Is college too much to ask?

Charles Murray (of The Bell Curve fame): While half of our high school graduates march off to four-year colleges each year, only about 10% meet the intellectual benchmark suggested by College Board data - at least an 1180 on the SAT math and verbal tests - to master traditional college-level work. Murray contends that it’s cruel to steer kids to college when most lack the intellectual chops to handle it and will flounder. America holds a romanticized view of education, he says, and propagates a fairy tale, unsubstantiated by the hard truths of inborn abilities, that students are limited only by their ambition and will. Murray claims that the most schools can do is cause children who are intellectually below average - by definition about half of all kids - to be a little less below average. Even the best teachers under the best conditions cannot overcome the limits set by a child’s own cognitive abilities. “The 9-year-old who has trouble sounding out simple words and his classmate who is reading ‘A Tale of Two Cities’ for fun sit in the same classroom day after miserable day, the one so frustrated by tasks he cannot do and the other so bored that both are near tears.”

In countering Murray, Anthony Carnevale (director of Georgetown's Center on Education and the Workforce) attacked his major premise, “that there is something in each of us that is innate and fixed, that doesn’t change over time. … It is true that cognitive ability affects people’s prospect in life, but it’s also true that people’s prospects affect cognitive ability.” In looking at high-scoring first-graders across incomes, Carnevale says 75% of the more affluent kids will still test high in fifth grade, compared to only 45% of the poorer students. That gap is not created by some inherent deficit in the children, he says, but to the quality of the educational opportunities afforded the two groups.

http://www.ajc.com/search/content/opinion/stories/2008/12/15/learned.html

Carnevale (like most researchers looking at similar results) completely miss the point. They are confusing cause and effect. The largest factor influencing the facts that the affluent parents are affluent and the poor parents are poor is the cognitive ability of the parents, which IS hereditary. Therefore, the primary reason that financially disadvantaged students underperform is NOT financial; that is simply a side effect of the fact that they are below average on the cognitive ability scale.

WSJ Editorial on Alternative Certification

Like all unions, teachers unions have a vested interest in restricting the labor supply to reduce job competition. Traditional state certification rules help to limit the supply of "certified" teachers. But a new study suggests that such requirements also hinder student learning. Harvard researchers Paul Peterson and Daniel Nadler compared states that have genuine alternative certification with those that have it in name only. And they found that between 2003 and 2007 students in states with a real alternative pathway to teaching gained more on the National Assessment of Educational Progress (a federal standardized test) than did students in other states.

Obama's Education Transition Advisor

Linda Darling-Hammond, a Stanford University education professor and one of Obama’s advisors, will head the Education Department transition team that is tasked with drafting policy for the incoming administration. Darling-Hammond is a self-described advocate of “progressive” education, the methods of which she believes are “grounded in a deep sense of curricular intentions, arise from compelling questions, and include rigorous intellectual challenges such as critical thinking and problem solving across disciplines.” The best progressive educators “engage in a dialectic between the subject and the student” and in so doing, the student “is constantly moved to a broader and more thoughtful place in the curriculum.”

What can your humble servant possibly add to that towering monument of edu-speak?

88% of DC 8th-graders can't read

Well, not really, although that is the sensationalist headline that CNN used. If you actually watch the news clip the actual statistic is that only 12% of eighth graders are proficient at the eighth grade level per NAEP exams (and only 8% in math). Isn't that bad enough without a misleading headline?

http://www.cnn.com/video/#/video/us/2008/09/07/bolduan.fixing.dc.schools.cnn

Fake Diploma Mill Degrees

http://spotlight.encarta.msn.com/Features/

One fact from the article jumped out at me.

"The number of fake doctorates sold each year is in the range of 50,000 to 60,000," states John Bear, author of "Bear's Guide to Earning Degrees by Distance Learning." "The number of real Ph.D.s awarded is around 40,000."

Bear goes on to say "In America right now, more than half of all the Ph.D.s are fake." but that is not correct. I assume he meant more than half of all PhDs issued each year are fake.

Wall Street Looks Abroad

Senior executives at some of the largest U.S. corporations say stringent immigration policies are hurting New York's ability to compete with other financial centers. Investment bank officials say visa issues have forced them to move jobs to other countries. "New York's ability to compete with London, which has much more open immigration, or with the emerging financial capitals in Asia and the Middle East, depends on mobility of talent," said Kathryn Wylde, president of Partnership for New York City.

Source: NYT

Now even Wall Street claims it can't find talent, another chink in our educational armor.

Georgia Tech employee stole $350,000 in grant funds

Discussion of Physics Education Major

Same idea, for the physics ed major now...

Requirement: A minimum of 25 hours, selected from the following list:
AST 3033 Recent Advances in Astronomy and Cosmology
ISC 3121 Science, Technology, and Society
PHY 2048C General Physics A
PHY 2049C General Physics B
PHY 3101 Intermediate Modern Physics
PHY 3221 Intermediate Mechanics
MAP 2302 Differential Equations or MAP 3305 Engineering Mathematics
PHY 3424 Optics
PHY 3802L Intermediate Laboratory
PHY 4040C Physics of the 20th Century
PHY 4323 Intermediate Electricity and Magnetism
PHZ 3113 Mathematical Physics

Of course, this looks quite reasonable on paper. The somewhat low 25 credit requirement is due to the fact that the major wants to accommodate introductory chemistry and biology sequences. But the first problem is that General Physics eats up 10 of the 25 credits. Then physics ed majors stay away from classes that physics majors take, so you end up with the following very unreasonable collection of courses:

PHY 2048C-2049C General Physics A&B (10)
PHY 3424 Optics (3)
AST 3033 Recent Advances in Astronomy and Cosmology (3)
ISC 3121 Science, Technology, and Society (3)
PHY 3101 Intermediate Modern Physics (3)
PHY 3802L Intermediate Laboratory (3)

Here's how I would toughen this up...

1) Given how often biology, chemistry and physics teachers end up teaching each others' classes, I agree that the 25 credit limit is appropriate and will work within its confines

However...

2) Physics majors have to take General Physics as a lower division prerequisite; I see no reason why physics ed majors could not do the same.

3) Drop the AST and ISC courses. No question. There's simply no room for this. Drop the Physics of the 20th Century course too; it doesn't count for physics majors - too fluffy.

4) This removes the elective nature of the existing list. Modern Physics, Intermediate Mechanics, Differential Equations / Engineering Mathematics, Intermediate Electricity & Magnetism, Mathematical Physics and Optics should all be required. But since this is just six courses, I have actually opened up space for two electives.

So we end up with the following eminently reasonable collection of courses:

PHY 2048C-2049C General Physics A&B (prerequisite)
PHY 3424 Optics (3)
PHY 3101 Intermediate Modern Physics (3)
PHY 3221 Intermediate Mechanics (3)
MAP 2302 Differential Equations or MAP 3305 Engineering Mathematics (3)
PHY 4323 Intermediate Electricity and Magnetism (3)
PHZ 3113 Mathematical Physics (3)
Two electives selected from courses that satisfy physics major requirements (6)

And I've even saved a credit. My proposed program requires 24 credits instead of 25.

Discussion of Math Education Major

Trying to resurrect this blog...

When I argue that, at almost every college in the country, the math ed major is unnecessarily weak relative to the math major, the response I get is always that because of all the education courses required, there is not enough space left within the confines of a 120 credit degree to fit in all the courses that a math major usually takes. Fine, I will leave aside my opinion that the education courses are not anywhere near as valuable as the math courses they displace. I will work strictly within the confines of this restriction.

Let's look at one school's BS in math ed...

Subject Matter Specialization: Thirty semester hours of mathematics at the 3000 level or above including 3 semester hours in geometry, 6 semester hours in probability or statistics, and 3 semester hours in linear or abstract algebra.

This sounds rigorous, until you start dissecting it. First of all, the calculus sequence is somewhat oddly numbered 3000-level, so there's 12 credits right there. Then 6 credits of introductory statistics (also numbered 3000-level), 3 credits of linear algebra, 3 credits of geometry and 3 credits of history of mathematics, and you're at 27 credits without taking a single substantive upper-level college math class. One class (introduction to advanced mathematics is customary) and you're done.

Let's see if this can be improved...

1) First of all, math majors are expected to complete Calculus I-II-III and Linear Algebra as part of their lower division preparation. Since the math ed major does not require any lower division prerequisites, it should be possible for them to fit these courses into their first 60 credits the same as math majors. I've just freed up 15 credits.

2) Instead of the introductory statistics sequence designed for social science majors, I would require the Mathematical Statistics sequence that math majors are required to take. No change in the total number of credits, but I've just toughened up this requirement.

3) Geometry is fine as is. History of math is a little fluffy for my taste, but it is required by the state. No changes.

4) I would definitely add differential equations, which is a lower division prerequisite for the math major.

5) I would also require Advanced Calculus and Algebraic Structures. Together with introduction to advanced mathematics and mathematical statistics, this will give all math ed majors exposure to at least the common core required of all math majors.

To summarize, we started with the following course selection...

Calculus I-II-III (12)
Linear Algebra (3)
Introduction to advanced mathematics (3)
Geometry (3)
History of mathematics (3)
Introductory Statistical Methods (6)

And we've ended up with

Calculus I-II-III (prerequisite)
Linear Algebra (prerequisite)
Introduction to advanced mathematics (3)
Geometry (3)
History of mathematics (3)
Mathematical Statistics (6)
Differential Equations (3)
Advanced Calculus (3)
Algebraic Structures (3)
Two electives selected from courses that satisfy math major requirements (6)

Quite a difference, n'est pas? And all without removing a single education class.

Additional Data

Here's an updated graph of the percentage of temporary visa holders in mathematics, physical science and engineering graduate programs. In 2005 (the most recent year for which data is available), the percentages were 42% for physical sciences, 44% for mathematics and 54% for engineering. These numbers reflect a slight drop from their peaks in 2001-2 due to a reduced number of visas in the wake of the 9/11 attacks.






For those who want all the gory details, they can be found at the NSF website.

Restarting a conversation from October 2004

It should be deeply troubling that admissions for students from countries which have previously been enthusiastic consumers of American education is up (apparently in double-digit percentage increases), especially in fields where American student participation has already declined dramatically, and in which international student participation already exceeds 50%.

It is facile and [dis]ingenuous to claim that this is a problem related to a lack of competitiveness on the part of American students. The real issue is whether the departments in question have been compromised to the extent that they no longer function for the populations that they were built to educate. Ohio University’s experience over the last two years indicates that such a compromised culture flourished for over two decades in its graduate mechanical engineering department — allowing international students to plagiarize with impunity and thus “outcompete” US citizens. Ohio is not alone and the problems detailed there may be spreading.

Realistically, American students really have very few other options to fulfill their educational needs. Degrees taken in most other nations (with the exceptions of the UK, Canada, and Australia) are usually not considered equivalent to US degrees in the US job market, and most nations are not particularly open to the notion of welcoming immigrant labor. There is also a certain amount of resentment and hostility generally directed at Americans abroad primarily owing to political issues — even in nations that are presumably allies — and it would be foolish to assume that this does not have a negative impact on those subjected to it.

There are other substantive issues involved, including the indiscriminate dissemination and loss of intellectual property, the exploitation of graduate programs to provide means and opportunity for international espionage, and the probability of successful integration of people from countries where ethnicity and religion are conflated with national identity. There are issues of representation and not-so-subtle racism — is it sound for a nation to enroll large numbers of people from a given nation (e.g. India) when it has substantial minority populations that are underserved (i.e. Hispanic, African-American, or better yet, Native American)? Not least is the issue of whether a nation has a duty to at least try to ensure the productive employment of its citizens, and whether large-scale international participation interferes with that duty.

Comment on the Inside Higher Education wesbite

A hilarious blog

Still very relevant commentary on the state of education today, but with a much needed humorous attitude that helps keep us sane.

http://rateyourstudents.blogspot.com/

Blog Post by Joanne Jacobs

Forty to sixty percent of students who start California schools as “English Learners” never reach full English proficiency; many won’t graduate from high school.

My article How Good is Good Enough? Moving California’s English Learners to English Proficiency is up on the Lexington Institute web site.

California schools lose funding when students are reclassified as “fluent English proficient,” an obviously perverse incentive. Many set high standards for reclassification: ELs have to do as well or better than the average native English speaker to qualify as proficient.

But the larger issue is that many ELs go to schools that don’t do a very good job teaching reading and writing to anyone. They’re not reclassified as proficient because they score below-average in English Language Arts on the state exam, even though they may speak “playground English” as their preferred language. ELs become proficient in English more quickly if they attend schools that focus on building the reading and writing skills of all students.

This isn’t really about teaching in English (more than 90% of ELs are in mainstream English classes) or teaching in Spanish. It’s about teaching well.

Dean at M.I.T. Resigns, Ending a 28-Year Lie

Marilee Jones, 55, originally from Albany, had on various occasions represented herself as having degrees from three institutions: Albany Medical College, Union College and Rensselaer Polytechnic Institute. In fact, she had no degrees from any of those places, or anywhere else, MIT officials said.

I continue to be amazed at the attitudes that come out when something like this happens.

"something she did long ago came back and trumped [the good she did]” said Leslie Perelman, director of the program in writing and humanistic studies

No, it's not someTHING she did "long ago." It's a pattern of lies stretching across 28 years. Every time she signed a letter with her "degrees" (which is quite common for directors of admissions) she was committing fraud. I am sure the back cover of the book she co-authored prominently features her "degrees."

I am not normally pro-litigation, but I hope every student who got turned down from MIT since she became dean in 1997 sues the school.

Software Has No Effect on K-12 Performance

Going high-tech doesn't lead to higher math and reading scores, according to a federal study. The study on the effectiveness of education technology was released by the National Center for Education Evaluation and Regional Assistance, a research arm of the US Department of Education. The study found achievement scores were no higher in classrooms using reading and math software products than in classrooms without the new products.

Researchers looked at elementary and secondary classes in 132 schools. The teachers that participated used more than a dozen software products to help deliver their lessons. Nearly all the teachers received training on the products and believed they were well prepared to use the technology in their classrooms. When asked whether they would use the products again, nearly all teachers indicated that they would. The report was based on schools and teachers not using the products in the previous school year. Whether products are more effective when teachers have more experience using them is being examined in a follow-up study. The report detailed the effectiveness of the products as a group and did not review the performance of particular programs.

[Sorry, no link]

Get a job, doofus!

http://www.azcentral.com/arizonarepublic/news/articles/1110student-perpetual10.html

http://www.badgerherald.com/news/2006/04/20/lechner_aims_to_grad.php

He has compiled a 2.9 grade-point average

He has 242 credits (that's 20/year - noticeably less than full-time)

He has accumulated $30,000 in student loans

He has majors in theater, communications, and liberal studies; his minors are in pre-school education, health education, and women's studies. (One could not get a more useless collection of majors by throwing darts randomly at a school catalog.)

UW-Whitewater is not even a national university; it's ranked as a master's university by USN&WR.

Here we go again

The homework debate

http://blogs.edweek.org/teachers/webwatch/2006/09/homework_under_fire.html

http://www.slate.com/id/2149593?GT1=8592

http://kerryfoxlive.com/wordpress/?p=3286

One comment stuck in my mind:

[...] Many teachers lack the skills to design homework assignments that help kids learn and don’t turn them off to learning. Today, schools of education provide varying levels of training in the art of designing homework assignments that are more than busywork, usually imbedded in courses about curriculum. Many, however, offer none [...]

Cheating!

MBA students are the biggest cheats of all graduate students, with 56% admitting to using crib notes in exams, plagiarism or downloading essays from the web.

Among engineering students 54%, and among science students 50%, admitted to cheating. And even among the most honest group, the social scientists and those studying humanities, 39% admitted cheating.

Even more cheating is reported in undergraduate degree programs.

Words fail me.

Fox News Story on College

Fox News ran a special on college tuition, which discussed whether or not college was worth it. I often propose the unpopular notion that college is not for everyone and is often not the right decision. However, the misinformation propagated as news in this story made my blood boil.

The most appalling error was a comparison of (a) lifetime earnings of college graduates minus tuition versus (b) lifetime earnings of high school graduates. So many errors permeated this story that it is impossible to explain them all, but here are the biggest (and keep in mind we're talking about a one minute clip here). Let's look at the smaller items before I point out the most egregious of the errors.

• The story used the earnings of an average college graduate, but tuition from an elite private institution (whose graduates will earn more than the average college graduate).
• The use of the average earnings of college graduates was incorrect, since the earnings of those who have MORE than a college education would have also needed to be taken into account.
• The calculation did not account for time value of money (interest, inflation).

Each of these errors changes the magnitude of the difference between the high-school number and the college number but does not have a huge impact. What most shocked me about this calculation was that it double-counted the effect of college tuition, and this DOES have a huge impact on the calculation - to the extent that it makes the decision come out the opposite of what they were saying in the story.

What they did was subtract tuition from the college graduates's earnings - fair enough. But then they also took the tuition money and projected it at (an unreasonably high) interest over the working lifetime of the high school graduate. You can't have it both ways! ARGH!

Interesting

From the Yale's math department's "Tips for Teachers" web page:

It is dangerous show your students that you are wasting your precious time teaching these ignorant fools.

Note the choice of words. It doesn't say "have your students think that"; it says "show."

Repeat to your students, colleagues and to yourself that you like to teach.

And maybe you will even start to believe it.

No wonder the really high-end departments have such a reputation for bad teaching.