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Ms. Karimi says she thinks she got starred because she volunteered in the presidential campaign of opposition leader Mir Hossein Mousavi last spring. She also participated in several antigovernment "Green Movement" protests that are convulsing Iran.

"They tell me, 'You are not allowed to study or work in this country any more.' Why? Because I voted for Mousavi and wore a green scarf?"

The disciplinary committee suspended him for four semesters because of his political activity. He also was arrested and spent 21 days in solitary confinement, he says.

"Suspension is the worst feeling in the world. You are just spending your time idly as your friends go to school and you have no idea what will happen to your future," said Mr. Qolizadeh in a phone interview from the city of Mashad. As the only son of a working-class family, he says, he felt a particular obligation to finish graduate school and get a solid job to help support his family and three sisters. He is currently unemployed.

About two years ago, as an undergrad, Mr. Sabet became involved in a socialist student group. In December 2007, security agents raided one of the group's meetings and arrested 50 members, including Mr. Sabet. He spent 47 days in prison, 23 of them in solitary confinement, he says.

He was charged with threatening national security and released on bail, and allowed to go back to school after signing a form saying he would never take part in activism again, he says.

Mr. Sabet suspects he was starred at least partly because of his switch to social studies from engineering, combined with his record of activism. Iran's leaders have expressed deep skepticism toward social-studies curricula: In September, Supreme Leader Ayatollah Ali Khamenei gave an unusual speech in which he said the social-studies programs at Iranian universities promote secularism and Western values.

the first time a government official told her there was no hope she would ever return to school in Iran or obtain a government job, "It felt like someone had hit me on the head. I couldn't really hear what he was saying anymore."

"They basically told me that as far as they are concerned, I am a dead person," Ms. Karimi says.

The drop-out rates are highest in Grade 10, the first non-compulsory year of school, when many boys abandon their education to pursue jobs in the public sector.

A virtual world will not suffice where a simulation is needed. The virtual world offers only context with no content; it contributes a set of tools that both enable and restrict the uses to which it may be put. An educational simulation may take place in a virtual world, but it still must be rigorously designed and implemented. Organizations routinely fail in their efforts to access the potential of virtual worlds when they believe that buying a virtual world means getting a simulation.

Likewise, a game is not an educational simulation. Playing SimCity will not make someone a better mayor. Some players of, for instance, World of Warcraft may learn deep, transferable, even measurable leadership skills but not all players will. The game does not provide a structure for ensuring learning. Just because some players learn these skills playing the game, that does not mean either that most players are also learning these skills or that it should be adopted in a leadership development program. Conversely, a purely educational simulation may not be very much fun. The program may have the three-dimensional graphics and motion capture animations of a computer game, but the content may be frustrating. Specific competencies must be invoked, and students' assumptions about what the content should be, likely shaped by their experiences with games, will be challenged.