Perhaps the Stupidest F*cking Idea in the History of Stupid F*cking Ideas

Thirty-something years ago, Curmie gave a paper at a conference called The Core and the Canon: A National Debate, held at the University of North Texas.  (A revised version of that work was subsequently published in what amounted to a Proceedings volume.)  As a direct result of his participation in the conference, Curmie was invited to join the rather newly founded National Association of Scholars (NAS), only to receive a snotty and condescending rejection letter because at the time he didn’t have a PhD (he was chairing a department at an accredited college, but that was insufficient, apparently).  Today, membership is open to anyone whose credit card payment goes through.  Curmie, needless to say, is not a member.

The NAS webpage claims that the organization “upholds the standards of a liberal arts education that fosters intellectual freedom, searches for the truth, and promotes virtuous citizenship.”  As Curmie is wont to say, “if you have to tell me, it ain’t so.”  The NAS is predictably right-wing, even de facto advocating signing on to that absurd Compact for Academic Excellence in Higher Education.  But if the Compact was a really bad idea, one of the NAS’s more recent forays into the world of educational policy is a classic of pseudo-intellectuality and downright daftness.  Indeed, this is a contender for the coveted title of Stupidest Fucking Idea in the History of Stupid Fucking Ideas.  The NAS was apparently primarily responsible for drafting this nonsense.

The proposal in question is something called the Faculty Merit Act.  It would require:

… all parts of a state university system to publish every higher-education standardized test score (SAT, ACT, CRT, GRE, LSAT, MCAT, etc.) of every faculty member, as well as the standardized test score of every applicant for the faculty member’s position, of every applicant selected for a first interview, and every applicant selected for a final interview. The Act also requires the university to post the average standardized test score of the faculty in every department. It finally requires everyone in the hiring process, both applicant and administrators, to affirm under penalty of perjury that they have provided every standardized test score.

Predictably, the National Review proclaimed this “a very good idea.”  It is not.  It is not in the same universe as a good idea.

This inanity is based on a series of, shall we say, dubious speculations masquerading as facts: that universities “draft job advertisements with specializations that will ensure only radicals need apply,” that “few close observers believe that the average professor of ethnic studies is as acute as the average professor of physics,” and above all that a standardized test score, albeit that it “is only a rough proxy for academic merit,” nonetheless will “provide some measure of general intelligence.”  All of this suggests a quantification fetish, completely oblivious to the fact that such a measure is virtually meaningless… or, perhaps, not so much “oblivious” as “fully conscious of the fact but seeking to avoid admitting it.”

First off, even the NAS admits that “Some professors will have a greater ability to teach and do research than appears on a SAT score.”  Please substitute the words “virtually all” for “some” and add “or lesser” after “greater” in the previous sentence, Gentle Reader; then it will be accurate.  The idea that a 40-year-old PhD should be judged at all by how they did on a single day when they were 17 is beyond laughable.  Standardized test scores are determined by a lot of variables.  Native intelligence is one, but so are the quality of teachers a student has had up to that point, socio-economic status, whether the test-taker has taken this kind of exam before, whether they’re running a fever or just heard some bad news about a dear friend or family member… 

Curmie has written about his own experience with standardized tests several times.  He won’t link them all here; you can use the word search feature on the blog page as well as he can, Gentle Reader.  But it might be worth mentioning that Curmie did better on the GRE than on the SAT, and better on the SAT than on the PSAT.  Did he learn something between taking those exams?  Sure.  But so, presumably, did everyone else in his age group, and the competition was presumably getting tougher: in Curmie’s day, at least, everyone took the PSAT; you took the SAT if you were part of the smaller percentage of students intending to be college-bound, and the GRE only if you were looking at grad school.  Curmie did better because he’d learned how to take that kind of test, not because he’d grown appreciably in intellect.

More to the point, those scores tell us literally nothing about someone’s skillset, only about a very rough approximation of their aptitude.  (That’s the “A” in “SAT,” after all.).  Curmie actually got a perfect score on the GRE in math.  But he’s never been more qualified to teach a college-level math course (except perhaps what is euphemistically called “College Algebra”) than his colleague in the Math Department is to teach Theatre History or Acting.  Even at the most introductory collegiate level, specific disciplinary knowledge and teaching ability are both vastly more important than intelligence, even if those standardized tests really did measure the latter.

But then we get to what the NAS considers the principal benefit of their proposal: “Perhaps most importantly, this information will provide a mass of statistical information that can be used for lawsuits…. The Faculty Merit Act will provide a mass of information that can be used by plaintiffs against discriminatory colleges and universities” (emphasis added).  Were Curmie of a cynical disposition, he might suggest that the NAS’s real goal is to dismantle public post-secondary education: add to the administrivia, costing a mountain of time and resources; limit applications because there will be a lot of prospective candidates who decide it’s none of anyone’s damned business how they did on a standardized test decades ago; and, above all, open the university up to frivolous lawsuits just because some rejected candidate who would put coffee to sleep got good board scores.  Curmie hasn’t received a single offer to teach math despite his GRE score; he’s a white male and therefore a victim of woke ideology, and dammit, he’s going to sue somebody.  😉

Curmie also notes that David Randall, the director of research at the NAS who seems to be running point for this operation, does indeed have a PhD and some scholarly publications.  What he doesn’t appear to have is any experience whatsoever as a university faculty member.  Imagine Curmie’s surprise.

This proposal is particularly diabolical because some of its foundation is indeed true: there have been plenty of DEI hires that didn’t exactly work out to the benefit of the university or its students.  Are job applicants individuals or representatives of a group?  The answer, of course, is “yes.”  To the extent that they’re the former as well as the latter, the impetus for this proposition is understandable.  That doesn’t make it anything other than moronic.

Curmie first learned of this proposed legislation from Peter Greene at Curmudgucation.  Unsurprisingly, we’re in agreement.  But you might want to check out his take, too.  Let’s give him the last word, shall we? “The Faculty Merit Act is just dumb. It's a dumb idea that wants to turn dumb policy into a dumb law and some National Review editor should feel dumb for giving it any space. If this dumb bill shows its face in your state, do be sure to call out its dumbness and note that whoever attached their name to it is just not a serious person.”