To the Editor,

Kai Stinchcombe’s article [“The Left Coast: Next steps for equal access to education,” Feb. 28] frames the argument for educational equity in overly simplistic terms, revealing a fundamental lack of understanding of the complexities of genuine diversity, while posing a set of solutions that are neither feasible nor appropriate.

Stinchcombe’s misguided opening statement sets the tone for the poorly-researched article. While Stanford’s new financial aid policy does deserve the praise it has received, admission to the University still remains selective; providing greater and more nuanced financial assistance to students is not the harbinger of lower standards yet to come. With this in mind, then, the tacit assumption that lower-income students will need remedial sessions prior to enrollment undermines the intention of the policy, which is to acknowledge that lower-income students have performed and will continue to perform well academically. Conceding that such students “may have the same underlying ability... even though their scores don’t show it” adds an extra layer of paternalistic insult to the already injurious notion that certain students are admitted in spite of (and not because of) their previous academic performance.

Judith Pond

Class of 2008