It’s time to put professors back in the classroom so that students receive the education they are paying for (“The Best College Is One Where You Don’t Fit In,” The New York Times, May 5). As things stand now, professors gladly hand off instruction to graduate students.

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Free speech is not an absolute right, despite how it is being interpreted on college campuses today (“The Adults Are Still in Charge at the University of Florida,” The Wall Street Journal, May 3).  It’s up to college presidents to establish rules when free speech turns into unlawful action. Once they do, they must do what they say they will do rather than engage in idle threats.

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Lawmakers in Illinois need a reality check if they genuinely want to boost graduation rates for racial groups (“Illinois’s Plan to Fund Public Universities on the Basis of Race,” The Wall Street Journal, May 3). The hard truth is that not everyone is college material. Believing otherwise is what Charles Murray in Real Education calls “educational romanticism.” It’s time to spend the money on vocational education.

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High school seniors need to keep in mind that what they study in college is far more important than where they study.

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After years of being told that a college degree is indispensable for a successful future, students are now being told a different story (“Not Everyone Needs a College Degree,” The Wall Street Journal, Apr. 24).  While a degree may be helpful, it is not altogether necessary. 

Young people need to realize that employers are seeking skills more than degrees. College is merely the most convenient place to learn how to learn.  It is not an absolute requirement. 

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Administrators at Yale sat on their hands as students ran wild on campus (“Protests Turn Violent at Yale,” The Wall Street Journal, Apr. 22).  It’s time students learn that protest has limitations. When college officials don’t take proper action, they are derelict in their duty.

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The Oklahoma Supreme Court will decide if a Catholic charter school, the first in the nation, can exist.  If a trio of past decisions by the U.S. Supreme Court are any guide, I believe they will pass muster. That’s because the high court has ruled that states cannot restrict religious private schools from receiving a benefit open to nonreligious schools.

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Every teacher at one time or another has had what appears to be a lazy student (“Lazy? Anxious? Overlooked? Teachers Sound Off on Unmotivated Students,” Education Week, Apr. 11).  Most often, the problem is that the curriculum is to blame. When students see no relation between their lives and their studies, they either act out or drop out. It’s time to question the relevancy of what students are learning.

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College enrollment is plummeting because of its cost, leaving more young people to consider apprenticeships (“The Divergent Roads to Post-Secondary Success,” Education Next, Spring 2024).  That’s a sign that they are getting real about their future. Earn-and-learn programs offer a way to avoid debt and become attractive to employers.

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What is more important: rigor or relevancy in the curriculum?  Algebra is at the center in answering the question. Unless students are going to major in STEM, it’s a useless subject.  Far more helpful is statistics, which students can use no matter what they decide to do after graduation.

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