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By the end of the war, government control and sponsorship of on-campus research had grown so pervasive and so financially rewarding to university communities that few administrators were willing to test Washington’s right to control what 6 academic freedom campus researchers did, said or wrote. The cold war seemed to make continuation of such controls necessary for security reasons if nothing else. Ironically, it was government, even as it insisted on secrecy, that was instrumental in opening university halls to a degree of academic freedom never before tolerated.

At the other extreme are a number of exclusive private schools and public schools in wealthy communities, where school facilities rival those of many colleges, and students go about their daily work purposefully and pay careful attention in class. At least 85% and often 100% of the students go on to four-year colleges. They take five or six subjects each semester and do two to three hours of homework each night. Academically high-quality high schools usually require students to study four years each of English, mathematics and history, three years each of science and foreign languages and two years each of music and art.

In lowering their academic standards to allow students to earn promotion to higher grades, however, many states unwittingly plunged their students into an abyss of near ILLITERACY and INNUMERACY. Although 90% of Idaho’s fourth graders (nine-year-old) exhibited proficiency in mathematics on the state tests, NAEP found only 41% of them proficient on its tests. New York claimed that 85% of its nine-year-olds met its standards of proficiency in mathematics, but only 36% exhibited proficiency on the federal test.

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Encyclopedia of Food Science and Technology by Wiley

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