SAT
prior to 9/30/74 1300
from 9/30/74 to 1/31/94 1250
after 1/31/94 N/A
http://www.us.mensa.org/Content/AML/NavigationMenu/Join/SubmitTestScores/QualifyingTestScores/QualifyingScores.htm
MENSA has upheld their intellectual standards.
Educational institutions have dumbed down their standards.
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Note from a fellow Mensa Gifted Child Coordinator:
The superintendent of my school district had the brilliant idea that "every student in the district should take at least one advanced course" during middle school. Currently, kids can choose either a "regular" or "advanced" section of a particular course. The advanced sections work at a faster pace and higher level, and kids have to been approved by a teacher to get into the advanced sections. This year, to meet the superintendent's goal, all of the 8th grade social studies (American History) classes were labeled "advanced" and the kids were put into the classes completely randomly. Well, guess what's happened? None of the History classes are working at an advanced pace or at an advanced level, because so many of the students can't keep up. So now those who should have actually been in advanced sections are losing out. To tell you how bad things are, my 8th grade son (and several of his friends) dropped his American History class and is taking another class at school during that period, and then coming home and doing his History class online with the virtual school. He said that he would rather have more class work and work after school than stay in that history class at school because he "wasn't learning anything" and it was "too slow."
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A MINORITY VIEW
BY WALTER WILLIAMS
RELEASE: WEDNESDAY, OCTOBER 14, 2009
Academic Dishonesty
College education is a costly proposition with tuition, room and board at some colleges topping $50,000 a year. Is it worth it? Increasing evidence suggests that it's not. Since the 1960s, academic achievement scores have plummeted, but student college grade point averages (GPA) have skyrocketed. In October 2001, the Boston Globe published an article entitled "Harvard's Quiet Secret: Rampant Grade Inflation." The article reported that a record 91 percent of Harvard University students were awarded honors during the spring graduation. The newspaper called Harvard's grading practices "the laughing stock of the Ivy League." Harvard is by no means unique. For example, 80 percent of the grades given at the University of Illinois are A's and B's. Fifty percent of students at Columbia University are on the Dean's list. At Stanford University, where F grades used to be banned, only 6 percent of student grades were as low as a C. In the 1930s, the average GPA at American colleges and universities was 2.35, about a C plus; today the national average GPA is 3.2, more than a B.
Today's college students are generally dumber than their predecessors. An article in the Wall Street Journal (1/30/97) reported that a "bachelor of Arts degree in 1997 may not be the equal of a graduation certificate from an academic high school in 1947." The American Council on Education found that only 15 percent of universities require tests for general knowledge; only 17 percent for critical thinking; and only 19 percent for minimum competency. According a recent National Assessment of Adult Literacy, the percentage of college graduates proficient in prose literacy has declined from 40 percent to 31 percent within the past decade. Employers report that many college graduates lack the basic skills of critical thinking, writing and problem-solving and some employers find they must hire English and math teachers to teach them how to write memos and perform simple computations.
What is being labeled grade inflation is simply a euphemism for academic dishonesty. After all, it's dishonesty when a professor assigns a grade the student did not earn. When a university or college confers a degree upon a student who has not mastered critical thinking skills, writing and problem-solving, it's academic dishonesty. Of course, I might be in error calling it dishonesty. Perhaps academic standards have been set so low that idiots could earn A's and B's.
Academic dishonesty and deception go beyond fraudulent grades. "Minding the Campus" is a newsletter published by the Manhattan Institute. Edward Fiske tells a chilling tale of deception titled "Gaming the College Rankings" (9/17/09). The U.S. News and World Report college rankings are worshiped by some college administrators, and they go to great lengths to strengthen their rankings. Some years ago, University of Miami omitted scores of athletes and special admission students so as to boost SAT scores of incoming freshmen. At least one college mailed dollar bills to alumni with a request that they send them back to the annual fund thereby inflating the number of alumni donors.
"Gaming the College Rankings" contains an insert by John Leo, who is the editor of "Minding the Campus," reporting that in the mid-1990s, Boston University raised its SAT scores by excluding the verbal scores of foreign students whilst including their math scores. Monmouth University simply added 200 SAT points to its group scores. University of California reported that 34 of its professors were members of a prestigious engineering association when in fact only 17 of their current faculty were. Baylor University offered students, who were already admitted to the university, $300 in bookstore credits to take the SAT again in the hopes of boosting Baylor's SAT averages.
Academic dishonesty, coupled with incompetency, particularly at the undergraduate level, doesn't bode well for the future of our nation. And who's to blame? Most of the blame lies at the feet of the boards of trustees, who bear ultimate responsibility for the management of our colleges and universities.
Walter E. Williams is a professor of economics at George Mason University. To find out more about Walter E. Williams and read features by other Creators Syndicate writers and cartoonists, visit the Creators Syndicate Web page at http://www.creators.com/
1 comment:
Very interesting article. And informative. Thank you.
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