By making these students submit to their teachers’ absolute authority, we are training them to be service workers, not CEOs.
In this Gawker polemic against Bard college, an expensive liberal arts school author Leah Finnegan attended for two years before transferring to a public university in the South, Finnegan argues that the fates of eccentric, longstanding college president Leon Botstein and the college itself are linked: “When Leon dies, Bard will perhaps die as well.” In other words, she suggests that Bard, like so many non-profits, suffers from Founder’s Syndrome.
Founder’s Syndrome occurs when a single individual or a small group of individuals bring an organization through tough times (a start-up, a growth spurt, a financial collapse, etc.). Often these sorts of situations require a strong passionate personality – someone who can make fast decisions and motivate people to action.Once those rough times are over, however, the decision-making needs of the organization change, requiring mechanisms for shared responsibility and authority. It is when those decision-making mechanisms don’t change, regardless of growth and changes on the program side, that Founder’s Syndrome becomes an issue. We see this most frequently with organizations that have grown from a mom-and-pop operation to a $12 million community powerhouse, while decisions are still made as if the founders are gathered around someone’s living room, desperately trying to hold things together.
Founder’s Syndrome isn’t necessarily about the actual founder of an organization. The central figure could be the person who took over from the founder. It could be someone who took over in a time of crisis, and led the organization to clear waters. Or it could just be someone who has been at the helm forever. The “founder” could be the CEO. Or it could be a board member, or a handful of board members who have either been there since the beginning or have ridden the organization through tough times.
But the main symptom of Founder’s Syndrome is that decisions are not made collectively. Most decisions are simply made by the “founder.” All other parties merely rubber stamp what the founder suggests. There is generally strong resistance to any change in that decision-making, where the Founder might lose his/her total control of the organization. Boards of these organizations usually don’t govern, but instead “approve” what the founder suggests. Planning isn’t done collectively, but by the founder. And plans / ideas that do NOT come from the founder usually don’t go very far.
Partly because Leon “hates money,” Finnegan argues, Leon’s school, despite tuition hikes, is hanging on by a thread.
I’d exposed the fact that by age eighteen, I had learned that someone would always, always be better than me at everything.
Filling our history and literature classes with only affluent students means that we will rarely again turn out a Junot Diaz, an Alice Walker, an Irving Howe or a Sherman Alexie.
Have you heard about Harvard’s latest donation? It is for 350 MILLION DOLLARS and is the third biggest gift in the storied history of people giving their money to universities and having dorms named after them. This time the guy is naming the entire School of Public Health after his dad. Seems fair!
Also seems like a good time to postulate about the purpose of non-profits beyond their technical definition, non? Annie Lowrey writes for The Daily Intelligencer arguing from, among other reasons, a utilitarian standpoint (Annie!) that Harvard is officially way too rich to be one.
Maybe you don’t need yet more proof that going to graduating from college is a wise financial decision. But these charts are so pretty! And informative:
In her first year after college, the college grad is earning $40.405, while the high school grad, even with four years in the workplace, is only earning $33,245. (In other words, that college education is paying off from day one.) That’s not to say the high school graduate’s four years’ headstart means nothing: It takes until 15 years after high-school graduation — more than a decade after college graduation — for the college grad’s lifetime earnings to finally overtake those of the high-school grad. At that point, the college grad is earning $71,839 per year, while the high-school grad is earning only 60% of that sum — just $43,045. …
[E]ven after accounting for the cost of college, the median college graduate will have total earnings, 18 years after graduation, greater than 75% of high-school graduates.
It’s an especially sweet deal if you’re a dude. The fellas start making more out of the gate and never stop.
The fan chart of male against female earnings for four-year college graduates is, if anything, even scarier. It demonstrates that men, over the course of their careers, consistently earn more than 75% of women with equal educational attainment.
Here’s the best/worst factoid of all:
What’s more important in terms of earnings — being a science graduate, or being a man? The answer: being a man. Here’s the chart of male arts graduates versus female science graduates: the male arts graduates clearly do better. And that’s not because the women aren’t working: the chart only shows the salaries of full-time female employees.
In college, we spent a lot of time playing a fun game called “Would You Rather.” Like, “Would you rather have to vomit every third time you opened your mouth, or take a dump on your favorite professor’s desk chair?” Sometimes the questions went beyond bodily functions to money: “Would you rather steal $10,000 or have it given to you because a relative you loved died?”
Nowadays everyone just plays Cards Against Humanity.
Let’s be retro! Would you rather make $1000 an hour by shaving monkeys for use in labs, or by being Anthony Green, doing “guaranteed results” remote test-prep for Manhattan’s richest children and having to answer to their parents?
Green is one of the premier SAT and ACT tutors in New York. His company, Test Prep Authority, serves some of the richest kids in America. Using a student’s PSAT, the practice exam, as a benchmark, Green promises he can help raise scores an average of 430 points on the SAT (and 7.8 points on the ACT) — “higher than any other tutor, class, or program in the country,” according to his website. That promise seems to be enough for his well-heeled clientele. And for this very small but wealthy minority, money is truly no object. Green charges $1,500 for 90 minutes of one-on-one tutoring, and he insists on a minimum of 14 90-minute sessions, with very rare exceptions. What’s more, the sessions happen exclusively over Skype. Green’s pupils have never stepped foot inside of his eclectically decorated townhouse.
In the article, Green acknowledges that the system is broken, that the SAT is a “blatant class indicator” and “the entire system of standardized tests and higher education is completely ridiculous and ludicrous.” But as long as that system exists as a supposedly “objective” way of sorting students, he will help the most privileged succeed. AMERICA.