ven some educators who have headed small schools concede the Ivies, with their large endowments, have an edge. Dr. William Hamm, president of the Foundation for Independent Higher Education in Washington, D.C., and former president of Waldorf College in Iowa, writes, “If a student asked me whether to enroll at Wisconsin, Waldorf or Harvard, I’d tell him or her they’d be foolish to pass up the opportunity for Harvard.”
But Scott Albert, a New Jersey educational consultant, says that after 20 years as an educator, he has “long believed that the college admission process is one of the great lies perpetuated by educators. It dangles a motivational worm in front of young people as a way to get them to work harder, but not necessarily learn more.” In the end, he says, “it breeds fear and rejection into a majority of young people while offering a false sense of security to the few who are accepted.”
David Curran believes in another key to success altogether. “In my own experience with several Fortune 500 companies,” he writes, “I have found the best leaders (versus managers) are individuals who have had to deal with some form of adversity (no money, single parent situations, etc.) and have developed mechanisms to transform those challenges into opportunities — regardless of what school they attended.”