ion does not produce enough students interested in math and science. Some- thing must be done. I was a math major in college. I got 98 on every math Regents test offered. (I lived in New York where testing ruled in the world in the 1950s too.) My mother always asked where the other two points went. I grew

ool curriculum in just two years and then two years of college level credits. After four years, students graduate with sixty college credits, a state Regents high school diploma and a Bard College Associate in Arts degree in the liberal arts and sciences. This accelerated approach comes from the schools' b

go to your head. You’re a 75 student. You’ve always been a 75 student and you’ll always be a 75 student.” (He gave me a 70 despite my 88 grade on the Regents exam.) It became a self-fulfilling prophecy for two reasons. First, all my teachers believed it. Second, I believed it and stopped studying because I