Tag: dumbing down

California State University System Weighs Dropping International Student English Test Requirement

The California State University system is considering dropping the English test international applicants must pass before they can enroll.

The 23-campus system may rewrite its admissions rules so that students whose first language is not English can skip the Test of English as a Foreign Language (TOEFL). Vice Chancellor Dilcie Perez brought the idea to the Board of Trustees last week, and the trustees could vote on it in November.

Perez said the change would swap the single test for what she called multiple approved measures of English ability. Cal State could judge proficiency the way the UC system already does, accepting the Duolingo English Test, the SAT, or Advanced Placement and International Baccalaureate results. She argued that the current requirement shuts out applicants through its cost and limited availability, and insisted the university would not lower its standards.

International enrollment in California has fallen this year during the Trump administration’s crackdown on student visas. One trade group projected a 15-percent drop for the current school year, a loss of about 7,000 students in the state and roughly one billion dollars in tuition and other spending.

Foreign students typically pay full tuition, well above the in-state rate, and that money helps cover the cost of educating domestic students. International applicants make up about 2.5 percent of Cal State’s 470,000 students and about 12 percent of the University of California system.

The degree a foreign student earns at an American university can also open a path to a job in the United States. Foreign graduates are allowed to stay and work through Optional Practical Training, the post-graduation work permit program that runs from a student visa toward an H-1B and, for many, a green card. In 2024, 640,000 foreign graduates held OPT or related work permits.

Some say the looser rule will not matter much, because the State Department still decides who receives an F-1 student visa, and applicants who cannot read, write, and speak English are unlikely to clear that step.

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Woke Grad School Teacher Programs Help Explain Why The Kids Can’t Read

The New York Times featured an in-depth essay from writer Nikole Hannah-Jones last week about the lamentable state of elementary and secondary education in the United States. The essay’s contents deserve (and are receiving) much criticism, thanks in part to Hannah-Jones sacrificing her daughter’s educational outcomes on the altar of wokeness and racism. But moral failings aside, the “1619 Project” author shines a spotlight on the failures plaguing American students not just in inner cities but across the map.

The recent release of results from last year’s Programme for International Student Assessment (PISA) tests confirms on a macro level what Hannah-Jones described at length from a micro perspective. The international test of 15-year-olds showed that American youths continue to lag behind those in many other peer nations — which might have something to do with the woke ideology pervading the schools that educate the next generation of teachers.

Plummeting Reading Scores 

The PISA results brought discouraging news regarding the global competitiveness of American students. The Wall Street Journal noted that since 2018, “math scores in China have improved by an impressive 21 points (equivalent to roughly one year of learning) while those in the U.S. have fallen by 15 (three quarters of a year of learning).” And whereas more than half (54 percent) of students in the four Chinese cities tested qualified as “top performers,” fewer than 1 in 10 (only 8 percent) American students did. This is not a positive development given the importance of engineering and computer science in the global economy.

If anything, the PISA reading test results proved even more worrisome. Americans’ reading scores plunged by 14 points since the last round of tests in 2022, and they now sit near their lowest point this century.

The Organization for Economic Cooperation and Development (OECD), which organizes the PISA tests, noted that reading scores have declined generally since 2012. Perhaps unsurprisingly, some of the blame may point in the direction of smartphones and social media shortening attention spans. The OECD notes that “the share of ‘hasty readers’ — students who rush through texts and give quick but incorrect answers — almost doubled between 2018 and 2025.”

Education Schools’ Woke Obsession

But in the United States at least, another factor may help to explain students’ poor academic performance. A separate paper by researchers at the American Enterprise Institute (AEI) illustrated the ideological obsessions within graduate schools of education, which train the next generation of teachers going into American classrooms.

The AEI study examined course reading materials and syllabi for master’s programs at 10 public graduate schools of education. As the paper notes, because many school districts pay higher wages to teachers with master’s degrees, these graduate schools have a ready-built pipeline of potential students.

Consider the titles of just some of the course readings in one school’s curriculum:

  • “Is an Antiracist and Decolonizing Applied Linguistics Possible?” 
  • “Theorizing Linguistic Racisms from a Language Ideological Perspective” 
  • “Writing, Rioting, and Righting Como Negra: A Testimonio of Black Latinx Erasure in Bilingual Education”
  • “Black Languaging [sic] as Anti-Racist Pedagogy in the World Language Classroom”
  • “World Languages for Black Linguistic Reparations”
  • “Toward an Anti-Racist Linguistic Anthropology: An Indigenous Response to White Supremacy.”

Note that these are all titles from syllabi at the University of Texas, a publicly funded institution in a purportedly conservative state.

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Academic Survey Finds 35 Percent of Americans Can’t Name All Three Branches of Government

The University of Pennsylvania’s Annenberg Public Policy Center recently conducted a survey that found 35% of Americans can’t name the three branches of government: executive, legislative, and judicial.

This is an amazing indictment of our education system, but it also raises questions about our national discourse.

For instance, virtually everyone has an opinion about politics, and many people these days seem to think that they are experts in the topic. How is that possible when a third of Americans lack basic civics knowledge?

Campus Reform reports:

35% of Americans cannot name all three branches of government: SURVEY

A new survey found significant gaps in Americans’ basic civic knowledge, including that more than one-third of U.S. adults cannot name all three branches of government.

The University of Pennsylvania’s Annenberg Public Policy Center found that just 65 percent of respondents correctly named the executive, legislative, and judicial branches. The survey, conducted Aug. 6-9, included a nationally representative sample of 1,034 U.S. adults and had a margin of sampling error of plus or minus 3.5 percentage points.

The survey also examined Americans’ ability to identify the rights protected by the First Amendment.

Seventy-three percent of respondents named freedom of speech as a right protected under the First Amendment, while only 43 percent named freedom of religion, 31 percent named freedom of assembly, 29 percent named freedom of the press, and just 12 percent named the right to petition the government.

Only 9 percent could name all five protections, while 24 percent could not name a single one. Moreover, 25 percent of respondents mistakenly said the right to bear arms, protected under the Second Amendment, is a First Amendment right.

“Ignorance is costly. You can’t protect and cherish rights that you don’t know you have,” Kathleen Hall Jamieson, director emerita of the Annenberg Public Policy Center, said.

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Nikole Hannah-Jones’ Racism Is Why Her Daughter Can’t Do Math

Nikole Hannah-Jones has curated herself an extremely lucrative, notoriety-winning career by blaming white people for black people’s problems. In her latest article for The New York Times Magazine, she does it again. It’s titled, “In Fighting for Every Black Child, Did I Betray My Own?”

In it, the creator of the scholarly abomination known as the 1619 Project admits that her warped educational ideas have harmed her daughter’s future and their relationship. When her daughter finally convinced her parents to let her attend a more challenging high school, she went from getting straight As in math to “barely keeping up”: “After an assessment, the center’s director called me in and told me that Najya knew very little algebra and had huge gaps in many of the building blocks of math that she should have learned in elementary school, like mastery of long division and fractions.”

This was after Najya had gotten As in a previous algebra class and been on her middle school’s honor roll. For elementary, Hannah-Jones and her husband had deliberately enrolled their daughter in one of New York City’s worst public schools, which Hannah-Jones calls “a poor Black one.” In 2016, Hannah-Jones’ daughter was literally on the cover of NYT Magazine to flaunt her mother’s decision.

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How We Destroyed Community College Education for Generations of Students – and Why We Need a Reset

I went to an opportune lunch to talk about the 2018 disappearance of Arizona Junior College (JUCO) football for financial and funding reasons. Three hours later, I found the real story was Never Just About Football! We were talking about second chances, education, jobs, the minority students that community colleges are trying to reach – and what it might take to bring them back.

Sitting around the table were three candidates for the Maricopa County Community College District Governing Board: John Crow, running At-Large; Ryan Caracciolo, running in District 4; and Susan Winder, running in District 3. They are seeking three separate seats, but they have chosen to campaign together.

On paper, their explanation is fairly simple. Crow brings the business side, as the CEO focused on budgets, efficiency and accountability. Caracciolo brings the professional marketing side, focused on attracting students and growing enrollment. Winder brings the professional education side, with more than three decades as a longtime educator and administrator focused on what happens in the classroom and what students need to succeed.

But that is the résumé version. The lunch told a much more Human Story. We talked – a lot – about bringing back junior-college football and WHY. We talked about its cost, who should pay for it, whether private money should be involved, whether it could increase enrollment, and what measurable results would justify restoring it.

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SURPRISE! Study Finds Blue States With the Strongest Teacher Unions Also Have the Lowest Reading Scores

Liberals would have you believe that strong teacher unions equate with strong schools and solid results, but a new study found the exact opposite.

Of the states included in the study, blue states with the strongest teacher unions also happened to have the lowest reading scores.

Conversely, red states cited in the study, which give less attention to teacher unions, score much higher.

FOX News reports:

Powerful teachers’ unions share striking link with states struggling to teach kids to read

States with stronger teachers’ unions tend to have weaker literacy performance and have adopted fewer of the policies credited with improving reading outcomes, according to a new analysis from a center-left think tank.

Eight of the 10 states to score among the worst in the Progressive Policy Institute’s (PPI) assessment of early-literacy policies were home to powerful teachers’ unions. Among the top 60% of states in terms of early-literacy policy scores, only four had strong teachers’ unions.

Mississippi, Arkansas, Georgia, Louisiana, South Carolina and Indiana, all Republican-leaning states with weak unions, were among the states with the best literacy outcomes. Maine, New York, Illinois, Hawaii, Washington and Rhode Island, blue states, were among the worst.

The pattern isn’t universal. Maryland, a blue state with a strong teachers’ union, has posted strong reading results, while South Dakota, a red state with a weaker union, has struggled. The differences suggest union strength and party control alone don’t explain states’ reading performance.

It’s kind of amazing, isn’t it?

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California high school grads score 4.0 GPAs but can’t do basic math, professors say

California high school students are scoring more straight A’s than ever – but it’s not necessarily because they’re getting smarter, according to data and education experts. 

The number of college applicants reporting flawless GPAs of 4.0 or higher has doubled over the past decade even as state testing shows a post-pandemic plunge in reading and math comprehension — revealing a grade-inflation crisis that’s sending students who can’t even do fractions into top universities.

Over the past decade, the number of students applying to the University of California system with straight A’s skyrocketed from 52,989 in 2015 to 103,138 for the class of 2025, with a notable jump during the COVID-19 pandemic between 2020 and 2022, according to UC data reviewed by The Post.

It’s part of a dangerous slide in grading standards as teachers are backhandedly encouraged to hand out inflated marks, according to critics like Glenn Sacks, who teaches social studies in the Los Angeles Unified School District.

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New York makes it official: Our high school diploma is worthless

New York’s race to the bottom in education continued apace Monday, as the Board of Regents scrapped the requirement that the state’s high schoolers actually learn something to graduate.

For 30 years, students needed to pass at least four Regents exams — in math, English, science and Global Studies — to earn a diploma. To be clear, this standard was the barest minimum. The governing board kept lowering the score needed to pass the tests, watering down the results. 

But it was something: A tangible requirement — a responsibility — that showed we as a state cared about accountability.

And that’s exactly the word that the Teachers Union hates. It meant parents and politicians would start to question why a whopping 15%-20% of students didn’t meet graduation requirements. Testing highlighted bad instructors and bad schools. As usual, COVID is partly to blame here. The Regents board “temporarily” lifted requirements during the pandemic, and graduation rates rose to 87% in 2022. When the Regents tests returned, the state rate fell to 85%. The city’s: 81%. It was the largest year over year percentage drop in 20 years.

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Medical student research is low quality but spreads nonetheless, study finds

Published research by medical students continues to proliferate despite concerns about the quality of the work, according to a new report.

“Why Johnny Can’t Stop Writing: The Boom in Low-Impact, Politicized Medical Student Research,” authored by Do No Harm’s Jay Greene, highlights the proliferation of low-quality medical student research in the past 20 years. The researcher offered potential solutions in original comments sent to The College Fix.

Greene found that in the early 2000s, fewer than 12 publications listed students as authors or co-authors, but in the 2020s, more than 700 publications could claim medical student authorship. 

Additionally, between 2000 and 2006 no more than 17 publications listed a student author per year, but by 2022, 932 publications listed authors as such. 

Much of this research is low-quality and focuses on identity politics.

Greene found between 2000 and 2013, six percent of medical student publications contained at least one of nine preselected “woke terms” in the title or abstract. These terms are: “equity,” “disparities,” “social,” “justice,” “race,” “racist,” “racism,” “diversity,” or “inclusion.”

However, between 2021-2025, the number had risen to 21 percent.

Examples include “Reforming Medical Curricula to support Indigenous Students and Reduce Healthcare Disparities,” “Addressing Health Inequities in the United States: A Case Report on Autism Spectrum Disorder (ASD) and Social Determinants of Health,” and “Filling the Gap: Creating a Student-Run LGBT+ Clinging to Address Health Disparities.”

He offered a solution in an email to The Fix: “By returning to objective letter grading, schools would incentivize students to focus on mastering their skill set in the clinical space rather than fluffing their resumes with baseless research endeavors.”

Greene said patients benefit when only high-quality research is being used by medical professionals.

“If they take time from those productive activities to produce lousy research, they will be worse doctors and harm patient outcomes,” Greene told The Fix.

Also, “an increasing volume of lousy research dilutes the quality of medical research, mis-informing both medical students and already-practicing doctors,” the research expert said. “When doctors are increasingly mis-informed […] they will tend to be worse doctors,” Greene told The Fix.

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