The achievement gap between blacks and whites owes nothing to genetics. It is not solely due to discrimination or social-class differences between blacks and whites. It is due in good part to environmental differences between blacks and whites stemming from family, neighborhood, and school socialization factors that are present even for middle-class blacks.

This essay explores the socialist model of higher education that originates from early socialist and Marxist thinkers. We contrast this model with Western and Chinese models by focusing on the socialist model’s ideals of education as a public good, as free and equal access to instruction, and as a class-based approach to education. Our study of this model employs historical reconstruction and path-dependence analysis to understand the implementation and transformation of these ideals.  We discuss early Soviet experiments, the global influence of the model, and its evolution following the collapse of the Soviet Union in 1991. The model’s emphasis on state control, specialized training, and production of a skilled workforce is also highlighted. The essay concludes by acknowledging the model’s flaws, reflecting on the implications for contemporary higher education, and recognizing its contributions to ideas of social mobility, fair access, and the role of universities in societal development.