
Let’s concede at the outset that many students find their college years enlightening and enriching. But something is rotten in the state of academia, and it is increasingly hard not to notice.
There once was a time when employers could be reasonably certain that college graduates had a basic sense of the world and, as a minimum, could write a coherent business letter. That is simply no longer the case, as some academic leaders appear ready to admit.
Harvard’s former president, Derek Bok, mildly broke ranks with the academic cheerleaders when he noted that, for all their many benefits, colleges and universities “accomplish far less for their students than they should.” Too many graduates, he admitted, leave school with the coveted and expensive credential “without being able to write well enough to satisfy employers … [or] reason clearly or perform competently in analyzing complex, nontechnical problems.”
Bok noted that few undergraduates can understand or speak a foreign language; most never take courses in quantitative reasoning or acquire “the knowledge needed to be a reasonably informed citizen in a democracy.” Despite the massive spending on the infrastructure of higher education, he conceded, it was not at all clear that students actually learned any more than they did 50 years ago.
This knowledge deficit has been a long time coming.
Indeed, a recent survey of the nation’s top-ranked public universities by the American Council of Trustees and Alumni found that only nine of them required an economics course for graduation; just five required a survey course in American history; and only 10 required that students take a literature course. Despite the lip service given to “multiculturalism” on campus, the study found that: “Fewer than half required even intermediate study of a foreign language.”
This knowledge deficit has been a long time coming.
By 1990, the cost of four years at an elite private college had passed the median price of a house in the United States. But a survey sponsored by the National Endowment for the Humanities in 1989 found that a majority of college seniors would flunk even a basic test on Western cultural and historical literacy: 25 percent could not distinguish between the thoughts of Karl Marx and the United States Constitution (or between the words of Winston Churchill and those of Joseph Stalin), 58 percent did not know Shakespeare wrote “The Tempest,” and 42 percent could not place the Civil War in the correct half-century.
Most seniors were unable to identify the Magna Carta, Reconstruction, or the Missouri Compromise; they were “clearly unfamiliar” with Jane Austen’s “Pride and Prejudice,” Fyodor Dostoevsky’s “Crime and Punishment,” and Martin Luther King Jr.’s “Letter From a Birmingham Jail.”
The question is no longer whether students have learned specific bodies of knowledge; it is whether they are learning anything at all.
These concerns now seem almost—quaint. The fact that college students had huge gaps in their knowledge was old news by the early 1990s. But today the question is no longer whether students have learned specific bodies of knowledge; it is whether they are learning anything at all.
This knowledge deficit has been a long time coming.
Indeed, a recent survey of the nation’s top-ranked public universities by the American Council of Trustees and Alumni found that only nine of them required an economics course for graduation; just five required a survey course in American history; and only 10 required that students take a literature course. Despite the lip service given to “multiculturalism” on campus, the study found that: “Fewer than half required even intermediate study of a foreign language.”
This knowledge deficit has been a long time coming.
By 1990, the cost of four years at an elite private college had passed the median price of a house in the United States. But a survey sponsored by the National Endowment for the Humanities in 1989 found that a majority of college seniors would flunk even a basic test on Western cultural and historical literacy: 25 percent could not distinguish between the thoughts of Karl Marx and the United States Constitution (or between the words of Winston Churchill and those of Joseph Stalin), 58 percent did not know Shakespeare wrote “The Tempest,” and 42 percent could not place the Civil War in the correct half-century.
Most seniors were unable to identify the Magna Carta, Reconstruction, or the Missouri Compromise; they were “clearly unfamiliar” with Jane Austen’s “Pride and Prejudice,” Fyodor Dostoevsky’s “Crime and Punishment,” and Martin Luther King Jr.’s “Letter From a Birmingham Jail.”
The question is no longer whether students have learned specific bodies of knowledge; it is whether they are learning anything at all.
These concerns now seem almost—quaint. The fact that college students had huge gaps in their knowledge was old news by the early 1990s. But today the question is no longer whether students have learned specific bodies of knowledge; it is whether they are learning anything at all.
In their widely cited book “Academically Adrift,” Richard Arum and Josipa Roksa concluded that 45 percent of students “did not demonstrate any significant improvement in learning” during their first two years of college. More than a third (36 percent) “did not demonstrate any significant improvement in learning over four years of college.”
Traditionally, the authors wrote, “teaching students to think critically and communicate effectively” have been claimed as the “principal goals” of higher education. But “commitment to these skills appears more a matter of principle than practice,” Arum and Roksa found.
“An astounding proportion of students are progressing through higher education today without measurable gains in general skills,” they wrote. “While they may be acquiring subject-specific knowledge, or greater self-awareness on their journeys through college, many students are not improving their skills in critical thinking, complex reasoning, and writing.”
But those are precisely the skills that employers increasingly expect from college graduates. A 2013 survey of employers on behalf of the Association of American Colleges and Universities found that 93 percent of employers say that a demonstrated capacity to think critically, communicate clearly, and solve complex problems is more important than a candidate’s undergraduate major.
More than three-quarters of the prospective employers of new college graduates said they wanted colleges to put more emphasis on such basic skills as “critical thinking, complex problem solving, written and oral communication, and applied knowledge.”
Trashing the Curriculum
So how could we spend so much for so little? The most obvious answer is that colleges and universities frankly don’t care whether students learn much of anything.
Once again, Harvard’s Bok is willing to admit that administrators have few incentives to worry about something as irrelevant as student achievement because student learning can’t be monetized and doesn’t do anything to advance academic careers. “After all,” he writes, “success in increasing student learning is seldom rewarded, and its benefits are usually hard to demonstrate, far more so than success in lifting the SAT scores of the entering class or in raising the money to build new laboratories or libraries.”
The dumbing down of elementary and secondary education has made its way to the collegiate level.
There are, of course, other factors at work. The dumbing down of elementary and secondary education has made its way to the collegiate level; too many unprepared students are admitted despite their inability to do college-level work. Nearly four out of 10 college faculty now agree with the statement “Most of the students I teach lack the basic skills for college-level work.” This inevitably contributes to the flight from teaching (few professors want to teach remedial courses) and the overall lowering of standards.
This general indifference to what, if anything, students learn is embodied in the modern curriculum that enables students to study just about anything, without necessarily learning much at all.
By Charles Sykes @SykesCharlie. This is an excerpt from “Fail U.: The False Promise of Higher Education” by Charles Sykes. Copyright © 2016 by the author and reprinted with permission of St. Martin’s Press, LLC.
Read our article on overhauling higher education titled It’s Time to Overhaul Higher Education of October 25, 2015.

In back-to-back interviews with Fox News, Wikileaks founder Julian Assange criticized the U.S. media for “incredible politicization” in its coverage of the presidential election, and vowed there are more shoes to drop before the Nov. 8 vote.
Federal authorities are investigating a weekend stabbing in Virginia to see whether the attacker may have been trying to behead a victim and whether the attack was inspired by the Islamic State terror group.
Did you know that 64 people were hacked to death by Islamist Terrorists this week in the Congo?
And hey–whatever happened to those hundreds of kidnapped school girls in Nigeria–taken to be sold off as young wives and sex slaves of Islamic Terrorists (cashing in on their promised virgins a little early)? Remember Michelle Obama’s #BringBackOurGirls campaign? If so, you’re the only one, because Michell and Barack haven’t mentioned a word about them in quite a while.
Here is the problem with these kinds of poll results. If these number hold true throughout the global Muslim population, 13 percent of the 1.6 billion Muslims in the world leaves us with approximately 208 million Muslims who support violent jihad.
With this November’s election looming just over the horizon, the topic of voter fraud is popping up much more frequently in our news feeds.
integrity laws in
Guns are a tricky topic. Very rarely do you find voters ambivalent about gun violence, gun safety, etc. Someone is either strongly pro-gun rights or pro-gun control, which makes a civil conversation difficult to start or maintain. But the solution isn’t to avoid the topic.
Shortly after Hillary Clinton left the Obama administration, the State Department quietly took steps to purchase real estate in Nigeria from a firm whose parent company is owned by a major donor to the Clinton Foundation, records obtained by Fox News show.
Two complaints of vote buying, four complaints of felons voting or registering to vote, and a voter registration under the name of a dead person are among the matters Georgia Secretary of State Brian Kemp’s office is reviewing.
WikiLeaks founder Julian Assange implied in an interview that a murdered Democratic National Committee staffer was the source of a trove of damaging emails the rogue website posted just days before the party’s convention.
Speaking exclusively to Breitbart News, political polling pioneer Pat Caddell said the Reuters news service was guilty of an unprecedented act of professional malpractice after it announced Friday it has dropped the “Neither” option from their presidential campaign tracking polls and then went back and reconfigured previously released polls to present different results with a reinterpretation of the “Neither” responses in those polls.


Democrats have changed America in a truly dramatic way. They failed to maintain the evil practice of slavery, losing the Civil War to the Republicans, then instituted Jim Crow laws to keep American blacks as an underclass, and fighting civil rights and voting rights laws, right up until they could no longer resist Republican pressures in the 1960s.
Because the power of the Democrats is institutionalized, lurking in government bureaucracies, federal agencies, school administrations and university faculty, and news producers, record companies and motion picture studios, at this point we must utilize the opportunities afforded us by the current anti-establishment wave, and do everything in our power to de-fund and de-fang these entrenched institutions.
Prosecutors dropped all remaining charges against three Baltimore police officers accused in the arrest and death of 

Democrats have changed America in a truly dramatic way. After failing in their bid to keep slavery legal in the late 1800s, they came back with several ploys to break down the American way of life, finally diluting the personal protections afforded by the U.S. Constitution by championing the Sixteenth and Seventeenth Amendments.
Donald Trump has opened up a 7-point lead over 


Let’s concede at the outset that many students find their college years enlightening and enriching. But something is rotten in the state of academia, and it is increasingly hard not to notice.
Harvard’s former president, Derek Bok, mildly broke ranks with the academic cheerleaders when he noted that, for all their many benefits, colleges and universities “accomplish far less for their students than they should.” Too many graduates, he admitted, leave school with the coveted and expensive credential “without being able to write well enough to satisfy employers … [or] reason clearly or perform competently in analyzing complex, nontechnical problems.”
Bok noted that few undergraduates can understand or speak a foreign language; most never take courses in quantitative reasoning or acquire “the knowledge needed to be a reasonably informed citizen in a democracy.” Despite the massive spending on the infrastructure of higher education, he conceded, it was not at all clear that students actually learned any more than they did 50 years ago.