Why Do American Students Have So Little Power Analysis

The article “Why do American Students Have so Little Power”, written by Amanda Ripley, the author of The Smartest Kids in the World and How They Got That Way and a senior fellow at the Emerson Collective, acknowledges the idea that students have little to no real power when it comes to the “behind the scenes” involvement of their education, and it certainly is not due to lack of trying. Ripley adopts a contemptuous tone to advocate for the students trying to be thoroughly involved in their education as she informs audiences of the reasons or lack thereof for why students are not involved.
The article “College is Not a Commodity. Stop Treating It Like One” written by Hunter Rawlings, a former president of the Association of American Universities,
By doing this Ripley is able to acknowledge the infamous fact that “students are the most valuable and least consulted education-policy experts in America.” Students, that spend lengthy amounts of time in school are well aware of the environment they are in and know how and/ or what would make it good or bad but are rarely addressed about it. The greatest asset that comes from allowing students on school boards is that they lack agendas and “couldn’t care less about politics.” Ripley recognizes that it is not an unknown fact that when it comes to elected positions some are only in it for the benefit it serves them personally, not necessarily for the good of the
Stop treating it like one” kicks off with a captive commanding title meant to stun and center audiences on the misleading commentary that revolves around the value of a college education. In addition, the article qualifies the assertions soon to be made by the author by citing his accreditations, thus, asserting that he is more apt to speak on the subject presented. Rawlings continues the article by addressing what exactly he means by college being treated as a commodity. He states, “most everyone now evaluates college in purely economic terms, thus reducing it to a commodity like a car or a house.” When looking at colleges the deciding factors tend not to be surrounded about academic concern, but of an economic one. The cost expenditure, the value of the degree, the possibly salary earned once a person graduates. Though these are good points to sort out when determining one's place to be educated, the issue is viewing it primarily in these economic terms does lower the value of a college education, when in actuality a college education has now become one of the most valuable item a person can have since college has replaced high school as the “ticket for a career.” Before continuing, the author provides a corrective point to quickly refute the college commodity by stating “Unlike a car, college requires the ‘buyer’ to do most of the work to obtain its value.” Furthermore converging on the main objective that “the value of a degree