I have referred in my blogs to the American Council of Trustees and Alumni, an independent group in Washington, D.C. that has been working since 1995 to improve the quality of America’s colleges and universities — to restore the word “higher” to higher education, as they would have it. I have supported this group from the beginning because I am convinced, like Madison and Jefferson, that our democracy cannot survive without an educated citizenry and it is clear that our schools are failing. My hope is that if the ACTA can apply pressure from above — to the faculty, alumni and trustees, the power-brokers at our institutions of higher education, then that pressure will be felt all the way down to K-12 where the problems that begin at home are exacerbated. To this point, the ACTA is having remarkable results and deserve the support of all those who care about the survival of our unique form of government, whether they have kids in school or not.
There are those, of course, (including many of those employed by the schools themselves) who deny our schools are in trouble. But as the recent annual report from the ACTA points out,
“Instead of providing students with a broad-based liberal arts education, too many schools allow the students to pick and choose from a smorgasbord of niche courses on ‘hip’ topics. 82% of schools do not require a basic survey course in U.S. History or Government, over 95% don’t require a course in Economics, and over 40% don’t require any college-level mathematics. Instead, students take courses like “The Fame Monster: The Cultural Politics of Lady Gaga” and “The Sociology of the Living Dead: Zombie Films.”
As a result, as President Anne D. Neal of the ACTA points out in her report,
“Surveys show that college graduates, including those from elite institutions, lack fundamental academic skills and are ignorant of the very basics of citizenship. They don’t know the term length of Congress and they can’t identify the father of the United States Constitution.”
Further, I would add, they cannot determine the amount required to tip in a restaurant and an alarming number of them graduate from college at an eighth-grade reading level.
Clearly, there is a problem. As noted, the ACTA’s goals are to return “higher” to higher education, to hold colleges and universities accountable, to keep tuition and costs affordable for students, to reduce the number of support staff and administrators and to reduce the bloated salaries of administrators, protect academic freedom, to restore rigor and real accountability to higher education. As Ms Neal puts it,
“Ours is a call for an education of intellectual growth, an education that expands perspectives and liberates minds, an education that prepares students for career and community.”
These are worthy goals, indeed. And they are being achieved by this remarkable group of people as more and more institutions turn to them for assistance in re-thinking curricula and planning for the future. If, as hoped, this puts pressure on the lower grades to prepare their graduates better for the challenges of a viable education and for life after school, this can only help get our democratic system back on track. It seems at the moment to have lost its way and the failure of the schools is, at least in part, responsible.