Tag Archives: Asians

Asian Immigrants and What No One Mentions Aloud

To continue my thoughts on college admissions and Asians:

Many people, reading of the clear discrimination against Asians, become all righteous, thinking of those poor, hardworking Asians. Come to America, work hard, and look how the system screws them.

But that reaction ignores the stereotype.

The stereotype, delicately put: first and second generation Chinese, Korean, and Indian Americans, as well as nationals from these countries, often fail to embody the sterling academic credentials they include with their applications, and do not live up to the expectations these universities have for top tier students.

Less delicately put: They cheat. And when they don’t cheat, they game tests in a way utterly incomprehensible to the Western mind, leading to test scores with absolutely zero link to underlying ability. Or both. Or maybe it’s all cheating, and we just don’t know it. Either way, the resumes are functional fraud.

Is it true for every single recent Chinese, Korean, or Indian immigrant? Of course not. I know far more recent Asian immigrants than most people, a fair number of whom effortlessly exceed their academic records, with style points to boot. That doesn’t make the stereotype any less relevant. Or less accurate, as stereotypes go.

There are two aspects to this story. First is the behavior of recent Asian immigrants who live in America. That part is largely anecdotal, because reporters are, as always, reluctant to be specific about race. Second, the behavior of Asians back in their native countries. Here, reporters are happy to describe behavior in great detail, because hey, it’s not race, it’s culture. Moreover, colleges have done a reasonable amount of research documenting the prevalence of cheating and “cultural differences” in Asian immigrant college students.

This piece will focus on recent Asian immigrants and cheating. I have been working on various aspects of Asians and college admissions for over six weeks now, and tried to figure out the best way to organize the chunks. Nothing ever seemed completely right, and I’ve got some several thousand words in addition to this one that may take me months to organize. I hope at some point to put together a piece on Asian nationals and cheating, but the one that’s hardest of all is the second part of the stereotype, the one that says okay, so they don’t always cheat—maybe—but even if they don’t, their test scores don’t match what we consider reality.

I will include a number of reported stories that back up my own experiences, as well as excerpt from School of Dreams, by Edward Humes, the story of a few years at Whitney High, a selective California public high school that is almost entirely Asian (as early as 1987, it was 45% Asian). Note again that this behavior is of recent Asian immigrants, kids who either came here very young or were born to recent immigrants. Humes’ book specifices this, and the aforementioned Wall Street Journal article also specifies that the troubles are with recent immigrants.

And so, cheating.

Cheating is a big problem in American high schools, and doom and gloom stories like this emphasize that high-achiever cheating is on the rise. Well, Asian immigration is on the rise, too, and Asian schoolkids are a huge percentage of high achieving kids. Is there any correlation, or is it rude to ask?

Teachers will tell you that high achiever cheating has a distinctly demographic tilt, which you can find in the stories if you look for it. Scratch the surface of any cheating story and odds are well above average the school or the class in question is disproportionately Asian. Journalists carefully scrub cheating stories of any racial references—unless it’s rich whites. In fact, it’s obvious that the SAT scandal was first thought to be “white” kids, which is why the reports contained names. Then it turned out they are mostly Iranian Jews, first or second generation immigrant. Oops. Which is not to say that impersonation is the typical cheating profile for Eastern and Southern Asians. (Cheating by high ability black and Hispanic students is virtually unknown, both in my own experience and a complete dearth of reported stories. The major cheating scandals involving black and Hispanic students is done on behalf of the lowest performers, usually by teachers, usually being ordered to do so by administrators.)

Researchers categorize cheating in three ways: impersonation, collaboration, and prior knowledge.

First, and least likely for Asians in this country, is impersonation, the method used by the Great Neck SAT scandal and the Clarence Mumford case. Cheaters need lots of money, an imposter who can guarantee results, and an anonymous setting. The Mumford case was so extensive, I think, because teacher testing is anonymous and a passing score, as opposed to a high score, was the only thing needed. That, coupled with a whole bunch of existing teachers who couldn’t pass the test. While impersonation is common in China and India, the ETS/College Board spot maybe 200 cases of impersonation a year in the US—at least, they only admit to that many. According to this story, impersonation used to be an issue among college athletes, which makes sense (and would therefore involve low-ability blacks more than Asians).

Next formal cheating category is “collaboration”, which means that students engaged in the work—test usually, homework almost always—are getting answers from other students also doing the work at that time. We don’t call this “copying” anymore, because getting answers almost always involves the consent and, well, collaboration of the person who has the answers.

Collaboration stories that hit the news usually involve Advanced Placement tests. “Chaos cheating”, as I call it, is nicely illustrated by the Mills High School story, in which the entire school’s AP scores were invalidated. While the first article only mentions one student with an Asian name, the student site protesting the decision has each student signing in by name, and the names are so Asian it’s funny, making it almost unnecessary to confirm that Mills is 60% Asian. The followup story has a revealing picture , and try playing “spot the white kid” with this video on the story.

Chaos cheating starts with a school screwup. The school doesn’t enforce security, sits the kids too close together, in circles or facing each other, directly against the rules. I know: what the hell does that have to do with the kids? They aren’t arranging this. At best, some kids are taking advantage of something that they had no control over.


From 2008 to 2013, I taught an AP US History survey course at two different SAT academies, for kids from around 20 schools, most of them 50% or higher Asian. I’ve been hearing from my APUSH students about exactly this scenario. I dismissed the first tale, thinking it absurd—any teacher knows how to proctor, particularly at the school in question, which had a long history of AP testing. Then I heard the story several more times from different kids, different schools, different review classes, always involving “Asian” schools or a heavily Asian testing population. I checked it against my white tutoring students, from a wide range of high schools, and the only ones who know of it also went to “Asian” schools. My Asian middle school students don’t know of it. The few Asian students I found who’d never seen it attended majority white or majority Hispanic schools—and they knew exactly what I was talking about, but told me that “wouldn’t fly” at their school.

The kids who know of it tell me some variation of this: the testers rush into the room as chaotically as possible, pull chairs close together, sit next to a buddy, whine like crazy when the proctor tries to impose seating order. The proctor sighs, exhorts them not to cheat, and pretty much turns over control of the class to the students. At that point, the kids can quietly discuss answers, text a buddy for help, and basically “collaborate” in any way needed.

Now, any decent, experienced proctor would never allow this. And yet, the “chaos cheating” stories that make the news all involve schools with a long history of high-achieving students taking all sorts of AP tests. The lax administration simply doesn’t make sense. But several major cheating stories of this nature on the AP have made the news in the past five or six years, in addition to the recent Mills High School story above. Here it is occurring at Skyline High School in Oakland, a majority minority school whose 22% Asian population likely comprises the bulk of the AP testers. Skyline’s cheating was limited to specific students, although it’s clear that the cheating couldn’t have occurred without incompetent or compliant proctors.

Another cheating scandal that involved both chaos cheating and texting occurred in Orange County, in which students were “allowed to talk, consult study aids, send text messages to friends and leave the room in groups during the exam” and we are supposed to believe that this was due to inexperienced proctoring in a high-achieving school in a wealthy district. I originally thought it was a primarily white student body. But back in 2008, Trebuco High freshmen through juniors were about 9% Asian, and CST scores reveal them to be a high achieving bunch. So about 150 Asians were juniors and seniors, figure perhaps a third of the AP testers were Asian. That’s plenty to create a chaos cheating situation. Ten students acknowledged cheating by texting, race omitted.

(AP Stats is a common cheating test. I mentioned this to a colleague, a third generation Japanese American, and he snorted, “Of course. That’s the math test for Asians who aren’t good at math.” and I suspect that this is, in fact, a good bit of the reason.)

The Mills students tried to sue. While the effort failed, the decision includes detailed descriptions of Mills, Skyline, and Trebuco testing procedures. It’s very hard to believe that Mills and Trebuco, in particular, were so blatantly incompetent.

I found one example involving the SAT, with the same seating violations and inattentive proctoring at a private school in Brooklyn, which surely should know better. When I first found Packer Collegiate Institute, I also intended to use it as a counterexample, of a case when chaos cheating involved a primarily white population, since the school is only 7% Asian. And it may–except the population is for K-12, and there’s no way to determine what age the Asians are. Are they all kindergartners? All high schoolers? Please note this article on Packer’s growing profile and resulting identity changes, paying particular attention to the increased competition, increased emphasis on college admissions, and changed atmosphere. The article doesn’t say “Asian student population has increased”, but given the school is in Brooklyn, which has seen a tremendous increase in Asian population, I do wonder what percentage of the testers are Asian.

We move from AP tests to every day classes and those ruthlessly consistent straight As that comprise a good bit of the Asian academic dominance, and there, teachers and students both can tell you all about the cheating. Collaborative cheating also includes splitting up homework assignments and texting answers on in-school tests and quizzes. All but one of the schools mentioned in that story are heavily Asian (Piedmont is not). I wrote part of this article at a pizza parlor in the late afternoon, packed full of students from one of the local high schools (80% Asian), openly “collaborating” on homework in late August. And I don’t mean “what’s the answer to question 9” but “we’re doing the front page, can you guys take the back side?” and then everyone switches answers. When you hear of Asian kids talking about all the hours they spend on homework, take it with a lot of salt. School of Dreams backs up the collaborative cheating on tests and the wasted time on homework.

The third category of cheating is “prior knowledge”—students are aware of the specific content of the test before taking it. Again, prior knowledge cheating occurs in every day classes as a way to get As on tests, as well as national tests. Students take advantage of prior knowledge in school by breaking in or in some other way obtaining the tests ahead of time. Students caught in the widespread cheating scandal at Stuyvesant High had both provided answers for their strong tests and received them for their weak tests—and this NY Magazine article makes it clear that cheating at New York City’s top high school is endemic and common. Notice that none of the schools mention the dominant race of the students involved, but the hints are there and all but one of the example schools are over 40% Asian. The North Carolina school, Panther Creek High School, is only 16% Asian, but it’s in a highly educated area, the students involved were all top-tier, and did you notice the mention of parental pressure? Dead giveaway. Some kids use the TA gig—TA for a teacher, get copies of the tests ahead of time (or in some cases change the grades) and either trade or sell.

Then there’s the national high stakes prior knowledge cheating scandals, in which the parties get the actual test information, sometimes from the Korean hagwons who pay testers to take pictures of the test, sometimes from principal whose brother works at a SAT academy that clearly has a large Asian clientele. (Wait–Asian schools in Plano, Texas? No way. Way: 32% Asian. Yeah, surprised me, too.)

(I’ve been talking about my work for a few months, and a friend just came back from taking her acupuncture board tests, shocked. She noticed all the “Asian testers” (no idea what countries) were disappearing into a large conference room, so she meandered down that way and discovered that they were all in a room with rows of laptops, typing ferociously. They weren’t studying. They were entering the questions for later testers.)

Whitney High School’s admission test was, and probably is, highly vulnerable to prior knowledge cheating. Back in the 90s, a test prep company bought a copy of the custom test from McGraw Hill, who created the test. Then later problems occurred with the essay portion. Cheating was so rampant that Whitney now uses CST scores and an essay—and of course, a private tutoring company, one started by an Asian (Brian Tom), and been around for 30 years (you gotta wonder, at least I do, if it was involved in the earlier shenanigans) is happy to tutor kids on the essay and the CST—that is, the California state tests.

In writing this piece, I have steeped myself in cheating articles, and this discovery of CST tutoring still caught me by surprise. White kids also don’t really care about their low-stakes state test scores, whereas Asian kids can tell me exactly what their last state test results were, because their parents get quite annoyed if they aren’t Advanced in every subject. And for that reason, I can’t dismiss the possibility that Asian kids are cheating on their state tests, too. Given that many state tests are given over a six or eight week period, I very much wonder if the tutoring companies aren’t buying copies or pictures of tests off of willing administrators.

Two actual data points to consider: in my first article, I mentioned the increased number of Asians getting high verbal scores on the SAT, during a period when far more recent Asian immigrants and nationals are taking the test. I find this….unlikely, and the fact that it hasn’t been investigated is pretty stunning. I also find it odd that far fewer Asians take the ACT (69,000 in 2012) than take the SAT (192,500 in the same year), when the ACT is taken by more students. Both are suggestive of cheating patterns—although they may also simply reflect the fact that SAT “academies” are better versed in gaming the SAT.

Go to any Asian school and ask the teachers. Ask the kids. And when the kids complain that gosh, everyone thinks we all cheat, ask them why. I do, and the kids always look shamefaced.

As if this whole story weren’t troubling enough, it seems a great deal of the cheating is facilitated by the schools, which are run primarily by white people. It’s not the kids who are arranging the weak proctors, who fold when the kids protest at changing seats. It’s not the kids who are refusing to expel students who’ve cheated on tests. So why is that happening? (Interestingly, the white male Stuyvesant principal was replaced, as a result of the cheating scandal, by an Asian female principal.)

I wonder about payoffs. Given its prevalence in China, Korea, and India and given the cheating history I’ve just outlined, it’s hard not to wonder if the practice isn’t continuing. The parents certainly aren’t in any hurry to assimilate; they view American kids as negative influences. (and when the Asians in question say “American”, they mean “whites”, as in this pretty horrifying tale of the fraud in Chinese English teaching industry.)

However, there’s also something that I don’t see reported much, but is common knowledge among teachers in Asian schools: many of the parents, who are recent immigrants, are ruthlessly and endlessly demanding. (This story focuses on Japanese parents in their native country, but remember, I’m talking about recent immigrants.) I know teachers who have quit Asian schools because of the 100 or more emails they get daily, demanding that grades be changed reconsidered. I can easily envision a proctor fearing the mountain of crap poured on his head if he held the line and forced kids to change seats, so instead just shrugs and hopes for the best. I’m not excusing it. But I can see it.

So is the cheating enabled by payoffs or fear? Beats me. Is this cheating just as prevalent among high-achieving whites and long-established Asian Americans? Not in my experience, which is not to say that these kids don’t cheat at all. But really rich kids usually have parents who buy their way in, and upper income “American” (and here, I mean all races) kids do not, as a rule, feel the same type of pressure that the recent Asian immigrant kids feel from their parents. Wouldn’t it be cool if reporters actually investigated, though?

As the universities know, these same kids go off to college and cheat some more.

I am not excusing their discrimination. I am attempting to explain it. Some version of this next occurs:

The universities look at the resumes of all Asian kids—recent immigrants, long-established natives, nationals—and know that many of them are fraudulent. They know that many of the kids they accept will not be able to function on their campus, whereas others will be able to get great grades so long as they cheat. They know that many of the students don’t have the inquisitive mind, genuine interest in intellectual pursuits that universities like to see in students (or pretend they do). But the universities want the great, if often fraudulent, stats to puff up their numbers for the rankings systems, to offset the athlete, the legacies (for privates), and the Kashawn Campbells (for publics). And so they try to minimize it, while still getting what they want—an improved profile, out of state fees for four years, instead of just one, while not overloading the campus with too many Asians.

That’s disgusting. But if that’s not bad enough—and it is—here’s the thing: the cheating I describe perpetuates two frauds. The first, of course, benefits the cheaters and their schools at both high school and university level. But the second perpetuates a much larger misconception: People really believe that our top high school students are taking ten-twelve AP courses during their high school year, maintaining 4.5 GPAs, and have the underlying knowledge one would expect from such study. But this almost certainly isn’t true. And once you understand the reality, it’s hard not to wonder about all the “weeding out courses” in organic chemistry and other brutal STEM college courses, the ones that Americans are abandoning in large numbers. The willingness to accept the cheating, to slap it on the wrist if that, is leading to lies that convince a lot of American kids that they aren’t smart enough for tough courses because they don’t cheat and aren’t aware that others are.

No one is going to pay any attention to this problem. Usually, Republicans/conservatives are willing to point out that supposedly racist beliefs are founded in valid stereotypes, and I find it pretty fascinating that they are practically gleeful about the discrimination against Asians, not because they approve, but because of what they see it revealing about Asian superiority, chortling at the need for “affirmative action for whites”, practically spiking the ball in their declarations that whites just aren’t up for the task of competing in a global market. I was originally confused, but have concluded that any reason to razz white liberals for racism is too good to be missed. Plus, reformers jump on the bandwagon because they think the news will help them convince whites that American schools suck. Others, like Charles Murray, are simply bothered by the lack of consistent standards. Liberals just ignore the news.

But at base, the Asian discrimination and the Kashawn Campbell story both reveal that our college admissions system is corrupt, that they are using students to build the metrics they want, rather than finding the students they want. I don’t know what to do about it. Fortunately, though, I just set out to explain why the discrimination happens, not offer any answers.

[Note: Given the comments of pseudoerasmus below, I want to be really clear: I am asserting that the stereotype of recent Asian immigrants exists, and I am reasonably sure the stereotype is why universities are discriminating against Asians. I also think the stereotype is accurate but not absolute. People who want me to prove the stereotype are out of luck. I’m just the messenger with an opinion. I’ve said the discrimination is wrong, regardless of the stereotype. That’s not just a bunch of words.]

An Asian Revelation

So regular school is over and I’m back teaching Asian summer school, otherwise known as Book Club/PSAT. Week 1, I had still been teaching, so I only covered the afternoon class in PSAT prep. Week 2 was the first week we had both classes, and as usual, I started out with a lecture that goes something like this:

“Anyone in here have a GPA below 3.9?”

No hands.

“Yeah. Okay, you’re sick little punks.” They laugh. No, really. “So you just wrote an essay about goals, and you all said you wanted to become better readers and writers, and I know you said that because you think that’s what I wanted to hear, even though I told you otherwise. What you really want, most of you, is an A. And that’s what your parents want, too.”

Laughs again.

“But here’s the thing: I don’t grade you. There is no A to be gotten here.”


“So that’s what you have to consider, boys and girls, Chinese, Korean, Indian, Vietnamese, and my lone Nepalese. What does it mean to do well in a class that doesn’t have grades? How do you actually become a better reader and writer?”


“I’m waiting.”

“Um. A higher PSAT score?”

“Hahahahaha. That’s a good one. Come on. Raise your hand if you personally know someone who hates to write essays, hates to read for fun, and got over 700 on the Reading/Writing PSAT. Oh look, everyone’s got their hand up. Hell, Sonya here is in 8th grade, she took the SAT twice last year for CTY and got, what, 550? 560? on reading and writing? Without prep. (It goes without saying that Sonya’s math score was over 700.) If all you want is higher SAT scores, come back next year for boot camp.”

“But my parents want me to do something other than watch TV this summer.” from Sam.

“You have TV?”

“Well, not cable, but I have a computer and I watch hulu.”

“So really all you want is higher PSAT scores?”

“….No. I really want to do something other than play computer all day, and I get to hang out with friends. Plus….I always am close to getting a B in English.”

“I actually got a B last semester,” this from Wan “and my parents were not happy.”

“Okay. So here’s the thing. You’re still talking metrics, grades, scores. I don’t have those. So if there are no grades, no scores, how do you know if you become a better reader or thinker?”

Carmella raises her hand. “I’ll know how to write essays. Like, when I have to write an essay on social justice and To Kill a Mockingbird I’ll know what to say.”


She starts to backtrack. “No, no, Carmella, that was a great answer. That’s a good goal. I’m asking you how you achieve it. How do you know what to say?”

Karthi: “Improve your grammar?”

“Really? Knowing correct comma placement will help you convince some annoyingly liberal English teacher that you give a crap about the damage done by segregation and white prejudice?”

“Well, at least I would get a higher grammar score on the rubric.”

“Ah, which brings up another point. What does it mean to be a better writer? Do I teach you how to make a perfect cursive Z? Lorna?”

“There’s, like, grammar and stuff, and then there’s knowing what to write.”

“True. So at least two ways of becoming a better writer. First, the actual quality of your written expression: be it grammar, vocabulary, varied sentence structure. Second…..?”

“So like how you say it and….what you say?”

“That works. Okay, so let’s take it as read that you will learn the rules of grammar and punctuation and get a higher score on that section of the rubric.”

“And will learning more vocabulary make me a better writer?”

“Sure, if you internalize the vocabulary knowledge. It’s not something you can do with a test score.”

Saba: “Yeah, but if I do better on tests I’ll have more vocabulary.”

“You will? Huh. Let’s put that aside for a minute. How do you know what to write?”

Alan: “That’s what I was going to ask! How does a better vocabulary help me know how to analyze literature?”

“It doesn’t. What do you need in order to analyze literature.”

“I need to know how to analyze, what to analyze.”

“And now we come to my favorite mantra. You are saying, Alan, that you are happy to learn how to write, but you don’t know what to write.”

“Yes!” the whole class is nodding.

“Which leads me to some terrible news. Writing is thinking.”


“See, when you say you don’t know what to write, you are actually saying…..”

“I don’t know what to think.”



“Indeed. How many of you google other essays and, please god, don’t copy them directly but take the ideas and rewrite them?” A few hands go up. “Yeah. DON’T DO THAT.”

“But I have no idea what to write.”

“Okay. So when you say you want to become a better writer, you are actually expressing the need to…”

“Become a better thinker?”

“Now, I realize I’m talking to a crew who doesn’t want an opinion per se, they just want to know what their teacher wants them to say.” Far too many nods. “But this particular teacher wants you to say what is on your mind.”

“But what if there’s nothing there?”

“Welcome to adolescence, puppy. But seriously, a big part of this class will involve you thinking. And if you don’t know what to think, then I’d rather you write articulately and carefully about why you don’t know what to think, instead of making something up.”

“And that will help my vocabulary?”

“Indirectly. But what also helps your vocabulary is thinking about words. Form opinions about words. Connections to words. Remember stories I tell you about words, phrases. Like, for example, what did I say about the word ‘dint’?”

“By dint of.”

“Which means…”

“Um, by that way of doing it, or something? So you’d say ‘by dint of working my butt off, I finished the essay on time.'”

“Okay. So memorizing vocabulary will not help you. But if you think about words, if you do the homework assignments I give you thoughtfully and google usage and spend time on the process, you will slowly form memories around the words and, over time, improve your vocabulary.”

“But that’s really slow.”

“Yeah, it is. One last thing: learning vocabulary for reading is entirely different from learning vocabulary for writing. In reading, approximations do just fine. Aggregate, monolithic, bevy all have something to do with groups. Castigate, chastise, berate, reprove, admonish all have something to do with criticize. In reading, that’s all you need to know in order to dramatically increase your comprehension of the material. But using vocabulary in writing is a whole different story. So when I assign ten sentences using vocabulary words, and you write ‘I collected a monolithic of shells’, I will not be happy. I want well-written sentences, sentences that imply the meaning of the vocabulary word chosen, and I want precision in definition.”

And they nod, and I know they didn’t understand a word I said, really, but I feel better for saying it.

So yesterday, I gave them a vocabulary quiz, which I only do to make the parents and school happy. I gave them notice, so they all studied hard. They were surreptitiously studying during class, which is insane, and it was all for nothing.

Because here was the test:

All of these phrases describe moods. Your vocabulary list contained words that accurately characterize these moods.

  1. Shocked disbelief
  2. Alert watchfulness
  3. Uncaring, uninvolved
  4. Blissful happiness
  5. Dismayed disbelief
  6. Argumentative, easily angered
  7. Cranky, whiny
  8. Sensible, wise
  9. Passionate, enthusiastic
  10. Caring, concerned

The kids get out their lists. “No lists.”

“So where’s the word bank to choose from?”

“Not giving you one.”

“It’s not multiple choice?”


“But I…”

“What do you think I meant by THERE IS NO GRADE? This isn’t a frigging test to get an A on and then forget. You all told me you wanted a stronger vocabulary. Well, then. This test is designed to make you THINK about vocabulary, what words you learned, what words might qualify for these definitions. Write down all the words you remember studying, and their definitions, and, just to reiterate, THINK ABOUT THE WORDS and what they mean. In fact, if you know a word not on the list that describes one of those moods, that’ll do just fine.”

I can’t say they did a great job, but the kids were quite pleased that they got any at all right, and bragged about it after class.

“I figured out five!”

“Man, I only got four, but I didn’t link solicitous to concerned. I should have.”

“I can’t believe it. I studied for like three hours, but I thought it’d be multiple choice! I only got 2!”

I love these kids. I really do. But realize that, speaking broadly about a large group, Asians’ grades and test scores do not reflect their actual abilities. Still, I’m doing my best to change that, fifteen kids at a time.

Why I teach enrichment, reasons #1138 and beyond

I teach summer school because compared to regular school it’s like free money.

But then, I teach enrichment classes in reading and composition, as well as PSAT prep, to kids whose parents make them show up and are too compliant to rebel–that is, I teach Asian first generation immigrants (Chinese, Korean, Indian, and the occasiohnal Vietnamese). I tease them about their compliance mercilessly, and they are, for the most part, fascinated by a teacher who tells them they should go home and watch more TV.

Brief anecdotes:

  • I gave them an essay question, “Should school grades be determined entirely by an end of year test?” All but two of the 18 students took positions emphatically in the negative, and all gave the same reason: kids would just goof around and cram at the end.

    I pointed out the implicit value system inherent in their answers: kids only care about grades, not about learning. I said tht this was a big problem, as I saw it, with their attitude towards school and it was something they might want to think about. However, I said, regardless of their opinion, they could make their essay much stronger by attributing this unattractive behavior to other students. “Regrettable as it is to consider, many students have no interest in learning, and are only interested in getting a good grade.” Now they have distanced themselves from the value system, while still holding onto their position and their argument—which had obvious merits.

    And I reminded them that my course had no grade. So why were they in the class? What was their purpose? I hoped they would focus on my big three: better thinkers, better writers, richer vocabularies.

  • Every year, we get a day off for the Fourth of July. Every year, I ask my class what the holiday celebrates. Every year, at least one kid doesn’t know. Every year, at least one of the kids who does know doesn’t know the year. And every year, that kid got an A in 8th grade US History. Every year, I point out that this is a symptom of a kid who wants to get an A, not learn about American history, and that all of the kids in this class have similar gaps—stunning ignorance in subjects where they learned to get the A and never thought about it again.

    And what I truly love about this class is that every year, this lecture makes a huge impression. The kids understand my point. They understand that I value knowledge, not grades, and for the first time, they realize the utter emptiness of an A achieved without actually learning anything.

  • Another “every year” conversation:
    “What courses are you signed up for?”

    Typical rising sophomore answer: “Calc A/B (or Math Analysis), Honors Chem, Spanish III, World History, English II.”

    “Why not Honors English or WHAP (World History AP)?”

    “It’s too hard.”

    Please remember that, the next time you hear about how Asians take tough classes. They don’t take tough classes. They take classes that everyone else (read, white people) find tough. The classes they find tough, they skip.

  • It is not at all uncommon to find exceptional writers. This is not encouraged by their parents.
  • One of my few classroom rituals is “do your two”. Students are required to read two detailed columns four times a week. The column must either be an opinion piece or informational reporting. It can be on any topic: sports, movies, politics, news. They have to report back. I then intersperse my opinions, ensure that they’ve read it accurately, and understood the purpose. Over the course of the summer, I observe the kids picking up more general content knowledge (the purpose of the exercise), but they also start building on each other. So one kid reports on the Euro status, and another kid sees an article two days later that they click on because of the first kid’s report. It’s a very useful exercise.

    Today, one of my students discussed a new study showing that most people don’t actually listen very well. (I’ll find the link later) This generated a fun discussion, culminating in my announcement that I liked to think my students listened to me. Was I wrong?

    Joey started suddenly, looked up, and said, “Uh, what?”

    Little punk.