4.2.12 WC: 191694 SAT scores, there would be little diversity,” he explained. He too apparently believed in the “Yiddisher (and Asian) Kup” theory.) I did not come close to having an 82 average, but fortunately there was also a test that an applicant with non-qualifying grades could take. Unfortunately, a high score alone on the test did not get you in: you needed a combined score—test plus grade average—to make the cut. With my low average, I needed a near perfect score to make it. Otherwise I would have to go to night school and work during the day. I did very well on the test and was admitted. I also won a New York State Regents Scholarship which paid me $1,400 to go to college. (I put the money in an interest bearing account that paid for my first year at law school.) The state scholarship was based entirely on a single, highly competitive exam. High schools took great pride in how many state scholarships their students won. The relevant statistic that helped rank the schools was the percentage of those who won, based on the number of students who took the exam. My high school was obsessed with doing well in the state scholarship competition, so it limited those who could take the exam to students with grade points over 80, in order to inflate the percentage of winners. I did not qualify, but I knew I could do well on a state-wide competitive exam that was graded by outsiders, not by my teachers who were predisposed against me. So I pleaded with Rabbi Zuroff to take the exam. He refused, telling me I would never win and my taking it would just bring down the percentage. Not satisfied with his answer, I filed a petition with the New York Regents—my first of many petitions. To everyone’s surprise, the Regents ruled in my favor and the school was ordered to let me, and everyone else, take the exam. Two of us, who had averages below 80, along with 4 or 5 others, won the scholarship. My principal’s first reaction was that I must have cheated, but a check of the seati