Who Will Teach Our Children?

The so-called “school to prison pipeline” has been a significant aspect of many discussions among education policymakers over the past several years. The idea that overly harsh or capriciously applied school discipline policies are priming students to fail later in life has led to a variety of local, state, and federal initiatives and laws designed to reduce the number of suspensions and expulsions meted out for even the most flagrant and repeated infractions of school rules. Those who support this new direction—which is a stark contrast to the “zero tolerance” policies of only a few years ago—are certain that a less consequence-laden environment will benefit a broad spectrum of our public school students.

​I always questioned the underlying logic of this new approach. Back in 2016 when legislative passage of SB 100 here in Illinois mandated a reduction in school punishments, I was not the only educator who wondered about the outcome, and I shared my concerns in a commentary published on my own blog and elsewhere entitled “Illinois Is Trying Out A New School Discipline Law, But Will It Make Schools Safer?”. Although I am certain there are many who still advocate for these new policies, the ongoing and serious teacher shortages experienced here in Illinois, which now impact 80% of the districts in our state, have been exacerbated by teachers leaving the profession in droves. This speaks to a crisis that many studiously choose to ignore.

However, teacher shortages are not only an Illinois problem. National statistics show that far fewer college students are majoring in education—and efforts to increase the pool of teachers through alternative certification programs have had only a marginal impact. Many districts struggle to even keep enough substitute teachers on board to cover normal daily teacher absences.

​Proposals to increase teacher salaries will hopefully encourage some to consider careers in education, but I do not believe a few more dollars in pay is going to be the magical incentive that many believe it will be. Except for a relative handful of egregiously overpaid administrators, K-12 education has never been a road to riches. Looking back over time, very few people became teachers because they were expecting stock options. Most entered the field—and stuck with it—because they enjoyed their students and derived great personal satisfaction from helping young people to learn in a safe and respective school environment.

​How much has this changed in today’s classrooms? National statistics from 2015-16, which I am certain grossly underreport the problem, indicate that 5.8% of teachers were physically assaulted by their students, and close to 10% were threatened with physical injury. These statistics fail to capture the ongoing and pernicious psychic toll of the rude, insulting, and slanderous treatment that so many teachers must endure from students—who know the consequences for their misbehavior will be slight. Too many teachers can tell depressing stories of students being sent the principal’s office after unloading a tidal wave of curse words—only to be sent right back to do it again. If, by chance, the student is actually punished, teachers often are then subjected to harsh criticism from a parent—one who will think nothing of continuing to harass that teacher online or troll them on social media.

In addition, the inevitable outcomes of decades of broken homes and societal dysfunction also land right on the school doorstep each day. Students who are depressed, traumatized, or abused are now a daily facet of the work lives of many teachers, who are given neither the tools nor the training to deal with problems that in many cases legitimately warrant hospital care. Throw in a smattering of pregnant students or teen parents, add a smidgen of suicidal ideation in essay assignments, a dash of cognitively damaged children, a splash of prescription and illegal drug use, and a soupçon of sexually aggressive and inappropriate classroom behavior, and a reasonable individual might wonder about the sanity of their career choice. Oh, we should not forget about all those “non-working” hours at home and over the summers that are consumed with grading and lesson planning. Why would you not stick around in the classroom—for thirty or more years?

​Let’s have a reality check: Is the promise of, say, a 5% raise really going to persuade our nation’s overworked and overstressed teachers to stay in the classroom? The price increases for Chardonnay and Xanax alone run far ahead of what cash-strapped districts can possibly offer to attract and retain effective teachers, who now can add the remote—but still frightening—potential for school shootings to their already expansive list of worries.

​Sadly, what would likely convince more teachers to stay in the classroom is what most school districts are least likely to provide: tougher discipline policies that include long suspensions or expulsions for repeat or flagrant offenders. Most teachers would like a raise (Who wouldn’t?), but most would likely much prefer a safer and more respectful classroom and school environment where they can focus on doing their jobs without fear of a student throwing a chair at their heads, cursing them out, or miming oral sex with a knowing smirk on their faces. Continuing to condone misbehavior out of some misguided desire to end the fabled “school to prison pipeline” robs the students who want to actually learn of their educations, reinforces the worst behaviors by a handful of students—and drives all but the most desperate or masochistic from the teaching profession. It is not the job of our nation’s teachers to be punching bags, and fatter paychecks will not solve our rapidly worsening teacher shortages.

We need to rethink the both the daily practices and long-term goals of our nation’s public schools if we expect the system to survive. If we do not, the problems will only worsen.

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Change Can Be Painful

I have been mulling over the concerning level of distress that now seems to infect so many of our personal and national conversations. Donald Trump is, to be certain, at the root of some of this because he refuses—or is simply unable—to finesse much of anything. President Trump finds the rawest possible nerve to rub at the most inopportune possible time—and keeps right on rubbing it no matter how loud the howls. I will agree with those who argue that he is an irritant; this is not much of a mystery.

It is, however, just as true that a great many problems we have tried desperately to ignore for decades are now impossible to avoid—and Donald Trump is many times simply the blunt instrument for our reckoning with unpleasant realities.

We are enslaved by public and private debt, the cost of medical care is outrageous, our public schools are failing many children, higher education is amazingly costly and often captive to ideological battles, homelessness and hunger haunt many, families and communities are fragmented, and there is a fairly pervasive sense that our governmental structures have devolved into self-serving parasites that pay little attention to the needs of those whom they claim to serve. All of this frustration and rage erupted last November, and our nation opted for chemotherapy over continued palliative care—hence at least some of the pain we are today experiencing. Aggressive treatment of our maladies is a shock to a system long accustomed to soothing platitudes and bland reassurance.

Now we have steep tax cuts and pointed discussions about reducing our expansive—and expensive—government structures. Tough questions are being asked about how to remake our healthcare and health insurance systems to reduce cost. Charter schools and school choice plans are corroding the public education monopoly. Higher education is suddenly having to justify both its mission and its stupendous cost. Public aid programs of all types are asking for much more responsibility from recipients. Zoning and tax policies that artificially inflate housing costs are under attack. People are pushing back against experts and policy makers who promote punitive and half-baked ideas regarding what is best for us.

As for government and government officials, they are disliked, distrusted, and disrespected by the vast majority of Americans—many of whom are now approaching a state approximating open rebellion. This is not surprising because our long national experiment with expanding government to provide endless freebies fueled by reckless borrowing has now crashed into the inevitable arithmetic of profligacy—eventually you run out of money. Avoiding real-life financial decisions by charging the spiraling costs of government programs rife with waste and inefficiency to future generations of taxpayers—who are now stuck with the tab—was loads of fun for elected officials who could keep handing out goodies without the political inconvenience of raising taxes to pay for them, but the incredibly large check for that stupendous party has now been dropped in our laps. Tough and divisive discussions are certainly ahead.

There is, in addition, a certain degree of anger generated by the very act of finally facing up to our problems. I find a good many of our recent hot-button debates concerning education, immigration, economic policy, and national defense seem animated by intense frustration over being forced to make hard decisions rather than being allowed to obliviously cling to questionable narratives and notions—heedless of cost or consequence.

After decade upon decade of waiting for improvements in hidebound public schools, parents are now demanding alternatives for their children. After abdicating control of our borders and endlessly extending the stays of those offered “temporary” refuge in America, enacting reasonable and long overdue immigration policy changes is a shock for a great many. Shrinking government and unshackling businesses from inane regulations seems very frightening to those who have grown comfortable with stultifying statist ideologies. Pushing back against terrorist groups and rogue states has terrified those who have forever counseled appeasement. At every turn, definitive and firm action has raised the hackles of those invested in bureaucratic inertia and willful ignorance.

It is clearly painful for some to have to abandon the familiar failures and pursue a new path. However, watching new charter schools succeed where others had failed, immigration laws and procedures being thoroughly debated and—President Trump’s alleged comments about “sh*thole countries” notwithstanding—vastly improved, business activity rising and unemployment shrinking while the stock market booms, and ISIS crushed at the same time North Korea is finally being forced to the bargaining table, it is increasingly difficult not to recognize that the time for a clean break with the failed ideologies of the past is right now. Bewailing successes that conflict with stale orthodoxy seems sillier by the day, and if we can stop imagining crises and instead work cooperatively to implement yet more fresh creative thinking regarding the issues facing our nation, we can likely achieve wonders.

Abandoning shibboleths is scary, adopting unfamiliar ideas is stressful, and accepting the necessity for change is upsetting. Nonetheless, we need to step out of our comfort zones and recognize that which is familiar may not be either helpful or good, and all the protests and complaints will not diminish the need for a thorough re-evaluation of ideas and philosophies that many have held dear for a very long time. We might not always be pleased—or even comfortable—with the decisions that are made as a result, but many times we—as a nation—will be better off.

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.

 

Education Blues

Listening to people discuss the state of public education in America today often reminds me of that old story of three blind men describing an elephant. One is holding an ear, another is holding a leg, and the last is holding the tail. Therefore, each has an entirely different idea of the elephant based on his limited “reality”.

Such is the case with so many of our assessments of public education today, and the realities described by all concerned many times boil down to naked economic and political self-interests that skew “reality” in one direction or another—and all are blind in their own wonderful ways.

Teachers and administrators working within traditional public schools see K-12 systems that are struggling against a tidal wave of societal dysfunction and doing a great job against all odds. This constituency both hates and discounts the dismal data provided by standardized testing, and they see test advocates as dupes and conspirators in a right-wing plot to defund public schools, destroy democracy, and turn our children onto compliant drones incapable of thinking of anything beyond the narrow interests of their cruel corporate and political masters Anything that even smells like an educational standard is immediately suspect because it might crush a child’s individuality and unique preciousness—and prompt unwelcome questions about academic outcomes. These individuals and their interest groups believe those who seek to highlight deficient educational results are simply partisan and wrong, and their pointed negativity also, by the way, might screw with a lot of paychecks—so cut it out!

Those outside of traditional public schools—particularly those pushing for charter schools and school vouchers—cannot believe that anyone would want to continue to pour money into public school systems that, if the numbers are to be believed, each year graduate vast numbers of young adults who can barely read, write, or perform the most basic arithmetic. They see public schools as entrenched and ossified failure factories that rob taxpayers today while producing generation after generation of illiterates who are fodder for tomorrow’s food stamp, public housing, and Medicaid programs—all of which will help to bankrupt our cities, states, and nation in the decades to come. To ignore problems with our public schools is, as far as they are concerned, a form of slow societal suicide. Give us your money, they shout, and we can definitely do a much better job educating your children than your local public schools.

As for the union bosses, think tank experts, education professors, and politicians lining up on one side or another, they are easy to both understand—and ignore. Their “expertise” is wholly a function of whatever will advance their careers. Whether they are sniffing for money, tenure, or votes, their motivations are obvious, deeply compromised, and unworthy of serious consideration—unless you are particularly partial to circular logic and pretentious posturing. If all of them were never heard from again, it would make not a bit of difference to intelligent discussions about improving the educations of our children.

Three blind men…

Those who advocate for spending more money on public schools are sometimes correct that targeted dollars can help our children, but they fail to account for a pervasive tendency to pencil whip students through the grades regardless whether actual learning has taken place, and their refusal to confront systemic academic shortcomings identified by standardized testing cripples their credibility.

Opponents of charter schools and vouchers are correct that sometimes these don’t work as well as expected, and they typically shirk any responsibility for educating children with special needs, but one simple fact cannot be denied: growing numbers of students who have escaped from traditional public schools are now succeeding in college at far higher rates than those left behind.

Politicians and education “experts” are sometimes correct that what is educationally preferable might not always be possible, but their default settings of blaming families and society for all that ails our public schools neatly avoids any discussion of the roles teachers, administrators, and staff all play and in gaming the numbers to both mask deficiencies and keep their funding flowing.

Given the countless economic and social advantages inherent in our nation, it is simply unbelievable that we stand firmly astride the lower-middle tier of nations in terms of our educational achievement, and it is a perverse tribute to the peculiar power of low expectations, active deception, and willful blindness that so many parents are still content to each day send their children public schools that will rob them of their futures while frittering away mommy and daddy’s tax dollars.

In the final analysis, the only policies that have any hope of helping each child reach their potential are those that give maximum power to parents and the least possible power to education bureaucrats, many of whom have built their careers on that most well-worn of governmental activities—spinning bad news into good. However, the feverish buffing and shining of academic outcome data that range from the mediocre to the disastrous is now unable to conceal that sad fact that we are saddled with a nation full of public schools that many times manage to combine the highest possible costs with the weakest possible results.

What should we do? The only way forward is simple yet revolutionary: partner with the schools and not the systems. I know that the systems currently control the schools and act as gatekeepers, but to the greatest extent possible parents and concerned citizens must find ways to bypass and—if at all possible—ignore those who preoccupy themselves with “adminis-trivia”, battle against any changes that might threaten their sinecures, and refuse to recognize the legitimate educational needs of students because to do so might allow for frightening honesty regarding the shortcomings of our public schools.

This is a tall order that is going to create stress for all concerned, but some discomfort might be exactly what is needed at the moment. Pursuing reforms within the parameters of what will keep the educational bureaucracies happy has produced decade upon decade of rearranging the deck chairs on the Titanic. For all the sound and fury surrounding the many widely-touted reforms to our public schools, shockingly little as actually changed—which is just what one expects when a broken system is asked to fix itself.

The revolution will, as all must, come from below—communities, parents, and students who are tired of being ignored, shortchanged, and shunted aside so that the paychecks can keep flowing to those who are screwing over so many of our children. Stop waiting for politicians and bureaucrats to change the future; they have not yet and never will. Unless those in the trenches are willing to march, boycott, and agitate, the brick walls of bureaucratic obfuscation and impenetrable jargon will continue to serve as obstacles to improving our children’s education—and “school choice” programs are the key to real changes.

Providing parents with the power to control where their child goes to school—public, private, or parochial—is truly the only viable way to ensure that progress is actually made because a system where the money follows the student will compel changes that are never going to happen as long as we stick to funding formulas where the student follows the money. As much as many dislike and distrust President Trump and Secretary of Education DeVos, their push for expanded school vouchers might be our best—and perhaps last—hope for rescuing our children from public schools that promise much, provide little, and push back against any common sense notions of accountability. Watching the frenzied efforts in Washington to bury school choice, a single question should rise in the minds of anyone who cares about our children and our nation: What are they so afraid of?

Any educational reform that fails to maximize parental power over the shape and content of each child’s education has no hope of succeeding. I realize that parents can sometimes be pushy and are occasionally unreasonable, and it is certainly true that we cannot ever allow a loud clique of parents to hold sway over any school because we run the risk of privileging the few at the expense of the needs of the many. However, the changes that are needed in our public schools will not come from above because too many have vested economic and political interests in the dysfunctional status quo—and decade upon decade of failed reforms have amply demonstrated the futility of trying to “work within the system”. It’s just like gambling in Vegas; in the long run the “house” will always win.

Now is the time for our children to win, and this is long overdue….

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.