A Modest Proposal For Our Public Schools

We live in the age of “big ideas” regarding how we can improve K-12 education in America.

We need personalized learning. Flipped classrooms would help. Teachers and students need to practice mindfulness. We could use more classroom technology—or perhaps less. No child will be left behind. Every student will succeed. I anxiously await the Lake Woebegone Education Act of 2035, which will mandate that every child be certifiably above average.

Let’s face the hard truth right here and now: All these many, many decades of reforms later, real and lasting improvements in K-12 academic outcomes are hard to find, and much of the available evidence points to further systemic declines.

Standardized tests continue to show that huge numbers of students are failing to learn, but apparently we should pay no attention to these test scores because they are nothing but a “snapshot” that fails to capture the “whole child”. As a result, hordes of high school graduates will continue to enroll in college each year—yet be wholly unprepared for college work—and flunk out after a semester or two. This is, however, not a reflection of the work being done (or not being done) at your local public schools. These danged kids must be partying too much.

Local news media—which pretty much operate as transcription services these days—will continue to report that their public schools are doing a fine job because these local television stations and newspapers really have no alternative but to do so. To report honestly about deficient academic measures and outcomes runs the risk of angering homeowners who are worried about their property values and contractors who are equally worried that the latest school construction bond might not pass and hence screw them out of lovely, fat paychecks. Any national or governmental data on broader problems with our country’s public schools do not, of course, apply to the schools in your own community, which the local news media have assured you are doing an excellent job preparing your children for successful futures. The circular logic of it all is a wonder to behold.

However, if a child is willing to sit in a classroom—or anywhere inside the building—so that your local district can collect their daily apportionment of state tax dollars, all will be well. If a student doesn’t like to write, that child can complete an “alternative” assignment—draw something, perhaps? If a child flunks a test, there is no need for worry—the school will likely allow unlimited test retakes. Hate to take notes or study? A student need have no concerns about that—count on a “study guide” the day before the quiz that contains all the answers. If nothing else works, your child can always enroll in a “credit recovery” course where, after watching a few movies and jotting down some random thoughts, full course credit will be expeditiously granted.

There are, of course, still public schools where some standards are maintained—and more and more charter schools are opening to provide alternatives for frustrated parents and students—but the daily reality for many children and adolescents throughout the length and breadth of our nation is maximum busywork and minimum learning. These problems later wash up on the doorsteps of our nation’s beleaguered community colleges, which are expected to somehow remediate 13 empty years of schooling within the span of a single semester.

I have suggestion so radical that to speak it out loud almost tempts a bolt of lightning to strike: Start flunking students who cannot perform to a minimal level of competence, which should translate into skills that would give that student a 50/50 chance of earning a C in a first year college course.

This does not seem an unreasonably high standard to set, and it would both bring some much-needed rigor back into our nation’s public schools and provide some reward for hard work. Our current system of striving to pass any student who can fog a mirror has turned much of our core coursework into a joke and has convinced everyone—students and teachers alike—that caring about learning is a waste of time.

Our unrealistically high graduation rates would obviously dip were we to adopt this standard throughout our nation’s schools, but those who thereafter received a diploma would at least have some assurance they possessed a good portion of the skills necessary to succeed in college or job training—and would not be condemned to a life of nothing other than the most minimally skilled jobs.

As odd as it might be to say this to those many Americans who are unaware of the diploma mills that so many of our public schools have become, implementing and sticking to this standard would entail a shock to the system akin to violent revolution. Rather than just pencil-whipping students through the grades, it would involve actual teaching, assessment, learning, and the many stresses of hard and sustained work—with no guarantee of success—that were once common in our nation’s public schools. Those teachers and administrators who cannot adjust to this new reality would need to be pushed aside, the happy nonsense that consumes so much of the average school day would need to be discarded, and both students and parents would need to face up to the fact that failure is sometimes a necessary stop on the path to actual learning.

Our other option is, of course, to continue to chase every educational fad that comes along, make excuses, and keep right on cheating many, many eighteen year olds of their futures while giving them nothing but an utterly false sense of their own competencies. A renewed commitment to teaching and learning seems an obvious choice to make, but one should never underestimate the corrosive powers of the inertia, laziness, petty politics, and bureaucratic timidity that are the hallmarks of American public education today.


Fragile Youth?

Cause flaming youth will set the world on fire
Flaming youth will set the world on fire
Flaming youth, our flag is flying higher and higher and higher
Kiss, Flaming Youth (1976)

If one is to judge from recent studies and data, our adolescents and young adults are far less fiery than they once were. In fact, those who track such trends argue that young men and women are far more depressed, anxious, and troubled than at any time in our history.

One aspect of this question that needs to be first considered is that we live in the age of Big Data, and there has never been a time in human history that had the tools we now possess to chart and graph every fluctuation in our individual and collective moods. Americans were not tweeting at Gettysburg, and nobody was using Snapchat to document their daily activities during the Great Depression.

Our incredibly outer-directed existences are a marked contrast to our more circumspect ancestors, and any comparisons between our very demonstrative present and a past where it was considered peculiar to share every detail of your life with total strangers inevitably crashes into both epistemological and methodological difficulties that are inherently unresolvable, so our collective happiness or unhappiness relative to the pre-Internet world of only a few decades ago is basically unknowable.

There are, however, those who argue that we live in times so tumultuous that it is driving our youth and young adults to the brink of madness, and this is the reason that so many young people need medication, therapy, trigger warnings, safe spaces, and soothing affirmations to struggle through to the end of each day—which tends to do nothing but make their elders shake their heads. Folding up into a quivering, sobbing heap because of the results of an election makes no sense to your grandfather, who at your same age was leaning out the door of a helicopter gunship near Da Nang and hoping not to have his head blown off before his boots hit the ground.

It could, in fact, be persuasively argued that a great many of those who have come of age in America over the past several decades have been more cushioned from harm than could ever have been imagined by any previous generation—which hasn’t been altogether good. Perhaps all the soft padding underneath the monkey bars and participation trophies have done nothing but create young adults who are simply unfamiliar with the bumps and bruises that are an inevitable by-product of life. A familiarity with failure helps prepare young people for the rigors of life outside of the nest, and parents who insist on plowing every possible obstacle from their children’s paths during their formative years should probably be less astonished if their precious offspring crash and burn when they attempt “adulting”.

In addition, we likely need to wrench the cell phones out of our children’s hands because their voracious consumption of social media has turned them into a bunch of lab rats frantically pushing the lever to obtain a food pellet. Tying your self-worth to how many “friends” you have or how often your posts are “liked” by total strangers has produced a lot of unnecessary angst for a lot of young people who fail to recognize that a life lived online is no life at all. There is much to be said for a life less-connected, and transforming the normal insecurities of adolescence into a 24/7 addiction to the approval of others via an iPhone is a prescription for nothing other than misery for millions of teens. If one were to set out today to design a system as insidiously damaging as possible to the emotional health of our young, I will wager no one could come up with anything worse than Facebook is right now.

However, we cannot blame all of our children’s problems on over-protective parenting and Mark Zuckerberg. It is a tough world out there, and misguided social experiments and government policies have quite often backfired and made it even tougher for many. Having watched a great many adolescents and young adults parade through my classroom over the years, I can readily assert that divorce is a disaster for many, the ever-escalating costs of living put incredible pressure on individuals and families, and the pathological financial irresponsibility of our leaders has had—and will continue to have—real and lasting consequences for everyone. Thankfully, I still see many young men and women who have their heads screwed on just fine, and this helps me to take all the clucking about “kids these days” with the healthy dose of skepticism it truly deserves.

This does not, however, mean that we do not have real problems that are causing real pain to our young. We are, sadly, well-past the point of easy fixes, but perhaps we can yet be convinced to roll up our sleeves, work cooperatively, and reclaim our lives and our nation for the simple reason that we honestly have no other choice. We owe it to ourselves, but we really owe it to our children most of all. We need to do what we can to hand them a country a little less screwed up than it is right now, and we must not allow their flaming youth to simply go up in flames. They deserve at least that much from their supposedly-wise elders.

The Problems Posed By To Kill A Mockingbird

Recent media reports regarding efforts by a school district in Biloxi, Mississippi to drop To Kill A Mockingbird from their curriculum have generated understandable concern. As schools continue to grapple with both disorienting societal changes and increasing political polarization, we are inevitably going to see more challenges to specific classroom content and practices, which should concern any professional educator. Anger rarely results in good policy decisions.

Our societal discord certainly connects to broader questions regarding what we expect of our K-12 schools. That fine line between education and indoctrination will be ever more difficult to discern as educators struggle to find ways to challenge students to think without falling into the trap of preaching to them. However, given the well-documented deficiencies in critical thinking skills that colleges and employers must grapple with today, it is more important than ever to encourage our K-12 schools to shake students from their easy assumptions and comfortable mental inertia. The question is, of course, how best to do this.

I’ve taught To Kill A Mockingbird to high school students in the past, and they were often shocked to read about the routine degradations inherent in the entrenched racial discrimination of our nation’s history. If nothing else, the novel served as a lesson that allowed us to ladder into discussions about what has—and still has not—changed in America today. It has been many years since I’ve had the opportunity to teach this particular novel, but I suspect that my classroom lessons and activities regarding To Kill A Mockingbird would need to be very different now because I would be compelled to address uncomfortable changes in our perceptions of the characters and their motivations.

The cartoonish delineation between the heroes and villains in To Kill A Mockingbird has always posed pedagogical problems, although it eases reading comprehension for an audience often composed of 8th or 9th graders. On the one side we have the Ewell family, who are a caricature of what we expect—and perhaps prefer—our racists to be, an ignorant and violent clan devoid of even an iota of decency or honesty. Facing off against them, we have Atticus Finch, a caring and compassionate lawyer and tragic widower raising two intelligent and inquisitive children who are miraculously free of the least taint of racism. Caught in the middle we have Tom Robinson, falsely accused of rape by the evil Ewells, and the very personification of stoic dignity in the face of injustice. There are no shades of gray among these main characters; there are only, if I may be forgiven this analogy, broad strokes of black and white.

To Kill A Mockingbird, were it to be published today, would likely face a somewhat more mixed critical reception. Aunt Alexandra’s desperate efforts to put a gloss of girlishness on the tomboyish Scout would likely be more harshly judged by contemporary feminist critics. Mr. Dolphus Raymond’s sexual relationships with African-American women would raise questions regarding power differentials and consent. Boo Radley’s peculiar interest in his prepubescent neighbors, which obviously includes covertly observing them and following them outside the house at night, might not be so wondrously free of any question of pedophilia—or at least “stranger danger”—in today’s less innocent world. It may well be that the year of the novel’s publication back in the mists of 1960 was the very last moment in our cultural and social history when the questions and answers seemed quite obvious and easy, so complexity and nuance could be blithely set aside in the pursuit of an uplifting fable.

I’ve always been a bit leery of joining in the chorus of hosannas regarding To Kill A Mockingbird, and perhaps this is because I have always found Atticus Finch a bit less than admirable—which I realize is near to sacrilege to some. Although he has the best possible intentions in the worst possible situation, Atticus Finch and his legal machinations, in a final and flinty-eyed analysis of outcomes, actually come to nothing. Tom Robinson is dead, no minds are changed, and the Jim Crow system that informs the actions of the town and its people is wholly unaffected.

Atticus Finch’s attitudes and actions are in many respects a foreshadowing of the well-meaning (but ultimately ineffectual) white liberals in the 1960’s whose best intentions would be overrun by the flame and fury that finally destroyed Jim Crow segregation and its many local permutations. Although the novel suggests that readers should derive some cosmic satisfaction from the death of the thoroughly despicable Bob Ewell, which also allowed Boo Radley to finally reveal his essential human decency (although it might be reasonably observed that manslaughter is a mighty odd plot device to get there), it would be impossible to argue the trial of Tom Robinson produced any significant changes in the town or its people.

Of course, all of this speaks to the many moral compromises that inform the book. The worst of the town of Maycomb and its racist attitudes is on display, but the best of the many small but significant accommodations the decent need to make each day to survive in an indecent world also bear our examination. It could be argued, if one really was looking for hope for a better future, that the most moral course of action Atticus Finch could have pursued would have been to refuse to represent Tom Robinson, thereby removing the thin veneer of respectability that placates those whose mute compliance is needed. Imagine how different the novel would have been if Judge Taylor had not been able to use Atticus’ stirring but pointless speech to soothe the consciences of those who knew just how profound an injustice was being done. Moral but meaningless victories serve the needs of tyrannies that need to smooth over the rawness of oppression, and we should not fail to recognize that Atticus’ carefully restrained outrage sounded lovely but changed nothing at all.

All of this is, of course, beside the point of why the novel is now often banned. The norms that now rule in many communities judge the politically incorrect—but historically accurate—usage of the “N-Word” as both insult and casual descriptor to be too much to bear in our sensitive school and social climates. This is understandable, but it also opens up opportunities for classroom discussion of the novel and its context. If we are going to crusade to excise every questionable bit of U.S. history from our schools instead of engaging in the conversation, research, and exploration of our past that is a core mission of education, we condemn our children to facile sloganeering instead of intelligent and well-rounded inquiry that will prepare them for a future where the answers will be neither obvious nor easy.

Perhaps the key to continuing to use To Kill A Mockingbird in our nation’s classroom is to gently remove it from its pedestal and recognize its limitations—just as acknowledging our own human limitations is the precursor to a better understanding of our world and ourselves. To Kill A Mockingbird is not a perfect novel, and the tiresome insistence on canonizing it impedes an honest engagement with what can be learned from a thoughtful and critical reading. Just as a person can be wonderful but flawed, so can a book fall into that same category. If we can accept this, perhaps we can finally move forward instead of squabbling without end, which ultimately does nothing to improve the education of our children.


Perhaps Our Compassion Needs A Little Push

Some news stories entertain us. Some arouse our curiosity. Yet others raise concerns.

However, on occasion we encounter a story that makes the hair on the back of our necks stand up and leads us to wonder just what in the heck is happening to our world—and just such a one recently tumbled out of the great state of Florida.

For those of you who may not have heard of this particular—and disturbing—event, please allow me to summarize:

On July 9th a man named Jamel Dunn drowned in a pond, and his body was later found. Local police were alerted to a cell phone video that documented Mr. Dunn’s drowning—and the five teens present can be heard taunting and mocking him from the shore as he struggled. None offered assistance, and no one thought it was necessary to use that cell phone to call 911. Their apparent glee as Mr. Dunn finally slipped beneath the surface of the water is both chilling and appalling. As there is no law on the books that affirms a responsibility to offer assistance or summon it, it seems the charges that can be levied against these uncaring young people begin and end at the level of a misdemeanor, which is a shock in itself.

One can hardly summon the words to describe just how horrifying all of this is.

Of course, the next—and entirely natural response—is to complain about the desensitizing effects of violent media and video games, the decline in our personal morality, our loss of a sense of shared community and responsibility, or the effects of neglectful (or absent) parenting on the youth of our nation. Although all of these factors may have played some part in the response—or lack of one—to Mr. Dunn’s struggles and demise, I wonder whether we are seizing on facile excuses that avoid the core of the issue before us.

We are, sad to say, not a naturally compassionate or gentle species, and the history of humanity is knee deep in the blood of others. Although we like to believe that we have outgrown our ancestral aggressions and evolved into a higher form than our forebears, the worldwide conflicts of the 20th century and many regional slaughters that continue around the globe to this very day seem to contradict the notion that we have entered an enlightened era of reasoned debate and spiritual awakening. Brute force—or at least the threat of it—still typically wins over uplifting rhetoric. One need only to remember Joseph Stalin’s blunt dismissal of the power of the Pontiff—“The Pope? How many divisions has he got?”—to properly understand the harsh limitations of moral suasion.

However, with all this said and true, there seem to be problems more worrisome affecting many of our young people today—and it is difficult to discern what they might be. When one adds up the broken—and breaking—homes where so many young people are raised today, an ever more coarse society, rampant drug use and abuse, and the economic stresses affecting so many households, one might find some reasons for what ails today’s youth, but I find these explanations to be unpersuasive on the whole. There seems to be more to consider.

First off, we need to ask whether our youth are actually more violent and troubled, or we simply perceive this to be the case. Although it is fashionable—and sadly acceptable—to roundly criticize the behavior and demeanor of young people today, I wonder whether the mass media finds the misdeeds of the dysfunctional few generates more viewers and readers than the plain fact that most teenagers are trying to do the best that they can in a bewildering and difficult world. Some follow the unhappy path of these Florida teens toward nihilism and numbness—and the pity we feel for Mr. Dunn for having crossed their paths might extend to these young people as well. All are, in their own ways, victims.

Still, the cell phone video and the comments captured on it are disturbing, and they speak to another unique problem facing young people today, the ready opportunity to document their mistakes on their cell phones right along with all the adults in this world who wish they had never sent that sexy text message, posted a drunk selfie, or engaged in a video chat with someone intent on embarrassing them. What has marked our world since the start of the 20th century—and has accelerated with lightning speed in only the last decade or so—is our ability to document man’s inhumanity to man or our own foolishness. Are we more shocked by hatred, violence, and indifference to the suffering of others simply because we can now so easily and thoroughly document and share it?

So are young people today more cruel or uncaring than previous generations? Stories that defend this idea are great click bait and may touch upon some uncomfortable truths about the most troubled of today’s youth, but to make such an assertion demonstrates what an insular and comfortable bubble so many of today’s commentators inhabit.

Just as we in the developed West are insulated from the horrors of war by our reliance on smart weapons and drone warfare, so have incredible changes in neighborhood policing helped to buffer many of us from the end results of daily human conflict. As much as some might decry this reality, infinitely more aggressive and sophisticated police techniques have successfully turned the tide of crime and violence in many corners of our society thanks to vast technologically-driven improvements in surveillance and detection. Those who complain incessantly about our terrifying young fail to realize that we now live in the safest society in the history of the civilized world—although some urban neighborhoods still suffer from elevated crime rates due to gang activity or localized issues The brutal behavior of some young people against this relatively placid background seems to scream out by comparison.

And what does all this mean in regard to those idiotic Florida teenagers who filmed a man drowning—and were later pleased and proud to share the video record of their cruelty with others?

On the continuum of human behavior, both their actions and inaction brand them as bullies and braggarts with no regard for others. Their obliviousness to human suffering and lack of concern with personal consequences certainly flag them for mental health evaluation, and some court-ordered supervision and treatment could provide some benefit, but I am eternally dubious about the practicable outcomes possible through modern psychology. Whether any of these youngsters will have further dealings with the legal system—their utter heartlessness could mark them as either future attorneys or defendants—will be for another day to tell.

However, the inability of law enforcement to hold them responsible for their actions speaks to grievous flaws in our laws—and only further sharpens our revulsion regarding their behavior. Perhaps something good can come from this horrible, terrible circumstance—although I am certain this is cold comfort for Mr. Dunn’s family and friends.

Given that human behavior often changes for the better only when a penalty is involved, perhaps we need to change our local, state, and federal laws in order to enact felony penalties for failing to report harm or potential harm to others. If we can require that educators be “mandated reporters” in cases of suspected abuse or neglect, we can certainly ask everyone to affirmatively act as his brother’s—or sister’s—keeper in order to save and protect lives. It seems nonsensical that any of us should be legally allowed to turn away from another in distress, and this strikes me as a change in the law that is long overdue.

We, of course, expect that everyone will watch out for everyone else without prodding or threat, but the case of these Florida teens is unique only because of the careful self-recording of their unconscionable conduct—people often fail to do what is right without anyone ever noticing it. I realize that civil libertarians are going to complain about the potential for new and improved laws to turn us all into “spies and snitches”, but I suspect that the benefits far outweigh any potential drawbacks. I am certain that I am not the only one who would rather everyone in the vicinity be legally compelled to pull out their phones and call the police if an old lady is being bludgeoned by a group of thugs. They need not jump into the fray themselves, but bystanders should be held criminally accountable if they do not phone for assistance.

Perhaps this is just weary life experience talking, but I no longer presume others will inevitably do what is right when asked to speak up to protect a stranger—or even a close family member. Therefore, it could be to our benefit to recognize this human shortcoming and move to remedy it. We might hate the fact that pushing people to do what is right is necessary, but it seems by far the wisest course of action.

We can, of course, still do what we can to reduce the violence in movies, television, and video games so they do not harm our children. In addition, focusing on improving our morals, building our communities, enhancing our personal connections to one another, and increasing our quality time with our families would be all for the good. However, a recognition of our flaws and limitations as human beings is also necessary so that we make changes to our laws that will compel us to help one another—just in case such actions do not come naturally.

Why Do Many College Students Fail To Succeed?

A significant component of the conversation surrounding higher education these days has to do with improving student success—particularly for those college students who start off in remedial/developmental courses in Reading, Writing, and Math. Those who have not closely followed the disturbing trends regarding the completion of bachelor’s degrees on America’s ivied campuses over the last couple of decades might be surprised at where we are now, according to the National Center for Education Statistics in the U.S. Department of Education:

The 6-year graduation rate for first-time, full-time undergraduate students who began seeking a bachelor’s degree at a 4-year degree-granting institution in fall 2009 was 59 percent. That is, 59 percent had completed a bachelor’s degree by 2015 at the same institution where they started in 2009. The 6-year graduation rate was 59 percent at public institutions, 66 percent at private nonprofit institutions, and 23 percent at private for-profit institutions. The 6-year graduation rate was 62 percent for females and 56 percent for males; it was higher for females than for males at both public (61 vs. 55 percent) and private nonprofit institutions (68 vs. 62 percent). However, at private for-profit institutions, males had a higher 6-year graduation rate than females (24 vs. 22 percent).” [See “Note” at bottom of this post for explanation of school types.]

Six-year graduation rates for first-time, full-time students who began seeking a bachelor’s degree in fall 2009 varied according to institutional selectivity. In particular, 6-year graduation rates were highest at institutions that were the most selective (i.e., had the lowest admissions acceptance rates) and were lowest at institutions that were the least selective (i.e., had open admissions policies). For example, at 4-year institutions with open admissions policies, 32 percent of students completed a bachelor’s degree within 6 years. At 4-year institutions where the acceptance rate was less than 25 percent of applicants, the 6-year graduation rate was 88 percent.

It should perhaps not be a surprise that 6 year graduation rates, which seems to be the new American standard for completing a 4 year degree, vary so dramatically based solely upon the selectivity of an institution. Indeed, some argue that the overall poor college completion numbers in the United States are simply a function of more and more students seeking college degrees, so we should not be concerned. This is merely, the thinking goes, Darwinian academic selection at work.

However, the fly in the ointment is fairly easy to discern: An educational system that excels at educating only the brightest is failing the vast majority of America’s college students. Fixes that have been proposed or enacted to address problems with college completion rates range from more structured programs of study to increases in financial aid to campus mentoring programs—all of which have the potential to help some students after they arrive on campus but fail to address the underlying causes of their academic distress, our chronically underperforming K-12 public schools, which hobble our nation’s students in three key areas:

Poor Work Habits

After years in pokey and desultory high school classes, many students simply do not understand what will be required when they step foot on a college campus for the first time. They mistakenly presume classroom instruction and assignments will continue to slow down to meet their needs and are shocked college instructors will insist academically-deficient students work extra hard to reach college level proficiency—immediately, if not sooner.

Moreover, given that so much of the work in college must be completed outside the classroom because of the limited time available—a class may meet for only a couple of hours each week—the now-fashionable dismissal of homework as a hopelessly antediluvian educational artifact means that many high school graduates will be thrown into a situation where they are wholly unprepared to succeed, one where well-developed and disciplined study habits are an absolute necessity for academic success.

Weak Academic Preparation

Where does one begin? The problems that our nation’s public schools have with teaching and learning are so well-documented by now that they scarcely bear repeating. Of course, many affluent parents continue to comfort themselves by loudly insisting that their children’s public schools—all shiny and new—are doing a great job, but nothing could many times be further from the truth. The fact of the matter, according to a recent study by Education Reform Now, is that 1 in 4 college students will require remedial coursework—and 45% of these students will come from upper-income and middle-income households. Half of these students placing into remedial classes will start in our nation’s community colleges, but the other half will be enrolled in four-year undergraduate programs. Nonetheless, you will find no shortage of individuals and groups loudly proclaiming that America’s public schools are doing a heck of a job.

Denial: It’s not just a river in Egypt.

Lack Of Proper Time Management

This third problem is inextricably linked to the first two. Because they often fail to understand the amount of work they will be required to complete outside of their weekly class meetings—and are often academically unprepared besides—many students are sunk before they even start because they overbook themselves. Not understanding that a full course load is a full-time job in and of itself, students get crushed beneath their other commitments—jobs, children, family, friends, and recreation—and realize too late that there are only a certain number of hours in the week.

In addition, unlike high school classes, where deadlines are often extremely flexible or simply non-existent, college professors take a unsurprisingly flinty view of vacations booked mid-semester and tales of woe regarding the modern equivalent of “the dog ate my homework”, the lost flash drive. Although it might not seem so seen through the lens of popular culture, college is just like a job, and the “supervisors” expect punctuality and performance. I still find it amazing that so many students think nothing of being chronically tardy or absent and routinely fail to turn in their assignments on time—yet they believe their professors are being completely unreasonable if they give a poor grade.

Of course, more in-depth advisement when registering for classes might be a great help to some, but it is often difficult to convince students that college requires a lot of diligent work when they have little experience with anything beyond the dull reality today’s high school: show up when you can, hang out and pay little attention, turn in something you whipped together at the last minute, get a check mark for effort, advance to the next grade level whether you’ve learned anything or not, and eventually receive your diploma.

Ultimately, one question that many college freshman and their parents should be asking is this:

Why do so many public schools give young adults diplomas if they haven’t learned anything?

I wish I had a good answer for that….


Note: Public colleges and universities are those that operate with state supervision and support, and institution names—the University of Illinois, for example—are a clear indication of their nature. Private non-profit colleges and universities—what we typically imagine when we think of a college or university—operate with private funding (tuition, fees, endowments, donations, etc.), and their tax-exempt status allows more spending on students and research. Private for-profit colleges and universities are operated by private companies, often focus on career and technical programs—and are accountable to private shareholders who expect a return on their investment.