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fliptop [soylentnews.org] writes:

The quality of the education that our children are receiving in America’s public schools just continues to go down. At one time, the concern was that not enough students were taking advanced courses. But now we have reached a point where a very large portion of our high school graduates cannot read effectively, cannot write effectively and cannot do basic math effectively [discernreport.com]:

Dr. Kent Ingle is the president of Southeastern University, and he recently authored an excellent piece in which he warned that reading levels among incoming college students are so bad that many are struggling “to understand basic text on a page [msn.com]”…

A stunning report revealed that many university professors now find themselves teaching students who struggle to read, not just to interpret literature or write essays, but to understand basic text on a page. According to Fortune, a growing number of Gen Z students enter college unable to “read effectively,” forcing professors to break down even simple passages line by line.

That trend should alarm every parent, employer and policymaker in this country. It is not just an academic concern. It is a cultural crisis.

This is not some random guy that is making these claims.

This is the president of a major university.

[...] Large numbers of students that are entering our colleges must take remedial math courses that teach concepts that should have been taught in elementary and middle school [theatlantic.com]…

Five years ago, about 30 incoming freshmen at UC San Diego arrived with math skills below high-school level. Now, according to a recent report from UC San Diego faculty and administrators, that number is more than 900—and most of those students don’t fully meet middle-school math standards. Many students struggle with fractions and simple algebra problems. Last year, the university, which admits fewer than 30 percent of undergraduate applicants, launched a remedial-math course that focuses entirely on concepts taught in elementary and middle school. (According to the report, more than 60 percent of students who took the previous version of the course couldn’t divide a fraction by two.) One of the course’s tutors noted that students faced more issues with “logical thinking” than with math facts per se. They didn’t know how to begin solving word problems.

The university’s problems are extreme, but they are not unique. Over the past five years, all of the other University of California campuses, including UC Berkeley and UCLA, have seen the number of first-years who are unprepared for precalculus double or triple. George Mason University, in Virginia, revamped its remedial-math summer program in 2023 after students began arriving at their calculus course unable to do algebra, the math-department chair, Maria Emelianenko, told me.

Previously: Professors Issue Warning Over Surge in College Students Unable to Read [soylentnews.org]

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