What’s the matter with you? I thought you were superhuman? You should be able to overcome all obstacles and help these students reach their potential, even if they have a 60 IQ. How dare you not try harder!! [Sarcasm off]

You got that right. Rather than try to explain myself and discover that I am singing in my hat while shuffling off to Buffalo, I will just say: I Don’t know why………..she swallowed that fly………..perhaps she’ll be saved by her potential.

The timer is ringing and the wet noodle is ready so I have go and beat myself forcibly about the head and shoulders.

I hate to say this, but for the most part the university uses its standard study groups, pairings, etc. for students who are having trouble in the remedial programs. (I do work with students who went through remedial classes, however.)

They ask me and my cohorts to come in after the students have shown some success, but just haven’t clicked yet.

I know that is vague, but I show up when called. I really don’t have a hand in how the student is selected. I know there are recommendations from student mentors, professors and others, including the students themselves. Most of the students I get have made it through several semesters, but their GPA is suffering and they need some serious help.

If you were in a double bone-head math class, you might have found my initials carved on the desk.

Do you actually read what I post? When the university asks me to help a sinking black student, am I not assuming that with a little practice and proper guidance this kid……will get back on the track? (The “will be tremendous at doing this” is too much of a qualifier for a student with basic skills problems.)

All high school teachers assess their students and recommend them for a more challenging route when it is probable that the student can handle it. (I have sent kids to the university for part of the day because the high school couldn’t challenge them properly.)

Is your animus for me so great that you see me as some sort of poisonous Cretan? I liked it better when you called me a fraud.

Perhaps you could help us all by setting down your version of a mission statement for Affirmative Action students.

Shall I advise the university to put the help program for AA students who are having academic problems on hold until we hear from you and can review your recommendations?

I am not going to hold my breath. That is not an insult. I just want you to know that I am going to blunder ahead.

As for potential and the mission statement of every school in the world: if potential is not tied to performance, then it is amorphous.

I have never played golf. Not once. But potentially, I am better than Tiger. You can bet on it.

Potential… I hate that word with a passion.

In general, if you’re luck enough to have the
¢£¥$ to go to school full time then you should be able to graduate in 4 years. If like my brother in law you have to work part time to go to college then it’s going to take longer, especially if the student wants to get more than just C’s and the occasional B. That just for something like business or education or nursing. Other degrees add longer to that time.

Sorry, I thought you wanted a further explanation of what I meant. I see I wrote “Uncle Ruckus decides:….” I intended that to be “Uncle Ruckus decides this needs clarification:….”

Bad omission on my part and I am glad you caught it.

Outcome based education and the search for other ways to assess success or potential has been around for the 40 years I have been in education. It has gone nowhere.

When I read a reference that tells me someone has/shows “a lot of potential” I always think of how someone on an admissions committee defined that term: “ain’t done s**t.”