[Phys-L] educational effectiveness

[John Denker <jsd@av8n.com>]

On 05/10/2012 09:24 AM, Jeffrey Schnick wrote in part:

>  it would be inappropriate of me to assume that the majority of the
> incoming students can already do algebra.

Sad to say, nobody is surprised by that.  That's sad, but it gets 
worse.

Note that admission requirements call for three or more years of 
high-school mathematics:
   http://www.anselm.edu/Admission/How-to-Apply.htm


Hmmmmm.  Three years of high-school math and the majority (of this
sub-population) can't do algebra?


We have the results of the oh-so-fancy mandatory tests to prove that 
high-school students are "proficient".

In general, it bothers me whenever the paperwork "proves" one thing 
and the facts on the ground are otherwise.  If it happens on rare 
occasions, you can chalk it up to a mistake ... but when it becomes
routine, it's really outrageous.  This is the sort of thing that
gives fraud a bad name.

Can somebody explain how such a situation could possibly arise
... or why we should tolerate it even for an instant?