As is seemingly happening more often than not, today, things that I wrote years back are still pertinent and sometimes even more so. The following was written by myself on 12/13/21:
“Math Professors Outraged as California Seeks to Downgrade Math in the Name of Social Justice”
Anybody with half a brain should be able to realize the multiple downsides to this absurdity. In an attempt to make some kids feel better about themselves, the Democrats in California want to completely eliminate the more difficult and challenging high school math classes. This way California students, predominantly those sociologically disadvantaged will never succeed in STEM careers because they will not be prepared to handle the rigors of college math. Why do I single out “those sociologically disadvantaged?” Simple. The more affluent will move their kids from public schools to private schools, where those who want to be challenged, can be. Likewise, affluent kids who want to learn more advanced math can do so in extra after school to tutoring, e.g. Russian math.
Interestingly this ties in quite well with a N.Y. Post headline from 10/12/23:
“ACT college readiness scores sink to 30-year low for US high school students in troubling trend.”
The article continued:
“The Class of 2023 might be the least prepared for the rigors of college coursework of any graduating class since 1991, according to newly released results from this year’s ACT college readiness exam.
ACT scores fell again this year, continuing a six-year trend that sharply accelerated during the COVID-19 pandemic as schools were placed on lockdown.
Last year, US students’ average ACT composite score was 19.8 out of a possible 36. This year, the average score slid to 19.5.
“The hard truth is that we are not doing enough to ensure that graduates are truly ready for postsecondary success in college and career,” Janet Godwin, CEO of the ACT said in a statement.
Just 21% of students taking this year’s exam met all four of ACT’s College Readiness Benchmarks, while the percentage of students meeting none of the benchmarks reached a record high of 43%.
The benchmarks correspond with the likelihood that students will succeed in credit-bearing first-year college classes.
According to ACT research, students who meet a particular benchmark have an approximately 50% shot at earning a B or better in the corresponding course and a 75% chance at earning at least a C.”
So think about the obvious. Many, many high school students are poorly prepared for college, and are therefore set-up to fail. At the same time “those who think they know best” are encouraging those who are poorly prepared for college to go to college. “Go ahead. Give it a shot. You deserve a chance at success!”
What “those that know best” do not say is that college loans are not dependent on graduating from college. If one does not succeed, and drops out of college after one or two years, that loan still has to be paid back.
In reality, if one wants to help minorities succeed in college, put the academic pressure on them in high school and before. Lowering the standards can only hurt those who are in most need of help.
10/14/23