Letter: Quantity, not quality, in higher education
"In some disciplines — law and medicine, for example — educational outcomes are validated by licensing examinations. No such system exists, however, for the bulk of university graduates.
Degrees from accredited institutions are assumed to be adequate evidence of individuals' capabilities. Increasing numbers of employers, however, are challenging that assumption, and with good cause.
The reasons are complex. More and more children enter first grade without skills — the ability to count, for example, and knowledge of the alphabet — that once were expected to be learned at home. Primary schools, as in Memphis, too often promote students regardless of academic performance.
Increasing numbers of high school graduates enroll in college lacking a basic grasp of math and English. Historically, colleges' remedial efforts have been less than adequate."
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