A Quote by Russell Banks

A couple of years I taught in graduate programs at NYU and Columbia, in the early eighties. — © Russell Banks
A couple of years I taught in graduate programs at NYU and Columbia, in the early eighties.
I went to NYU for a year and a half, and I graduated from there and then years later went to Columbia for graduate school.
Now, today, some children are enrolled in excellent programs. Some children are enrolled in mediocre programs. And some are wasting away their most formative years in bad programs....That's why I'm issuing a challenge to our states: Develop a cutting-edge plan to raise the quality of your early learning programs; show us how you'll work to ensure that children are better prepared for success by the time they enter kindergarten. If you do, we will support you with an Early Learning Challenge Grant that I call on Congress to enact.
Graduate school is a place to hide for a couple of years.
I grew up in Columbia, Maryland, a planned community built during the sixties. During the early years, it was very integrated. I grew up being taught by black teachers with black principals and vice principals and, you know, a lot of black friends. We played in mixed groups, and I kind of thought that was how it was.
It was at the graduate school at Columbia University that I first met Wesley C. Mitchell, with whom I was associated for many years at the National Bureau of Economic Research and to whom I owe a great intellectual debt.
For years, I believed that anything worth doing was worth doing early. In graduate school, I submitted my dissertation two years in advance. In college, I wrote my papers weeks early and finished my thesis four months before the due date. My roommates joked that I had a productive form of obsessive-compulsive disorder.
I went to film school at Columbia and did that for a couple years, and really thought I was going to be a filmmaker, and then I kind of drifted over to the acting side after that.
I think I'm more sympathetic to writers, to the work and the struggle and the craft of it, than when I was in graduate school at NYU and was very judgmental.
Early intervention programs enrich adverse family environments. The largest effects of the early intervention programs are on noncognitive traits. Now, what do I mean by that? I mean perseverance, motivation, self-esteem, and hard work.
I studied acting in NYU's graduate program, in which we covered everything from Ibsen and Chekov to August Wilson and David Mamet.
I never was one to go into an office and write. For one thing, I had a job. I was cleaning the ashtrays and setting up the studios at Columbia for a couple of years and working every other week down in the Gulf of Mexico flying helicopters. I didn't really get to just write songs for about five years.
Children are amazing, and while I go to places like Princeton and Harvard and Yale, and of course I teach at Columbia, NYU, and that's nice and I love students, but the most fun of all are the real little ones, the young ones.
The programs that have been discussed over the last couple days in the press are secret in the sense that they are classified but they are not secret in the sense that when it comes to phone calls every member of Congress has been briefed on this program. With respect to all these programs the relevant intelligence committees are fully briefed on these programs. These are programs that have been authorized by broad bipartisan majorities repeatedly since 2006.
I could be happy doing something like architecture. It would involve another couple of years of graduate school, but that's what I studied in college. That's what I always wanted to do.
Much of my work has come from being lazy. I didn't like writing programs, and so, when I was working on the IBM 701 (an early computer), writing programs for computing missile trajectories, I started work on a programming system to make it easier to write programs.
Children who attend high-quality early care and education programs before kindergarten perform better on assessments of reading and math skills and socio-emotional development. However, since early care and education programs are so expensive, low-income families face significant barriers.
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