Letter: grading system failing

March 20, 2013

The Daily Cardinal

Problems with the grading done by TAs go well beyond the “inconsistencies” discussed in Eli Bovarnick’s Opinion March 21 column, “TA grading system inherently flawed.” Even more important is how accurately the grades TAs give measure what their students learned.

Consider the grading in TA-taught sections of Comm A, English 101. This course was one of several established in 1994 in response to concerns expressed by faculty members about the inability of undergraduate students to write effective prose. Unless exempted, freshmen take this course in their first year and follow it with a second course, Comm B. The Comm A course is supervised by the English Department faculty and designed to help students become more effective writers. Continue reading

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But Can They Really Write? Assessing UW-Madison’s Comm A General Education Requirement

Summary:  This paper asks whether there is any evidence UW-Madison undergraduate students can write more accurate and effective prose since the introduction of a new two-semester required communication course sequence in 1996. That requirement was established in response to widespread faculty complaints about the inability of undergraduate students to write at the college level.  A 2007 study sought to assess how well students could write both before or after completing CommA, the first course in this sequence. It is not clear that either the responses to an on-line survey of students who took CommA or the high grades given in that course are adequate indicators of the ability of students to actually write at the college level. A new 2011 study finds some evidence that CommA helps students improve their writing. However, because of the limited size and scope of that study, it needs to be replicated to provide more solid evidence on the effect of CommA . This paper concludes with recommendations designed to strengthen the assessment of the CommA course and to enhance the ability of college students to write effectively in whatever major they pursue. Continue reading

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Inconsistencies in diversity housing necessitate audit

May 2, 2012
The Badger Herald  

Why is it so difficult to obtain information on the characteristics and financing of the Minority and Disadvantaged Student program operated by the University of Wisconsin’s University Housing Division?

Undergraduates living in the dorms may be interested in knowing that University Housing reported M/D expenditures, which averaged between $450-500 per residence hall student in 2005-06, 2006-07 and 2008-09, jumped to more than $1,200 per student in 2007-08 and 2009-10 and then dropped dramatically to less than $1 per resident in 2010-11. What explains these gyrations? Continue reading

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In search of the real cost for UW diversity programs

November 5, 2011
Wisconsin State Journal

What is the dollar value of the resources devoted to promoting racial and ethnic diversity at UW-Madison?

Though campus administrators regularly extol the educational benefits of diversity, they say little about the costs of achieving those benefits.

How substantial are these costs? The quick answer is they are large and exceed the official published figures.

What little information has been released on these costs is quite incomplete. The annual UW System Minority and Disadvantaged Student Report admits it “reflects only a portion of the expenditures for programs and activities designed to support academic success for historically under-served students.”

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UW-Madison should treat all applicants the same way

November 1, 2011
Isthmus The Daily Page

In September, the Center for Equal Opportunity’s reports documenting “severe discrimination” favoring blacks and Hispanics in UW-Madison undergraduate and law school admissions came as no surprise. This discrimination has been well known to a few of us and long suspected by many students and the general public.

How did the UW-Madison react to the CEO reports? Rather than ignoring them, two senior campus officials portrayed these reports as threats to diversity. They apparently encouraged a group of students to protest at the Sept. 13 press conference scheduled to announce the results of these reports. There the protesters occupied the Doubletree Hotel’s lobby, disrupted its business, and ultimately closed down the press conference.

More recently, the legislature’s College and Universities Committee held a hearing that featured testimony from the Center for Equal Opportunity. It also gave Provost Paul DeLuca and Admissions Director Adele Brumfield an opportunity to explain how the admissions process works. There they defended the use of race and ethnicity to promote a more diverse student body.

Let me demonstrate how UW-Madison does give targeted minority applicants preferential treatment in admissions decisions. The data used here came from former Chancellor John Wiley. At the request of a legislative committee in January 2006, he provided data I was then able to access on freshmen admissions by race and ethnicity for 2005-06 applicants who were identified by high school class rank and ACT scores. In summer 2008 he provided me with similarly classified data on enrollees who graduated within six-years.

Two important findings emerge. First, approximately two-thirds to three-fourths of targeted minority applicants would have been admitted under the “competitive” standard, meaning they were as well prepared academically as virtually all non-minority applicants who were admitted. In other words, these students gained admission based on their academic records and had no need for any preferential treatment.

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Unanswered Questions: UW-Madison Students Protest CEO Report on Racial and Ethnic Preferences in Admissions

October 21, 2011
National Association of Scholars

“Whatever may be the limitations which trammel inquiry elsewhere, we believe that the great state University of Wisconsin should ever encourage that continual and fearless sifting and winnowing by which alone the truth can be found.” (Taken from a report of the Board of Regents in 1894)
Memorial, Class of 1910.

Summary

This is an account of the September 13, 2011 visit to Madison Wisconsin by Roger Clegg, President and General Counsel of the Washington DC based Center for Equal Opportunity (CEO). Clegg came to Madison to unveil at an 11 a.m. press conference in the off-campus DoubleTree Hotel the results of two new CEO studies that document “severe discrimination” in undergraduate and law school admissions at UW-Madison. A group of more than 100 protesting students who objected to the findings of these studies mobilized outside the hotel, burst into the hotel lobby, invaded the meeting room, interrupted the press conference as it was winding down.

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Better answers required to justify holistic admissions process

October 19, 2011
The Badger Herald

Exactly how are minority applicant admissions decisions made at the University of Wisconsin? At Monday’s Legislative Assembly committee hearing, Provost Paul DeLuca and Admissions Director Adele Brumfield described the process. They also dismissed the Center for Equal Opportunity study of UW undergraduate admissions that reported “severe discrimination” favoring African Americans and Hispanics.

DeLuca began by stating, “No student is admitted simply because of race or any other factor alone. Academics are the most important factor in our admission process. We also have a desire to create a diverse academic community.”

But nobody contends that targeted minority students are admitted solely because of their race or any other single factor. What most people don’t know is a great many targeted minority applicants are academically competitive and would be admitted without regard to their race, ethnicity or national origin.

UW’s preferential admissions policy is criticized because some targeted minority applicants receive special consideration not afforded by other applicants. This is evident from admissions office documents obtained in response to an open records request.

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Preferential admissions alive and well at UW

October 5, 2011
Capital Times

UW-Madison campus leaders and minority students responded as expected to the Washington, D.C.-based Center for Equal Opportunity report that revealed “severe discrimination” based on race and ethnicity in UW-Madison undergraduate admissions.

Campus leaders claimed their “holistic” admissions process is consistent with the U.S. Supreme Court’s 2003 decision on the University of Michigan affirmative action cases. Protesting students said they were offended by CEO’s report and on Sept. 13 disrupted CEO President Roger Clegg’s press conference at the DoubleTree Hotel.

How does UW-Madison justify its approach to minority admissions decisions? Its freshman application handbook says the admissions office employs two standards. A “competitive” standard is used to admit the best academically prepared applicants. A “selective” standard is used to admit targeted minority applicants to increase racial/ethnic diversity.

How does the admission process work? On their application forms, applicants identify their race/ethnicity. As applicant files are reviewed, applications from the best academically prepared applicants are accepted. Applications from rejected minorities get an additional review not given to rejected nonminorities. How the admissions office decides who among these initially rejected minority applicants are to be admitted remains shrouded in mystery.

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From the inside, protesters were ‘mob’

September 21, 2011
Wisconsin State Journal

A different picture of last week’s student protest over UW admissions discrimination emerged from my vantage point inside the Doubletree Hotel press conference room compared to that of the author of Monday’s letter “Student protesters wrongly called a ‘mob’.”

The chanting and yelling coming from the lobby made it impossible for Roger Clegg of the Center for Equal Opportunity to continue responding to questions, effectively shutting down the press conference. After protesters overcame hotel staff trying to prevent their entry to the press conference room, they surged in and surrounded me and Clegg. We headed for the exit only to find protesters blocking it.

After hotel staff cleared the way, we came into the lobby. Instructed to go to the elevator, we were followed by chanting protesters. Several tried to enter the elevator after us but were blocked by hotel staff. The protesters tried to prevent the doors from closing, but finally the hotel staff members pushed the protesters back so the elevator doors could close.

To describe the protesters as having “broken decorum” is a gross and misleading understatement. To describe their actions as “well-intentioned” is at odds with what should have been obvious to anyone in the lobby. The best single-word description of the protesters is they were a “mob” and acted like a “mob.”

— W. Lee Hansen, UW-Madison professor emeritus of economic

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The ‘Hansen Diversity Plan’

September 26, 2010
The Badger Herald

This column is an introduction to the “Hansen Diversity Plan”, in which I propose a new approach to enhance the effectiveness of campus diversity efforts. In the past, I have been critical of the University of Wisconsin’s diversity policies and programs. My abiding concern has been their failure to deal with the underlying problem, namely the continued weak academic performance of so many targeted minority students, beginning in the elementary grades, continuing through middle school, and often worsening in high school. Until that problem is fixed, UW will never be able to achieve substantial increases in the number of targeted minority students it admits and later successfully graduates.

The current, now two-year old diversity plan, “Inclusive Excellence,” instituted by the Board of Regents attempts to redirect campus diversity policies and programs. But, like its predecessor Plan 2008, and before that the Madison Plan, Inclusive Excellence is campus-centered. This means it gives relatively little attention to pre-college learning. As a consequence, the plan has only a limited capacity to expand the “pipeline” of better prepared targeted minority students who have the potential to succeed and graduate from UW.

The “Hansen Diversity Plan” takes as its starting point “Inclusive Excellence.” But it rebalances its focus. Rather than giving what appears to be equal weight to “inclusive” and “excellence”, in the “Hansen Diversity Plan” the emphasis on “excellence” is increased and that on “inclusive” decreased.

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