A Quote by Jon Porter

Many students graduate from college and professional schools, including those of social work, nursing, medicine, teaching and law, with crushing debt burdens. — © Jon Porter
Many students graduate from college and professional schools, including those of social work, nursing, medicine, teaching and law, with crushing debt burdens.
Without any formal personal finance instruction in our high school or college curricula, many college seniors who graduate in the red will continue to make common financial mistakes that only exacerbate their debt burdens.
Grades can matter, especially for those students and parents who live for the next round of applications to graduate or professional schools. But there's a problem with the grade emphasis. Math or science graduates earn more than students majoring in the humanities.
When we worked with the organization that represents students, they were unequivocal: They want debt-free college. And for many of those students, that has to include the total cost of attendance.
College has become unaffordable for most of the kids who attend, and, while most of the population won't ever graduate from college, our high schools don't prepare students for that reality by providing vocational and occupational training.
Students of color who attended integrated schools in the decades immediately following Brown were more likely to graduate high school, go to college, earn higher wages, live healthier lifestyles, and not have a criminal record than their peers in segregated schools.
It's true that many of the leaders who started at non-elite colleges as undergrads later attended prominent graduate schools in law, business, medicine, and so on. But the point is that they found their own way there - as young men and women in their early 20s, not teenagers pressed into action by parents and peers.
It's difficult to get a job and people stay in school longer because they're employed as teaching assistants or instructors by their schools, by their schools where they're graduate students, and that does become exploitative eventually because they're very cheap labor and there's a way in which in it's not in the institution's interest to give them a degree if they can continue to employ them, I don't think anybody thinks that way, but effectively that's the way the system is starting to work.
The median GPA and LSAT percentile for students of the country's elite law schools were 3.8 and 98 respectively. At the time fewer than 20 black law students in the entire country met those standards.
Business ethics has always had problems that are distinct from those of other professions, such as medicine, law, engineering, dentistry, or nursing.
Many of our young people spend four years getting very expensive college degrees. But our universities fail them and the nation if they continue to graduate students with expertise in biochemistry, mathematics or history without teaching them to think about what problems are important and why.
Scholarships that allow students to get a good education are important, but first we want to measure the progress that the schools are teaching our students, we want to hold them accountable for the progress, we want to hold the schools accountable for teaching the young people in America.
My attitude toward graduate students was different, I must say. I used graduate students as colleagues: I gave them the best problems to work on, and I encouraged them.
To build a truly diverse economy with a pipeline of skilled labor, technical college in Georgia should be free, and students should be able to graduate debt-free from the public institution of their choice.
The thing that's depressing is teaching graduate students today and discovering that they don't know simple elemental facts of grammar. They really do not know how to scan a line; they've never been taught to scan a line. Many of them don't know the difference between 'lie' and 'lay,' let alone 'its' and 'it's.' And they're in graduate school!
Education - much like law or medicine - should be a profession governed by professionals. Unfortunately, too many policies, even those that are well-intentioned, come from the top, leaving out those closest to the classroom, who have the greatest insight into how to provide a high-quality education for all students.
We want our students to graduate from high school, but we want them to graduate with a plan, whether it's college or career.
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