A report published on 19/11 in The Atlantic magazine highlighted a paradox within the American education system: high school graduation rates continue to climb, yet standardized test scores, such as the SAT, and the practical skills of Generation Z are sharply declining.

The University of California San Diego (UCSD), a highly-regarded institution within the American education system, provides a clear example. In just five years, the number of incoming students at UCSD who cannot perform basic calculations has increased 30-fold.

Many incoming university students in the US struggle with basic math problems. *Adobestock*

Instead of engaging with advanced mathematics, hundreds of first-year students are grappling with fundamental concepts like fractions, exponents, and basic equations – knowledge typically acquired in middle school. A survey of 900 enrolled students revealed that one in eight, or approximately 12%, lacked basic math proficiency.

"Many students arrive with near-perfect grade point averages (GPAs) yet fail the initial placement test," the UCSD report highlighted. The university has observed a growing deficiency in quantitative reasoning among students, necessitating the urgent introduction of additional remedial courses.

This issue extends beyond UCSD, affecting the entire University of California system and the nation. Beyond mathematics, university students' writing and language skills are also falling below high school benchmarks.

Several factors have been cited for this decline, including disruptions caused by the Covid-19 pandemic, universities waiving standardized test requirements such as the SAT and ACT, and expanded admissions policies. However, education experts contend that the core problem is "grade inflation."

Robert Pondiscio, an expert at the American Enterprise Institute (AEI), suggests that educational data is being manipulated. High schools face pressure to boost graduation rates to secure state funding, prompting teachers to grade more leniently. Consequently, the national graduation rate has risen from 74% to 87% over the past two decades, while average SAT scores have dropped by nearly 100 points.

The root of this issue is believed to trace back to the "No Child Left Behind" Act of 2002. Performance targets under the act reportedly compelled administrators to circumvent regulations, resulting in generations of students holding impressive diplomas but lacking substantive knowledge.

"The fault does not lie with the children. It is deplorable that adults push students into a position where they must rely on artificial mechanisms to graduate," Pondiscio stated. He warned that this deficiency in foundational knowledge would pose a significant challenge for American students entering the real-world job market.

Minh Phuong (Based on reports from NyPost, The Atlantic)