Walter E. Williams
What Will They Learn?

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When parents plunk down $20, $30, $40 and maybe $50 thousand this fall for a year's worth of college room, board and tuition, it might be relevant to ask: What will their children learn in return? The American Council of Trustees and Alumni (ACTA) ask that question in their recently released publication, "What Will They Learn: A Report on the General Education Requirements at 100 of the Nation's Leading Colleges and Universities."

ACTA conducted research to see whether 100 major institutions require seven key subjects: English composition, literature, foreign language, U.S. government or history, economics, mathematics and science. What ACTA found was found was alarming, reporting that "Even as our students need broad-based skills and knowledge to succeed in the global marketplace, our colleges and universities are failing to deliver. Topics like U.S. government or history, literature, mathematics, and economics have become mere options on far too many campuses. Not surprisingly, students are graduating with great gaps in their knowledge -- and employers are noticing."

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The National Center for Education Statistics reports that only 31 percent of college graduates can read and understand a complex book. Employers complain that graduates of colleges lack the writing and analytical skills necessary to succeed in the workplace. A 2006 survey conducted by The Conference Board, Corporate Voices for Working Families, the Partnership for 21st Century Skills, and the Society for Human Resource Management found that only 24 percent of employers thought graduates of four-year colleges were "excellently prepared" for entry-level positions. College seniors perennially fail tests of their civic and historical knowledge.

The American Council of Trustees and Alumni graded the 100 surveyed colleges and universities on their general education requirements. Forty-two institutions received a "D" or an "F" for requiring two or fewer subjects. Twenty-five of them received an "F" for requiring one or no subjects. No institution required all seven. Five institutions received an "A" for requiring six general education subjects. They were Brooklyn College of the City University of New York, Texas A&M, University of Arkansas (Fayetteville), United States Military Academy (West Point) and University of Texas at Austin. Twenty institutions received a "C" for requiring three subjects and 33 received a "B" for requiring four or five subjects. ACTA maintains a website keeping the tally at Whatwilltheylearn.com.

Walter E. Williams's Biography
Dr. Williams serves on the faculty of George Mason University as John M. Olin Distinguished Professor of Economics and is the author of More Liberty Means Less Government: Our Founders Knew This Well.
 
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80 Comments So Far
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offshore Wrote: Sep 01, 2009 8:52 AM
of pocketbooks will only drive college administrators to seek the comfort of government funding. Socialized education!

The sound of no freshmen is the sound that will work best.

Watch for the rise of the online college that delivers an education at a reasonable cost.
Kimbra Wrote: Aug 31, 2009 12:46 PM
I totally agree - a recent college grad, I was not challenged as much as I had hoped to be, and still desire more learning.
However, it begins in the high school classroom as well. Entering college is far more challenging these days than high school even. If we can reform our public primary and secondary education to be more challenging and less accomodating to mediocrity and "feel good" self-esteem oriented teaching, the colleges will hopefully follow suit.
wix Wrote: Aug 27, 2009 9:19 PM
It very sad that society puts so much emphasis on years in school and sheep skins but so little on knowledge. My father went only as far as the 8th grade but he studied all his life. He owned a successful business and could discuss most subjects with a measure of sohpistication. How many people in the past contributed much to science and literature who had very little formal education? I think the biggest asset a parent can give a child is to have them understand that education is a life long adventure and it's something you do, not something done to or for you in a school building. Vic
gahotdog Wrote: Aug 27, 2009 3:47 PM
Here in Coastal SE Georgia many (run of the mill) high school students don't know the names of the rivers that seperate us to the North from South Carolina and to the South from Florida. It'd blow your mind to know their answers to where the Adirondack Mountains are located: Mexico, Germany, Russia or none of those listed?

Try it for yourself with high school kids in your area. Questions like: Which state are the Pocono Mountains in? Is Ohio east or west of the Mississippi River? Is Syracuse in California or New York? Which came first World War 1, The Revolutionary War or The Civil War? Is Rome in France, Italy or Germany?

And the RINO's and Democrats are taxing us to pour into the rat hole of public education which is pumping out high school graduates that should still be in 6th Grade.
John Wrote: Aug 26, 2009 11:24 PM
I checked the website you referenced. Baylor University is another Texas school that earned an A; however, I would prefer an economics requirement in the curriculum.
scott g Wrote: Aug 26, 2009 11:18 PM
He/she will be taught that:
(1) THe illegal alien is an economic asset to the U.S.--the truth: illegals cost the state of Calif 15 billion per year.

(2) that the U.S. can continue to borrow, and print money indefinitely with no ill effects upon the economy---Other countries attempting
that course of action have universally failed.

(3) that "social Justice) demands that the unemployed pot-smoking nere-do-well be supported (and his health care funded) by productive members of society.

(4) That unrestricted indulgence in pleasure is the goal of life--the restraints advocated by Plato and Jesus be damned. There are of course more little jewels of liberal wisdom.
Neal from PA Wrote: Aug 26, 2009 7:21 PM

I am amazed that today's high school grads do not even know the fundamental workings of their own government...federal, state & local. They cannot even name all fifty states of the union; nor their capitals. They do not even comprehend geography; world or US history. They cannot solve basic math problems without a computer or calculator. Most cannot even string more than two coherent sentences together.

WHY?...Because high standards have been lowered or eliminated altogether to accommodate a few at the expense of the many. All in the name of diversity, inclusiveness, political exploitation and correctness, judicial activism, and liberalism. All this has found its way into the many Colleges and Universities that have produced, and is now producing our future, leaders.

lilly Wrote: Aug 26, 2009 6:40 PM
I can think of all kinds of people vitally necessary to our world whose work does not require an understanding of "how wealth is created". For starters:

1. The nurse who takes care of you on the Intensive Care Unit while you are hooked up to 15 machines and are hovering between life and death.

2. Your dentist.

3. The woman who takes care of your child in preschool (so your wife can hold down a job to pay for your McMansion and SUV, bought with your created wealth). With patience and kindness she teaches your kid how to share, how to be patient and wait a turn, that it's safe to be with grownups other than parents, and where it's OK to pee.

4. The Spanish teacher teaching Spanish to your son, who intends to become a priest and serve in Central America.

5. Your priest.

"Wealth" has become a religion with some Republicans. Let those who wish to become economists do so; however, let us not disparage those whose interests and talents lie elsewhere.
Mac Moore Wrote: Aug 26, 2009 6:24 PM
Lilly offers, "Either you think that studying philosophy, literature, and history is a waste of time and a kid does better to go into the hardware business with his uncle, or you don't."

Whoa! There lilly!

Study what you like, but schools that do not boiler-plate a mandatory economics understanding are unitentional contributors to the causes of poverty.

America is loaded with highly educated citizens that have no idea about how wealth is created or destroyed. To them Welfare is manna from heaven. They have no idea that the tax that delivered the Welfare also delivered the poverty. They just don't get it.

So, we continue in the death sprial, taxes for welfare that creates more poverty, so we tax even more for welfare, creating more poverty, so we tax even more .... and so on.

This new Health Care bill promises to put us all on Welfare! How smart is that? Soon double-digit unemployment will be as normal in America as it is in Europe -- with everyone locked in their own class and no prayer of escape.
Mac Moore Wrote: Aug 26, 2009 6:07 PM
Lucky us! Thanks Educators!!!!
LuLu Wrote: Aug 26, 2009 5:51 PM
I strongly support a broad liberal arts education. As an undergraduate I completed a double major in History and Social Science. My History degree was extremely rigorous as our professors were preparing us for graduate school.

Not all schools are the same, and standards have been routinely lowered for over 50 years, but what many are describing here was not my experience. I read several books beyond text books every week and had several 20+ page papers due in every class every semester as well as constant smaller papers.

I'm happy to have majored in the Liberal Arts, and work in a highly technical and analytical field now even though both my undergraduate and graduate degrees were not technical. When asked how I produce white papers on a broad array of technical topics even though I am not (name the field of study), I reply that I learned as a History major to read, retain, and analyze large quantities of information in order to produce numerous papers covering various historical periods, events, and cultures.

Even if everyone wanted to be a chemist, computer scientist, nuclear engineer, etc., there are certainly not enough jobs for them. Not to mention that there are numerous jobs that require the skills acquired through a vigorous liberal arts education.

That being said there are a lot of ridiculous courses being offered such as the history of hip hop, or surveys of situation comedies, etc.
Ric Wrote: Aug 26, 2009 5:21 PM
I went to college in the ‘60s, was in business in the ‘70s, taught college in the ‘80s and retired young in the ‘90s. Here’s what I have concluded about college education.

Most but not all liberal arts degree programs are overly slanted to the arts and social sciences and away from the hard sciences. Liberal arts programs should be better balanced.

The better universities really are better. On the average the students they accept are smarter and/or better prepared, the courses they offer are on the average harder, and the faculty on the average are more inspiring because of their greater academic achievements in the areas in which they teach. There is nothing more inspiring than studying some topic under one of the world experts.

The main purpose of a liberal arts education is to refine the student’s ability to think and learn and to understand the thought processes of others. This should not preclude preparing the student for professional employment and/or pursuing a graduate degree.

Distribution requirements or other means of getting students to study fields other than their major concentration cannot make up for lack of preparation in these areas. If by the time students finish high school they haven’t acquired fluency in English, a reasonable background in other critical subjects such as math, the physical and biological sciences, economics, history, and government, and some familiarity with works of literature and the fine arts, they should be required to do so before starting a college. A liberal college education is not a cure for inadequate preparation for college. It is something that builds on adequate preparation for college.
FeedFwd in Austin, TX Wrote: Aug 26, 2009 5:17 PM
When conservatives decry liberal arts studies as a waste of time, they are offering an opinion. It may be an informed opinion based on experience and exposure to many self-proclaimed schools of liberal arts. But not all liberal arts schools are equal and there are exceptions that prove the rule. Hillsdale and Grove City are some other examples of schools offering a pretty good liberal arts education. One common thread is they limit or avoid entirely government funding. They live and die in the free market. Conservatives for the most part prefer a free market. Part of a free market, whether for goods or ideas involves advertising. What conservatives think is that choice is good and we should take responsibility for the choices we make. Dr Williams is advising people against making poor choices with unfortunate consequences. Apparently, there is some agreement. Perhaps the thesis is too complex or nuanced for you to grasp. Did you receive a public education?
FeedFwd in Austin, TX Wrote: Aug 26, 2009 5:07 PM
The original concept of university has been somewhat forgotten. It used to be to prepare you for life, not for a specific job. Today's world does include jobs that require training equivalent to or maybe beyond traditional university level education, technology and medicine being but a couple of examples. It seems that outside of technology and some professions, universities have devolved into a place for ill prepared high school graduates to find themselves, usually at the local bars. :(
FeedFwd in Austin, TX Wrote: Aug 26, 2009 5:07 PM
You make a good point. Engineers are generally motivated academically and have a load to cover in math, science, and technology before graduating. It is easy to come to the opinion that liberal arts courses offer little or no value. But as a counterpoint, I note that many engineers in industry simply settle into their technical niche. They often have a hard time selling ideas and projects to management who can approve such projects because they lack training in the art of persuasion and sometimes lack an understanding of finance, economics, and risk analysis. Those engineers who seem to be most successful or effective or that rise up in management or move into allied areas like sales and consulting seem to have developed a broad array of skills that are not part of the typical undergraduate engineering curriculum. No doubt, some are learned on the job or in work relatged training or even outside of the classroom, but I truly believe some liberal arts studies would benefit most engineers when they move into their careers. Of course, that assumes colleges and universities are actually teaching liberal arts, which judging by my experience and some of the posts in this thread, isn't very common. When job hunting or simply networking in a casual or semi-formal environment, it can be helpful to have a grasp of the world, the arts, history, current events beyond the latest gossip on MJ or Brittany Spears, and an ability to communicate and think on your feet. Otherwise you can easily be mistaken for a stereotypical, boring nerd.

lilly Wrote: Aug 26, 2009 5:06 PM
Conservatives seem confused about higher education. Often they post that a liberal arts education is a waste of time, but just now my inbox turned up an ad (put there by conservative Human Events) for Thomas More College with a posthumous pitch from Robert Novak. You can't have it both ways. Either you think that studying philosophy, literature, and history is a waste of time and a kid does better to go into the hardware business with his uncle, or you don't. Either you think that asking "What is truth?" is a joke, or you find the question interesting. Either you think that knowing a foreign language or two is of value or you are suspicious of foreign languages and the filthy foreigners who speak them. Can't be both.

Also, higher education has trends. In the mid-1800s, classical scholars were horrified when universities offered science curricula. In the 1920's, ditto when it became possible to get a college degree in business. And the more we send more kids to more colleges, the more curricula get watered down. Right now, in a huge upswing of populism, we are hearing scholarship ridiculed and devalued; people with advanced education are disparaged as "elites" eg snobs. Back to the frontier.
Eric Wrote: Aug 26, 2009 4:58 PM
Today's youths will come out of college dumber than they did going in.What is seriously lacking today is old-fashioned common sense and the ability to think freely.
ThinkingMan66 Wrote: Aug 26, 2009 2:52 PM
Back when I was applying for college, I had great entrance exam scores but realized I could not afford the expensive private schools. I instead cobbled enough money together to attend the state university. During my freshman year I rapidly found out that education is what you get out of it. Many of my friends and I (we were engineer and hardcore science majors) were busy in the dorms studying for our next calculus, chemistry, and physics test when outside of my dorm were many the so-called liberal arts majors from communications to english majors were protesting the Iraq war. I once asked said protester about how many credits they were taking and how many tests/projects a weeks they were required to do. Shockingly, they told me they might have an occasional one to two page paper a week due and a final essay 4-5 pages due during finals week. They complained about how hard it was to pass the basic 100 level basic science course. This compared to (my friends and I) 16-18 credits a semester with advanced thermodynamics, quantum mechanics, and biochemistry courses. The same people that I saw that day complained of how they could not find a job when graduation year rolled around. This compared to my friends and I who were getting job offers left and right for 40k and upto 60k.
Their costs were the same as mine but the results are not. They squandered the opportunity given to them. Education is what you get out of it. No amount of money will make the lazy smarter or more educated. I believe that we have a system in place at many universities and government institutions that rewards people to take the easy route, not to work hard, or take risks to inspire students to educate themselves.
Bob O Wrote: Aug 26, 2009 2:30 PM
I think that institutionalized higher learning is the dinosaur of our age. Since the core values that shaped our understanding of "What is truth?" "What is beauty?" and "What is good?" were rejected over the years, the administrators and instructors were set adrift in a relativistic sea that led to the meaningless morass that is prevalent today. No one should be surprised that a student graduates with a lousy education. We should be surprised when he or she does get well educated! It was surely in spite of the environment, not because of it.

Too bad there are so many other ways out there to educate ourselves. I think we can kiss the overpriced, stodgy, "so-far-leaning-left-they-ought-to-fall-over" universities good-bye. Newer forms of higher education can flower overnight in the digital age. And when it comes to education, all you cash strapped parents, remember, "let the buyer beware!"

And all you entrepreneurs, talk about an opportunity! "Better education for less!" It's an easy sell, if you can prove your results.
Keith Wrote: Aug 26, 2009 2:23 PM
Sounds to me like parents and students should take this study seriously--and look for schools that got an F!

I'm an engineer, and when I was in school 10 years ago, the 7 "general ed" classes we had to take were the most dreaded wastes of time we had. The rest of my classes taught me how to do a variety of engineering tasks, preparing me for my future. The "general ed" classes taught me some interesting facts of no use to me professionally.

People often say these classes and liberal arts degrees are there to teach you how to think critically. I say they just teach you to think like the professor. Every student knows the easiest way to get an A in those types of classes are to agree with the professor. They also mention how these classes are there to teach you how to write, but that wasn't my experience. "Generel ed" classes had plenty of writing, but they didn't teach you *how* to write. It's not the same thing.

I lament that colleges aren't viewed as job training. I've heard liberal arts majors say "I'm not here to get a job--I'm here to get an education." These very same people are crushed when they can't get a good job with their anthropology degree! They obviously hoped that it would get them a job anyway. I wish colleges would do *more* job training. In engineering, you had to choose what you wanted first semester freshman year, because there were so many required classes that you'd fall behind otherwise. *That* is something that you can't replicate by reading a book.

I should mention that I went to an above-average (public) HS where I learned how to write, about civics, and took math through calculus 2. I wasn't illiterate when I hit college, so I didn't need them to teach me to read.
Mr. Ecko Wrote: Aug 26, 2009 2:09 PM
It's not that the virtues and aims of the Left are necessarily bad...it's simply that they isolate one virtue (charity) from almost all others (truth, justice, prudence, etc.).

I don't think you'll read a better article on that very point than this one: http://robbymoeller.blogspot.com/2009/08/virtues-gone-wild .html
Ron Wrote: Aug 26, 2009 1:46 PM
My kids had a similar problem. Their high school had two calculus teachers, man and wife, with each teaching half the students. She was an excellent teacher, and all her students did well. He couldn't teach it to save his life, and all his students did poorly. Every year, half the parents contacted the school board, demanded that he be fired, and were ignored, because the school board feared that, if he were fired, she would go with him, and they would have to hire two new calculus teachers. they preferred half the students be shafted, year after year, to having to do their jobs.
My kids learned calculus in college.

Tom #26: I had a problem with fractions. The first part of 5th grade was in one school district, and I never heard of fractions. In the middle of the school year, we moved to another district and the kids were in the middle of learning fractions, and I had to learn eveything they already knew, while keeping up with them.
CharlieEcho Wrote: Aug 26, 2009 1:44 PM
Until recently all you needed to get into the U of Illinois law school was good connections politically. We'll see if it changes. One Governor in jail and one due for presidential pardon.
FeedFwd in Austin, TX Wrote: Aug 26, 2009 12:42 PM
is noble as is volunteering for military service. It is an inarguable way of serving the country. I admire and respect the military and the citizens who serve. But Peace Corp and the military aren't the only way one serves their country. Take the case of an individual who is technically gifted and innovative. He is capable of discovering/developing some new wonder drug or energy source or whatever that will benefit the country and all of mankind. If he joins the Peace Corp or the military, his ability to work in his technical field will be delayed at the least and possibly destroyed. Are we better off or not? That is an opportunity cost. There are other problems with mandatory or even voluntary service, such as physical, emotional, or mental handicaps that make an individual unsuitable for service. I would encourage everybody to volunteer to serve their country and community, but I get real nervous when the conversation shifts to mandatory service or make work, government-managed volunteerism.
carole Wrote: Aug 26, 2009 12:38 PM
Paul, I agree with your assessment of what should be taught in high schools today. Fourteen months ago I retired from teaching high school English. One of my primary reasons for leaving education was finally reaching the end of my rope as far as the dumbing down of teens. It wasn't necessarily the kids so much as it was the parents who demanded A's and who covered for cheaters. Then the administration caved in every time a teacher would try to adhere to high standards. I am proud of the kids who passed through my classroom in my 36 years of teaching, and I say that based on their feedback and how shocked they were by the poor grammar and usage of their peers in college. Also, if you look at the quality of the questions and acceptable answers for state tests which are supposed to determine a school's ability to educate, you would be shocked. People now teach to the tests which tell students that grammar and spelling don't count. Questions that are supposed to determine reasoning skills are, for example, about teenage driving ages. Everything in education has been dumbed down, and the even sadder fact is that as older teachers retire, not all but many with high standards and good teaching skills, the younger teachers coming in don't know anything different and go along to get along. No wonder Obama appeals to younger people. He promises the world, with no sweat or sacrifice on their part, and they believe him.
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