For example, he said while most of his students took some sort of calculus class their senior year of high school, “at least a third of them test into a class that’s lower than calculus because what happens is the schools will push people through the pipeline.”
“Even if someone hasn’t mastered algebra, they’ll get some sort of generous grade in their prerequisite math classes and then be put into calculus their senior year,” he said.
Similar trends concerning the inability of college students to do high school math have been reported nationally post-COVID, with educators lamenting how incoming freshmen no longer can be expected to know how to add fractions or subtract a positive number from a negative number.
Yi-Zen Chu, an associate professor of physics at the National Central University in Taiwan, who was educated in the U.S. and has been a harsh critic of DEI, stated in a recent email to The Fix that he believes practices such as “grade inflation and lowering the bar” contribute to the lack of preparation exhibited by American college students.