So in our case, we get money from our students via transactions, we get money from institutions when they want to recruit students cheaper than was historically possible, and we get money from brand partners who know that we have the students exactly when they choose brands.
We have the religious, the churches, we have labor unions, we have business, we have students, we have civic organizations.
In a school where lights stay broken, walls erode and unsanitary conditions prevail, we tell students that we do not expect great things to happen there.
We want students from this country to travel to the United States and learn from us, and we want U.S. students to come here and learn from you.
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We at private institutions are pricing students and their families out of the institutions we lead, and we are failing students who don't come from wealthy backgrounds.
Professor GARY ORFIELD: We have studied students who are in integrated schools in areas all over the country, and we find that the black students, the white students, the Asian students, the Latino students all find this a very positive experience.
We need arts students but we need scientists and engineers more.
"We believe we're not just preparing students for government measures, we're preparing students for life, " he says.
"The more we grow, the more students we help, the greater our impact, the bigger our movement, " Carter said.
Further, and of great importance, we engaged students by requiring them to keep student data notebooks.
When visiting the program, we found students hungry for an education and grateful for their efforts.
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We have a number of academy pathways that we offer students here at this school.
And we encourage students to seek help immediately when faced with an alcohol-related medical emergency.
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"We've done a little something extra we think students will enjoy, " continued Limp.
It is essential, however, that we teach students to do more than learn what's happening right now.
What we teach students is that a delusion is a belief that is false, fixed, and fantastic.
We have students in places such as Nigeria and Turkmenistan who cannot access fast internet connections everyday.
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The question is, how do we offer students deep, transformative learning experiences in educational institutions around the world?
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In the traditional model of education, we assign students grades to indicate what percentage of the material they have mastered.
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Ms. GROSS: Well, I think that everyone has a spirit that we want students to do well in this school.
We invited students from a lot of your states and they showcased projects that covered the full range of scientific discovery.
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"That being said, we encourage students to take the bus to school in order to help them return to familiar routines as soon as possible, " she wrote.
"We get students who have a wide variety of cravings in the middle of the night, " says Brandon Arbiter, a Columbia University student who helped launch CU Snacks.
And all across this nation -- in places just like one -- we have students and teachers, local leaders and companies, who are working together to make it happen.
Each class moves at a fixed pace and, as a result, we force students to build on rickety foundations instead of giving them the opportunity to master concepts at their own pace.
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Today we are well into the Information Age, where we need students knowledgeable in science, technology, engineering and mathematics (STEM) in order to satisfy employment demands for a wide range of industries.
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This summer, for example, we had students working summer jobs and internships in companies all over the world, in workplaces at Google, Microsoft, Cisco and Apple, at manufacturers in Australia, China and Japan, financial service firms on Wall Street and tech firms in Israel.
And while we provide students from around the world visas to get engineering and computer science degrees at our top universities, our laws discourage them from using those skills to start a business or power a new industry right here in the United States.
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We prepare our students for jobs and careers, but we don't teach them to think as individuals about what kind of world they would like to create.
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