Andrew Hacker, a professor of sociology at Queens College, in July 2012 published a provocative essay in The New York Times Sunday review section, questioning why all students need to attain such high
levels of
mathematics mastery to
graduate from high
school.
Specific provisions included scholarships and loans to students in higher education, with loans to students preparing to be teachers and to those who showed promise in the curricular areas of
mathematics, science, engineering, and modern foreign languages; grants to states for programs in
mathematics, science, and modern foreign languages in public
schools; the establishment of centres to expand and improve the teaching of languages; help to
graduate students, including fellowships for doctoral students to prepare them to be professors at institutions of higher learning; assistance for the improvement of guidance, counseling, and testing programs; provisions for research and experimentation in the use of television, radio, motion pictures, and related media for educational purposes; and the improvement of statistical services at the state
level.