Testing the Teachers

Wednesday, April 25, 2012
There’s an atmosphere of grand fragility hanging over America’s colleges. The grandeur comes from the surging application rates, the international renown, the fancy new dining and athletic facilities. The fragility comes from the fact that colleges are charging more money, but it’s not clear how much actual benefit they are providing. Colleges are supposed to produce learning. But, in their landmark study, “Academically Adrift,” Richard Arum and Josipa Roksa found that, on average, students experienced a pathetic seven percentile point gain in skills during their first two years in college and a marginal gain in the two years after that. The exact numbers are disputed, but the study suggests that nearly half the students showed no significant gain in critical thinking, complex reasoning and writing skills during their first two years in college. This research followed the Wabash Study, which found that student motivation actually declines over the first year in college. Meanwhile, according to surveys of employers, only a quarter of college graduates have the writing and thinking skills necessary to do their jobs. In their book, “We’re Losing Our Minds,” Richard P. Keeling and Richard H. Hersh argue that many colleges and universities see themselves passively as “a kind of bank with intellectual assets that are available to the students.” It is up to students — 19 and 20 year olds — to provide the motivation, to identify which assets are most important and to figure out how to use them.

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