A Quote by Ned Lamont

Increasing postsecondary enrollment and success, particularly among first-generation, low-income, and minority students, is good for students and our state's economy. — © Ned Lamont
Increasing postsecondary enrollment and success, particularly among first-generation, low-income, and minority students, is good for students and our state's economy.
We must prioritize postsecondary enrollment so that our students are earning degrees and credentials that get them into the workforce and contributing to Connecticut's economy.
Cutting NASA education funds would most severely affect students from low- to middle-income families and students from non-Ivy League-level schools.
Ideally, schools should be supportive environments for students. Unfortunately, zero-tolerance policies tend to funnel vulnerable students out of schools and into prisons, low-income jobs, and poverty.
The loan crisis and the increasing slashing of funds for students, coupled with the astronomical rise in tuition, represent an unparalleled attack on the social state. The hidden agenda here is that when students graduate with such high debts, they rarely choose a career in public service; instead, they are forced to go into the corporate sector, and I see these conditions, in some ways, as being very calculated and as part of a larger political strategy to disempower students.
Like many others, I have deep misgivings about the state of education in the United States. Too many of our students fail to graduate from high school with the basic skills they will need to succeed in the 21st Century economy, much less prepared for the rigors of college and career. Although our top universities continue to rank among the best in the world, too few American students are pursuing degrees in science and technology. Compounding this problem is our failure to provide sufficient training for those already in the workforce.
We must ensure that our students graduate high school and then earn a postsecondary certificate or degree.
I began to understand the challenges that first-generation college students and students of color have in college.
Don't try to fix the students, fix ourselves first. The good teacher makes the poor student good and the good student superior. When our students fail, we, as teachers, too, have failed.
The teachers were focused on helping these students. The students benefited from hands-on teaching and a faculty who cared about them and their success in life and soon the students began to believe in themselves and the reality that they could make something of their lives.
Research shows that whether you are low-income or not, mindset is a bigger predictor of success than academic skills, and how students gain great academic skills and persevere in the face of challenges.
Students follow rules. Students complete assignments. The job of students - in part, at least - is to please their teachers. Now, I realize I may be exaggerating a little here, but basically I think I'm right: students do what they're told.
Increasing education options will give students greater opportunities to succeed in the classroom and allow students to graduate with skill sets necessary to go to college or into a career.
Schools serving disadvantaged students need more time to help these students catch up and gain the core academic skills they will need to succeed in our economy and society.
Even in challenging economic times, making sure that study abroad is part of our college students' education is a vital investment. If we want a new generation of leaders and innovators who can be effective in an ever more globalized world, sending our students overseas is not a luxury. It's a necessity.
Public education for some time has been heavily focused on what curricula we believe will be helpful to students. Life-Enriching Education is based on the premise that the relationship between teachers and students, the relationships of students with one another, and the relationships of students to what they are learning are equally important in preparing students for the future.
The difference between our collective generation and your generation (differentiating the reporters from the students) is that we poured our souls out on paper that got easily yellowed and lost. The danger is that many of your friends (nodding at the students) are putting intimate ideas in cyberspace journals. So when today's 15-year-old is 40, some friend is going to drag out all of that idiotic stuff at their class reunion.
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