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academic achievement of minority children and low income children and the more privileged children from getting wider. Whenever we talk about educational technology and the use of computers to increase educational effectiveness, I keep reminding them that we have to be very careful that more affluent schools do not get all of the advantages of this technology and low-income schools are left behind.

I have raised questions about separation and segregation in colleges of the State. But it's not the same kind of tension and conflict that existed eight, nine, ten years ago, and my colleagues seem to understand and recognize-- I don't know whether we're going to do very much about it or not, but we're at least sensitive to the fact that whenever we're talking about educational excellence, we have to at the same time be talking about equity. In fact, the goals of the Regents Action Plan are toward educational excellence and equity, and I keep saying to them, look, we can't just have the word “equity” just be a word. In order to have equity, you have to see that equity actually exists. I mean, you have to monitor and evaluate what's going on in the schools. A gadfly, I guess.

A gadfly, not a maverick.

Yes. Not as annoying a gadfly or a maverick as I was during that earlier stage. My friendship with Woodie Genrich, who was Chancellor up until a few months ago, and who was an open opponent in the Buffalo cases-- Woodie and I have become quite