…. Nationally, high-school graduation rates have increased at a steady clip even while other measures of learning and achievement—international exams, state-mandated standardised tests, college-admissions test scores—have been flat or even slightly negative. That could be because children are doing better, or because schools are lowering standards.
An ever-present element in these stories is the reliance on online credit-recovery classes. These are remedial courses delivered via computer that students can take if they fail a class, rather than attending summer school or being forced to repeat a grade. Jeremy Noonan, a former science teacher in Douglas County, Georgia, was assigned to supervise a credit-recovery course in 2016. Mr Noonan says a colleague told him that his responsibility was to manage the course so that students received an average grade of 80 or higher, which would enable them to graduate even if they failed the end-of-term exams.
The computer programme doing the teaching allowed students to retake exams they failed, with many of the same questions. “I realised right away it was all about manipulating the system,” he says. “Most teachers just gave the students the answers without bothering to explain the course content,” says Ayde Davis, a former public-school teacher in Del Rio, Texas, who reported violations to the state education agency. “Students could finish their courses at accelerated rates, the administration was happy, and credit-recovery teachers who co-operated were feted.”
Students completed exams at unreasonably fast speeds—one finished a physics exam in four minutes and earned an 80% score, according to records she saved. In the 2015-16 school year, 144 credits were given for recovery courses completed in less than ten hours, Ms Davis’s documents show. According to the makers of credit-recovery software, each course has between 60 and 75 hours of instruction.
It is not possible to know how many credit-recovery programmes are being used as diploma mills. But these courses are now widespread. The Fordham Institute, an education think-tank, estimates that 69% of all high schools in America use them. Some high schools have more than half of their students enrolled in credit-recovery programmes. They are especially popular in urban high schools attended by poor and minority students—in other words, precisely the places where graduation rates have risen fastest.
How did he get into very good medical schools with subpar scores (3.1 GPA)? Vijay Chokal-Ingam, who’s of Indian heritage, studied his chances of admission while Indian—and then resolved to pretend to be … African-American. Voila!
Admission into medical school is determined by the applicants GPA (Grade Point Average) and MCAT (the Medical College’s Admission Test), explains Tucker Carlson. The standard, however, differs by the appearance of the candidates.
The U.S. government hasn’t had an entrance test since … 1982. It abandoned both the Federal Civil Service Entrance Examination and the Professional and Administrative Career Examination (PACE) because blacks and Latinos were much less likely to pass either of them.
In academia, law schools have lowered the bar in admissions and on the bar exam. Universities run a “dual admissions system”—“one admissions pool for white applicants and another, far less competitive, pool for minorities.”