3. support a point of view with evidence "the
astonishing growth of education in the late 1940s
(and thereafter) seemed yet another sign that the
american dream was well and alive.” – historian
james patterson explains how the increase in the
number of americans finishing high school and
attending college supports patterson's statement.

James Patterson is the world’s bestselling author and most trusted storyteller. He has created many enduring fictional characters and series, including Alex Cross, the Women’s Murder Club, Michael Bennett, Maximum Ride, Middle School, and I Funny. Among his notable literary collaborations are The President Is Missing, with President Bill Clinton, and the Max Einstein series, produced in partnership with the Albert Einstein Estate. Patterson’s writing career is characterized by a single mission: to prove that there is no such thing as a person who “doesn’t like to read,” only people who haven’t found the right book. He’s given over three million books to schoolkids and the military, donated more than seventy million dollars to support education, and endowed over five thousand college scholarships for teachers. The National Book Foundation recently presented Patterson with the Literarian Award for Outstanding Service to the American Literary Community, and he is also the recipient of an Edgar Award and six Emmy Awards. He lives in Florida with his family.

Explanation:

higher education in the United States today has several salient character-istics: the large average size of its institutions; the coexistence of smallliberal arts colleges and large research universities; the substantial shareof enrollment in the public sector; a viable and long-lived private sector; profes-sional schools that are typically embedded within universities; and varying levels ofper capita funds provided by the states. Many of these features are often describedas having been an outgrowth of post-World War II developments, such as the G.I.Bill,  the  rise  of  federal  funding  for  higher  education,  and  the  arrival  of  highereducation for the masses. This paper will argue, to the contrary, that the formativeperiod of America’s higher education industry, when its modern form took shape,was actually during the several decades after 1890.1The shifts in the formative years profoundly altered the higher education in-dustry. The decade around the turn of the 20th century witnessed the flourishingof the American research university and the emergence of public sector institutionsas leaders in educational quality. In the subsequent two to three decad

it maybe, we dont know. however lucky the lipercon seams guilty