A Quote by Nicholas Lemann
One of the most consistent findings about low performing schools and students is that "home variables" (parental income and education, etc.) are more predictive than "school variables." But, having said that, we as a society can have much more effect on the school variables than on the home variables, so it's important and valuable to focus on the question of which interventions in schools are most effective and which are least effective.
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It simply isn't true, for example, that being big is in general better for fitness than being small except when there are effects of interacting variables; or that flying slow and high is in general better for fitness than flying fast and low except when there are effects of interacting variables; or that being monogamous is in general better for fitness than being polygamous... except when there are effects of interacting variables... It's not that the underlying generalizations are there but imperceptible in the ambient noise.
Restoring prayer ... will scarcely at this date solve the grievous public school problem. Public schools are expensive and massive centers for cultural and ideological brainwashing, at which they are unfortunately far more effective than in teaching the 3 R's or in keeping simple order within the schools. Any plan to begin dismantling the public school monstrosity is met with effective opposition by the teachers' and educators' unions. Truly radical change is needed to shift education from public to unregulated private schooling, religious and secular, as well as home schooling by parents.
We're constantly dealing with old problems under the circumstance of new variables, so just things like greed and fear and anger and inequality are issues that humanity has constantly dealt with. The parameters and the variables change but these are old things. And discussing those things is slightly more timeless rather than focusing on one tiny thing.
The aim ... is to provide a clear and rigorous basis for determining when a causal ordering can be said to hold between two variables or groups of variables in a model . . . . The concepts refer to a model-a system of equations-and not to the 'real' world the model purports to describe.
We came to recognize that our initial thinking about the keys to educational reform was wrong. The key variables weren't pedagogical. They weren't financial. They weren't curricular. They weren't research. They weren't any of the usual things we've always talked about as the engines of change. The variables were deeply emotional and cultural.
The variables of quantification, 'something,' 'nothing,' 'everything,' range over our whole ontology, whatever it may be; and we are convicted of a particular ontological presupposition if, and only if, the alleged presuppositum has to be reckoned among the entities over which our variables range in order to render one of our affirmations true.
When I was in graduate school in Princeton, I was told to take three courses. One of them to work on really hard, another to work on moderately hard, and the third one just to absorb. In my case, I never showed up to the latter class, taught by Robert Gunning, on Several Complex Variables. Several Complex Variables (Cn) was starting to get vary fashionable then, but I decided to specialize in n=1/2.
Apparently almost anyone can do a better job of educating children than our so-called 'educators' in the public schools. Children who are home-schooled by their parents also score higher on tests than children educated in the public schools. ... Successful education shows what is possible, whether in charter schools, private schools, military schools or home-schooling. The challenge is to provide more escape hatches from failing public schools, not only to help those students who escape, but also to force these institutions to get their act together before losing more students and jobs.
There are a lot more variables with festivals than just playing in a venue.
When I was in Wuhan, I went to the art school, which was one of the most important art schools in China, an enormous art school. One of the things that I saw is that the schools are very big and there are so many students. It is very difficult to me to teach creative activity to great numbers of people, because I think you need personal contact with students, you need to speak individually, you need individual contact between teachers and students, you need continuity. To me this is a problem in mass education in every society now.
The Internet is the first technology since the printing press which could lower the cost of a great education and, in doing so, make that cost-benefit analysis much easier for most students. It could allow American schools to service twice as many students as they do now, and in ways that are both effective and cost-effective.
Every measured thing is part of a web of variables more richly interconnected than we know.
Rarely do more than three or four variables really count. Everything else is noise.
There are things in your life you can control - and there are variables you can't. The more diligent you are at controlling what you can, the more influence you'll have over your destiny. You just have to figure out which are which.
In the tradition of national income accounting, economic policymakers have typically focused on variables such as income, wealth, and consumption.
I work with the macro economy, which involves the major variables that measure the health of the whole economy, such as total consumption, investment, income, employment, and inflation.
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