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Should Colleges End Legacy Admissions? Should Colleges End Legacy Admissions?
(about 7 hours later)
To the Editor:To the Editor:
Re “End the College Legacy Spoils System” (editorial, Sept. 8):Re “End the College Legacy Spoils System” (editorial, Sept. 8):
The call to end legacy admissions is a smokescreen, and neither necessary nor sufficient to improve higher education’s contribution to economic and social mobility.The call to end legacy admissions is a smokescreen, and neither necessary nor sufficient to improve higher education’s contribution to economic and social mobility.
America’s well-resourced colleges practicing legacy admissions should allocate greater resources to need-based financial aid, and recruit and admit those talented students who need it. These students are out there. That means either taking fewer higher-income students, wherever their parents went to college, or increasing the size of entering classes to make room for a more socioeconomically diverse and deserving student body. That would contribute most to the public good.America’s well-resourced colleges practicing legacy admissions should allocate greater resources to need-based financial aid, and recruit and admit those talented students who need it. These students are out there. That means either taking fewer higher-income students, wherever their parents went to college, or increasing the size of entering classes to make room for a more socioeconomically diverse and deserving student body. That would contribute most to the public good.
Catharine B. HillNew YorkThe writer, former president of Vassar College, is managing director of Ithaka S + R, which offers strategic advice for academic and cultural institutions.Catharine B. HillNew YorkThe writer, former president of Vassar College, is managing director of Ithaka S + R, which offers strategic advice for academic and cultural institutions.
To the Editor:To the Editor:
In 1947, when I was a senior at Midwood High School in Brooklyn, I thought that the legacy system was just a way of keeping me out of the Ivy League. But to my surprise (and Midwood’s), I was admitted.In 1947, when I was a senior at Midwood High School in Brooklyn, I thought that the legacy system was just a way of keeping me out of the Ivy League. But to my surprise (and Midwood’s), I was admitted.
A generation later, when my son (with a strong academic record) was a high school senior, my views on legacies had magically evolved, and he, too, was admitted.A generation later, when my son (with a strong academic record) was a high school senior, my views on legacies had magically evolved, and he, too, was admitted.
A few years ago my grandson (with a strong academic record), a two-generation legatee (plus his mother), was turned down.A few years ago my grandson (with a strong academic record), a two-generation legatee (plus his mother), was turned down.
Whatever one’s view of legacies, it often seems as if the decisions of the admissions office are governed largely by whimsy. Or by the orchestra’s need for a left-handed clarinet player.Whatever one’s view of legacies, it often seems as if the decisions of the admissions office are governed largely by whimsy. Or by the orchestra’s need for a left-handed clarinet player.
Mordecai RosenfeldNew YorkMordecai RosenfeldNew York
To the Editor:To the Editor:
The underlying conceit of the editorial is that an Ivy League education can be a critical factor in a student’s future success. The most recent study of Fortune 500 executives shows that the University of Wisconsin produced the most chief executives in the country. And of the top 10 of the Fortune 500, eight were educated in public colleges. An equal number of C.E.O.s graduated from public colleges and private colleges.The underlying conceit of the editorial is that an Ivy League education can be a critical factor in a student’s future success. The most recent study of Fortune 500 executives shows that the University of Wisconsin produced the most chief executives in the country. And of the top 10 of the Fortune 500, eight were educated in public colleges. An equal number of C.E.O.s graduated from public colleges and private colleges.
The legacy advantage should be removed. And while an Ivy League education may confer bragging rights at tony cocktail parties, public universities are far more economical and are engines for creating business leaders.The legacy advantage should be removed. And while an Ivy League education may confer bragging rights at tony cocktail parties, public universities are far more economical and are engines for creating business leaders.
Richard J. BoxerLos AngelesThe writer is a graduate of the University of Wisconsin.Richard J. BoxerLos AngelesThe writer is a graduate of the University of Wisconsin.
To the Editor:To the Editor:
I could not agree more that college legacy admissions preferences should be ended immediately. However, an equally egregious scandal is the preference in admissions accorded athletes. This also must be ended if there is to be fairness in college admissions.I could not agree more that college legacy admissions preferences should be ended immediately. However, an equally egregious scandal is the preference in admissions accorded athletes. This also must be ended if there is to be fairness in college admissions.
Alan MeiselPittsburghThe writer is professor emeritus at the University of Pittsburgh School of Law. Letter 2 headline Alan MeiselPittsburghThe writer is professor emeritus at the University of Pittsburgh School of Law.
To the Editor:To the Editor:
Re “Can We Guarantee Intellectual Diversity?” (Sunday Review, Sept. 1):Re “Can We Guarantee Intellectual Diversity?” (Sunday Review, Sept. 1):
Molly Worthen’s call for understanding genuine intellectual diversity as an exercise in “plain old critical thinking” is a welcome change from the overheated debates about ideological conformity on college campuses.Molly Worthen’s call for understanding genuine intellectual diversity as an exercise in “plain old critical thinking” is a welcome change from the overheated debates about ideological conformity on college campuses.
The 2016 Freshman Survey by U.C.L.A.’s Higher Education Research Institute found that political polarization among entering freshmen was at a 50-year high, and it has probably gotten worse since. Such polarization makes students, just like other adults, less likely to be open to other viewpoints.The 2016 Freshman Survey by U.C.L.A.’s Higher Education Research Institute found that political polarization among entering freshmen was at a 50-year high, and it has probably gotten worse since. Such polarization makes students, just like other adults, less likely to be open to other viewpoints.
As educators, we must resist that response. We pride ourselves on teaching critical thinking. That means encouraging students to develop certain habits of mind, habits that include testing their ideas, searching for evidence and learning to construct, critique and defend arguments, all of which require thoughtful consideration of opposing viewpoints.As educators, we must resist that response. We pride ourselves on teaching critical thinking. That means encouraging students to develop certain habits of mind, habits that include testing their ideas, searching for evidence and learning to construct, critique and defend arguments, all of which require thoughtful consideration of opposing viewpoints.
At Hamilton College we have used multiple strategies to engage our students in respectful dialogue across political boundaries with one another as well as with members of the surrounding community. These initiatives are indeed just part of teaching plain old critical thinking.At Hamilton College we have used multiple strategies to engage our students in respectful dialogue across political boundaries with one another as well as with members of the surrounding community. These initiatives are indeed just part of teaching plain old critical thinking.
David WippmanClinton, N.Y. The writer is president of Hamilton College.David WippmanClinton, N.Y. The writer is president of Hamilton College.