Dinowitz asks about CUNY-DOE collaboration on project rigor

I want to ask more about the CUNY-DOE relationship.

Because what I've heard, again, from principals and teachers, and that you've testified to, is you have sort of a bank of projects that students can work, or schools can engage with and students can work on.

And you've started auditing some of those projects.

Is that right?

Like looking at some of the graded material?

So there's the two different processes.

There's the accreditation process to ensure that the project that the school is using is approved by us and meets the standard of rigor.

And then there is an auditing process.

To ensure that the output is of quality.

And so...

What precludes CUNY from looking at those projects and working more closely to say, yeah, these are actually very rigorous projects and conducting audits with them to say, you know what, this is college level work.

And so we should be accrediting our CUNY students with appropriate amount of college credits.

I think that is exactly what we need to do next is we need to see those products, the projects from the students.

We need to have our faculty really closely.

That's for someone else.

Oh, okay.

You still have time.

I think that seeing the actual work products.

Now someone's just trolling you.

I don't know.

Someone's having fun.

I think that seeing the actual work products of students and seeing how they reflect the components of the seal of civic readiness and having CUNY faculty.

Take a close look at that and understand the learning that it represents is the work.

That is what we need to do in order to establish credit pathways for students who earn the seal of civic readiness.