A Quote by Thomas Friedman

Almost all the students who make it to Caltech, one of the best scientific universities in the world, come from public schools. So it can be done. — © Thomas Friedman
Almost all the students who make it to Caltech, one of the best scientific universities in the world, come from public schools. So it can be done.
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.
America has a strategic interest in continuing to welcome international students at our colleges, universities, and high schools. Attracting the world's top scientific scholars helps to keep our economy competitive.
I almost stopped teaching entirely. The worst thing for me is contact with students. I like universities without students. And I especially hate American students. They think you owe them something. They come to you ... Office hours!
A society - any society - is defined as a set of mutual benefits and duties embodied most visibly in public institutions: public schools, public libraries, public transportation, public hospitals, public parks, public museums, public recreation, public universities, and so on.
Unlike public universities and private, not-for-profit colleges, for-profit schools are owned by revenue-seeking businesses often more intent on boosting their bottom line than educating their students. They use hard-sell tactics to recruit prospective students, and veterans have become particular targets.
A young man passes from our public schools to the universities, ignorant almost of the elements of every branch of useful knowledge.
I think there are really are some public schools, incredibly successful public schools, that are inculcating a real educational ethic in their students.
Prioritizing our public schools, teachers and students is the single best investment we can make to build a better, brighter future for our families.
For the primary and secondary school years, we will aid public schools serving low-income families and assist students in both public and private schools.
I believe that the future is determined by the great public universities. They educate 80 percent of the students and make the American Dream available.
I am old enough to remember when America's K-12 public schools were the best in the world. I am a proud graduate of them, and I credit much of my success to what I learned in Detroit Public Schools and at Michigan State University.
The path to a better future goes directly through our public schools. I have nothing against private schools, parochial schools and home schooling, and I think that parents with the means and inclination should choose whatever they believe is best for their children. But those choices cannot compete, and cannot come at the expense of what has been -- and what must always be -- the great equalizer in our society, a free and equal public education.
Indeed, the study of universities and the great men and women who have attended them leads me to think that the best of these schools are characterized not so much by what they teach and how they teach it but by the extent they provide opportunities and encouragement for students to teach themselves.
When I was superintendent of Denver Public Schools, I saw the potential of some of our best and brightest students cut short, punished for the actions of others - kids who had grown up and done well in our school system, and kids who know no other home but America. This is unacceptable.
In the long run, much public opinion is made in the universities; ideas generated there filter down through the teaching profession and the students into the general public.
Much of the early engineering development of digital computers was done in universities. A few years ago, the view was commonly expressed that universities had played their part in computer design, and that the matter could now safely be left to industry. [...] Apart from the obvious functions of keeping in the public domain material that might otherwise be hidden, universities can make a special contribution by reason of their freedom from commercial considerations, including freedom from the need to follow the fashion.
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