Anonymous wrote:My kid was headed in-state and then was admitted RD to an Ivy. People’s reactions when they ask where my child goes to college is vastly different when I state the Ivy (not people that thought kid was headed in-state and now isn’t, but strangers, acquaintances, work colleagues, etc.) then before when I would say the flagship. It’s been pretty eye-opening as a state alum myself.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:I’m just happy that people aren’t putting 3 at the top. There’s too many PhDs coming out of the Ivy league, let alone the rest of the T50, to even begin suggesting that there’s some extreme difference in education. Unless your kid is on the bounds and is highly highly intelligent (like top 0.001%) where they need specialized/accelerated instruction to the level of grad school near freshman year, you’re probably receiving a very similar education to others.
Even a standard freshman course like math 2230 at Cornell will exceed the level of rigor of any freshman math course at most lower ranked universities
Cite?
They can't, because it's not true. I went to Cornell then transferred over to UChicago for Physics. The math homework I'd share between my courses and state school friends was the same. The rigor was different, but the overall course content was not. People just don't do apples to apples comparison.
If your child is at Harvard and able to get through and succeed in Math 55, yeah-they're receiving an exceptional education and will be ahead of other students very quickly. Interestingly, European mathematics students/professors think Math 55 is a poorly shaped course in terms of the range of content, but I'm not a mathematician...
One college's Math methods for physics (for example) isn't another's. UChicago splits the course into two and the first and second quarter is basically a calc 3, linear mix and the third and fourth quarter gives you the fun-Complex Analysis, PDE, advanced linear, etc. Meanwhile, at DC's LAC Pomona, all of that is taught within a few more added math topics in what amounts to 2 quarters. Neither is actually more difficult than the other ones, even with very different rankings, but the content is introduced in different courses at different times.
Interesting points…but how does transferring between top 15 schools (Cornell to Uchicago) disprove PPs point? You also then reference Pomona which is a top 5 LAC.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:I’m just happy that people aren’t putting 3 at the top. There’s too many PhDs coming out of the Ivy league, let alone the rest of the T50, to even begin suggesting that there’s some extreme difference in education. Unless your kid is on the bounds and is highly highly intelligent (like top 0.001%) where they need specialized/accelerated instruction to the level of grad school near freshman year, you’re probably receiving a very similar education to others.
Even a standard freshman course like math 2230 at Cornell will exceed the level of rigor of any freshman math course at most lower ranked universities
Cite?
They can't, because it's not true. I went to Cornell then transferred over to UChicago for Physics. The math homework I'd share between my courses and state school friends was the same. The rigor was different, but the overall course content was not. People just don't do apples to apples comparison.
If your child is at Harvard and able to get through and succeed in Math 55, yeah-they're receiving an exceptional education and will be ahead of other students very quickly. Interestingly, European mathematics students/professors think Math 55 is a poorly shaped course in terms of the range of content, but I'm not a mathematician...
One college's Math methods for physics (for example) isn't another's. UChicago splits the course into two and the first and second quarter is basically a calc 3, linear mix and the third and fourth quarter gives you the fun-Complex Analysis, PDE, advanced linear, etc. Meanwhile, at DC's LAC Pomona, all of that is taught within a few more added math topics in what amounts to 2 quarters. Neither is actually more difficult than the other ones, even with very different rankings, but the content is introduced in different courses at different times.
Anonymous wrote:Anonymous wrote:Anonymous wrote:I’m just happy that people aren’t putting 3 at the top. There’s too many PhDs coming out of the Ivy league, let alone the rest of the T50, to even begin suggesting that there’s some extreme difference in education. Unless your kid is on the bounds and is highly highly intelligent (like top 0.001%) where they need specialized/accelerated instruction to the level of grad school near freshman year, you’re probably receiving a very similar education to others.
Even a standard freshman course like math 2230 at Cornell will exceed the level of rigor of any freshman math course at most lower ranked universities
Cite?
Anonymous wrote:Anonymous wrote:I’m just happy that people aren’t putting 3 at the top. There’s too many PhDs coming out of the Ivy league, let alone the rest of the T50, to even begin suggesting that there’s some extreme difference in education. Unless your kid is on the bounds and is highly highly intelligent (like top 0.001%) where they need specialized/accelerated instruction to the level of grad school near freshman year, you’re probably receiving a very similar education to others.
Even a standard freshman course like math 2230 at Cornell will exceed the level of rigor of any freshman math course at most lower ranked universities
Anonymous wrote:I’m just happy that people aren’t putting 3 at the top. There’s too many PhDs coming out of the Ivy league, let alone the rest of the T50, to even begin suggesting that there’s some extreme difference in education. Unless your kid is on the bounds and is highly highly intelligent (like top 0.001%) where they need specialized/accelerated instruction to the level of grad school near freshman year, you’re probably receiving a very similar education to others.
Anonymous wrote:1) Status symbol that reflects intellect and ambition
2) Networking opportunities for graduate school, jobs, and more
3) Quality of education that includes instruction from noted academics
4) Recruiting opportunities, including Wall Street and high-end consulting companies
5) Family tradition to go to a particular school or type of school
6) Student quality, including smarts, wealth, celebrity, and more
Anonymous wrote:1) Status symbol that reflects intellect and ambition
2) Networking opportunities for graduate school, jobs, and more
3) Quality of education that includes instruction from noted academics
4) Recruiting opportunities, including Wall Street and high-end consulting companies
5) Family tradition to go to a particular school or type of school
6) Student quality, including smarts, wealth, celebrity, and more