While resting comfortably in my air-conditioned bedroom one hot summer night, I received a phone call from my mom. She asked me softly, “Lyle, can you come down and clean up the restaurant?”

Slightly annoyed, I put on my sandals and proceeded downstairs. Mixing the hot water with cleaning detergents, I was ready to clean up the restaurant floor. Usually the process was painstakingly slow: I had to first empty a bucket full of dirty water, only to fill it up again with boiling water. But that night I made quick work and finished in five minutes. My mom, unsatisfied, snatched the mop from me and began to demonstrate the “proper way” to clean the floor. She demanded a redo. I complied, but she showed no signs of approval. As much as I wanted to erupt that night, I had good reasons to stay calm.

Growing up in rural China, my mom concerned herself not with what she would wear to school every day, but rather how she could provide for her family. While many of her classmates immediately joined the work force upon completing high school, my mom had other aspirations. She wanted to be a doctor. But when her college rejections arrived, my mother, despite being one of the strongest individuals I know, broke down. My grandparents urged her to pursue another year of education. She refused. Instead, she took up a modestly paying job as a teacher in order to lessen the financial burden on the family. Today, more than twenty years have passed, yet the walls of my parents’ bedroom still do not bear a framed college degree with the name “Tang Xiao Geng” on it.

In contrast, when I visit my friends, I see the names of elite institutions adorning the living room walls. I am conscious that these framed diplomas are testaments to the hard work and accomplishments of my friends’ parents and siblings. Nevertheless, the sight of them was an irritating reminder of the disparity between our households. I was not the upper middle class kid on Park Avenue. Truth be told, I am just some kid from Brooklyn.

Instead of diplomas and accolades, my parents’ room emits a smell from the restaurant uniforms they wear seven days a week, all year round. It’s funny how I never see my mom in makeup, expensive jeans, lavish dresses, or even just casual, everyday clothing that I often see other moms wearing. Yet, one must possess something extraordinary to be able to stand in front of a cash register for 19 years and do so with pride and determination.

On certain nights, I would come home sweaty, dressed in a gold button blazer and colored pants, unmistakable evidence of socializing. In contrast, my mom appears physically and emotionally worn-out from work. But, she still asks me about my day. Consumed by guilt, I find it hard to answer her.

Moments such as those challenge my criteria of what constitutes true success. My mother, despite never going to college, still managed to make a difference in my life. Tomorrow, she will put on her uniform with just as much dignity as a businesswoman would her power suit. What is her secret? She wholeheartedly believes that her son’s future is worth the investment. The outcome of my education will be vindication of that belief.

In hindsight, I’m astounded at the ease with which I can compose all my views of this amazing woman on a piece of paper, but lack the nerve to express my gratitude in conversations. Perhaps, actions will indeed speak louder than words. When I graduate on June 1st, I know she will buy a dress to honor the special occasion. When I toil through my college thesis, I know she will still be mopping the restaurant floor at 11:00 PM. When I finally hang up my diploma in my bedroom, I know she will be smiling.

(Mr. Li will be attending N.Y.U.) Video that goes along with the essay can be viewed here.

By: S.B. Woo
NY Times, Dec. 19, 2012

Top colleges are clearly limiting the number of Asians they admit, and what’s at stake for America is of more importance than just the number of Asians going to Harvard.

The Princeton sociologist Thomas Espenshade wrote in his 2009 book, “No Longer Separate, Not Yet Equal: Race and Class in Elite College Admission and Campus Life,” that “to receive equal consideration by elite colleges, Asian Americans must outperform Whites by 140 points, Hispanics by 280 points, Blacks by 450 points in SAT (Total 1600).” As Ron Unz demonstrates, the percentage of Asians among the student bodies of Ivy League schools has been a steady 17 percent, give or take a couple of points, for about 20 years.

This clearly shows that these colleges set a quota for Asian students.

The percentage of Asian students at the California Institute of Technology, which uses a “race-neutral” admission policy, has roughly followed the proportion of college-age Asians in the general population.

And it’s not just a matter of Asian-Americans doing well on tests. In 2006, they were 27 percent of Presidential Scholars, who were chosen based on scholarship, service, leadership and creativity.

This all demonstrates that top colleges have a “merits-be-damned” approach to limit the number of Asian students. They did that once before — against Jewish students about a century ago.

America’s core value of equal opportunity is being trampled. The 14th Amendment on equal protection is trampled upon. America and Asian American students suffer.

The creditability of elite colleges suffers. The administrators of these colleges may be steadfast in their righteous posturing. But as the truth emerges, fewer people are with them; more are shaking their heads and chuckling at their facade. The meritocracy of the American culture is compromised. America’s future is too important to allow race-conscious admission to continue hurting all of us. It’s time for the game to stop.

By: Teresa Watanabe
LA Times, February 26, 2013

African American public school students in Los Angeles County demonstrate significant learning gaps by second grade; those gaps widen with age and lead to the highest school dropout rate among all races, according to a report released Monday.

Black students are far less likely to take the rigorous college preparatory classes required for admission to California universities and miss more school days because of suspensions than their white counterparts, according to the study by The Education Trust-West, an Oakland-based nonprofit advocacy group.

Only one of every 20 African American kindergartners will graduate from a four-year California university if current trends continue, according to the report, which compiled data on academic achievement, suspensions and the psychological conditions of 135,000 black students in 81 public school districts in L.A. County.

“What we have in this state for African American students is a school-to-prison pipeline, where they are more likely to go to prison than college,” said Arun Ramanathan, the group’s executive director. “We need to forcibly intervene as a California community to prevent this from continuing.”

But how to make lasting progress against problems that have been debated for decades drew no easy answers at a community meeting Monday at the California Community Foundation, which funded the study.

Franklin Gilliam Jr., a UCLA professor of public policy and political science, said that early childhood support was “the single most important thing you can do” to give black children a solid start.

The report, for instance, cited research findings by the Rand Corp. and Children Now that found African American toddlers were less likely than their white peers to have books at home or be read to everyday. The report also cited 2004 Rand findings that only 13% of black children attended preschools with teachers who have degrees in early childhood education, compared to about 41% for whites and Asians.

Nearly 150,000 children under age 6 are on county waiting lists for child care, according to Children Now, a nonprofit advocacy group. And $1.2 billion in cuts to state funding for those services since 2008-09 budget year has reduced the number of child care spots by 110,000, according to Sydney Kamlager, district deputy director for Assemblywoman Holly J. Mitchell (D-Culver City).

Marqueece Harris-Dawson, president of the nonprofit Community Coalition, was a bit more upbeat, saying that although only 20% of African American students in L.A. County take college prep courses, that percentage has nearly tripled in the last decade.

He said the federal government’s move to provide student-achievement data by race in 2001 was a key factor in raising public awareness about the needs of African American students. Last year, a state Assembly committee held hearings on minority males and the academic, economic and health challenges they face.

“As a rule, things get better when people are willing to fight over it,” he said.

He added that his organization would continue to push for lower class sizes, courses linked to careers, better college preparation and more effective discipline policies.

Thomas Saenz, president of the Mexican American Legal Defense and Educational Fund, added that racial profiling in tracking students into low-level classes and other examples of “unconscious bias” bedevil both Latinos and African Americans, underscoring the need for the communities to work together. He also urged protests against moves to eliminate race-based data collection.

The report found that African American students are doing well in some school districts, particularly those with higher concentrations of other races. In the diverse Culver City Unified School District, more than two-thirds of African Americans are at grade level in reading and math, and 88% graduate. Officials there credited more counseling support, a culture of high expectations and targeted actions to support African American students, such as focus groups and teacher training on diversity.

The best performance was in such Westside districts as Wiseburn Elementary and Palos Verdes Peninsula Unified. In Palos Verdes, where African Americans make up 3% of the 11,840 students, 100% graduate, 60% complete the college-prep course work and three-fourths are at grade level in reading and math.

Those bright spots, however, are exceptions in an overall troubling picture. School districts in the north, such as Antelope Valley Union High, and the south, such as Lynwood Unified, showed particularly low levels of achievement.

In Los Angeles Unified, about four in 10 African American students perform at grade level in reading and math, two-thirds graduate and one-third complete college-prep courses.

“Whatever adjective is worse than bad, this is it,” Gilliam said about the plight of black students. “We’re concluding, either explicitly or implicitly, that these are throwaway kids.”

I’ve been saying that college is obsolete for a very long time. I dropped out in 2000, because even back then I could see that it was a really poor value proposition. I didn’t predict this because I’m some crazy genius, but because I’m willing to discard emotional attachment and stare plainly at the facts.

School is oturageously expensive, leaving graduates with a debt (or net expenditure) of tens of thousands of dollars— sometimes even one or two hundred thousand. There are some things that are worth that amount of money, but for many people school isn’t one of them. In fact, apart from very specific cases, I think that school is a bad thing, not worth doing even if it was free.

That’s not to say that school has no benefits whatsoever. It does, and although I left with zero additional skills after my three semesters there, I had a good time and benefited from the social aspect. The problem is that you can’t just compare college to doing nothing at all. You have to compare it to what you COULD have done.

Let’s say that when you turn eighteen, it’s a good idea to take four years to develop yourself. College is one way to do that. If we were to construct an alternative way to do that, what could it look like? One of the biggest weaknesses of school is how inflexible it is, so one of the greatest benefits of designing your own curriculum is that you could come up with one that uniquely suits you. That said, here’s a plan that I think would benefit many people MORE than school would. Let’s call it the Hustler’s MBA.

1. Learn poker. To an outsider, poker seems like a form of degenerate gambling. It can be, but that’s not its nature. One of the most valuable skills I’ve learned in life is how to assess hundreds of factors, choose the important ones, evaluate them to make a decision quickly, and then execute that decision. Poker teaches this extremely well. So does pickup, incidentally. Poker develops your logic like nothing else I’ve experienced, and it develops your math skills to a lesser degree. It also teaches a skill I can’t quite define, but would best describe as learning how hard you can push. I’ve found all of these skills to be very useful in life.

Poker will cost you money at first. Let’s say $5000 in the first year. After that you’ll be able to make between $45-60 per hour for the rest of your life. That’s about $85,000 per year, which adjusts for inflation because as money is inflated, the stakes to keep the game interesting will go up. You will also receive “raises” because you’ll always improve as a player and be able to play better stakes. If you’re dedicated to poker, getting this good is virtually guaranteed. I’ve been through the process and it’s not particularly hard. Can school guarantee you a job that pays this well?

Besides being able to make $85k/year, you could also play for six months and make $40k a year. Ultimate flexibility. I don’t think that poker is the best career in the world, because it doesn’t give back to society, but I do think that it’s an excellent backup plan. Knowing that I can always support myself playing poker gives me the freedom to work on big projects without fear.

2. Travel a lot. For the first year, learn a foreign language that interests you. Start with three months of Pimsleur tapes, then get a local tutor. That should cost about $1000 for the first year, and will yield results FAR greater than a class in school. After the first year your self-education will be paid for by poker, so start traveling for three months every year. That should cost around $8k at the most, probably more like $5-6k. When traveling, education comes to you in the form of perspective. You understand other cultures and other people, and will get to practice your foreign language in its native setting. I would also combine travel with watching documentaries about the history of that place. I learned a lot about Rome after visiting, and now I’m kicking myself for not educating myself first.

3. Read every single day for at least an hour. Books get lumped in with other reading like magazines and blogs, but they’re actually far more valuable. The amount of value an author compresses into a book is often astounding. There are books I’ve paid $10 for that have completely changed my life. If you read for 1-2 hours on average, you’ll read around a hundred books per year. I do this now and find it to be one of the most valuable uses of my time. Read at least 50% non-fiction, but fiction is good, too. In school you would probably read 12 books a year at most.

4. Write every single day. Write blog posts, work on a book, write how you’re feeling, or write short stories. I don’t think it really matters. Writing every day helps you develop and refine your thoughts, as well as learn to communicate with others. Almost any field you’ll go into will require communication, so you may as well get good at it. After you write, record a video yourself explaining what you wrote. This will help with public speaking and conversation. After the first year at the very latest, start publicly posting your work. This teaches you to ship and to integrate feedback.

5. Learn to program, even if you don’t want to be a programmer. Programming develops logic and efficiency, amongst other things. Even an intermediate understanding of programming will allow you to be a creator. Programming languages are the languages of the future, so even if you aren’t a programmer yourself, there’s a good chance you’ll be working with them. Speaking someone’s language is nice when you’re working with them, right?

6. Do something social. College is really excellent for making people social, and it’s the one aspect in which don’t expect my plan to exceed school. If you’re a guy, consider getting into pickup. If you’re a human, take group art classes, yoga, dance, or go to meetup groups. Social skills are some of the most important skills you can learn, and they can only truly be developed through social interaction. This interaction has to be in person, too… online chatting can be beneficial, but it’s not enough. Traveling will help you be social as well, especially if you stay in hostels.

7. Eat healthy. When you eat healthy, your brain functions better and you’re safeguarding its longevity. Developing yourself is at least as much about good habits as it is about learning skills. And like all habits, the earlier you start, the better. I’d say that the minimum to shoot for here is cutting out all sweeteners and refined grains. Besidses the obvious health benefits, eating healthy will help you build discipline, which is an absolutely essential life skill.

8. Follow curiousity and spend money on it when necessary. These things that I’ve included so far are the baseline— the new liberal arts education. They leave you plenty of time in your day to follow whatever you’re interested in. Don’t force it and try to learn investment banking because you think it would make a good career. If you’re interested in butterflies, learn about butterflies. The rest of the curriculum is enough to make sure that you’ll always be able to provide for yourself and will be a well rounded person, so consider this section your speculative learning. Maybe you’ll find something you’re passionate about, which will become your career, or maybe you’ll just become a really interesting person who knows a lot about a lot of things. Either way is fine. Don’t be afraid to spend money on tutors, classes, equipment, seminars, or travel.

9. Start a business after two years. With a full two years of self-education under your belt, you should have something useful to contribute to society. School makes you go from sheltered learning mode straight into real-world career mode. I think a better way is to have a transition, and to couple productivity with learning. Having that habit will ensure that you continue to perfect your craft as you get older. Your business can be anything— a tech startup, publishing books you’ve written, giving speeches, making clothing and selling it online, whatever you’re into. Read some business books before starting it and try to make money. One of the most common complaints I hear from graduates of traditonal school is that nothing they learned was actually applicable to real ife. Everything you learn from starting a business IS.

This is a modern curriculum that, on average, will produce people better prepared for real life than college. Obviously, it won’t work if you want to be something that requires certification like a doctor or lawyer. The beauty of it is that it has a negative cost (you will make money due to poker, and hopefully your business), and can be funded initially with $5000 for poker. A few months into the second year, you will have paid off the poker debt and begun to self fund your life.

Will this work for you? There’s no guarantee, but I see people work pretty hard at school, and if that same effort were put towards the Hustler’s MBA, I thnk the chance of being self-sufficient and prepared for “real life” is about 90%. I’d estimate that non-laywer/doctor college is somewhere around 50-70%. So, like anything, this plan is not totally foolproof, but I think it’s a lot better and cheaper than the alternative.

There’s a big taboo around telling people not to go to college. I find myself adhering to it, not ever suggesting that younger members of my family should drop out or skip school entirely. But maybe the time has come for us to look at college objectively, really quantify what goes in and what comes out, and evaluate it on its merits alone, rather than its historical value or its societal aura.

The argument begins with the observation that meritocracy does not oppose unequal social and economic outcomes. Rather, it tries to justify inequality by offering greater rewards to the talented and hardworking.

The problem is that the effort presumes that everyone has the same chance to compete under the same rules. That may be true at the outset. But equality of opportunity tends to be subverted by the inequality of outcome that meritocracy legitimizes. In short, according to Hayes, “those who are able to climb up the ladder will find ways to pull it up after them, or to selectively lower it down to allow their friends, allies and kin to scramble up. In other words: ‘whoever says meritocracy says oligarchy.’”

With a nod to the early 20th-century German sociologist Robert Michels, Hayes calls this paradox the “Iron Law of Meritocracy.”

In the most personal section of the book, he describes the way the Iron Law of Meritocracy operates at his alma mater,Hunter College High School in New York City. Admission to Hunter is based on the results of a single test offered to 6th graders who did well on statewide tests in 5th grade. Because there are no preferences for legacies, donors, members of minority groups, or athletes, admission to Hunter seems like a pure application of the meritocratic principle.

It doesn’t work that way. Although its student body once reflected the racial and economic proportions of the city, Hunter has grown increasingly wealthy and white. Why? In Hayes’s view, rich parents have discovered strategies to game the system. By buying cognitive enhancements like foreign travel, music lessons, tutoring in difficult subjects, and outright test prep, these parents give their kids a substantial leg up.

These children are better prepared than rivals from poor or negligent families. But it’s hard to conclude that they’ve earned their advantage. They’re clearly bright and hardworking. Yet they’ve also been fortunate to have parents who know what it takes to climb the ladder and can pay for those advantages. The ideal of meritocracy obscures the accidents of birth. From Hunter to Harvard to Goldman Sachs, the meritocrats proceed through life convinced that they owe their rise exclusively to their own efforts.

This sense of entitlement is one reason meritocratic elites are particularly susceptible to pathologies of distance. They don’t only have distinctive lifestyles. They’re convinced that they really deserve their privileges.

Of course, most elites have fancied themselves a superior breed. The way meritocracy obscures the role of chance, however, encourages the modern elite to think of themselves as unusually deserving individuals rather than members of a ruling class with responsibilities to the rest of society.

Finally, Hayes argues, the selection of the elite for academic accomplishment leads to a cult of intelligence that discounts the practical wisdom necessary for good decision-making.

Hayes oversells his argument as a unified explanation of the “fail decade.” Although it elucidates some aspects of the Iraq War, Katrina debacle, and financial crisis, these disasters had other causes. Nevertheless, the Iron Law of Meritocracy shows why our elites take the form they do and how they fell so out touch with reality. In Hayes’s account, the modern elite is caught in a feedback loop that makes it less and less open and more and more isolated from the rest of the country.

For more, read: Twilight of the Elites: America After Meritocracy, Christopher Hayes, Crown Publishers, 292 pages

By: Liz Dwyer
GOOD, July 27, 2012 

Will getting an education help you achieve the American dream? College graduates still earn twice what their peers with only a high school diploma earn, but if you don’t have the educational and social opportunities you need to actually get into college and graduate, your chances of raking in a higher salary are pretty slim. Indeed, in an appearance this week on The Daily Show to promote his new book The Price of Inequality, Nobel Prize-winning economist Joseph Stiglitz told Jon Stewart that the life chances of “a young person born in the United States” are “more dependent on the income and education of his parents” than in any other other advanced country in the world.

Although the 1 percent of Americans who control 40 percent of the nation’s wealth have access to better education opportunities, we still tell ourselves that kids growing up in low income communities with parents who don’t have an education can pull themselves up by their bootstraps and end up as a Harvard grads if they just work really hard. We saw this attitude at play earlier this year with Forbes columnist Gene Marks’ much derided “here’s how you poor minority children should try to get an education” advice column, “If I Was a Black Kid.” And, although there areincredibly inspiring of examples of kids making it out of the hood and getting accepted to top-notch schools, that’s not the norm.

Stiglitz says the inequality of opportunity we’re facing now is worse than it was in Old Europe, which means the American Dream has become a myth. His conversation with Stewart raises some great questions about why we’re accepting an institutionally driven system that lets people who have wealth play by and create a different set of rules. Stiglitz also goes on to question the way banks were bailed out in the financial crisis but student loan debt can’t be discharged in bankruptcy.

The curious art of diagramming sentences was invented 165 years ago by S.W. Clark, a schoolmaster in Homer, N.Y. [1] His book, published in 1847, was called “A Practical Grammar: In which Words, Phrases, and Sentences Are Classified According to Their Offices and Their Various Relations to One Another.” His goal was to simplify the teaching of English grammar. It was more than 300 pages long, contained information on such things as unipersonal verbs and “rhetorico-grammatical figures,” and provided a long section on Prosody, which he defined as “that part of the Science of Language which treats of utterance.”

It may have been unwieldy, but this formidable tome was also quite revolutionary: out of the general murk of its tiny print, incessant repetitions, maze of definitions and uplifting examples emerged the profoundly innovative, dazzlingly ingenious and rather whimsical idea of analyzing sentences by turning them into pictures. “A Practical Grammar” was a reaction against the way the subject had been taught in America since it began to be taught at all.

Before diagramming, grammar was taught by means of its drabber older sibling, parsing. Parsing is a venerable method for teaching inflected languages like Latin; the word itself is schoolboy slang derived from pars orationis, Latin for “a part of speech.” Sometime in the 18th century, teachers began to realize that practical skills were more useful to young people than classical languages, and that the ability to speak English didn’t necessarily mean that a student spoke it well, wrote it correctly or understood its structure. To teach it, they borrowed the concept of parsing from the classical tradition in which they themselves had been trained.

Put simply, parsing requires the student to break down a sentence into its component words, classifying each in terms of its part of speech, as well as its tense, number and function in the sentence.

Let’s say a teacher assigns a student the sentence “Virtue secures happiness”—a likely specimen in 1847. The youth stands up, spouts something like, “Virtue is a singular noun and the subject of the sentence; secures is a regular verb, indicative mode, active voice, present tense, third person singular; happiness is a singular noun, object of the sentence,” and sits back down with a sigh of relief.

Parsing was almost insufferably tedious. It was also very difficult. And both these deficiencies were intensified by the way grammar was taught. Typically, students were first made to memorize definitions and rules, and only when they could recite them accurately by rote were they expected to apply them to sentences.

“A Practical Grammar” went into several editions (my own copy, from 1860, is the 15th), but in the history of diagramming, the reign of the balloons was relatively brief. In 1877 two teachers — Alonzo Reed and Brainerd Kellogg — left them deflated on the classroom floor. Their book “Higher Lessons in English” finessed Mr. Clark’s bulky blobs into a system of lines and angles that were a snap to draw and took up less space.

The book was enormously popular, and Mr. Reed and Mr. Brainerd’s diagramming swept through American schools like a refreshing breeze. By the latter half of the 19th century, chalkboards had become increasingly common in classrooms; for students, the impact of watching a sentence take shape on that large surface as a comprehensible, often elegant, and sometimes downright ingenious drawing must have been significant. It’s hard to believe anyone but the most dedicated pedant could have actually enjoyed parsing, but plenty of students — including me — loved diagramming.

A century and a half later, diagramming sentences is even more out of date than writing lessons on a piece of slate. When the book I wrote about it was published in 2006, a couple of hundred people sent me e-mails. One writer accused me of succumbing to Stockholm syndrome because I wrote so benignly about the nun who brainwashed me into thinking diagramming was fun. Another asked me for a date. Two objected to my political attitudes, as they deduced them between the lines. A dozen or so either faulted some of the diagrams or challenged me with a particularly tricky sentence.

The rest of the responses were eloquent, nostalgic and not unpersuasive laments for the lost art of diagramming, from people who blame everything from the death of whom to the end of civilization as we know it for its demise.

The question remains: Does diagramming sentences teach us anything except how to diagram sentences?

ymfy:

+ How to disappear for weeks and worry your mother sick
+ Asian Loneliness
+ #bloglife
+ Moving in with your auntie and uncle in Bel Air
+ Quack Medicine: The Pros and Cons
+ Easy mnemonics for remembering all the various grudges you hold
+ How to get priced out of a neighborhood you thought you…

They asked me to teach a Skillshare class. I’m not sure what I’ll be teaching yet, but it will be fun and hopefully helpful. If you haven’t signed up for it, you should.