How to approve quality education

Increasing graduation rates and levels of educational attainment will accomplish little if students do not learn something of lasting value. Yet federal efforts over the last several years have focused much more on increasing the number of Americans who go to college than on improving the education they receive once they get there.

By concentrating so heavily on graduation rates and attainment levels, policy makers are ignoring danger signs that the amount that students learn in college may have declined over the past few decades and could well continue to do so in the years to come. The reasons for concern include:

College students today seem to be spending much less time on their course work than their predecessors did 50 years ago, and evidence of their abilities suggests that they are probably learning less than students once did and quite possibly less than their counterparts in many other advanced industrial countries.

Employers complain that many graduates they hire are deficient in basic skills such as writing, problem solving and critical thinking that college leaders and their faculties consistently rank among the most important goals of an undergraduate education.

Most of the millions of additional students needed to increase educational attainment levels will come to campus poorly prepared for college work, creating a danger that higher graduation rates will be achievable only by lowering academic standards.

More than two-thirds of college instructors today are not on the tenure track but are lecturers serving on year-to-year contracts. Many of them are hired without undergoing the vetting commonly used in appointing tenure-track professors. Studies indicate that extensive use of such instructors may contribute to higher dropout rates and to grade inflation.

States have made substantial cuts in support per student over the past 30 years for public colleges and community colleges. Research suggests that failing to increase appropriations to keep pace with enrollment growth tends to reduce learning and even lower graduation rates

the answer to this question is 60 n

hello there!

your answer is a “generator”

a generator does not create energy but instead it transforms it.

it’s basically a motor working in reverse.