A Quote by Daphne Koller
Our approach to education has remained largely unchanged since the Renaissance: From middle school through college, most teaching is done by an instructor lecturing to a room full of students, only some of them paying attention.
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I am here to give the American people some straight talk about higher education. Some have said we might have cut financial aid for college students. The truth is we have expanded access to college for our neediest students through the record growth of the Pell grant program.
Texas is a national leader in education reform and student achievement. Through our college- and career-ready standards and assessments, strong school accountability, and a focus on educator development, we have created an education system that prepares our students for success after graduation.
Since most American students cannot simply pay their full tuition out of pocket, financing a college education often takes the form of loans, both private and from the government.
I believe that a core problem with undergraduate education, especially at research universities like Harvard, Stanford, NYU, etc, is that most teaching is done by PhDs, who by temperament, training, interests, and rewards are researchers first. So they spend most of their time and energy probing a snip of a field's cutting edge. In my view, the attributes needed to be a transformative undergraduate instructor are pretty orthogonal to that. It would seem that undergraduate education would be superior if there was a separate track for teaching faculty.
Our mission at Khan Academy is a free, world-class education for anyone, anywhere, and college readiness is a crucial part of that. We want to help as many students as possible prepare for college and for life, and since the SAT measures preparedness for college, our partnership with the College Board is a natural fit.
The thing I always tell my writing students - I'm not a full-time instructor, by any means, but periodically I've taught writing students - what I always tell them is that the most important thing in narrative nonfiction is that you not only have to have all the research; you have to have about 100% more than you need.
My contention is that most students get distracted by music and social media because our current state of education is not sufficiently engaging to command their full attention.
Currently, only 70 percent of our high school students earn diplomas with their peers, and less than one-third of our high school students graduate prepared for success in a four-year college.
We often think about happiness as trying to increase our joy, but it's also about decreasing our worry. So what you get for paying those high taxes is, if you're a parent thinking about putting your child through school, you don't have to worry about it, because all education through college is free.
In the sixties, in the middle sixties, suddenly comics became this hip thing, and college students and hippies were reading them. So I was one of them, and I started reading, basically it was the Marvel Renaissance at that point. It was all their new characters, Spiderman and the X-Men and the Fantastic Four.
I take my fearless approach into my teaching by helping my students to realize their potential through yoga. I have a gift for making difficult poses accessible and reminding people that postures, and anything in life, are only as hard as you make them out to be.
Education is huge for me. I went to public school until I turned thirteen, and was lucky enough to afford college once I became successful as an actress. I cannot believe that quality education costs as much as it does in this country. Ghetto Film School is a remarkable public high school in New York City where students get to learn to express themselves through filmmaking, and have hands-on access to equipment.
Education is supposed to be our great equalizer, but when only half of low-income students are enrolling in college and only three tenths are graduating, you have to figure some of our children are getting a greater equalizer than others.
I was lecturing at the Columbia Journalism School of Education. I asked them about what was happening to the Fourth Amendment. I said, "By the way, do you know what is in the Fourth Amendment?" One student responded, "Is that the right to bear arms?" It's hard to believe these are bright students.
When I began teaching, my colleagues and I quickly realized that our students didn't have access to the same resources we had growing up. We knew there were supplies and resources that could help our students, but our school district simply couldn't afford them.
Far too many of our children today, our students, need remedial education. We have been lying to them. They're not really ready for college. That's not higher education's fault. That's our fault K-12.
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