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Back to May Ed Reporter

'Best' Colleges are Dumbing Down

The National Association of Scholars (NAS), the nation's leading higher-education reform organization, has published a devastating 65-page report on the dumbing down of the 50 top undergraduate colleges and universities. The NAS used U.S. News & World Report's annual listing of "America's Best Colleges" (including both private and public) and compared the years 1914, 1939, 1964, and 1993.

The NAS concludes that students no longer learn the common core of knowledge once taken for granted as essential to a liberal-arts education. The universities have simply purged from the curriculum many of the required courses that formerly taught students the historical, cultural, political and scientific basics of our society.

The number of mandatory courses has been dramatically reduced from an average of 9.9 in 1914, to 7.3 in 1939, to 6.9 in 1964, and to 2.5 in 1993. The formerly universal requirement that students take a basic survey course in several important areas has virtually vanished.

Universities now offer very few courses that require prerequisites, which means that very few college courses now require any advance knowledge or preparation. In 1914, universities offered an average of only 23 courses per institution that did not require a prerequisite course; in 1964 the figure had risen to 127; today, the number is 582.

Only 12% of universities now require a thesis or comprehensive examination to get a bacheloržs degree. As late as 1964, more than half of universities did.

The college year has been shortened by about one-fourth. In 1914, college classes were in session an average of 204 days a year; by 1939 the number had dropped to 195; in 1964, to 191; and today students and teachers are expected to show up in class only 156 days per academic year.

Few colleges teach writing any more. In 1914, nearly all universities had required courses in English composition; by 1964 the figure was 86%; today, itžs only 36%.

Ditto for math. In 1914, 82% of the universities had traditional mathematics requirements; by 1964 only 36% did; now, only 12% do. In 1914, 1939 and 1964, more than 70% of the institutions required at least one course in the natural sciences; that figure has now fallen to only 34%.

Most college graduates have studied little or no history. In 1914, 90% of our elite colleges required history; in 1939 and 1964 more than 50% did; but now only one of the 50 schools has a required history course.

Literature courses were required at 75% of the institutions in 1914, and at 50% in 1939 and 1964. Today, not one of the "best" institutions has a literature requirement.

Meanwhile, the total number of courses offered at undergraduate institutions has increased by a factor of five since 1914, and has doubled since 1964, but that doesnžt offer more opportunities to become an educated citizen. The majority of these additional courses are on narrow and idiosyncratic subjects of interest to the professors but almost worthless to the students.

Many courses are not college courses at all; they are designed to teach students what they didnžt learn in high school. Sometimes these courses are called "remedial," but the institutions prefer euphemisms such as "second tier" and "sub-freshman."

Unheard of prior to 1939, today non-college courses are offered in 70% of the elite universities, and most of them award college credit.

The NAS concludes that our best colleges and universities no longer turn out graduates who have even an elementary knowledge of our civilization and its heitage. They do not learn the basic facts of our countryžs history, political and economic systems, philosophic traditions, and literary and artistic legacies, and the result is that we are in danger of losing the national cohesion of a known and shared American heritage.


 
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