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but to the extent the topic in this thread is comparing and contrasting the LAC vs. the large state public, it is worth noting the one or two variables about the LAC structure itself that encourages 4 and out. This is one of the handful of things I can say I have experienced. It is a noticeable thing that the LACs want you to get on with your business and figure out how to graduate on time.
@blossom except for Julliard if you consider that an LAC
@lookingforward Odd that we'e talking education and the quality of it, for various sorts of kids, then reducing it to big vs small.
Here’s an especially important factor they may want to add to the mix: how much “experiential learning” truly takes place in class and on campus. When I was making the college decision 30 years ago, I thought that size was my most important criterion. I didn’t want to “be just a number,” which I thought I would be at a big school. But I realize now that the issue wasn’t only about numbers — I wanted close and frequent access to the faculty, and to work with them to learn. I didn’t want to be lectured at; I wanted to have conversations and collaborate with my professors and peers — to learn by doing, not just by listening.
As Romani kept pointing out (and some others,) quality is found where it is, for *that* kid, his or her interests, how likely the kid is to take advantage of certain aspects.