See Thru Edu is a project of the Texas Public Policy Foundation
Thomas K. Lindsay, Ph.D., Editor in Chief and Director, Center for Higher Education, Texas Public Policy Foundation
93 percent of the college-admissions officers surveyed said they believed colleges lie about key data they report, such as average SAT scores of admitted students. Why? It makes their schools appear more selective, which attracts more applicants.
You’ll find out that there is a problem with faculty not teaching all that many courses. You will learn that the process of searching for a president—the board’s most fundamental responsibility—is full of traps, and that the reliance on an executive search firm often leads to neglect of the board’s responsibility.
President Marvin Krislov responded with an email to students on Sunday, saying he and the college’s deans opted not to grant the reprieve after giving the request serious consideration.
Students need accurate feedback on how they’re doing, not inflated grades that boost their egos.
Based on research conducted by the Coordinating Board and Houston Endowment on the fall 2000 cohort of Texas eighth graders, only 19% of them earned any sort of postsecondary credential within six years of expected high school graduation, and for the economically disadvantaged segment of this cohort the result was 9%.
Universities, in the beginning, had as part of their mission the inculcation of character. That isn’t exactly where they are today: a fact that goes far toward explaining and clarifying our cultural problems.
While the percentage of funding coming from state and local sources has fluctuated over the decades, it has stayed in roughly one steady, relatively narrow band, and we remain in that band today.
As long as public school officials are required to hire only prospective teachers who have gone through the education school mill, we – that is, the hapless children who desperately need academically-minded teachers — will continue to suffer from classroom mediocrities.
Some lawmakers are relying on high school diplomas as the main indicator of student readiness for college and whether or not a student needs remedial work. Unfortunately, the spotty and often poor quality of education that students receive in K-12 schools is what causes students to need remediation.
The clarity and urgency of this mandate for enhanced governance by trustees and alumni as defined by this significant report could not be more compelling.
