Bad education is a terrible way to fight inequality

The collapse of Americans' math and reading skills is a national emergency.

Photo by Lucyin via Wikimedia Commons

Two weeks ago, the world of education was rocked by a bombshell report from the University of California San Diego. It revealed that the number of UCSD students who lack basic reading and math skills has absolutely exploded since 2020. The percentage of students needing a remedial class on basic junior-high-school level math jumped from 0.5% to over 12%. Some were even unable to do basic elementary school math. More than a fifth of entering students now fail to meet basic writing requirements.

According to the report, pandemic learning loss is one reason there are so many incapable students showing up at UCSD, but most of the problem is due to falling admissions standards. The UC system eliminated standardized test requirements in 2020, and since then it has been admitting rising numbers of kids from bad schools that inflate grades by ridiculous amounts.

Lots of people have written very good articles about this report since then, so I’ll quote from a few of them. The Argument’s Kelsey Piper talks about how the problem isn’t that UCSD students haven’t completed the required K-12 math courses — it’s often that they did complete the courses but were given passing grades without actually learning math:

Only 39% of the students in the remedial class knew how to “round the number 374518 to the nearest hundred.”

Reviewing test results like these, you would expect transcripts full of Cs, Ds, or even failing grades. But alarmingly, these students’ transcripts…said they had taken advanced math courses and performed well.

“Of those who demonstrated math skills not meeting middle school levels,” the report found, 42% reported completing calculus or precalculus…The students were broadly receiving good grades, too: More than a quarter of the students needing remedial math had a 4.0 grade point average in math. The average was 3.7…A number of high schools are awarding A grades to AP Calculus students who do not have any calculus skills and who would get the lowest possible score on the AP Calculus exam if they took it…

“I have taught AP Calc in circumstances that produced this kind of result,” one public school high school math teacher told me. “No one can do fractions.”…[A]lmost all of them fail the AP Calculus exam at the end of the year.

And The Atlantic’s Rose Horowitch finds that while the problem is especially severe at UC schools, it’s a nationwide issue, and it has its roots in falling standards at public schools:

[UCSD’s] problems are extreme, but they are not unique. Over the past five years, all of the other University of California campuses…have seen the number of first-years who are unprepared for precalculus double or triple. George Mason University…students began arriving at their calculus course unable to do algebra…

America’s students are getting much worse at math. The decline started about a decade ago and sharply accelerated during the…pandemic. The average eighth grader’s math skills, which rose steadily from 1990 to 2013, are now a full school year behind where they were in 2013, according to the National Assessment of Educational Progress…

Many [school] districts adopted a “no zeros” policy, forcing teachers to pass students who had little command of the material. One study of public-school students across Washington State found that almost none received an F in spring 2020, while the share of students who received A’s skyrocketed. Math grades have remained elevated in the years since…Together, these changes meant that even as students’ math preparation was stagnating, their grades were going up.

New York Magazine’s Andrew Rice has more details on the collapse of public education in America:

Last winter, the federal government released the results of its semi-annual reading and math tests of fourth- and eighth-graders…On reading tests, 40 percent of fourth-graders and one-third of eighth-graders performed below “basic,” the lowest threshold…

Nearly 30 percent could not pick the answer (“He wants to read it instead”). A similar proportion of eighth-graders failed to come up with the following sum:

12 + (-4) + 12 + 4 = _______.

…One math problem set out a scenario involving a restaurant check…Test-takers were asked to add the costs of…six items and calculate a 20 percent tip. Three-quarters of the high-schoolers were unable to correctly answer one or both parts of the question.

Rice’s article is very long and has many more details about how and why public education quality has collapsed in America. The basic story is that the education reform movement spearheaded by George W. Bush, which focused on improving test scores, collapsed in the mid-2010s. After that, public schools across the country began to lower their standards — passing kids who didn’t know the material, making their curricula a lot easier, etc. Often, kids just skip class entirely — in Oregon, around a third of all schoolchildren are chronically absent from school.

This was sometimes done in the name of “equity”— even though the new lax policies lead to widening racial and gender gaps. The rise of phones in schools probably exacerbated the trend, as did the pandemic, but the fundamental cause is lax standards everywhere.

Most of the articles about this slow-motion disaster just stick to decrying the report, calling for tighter educational standards, and tracing the demise of the education reform movement. I share their alarm, and I agree with their prescriptions. But I think it’s also worth thinking about exactly why education is going down the tubes in America.

One obvious possibility is that this is just another case of progressive activist culture on autopilot. In the past two or three decades, progressive governance has absolutely collapsed at the city and state level in a number of areas — housing, crime, infrastructure city services, and so on. It makes sense that education would just be one more failure of a progressive ideology that consistently prizes the bad ideas of the loudest activists. In this case, it was activists who pressured the UC system into dropping standardized test requirements.

Another obvious theory is that America is a very rich country, and the richer people get, the less they want to work hard — and helping your kids get through a tough, demanding education system is certainly hard work. Andrew Rice’s article mentions how local school board elections are usually dominated by upper-income white voters, while the degradation of educational standards tends to impact disadvantaged minorities more.

But I think there’s something else going on here. The extremely widespread nature of the breakdown of American education suggests that it’s not just progressive activism and lazy rich people. I basically see efforts to dilute and hobble the U.S. education system as a misguided attack on our pervasive economic and social inequality. To put it bluntly, Americans think that by giving everyone a free pass and refusing to educate smart kids, they can smooth out some of the inequality that results from the uneven distribution of talent.

Killing education is an incredibly bad form of “predistribution”