Tag: dumbing down

Trial set to begin over UCLA prof suspended after refusing lenient grading for black students

A professor who sued UCLA after he was suspended in the wake of the George Floyd-Black Lives Matter riots after refusing a request to grade black students leniently is about to get his day in court.

UCLA accounting lecturer Gordon Klein is demanding $22 million in damages in a trial scheduled to begin July 1 in a Santa Monica courthouse.

The two sides have engaged in legal wrangling since September 2021, when Klein first filed suit, and the trial date has been delayed several times over the last year.

Klein argues UCLA’s knee-jerk reaction to publicly suspend him and excoriate his reputation effectively destroyed his lucrative litigation expert practice.

Klein states in court documents he made about $1 million annually as an expert witness in many high-profile corporate cases.

“By this moment, as a direct and immediate result of [his] public suspension and excoriation, Professor Klein’s expert witness practice had been permanently destroyed,” states Klein’s written opening argument, a copy of which was obtained by The College Fix.

The statement was submitted in writing as both parties have agreed to a bench trial to be decided by a judge.

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ChatGPT May Be Eroding Critical Thinking Skills, According to a New MIT Study

Does ChatGPT harm critical thinking abilities? A new study from researchers at MIT’s Media Lab has returned some concerning results.

The study divided 54 subjects—18 to 39 year-olds from the Boston area—into three groups, and asked them to write several SAT essays using OpenAI’s ChatGPT, Google’s search engine, and nothing at all, respectively. Researchers used an EEG to record the writers’ brain activity across 32 regions, and found that of the three groups, ChatGPT users had the lowest brain engagement and “consistently underperformed at neural, linguistic, and behavioral levels.” Over the course of several months, ChatGPT users got lazier with each subsequent essay, often resorting to copy-and-paste by the end of the study.

The paper suggests that the usage of LLMs could actually harm learning, especially for younger users. The paper has not yet been peer reviewed, and its sample size is relatively small. But its paper’s main author Nataliya Kosmyna felt it was important to release the findings to elevate concerns that as society increasingly relies upon LLMs for immediate convenience, long-term brain development may be sacrificed in the process.

“What really motivated me to put it out now before waiting for a full peer review is that I am afraid in 6-8 months, there will be some policymaker who decides, ‘let’s do GPT kindergarten.’ I think that would be absolutely bad and detrimental,” she says. “Developing brains are at the highest risk.”

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Teachers Must Avert an AI-Facilitated Intellectual Dark Age

Iremember watching a YouTube interview with a highly intelligent and observant entrepreneur, who cheerfully predicted that the time would come when AI programmes would replace teachers, rendering their jobs obsolete. The commentator in question was an enthusiastic advocate of personal and economic freedom and a vocal critic of the excessive incursions of State agencies in our personal lives. Yet for some reason, he seemed relatively unconcerned at the prospect of machines teaching our children.

Of course, there are tasks that most would happily relegate to AI programmes to the benefit of humanity, such as certain forms of tedious clerical work, a large chunk of manual labour, and the synthesis of unwieldy amounts of data. However, there are other tasks that cannot be delegated to a machine without endangering invaluable dimensions of our lives as human beings.

One of those tasks is teaching and learning, through which people learn to think, interpret the world, make rational arguments, assess evidence, make rational and holistic choices, and reflect on the meaning of their lives. For better or for worse, teachers, from kindergarten right up to university level, form the minds of the next generation. The formation of the mind relies on apprenticeship, imitation of a worthy model, and intellectual practice and training. 

Much as an athlete fine-tunes his motor skills and muscle memory playing sport, and finds inspiration in an exemplary athlete, the student fine-tunes his mental skills thinking, reflecting, studying, analysing, and generating ideas and arguments, in dialogue with an inspiring teacher. There is both an interpersonal and “hands-on” dimension to human learning, both of which are indispensable. 

Yet Artificial Intelligence is reaching the point where it has the capacity to automate and mechanise certain aspects of teaching and learning, marginalising crucial aspects of the learning process, most notably the way a teacher can model intellectual activity for the student, and the intellectual tasks a teacher assigns to students in order to fine-tune their mental skills and imagination. Many tasks which, just a few years ago, had to be undertaken “manually,” by which I mean, through the laborious activity, imagination, and effort of a human being, can now be performed automatically by AI.

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How ‘Equity’ debases education

In the current backlash against DEI, most criticism is focused on the “D” — diversity — which replaces the principle of meritocracy with racial criteria in hiring, admissions, and promotions. Notorious examples of implementation include police and fire departments lowering requirements for education and physical fitness, or aviation authorities adopting  biographical assessment in place of traditional skill-based hiring evaluations.

The “E” — equity — is more complex. Equity has replaced the concept of equality, which progressive ideology in the U.S. deems discriminatory because of its emphasis on individual effort that may result in unequal outcomes. A symbolic definition is that the educational equity must provide every child with what he needs to achieve his full academic and social potential. This vision resembles Karl Marx’s idealistic communism that provides resources “to each according to his needs.” Although formulated in the Marxist sense, equity is more restrictive because it is supposed to benefit children from only “underprivileged” backgrounds. But, beyond empty reasoning, equity’s actual goal is absolute equality in the educational outcomes regardless of individual ability or effort. To accomplish this, curricula and teaching methodology are being drastically rewritten in many parts of the country.

The STEM (Science, Technology, Engineering, and Mathematics) fields have come under increased scrutiny. Critics argue that these disciplines have historically been tools of nationalism, colonialism, and systemic inequity. As a result, some school districts across the country are scaling back advanced curricular offerings. Mathematics has especially faced pressure due to its perceived role in perpetuating discrimination and cultural dominance. Many equity-focused proposals aim to reduce the emphasis on mathematics in school programs.  Common suggestions include eliminating accelerated mathematical tracks in middle school, removing early-entry algebra for gifted students, and consolidating high school algebra and geometry into an “integrated math” course.

Aligned with these equity principles are significant changes in teaching methodology. Traditional grading practices are increasingly viewed as inequitable and are being reconsidered or eliminated in some districts. Proposals often include removing homework deadlines and allowing late work without penalty. In subjects such as reading and mathematics, achievement levels are being abolished, with all students placed in honors classes regardless of academic performance.

In terms of student discipline, many schools have adopted “restorative justice” approaches as an alternative to traditional punitive measures. This model focuses on mediation and rehabilitation rather than suspension, emphasizing support not only for the victim, but the offender too. More than 20 states have already enacted policies introducing restorative justice in schools. These practices involve allowing misbehaving students to avoid traditional consequences and even receive incentives such as snacks or breaks in quiet spaces. The restorative justice programs let misbehavers blame factors outside their control, that is, typically societal injustice.

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There Is Nothing Democrats Will Not Ruin

Is there a place in the country better off because Democrats have control over the local or state government? I mean, I guess if your hobby is getting pregnant so you can have an abortion, living in Chicago or Boston is a plus, but not if you’re a fan of things like not being robbed or shot. Otherwise, only slumlords and progressive “organizers” thrive in a world controlled by the left. And if you want to get your kid an education, forget about it. There is nothing Democrats can’t ruin, and there is nothing even potentially good they will not ruin.

You’ve all heard about “equity,” Democrats present the word like it’s the cure for something, anything. They pretend it is about opportunity when it is about outcomes. Democrats want to dictate outcomes – pick winners and losers, rewarding their donors while ignoring their voters, whom they take for granted. OJ Simpson treated women better than Democrats treat their voters. 

But hey, they keep voting for Democrats, so why be effective when you don’t have to be? 

Back to equity. 

San Francisco, the progressive Petri dish from which so many bad ideas spring, is implementing “equitable grading” in their schools. Why? Because minority students are not doing as well as Asian students, who are also minorities. (As an aside, it always cracks me up when Democrats talk about how racist the country is; they whine about how well Asians and Indians are doing. Are we racist or not? Because if we were, why are two minorities out-earning evil whitey?)

What is “equitable grading”? It is a scheme to cover up just how badly Democrats have screwed up the education system in their cities by lowering standards for grades. As I always say, if you control the unit of measure, you control everything. If you can change what constitutes a passing grade, you will have a higher passing rate without improving the education of a single student. 

The Voice of San Francisco reports, “Without seeking approval of the San Francisco Board of Education, Superintendent of Schools Maria Su plans to unveil a new Grading for Equity plan.” There is no input from anyone, just a top-down imposition. It’s how the party of “This is what democracy looks like” operates.

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Grading for Equity coming to San Francisco high schools this fall

Without seeking approval of the San Francisco Board of Education, Superintendent of Schools Maria Su plans to unveil a new Grading for Equity plan on Tuesday that will go into effect this fall at 14 high schools and cover over 10,000 students. The school district is already negotiating with an outside consultant to train teachers in August in a system that awards a passing C grade to as low as a score of 41 on a 100-point exam. 

Were it not for an intrepid school board member, the drastic change in grading with implications for college admissions and career readiness would have gone unnoticed and unexplained. It is buried in a three-word phrase on the last page of a PowerPoint presentation embedded in the school board meeting’s 25-page agenda. The plan comes during the last week of the spring semester while parents are assessing the impact of over $100 million in budget reductions and deciding whether to remain in the public schools this fall. While the school district acknowledges that parent aversion to this grading approach is typically high and understands the need for “vigilant communication,” outreach to parents has been minimal and may be nonexistent. The school district’s Office of Equity homepage does not mention it and a page containing the SFUSD definition of equity has not been updated in almost three years.  

Grading for Equity eliminates homework or weekly tests from being counted in a student’s final semester grade. All that matters is how the student scores on a final examination, which can be taken multiple times. Students can be late turning in an assignment or showing up to class or not showing up at all without it affecting their academic grade. Currently, a student needs a 90 for an A and at least 61 for a D. Under the San Leandro Unified School District’s grading for equity system touted by the San Francisco Unified School District and its consultant, a student with a score as low as 80 can attain an A and as low as 21 can pass with a D.  

Joe Feldman, the consultant the school district plans to contract with to implement Grading for Equity, wrote in 2019 that in Placer County, another jurisdiction with the grading system, “students who did not qualify for free or reduced-price lunch had a sharper decrease in A’s, reflecting how traditional grading practices disproportionately benefit students with resources because of the inequitable inclusion of extra credit and other resource-dependent grading criteria.”   

Grading for Equity may reduce A and D/F grades and, according to Feldman, enable a school district to cut costs for remedial classes but what about student academic outcomes? The most recent data from both middle schools in San Leandro where grading reform started in 2016 document significant continued disparities among student populations when it comes to performance on statewide assessment tests. In both English and mathematics, the gaps ranged from twice to triple to even four times as many students meeting or exceeding the statewide standard in some subgroups compared to others. The children needing the most help and improvement are not getting it.

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Disney’s Kermit the Frog Invited as Commencement Speaker at University of Maryland

Famed Sesame Street puppet Kermit the Frog has been scheduled as the 2025 commencement speaker for the University of Maryland, reports say.

Jim Henson’s popular puppet character debuted during a local TV series in Washington D.C. in 1955 and later on Henson’s popular kids’ show, Sesame Street — before breaking out as the star of The Muppet Show. Henson, who died in 1990 of streptococcal toxic shock syndrome, graduated the university in 1960.

The university published a biography of their puppet speaker, claiming Kermit is an “environmental advocate, a Peabody Award Winner, best-selling author, and international superstar,” according to CBS News.

“I am thrilled that our graduates and their families will experience the optimism and insight of the world-renowned Kermit the Frog at such a meaningful time in their lives,” UMD President Darryll Pines said in a statement. “Our pride in Jim Henson knows no bounds, and it is an honor to welcome Kermit the Frog to our campus, 65 years after Mr. Henson graduated from the University of Maryland.”

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Dumber Decade: Report Shows Human Reasoning, Attention, Problem-Solving, Declining Substantially Since 2010

A growing body of research suggests that human intelligence, particularly in reasoning, problem-solving, and concentration, may have peaked over a decade ago and has been in decline ever since. Data from international education assessments and studies on adult cognitive skills reveal a concerning trend: individuals across all age groups are struggling more with focus, logical reasoning, and numerical understanding.

On Friday, the Financial Times of Britain published an essay “Have humans passed peak brain power?” which addressed these concerns, and presented the startling evidence, available here.

Long-Term Decline in Cognitive Skills

Recent results from the Programme for International Student Assessment (PISA), an OECD-backed international exam measuring the reading, math, and science skills of 15-year-olds, indicate that test scores have been declining since 2012.

While much of the recent discussion has focused on the educational disruptions caused by the COVID-19 pandemic, the data suggests that the decline in cognitive performance predates the pandemic by several years.

The trend is not limited to teenagers. A separate OECD study tracking adult skills also showed similar declines across all age groups, with reductions in problem-solving abilities, attention span, and even fundamental numeracy.

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A Massachusetts School District Rolled Back Advanced Classes. Teachers Are Starting To Revolt.

In 2021, a school district in Newton, Massachusetts, got rid of advanced classes in a bid to increase racial equity. But instead of reducing achievement gaps between racial groups, teachers are now sounding the alarm that the strategy is resulting in classrooms that serve neither struggling students nor high achievers. 

According to a Boston Globe article by reporter Carey Goldberg, several parents brought up similar concerns with the new policy—but say they were smeared as “racists” and “right-wingers.”

Goldberg writes that, in 2022, a group of three moms—all Democrats—started a petition to create a parental advisory panel for the school district. The move was motivated by what one parent described as “ideology superseding student needs,” following the school district’s decision to place students in “multilevel classes.” In these new classes, rather than sorting students by ability, students would learn together in the same classroom. The school also decided to stop allowing advanced math students to skip a year to access higher-level classes. The parents also shared concerns that the school’s approach to race and identity issues “emphasized differences rather than commonalities.”

The women say they were branded as far-right conservatives motivated by racial animus rather than a genuine concern for academic opportunities. According to Goldberg, Parent Teacher Organization newsletters urged parents to speak out against the petition at a public meeting. An email from local activist group Families Organizing for Racial Justice said that the petition was “tied to the apparent belief that diversity, equity, and inclusion (DEI) efforts that take race into account compromise academic excellence” and claimed that some petitioners “challenge the need for any activities related to micro-aggressions, inclusion, respect or belonging.”

“The mothers and their allies found themselves portrayed online and in public as dog-whistling bigots doing the bidding of right-wing national groups. Social media comments painted their side as ‘racism cloaked as academic excellence’ and ‘right-wing activism cloaked as parental concern,'” Goldberg wrote. At one meeting, a speaker compared those who supported the petition to “white women who helped perpetuate segregation and white supremacy.”

But years later, the Newton mothers are being vindicated. Teachers themselves are now openly criticizing multilevel classes, arguing that it isn’t serving students’ needs.

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Leading UK Universities Look to Expand Use of Open-Book Exams to Help Grades of Minority Students

Leading British universities are preparing to lower test standards in a bid to help improve the grades of ethnic minorities and poorer students in a major DEI initiative.

The universities of Oxford and Cambridge are among those preparing to implement “inclusive assessments” such as open-book exams and take-home essays rather than monitored in-person testing in the hopes of cutting the gaps between groups of students, The Telegraph reported.

In its annual Access and Participation Plan (APP) — a yearly report into how a university is seeking to improve the lot of disadvantaged student groups — the University of Cambridge said that traditional “assessment practices” may be responsible for varying performances among groups.

Cambridge said that it would specifically seek to “improve outcomes” for Black and Bangladeshi heritage students. The university went on to cite research from its own academics, finding traditional tests represent “threats to self-worth” for students.

Meanwhile, Oxford University’s APP reportedly said that it would seek to “use a more diverse and inclusive range of assessments” in order to “improve the likelihood” of better grades for students from “lower socio-economic backgrounds”.

The Office for Students (OFS), which regulates higher education in England, has reportedly backed the plans, and other Russell Group elite schools are considering following the example of Oxford and Cambridge.

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