Dale T. Mortensen Quotes

The standard high school curriculum traditionally has been focused towards physics and engineering. So calculus, differential equations, and linear algebra have always been the most emphasized, and for good reason - these are very important.

When I entered Harvard, my background was mostly combinatorics and algebra.

By the time I got to George Washington University, I had been a straight-A student in high school.

I'm 18, I'm going to graduate high school in a few months.

I never went to college - I barely got out of high school.

My public school teachers did a great job of saying, 'Check this out. You're qualified for this. You should explore these opportunities.' They're the ones who said, 'You know, apply to Harvard. You might be a good fit here.'

I was a good student - a geek, really - editor of the school paper, thought I was going to go to university.

I used to sit in bed at night and flip through design-school catalogs. I found out that Parsons accepted a small number of high school juniors, so I applied my sophomore year and got in.

I realized that the only way to get into a good college was to be valedictorian or salutatorian. So that was my goal.

I went to college because I felt like I was supposed to. I graduated from public high school and I did all the things that I was supposed to do.

Fewer than 13 percent of high school students will continue to study math and science in college—usually the most well-prepared and persistent students who often come from families where encouragement and enrichment is fundamental

I know we can all remember the days of sitting in algebra class asking ourselves, 'why will I need algebra or chemistry in the future?' The answer was and still remains that advanced math and science classes help high school students develop their analytical and cognitive skills and better prepare them to compete in college and the workplace.

When I was in 7th grade, we were all given an exam. It was science and math, and the boys who did well were skipped ahead so that when they got to be juniors or seniors in high school they would be able to go to the local community college and take calculus and physics there. And I wasn't skipped ahead.

My senior year of high school, I probably wouldn't get so much out of it as if I went to college.

So basically, I graduated high school a semester early.

In September of 1960, I was blessed - and I'm not saying blessed in the everyday religious way - when Temple University accepted me after scoring 500 on the SAT. I was 23 years old, and they put me in remedial. I was the happiest remedial person on earth.

When I was in high school, I didn't feel like I had to pile on the APs in order to look good to colleges. High-achieving classmates didn't use private tutors.

To compete in a global economy, our students must continue their education beyond high school. To make this expectation a reality, we must give students the tools they need to succeed, including the opportunity to take a college entrance exam.

I had, before I went to college, I had taken a few years off after high school and really had, I guess in those days, I had no intentions of going to college.

The first dream I had was just to get a college education. I got through college in three years, taking extra classes in summer school.

Before high school ended, I started applying to college. It really wasn't even a choice because of the brainwashing of my parents.

I turned down a scholarship to Yale. The problem with college is that there's a tendency to mistake preparation for productivity. You can prepare all you want, but if you never roll the dice you'll never be successful.

I thought about going to NYU film school - that was this ideal to me. But I didn't make any kind of grades in high school.

Just the example Delaware State University graduates set by the way they live their lives, should be an inspiration to other high school students to go to Delaware State.

No one in my family had ever even gone to college.