Tag Archives: exam

Harvard Botches a ‘Cheating’ Scandal


Harvey Silverglate and Zachary Bloom

At first blush, the ongoing cheating scandal at Harvard
College appears to raise serious questions about academic integrity at that
fabled institution. If the allegations that 125 students inappropriately shared
notes and answers for a take-home exam in violation of the exam’s rules prove
true, the result will be a massive blot on Harvard’s near-perfectly manicured
public  image–especially now that top 
athletes have been implicated.

But let’s remember that because of the course’s confusing rules and guidelines concerning collaboration, no one, likely not even the
students themselves, can say right now whether their conduct was illicit. Worse
yet, we may
never know the truth, much less have a just verdict on the
propriety of the students’ actions, now that the case is securely in the hands
of the spooks haunting Harvard’s notorious Administrative Board.

Continue reading Harvard Botches a ‘Cheating’ Scandal

How Group Learning Invites Cheating

The most shocking thing about the Harvard cheating scandal was not that 125 students out of a class of 279 were found to have “committed acts of academic dishonesty” on an exam last spring, or even that the exam was for a course that was supposed to be an easy mark. It was that it happened at Harvard, the elite of the elite, where it is understood that only the smartest kids are accepted. Why would they have to cheat?

As the details became clear (at first, significantly enough, in the sports magazines), it developed that the course, Government 1310: Introduction to Congress, had the reputation of being a cinch to pass. But last spring the exam was harder.  It was a take-home open-book and open- Internet assignment over a weekend, but this time students were expected to write essay answers, not just select answers from multiple choices. And when the papers were graded, more than half were found to have given answers that were the same as another student’s, word for word.

When the facts became public, there was no joy in Cambridge. The stars of Harvard’s outstanding basketball team were among the large proportion of athletes taking the course. It remained unclear what punishment awaited the guilty as it could not be determined whether students had been collaborating on answers or plagiarizing outright from the Internet or each other.

Generosity Was the Excuse

One indignant Harvard student maintained that collaboration was “encouraged, expected.” That attitude also seemed to apply at Stuyvesant High School, New York City’s outstanding school, where a similar scandal was revealed. This time 140 students were involved, all receiving help from a classmate using his cell phone to send answers to his friends and those he wanted to become his friends.  The tests (the system was applied to several of them) were the prestigious Regents exams, important factors in college acceptances.  Ironically, the admitted aim of most Stuyvesant students, who face stiff competition getting into Stuyvesant and maintaining high grades once they get there, is to be admitted to Harvard.

Continue reading How Group Learning Invites Cheating

Common Core Standards Can Save Us

reading anderson.gif


It’s no secret that
most high school graduates are unprepared for college. Every year, 1.7 million first-year
college students are enrolled in remedial classes at a cost of about $3 billion
annually, the Associated
recently reported. Scores on the 2011 ACT
college entrance exam
showed that only 1 in 4 high school graduates
was ready for the first year of college.

Continue reading Common Core Standards Can Save Us

It’s Not the Test’s Fault

Cross-posted from National Association of Scholars.

test taking.jpg

Cross-posted from National Association of Scholars.

Fall 2011 has seen some major milestones for the SAT/ACT optional movement. DePaul University, for instance, initiated its first admission cycle sans test requirement. Clark University announced last month that it will offer test-optional admissions for the incoming class of 2013.

In his new book released this fall titled SAT Wars, sociologist Joseph A. Soares of Wake Forest University hails the success of test-optional admission policies. Wake Forest was the first of the top 30 U.S. News schools to go test-optional and is one of the most vocal cheerleaders of the movement through its blog Rethinking Admissions.  According to Soares, adopting policies that allow applicants to opt out of reporting their scores has successfully resulted in diversifying these campuses by race, gender, ethnicity, and class (groups he claims are excluded unfairly for underperforming on standardized tests) without compromising overall academic quality.

By all appearances, requirements for standardized testing in higher ed admissions is on the long and ragged road out the door.  To date nearly 850 colleges and universities (40% of all accredited, bachelor-degree granting schools in the country) have already bidden farewell to the test requirement in some form or another. 53 of these institutions are currently listed in the top tier on the “Best Liberal Arts Colleges” list published by U.S. News and World Report including Bowdoin, Smith, Bates, Holy Cross, and Mount Holyoke Colleges. Even some of U.S. News’ high ranking national universities, such as Wake Forest University, Worcester Polytechnic Institute and American University, are categorized as test-optional.  It now seems likely that this trend will only gain in popularity and momentum in the coming years.

So is the SAT-optional movement a good thing?I have always loathed standardized tests myself, once conferring with my second grade teacher because I was certain that my scores were insufficient and that I was falling behind my peers.  It turned out that to be in the 94th percentile really was a good thing even if it was less than 100 – my eight-year-old mind just couldn’t comprehend this at the time.

Yet even after my elementary school pep talk on the nature of scaled grading, I always had this lingering feeling that standardized test scores were somehow an unfair representation of what I could do.  Perhaps I simply fell into the category of being a “poor” test taker, getting easily muddled by my own bubble filling perfectionism and the time constraints required by these acronymic tests.  Or maybe it was because I could never wrangle up enough motivation to spend my free time studying methods for optimizing my score.  And most of all, like any “free-thinking” member of my generation educated by the New Jersey public school curriculum of the 90s, it may have been because I was contentedly assured of being so much more than a number.

One would think given these facts that I would be all for the enforced disappearance of the SAT in favor of the new “holistic” entrance requirements offered by test optional schools. But like a wised-up adult now grateful that her mom made her eat vegetables as a child, I find myself in the curious position of lending support to this once bemoaned exam.

My reason for this change of heart is simple.  We need basic universal testing methods to separate out the prepared prospective students from the unprepared.

In his 2011 work, Uneducated Guesses: Using Evidence to Uncover Misguided Education Policies, Howard Wainer uses the available statistical data to conclude that institutions considering SAT-optional policies should proceed with caution.

Making the SAT optional seems to guarantee that it will be the lower scoring students who withhold scores.  And these lower scoring students will also perform more poorly, on average, in their first-year college courses, even though the admissions office has found other evidence on which to offer them a spot.

For example, Wainer found that at Bowdoin College, a school at the forefront of test-optional admissions, students in the entering class of 1999 who chose not to report their SAT scores tested 120 points lower, on average, than those students who submitted scores with their application.  This gap does sound large at first glance, but when considering students who typically have combined scores of 1250 and above in the traditional math and verbal categories, does that 100-120 point spread really matter when deciding whether a student is college-ready?

Clearly, admissions administrators at schools like Bowdoin and Wake Forest don’t consider it to be a problem.  And they might be somewhat justified in this assessment, even if – as Wainer found – the non test reporting students tend to have lower college GPAs then their test reporting peers.  Not everyone should be getting As in college and there are plenty of middling students in solid programs who can still benefit from a college education.

But would these higher ranked institutions really want to admit students who score 200 or 300 points below the institutions’ averages?  Likely not, as the continued penchant for test-optional schools to purchase the names of high-test scorers indicates.  The test-optional philosophy of admissions might sound warm and fuzzy on the surface, but for many of these schools this still appears to be a numbers game; one that perpetuates the value of high scorers and high rankings, now precariously balanced with a goal of attaining the oh-so-necessary badges of inclusion and diversity (yet more statistics to tout).

Most of the students profiled by these SAT-optional schools to prove the success of their new admissions policies are ones who were already at the top of their high school classes and who would have been accepted to any number of decent schools, even with their horrifyingly “low” test scores.  Often colleges are willing to overlook mediocre scores if an applicant is salutatorian, captain of the volleyball team, or editor of the newspaper–achievements indicative of a certain level of discipline and focus.  And if what these test-optional schools claim is true–that there are students out there who are great fits for their campuses and who have everything in their applications except for a specific score range–the schools should have had the courage to admit (and maybe even recruit) them anyway, bad scores included.

It takes courage to admit low scoring applicants because doing so all but guarantees lowering the SAT averages of these institutions and thereby risks knocking them down a few pegs on many of the popular college ranking lists that use test scores of incoming freshman as a major factor in their rank calculations.  Now, with these new non-reporting admissions options, some schools do not consider themselves obligated to factor in the scores of their test-optional applicants, thus allowing their middle 50% SAT range to represent only test reporting students (presumably the best of their enrollment pool).  Just look at what the oft reoccurring footnote No. 9 on the U.S. News “Best Colleges List” has to say:

SAT and/or ACT may not be required by school for some or all applicants, and in some cases, data may not have been submitted in form requested by U.S. News. SAT and/or ACT information displayed is for fewer than 67 percent of enrolled freshmen.

If these schools truly believe that the tests are biased or inaccurate representations of student preparedness, then why should they care how their test medians rank or if they recruit the highest scorers for their incoming classes?

Apparent hypocrisy aside, my suspicion is that the schools profiled most frequently on this issue, and the debates surrounding their choice to step away from standardized tests, cover up the true harm the test-optional movement has on academe as a whole.  For it seems to pose the most danger not to its leaders, many of whom still selectively accept students over the 80th percentile, but to the large number of other schools who are realistically following suit to lower their admissions standards and raise enrollment to make ends meet.  A 100-point spread might not mean all that much to students with scores of 1250+, but it can definitely make a world of difference in schools whose means are already well below that threshold.  The hard truth is that at some point being a well-rounded person ceases to compensate for not possessing quantifiably provable verbal and math skills.

And unlike what Soares and his cohort claim, I think most would agree that high school GPA does not ensure the same universality of assessment offered by tests such as the SAT because high school curricula are not created equal.  Although I grew up in a school district where we started learning how to write research papers in the third grade, some of my college classmates never had to write more than a single double spaced page at a time, and some were never required to read a book cover to cover in the course of their entire K-12 educations.

On the larger trend, we are not talking about straight A students at challenging high schools who happened to have the flu on test day, or who can’t afford to take test prep classes, or who don’t work well under pressure, as much as the test-optional proponents want us to believe this to be the case.  For the majority of those nearly 850 accredited institutions, this movement is about admitting students who are not prepared and quite possibly not capable of benefiting from a college level education.

Accepting students to college when they are not ready for college level course work is irresponsible and inexcusable.  It is time to get beyond the top schools in this discussion and consider the havoc test optional policies may wreak on the vast majority of higher ed institutions.  What seems like only a minor performance disparity outweighed by the benefits of “diversity” at schools like Wake Forest could spell the end to professional academic standards at lower ranking but still respectable institutions.

It also might be time for the proponents of test-optional admissions to stop and consider that maybe it really isn’t the test’s fault after all.  Low-scoring but worthy students ready to tackle college coursework are probably the exception rather than the rule. Admissions officers should use individual discernment and admit such students, when deserved, with full knowledge of how they scored. This is exactly why we have people, not mathematic algorithms, make admissions decisions in the first place.

More broadly, if certain groups are genuinely disadvantaged by these tests and underperform as researchers such as Soares and organizations like The National Center for Fair and Open Testing claim, we should continue to place emphasis on innovative solutions for K-12 reform instead of dispensing with standardized testing altogether.  The chances are that the most notable demographic gaps in the test results reflect a deficiency in education quality or testing support, both areas we can improve over time through reform, more than any inherent flaw with the objective test itself.  Not to mention that one of the primary methods used, including by the test skeptics listed above, to identify policy weaknesses and demographic disparities is the analysis of standardized test scores.  Without any form of universal achievement testing we risk missing demographic weaknesses altogether and could neglect the urgency to find solutions where legitimate problems exist.

The tests will never be perfect or comprehensive, but they continue to offer the most assured universal assessment of college preparedness, especially when considered alongside the many other factors traditionally used in admissions decisions.  To say that it is the test’s fault is both a juvenile and a nearsighted excuse. We do need to rethink college admissions, but implementing policies that let in more, not fewer, unprepared students is heading in the wrong direction – one that has no future in mind.

Who Wants to Be Evaluated by Students?

Student Evaluations.jpgMany in the academy, whether on the left or right, will agree that in the late 1960s, a fundamental change took place in the balance between student demands and faculty authority.  At about the same moment when many schools began eliminating comprehensive examinations to assess the competence of students in their major subjects, these same schools introduced what has become known as teaching evaluations. These evaluations have become the staple of administrations everywhere.  They are used to decide tenure and promotion decisions, and in some cases they are mandatory (e.g., a student cannot know her final grade for a course until she fills out an evaluation, provided conveniently online).  Such enforced democratic participation is pursued with the kind of determination once attributed to the enforcement practices of grade-school teachers.

It seems nearly impossible to imagine that once-upon-a-time, such institutions as Columbia University struggled over whether to promote to tenure someone whose politics were considered “radical”. The origins of the American Association of University Professors, founded in 1915, devoted itself for forty years to the protection of dissent and academic freedom. Students played no more than a whispering role in such disputes.

Continue reading Who Wants to Be Evaluated by Students?

Applying ”Freakonomics” to Final Exams

One of my colleagues here at the University of Texas–Austin, the economist Daniel Hamermesh, recently complained in his New York Times “Freakonomics” blog about the common practice in many departments of assigning no final exams. I wish he had applied his own craft to this situation. The lack of final exams is merely one symptom of a general collapse of expectations. The average number of hours spent studying has fallen to twelve hours a week, according to a recent book. Why are college teachers expecting so little effort from their students? They are responding (in an economically rational way) to the incentives created by the modern research university. Teaching is a distraction from highly rewarded activities (research and administration). Insofar as teaching is rewarded at all, the measure of ‘good’ teaching consists solely of student evaluations, which (to put it mildly) are not improved by increasing students’ workload (including the assignment of final exams).
Some teachers continue to care about teaching and put high expectations on their students, from a sense of professional duty and the intrinsic enjoyment of being catalysts for learning. However, the system does its best to de-select such dinosaurs, favoring instead those who can bring in funds and raise institutional prestige through publication. Until we change the incentive structure, final exams (and other accoutrements of serious learning) will continue to be an endangered species.

Abandoning The SAT: Why?

Fewer and fewer high school students are taking the SAT exam these days—possibly because fewer colleges are requiring the submission of SAT scores as part of the admissions process. According to the National Center for Fair and Open Testing (FairTest), an organization that admittedly opposes standardized tests, only 46 percent of graduating seniors in the high school class of 2008 had taken the SAT even once. That compares to the 47.5 percent of graduating seniors in 2005 who had taken the test, according to FairTest.

FairTest’s numbers are corroborated by news reports about the colleges and universities, many with top rankings, that are abandoning the SAT and its rival test, the ACT, in droves. Just a few days ago, Wake Forest University in North Carolina and Smith College in Massachusetts announced that they would no longer require their applicants to submit their scores on either the SAT or the ACT. The two well-regarded institutions added their names to an estimated 750 four-year colleges and universities that now regard the submission of SAT/ACT scores as optional. They include an array of top liberal-arts colleges such as Bard, Bowdoin, Mount Holyoke, Middlebury, and Wheaton. Among the very most selective schools, Harvard and Yale still require applicants to submit SAT scores, but at Princeton the scores are optional.

And now the prestigious University of California system, whose 220,000 students come from the top 12.5 percent of their high school graduating classes by a measure that combines SAT scores and high-school grades, has announced a plan, approved by the UC faculty and awaiting ratification by UC President Mark G. Yudof, that would eliminate the current requirement that prospective UC freshmen take the SAT II, a subject-specific achievement exam in such fields as U.S. history that is taken in addition to the SAT’s core aptitude tests in math, verbal skills, and reasoning. A proposal to drop mandatory submission of SAT scores entirely has been floating around the UC system since 2001. Large state universities, in contrast to small liberal arts colleges, have generally held the line on mandatory scores submission, but if California makes the scores optional, it is likely that many other public institutions will follow suit.

Continue reading Abandoning The SAT: Why?

Massaging The SAT News

“Scores Stable as More Minorities Take SAT” said the headline on today’s Washington Post story reporting the annual account of average SAT scores. Good news, right? No, just bad news presented in happy talk. “Class of ’08 Fails to Lift SAT Scores,” was the Wall Street Journal’s more accurate version of the story, which raised the question of whether the dismal scores will boost critics of the “No Child Left Behind” policy. The New York Times, like the Washington Post, opted for obfuscation: “Class of 2008 Matches ’07 on the SAT,” not mentioning that the 2007 scores were approximately the same as those of 2006, the lowest in three decades. This is like reporting “New York Mets’ Results Remain Stable, Matching Those of 2007 and 2006,” i.e., they lost again.

Dumbing Down: Then And Now

The Way We Were
school_sm.jpgThis is the eighth-grade final exam from 1895 in Salina , Kansas , USA . It was taken from the original document on file at the Smokey Valley Genealogical Society and Library in Salina , KS , and reprinted by the Salina Journal.

8th Grade Final Exam:

Grammar (Time, one hour)

1. Give nine rules for the use of capital letters.
2. Name the parts of speech and define those that have no modifications.
3. Define verse, stanza and paragraph
4. What are the principal parts of a verb? Give principal parts of ‘lie’, ‘play’, and ‘run.’
5. Define case; illustrate each case.
6. What is punctuation? Give rules for principal marks of punctuation.
7 – 10. Write a composition of about 150 words and show therein that you understand the practical use of the rules of grammar.

Arithmetic (Time, 65 minutes)

1. Name and define the Fundamental Rules of Arithmetic.
2. A wagon box is 2 ft. deep, 10 feet long, and 3 ft. wide. How many bushels of wheat will it hold?
3. If a load of wheat weighs 3942 lbs., what is it worth at 50cts/bushel, deducting 1050 lbs. for tare?
4. District No 33 has a valuation of $35,000. What is the necessary levy to carry on a school seven months at $50 per month, and have $104 for incidentals?
5. Find the cost of 6720 lbs. coal at $6.00 per ton.
6. Find the interest of $512.60 for 8 months and 18 days at 7 percent.
7. What is the cost of 40 boards 12 inches wide and 16 ft. long at $20 per meter?
8. Find bank discount on $300 for 90 days (no grace) at 10 percent.
9. What is the cost of a square farm at $15 per acre, the distance of which is 640 rods?
10. Write a Bank Check, a Promissory Note, and a Receipt

U.S. History (Time, 45 minutes)

1. Give the epochs into which U.S. History is divided
2. Give an account of the discovery of America by Columbus .
3. Relate the causes and results of the Revolutionary War.
4. Show the territorial growth of the United States
5. Tell what you can of the history of Kansas .
6. Describe three of the most prominent battles of the Rebellion.
7. Who were the following: Morse, Whitney, Fulton , Bell , Lincoln , Penn, and Howe?
8. Name events connected with the following dates: 1607, 1620, 1800, 1849, and 1865.

Orthography (Time, one hour) (Do we even know what this is???)

1. What is meant by the following: alphabet, phonetic, orthography, etymology, and syllabication.
2. What are elementary sounds? How classified?
3. What are the following, and give examples of each: trigraph, sub vocal, diphthong, cognate letters, and lingual.
4. Give four substitutes for caret ‘u.’ (HUH?)
5. Give two rules for spelling words with final ‘e.’ Name two exceptions under each rule.
6. Give two uses of silent letters in spelling. Illustrate each.
7. Define the following prefixes and use in connection with a word: bi-, dis-, mis-, pre-, semi-, post-, non-, inter-, mono-, and sup-.
8. Mark diacritically and divide into syllables the following, and name the sign that indicates the sound: card, ball, mercy, sir, odd, cell, rise, blood, fare, last.
9. Use the following correctly in sentences: cite, site, sight, fane, fain, feign, vane, vain, vein, raze, raise, rays.
10. Write 10 words frequently mispronounced and indicate pronunciation by use of diacritical marks and by syllabication

Geography (Time, one hour)

1 What is climate? Upon what does climate depend?
2. H ow do you account for the extremes of climate in Kansas ?
3. Of what use are rivers? Of what use is the ocean?
4. Describe the mountains of North America
5. Name and describe the following: Monrovia , Odessa , Denver , Manitoba , Hecla , Yukon , St. Helena, Juan Fernandez, Aspinwall and Orinoco .
6. Name and locate the principal trade centers of the U.S.
7. Name all the republics of: Europe and give the capital of each.
8. Why is the Atlantic Coast colder than the Pacific in the same latitude?
9. Describe the process by which the water of the ocean returns to the sources of rivers.
10. Describe the movements of the earth. Give the inclination of the earth.

The Way We Are

Case Western Reserve’s Ted Gup, in the April 11, 2008 issue of the Chronicle of Higher Education, writes about how little his students know:

“Nearly half of a recent class could not name a single country that bordered Israel. In an introductory journalism class, 11 of 18 students could not name what country Kabul was in, although we have been at war there for half a decade. Last fall only one in 21 students could name the U.S. secretary of defense. Given a list of four countries – China, Cuba, India, and Japan – not one of those same 21 students could identify India and Japan as democracies. Their grasp of history was little better. The question of when the Civil War was fought invited an array of responses – half a dozen were off by a decade or more. Some students thought that Islam was the principal religion of South America, that Roe v. Wade was about slavery, that 50 justices sit on the U.S. Supreme Court, that the atom bomb was dropped on Hiroshima in 1975.”

Continue reading Dumbing Down: Then And Now

In Defense Of The SAT II

The Harvard Dean of Admissions and Financial Aid, William Fitzsimmons, spoke out for SAT II tests at a recent panel at Harvard. The utility of the examinations has come into question as the University of California mulls dropping their SAT II application requirements. The Crimson reports on Fitzsimmons’ surprisingly spirited defense:

“The SAT IIs have been better predictors than either high school grades or the SAT [I],” he said.

However, the University of California panel’s proposal stated that the SAT II “contributes very little to UC’s ability to predict which applicants will perform well initially at UC.”

The panel also claimed that black and Hispanic applicants, as well as poorer applicants, were less likely to receive proper preparation that would enable them to perform well on the SAT II exams.

Fitzsimmons disagreed, saying that disadvantaged students sometimes perform better on SAT II tests.

“There happen to be people from poor and modest-income backgrounds who might be able to focus more on their actual subjects in school,” he said.

The SAT II examinations have always seemed a relative leveler to me – and simple numerical requirements a very flexible requirement. The exams gauge a certain seriousness of effort in particular subjects, which the enterprising student should not have difficulty selecting and anticipating. My SAT II experiences were not, on the main, especially reliant upon classroom preparation (I fared well on one exam for which I had no prior coursework) but rather test fundamentals about the subject that can often be picked up with independent study. They’re a useful, objective indication, to me, of a student’s effort at grasping a subject in some depth – a measure, to me, that seems far more relevant to college prospects than letter grades.

Of course, prior preparation is likely to be important for some or all of the tests required, but I think you’d be hard-pressed to find students intent on middle-tier colleges who lacked adequate preparation in all sixteen of the test areas: Literature, U.S. History, World History, Math, Biology, Chemistry, Physics, and nine languages. If that’s the case, there’s an argument for reforming a high school, not the UC admission standards. If the student’s mired in such a lamentable place, they can still study their way to better performance independently; Fitzsimmons seems to recognize exactly this. I’ve no doubt that admissions departments greatly value such demonstrations of ability from underperforming high schools. The SAT II requirement is one of the least objectionable demands for college applicants there are, demanding proof of rigor, but in a flexible format; hopefully UC might listen to Harvard and hold on to them.

Give Everyone A “D”

The Intercollegiate Studies Institute released its second annual survey of civic awareness among American college students, and the results are just as depressing as last year’s. “The average college senior know astoundingly little about America’s history, government, international relations and market economy,” according to the ISI report, “Failing Our Students, Failing America.”

Harvard seniors scored a “D+” average on a 60-question multiple choice exam. That was the highest school score among seniors at 50 colleges surveyed – 25 elite universities and 25 other randomly selected schools. Some 14,000 freshmen and seniors took the test.

Among the questions were these:

The line “We hold these truths to be self-evident that all men are created equal..” is from
A. the Federalist
B. the preamble to the Constitution
C. the Communist Manifesto
D. the Declaration of Independence
E. an inscription on the Statue of Liberty
The dominant theme of the Lincoln-Douglas debates was:
A. treatment of Native Americans,
B. westward expansion
C. whether Illinois should become a state
D. Prohibition
E. slavery and its expansion
The Constitution of the United States established what form of government:
A. direct democracy
B. populism
C. indirect democracy
D. oligarchy
E. aristocracy

The survey, conducted by the University of Connecticut’s department of public policy, generally found that the higher a college was listed in US. News & World Report rankings, the lower it ranked in civic learning. At the eight worst-performing colleges-including Cornell, Yale, Duke, Berkeley and Princeton, the average senior did worse than the average freshmen, an example of what the report calls “negative learning.” The worst-performing college, Cornell, the report said, “works like a giant amnesia machine, where students forget what they once knew.” Only 28 percent of Cornell seniors knew or guessed that the Monroe Doctrine discouraged new colonies in the Western Hemisphere.

The ten colleges where civic knowledge increased from freshman to senior year were mostly lesser-known institutions: Eastern Connecticut State, Marian College, Murray State, Concordia, St. Cloud State, Mississippi State, Pfeiffer, Illinois State, Iowa State and the University of Mississippi.

Surveyed colleges ranked by Barron’s imparted only about one-third the civic learning of colleges overlooked by Barron’s.
One reason why civic knowledge lags is the trend away from teaching dates and factors in general, in favor of analysis, trends and a student’s personalized take on the past. And with the rise of postmodern theory and cultural relativism, many students have been taught to scorn the traditional values of the west – equality, freedom, democracy, human rights – as masks for the self-interest of the rich and powerful. If follows from this view that history, particularly American history, is mostly propaganda inflicted on the young.

ISI asks: “Is American higher education doing its duty to prepare the next generation to maintain our legacy of liberty?” The answer in the report is no. In 1896, at Princeton’s 150th anniversary, Woodrow Wilson argued that a central purpose of higher education is to develop citizens capable of steering the nation into the future because they have a steady grip on the past. “The college should serve the state as its organ of recollection, its seat of vital memory,” he said. But in the survey, Princeton ranked as the fifth-worst school for civic learning. And most of the other 49 schools weren’t much better.