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The Omission of a Harvard APIDA Graduation Reflects the Community s Invisibility in American Society | Opinion

The Harvard Crimson

I tell myself it wasn’t rape | Magazine | The Harvard Crimson


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What I Learned Talking to my High School s Valedictorians | Opinion

Gordon J. Ebanks ’24 is a Crimson Editorial editor. His column runs on alternate Mondays. People in this country get to where they get because they either work hard or they don’t; they sink or they swim, the wheat gets separated from the chaff, right? In New York, the nation’s largest city and my hometown, students are subjected to a sort of intellectual segregation from as young an age as four, replete with separate classrooms, teachers, and even entire schools for the city’s “gifted and talented.” At every academic level, students are packaged into schools and programs pre-fitted for their “cognitive ability,” culminating in the Standardized High School Admissions Test — a high-stakes entrance exam for eighth-graders pining for a spot in one of the city’s specialized high schools.

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