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Parents deploy their wealth to make their children look interesting and have the right “talents.” It works: Children from the top 1 percent are 77 times more likely to attend elite colleges than children from the bottom 20 percent.  

For the super-rich, the legal scam of buying your child a spot at an elite school through, say, giving a building is a secret so open it’s hardly a secret at all

I spoke to someone who’d worked in development at a boarding school that had long served as a feeder to the Ivy League. At the time he told me that to get into an Ivy school, you need to give about $5 million.

They may not even be able to talk about this: It’s become standard to require admissions officers to sign nondisclosure agreements. 

Kushner has objected that he graduated from Harvard with honors, but since about 90 percent of his class did, too, that hardly proves he was more deserving of admission than people whose families didn’t have $2.5 million to give. 

while Harvard accepted about 11 percent of applicants in the late 1990s, when Kushner was admitted (the admission rate is lower now), more than half of the members of the Harvard Committee on University Resources — made up of some of the school’s biggest donors — had children then at the university, and many had sent more than one there.

Based on my research, I’d bet that there are orders of magnitude more students at elite colleges who took the “philanthropy” route to admission rather than the bribery one.

the true tragedy is that almost all rich families buy their kids into elite colleges by purchasing advantages they pass off as talents, whether by way of sailing lessons or elaborate vacations planned with an eye on admissions essays. We view these vastly overrepresented children of the rich as having earned their spots. And that’s the great American delusion we call “meritocracy.” 

My parents gave me a lot I’m enormously grateful for: violin lessons that cost thousands of dollars a year, trips to museums and sites in foreign countries. My boarding-school classmates enjoyed much more: prestigious unpaid internships, interview coaching and tutors who helped with the work of every class.

This is the real scandal. The 1 percent — more than 1 million American households — have more and more money, and they’re using huge sums so their children can get a leg up on the rest

Those students escape questions about whether they deserve to be there, unlike people who benefit from programs like affirmative action, which could help moderate those advantages. Instead of thinking about this as a problem inherent in the system, we call it the virtue of meritocracy. And we look to the poor and middle classes and ask, “Why aren’t you more talented?”

“The Republican Party has failed to have a coherent strategy for climate change,” said Kiera O’Brien, a 19-year-old government major and the president of the Harvard Republican Club. She is also a vice president of the Students for Carbon Dividends.

Students for Carbon Dividends has also succeeded in recruiting six College Democratic groups and several environmental-advocacy organizations to the cause. “This solution is not necessarily perfect, but it’s a good one that we can work with Republicans on, and it’s an improvement on the status quo,” said Jordan Cozby, the president of the Yale College Democrats and a 20-year-old history major from Huntsville, Alabama.

And Republicans may not need young votes to win. Roughly a quarter of all young Republicans left the party between December 2015 and March 2017, according to the Pew Research Center. (Democrats did not experience a generational exodus during the same period.) Yet this hemorrhage has not yet seemed to hurt them. Republicans won Congress and the White House in 2016 despite losing among Millennials, Gen Xers, and college-educated whites.

“The Republican party has a clear climate-change problem,” he told me. “Being on the wrong side of the scientific facts is bad for the party, bad for the country, and bad for the world. When College Republicans come out in large numbers in support of a revenue-neutral price on carbon, it will speak loudly to Republican members of Congress who are going to need the support of those voters at the next election, and the next, and so on.”

“Thankfully, young voters will be around for a long time,” he added. “It’s best to earn their support now.”

Between 2016 and 2017 alone, some 1,500 fewer American undergraduates chose to major in history. The drop-off has continued even among students who entered college long after the economic recovery began.

Where a student studies also has little impact in numbers choosing history (except in one sector of campuses): History majors have fallen across the board and throughout the country—at research universities, small and large colleges, private and state institutions, among white and nonwhite students, as well as among both men and women.

colleges have begun cutting faculty wholesale, hollowing out their history offerings. Due to steep falloff in student interest, last summer the University of Akron announced plans to eliminate advanced degrees and significantly reduce course offerings in history. Like bobby sox and saddles shoes, study of the past at many colleges and universities seems not just to have gone out of style; it is going away.

several among the nation’s elite colleges seem to be in the midst of a renaissance in interest in history. Their undergraduates are flocking to history courses and the history major. An article in the Yale Daily News, the Yale College newspaper, found that the history major is, according to a Yale professor of history there, “thriving.”

Contrary to nationwide trends, the history major, which fell in popularity at Yale after the 2008 crisis, has now zoomed back up to be the third most popular major. About 10 percent of this year’s graduating class—129 students—majored in history.

Nationally only about 1 percent of students choose history as their major.

According to the Yale Daily News reporter, Yale plans to add 11 new history professors in 2019 to meet rising demand.

The same goes at other Ivies. Princeton has also hired new history faculty in response to rising student numbers.

At Brown, the director of undergraduate studies in history said that along with more history majors, non-majors are clamoring to take history classes. Brown has had to expand its history course offerings, as enrollments grew in just a year from 1,082 students to 1,385 students.

Even in today’s relatively good times, few students can feel certain enough about their future to major in the study of the past. Majoring in history, it seems, has become just another luxury item the anxious majority of undergraduates cannot afford.

Few history majors—and even fewer of those who take history courses while in college—become historians, but they do move on to become citizens. Knowledge of the past provides young people with a sense of place and a concept of temporal continuity, lessons to apply to the present and future, an interpretive framework and perspective for navigating the choppy global world.

An epidemic of historical amnesia already plagues this country, which has often paid a terrible price and done grave harm to other foreign people and lands due to its ignorance of the past

The fraternity — with its focus on membership and belonging — can change this mind-set. Many college guys I spoke to said they felt safe talking with brothers about doubts, sexual uncertainties and ideas about masculinity

what about the good actors? Few universities — or media accounts — distinguish between what academics refer to as high-risk and low-risk fraternities

Both exist.

Kaitlin Boyle, a professor at Virginia Tech, noted that on measures of sexual aggression, hostility toward women, and drinking frequency and intensity, members of low-risk fraternities did not differ significantly from non-Greek students. She concluded, “It is only the groups easily named as ‘high risk’ by students that contain the values, norms and practices that increase women’s risk of sexual victimization.”

Colleges’ push to eliminate all-male groups is indicative of higher education’s overall dismissal of the needs of boys and men. Universities glorify the masculinity embodied in men’s athletics, largely ignore the emotional needs of their male students and then denounce “toxic masculinity.” But most aren’t providing the spaces or resources to encourage boys to learn about healthy ways to be men.

Jason Laker, an education professor at San Jose State University, called “college masculinity” a “linchpin issue,” but said that student-affairs professionals are not “trained in this aspect of student psychological development, which is where the trouble is.”

the fundamental problem: “The real challenge of the profession is to fully accept vulnerable college men are a special group that need our help and support.”

To promote a healthier campus culture, colleges could stipulate that all-male groups make their membership more racially and socioeconomically diverse, perhaps by offering scholarships to cover dues, which can range from hundreds to thousands of dollars a year. Schools could require fraternity members to attend a several-week course about healthy masculinities led by an outside party and workshops on violence and sexual assault prevention, which studies have found are more effective in male-only groups.

“One said, ‘In college you have to teach yourself more than half the content on your own,’” Ms. Toll said. That is very different from what is required in high school, she said, “and that sort of led to the whole concept of self-directed learning.”

For much of the day, each classroom is split in two, with one teacher working more traditionally with half of the students while a second teacher supervises students wearing noise-cancelling headphones and working on their own on laptops.

Mr. Cuban said he was particularly impressed with the way that Summit schools asked students to set goals for themselves.

But he added that he thought the impact of online teaching tools depended on how they were implemented and that the ultimate test, for both Summit and for Achievement First, would be what happens to college graduation rates.

Achievement First’s Greenfield model also emphasizes setting goals. Twice a week students meet with a teacher, referred to as a “goal coach,” to go over their progress in different areas and set goals for the week.

the team came to believe that Achievement First students were not sufficiently engaged in school. The expeditions, also borrowed from Summit, are intended to spark passions and inspire long-term ambitions.

Twice a week, students participate in what the network calls “circles” — a structure borrowed from the social-emotional curriculum of another charter network, Valor Collegiate Academies, in Nashville.

Mr. Samouha said that one of the surprising discoveries in his team’s interviews with alumni who had dropped out of college was that, in some cases, their parents had actually encouraged them to drop out, because they didn’t like seeing them struggle and didn’t know that such difficulties were normal and surmountable. He said the Greenfield team traced that back to the network having not made the parents full partners in their children’s schooling.

So in the Greenfield model, parent-teacher conferences are student-led, and attended by the members of a student’s “dream team,” which includes parents or other caregivers, as well as other mentors, like older siblings, pastors, coaches or family friends.

“We’re not going to solve this through a weekly parent seminar on challenges your child will face in college,” Mr. Samouha said. “We’re going to solve it by literally building an experience where parents are at the table with teachers and students.”

The network’s ultimate goal is to raise its college completion rate to 75 percent, and it says among its more recent classes about half of graduates are on track to finish college.

a senior College Board official now acknowledges the organization was mindful of how “systemic” and certain other words in the modern lexicon of race in America would receive intense scrutiny in some places.

Jason Manoharan, vice president for AP program development. He said the College Board worried some phrases and concepts had been “co-opted for a variety of purposes” and were being used as “political instruments.” So the organization took a cautious approach to the final edits even as it sought to preserve robust content on historical and cultural impacts of slavery and racial discrimination.

“We wanted this course to be adopted by 50 states, and we wanted as many students and teachers as possible to be able to experience it,” Manoharan said. His acknowledgment underscored the inherent politics behind promoting a course that deals so squarely with race in America.

John K. Thornton, a professor of African American studies and history at Boston University, who contributed to the planning, said he was pleased the course opens with five weeks on early Africa. But he lamented that reparations and Black Lives Matter ended up only as optional research topics. “It did upset me a little bit,” he said. “Those things obviously feel very much a part of what a college course is about.”

DeSantis, a potential presidential candidate, has accused the course architects of promoting “a political agenda.” He also criticized an early course plan’s references to Black queer studies and “intersectionality,” a concept that helps explain overlapping forms of discrimination that affect Black women and others.

Teresa Reed, dean of music at the University of Louisville, said her work as one of 13 members of the AP African American studies committee resembled similar assignments she has undertaken for other AP courses. Reed supports the African American studies course plan and said it will continue to be revised as pilot teachers give feedback. She said she saw no evidence of political meddling in the course design. “That was absolutely not my experience,”

Two luminaries in the field, Henry Louis Gates Jr. and Evelyn Brooks Higginbotham, both of Harvard University and both of whom advised the College Board, also issued statements vouching for the course.

The first 81-page draft of the course plan, in February 2022, drew topics and sources from the syllabi of introductory classes at historically Black universities, Ivy League schools and other prominent institutions. The College Board said it was produced as a preview for 200 college professors at a March 2022 symposium. Faculty recommended cutting 20 percent to 25 percent of the proposed topics, the College Board said, and as much as half of suggested readings.

The April version, 299 pages, was the pilot course guide, a road map for teachers before classes began in the fall. It included much more detail on goals, essential knowledge and potential source material. It also made an important switch on contemporary issues: Certain lessons on reparations, incarceration and movements for Black lives became optional and would not be covered on the AP exam. At this stage, the guide included a week of instruction on Black feminism, womanism and intersectionality, and it used the word “systemic” nine times.

One of the most consequential decisions made last year was to set aside significant time — ultimately, three weeks — near the end of the course for a research paper of up to 1,500 words on a topic students would choose. The project will count for 20 percent of the AP score for those who seek college credit.

Among 40 sample topics in the official plan are Black Lives Matter; intersectionality; reparations debates; gay life and expression in Black communities; and Black conservatism.

College Board officials point to the development of an extensive digital library for the course — including a 1991 text on intersectionality from Crenshaw — as evidence that they are not censoring writers or voices. Crenshaw teachers, they say, use the course framework as a starting point to design their own syllabi of readings and assignments.

Teachers are not only burnt out and undercompensated, they are also demoralized. They are being asked to do things in the name of teaching that they believe are mis-educational and harmful to students and the profession. What made this work good for them is no longer accessible. That is why we are hearing so many refrains of “I’m not leaving the profession, my profession left me.”

We find there are at least 36,000 vacant positions along with at least 163,000 positions being held by underqualified teachers, both of which are conservative estimates of the extent of teacher shortages nationally.

“The current problem of teacher shortages (I would further break this down into vacancy and under-qualification) is higher than normal.” The data, Nguyen continued, “indicate that shortages are worsening over time, particularly over the last few years

a growing gap between the pay of all college graduates and teacher salaries from 1979 to 2021, with a sharp increase in the differential since 2010

The number of qualified teachers is declining for the whole country and the vast majority of states.

Wages are essentially unchanged from 2000 to 2020 after adjusting for inflation. Teachers have about the same number of students. But, teacher accountability reforms have increased the demands on their positions.

The pandemic was very difficult for teachers. Their self-reported level of stress was about as twice as high during the pandemic compared to other working adults. Teachers had to worry both about their personal safety and deal with teaching/caring for students who are grieving lost family members.

the number of students graduating from college with bachelor’s degrees in education fell from 176,307 in 1970-71 to 104,008 in 2010-11 to 85,058 in 2019-20.

We do see that southern states (e.g., Mississippi, Alabama, Georgia and Florida) have very high vacancies and high vacancy rates.”

By 2021, teachers made $1,348, 32.9 percent less than what other graduates made, at $2,009.

These gaps play a significant role in determining the quality of teachers,

Sixty percent of teachers and 65 percent of principals reported believing that systemic racism exists. Only about 20 percent of teachers and principals reported that they believe systemic racism does not exist, and the remainder were not sure

“We find,” they write, “that teachers’ cognitive skills differ widely among nations — and that these differences matter greatly for students’ success in school. An increase of one standard deviation in teacher cognitive skills is associated with an increase of 10 to 15 percent of a standard deviation in student performance.”

teachers have lower cognitive skills, on average, in countries with greater nonteaching job opportunities for women in high-skill occupations and where teaching pays relatively less than other professions.

the scholars found that the cognitive skills of teachers in the United States fell in the middle ranks:Teachers in the United States perform worse than the average teacher sample-wide in numeracy, with a median score of 284 points out of a possible 500, compared to the sample-wide average of 292 points. In literacy, they perform slightly better than average, with a median score of 301 points compared to the sample-wide average of 295 points.

Increasing teacher numeracy skills by one standard deviation increases student performance by nearly 15 percent of a standard deviation on the PISA math test. Our estimate of the effect of increasing teacher literacy skills on students’ reading performance is slightly smaller, at 10 percent of a standard deviation.

How, then, to raise teacher skill level in the United States? Hanushek and his two colleagues have a simple answer: raise teacher pay to make it as attractive to college graduates as high-skill jobs in other fields.

policymakers will need to do more than raise teacher pay across the board to ensure positive results. They must ensure that higher salaries go to more effective teachers.

The teaching of disputed subjects in schools has compounded many of the difficulties in American education.

The researchers found that controversies over critical race theory, sex education and transgender issues — aggravated by divisive debates over responses to Covid and its aftermath — are inflicting a heavy toll on teachers and principals.

“On top of the herculean task of carrying out the essential functions of their jobs,” they write, “educators increasingly find themselves in the position of addressing contentious, politicized issues in their schools as the United States has experienced increasing political polarization.”

Teachers and principals, they add, “have been pulled in multiple directions as they try to balance and reconcile not only their own beliefs on such matters but also the beliefs of others around them, including their leaders, fellow staff, students, and students’ family members.”

These conflicting pressures take place in a climate where “emotions in response to these issues have run high within communities, resulting in the harassment of educators, bans against literature depicting diverse characters, and calls for increased parental involvement in deciding academic content.”

Forty-eight percent of principals and 40 percent of teachers reported that the intrusion of political issues and opinions in school leadership or teaching, respectively, was a job-related stressor. By comparison, only 16 percent of working adults indicated that the intrusion of political issues and opinions in their jobs was a source of job-related stress

In 1979, the average teacher weekly salary (in 2021 dollars) was $1,052, 22.9 percent less than other college graduates’, at $1,364

Nearly all Black or African American principals (92 percent) and teachers (87 percent) reported believing that systemic racism exists.

White educators working in predominantly white school systems reported substantially more pressure to deal with politically divisive issues than educators of color and those working in mostly minority schools: “Forty-one percent of white teachers and 52 percent of white teachers and principals selected the intrusion of political issues and opinions into their professions as a job-related stressor, compared with 36 percent of teachers of color and principals of color.

and opinions into their professions as a job-related stressor, compar

A 54 percent majority of teachers and principals said there “should not be legal limits on classroom conversations about racism, sexism, and other topics,” while 20 percent said there should be legislated constraint

Voters, in turn, are highly polarized on the teaching of issues impinging on race or ethnicity in public schools. The Education Next 2022 Survey asked, for example:Some people think their local public schools place too little emphasis on slavery, racism and other challenges faced by Black people in the United States. Other people think their local public schools place too much emphasis on these topics. What is your view about your local public schools?

Among Democrats, 55 percent said too little emphasis was placed on slavery, racism and other challenges faced by Black people, and 8 percent said too much.

Among Republicans, 51 said too much and 10 percent said too little.

Because of the lack of reliable national data, there is widespread disagreement among scholars of education over the scope and severity of the shortage of credentialed teachers, although there is more agreement that these problems are worse in low-income, high majority-minority school systems and in STEM and special education faculties.

Public schools increasingly are targets of conservative political groups focusing on what they term “Critical Race Theory,” as well as issues of sexuality and gender identity. These political conflicts have created a broad chilling effect that has limited opportunities for students to practice respectful dialogue on controversial topics and made it harder to address rampant misinformation.

The chilling effect also has led to marked declines in general support for teaching about race, racism, and racial and ethnic diversity.

These political conflicts, the authors wrote,have made the already hard work of public education more difficult, undermining school management, negatively impacting staff, and heightening student stress and anxiety. Several principals shared that they were reconsidering their own roles in public education in light of the rage at teachers and rage at administrators’ playing out in their communities.

State University of New York tracked trends on “four interrelated constructs: professional prestige, interest among students, preparation for entry, and job satisfaction” for 50 years, from the 1970s to the present and founda consistent and dynamic pattern across every measure: a rapid decline in the 1970s, a swift rise in the 1980s, relative stability for two decades, and a sustained drop beginning around 2010. The current state of the teaching profession is at or near its lowest levels in 50 years.

Who among the next generation of college graduates will choose to teach?

Perceptions of teacher prestige have fallen between 20 percent and 47 percent in the last decade to be at or near the lowest levels recorded over the last half century

Interest in the teaching profession among high school seniors and college freshmen has fallen 50 percent since the 1990s, and 38 percent since 2010, reaching the lowest level in the last 50 years

the proportion of college graduates that go into teaching is at a 50-year low

Teachers’ job satisfaction is also at the lowest level in five decades, with the percent of teachers who feel the stress of their job is worth it dropping from 81 percent to 42 percent in the last 15 years

The combination of these factors — declining prestige, lower pay than other professions that require a college education, increased workloads, and political and ideological pressures — is creating both intended and unintended consequences for teacher accountability reforms mandating tougher licensing rules, evaluations and skill testing.

Education policy over the past decade has focused considerable effort on improving human capital in schools through teacher accountability. These reforms, and the research upon which they drew, were based on strong assumptions about how accountability would affect who decided to become a teacher. Counter to most assumptions, our findings document how teacher accountability reduced the supply of new teacher candidates by, in part, decreasing perceived job security, satisfaction and autonomy.

The reforms, Kraft and colleagues continued, increasedthe likelihood that schools could not fill vacant teaching positions. Even more concerning, effects on unfilled vacancies were concentrated in hard-to-staff schools that often serve larger populations of low-income students and students of color

We find that evaluation reforms increased the quality of newly hired novice teachers by reducing the number of teachers that graduated from the least selective institutions

We find no evidence that evaluation reforms served to attract teachers who attended the most selective undergraduate institutions.

In other words, the economic incentives, salary structure and work-life pressures characteristic of public education employment have created a climate in which contemporary education reforms have perverse and unintended consequences that can worsen rather than alleviate the problems facing school systems.

If so, to improve the overall quality of the nation’s more than three million public schoolteachers, reformers may want to give priority to paychecks, working conditions, teacher autonomy and punishing workloads before attempting to impose higher standards, tougher evaluations and less job security.

Growth in annual average economic output per capita has slowed from the century-long average of 2 percent, to 1.3 percent over the past 25 years, to a mere 0.7 percent over the past decade.

The gains in income since the 2007-9 Great Recession have flowed overwhelmingly to those at the top, as has been widely noted. Real median family income was lower last year than in 1998.

There are numerous causes of the less-than-satisfying economic growth in America: the retirement of the baby boomers, the withdrawal of working-age men from the labor force, the relentless rise in the inequality of the income distribution and, as I have written about elsewhere, a slowdown in technological innovation.

Education deserves particular focus because its effects are so long-lasting. Every high school dropout becomes a worker who likely won’t earn much more than minimum wage, at best, for the rest of his or her life.

The surge in high school graduation rates — from less than 10 percent of youth in 1900 to 80 percent by 1970 — was a central driver of 20th-century economic growth. But the percentage of 18-year-olds receiving bona fide high school diplomas fell to 74 percent in 2000

the holders of G.E.D.’s performed no better economically than high school dropouts and that the rising share of young people who are in prison rather than in school plays a small but important role in the drop in graduation rates.

For most of the postwar period, the G.I. Bill, public and land-grant universities and junior colleges made a low-cost education more accessible in the United States than anywhere in the world. But after leading the world in college completion, America has dropped to 16th.

The cost of a university education has risen faster than the rate of inflation for decades. Between 2008 and 2012 state financing for higher education declined by 28 percent

Two-year community colleges enroll 42 percent of American undergraduates. The Center on International Education Benchmarking reports that only 13 percent of students in two-year colleges graduate in two years; that figure rises to a still-dismal 28 percent after four year

Compared with other nations where students learn several languages and have math homework in elementary school, the American system expects too little. Parental expectations also matter: homework should be emphasized more, and sports less.

family breakdown is now biracial.” Among lower-income whites, the proportion of children living with both parents has plummeted over the past half-century

research has shown that high-discipline, “no-excuses” charter schools, like those run by the Knowledge Is Power Program and the Harlem Children’s Zone, have erased racial achievement gaps. This model suggests that a complete departure from the traditional public school model, rather than pouring in more money per se, is needed.

Lacking in the American system is a well-organized funnel between community colleges and potential blue-collar employers, as in the renowned apprenticeship system in Germany.

In Canada, each province manages and finances education at the elementary, secondary and college levels, thus avoiding the inequality inherent in America’s system of local property-tax financing for public schools. Tuition at the University of Toronto was a mere $5,695 for Canadian arts and science undergraduates last year, compared with $37,576 at Harvard. It should not be surprising that the Canadian college completion rate is about 15 percentage points above the American rate.

Did they want the hookup culture to go away—might they prefer the mores of an earlier age, with formal dating and slightly more obvious rules? This question, each time, prompted a look of horror. Reform the culture, maybe, teach women to “advocate for themselves”—a phrase I heard many times—but end it? Never.

“I would never come down on the hookup culture,” she said. “Plenty of women enjoy having casual sex.”

at this university, and even more so at other, more prestigious universities they studied, they found the opposite: women who were managing their romantic lives like savvy headhunters. “The ambitious women calculate that having a relationship would be like a four-credit class, and they don’t always have time for it, so instead they opt for a lighter hookup,”

The sexual culture may be more coarse these days, but young women are more than adequately equipped to handle it, because unlike the women in earlier ages, they have more-important things on their minds, such as good grades and intern­ships and job interviews and a financial future of their own.

The most patient and thorough research about the hookup culture shows that over the long run, women benefit greatly from living in a world where they can have sexual adventure without commitment or all that much shame, and where they can enter into temporary relation­ships that don’t get in the way of future success.

what emerged from four years of research was the sense that hooking up was part of a larger romantic strategy, part of what Armstrong came to think of as a “sexual career.” For an upwardly mobile, ambitious young woman, hookups were a way to dip into relationships without disrupting her self-development or schoolwork. Hookups functioned as a “delay tactic,” Armstrong writes, because the immediate priority, for the privileged women at least, was setting themselves up for a career.

The women still had to deal with the old-fashioned burden of protecting their personal reputations, but in the long view, what they really wanted to protect was their future professional reputations. “Rather than struggling to get into relationships,” Armstrong reported, women “had to work to avoid them.”

Many did not want a relationship to steal time away from their friendships or studying.

Most of the women considered success stories by their dormmates had a revelation and revised their plan, setting themselves on what was universally considered the path to success. “Now I’m like, I don’t even need to be getting married yet [or] have kids,” one of the less privileged women told the researchers in her senior year.

One of the great crime stories of the past 20 years, meanwhile, is the dramatic decline of rape and sexual assault. Between 1993 and 2008, the rate of those crimes against females dropped by 70 percent nationally.

The hookup culture opened her horizons. She could study and work and date, and live on temporary intimacy. She could find her way to professional success, and then get married.

Does this mean that in the interim years, women are living a depraved, libertine existence, contributing to the breakdown of social order? Hardly. In fact, women have vastly more control over their actions and appetites than we have been led to believe

You could even say that what defines this era is an unusual amount of sexual control and planning

She is up to about 20,000 responses—the largest sample to date. In her survey, college seniors report an average of 7.9 hookups over four years, but a median of only five. (“Hookups” do not necessarily involve sex; students are instructed to use whatever definition their friends use.)

Researchers guess that about a quarter of college kids skip out on the hookup culture altogether, while a similar number participate with gusto—about 10 hookups or more (the lax­titutes?).

For the majority in the middle, the hookup culture is a place to visit freshman year, or whenever you feel like it, or after you’ve been through a breakup

Most important, hookups haven’t wrecked the capacity for intimacy. In England’s survey, 74 percent of women and about an equal number of men say they’ve had a relationship in college that lasted at least six months.

Equal numbers of men and women—about half—report to England that they enjoyed their latest hookup “very much.”

About 66 percent of women say they wanted their most recent hookup to turn into something more, but 58 percent of men say the same—not a vast difference

Almost all of the college women Armstrong and Hamilton interviewed assumed they would get married, and were looking forward to it. In England’s survey, about 90 percent of the college kids, male and female, have said they want to get married.

Zoom out, and you see that for most women, the hookup culture is like an island they visit, mostly during their college years and even then only when they are bored or experimenting or don’t know any better. But it is not a place where they drown.

We’ve landed in an era that has produced a new breed of female sexual creature, one who acknowledges the eternal vulnerability of women but, rather than cave in or trap herself in the bell jar, instead looks that vulnerability square in the face and then manipulates it in unexpected, and sometimes hilarious, ways

The hookup culture is too bound up with everything that’s fabulous about being a young woman in 2012—the freedom, the confidence, the knowledge that you can always depend on yourself. The only option is what Hannah’s friends always tell her—stop doing what feels awful, and figure out what doesn’t.

Ultimately, the desire for a deeper human connection always wins out, for both men and women. Even for those business-school women, their hookup years are likely to end up as a series of photographs, buried somewhere on their Facebook page, that they do or don’t share with their husband—a memory that they recall fondly or sourly, but that hardly defines them.

mong the colleges contacted by The Times, most have published case information online or responded to requests for case numbers. The Times has obtained case data through open records requests at several public universities that would not otherwise provide numbers. Most colleges do not publicly report coronavirus-related deaths.

The tracking systems, they worry, will infantilize students in the very place where they’re expected to grow into adults, further training them to see surveillance as a normal part of living, whether they like it or not.

A flood of cameras, sensors and microphones, wired to an online backbone, now can measure people’s activity and whereabouts with striking precision, reducing the mess of everyday living into trend lines that companies promise to help optimize.

“Graduates will be well prepared … to embrace 24/7 government tracking and social credit systems,” one commenter on the Slashdot message board said. “Building technology was a lot more fun before it went all 1984.”

Instead of GPS coordinates, the schools rely on networks of Bluetooth transmitters and wireless access points to piece together students’ movements from dorm to desk. One company that uses school WiFi networks to monitor movements says it gathers 6,000 location data points per student every day.

The dream of some administrators is a university where every student is a model student, adhering to disciplined patterns of behavior that are intimately quantified, surveilled and analyzed

“These administrators have made a justification for surveilling a student population because it serves their interests, in terms of the scholarships that come out of their budget, the reputation of their programs, the statistics for the school,”

one feeling is almost universally shared, according to interviews with more than a dozen students and faculty members: that the technology is becoming ubiquitous, and that the people being monitored — their peers, and themselves — can’t really do anything about it.

“We’re reinforcing this sense of powerlessness … when we could be asking harder questions, like: Why are we creating institutions where students don’t want to show up?”

SpotterEDU chief Rick Carter, a former college basketball coach, said he founded the app in 2015 as a way to watch over student athletes: Many schools already pay “class checkers” to make sure athletes remain eligible to play.

“Students today have so many distractions,” said Tami Chievous, an associate athletic director at the University of Missouri, where advisers text some freshmen athletes if they don’t show up within five minutes of class. “We have to make sure they’re doing the right thing.”

Students’ attendance and tardiness are scored into a point system that some professors use for grading, Carter said, and schools can use the data to “take action” against truant students, such as grabbing back scholarship funds

For even more data, schools can turn to the Austin-based start-up Degree Analytics, which uses WiFi check-ins to track the movements of roughly 200,000 students across 19 state universities, private colleges and other schools.

Benz tells school administrators that his system can solve “a real lack of understanding about the student experience”: By analyzing campus WiFi data, he said, 98 percent of their students can be measured and analyzed.

A classifier algorithm divides the student body into peer groups — “full-time freshmen,” say, or “commuter students” — and the system then compares each student to “normal” behavior, as defined by their peers. It also generates a “risk score” for students based around factors such as how much time they spent in community centers or at the gym.

Some administrators love the avalanche of data these kinds of WiFi-based systems bring. “Forget that old ominous line, ‘We know where you live.’ These days, it’s, ‘We know where you are,’ ” Purdue University president Mitch Daniels wrote last year about his school’s location-tracking software. “Isn’t technology wonderful?”

If these systems work so well in college, administrators might argue, why not high school or anywhere else?

He now says he wishes schools would share the data with parents, too. “I just cut you a $30,000 check,” he said, “and I can’t find out if my kid’s going to class or not?”

Some parents, however, wish their children faced even closer supervision. Wes Grandstaff, who said his son, Austin, transformed from a struggling student to college graduate with SpotterEDU’s help, said the added surveillance was worth it: “When you’re a college athlete, they basically own you, so it didn’t matter what he felt: You’re going to get watched and babysat whether you like it or not.”

Joanna Grama, an information-security consultant and higher-education specialist who has advised the Department of Homeland Security on data privacy, said she doubted most students knew they were signing up for long-term monitoring when they clicked to connect to the campus WiFi.

“At what point in time do we start crippling a whole generation of adults, human beings, who have been so tracked and told what to do all the time that they don’t know how to fend for themselves?” she said. “Is that cruel? Or is that kind?”

But for others like Cambria Kelley, a first-year graduate student at New York University, the issue is more personal. Ms. Kelley, who is from California, said several members of her family contracted the illness over the last few months, including her grandmother who died in July.

“If it was bad enough, I wouldn’t hesitate to report them,” Ms. Kelley said. “I’m not going to be having my life put at risk because people decided to be selfish. These rules are for the good of everyone here.”

As a national conversation erupted on the role of police in cities following the killing of George Floyd, groups at schools including Vassar College, Stony Brook University and Columbia University called on their institutions to rethink their relationships with campus and local police.

Now they are wrestling with the prospect of relying on those departments to disperse and crack down on large gatherings.

As the first weeks back on campuses shift into the more regular pace of the fall, the question remains: Just how long will students, many of whom arrived in New York State to a mandatory two-week quarantine, continue to follow their schools’ physical-distancing guidelines?

Ms. Zhang, the first-year student at Cornell who posted videos of a party to Snapchat, said in a recent interview that she deeply regrets both the “lapse in judgment” she made by attending the gathering and her “insensitive comments” afterward.“Incoming freshmen come in with heavy expectations, we all want to find our people,” Ms. Zhang said. “I’m not proud of those posts, they show me at my worst.”

Yes, that’s right. And the discussion was very precise about details of the verse and how it worked, and how various words interacted with one another or were opposed to one another.

Not that I was able to participate! I wish I could. I took a little Greek 110 years ago and have long since forgotten it, but it was inspiring. These people were thoroughly engaged.

So that itself is an amazing piece of evidence. One might call it a piece of testimony.It seems almost impossible.

How did you know, if it was in Greek?Oh, I could tell that much. There’s a certain kind of gesturing with respect to texts that is known to any of us who have worked with texts for a while.

It’s been my mission, notably unsuccessful, for many years to make people understand that academic work, including in your writing and in your classes, is one thing and political work is another, and that the two should not be confused nor should they be intermingled. You can have any number of political issues brought into the classroom so long as they are brought into the classroom as objects of analysis or description and not as agendas either to be embraced or rejected. That’s what I’ve been arguing, one might even say preaching, for a long time.

I don’t want my classroom, or any classroom in a college or university that I’m teaching in, to be thought of as the vehicle of some program or agenda, no matter how virtuous it might be. Virtue is not the business of the academy

You have a famously minimalist definition of academic freedom — “Academics are not free in any special sense to do anything but their jobs,” as you write in Versions of Academic Freedom. Minimalist and correct.

When I was a dean at the College of Liberal Arts and Sciences at the University of Illinois at Chicago, I helped implement and inaugurate the first Native American-studies program at the University of Illinois. And I spoke at the inaugural luncheon. What I told them was, “It is without doubt the case that activism of a variety of kinds is what brought you to this point.” There wouldn’t now be a Native American-studies program at UIC if activists of a polemical kind weren’t working toward that end. “Now I want you,” I said, “to forget the history that brought you here, because now that you’re part of a university setting, you’re no longer activists, you’re academics. If you become or continue to be activists, the academics in the university will have a derisory view of you.”

It’s implausible to me that a dissertation student studying with, say, Judith Butler or Fredric Jameson is not, by definition, imbibing methods that are politically normative but also very valuable. A lot of critical traditions, in gender studies or in Marxian literary criticism — or in say, Straussian political theory — are entwined with normative political or ideological commitments. There’s no way to expel those commitments from a vibrant department of the humanities.

Well, you don’t have to expel them. The question you have to ask is, Are they primary in the minds of those who are teaching in the classrooms? If we’re in a community that has a certain set of standards and modes of operation, what we want to do is be faithful to those standards and modes of operation. And if now and then those deeper commitments kind of seep through, well, yes, that’s inevitable. But that’s quite different from having an ideologically centered classroom.

They tend to read each assignment two or three times before coming to class and take notes as well. Some of them have been incarcerated for 20 or 30 years and have been reading books all that time. They would hold their own in any graduate seminar. That they have had rough experiences out in the real world means they are less liable to fall prey to facile ideologies. A large proportion of them are black and Latino, and while they may not like David Hume’s or Thomas Jefferson’s ideas on race, they want to read those authors anyway. They want, in short, to be a part of the centuries-long conversation that makes up our civilization

My students there, enrolled in a for-credit college program, provide a sharp contrast with contemporary undergraduates. These men are highly motivated and hard-working

Never have I been more grateful to teach where I do: at a men’s maximum-security priso

Best of all from my selfish point of view as an educator, these students have no access to cellphones or the internet

they have retained their attention spans, while those of modern college students have been destroyed by their dependence on smartphones

My friends who teach at Harvard tell me administrators have advised them to change topics or activities several times in each class meeting because the students simply can’t focus for that long.

My students at the prison sit through a 2½-hour class without any loss of focus. They don’t yawn or take bathroom breaks

I have taught classes on the Enlightenment, the Renaissance, Romanticism, George Orwell, South Asian fiction. We’ve done seminars on Adam Smith and Alexis de Tocqueville. Together we have read Montaigne, Rousseau, Keats, Erasmus, Locke, Montesquieu, Wollstonecraft, Byron, Goethe, Petrarch, Rabelais, Saadat Hasan Manto, Rohinton Mistry

We encourage them to treat different societies in history as experiments in time travel, where they try to understand the mores of particular eras as though from the inside. They are very open to that approach, unlike university students, who tend see the past only as one long undifferentiated era of grievous unenlightenment: not just one damn thing after another, but one damn oppressive thing after another.

Like students at elite institutions, most of my incarcerated scholars are politically liberal. Unlike them, many are religious, and that proves surprisingly enriching in studying these authors

My hours at the prison are rich in such moments. In many ways, it is the Platonic ideal of teaching, what teaching once was. No faculty meetings, no soul-deadening committee work, no bloated and overbearing administration. No electronics, no students whining about grades.

Quite a few of our students are serving life sentences and will never be able to make use of their hard-won college credits

No student debt, no ideological intolerance, no religious tests—whoops, I mean mandatory “diversity” statements.

And in our courteous, laughter-filled classroom there is none of the “toxic environment” that my friends in the academy complain about, and that I experienced during my own college teaching career.

If prison inmates, many of whom have committed violent crimes, can pay close attention for a couple of hours, put aside their political and personal differences, support one another’s academic efforts, write eloquent essays without the aid of technology and get through a school year without cheating, is it too much to ask university students to do the same?

Or ask professors to try to create an atmosphere where these habits can prevail

Posse is subversive is that it shows that academic chops do not completely determine college success. It demonstrates other important factors: whether a student has social support, a sense of belonging and a network that can offer advice. People from a dominant culture take these things for granted, but minority students have to build them. Posse helps. Every Posse member I talked to said having the group is crucial.

There’s one other provocative issue raised by Posse’s results: the damage wreaked by stereotype threat.  The objects of a stereotype can find their performance greatly affected by simply being reminded that the stereotype exists. Researchers, for example, gave a math test (pdf) to a group of Asian female students. Before the test, the women filled out one of three types of questionnaires. One asked about their gender, one about their ethnicity, and one asked about neither. Those who were reminded they were Asian did the best on the math test. Those reminded they were female did the worst.

Yet once the beneficiaries arrive at college, what do they learn about themselves? It’s a good bet that the dean or president will greet them with congratulations for being the best and brightest ever to walk through the gates.

To the stringent Protestants who founded Harvard, Yale and Princeton, the mark of salvation was not high self-esteem but humbling awareness of one’s lowliness in the eyes of God. With such awareness came the recognition that those whom God favors are granted grace not for any worthiness of their own, but by God’s unmerited mercy — as a gift to be converted into working and living on behalf of others.

In secular terms, this means recognizing that people with good prospects owe much to their good fortune — and to fellow citizens less fortunate than themselves.

Benjamin Franklin, who founded the University of Pennsylvania, once defined true education as “an Inclination join’d with an Ability to serve Mankind, one’s Country, Friends, and Family; which Ability ... should indeed be the great Aim and End of all Learning.”

Drunkorexia addresses the need to be the life of the party while staying extremely thin, pointing to a flawed mind-set about body image and alcoholism among college students, mostly women.

why would a promising college freshman choose this unhealthy pattern? It’s probably not a choice, but mental health and addiction issues mixed together. Studies show that having a preexisting eating disorder or alcoholism are predictors of drunkorexia

surveys from colleges range widely: One report concluded that 34 percent of all students surveyed had engaged in this behavior; another said 81 percent of students who drink heavily had

Harris also complained that only a handful of Benedict students were given tickets for Trump’s appearance. Most seats were occupied by administration officials and Trump supporters.

Trump received the award for the First Step Act, which has allowed thousands of non-violent offenders to gain early release from federal prison.

The California senator trails the frontrunners in the Democratic primary, despite a strong performance in the first debate. She is still in the top five in polling averages and has qualified for the next contest, in Georgia in November.

Factcheckers have said Trump’s regular claim about African American unemployment being at its lowest point ever is, at least under modern methodology, accurate – up to a point.

Harris had been among 10 Democrats expected to attend the forum at Benedict College.

Mayor Steve Benjamin told the Associated Press he was working with college officials to coordinate what was now being called the Collegiate Bipartisan Presidential Forum. The original organisers said they would still have a role.

Cory Booker said on Twitter: “Donald Trump was given a platform unchecked for close to an hour. The Bipartisan Justice Center allowed him to create some illusion of support from this community when, in fact, he excluded it.”

Analysis of government data shows that just 6.7% of federal employees are under the age of 30 — compared with 20.6% of those in the employed labor force. That's even more problematic when you consider that about one-third of federal workers will be eligible to retire in the next five years.

We need talented young folks in government, not only to replace those coming to the end of their careers of service, but also to bring new skills that will help the country confront a wide array of public challenges and opportunities.

The administration should greatly expand its efforts to encourage talented college students to apply for paid internships at government entities.

The nonprofit Partnership for Public Service would provide initial staff and infrastructure to help facilitate the recruitment, selection and matching operations for the federal component to ensure that participants are placed in internships.

For the duration of the administration, the government could arrange about 20,000 internships a month at a time — for example, 400 dedicated to federal, state or city government in each state if distributed evenly.

Second, the program could be expanded through competition

Third, given their prior experience, participants in the internship program could have fast-tracked access to compelling projects upon completion of their college degrees

The program could include a mentorship component, pairing experienced leaders with prospective new talent, aimed at guiding participants in their work and encouraging and helping them pursue a career in public service

Challenges like protecting the population against pandemics and unwinding centuries of racial injustice will not be solved in the span of a single presidency, or even within a single generation. To tackle these and other challenges, the American government — and its ability to attract innovative talent — has to be built for the long haul. And we have to start building it now.

But the objections will extend the normally ceremonial process of counting Electoral College votes into Wednesday evening and possibly beyond. For each state where a House member and senator object, the two chambers will separately recess and debate the matter for up to two hours, followed by a vote on whether to accept or reject the objection.

Cruz and nearly a dozen Senate Republicans said this past weekend they planned to object to the Electoral College results unless a commission was appointed to investigate voter fraud. A person familiar with Cruz's plans argued the objection was not as much about Cruz questioning the election results as it was a reaction to the fact that he has not received the commission to study election results that he and his group of 10 other senators requested.

The objections have sparked a public split in the Republican conference, with those siding with McConnell arguing the effort has no chance of succeeding and is dangerous for democracy

the country rejected his campaign's lawsuits challenging the results

The President has attacked Republicans who have said they will not object to the results, accusing them on Twitter of being part of a "surrender caucus."

There is no evidence of widespread voter fraud, and there is no evidence that electors from the electoral college were fraudulently chosen,

even if the vice president tried to take an unprecedented and legally dubious action to reject the will of voters and select a different slate of electors, such a move would almost certainly be rejected by both chambers of Congress.

In a sign that Pence is preparing for his role overseeing the quadrennial session to count the ballots, he was spotted in his office off the Senate floor Sunday meeting with aides and Elizabeth MacDonough, the current Senate parliamentarian.