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By Wyatt MacKenzie
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Don’t panic. There will still be room for everybody at CMC next spring. Sort of. Those of you who don’t know what I’m talking about probably don’t have to worry. The other group of you consists of those planning to study abroad this coming fall. The number of students participating in off-campus study next fall is unprecedented, both in absolute terms and relative to the size of the sophomore class. Last year, 87 students returned from abroad for the spring semester. This year that number is expected to rise to 109. Without understanding CMC’s precarious housing situation, it would be easy to dismiss a 20 person difference. Unfortunately, such a large, unexpected jump in participation significantly disrupts housing plans. Although Claremont Hall, CMC’s new 109 bed dorm, will increase housing capacity, it may not be enough. The increase was already factored into the admission figures for next year’s freshmen class, which represents the first year of CMC’s planned expansion.
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By David Nahmias
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When former Harvard president Larry Summers suggested that certain innate factors contributed to the dearth of women in the sciences, he was thrown out of a job. But he may have articulated a matter of growing attention in pedagogy – that boys and girls have different neurological and psychological characteristics that may affect how they learn in educational environments. No longer reserved for Catholic parochial schools, single-sex education has become a new phenomenon in American culture. Now, some public schools have expressed interest in the developing single-sex programs. The scientific rationale behind separating students in the classroom by gender is compelling, but the social consequences of such differentiation may wreak havoc on development. Be the first to comment on this article |
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By Kyle Ragins
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Johnny Smith is five years old. He reluctantly leaves the grasp of his mother’s arms and steps through the doorway into his first day of kindergarten. The teacher greets him with a smile, knowing that the rest of his life is still ahead of him. His possibilities for success seem endless. However, the sad truth for little Johnny is that his future prospects for academic achievement depend on a factor Johnny cannot control: his skin color. Even in the year 2008, 54 years after Brown v. Board, American schools continue to provide an embarrassingly inadequate education to the black youth of this country. While white soccer moms from California’s suburbs write letters to the Arnold complaining about the education their child is receiving, the average American black student continues to graduate high school performing at a level a little worse than the average white student performs in the eighth grade. While the situation may seem hopeless, certain standout public schools and charter schools are blazing a new path in education policy that is showing significant promise. These schools all have one thing in common. They address the racial gap in education as a cultural problem that our educational system can confront face to face. Comments (2) |
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By Bri Riggio
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In 2004, Congress re-authorized the Individuals with Disabilities Education Act to help fine-tune the legislation’s goals and better align its objectives with the goals of No Child Left Behind. Initially passed by Congress in 1975 as the Education for All Handicapped Children Act, the Individuals with Disabilities Education Act, or IDEA, affirms that all children retain the right to a “free and appropriate education” and that a mental, physical, or emotional disability cannot deny them access to this right. In accordance, the act also requires each state to provide special education services through the public school system for qualifying students and includes a commitment from the federal government to pay for 40 percent of the cost of such services. Though everything mentioned in IDEA sounds necessary and beneficial, the federal government has never kept its monetary promise, a problem that burdens the entire public school system and hinders not only the educational instruction of children receiving special education services but also of every “typical” student who attends a public K – 12 school.
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As most students know, at the end of every semester, CMC professors pass out evaluations to their classes, as required by the Dean of the Faculty. What many students do not know is that the results from these evaluations are available for students to view in the Dean of Students’ office. These results would be much more accessible and useful, however, if they were available online.