1. Schools and colleges have shifted away from requiring students to take what had been the standard academic core curriculum for graduation thirty years ago: foreign language, mathematics, science, English, and history. Elective courses and remedial courses have replaced many standard academic courses.
2. Grade inflation continues to be on the rise, and students are required to complete less homework (in 2008, 27 percent of twelfth grade high school students completed less than one hour of homework a night, and 28 percent claim they have no homework). In addition, 24 percent never or hardly ever read for fun. Thirty percent read five or fewer pages daily in school and for homework.
3. Although National Assessment of Educational Progress (NAEP) indicates that math proficiency improved for all age groups between 1973 and 2008, with nine-year olds making the greatest gains, among twelfth-grade students only 59 percent were capable of performing at grade level (61 percent in 1999), and only 6.2 percent were capable of advanced work such as calculus or statistics (8.4 percent in 1999).
1. Schools and colleges have shifted away from requiring students to take what had been the standard academic core curriculum for graduation thirty years ago: foreign language, mathematics, science, English, and history. Elective courses and remedial courses have replaced many standard academic courses.2. Grade inflation continues to be on the rise, and students are required to complete less homework (in 2008, 27 percent of twelfth grade high school students completed less than one hour of homework a night, and 28 percent claim they have no homework). In addition, 24 percent never or hardly ever read for fun. Thirty percent read five or fewer pages daily in school and for homework.3. Although National Assessment of Educational Progress (NAEP) indicates that math proficiency improved for all age groups between 1973 and 2008, with nine-year olds making the greatest gains, among twelfth-grade students only 59 percent were capable of performing at grade level (61 percent in 1999), and only 6.2 percent were capable of advanced work such as calculus or statistics (8.4 percent in 1999).
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