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Short answer: no.Long Answer: Mayor DeBlasio wants to kill the goose that laid the golden egg in favour of “diversity.” His plan is to scrap the SHSAT and accept the top 7% of every school without accounting for the quality of the students it accepts. Not only that, it keeps a 20% spot open for diversity purposes.It’s not the admissions system that that need to change; it’s the schools where the students are not coming from that needs to change. And a school is only as good as its students. The process is entirely colourblind, are systematic issues with the students and how administrators treat the students that we need to fix.Part 1: Academic success as a product of culture, not wealth or race.These top schools don’t give a damn about legacy, wealthy, extracurriculars, diversity and other “holistic” nonsense. The specialized high schools admissions test (SHSAT) is the only thing that matters, and they’re said to be gruelling, and reward only one thing: grit.grit: courage and resolve; strength of character.Not simply intelligence. Those that have the willpower and mettle to burn the midnight oil before they become teenagers decides whether they get are admitted into a school that that has produced the most Nobel Laureates of any other individual high school to date, with 17 Stuyvesant alumni among their ranks. Scrapping the test would do an injustice to these students and would prevent these schools from separating the wheat from the chaff.I was reading Outliers by Malcolm Gladwell a couple of months back. One of the keystone theses he asserted is that cultural legacies still impact us very much today. One of the most stellar examples it gave was that of Asian students being good at math, and what rice, or more specifically, growing rice, had to do with it. Simply put, the method of growing rice was not technology-dependent like in the west, but skills-dependent. Growing rice was an all-year round thing, unlike growing wheat. Those that could wake up before dawn, spent more time weeding diligently, seeding optimally, etc would gain better yields than lazy bums.This can be carried forward into the education sphere. Fast forward to 2010, an international math competition was held, but before that, a long and boring questionnaire was placed in front of them. Then the math test was taken. Get this: The ranking of countries that did the best on the math test and the country whose students filled out on average the most questions on the questionnaire was the same. People who were capable of spending more time on the problem to reach perfection were much more likely to succeed. Furthermore, they were all traditionally rice producing ethnicities. Taiwan, Singapore, Japan, Vietnam, Korea etc. Is it any surprise, then, that 74% of students enrolled at Stuyvesant for 2019 are Asian? And poverty isn’t the differentiating factor, because Asians are most likely to be in poverty in NYC than black students, according to Huffington Post. The difference is cultural. Many immigrants and work their butts off to provide a future for their kids and their education.My mom and dad, both university educated in India, worked well below their calibre for about 7 years until we moved out of the apartment. My dad was working menial labour for almost 4 years, just so I could get a better education here. The same story was with my cousin growing up in the Indian quarters of Jersey City, who came in the same pre 9/11 era, same time as I. He’s now working as a management consultant at 26 years of age. My cousin is living the American Dream. Chronicled in Outliers, the same story unfolds with immigrant Jewish families in NYC in the 1920s and 30s, like that of Joe Flom, a well known litigator where historic tradesmen families like tailors would have children becoming lawyers and doctors. It’s not a coincidence that around the same time Jewish ethnicities made up the majority of Stuyvesant students before Asians did.This is not to disparage those of other cultures necessarily, because there are many people who are satisfied with what they have and take pride in their self-subsistence. They form the backbone of American society. I deeply admire their content attitude towards life, to say the least. But the idea that people can come to America, to give their children a better life, work their way up the social ladder, independent of where they came from, is a thing of beauty. The factors that make them successful have less to do with the colour of their skin and more with the values they bring. It is independent of faith, independent of ethnicity, and independent of wealth. And it should be celebrated.Part 2: Student failure as a failure of bureaucracies, not teachersMeanwhile let’s take a look at the dismal state of public education in New York City. It is a dismal failure to read this essay by a French/Italian teacher named Mary Hudson.Public Education’s Dirty Secret - QuilletteThroughout Washington Irving there was an ethos of hostile resistance. Those who wanted to learn were prevented from doing so. Anyone who “cooperated with the system” was bullied. No homework was done. Students said they couldn’t do it because if textbooks were found in their backpacks, the offending students would be beaten up. This did not appear to be an idle threat. Too many students told their teachers the same thing. There were certainly precious few books being brought home.Let that sink in. Unfortunately, even the students that want to study because they know how valuable education is to getting them out of poverty, they are trapped in an environment where rebelliousness for the sake of rebelliousness is glorified. In which dystopian hellscape have we found ourselves that students who want to learn live under the threat of being sent to the hospital? This isn’t a financial problem. This is a social problem, and a cultural problem. Expanding the welfare state or pumping more money into “the system” seems incapable of producing positive results for the kids that are trapped in failing schools. Especially when we have already poured in so much moneyBut this isn’t the fault of teachers, necessarily. Standards are watered down by unaccountable bureaucrats that see black students as incapable of being able to connect to Shakespeare and other literary giants, and unwittingly reinforcing stereotypes that inevitably carry forward into their lives.One example of the “literature” we were expected to teach was as racist as it was obscene. The main character was an obese, pregnant 14 year-old dropout. The argot in which it was written was probably not all that familiar to many of the students. Appalled, I asked an English teacher why the students had to read this rubbish. She was shocked at the question: we have to teach “literature the kids can relate to.” Why on earth did the school system believe that such a depraved environment as depicted in this book was representative of the very mixed group of families that inhabited the area, many of whom were led by middle-class professionals from the Caribbean? The “language arts” department (the word “English” was too Euro-centric) made one obligatory bow to Shakespeare—a version of “Romeo and Juliet” reduced to a few hundred words. It was common knowledge that the Bard was “overrated.”The soft bigotry of low expectations by progressive bureaucrats is really rearing its ugly head here. How demeaning must it be for students to read about a obese, pregnant 14 year-old dropout, then given a justification that they can relate to it? It is but a reflection of how unaccountable faceless bureaucrats look down on said kids. I don’t blame the kids, honestly. They’ve grown up in a culture which all but ensures they fall into the stereotypes that the school system has set up for them. With no expectations for these kids to learn, it is no surprise that only seven students out of 895 admitted to Stuyvesant are black. That being said, would it not be a better idea to take money out of this nasty bureaucracy that churns out people who are unprepared to go to college. The same people that drop out of college and get stuck with more debt and no means to pay them off. Kids enjoy living up and surpassing the expectations people set for them, and get disheartened when their teachers have no expectations for them. Not to mention that translating Romeo and Juliet to the English we use today destroys the zeitgeist of Shakespearean literature, but that’s beside the point.Hanlon’s razor reminds us to m never attribute to malice what can be explained by incompetence. This was not out of overt racism. In a city run by Democrats, everything is done in the name of anti-discrimination. Behavioural standards are reduced drastically because not doing so would be “discriminatory.” No matter the disruptive effect of these kids’ presence on the learning of others. This was because a group of bureaucretins who decided to cater to the lowest possible standard of students in Ms. Hudson’s class. As a result, a vicious cycle forms:A few students (probably 4–5 in a room of 25) disrupt the classroom.There are no methods of removing disruptive students.Bad behaviour goes unpunished by fear of being perceived as racist.The bad eggs continue to prevent the class from learning.The bureaucrats lower the standards drastically, preventing other students from gaining literary analysis and comprehension skills.The kids emulate what they see. With no father in the house and a mother barely double their age, adolescent boys see virility and rebelliousness as a trait of masculinity.It’s an unfortunate reality that these kids have nobody to help them grow and avoid the behaviours that keep them trapped, such as not getting pregnant during high school. Furthermore this behaviour is amplified by leftist administrators who infantilize them and consequently lower academic and behavioural standards in the name of anti-discrimination.Part 3: Watering down of standards as an inevitable consequence of government intervention.As much as it would be valuable to expound upon the decay of traditional values among those students and their family and how media has portrayed them, that is off topic. What I want to focus is the nature of government intervention and what happens to everything it lays its greasy hands on. The government is functionally incapable of pulling people ahead; it can only drag others back. I want to delve into the nature of such coercive, illiberal policies. If you yoke yaks, the yaks can only move at the rate of the slowest yak.While this is common sense, yoking yaks serves as an excellent analogy to argue how any progressive policy works.In any system, there is a hierarchy of competence where some people are smarter, more athletic, more productive than othersIn order to ensure equal opportunities to advance, government or any authorized user of force (ie. bureaucrats) must lower standards of advancement to the lowest level of competence possible.Because of this, in order to accommodate the lower end of the academic spectrum, bureaucrats do a disservice to the top studentsAnd we can see examples of this happening in healthcare, housing, or education works.The Affordable Care Act was an effort for poor people to buy their own insurance, at the detriment of the middle class.The purpose of the repealing of Glass-Steagall (inb4 “ ‘twas a bipartisan effort”) was to let poor people get subprime loans so they could buy homes, at the cost of the middle class in the 2008–9 housing bubble burst.No Child Left Behind was to let students that didn’t want to or were incapable of learning delay the whole class, at the expense of the rest of the students, many of whom were much faster learners.So when conservatives like me want to reassess the role of the government in education, they’re saying so not because they don’t care™ (ie by taxing others to fund the broken education system), but because they genuinely care. They see beneath the facade of “underfunded schools,” where we have paid billions into public education systems across the country with worsening standards. This is due to the nature of government as discussed earlier.“It's not the institutes that make the students great, it's the students that make an institute great.”― Abhijit NaskarRelaxed, Researched, Respectful — War Elephant

Achievement testAs far as teachers are concerned the most commonly used tool is achievement test. In the evaluation approach, the term achievement has to be understood in relation to the objectives of instruction that are translated in to behavioural changes. The same learning points might have been learnt by different students at different levels. The teacher is interested in knowing the level of achievement of each student in each of the learning points and evaluates these on the basis of his pre-determined instructional objectives. A test meant for the above purpose is known as an achievement test.Anecdotal RecordAnecdotal Records are Reports of informal teacher observations regarding his pupils. A Teacher will opportunity to observe certain behaviours of his students during specific occations that reveal their attitude or certain personality traits. This may be either in the class room or out side. This should be recorded soon after the incedent is observed. It should be recorded accurately and objectively. It should have 2 columns, one for the description of the incedent and other for interpretation of the incedentCumulative RecordThe Progress in the developmental pattern of each student is recorded cumulatively from period to period in a comprehensive record designed for the purpose. Such a record is known as cumulative record. It will have provision for recording the details of a variety of dimention like physical development,health conditions,level of attainment in various subjects participation in co-curricular.Check ListThe Check List is a simple laundry list typeof device, consisting of a prepared list of items. It easy to construct and easy to use. This is a 2 dimentional chart in which the traits measured are noted in one dimention and the names of the examinies in the other.The results can be recorded by putting tick mark against the item.Rating Scale.This tool is a check list but a more sophisticated modification in the check list . We simply record the presence of a particular variable. There is no provision for expressing how much that variable is found. In order to overcome this limitations each trait can be score on any number of convenient point each point representing a particular degree such as good average and poor when it is a three point scale.QuestionnaireIt is a flexible tool for gathering Quantitative information. It is possible to cover various aspects of a broad problem or several problems themselves through the Questionnaire. It is very easy to administer and collect the responses using questionnaire. But in adequate coverage,misinterpretation of questions and individual understanding of respondence are the major limitations of this tool.

Caution : Mega rant ahead !Hate is a strong emotion. I don’t hate but certainly dislike a particular thing.No, I’m not talking about the infrastructure, curriculum or administration - all of which , I agree, need a massive overhaul.I’m talking of an equally malicious yet shrouded phenomenon, of which almost all of us are guilty of at times (me, included).Through my four years of college, I realized, there are basically two types of students - the whiners and the winners. All of us exhibit various degrees of these two classes.Simply put, the whiners are those who ask what the college is doing for them. The winners, on the other hand, ask what they can do for the college.While you were lamenting the lack of good sports facilities, someone won laurels for us in Inter NIT sports meets. [1]While you were grumbling about outdated class curriculum, few Motis took it upon themselves to teach their juniors Coding/Web Dev/Android/Robotics so that they can build an impressive resume.[2] [3] [4] [5]You crib about the proxy servers going down frequently, someone eased the process for you by designing a server uptime portal.[6]While you complained about delays in exam results from the comfort of your air conditioned home, few boys braved the Allahabad heat to ensure there are no discrepancies in the grade sheet.[7]You bitch about sexism and male chauvinism in college while sipping your coffee, someone actually took the pains to approach the Alumni assoc. regarding the same.[8]You don’t share a KB of data on DC++, while someone has his external hard disk connected to the system day and night.[9]You crib about the falling ranking of the institute, but couldn’t find the time to fill the ranking questionnaire posted on our college website.[10]You whine about MNNITians lacking time and creativity, some students already have their startups up and running.[11]While you protest about the choice of celebs invited by organizers during fests, few students work overtime, often paying from their own pockets, to ensure the show runs smoothly.[12]You moan about the pre -placement talks being soporific, few people worked thanklessly to call those companies on campus. [13]Armchair activists like you talk about child labour and pollution, but can’t lend a helping hand to some clubs striving to bring a positive change.[14] [15]You are ready to run back home at the drop of a hat, while some people spend their weekends over activities like quizzing, dramatics and photography.[16] [17] [18]If you have read so far, please take a moment out to evaluate into which of the two categories you fall.More often than not, the answer is going to be the latter category.If every student pledges to leave Motilal in a place better than the one they found it in, the number of whiners and the reasons for whining will go down substantially.You don’t need to be the Festival Secretary in order to become a ‘winner’, start small, every act counts. Go donate your old rusty cycle (that you never use) to the guard. Try your hand at dramatics to get over your stage fear. Become a mess secretary and change the aloo dish that everyone despises.If you can’t be a part of the solution, at least don’t be a part of the problem.Groom yourself and also the college. These days, these opportunities, will never come back !I’m sure you will remember your college days long after you graduate, but will the college remember you ?Footnotes[1] MNNIT Athletics Club-MAC[2] MNNIT CC Queries[3] Log into Facebook | Facebook[4] Android MNNIT[5] Log into Facebook | Facebook[6] http://172.31.9.69/dc/[7] https://academics.mnnit.ac.in/webt14.html[8] Log into Facebook | Facebook[9] SuttA DC Hub MNNIT Allahabad[10] Student, Faculty, Staff Satisfaction Survey, 2017- IIIrd ROUND[11] TMCV Humorously Sarcastic[12] Culrav[13] Training and Placements Department[14] Enactus MNNIT Allahabad[15] Rotaract Club, MNNIT[16] Log into Facebook | Facebook[17] https://www.facebook.com/Alchemy.Dramatics/[18] Pixels