The famed U.S. News college rankings have been making news themselves. As George Leef reported in late April, some college presidents (24 at last count) are refusing to cooperate with the magazine; the Washington Post carried a story about the flap in May, and the Chronicle of Higher Education had a cover story labeled “The Numbers that Rankle.”

Disgruntlement with the U.S. News rankings has some validity. They depend a lot on reputation, plus inputs such as students’ SAT scores and faculty-student ratio – not on actual education (which is hard to measure). Graduation rates are something of an exception – they are at least an outcome, not an input.

No, this column wasn’t prompted by the release of the latest pirate movie. Rather, it was prompted by a minute spent looking through my library.

Hunting for another book, my eye landed upon a book I hadn’t looked at in years – Education: Assumptions Versus History by Thomas Sowell. Sowell is a black economist who has had a distinguished career teaching at some of American’s top universities. His prolific writings have touched on just about every important public policy topic, including education.

CHAPEL HILL – At the end of the spring semester, the Faculty Council at UNC-Chapel Hill considered and narrowly defeated a policy that would change the way the grading system works. The proposed Achievement Index (AI) is a number similar to the typical grade-point average (GPA) but it would be used to determine class rank and degrees with distinction.

The index is a way of combating grade inflation and would be a trend-setting step if adopted. The proposal to adopt AI at UNC originated with the Educational Policy Committee of the Faculty Council.

Editor’s Note: Guest writer Frank Tipler is a professor of physics at Tulane University.

A recent study shows that Shakespeare is no longer a required course for English majors at the overwhelming majority of American elite universities. This is not a surprise: most people are well aware that students are no longer taught the basics in the humanities departments.

Unfortunately, the situation is just as bad in physics departments. At the overwhelming majority of physics departments at American universities, even the most elite, key elements of basic physics are no longer taught. For example, I am aware of no American university that requires, for an undergraduate degree in physics, a course in general relativity, which is Albert Einstein’s theory of gravity. At the overwhelming majority of American universities, including Harvard, M.I.T. and Cal Tech, one is not even required to take a course in general relativity to get a Ph.D. in physics! As a consequence, most American Ph.D.’s in physics do not understand general relativity. If a problem arises that requires knowledge of Einstein’s theory of gravity, almost all American physicists can only look blank. This is in spite of the fact that general relativity has been known to be the correct theory of gravity for almost a century.