HIER STEHE ICH, ICH KANN NICHT ANDERS. Degree not always guarantee of skills. (Via University Diaries.)
Many state universities, [U.S. Commissioner of Education Statistics Mark Schneider] said, now have open admissions policies that accept almost all high school graduates, including those who might not be as well prepared as their peers were decades earlier. In addition, colleges and universities are taking in a more diverse population that might have language or cultural challenges. Or, he said, colleges "may not be doing the job as effectively as they could be."
You think?

At Betsy's Page, a proposal to subject Higher Ed to the same sort of scrutiny some of the common schools have faced.
It's time to apply the same "get tough" approach to outcomes in education that we've begun to apply to secondary schools to colleges. Perhaps, if these colleges knew that future employers would know that they are graduating large numbers of students who are not proficient readers, those schools might decide to toughen up their standards. I suspect that these large numbers failing the test come from a certain tier of colleges and prospective students might like to know that information. How many of these colleges are public colleges? Are taxpayers supporting institutions that are failing to make sure that their graduates can read complex material?
What was I writing about market tests?

RUNNING EXTRA: More from University Diaries here and here. First check this symposium at Australia's The Age. Then read Harvard's Derek Bok.
Changing demands in the economy are forcing employers to pay increasing sums to remedy deficiencies in the writing and computational skills of the college graduates they hire. In addition, more and more work normally performed by college graduates is now being outsourced to other countries.
University Diaries suggests sloppiness elsewhere in the curriculum might be crowding out the learning that used to go on in college.
Yet some professors teach primitive relativism; and even if they don’t, it’s encoded in the DNA of the cultural competence and diversity training fundamental to the environment of most American universities that even elementary acts of judgment and reasoned preference are abominations. Add to these influences the gelatinous mass that makes up the curriculum of many of our colleges, and you see why the reigning moral philosophy of some of our 21-year-olds is playdoh relativism.
To go, all too often, with playdoh spelling and figuring.

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