Cheating College Students

CHEATING COLLEGE STUDENTS

By Cal Thomas

Tribune Media Services

"If you can read this, thank a teacher," says the bumper sticker on the

car in front of me. But literacy is more than the ability to read a

bumper sticker. It also includes the accumulation of basic knowledge

combined with a way of thinking that allows an individual to lead a life

that is personally productive and contributes to America's health and

welfare.

For the second year in a row, America's elite universities and colleges

have failed to rise above a "D plus" on tests of basic knowledge about

civics and American history, maintains a study commissioned by the

Intercollegiate Studies Institute's (ISI). In 2005, ISI contracted with

the University of Connecticut's Department of Public Policy (UConnDPP)

to administer tests of basic historical and civic knowledge to 14,000

students at 50 top schools, including Yale, Harvard, Cornell, the

University of Virginia, Brown and Duke. The survey found that students

"were no better off than when they arrived in terms of acquiring the

knowledge necessary for informed engagement in a democratic republic and

global economy." Since an education at top colleges can cost as much as

$40,000 a year, it would appear that those paying the bill are being

cheated.

ISI's final report entitled "The Coming Crisis in Citizenship: Higher

Education's Failure to Teach America's History and Institutions,"

presented four pivotal findings:

1. The average college senior knows very little about America's history,

government, international relations and market economy. Their average

score on the civic literacy test was 53.2 percent. "No class of seniors

scored higher than 69 percent, or D plus."

2. Prestige doesn't pay off. "An Ivy League education contributes

nothing to a student's civic learning. ... There is no relationship

between the cost of attending college and the mastery of America's

history, politics, and economy."

3. Students don't learn what colleges don't teach. "Schools where

students took or were required to take more courses related to America's

history and institutions," says the ISI, "outperformed those schools

where fewer courses were completed. The absence of required courses in

American history, political science, philosophy and economics suggests a

negative impact on students' civic literacy."

America's most prestigious colleges had the worst scores. Many of the

schools that typically rank the highest in popularity score among the

lowest in advancing civic knowledge. Generally, the ISI study found, the

higher the ranking by U.S. News and World Report in its annual survey of

institutions of higher education, the lower the rank in civic learning.

"Even when controlling for numerous variables that influence learning,

seniors at schools with reasonably strong core curricula - for example,

Rhodes, Calvin and Wheaton - had double the gain in civic learning

compared with those seniors at schools without a coherent core

curriculum - for example, Brown, Cornell and Stanford."

4. Greater civic learning goes hand-in-hand with more active

citizenship. "Students who demonstrated greater learning of America's

history and its institutions were more engaged in citizenship activities

such as voting, volunteer community service and political campaigns."

The study found that "86 percent of the students at the four

highest-ranked colleges had exercised their right to vote at least once.

At Colorado State, ranked second overall, 90 percent of seniors had

voted at least once. ... Higher civic learning and greater civic

involvement are closely associated."

Here are three of the test questions. Even partially informed people who

believe American history is a better teacher than fascination and

fixation on the latest news about Britney Spears and O.J. Simpson ought

to be able to answer them correctly. The entire 60 multiple-choice

questions can be found on ISI's Web site, www.isi.org.

1. Which battle brought the American Revolution to an end: (a) Saratoga

(b) Gettysburg (c) the Alamo (d) Yorktown (e) New Orleans?

2. The Gulf of Tonkin Resolution (1964) was significant because it: (a)

ended the war in Korea (b) Gave President Johnson the authority to

expand the scope of the Vietnam War (c) Was an attempt to take foreign

policy power away from the president (d) Allowed China to become a

member of the United Nations (e) Allowed for oil exploration in

Southeast Asia.

3. Which of the following is the best measure of production or output of

an economy (a) Gross Domestic Product (b) Consumer Price Index (c)

Unemployment rate (d) Prime Rate (e) Exchange rate?

Everyone should take the test. No cheating and no, I'm not going to give

you the answers. If you're interested enough to read this column, you

ought to be smart enough to know them. If not, then you paid too much

college tuition, or didn't take college seriously enough to get a real

education.

In 1777, John Adams wrote to his son about the importance of education.

He said it was necessary to teach the next generation about America's

founding principles in order to preserve the freedom and independence so

many of his fellow countrymen sacrificed to achieve. Only when we know

and embrace those principles can we pass on to a new generation that

which we inherited from the past. The ISI study reveals severe cracks in

that foundation, which need immediate attention and repair.

(Direct all MAIL for Cal Thomas to: Tribune Media Services, 2225 Kenmore

Ave., Suite 114, Buffalo, N.Y. 14207. Readers may also e-mail Cal Thomas

at tmseditors@tribune.com.

(c) 2007 TRIBUNE MEDIA SERVICES, INC.