Monthly Archives: July 2024

AP Grade Inflation

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College Board, the nonprofit folks who bring us the SAT exams many institutions use for college/university entrance assessment and the Advanced Placement exams used by many high schools to assess how well students have done in their advanced placement courses, has dumbed down made it easier to pass its AP tests. A passing score on the AP exam is a 3 on a scale of 1 to 5; as a result of the changes, it’s easier now for a student to score at least that 3.

AP US History teacher Mark Reindl said that, after the change, 76% of his students passed the AP History exam, against his prior years’ average 40%.

That was an eye opener. One thing I’ve read a lot in military history is to train like you fight[.]

For College Board, though, there’s this:

The College Board has spent years lobbying state legislators to require public universities to offer credit for students who do well on its 40 AP exams, which include the core subjects of math, English, science, and social studies, as well as foreign languages and electives like psychology and art history.
…
Each exam requires a fee of just under $100, paid for by students’ families or, in some cases, school districts or states seeking to expand access to the programs.

But the nonprofit’s move is not a business move, it insists. The organization argues its courses are still more difficult than some entry-level college classes. Isn’t that a sad commentary on the rigors of colleges and universities.

Jon Boeckenstedt, Oregon State University Vice Provost of Enrollment Management:

 It is hard to argue with the premise of AP, that students who are talented and academically accomplished can get a head start on college[.]

Indeed. But maybe if this sort of exam is useful for assessing a student’s readiness for college, College Board could structure its exams along the lines of this 1895 8th Grade Final Exam that Salina, KS used. It’s a straightforward 4-hour exam across several subject areas (which College Board could break out into several exams for assessing high school student performance and readiness), and it’s one that requires examinees to think about each answer, not just regurgitate some parcel of rote learning.

Grammar (Time, one hour)

  1. Give nine rules for the use of Capital Letters.
  2. Name the Parts of Speech and define those that have no modifications.
  3. Define Verse, Stanza and Paragraph.
  4. What are the Principal Parts of a verb? Give Principal Parts of do, lie, lay and run.
  5. Define Case, Illustrate each Case.
  6. What is Punctuation? Give rules for principal marks of Punctuation.
  7. 7-10. Write a composition of about 150 words and show therein that you understand the practical use of the rules of grammar.

Arithmetic (Time, 1.25 hours)

  1. Name and define the Fundamental Rules of Arithmetic.
  2. A wagon box is 2 ft. deep, 10 feet long, and 3 ft. wide. How many bushels of wheat will it hold?
  3. If a load of wheat weighs 3942 lbs., what is it worth at 50 cts. per bu, deducting 1050 lbs. for tare?
  4. District No. 33 has a valuation of $35,000. What is the necessary levy to carry on a school seven months at $50 per month, and have $104 for incidentals?
  5. Find cost of 6720 lbs. coal at $6.00 per ton.
  6. Find the interest of $512.60 for 8 months and 18 days at 7 percent.
  7. What is the cost of 40 boards 12 inches wide and 16 ft. long at $.20 per inch?
  8. Find bank discount on $300 for 90 days (no grace) at 10 percent.
  9. What is the cost of a square farm at $15 per acre, the distance around which is 640 rods?
  10. Write a Bank Check, a Promissory Note, and a Receipt.

U.S. History (Time, 45 minutes)

  1. Give the epochs into which U.S. History is divided.
  2. Give an account of the discovery of America by Columbus.
  3. Relate the causes and results of the Revolutionary War.
  4. Show the territorial growth of the United States.
  5. Tell what you can of the history of Kansas.
  6. Describe three of the most prominent battles of the Rebellion.
  7. Who were the following: Morse, Whitney, Fulton, Bell, Lincoln, Penn, and Howe?
  8. Name events connected with the following dates: 1607, 1620, 1800, 1849, and 1865?

Orthography (Time, one hour)

  1. What is meant by the following: Alphabet, phonetic orthography, etymology, syllabication?
  2. What are elementary sounds? How classified?
  3. What are the following, and give examples of each: Trigraph, subvocals, diphthong, cognate letters, linguals?
  4. Give four substitutes for caret ‘u’.
  5. Give two rules for spelling words with final ‘e’. Name two exceptions under each rule.
  6. Give two uses of silent letters in spelling. Illustrate each.
  7. Define the following prefixes and use in connection with a word: Bi, dis, mis, pre, semi, post, non, inter, mono, super.
  8. Mark diacritically and divide into syllables the following, and name the sign that indicates the sound: Card, ball, mercy, sir, odd, cell, rise, blood, fare, last.
  9. Use the following correctly in sentences, Cite, site, sight, fane, fain, feign, vane, vain, vein, raze, raise, rays.
  10. Write 10 words frequently mispronounced and indicate pronunciation by use of diacritical marks and by syllabication.

Geography (Time, one hour)

  1. What is climate? Upon what does climate depend?
  2. How do you account for the extremes of climate in Kansas?
  3. Of what use are rivers? Of what use is the ocean?
  4. Describe the mountains of N.A.
  5. Name and describe the following: Monrovia, Odessa, Denver, Manitoba, Hecla, Yukon, St. Helena, Juan Fernandez, Aspinwall and Orinoco.
  6. Name and locate the principal trade centers of the U.S.
  7. Name all the republics of Europe and give capital of each.
  8. Why is the Atlantic Coast colder than the Pacific in the same latitude?
  9. Describe the process by which the water of the ocean returns to the sources of rivers.
  10. Describe the movements of the earth. Give inclination of the earth.

It is, indeed, highly useful to the extent of being critical that students train—learn—like they’ll fight—perform in the real world of adulthood. To the extent students can’t pass this older jr high exam, or a collection of them based on this exam, that’s the extent of the failure of the teachers and school districts to insist on actual knowledge and thinking skills; it’s not a failure of the students, although they’re the ones who suffer the consequences.

Mark Zuckerberg Against our 1st and 2nd Amendments

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Mark Zuckerberg, who owns controlling shares of Meta, has instructed his Facebook and Instagram packages to censor posts of athletes participating in sporting events that involve firearms.

McKenna Geer competes for Team USA at the Paralympic Games in air rifle competitions. She posted an image of the air rifle she uses on her Instagram feed. Conner Prince competes in shotgun events for Team USA. He posts about his competitions and the equipment he uses in them. The US Military Academy has its West Point Rifle Team that competes in various events. The team similarly posts about their competitions and equipment.

Zuckerberg has censored them all, even completely “unpublishing” the West Point Rifle Team’s Facebook page. He did this because each of them violated, he claims, in some nebulous way his “Community Standards.”

Never mind that these athletes and organizations, in addition to competing, share with fellow competitors a variety of tips about how to do better and emphasize to their larger public—until Zuckerberg cut each of them off from their larger public—the necessity for firearm safety and the techniques for achieving firearm safety.

This isn’t Zuckerberg expressing his opinions regarding speech and firearms. This is the Progressive social media pusher moving to dictate to us average Americans what he will permit us to say and do under our unalienable, and constitutionally acknowledged, rights. His unamerican behavior is a prime example of why social media’s Section 230 protection needs major modification so entities that are in the public square—which Zuckerberg said early on was his goal—and engage in such censorship can be haled into court.

Trump’s Education Plan

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Former President and current Republican Presidential candidate Donald Trump has released a 12-point plan (actually, 8 points, the last of which has 4 sub-points) for revamping and improving our nation’s public education system. He deserves large credit for laying out a specific plan. No one in the Progressive-Democratic Party has been willing to do anything of this specificity, especially including Progressive-Democrat Vice President and Party Presidential candidate Kamala Harris, other than tightly hewing to the teachers union line and denigrating voucher and charter schools.

For all that, much of Trump’s plan will be difficult to achieve. The dozen points, together with my august comments (in italics), are listed below.

  • Cut federal funding for any school or program pushing Critical Race Theory, gender ideology, or other inappropriate racial, sexual, or political content on our children. These, especially CRT, will be hard to enforce, beyond getting rid of public verbiage on Web sites. Florida provides a good example of how to do this. That’s at the State level, though. South Dakota v Dole will impact the extent to which this can be implemented at the Federal level. That ruling held that while Federal funds could be preferentially withheld, they could not be withheld to a coercive extent.
  • Direct the Departments of Justice and Education to open Civil Rights investigations into any school district that has engaged in race-based discrimination, including discrimination against Asian Americans. There need to be sanctions identified, also, though.
  • Because the Marxism being taught in schools is aggressively hostile to Judeo-Christian teachings, aggressively pursue potential violations of the Establishment Clause and the Free Exercise Clause of the Constitution. Better would be to enforce teaching Judeo-Christian material alongside.
  • Find and remove the radicals who have infiltrated the federal Department of Education, and get Congress to reaffirm the president’s ability to remove recalcitrant employees from the job. The former will be hard to define. The latter needs to be done wholly separately, and Executive Branch-wide, not just in DoEd.
  • Veto the sinister effort to weaponize civics education. And teach civics far more than in just a single 8th grade semester.
  • Keep men out of women’s sports. In parallel, make a Title IX case, or amend Title IX, to require separate athletic programs for transgender athletes in the same manner that Title IX mandates for men and women sports programs.
  • Create a new credentialing body to certify teachers who embrace patriotic values, and understand that their job is not to indoctrinate children, but to educate them. The new credentialing body also needs to emphasize subject matter expertise, not merely “teach how to teach.”
  • Implement massive funding preferences and favorable treatment for all states and school districts that make the following historic reforms in education: These are local control matters; see my remark above for how South Dakota v Dole will impact the extent to which “funding preferences” can be implemented. Reward funding, though, will be easier to implement than coercive defunding.
    • Abolish teacher tenure for grades K through 12 and adopt Merit Pay.
    • Drastically cut number of school administrators, including the “DEI” bureaucracy.
    • Adopt a Parental Bill of Rights that includes complete curriculum transparency, and a form of universal school choice.
    • Implement the direct election of school principals by the parents, as the ultimate form of local control.

On the whole, this is a plan worth pursuing with all speed.

Who Dat?

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Ohio Progressive-Democrat Congresswoman Emilia Sykes was asked by a pressman, repeatedly, whether she thinks Progressive-Democrat Vice President and Progressive-Democratic Party Presidential candidate Kamala Harris had done a good job as the border czar. At first, Sykes pretended not to hear the question. When pressed, though, Sykes pretended not to know who Harris was, keying on a supposed mispronunciation of Harris’ name. She kept up the pretense even after the pressman identified Harris as our nation’s Vice President.

DCCC Spokesperson Aidan Johnson got into the act, emphasizing the mispronunciation:

If Republican trackers…are going to ask about the Vice President they should show respect and start pronouncing her name correctly.

Sykes and Johnson engaging in such a childish quibble of pronunciation is their confession that neither Sykes nor the DCCC can defend Party’s Presidential candidate regarding border security or immigration.

“Democrats Destroy Democracy to Save It”

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That’s the headline of Doug Schoen’s op-ed in Tuesday’s Wall Street Journal. However, the subheadline corrects the matter.

Party leaders protected Biden from voters, then dumped him for Harris. Is this any way to win?

The Progressive-Democratic Party leaders are moving to destroy democracy to save the Party. This campaign season has had only two goals for Party: beat Republican Presidential candidate Donald Trump, and Party winning the election, which Party leaders define as retaining the White House and Senate and regaining the House. Schoen made this clear in his second paragraph:

They also undermined their promise to “save democracy” from the threat of Donald Trump. Mr Trump’s party nominated him in an open, competitive process. The Democrats cleared the field for Mr Biden, then forced him out of the race for a candidate who has received only a few hundred primary votes—in 2020, after withdrawing before the Iowa caucuses.

There is no Party goal of implementing its policies for the good of our nation, only of increasing Party power in our government—and over us average Americans.

Full stop.