to commodify

there is now a thriving sector devoted to producing essay-ready summers

To be a high-achieving student is to constantly be urged to think of yourself as a future leader of society.

what these institutions mean by leadership is nothing more than getting to the top. Making partner at a major law firm or becoming a chief executive, climbing the greasy pole of whatever hierarchy you decide to attach yourself to. I don’t think it occurs to the people in charge of elite colleges that the concept of leadership ought to have a higher meaning, or, really, any meaning.

The irony is that elite students are told that they can be whatever they want, but most of them end up choosing to be one of a few very similar things

As of 2010, about a third of graduates went into financing or consulting at a number of top schools, including Harvard, Princeton, and Cornell.

Whole fields have disappeared from view: the clergy, the military, electoral politics, even academia itself, for the most part, including basic science

It’s considered glamorous to drop out of a selective college if you want to become the next Mark Zuckerberg, but ludicrous to stay in to become a social worker. “What Wall Street figured out,” as Ezra Klein has put it, “is that colleges are producing a large number of very smart, completely confused graduates. Kids who have ample mental horsepower, an incredible work ethic and no idea what to do next.”

t almost feels ridiculous to have to insist that colleges like Harvard are bastions of privilege, where the rich send their children to learn to walk, talk, and think like the rich. Don’t we already know this? They aren’t called elite colleges for nothing. But apparently we like pretending otherwise. We live in a meritocracy, after all.

Visit any elite campus across our great nation, and you can thrill to the heart-warming spectacle of the children of white businesspeople and professionals studying and playing alongside the children of black, Asian, and Latino businesspeople and professionals

That doesn’t mean there aren’t a few exceptions, but that is all they are. In fact, the group that is most disadvantaged by our current admissions policies are working-class and rural whites, who are hardly present

The college admissions game is not primarily about the lower and middle classes seeking to rise, or even about the upper-middle class attempting to maintain its position. It is about determining the exact hierarchy of status within the upper-middle class itself.

This system is exacerbating inequality, retarding social mobility, perpetuating privilege, and creating an elite that is isolated from the society that it’s supposed to lead. The numbers are undeniable. In 1985, 46 percent of incoming freshmen at the 250 most selective colleges came from the top quarter of the income distribution. By 2000, it was 55 percent

The major reason for the trend is clear. Not increasing tuition, though that is a factor, but the ever-growing cost of manufacturing children who are fit to compete in the college admissions game

Wealthy families start buying their children’s way into elite colleges almost from the moment they are born: music lessons, sports equipment, foreign travel (“enrichment” programs, to use the all-too-perfect term)—most important, of course, private-school tuition or the costs of living in a place with top-tier public schools.

s there anything that I can do, a lot of young people have written to ask me, to avoid becoming an out-of-touch, entitled little shit? I don’t have a satisfying answer, short of telling them to transfer to a public university. You cannot cogitate your way to sympathy with people of different backgrounds, still less to knowledge of them. You need to interact with them directly, and it has to be on an equal footing

Elite private colleges will never allow their students’ economic profile to mirror that of society as a whole. They can’t afford to—they need a critical mass of full payers and they need to tend to their donor base—and it’s not even clear that they’d want to.

Elite colleges are not just powerless to reverse the movement toward a more unequal society; their policies actively promote it.

The SAT is supposed to measure aptitude, but what it actually measures is parental income, which it tracks quite closely

U.S. News and World Report supplies the percentage of freshmen at each college who finished in the highest 10 percent of their high school class. Among the top 20 universities, the number is usually above 90 percent. I’d be wary of attending schools like that. Students determine the level of classroom discussion; they shape your values and expectations, for good and ill. It’s partly because of the students that I’d warn kids away from the Ivies and their ilk. Kids at less prestigious schools are apt to be more interesting, more curious, more open, and far less entitled and competitive.

The best option of all may be the second-tier—not second-rate—colleges, like Reed, Kenyon, Wesleyan, Sewanee, Mount Holyoke, and others. Instead of trying to compete with Harvard and Yale, these schools have retained their allegiance to real educational values.

Not being an entitled little shit is an admirable goal. But in the end, the deeper issue is the situation that makes it so hard to be anything else. The time has come, not simply to reform that system top to bottom, but to plot our exit to another kind of society altogether.

The education system has to act to mitigate the class system, not reproduce it. Affirmative action should be based on class instead of race, a change that many have been advocating for years. Preferences for legacies and athletes ought to be discarded. SAT scores should be weighted to account for socioeconomic factors. Colleges should put an end to résumé-stuffing by imposing a limit on the number of extracurriculars that kids can list on their applications. They ought to place more value on the kind of service jobs that lower-income students often take in high school and that high achievers almost never do. They should refuse to be impressed by any opportunity that was enabled by parental wealth

More broadly, they need to rethink their conception of merit. If schools are going to train a better class of leaders than the ones we have today, they’re going to have to ask themselves what kinds of qualities they need to promote. Selecting students by GPA or the number of extracurriculars more often benefits the faithful drudge than the original mind.

reforming the admissions process. That might address the problem of mediocrity, but it won’t address the greater one of inequality

The problem is the Ivy League itself. We have contracted the training of our leadership class to a set of private institutions. However much they claim to act for the common good, they will always place their interests first.

I’ve come to see that what we really need is to create one where you don’t have to go to the Ivy League, or any private college, to get a first-rate education.

High-quality public education, financed with public money, for the benefit of all

Everybody gets an equal chance to go as far as their hard work and talent will take them—you know, the American dream. Everyone who wants it gets to have the kind of mind-expanding, soul-enriching experience that a liberal arts education provides.

We recognize that free, quality K–12 education is a right of citizenship. We also need to recognize—as we once did and as many countries still do—that the same is true of higher education. We have tried aristocracy. We have tried meritocracy. Now it’s time to try democracy.

Economics teaches that incentives matter and trade-offs are unavoidable. It shows how naive attempts to fix social problems, from poverty to climate change, can have unintended consequences. Introductory economics, at its best, enables people to see the unstated assumptions and hidden costs behind the rosy promises of politicians and businessmen.

A Chilean professor, Oscar Landerretche, worked with other economists to design a new curriculum. He, Sam Bowles, of the Santa Fe Institute, Wendy Carlin, of University College London (UCL), and Margaret Stevens, of Oxford University, painstakingly knitted contributions from economists around the world into a text that is free, online and offers interactive charts and videos of star economists. That text is the basis of economics modules taught by a small but growing number of instructors.

Students pay $300 or more for textbooks explaining that in competitive markets the price of a good should fall to the cost of producing an additional unit, and unsurprisingly regurgitate the expected answers. A study of 170 economics modules taught at seven universities found that marks in exams favoured the ability to “operate a model” over proofs of independent judgment.

“The Economy”, as the book is economically titled, covers the usual subjects, but in a very different way. It begins with the biggest of big pictures, explaining how capitalism and industrialisation transformed the world, inviting students to contemplate how it arrived at where it is today.

That could mean, eventually, a broader array of perspectives within economics departments, bigger and bolder research questions—and fewer profession-shaking traumas in future.

Messy complications, from environmental damage to inequality, are placed firmly in the foreground.

It explains cost curves, as other introductory texts do, but in the context of the Industrial Revolution, thus exposing students to debates about why industrialisation kicked off when and where it did.

Thomas Malthus’s ideas are used to teach students the uses and limitations of economic models, combining technical instruction with a valuable lesson from the history of economic thought.

“The Economy” does not dumb down economics; it uses maths readily, keeping students engaged through the topicality of the material. Quite early on, students have lessons in the weirdness in economics—from game theory to power dynamics within firms—that makes the subject fascinating and useful but are skimmed over in most introductory courses.

Homa Zarghamee, also at Barnard, appreciates having to spend less time “unteaching”, ie, explaining to students why the perfect-competition result they learned does not actually hold in most cases. A student who does not finish the course will not be left with a misleading idea of economics, she notes.

But the all-important exceptions are taught quite late in the curriculum—or, often, only in more advanced courses taken by those pursuing an economics degree.

Far from an unintended result of ill-conceived policies, she argues, the roughly 4m deaths from hunger in 1932 and 1933 were part of a deliberate campaign by Josef Stalin and the Bolshevik leadership to crush Ukrainian national aspirations, literally starving actual or potential bearers of those aspirations into submission to the Soviet order

The politics in this case was the Sovietisation of Ukraine; the means was starvation. Food supply was not mismanaged by Utopian dreamers. It was weaponised.

. “Red Famine” presents a Bolshevik government so hell-bent on extracting wealth and controlling labour that it was willing to confiscate the last remaining grain from hungry peasants (mostly but not exclusively in Ukraine) and then block them from fleeing famine-afflicted areas to search for food.

. Stalin was not only aware of the ensuing mass death (amounting to roughly 13% of Ukraine’s population). He actively sought to suppress knowledge of it (including banning the publication of census data), so as not to distract from the campaign to collectivise Soviet agriculture and extend the Communist Party’s reach into the countryside—a campaign Ms Applebaum calls a “revolution...more profound and more shocking than the original Bolshevik revolution itself”

The book’s most powerful passages describe the moral degradation that resulted from sustained hunger, as family solidarity and village traditions of hospitality withered in the face of the overwhelming desire to eat. Under a state of siege by Soviet authorities, hunger-crazed peasants took to consuming, grass, animal hides, manure and occasionally each other. People became indifferent to the sight of corpses lying in streets, and eventually to their own demis

While stressing Stalin’s goal of crushing Ukrainian nationalism, moreover, Ms Applebaum passes over a subtler truth. For along with its efforts to root out “bourgeois” nationalisms, the Kremlin relentlessly promoted a Soviet version of Ukrainian identity, as it did with most other ethnic minorities. Eight decades on, that legacy has done even more to shape today’s Ukraine than the Holodomor.

But the truth is more nuanced, and, statistically at least, the question of how burdensome student debt is and the extent to which it is disrupting major life events depends on a number of factors, including when you graduated from college with debt.

For those who graduated with debt as the economy was crashing, it was a double-whammy, said Keys, “so you’re seeing delayed marriage, delayed child-bearing, which are at least in part a function of the ongoing damage from the Great Recession.

Before the Great Recession, student debt levels were below auto loans, credit card debt and home-equity lines of credit in the ranking of household debt. Since then, student loan debt has surpassed these other debts

A $1,000 increase in student loan debt lowers the homeownership rate by about 1.5 percentage points for public four-year college-goers during their mid 20s, equivalent to an average delay of 2.5 months in attaining homeownership,

Individuals who attain higher education average higher salaries, which translates into a higher tax base. With higher levels of education attainment, there is also less reliance on social welfare programs, as individuals who attain higher education are more likely to be employed, less likely to be unemployed, and less likely to be in poverty. Higher levels of education are also associated with greater civic engagement, as well as lower crime.”

In 2014, the largest chunk of student debt — nearly 40% — belonged to people owing between $1 and $10,000.

The bigger problem, Webber said, comes when students take out loans and then don’t graduate from college

Nationally, 60% of people who start at a four-year institution wind up graduating within the next six years

There are other ways in which all debt is not created equal. “Many of the people who have the largest loans and are the most likely to default are also the people who got the worst credentials and poorest quality training when they graduated or potentially didn’t even graduate

But although $1.5 trillion is a big number, it may not be an unreasonable amount given the value it is creating

In 2002, a bachelor’s degree holder could expect to make 75% more than someone with just a high school diploma, and nearly a decade later that premium had risen to 84%

A bachelor’s degree is worth about $2.8 million over a lifetime, the study also found.

Australia has a system that links the repayment of loans with the tax system. “Income-driven repayment options have been created in the U.S.,” said Perna, “but these options are more cumbersome and administratively complex than in Australia and some other nations. By linking the amount of the monthly payment to an individual’s income, income-driven repayment options can help to protect borrowers against the risk of non-repayment. But a more seamless system wouldn’t require borrowers to annually report their income to the U.S. Department of Education

“Promise” or “free tuition” programs cropping up in some states are also worth examining

“Right now there is, frankly, very little accountability that schools have; they practically have no skin in the game. If students default on their loans, there is no bad effect for the school.”

They found that economics students are less likely to consider a vendor who increases the price of bottled water on a hot day to be acting “unfairly.”

They found ideological differences between lower-level economics students and upper-level economics students that are similar in kind to the measured differences between the ideology of economics students as a whole and their peers. He finds that upper-level students are even less likely to support egalitarian solutions to distribution problems than lower-level students, suggesting that time spent studying economics does have an indoctrination effect.

There might be desks, cushions, or benches arranged in rows or circles—however the teachers want them, as not every classroom will follow a template. Each classroom will be set up based on what is necessary to meet learning objectives. But schools will prioritize configuring classes to inspire learning first and foremost, and, where appropriate, reflect the diversity of environments that students are exposed to outside a school setting.

Students will have beautiful spaces that make them feel good to be at school—with art, living plants, music where appropriate, comfortable seating, and fast internet access.

Windows that open are a nice feature, as are clean bathrooms and individual desks that can be rearranged

Smaller schools and smaller rooms seem to work better than larger schools and larger rooms.  

My experience as a high-school principal taught me to never spend too much time worrying about the “small stuff.”

There will be a large open space that will serve as a community gathering spot. The classroom will have big windows to let a lot of natural light shine through. The room will be colorful without being obnoxious—colors will be blues, greens, whites, and yellows.

There will be areas where students can post ideas to help make the learning environment more engaging and fun. The classroom will also be tailored to the topic, but all will have interactive stations where hands-on learning can be experienced by all students.

In the future, we won’t have “classrooms.” The enemy of the future of the classroom has arguably been that phrase: “the future of the classroom.” It locks us into a model of believing students will be sorted by age and sit in a room together with one teacher in the front.

Form will follow function, and if one of the key principles of public education is to instill an appreciation for democracy, then classrooms will be arranged so that students are equals with one another

(not some in the front, others in the back), and so that students are active participants in learning, not passive recipients of teachers’ knowledge.

Whereas the traditional lecture hall connotes hierarchy, placing desks in a circle suggests students should be learning to debate and become decision makers. Within the circle, desks will also be clustered in small groups of four to encourage collaboration among students.

High-school classrooms will be designed by students themselves, providing breakout space for group work and more private areas for individual work and studying. High-school classrooms will reflect the transition that students are facing, allowing for independence but also providing a nurturing environment for curiosity.

It’s also important to look at the appropriate role of technology in the classroom. Technology can be a powerful tool, but it must be implemented with the intention of enhancing educator-facilitated learning, not replacing i

one that has conservative groups wrestling for control over how climate science will be taught to American students. The science classroom, after all, remains the dominant venue in which those students first encounter the topic, and it greatly informs how students eventually square-up to the veracity of climate change — either as something they believe to be happening and worth responding to politically, or as a phenomenon of nature, underserving of public funds and political action.

The outcome matters: Whoever wins over the minds of this upcoming cohort of American voters will, to a large extent, shape the nation’s policies on climate change for decades to come.

“Teachers are facing pressure to not only eliminate or de-emphasize climate change science, but also to introduce non-scientific ideas in science classrooms,” the statement said.

For advocates of inserting climate change skepticism into the classroom, the notion of “teaching both sides of the debate” is a familiar refrain, and it’s one used to mask the more fundamental motive: Fostering doubt in students that the scientific community conclusively agrees climate change is occurring.

For those science teachers who remain in the classroom, a comprehensive understanding of climate science itself is not a given. One recent report found that less than half of K-12 science teachers received formal climate science training during their own college education — a comprehension void that helps explain why political ideology has been shown to be the most consistent indicator of how a teacher presents climate science to their own students.

Trying to continue with lessons on climate science despite this intensifying atmosphere of hostility has forced some teachers to become savvier — or more secretive — about how they present the information to their students. In Texas, Nina Corley is careful to keep explicit mentions of climate change out of her lessons, for fear that her skeptical administrators might try to censor the science. “The administrators in a school can have total control, because they’re your boss, you have to remember that. It’s going to be how you word it,” she said. “I’m not going to say my lesson plan is on climate change today, I’ll just talk about how we’re investigating the effects of carbon dioxide.”

Recalling one student who was hostile to her lessons on climate change, Erin Stutzman realized the more personal ramifications catalyzed by the student changing his mind. “He was tightly engrossed in the skepticism, that belief was engrained in him. And his initial resistance wasn’t to the science, really, it was that someone was challenging his parents and his friend’s parents,”

The idea behind the class is deceptively simple, and many of the lessons — such as gratitude, helping others, getting enough sleep — are familiar.

“A lot of people are waking up, realizing that we’re struggling,

All semester, hundreds of students tried to rewire themselves — to exercise more, to thank their mothers, to care less about the final grade and more about the ideas.

But in ways small and large, silly and heartbreakingly earnest, simple and profound, this class changed the conversation at Yale. It surfaced in late-night talks in dorms, it was dissected in newspaper columns, it popped up, again and again, in memes.

It’s the application that’s difficult, a point Santos made repeatedly: Our brains often lead us to bad choices, and even when we realize the choices are bad, it’s hard to break habits.

In a way, the class is the very essence of a liberal-arts education: learning, exploration, insight into oneself and the world. But many students described it as entirely unlike any class they had ever taken — nothing to do with academics, and everything to do with life.

There’s no longer the same stigma around mental-health issues, he said. “Now, so many people are admitting they want to lead happier lives.”

The impact is not limited to Yale. Stories about PSYC157 spread around the world. Santos created a pared-down version of the class and offered it to anyone on the online education site Coursera.

She taught students about cognitive biases.

“We called it the ways in which our minds suck,” Forti said. “Our minds make us think that certain things make us happy, but they don’t.”

Then, they had to apply the lessons

There was a palpable difference on campus, several students said, during the week when they performed random acts of kindness.

The biggest misconception people have about the class is that Santos is offering some kind of easy happiness fix. “It’s something you have to work on every day. . . . If I keep using these skills, they’ll, over time, help me develop better habits and be happier.

So many students have told her the class changed their lives. “If you’re really grateful, show me that,” she told them. “Change the culture.

for now students stood and clapped and clapped and clapped, beaming, drowning out even Kanye with their standing ovation. As if they had nothing but time.

Perhaps Fisher offers the nation an opportunity to divorce, once and for all, memory from history. History may be an attempt to memorialize and preserve the past, but it is not memory; memories can serve as primary sources, but they do not stand alone as history. A history is essentially a collection of memories, analyzed and reduced into meaningful conclusions—but that collection depends on the memories chosen.

Memories make for a risky foundation: As events recede further into the past, the facts are distorted or augmented by entirely new details

people construct unique memories while informing perfectly valid histories. Just as there is a plurality of memories, so, too, is there a plurality of histories.

Scholars who read a diverse set of historians who are all focused on the same specific period or event are engaging in historiography

This approach exposes textbooks as nothing more than a compilation of histories that the authors deemed to be most relevant and useful.

In historiography, the barrier between historian and student is dropped, exposing a conflict-ridden landscape. A diplomatic historian approaches an event from the perspective of the most influential statesmen (who are most often white males), analyzing the context, motives, and consequences of their decisions. A cultural historian peels back the objects, sights, and sounds of a period to uncover humanity’s underlying emotions and anxieties. A Marxist historian adopts the lens of class conflict to explain the progression of events. There are intellectual historians, social historians, and gender historians, among many others. Historians studying the same topic will draw different interpretations—sometimes radically so, depending on the sources they draw from

Jacoba Urist points out that history is "about explaining and interpreting past events analytically." If students are really to learn and master these analytical tools, then it is absolutely essential that they read a diverse set of historians and learn how brilliant men and women who are scrutinizing the same topic can reach different conclusions

Rather than constructing a curriculum based on the muddled consensus of boards, legislatures, and think tanks, schools should teach students history through historiography. The shortcomings of one historian become apparent after reading the work of another one on the list.

Although, as Urist notes, the AP course is "designed to teach students to think like historians," my own experience in that class suggests that it fails to achieve that goal.

The course’s framework has always served as an outline of important concepts aiming to allow educators flexibility in how to teach; it makes no reference to historiographical conflicts. Historiography was an epiphany for me because I had never before come face-to-face with how historians think and reason

When I took AP U.S. History, I jumbled these diverse histories into one indistinct narrative. Although the test involved open-ended essay questions, I was taught that graders were looking for a firm thesis—forcing students to adopt a side. The AP test also, unsurprisingly, rewards students who cite a wealth of supporting details

By the time I took the test in 2009, I was a master at "checking boxes," weighing political factors equally against those involving socioeconomics and ensuring that previously neglected populations like women and ethnic minorities received their due. I did not know that I was pulling ideas from different historiographical traditions. I still subscribed to the idea of a prevailing national narrative and served as an unwitting sponsor of synthesis, oblivious to the academic battles that made such synthesis impossible.

Although there may be an inclination to seek to establish order where there is chaos, that urge must be resisted in teaching history. Public controversies over memory are hardly new. Students must be prepared to confront divisiveness, not conditioned to shoehorn agreement into situations where none is possible

When conflict is accepted rather than resisted, it becomes possible for different conceptions of American history to co-exist. There is no longer a need to appoint a victor.

More importantly, the historiographical approach avoids pursuing truth for the sake of satisfying a national myth

The country’s founding fathers crafted some of the finest expressions of personal liberty and representative government the world has ever seen; many of them also held fellow humans in bondage. This paradox is only a problem if the goal is to view the founding fathers as faultless, perfect individuals. If multiple histories are embraced, no one needs to fear that one history will be lost.

History is not indoctrination. It is a wrestling match. For too long, the emphasis has been on pinning the opponent. It is time to shift the focus to the struggle itself

There is no better way to use the past to inform the present than by accepting the impossibility of a definitive history—and by ensuring that current students are equipped to grapple with the contested memories in their midst.

students were surveyed on how much they agreed or disagreed with statements

Students were also tested on how much they learned in the class with 12 multiple-choice questions.

that students felt as if they learned more from the lectures, but in fact

scored higher on tests following the active learning sessions.

Source: “Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom,” Louis Deslauriers, Logan S. McCarty, Kelly Miller, Kristina Callaghan, and Greg Kestin

appreciate the importance of their own involvement in active learning.”

While they work, we walk around the room to observe them and answer questions

It also explains why instructors and students cling to the belief that listening to lectures constitutes learning. I recommend every lecturer reads this article.”

“Students might give fabulous evaluations to an amazing lecturer based on this feeling of learning, even though their actual learning isn’t optima

In the modern tech world, the value of a humanistic education shows up in evidence of its absence. Sam Bankman-Fried, the disgraced founder of the crypto exchange FTX who recently lost his $16 billion fortune in a few days, is a famously proud illiterate. “I would never read a book,” he once told an interviewer. “I don’t want to say no book is ever worth reading, but I actually do believe something pretty close to that.”

Elon Musk and Twitter are another excellent case in point. It’s painful and extraordinary to watch the ham-fisted way a brilliant engineering mind like Musk deals with even relatively simple literary concepts such as parody and satire. He obviously has never thought about them before.

The extraordinary ignorance on questions of society and history displayed by the men and women reshaping society and history has been the defining feature of the social-media era. Apparently, Mark Zuckerberg has read a great deal about Caesar Augustus, but I wish he’d read about the regulation of the pamphlet press in 17th-century Europe. It might have spared America the annihilation of social trust.

These failures don’t derive from mean-spiritedness or even greed, but from a willful obliviousness. The engineers do not recognize that humanistic questions—like, say, hermeneutics or the historical contingency of freedom of speech or the genealogy of morality—are real questions with real consequences

Everybody is entitled to their opinion about politics and culture, it’s true, but an opinion is different from a grounded understanding. The most direct path to catastrophe is to treat complex problems as if they’re obvious to everyone. You can lose billions of dollars pretty quickly that way.

As the technologists have ignored humanistic questions to their peril, the humanists have greeted the technological revolutions of the past 50 years by committing soft suicide.

As of 2017, the number of English majors had nearly halved since the 1990s. History enrollments have declined by 45 percent since 2007 alone

the humanities have not fundamentally changed their approach in decades, despite technology altering the entire world around them. They are still exploding meta-narratives like it’s 1979, an exercise in self-defeat.

Contemporary academia engages, more or less permanently, in self-critique on any and every front it can imagine.

the situation requires humanists to explain why they matter, not constantly undermine their own intellectual foundations.

The humanities promise students a journey to an irrelevant, self-consuming future; then they wonder why their enrollments are collapsing. Is it any surprise that nearly half of humanities graduates regret their choice of major?

Despite the clear value of a humanistic education, its decline continues. Over the past 10 years, STEM has triumphed, and the humanities have collapsed. The number of students enrolled in computer science is now nearly the same as the number of students enrolled in all of the humanities combined.

now there’s GPT-3. Natural-language processing presents the academic humanities with a whole series of unprecedented problems

Practical matters are at stake: Humanities departments judge their undergraduate students on the basis of their essays. They give Ph.D.s on the basis of a dissertation’s composition. What happens when both processes can be significantly automated?

despite the drastic divide of the moment, natural-language processing is going to force engineers and humanists together. They are going to need each other despite everything. Computer scientists will require basic, systematic education in general humanism: The philosophy of language, sociology, history, and ethics are not amusing questions of theoretical speculation anymore. They will be essential in determining the ethical and creative use of chatbots, to take only an obvious example.

The humanists will need to understand natural-language processing because it’s the future of language

that space for collaboration can exist, both sides will have to take the most difficult leaps for highly educated people: Understand that they need the other side, and admit their basic ignorance.

But that’s always been the beginning of wisdom, no matter what technological era we happen to inhabit.

Of the 1,027 private colleges studied, 761 have graduation rates of less than 67 percent.

the rate is even lower, 46 percent

high schools in which more than a third of students do not graduate on time are labeled to receive special attention by federal standards.

a college can have a graduation rate as low as 2 percent and still preserve its accreditation

“We act as if they’re all the same right now. In K-12 we differentiate.”

“Graduation rates are primarily two factors: what the student brings and what the college brings to the experience,”

Colleges with lower graduation rates tend to admit a higher percentage of students with Pell grants, which usually go to lower-income students.

money is a huge roadblock to graduation.

“That is the No. 1 reason our students give when they drop out,”

any setback or poor grade can make them question whether they should be in college in the first place

colleges are not fulfilling their promise of upward mobility to students, particularly those who are trying to become the first in their families to earn a degree

“It’s not that the low-income students are destined to fail,” Mr. Shireman said. “It’s just that they have more challenges, so it takes a lot more resources to ensure that they succeed.”

the Common Core standards used by a majority of K-12 programs in the country require that students be able to “distinguish among fact, opinion, and reasoned judgment in a text.”

So what’s wrong with this distinction and how does it undermine the view that there are objective moral facts?

For example, many people once thought that the earth was flat. It’s a mistake to confuse truth (a feature of the world) with proof (a feature of our mental lives)

Furthermore, if proof is required for facts, then facts become person-relative. Something might be a fact for me if I can prove it but not a fact for you if you can’t. In that case, E=MC2 is a fact for a physicist but not for me.

worse, students are taught that claims are either facts or opinions. They are given quizzes in which they must sort claims into one camp or the other but not both. But if a fact is something that is true and an opinion is something that is believed, then many claims will obviously be both

How does the dichotomy between fact and opinion relate to morality

Kids are asked to sort facts from opinions and, without fail, every value claim is labeled as an opinion.

Here’s a little test devised from questions available on fact vs. opinion worksheets online: are the following facts or opinions? — Copying homework assignments is wrong. — Cursing in school is inappropriate behavior. — All men are created equal. — It is worth sacrificing some personal liberties to protect our country from terrorism. — It is wrong for people under the age of 21 to drink alcohol. — Vegetarians are healthier than people who eat meat. — Drug dealers belong in prison.

The answer? In each case, the worksheets categorize these claims as opinions. The explanation on offer is that each of these claims is a value claim and value claims are not facts. This is repeated ad nauseum: any claim with good, right, wrong, etc. is not a fact.

In summary, our public schools teach students that all claims are either facts or opinions and that all value and moral claims fall into the latter camp. The punchline: there are no moral facts. And if there are no moral facts, then there are no moral truths.

It should not be a surprise that there is rampant cheating on college campuses: If we’ve taught our students for 12 years that there is no fact of the matter as to whether cheating is wrong, we can’t very well blame them for doing so later on.

If it’s not true that it’s wrong to murder a cartoonist with whom one disagrees, then how can we be outraged? If there are no truths about what is good or valuable or right, how can we prosecute people for crimes against humanity? If it’s not true that all humans are created equal, then why vote for any political system that doesn’t benefit you over others?

the curriculum sets our children up for doublethink. They are told that there are no moral facts in one breath even as the next tells them how they ought to behave.

Our children deserve a consistent intellectual foundation. Facts are things that are true. Opinions are things we believe. Some of our beliefs are true. Others are not. Some of our beliefs are backed by evidence. Others are not.

Value claims are like any other claims: either true or false, evidenced or not.

The hard work lies not in recognizing that at least some moral claims are true but in carefully thinking through our evidence for which of the many competing moral claims is correct.

Moral truths are not the same as scientific truths or mathematical truths. Yet they may still be used a guiding principle for our individual lives as well as our laws.But there is equal danger of giving moral judgments the designation of truth as there is in not doing so. Many people believe that abortion is murder on the same level as shooting someone with a gun. But many others do not. So is it true that abortion is murder?Moral principles can become generally accepted and then form the basis for our laws. But many long accepted moral principles were later rejected as being faulty. "Separate but equal" is an example. Judging homosexual relationships as immoral is another example.

Whoa! That Einstein derived an equation is a fact. But the equation represents a theory that may have to be tweaked at some point in the future. It may be a fact that the equation foretold the violence of atomic explosions, but there are aspects of nature that elude the equation. Remember "the theory of everything?"

Here is a moral fact, this is a sermon masquerading as a philosophical debate on facts, opinions and truth. This professor of religion is asserting that the government via common core is teaching atheism via the opinion vs fact.He is arguing, in a dishonest form, that public schools should be teaching moral facts. Of course moral facts is code for the Ten Commandments.

As a fourth grade teacher, I try to teach students to read critically, including distinguishing between facts and opinions as they read (and have been doing this long before the Common Core arrived, by the way). It's not always easy for children to grasp the difference. I can only imagine the confusion that would ensue if I introduced a third category -- moral "facts" that can't be proven but are true nonetheless!

horrible acts occur not because of moral uncertainty, but because people are too sure that their views on morality are 100% true, and anyone who fails to recognize and submit themselves are heathens who deserve death.I can't think of any case where a society has suffered because people are too thoughtful and open-minded to different perspectives on moral truth.In any case, it's not an elementary school's job to teach "moral truths."

The characterization of moral anti-realism as some sort of fringe view in philosophy is misleading. Claims that can be true or false are, it seems, 'made true' by features of the world. It's not clear to many in philosophy (like me) just what features of the world could make our moral claims true. We are more likely to see people's value claims as making claims about, and enforcing conformity to, our own (contingent) social norms. This is not to hold, as Mr. McBrayer seems to think follows, that there are no reasons to endorse or criticize these social norms.

This is nonsense. Giving kids the tools to distinguish between fact and opinion is hard enough in an age when Republicans actively deny reality on Fox News every night. The last thing we need is to muddy their thinking with the concept of "moral facts."A fact is a belief that everyone _should_ agree upon because it is observable and testable. Morals are not agreed upon by all. Consider the hot button issue of abortion.

Truthfully, I'm not terribly concerned that third graders will end up taking these lessons in the definition of fact versus opinion to the extremes considered here, or take them as a license to cheat. That will come much later, when they figure out, as people always have, what they can get a way with. But Prof. McBrayer, with his blithe expectation that all the grownups know that there moral "facts"? He scares the heck out of me.

I've long chafed at the language of "fact" v. "opinion", which is grounded in a very particular, limited view of human cognition. In my own ethics courses, I work actively to undermine the distinction, focusing instead on considered judgment . . . or even more narrowly, on consideration itself. (See http://wp.me/p5Ag0i-6M )

The real waffle here is the very concept of "moral facts." Our statements of values, even very important ones are, obviously, not facts. Trying to dress them up as if they are facts, to me, argues for a pretty serious moral weakness on the part of those advancing the idea.

Our core values are not important because they are facts. They are important because we collectively hold them and cherish them. To lean on the false crutch of "moral facts" to admit the weakness of your own moral convictions.

I would like to believe that there is a core of moral facts/values upon which all humanity can agree, but it would be tough to identify exactly what those are.

For the the ancient philosophers, reality comprised the Good, the True, and the Beautiful (what we might now call ethics, science and art), seeing these as complementary and inseparable, though distinct, realms. With the ascendency of science in our culture as the only valid measure of reality to the detriment of ethics and art (that is, if it is not observable and provable, it is not real), we have turned the good and the beautiful into mere "social constructs" that have no validity on their own. While I am sympathetic in many ways with Dr. McBrayer's objections, I think he falls into the trap of discounting the Good and The Beautiful as valid in and of themselves, and tries, instead, to find ways to give them validity through the True. I think his argument would have been stronger had he used the language of validity rather than the language of truth. Goodness, Truth and Beauty each have their own validity, though interdependent and inseparable. When we artificially extract one of these and give it primacy, we distort reality and alienate ourselves from it.

Professor McBrayer seems to miss the major point of the Common Core concern: can students distinguish between premises based on (reasonably construed) fact and premises based on emotion when evaluating conclusions? I would prefer that students learn to reason rather than be taught moral 'truth' that follows Professor McBrayer's logic.

Moral issues cannot scientifically be treated on the level that Prof. McBrayer is attempting to use in this column: true or false, fact or opinion or both. Instead, they should be treated as important characteristics of the systematic working of a society or of a group of people in general. One can compare the working of two groups of people: one in which e.g. cheating and lying is acceptable, and one in which they are not. One can use historical or model examples to show the consequences and the working of specific systems of morals. I think that this method - suitably adjusted - can be used even in second grade.

Relativism has nothing to do with liberalism. The second point is that I'm not sure it does all that much harm, because I have yet to encounter a student who thought that he or she had to withhold judgment on those who hold opposing political views!

The results were similarly disturbing when students were tested to determine understanding of basic concepts. More instruction wasn't helping students advance from novice to expert. In fact, the data indicated the opposite: students had more novice-like beliefs after they completed a course than they had when they started.

But in addition, experts have a mental organizational structure that facilitates the retrieval and effective application of their knowledge.

experts have an ability to monitor their own thinking ("metacognition"), at least in their discipline of expertise. They are able to ask themselves, "Do I understand this? How can I check my understanding?"

But that is not what cognitive science tells us. It tells us instead that students need to develop these different ways of thinking by means of extended, focused mental effort.

new ways of thinking are always built on the prior thinking of the individual, so if the educational process is to be successful, it is essential to take that prior thinking into account.

Given that lectures were devised as a means of transferring knowledge from one to many, it seems obvious that we would ensure that people retain the information they are consuming.

What is elementary, worldly wisdom? Well, the first rule is that you can't really know anything if you just remember isolated facts and try and bang 'em back. If the facts don't hang together on a latticework of theory, you don't have them in a usable form.

"So it makes perfect sense," Wieman writes, "that they are not learning to think like experts, even though they are passing science courses by memorizing facts and problem-solving recipes."

Anything one can do to reduce cognitive load improves learning.

A second way teachers can improve instruction is by recognizing the importance of student beliefs about science

My third example of how teaching and learning can be improved is by implementing the principle that effective teaching consists of engaging students, monitoring their thinking, and providing feedback.

I assign students to groups the first day of class (typically three to four students in adjacent seats) and design each lecture around a series of seven to 10 clicker questions that cover the key learning goals for that day.

The process of critiquing each other's ideas in order to arrive at a consensus also enormously improves both their ability to carry on scientific discourse and to test their own understanding. [Change]

Applicant groups who won the lottery constituted our treatment group, while those who did not win an immediate tour served as our control group.

Several weeks after the students in the treatment group visited the museum, we administered surveys to all of the students. The surveys included multiple items that assessed knowledge about art, as well as measures of tolerance, historical empathy and sustained interest in visiting art museums and other cultural institutions. We also asked them to write an essay in response to a work of art that was unfamiliar to them.

Moreover, most of the benefits we observed are significantly larger for minority students, low-income students and students from rural schools — typically two to three times larger than for white, middle-class, suburban students — owing perhaps to the fact that the tour was the first time they had visited an art museum.

we can conclude that visiting an art museum exposes students to a diversity of ideas that challenge them with different perspectives on the human condition. Expanding access to art, whether through programs in schools or through visits to area museums and galleries, should be a central part of any school’s curriculum.

Expectations surrounding education have spun out of control. On top of a seven-hour school day, our kids march through hours of nightly homework, daily sports practices and band rehearsals, and weekend-consuming assignments and tournaments. Each activity is seen as a step on the ladder to a top college, an enviable job and a successful life. Children living in poverty who aspire to college face the same daunting admissions arms race, as well as the burden of competing for scholarships, with less support than their privileged peers.

Yet instead of empowering them to thrive, this drive for success is eroding children’s health and undermining their potential. Modern education is actually making them sick.

Nearly one in three teenagers told the American Psychological Association that stress drove them to sadness or depression — and their single biggest source of stress was school. According to the Centers for Disease Control and Prevention, a vast majority of American teenagers get at least two hours less sleep each night than recommended — and research shows the more homework they do, the fewer hours they sleep. At the university level, 94 percent of college counseling directors in a survey from last year said they were seeing rising numbers of students with severe psychological problems.

At the other end of the age spectrum, doctors increasingly see children in early elementary school suffering from migraine headaches and ulcers. Many physicians see a clear connection to performance pressure.

chosen to start making a change. Teachers are re-examining their homework demands, in some cases reviving the school district’s forgotten homework guideline — no more than 20 minutes per class per night, and none on weekends. In fact, research supports limits on homework. Students have started a task force to promote healthy habits and balanced schedules.

A growing body of medical evidence suggests that long-term childhood stress is linked not only with a higher risk of adult depression and anxiety, but with poor physical health outcomes, as well.

Paradoxically, the pressure cooker is hurting, not helping, our kids’ prospects for success. Many college students struggle with critical thinking, a fact that hasn’t escaped their professors, only 14 percent of whom believe that their students are prepared for college work, according to a 2015 report.

At Irvington, it’s too early to gauge the impact of new reforms, but educators see promising signs. Calls to school counselors to help students having emotional episodes in class have dropped from routine to nearly nonexistent. The A.P. class failure rate dropped by half. Irvington students continue to be accepted at respected colleges.

researchers are coalescing around the need to rethink the placement process itself.

Some are calling for statewide policy changes, others are pushing individual schools or systems to look at their own practices and improve upon them

Nearly 70% of community college students are placed into remedial courses each year. Many of these students are from low-income and minority backgrounds, both of which are still highly underrepresented in science, technology, engineering, and math, or STEM, fields

recommend colleges incorporate student goals and motivation into their placement decision and acknowledge the realistic math needs of various degree programs.

Yet, placement tests are almost universally skewed to measure how well students know algebra.

“The way that math placement is done right now hurts a lot of students.”

a key recommendation for colleges is to step up professional development with advisors and help them guide students through appropriate course sequences for their end goals

In many places the advisor-to-student ratio is too high to allow for proper guidance

Placement tests must evaluate the range of skills, however

Single standardized tests are easy to administer and cheap to interpret, but they don’t seem to work for placement