Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
I got it, Yeah, but are those grades really earned?
Six twenty three is our time here on Houston's Boring News.
And I don't think we're talking about plea barging a
C plus into a B minus. I did that a
few times in school. I even got a B plus
turned into an A minus a few times, you know,
just by you know, throwing a little charm on the teacher.
But we're talking about a problem that's been going on
(00:22):
for quite some time, to the point where colleges and
universities when they look at transcripts of students and they
look at the grades, they don't know what to make
of them because they just don't know how legit they are.
Doctor Tyler Tarver joins US Higher Ed and K through
twelve educator and speaker. How big of a problem is
great inflation in our country right now?
Speaker 2 (00:41):
I mean it's it depends on the school, and I
think that a lot of times we have to look
at what's happening in those classes and maybe take a
look at what we're doing with school in general. You know,
are the grades going up because students are better at
studying and we haven't changed while we teach in sixty years.
Speaker 1 (01:00):
I would guess that if grades are going up, it's
got to be suspect, right, because we know that test
scores have not been going up. We know that kids
have fallen behind in the testing that we have done.
So if they're getting good grades but lower test scores,
then something there isn't working right.
Speaker 3 (01:17):
Well again, and you know you're looking at your tests.
Speaker 2 (01:18):
I mean a lot of states we change who's testing
them every two to three years, So a lot of
times whenever we're judging it based on test scores, are
they going up or we just changing who's doing the test,
it's always going to take a look at, you know,
what is the consistency of the tests versus the consistency
of what's happening in the classroom.
Speaker 3 (01:38):
So great question though, thank you very Yeah.
Speaker 1 (01:40):
Well, you know, I think we're all searching for answers, right.
We want our kids to get a great education. I'm
sure colleges and universities want to know that the students
they're getting when they're looking at the transcripts, that they
can kind of information to help them make a judgment
about whether or not they should be accepted to that
particular school.
Speaker 2 (01:56):
Right.
Speaker 3 (01:58):
Oh, absolutely, Yeah, And I think that's what's important.
Speaker 2 (02:00):
We have these you know, these these tests that students
come in and assess their knowledge for. So, yeah, that's
absolutely true.
Speaker 1 (02:09):
Should there be and of course here in Texas we
have the Star Test, and plenty of other states have
their own tests, and they talk all the time about
whether or not they want to continue to do it.
Should there be a national standard when it comes to test.
Should we be consistent from state to state to state
and how we test students so that we have something
reliable we can compare these these test scores too.
Speaker 3 (02:32):
It's not about it.
Speaker 2 (02:33):
And we do have you know, the ACT, the SAT
and I think those have been kind of our our standard.
That's what a lot of colleges use for admitting students.
You know, there was there was a time there for
a few years where we we got away from that.
But I see I see personally a lot of colleges
going back to that to work as the as as
the the barometer that they use to let students into
(02:56):
their schools.
Speaker 1 (02:57):
You know. And the other thing I wondered, I wonder
how you feel about this, doctor Tarver. I don't believe
that the college education is for everybody. I think there
are some students that are better working with their hands
or or doing some other, some other form of vocational
education for whatever their next career is going to be.
I mean, they're they're master plumbers out there. They're making
twindred thousand dollars a years. So I don't think we
(03:19):
have to feel sorry for them, by you stitch of
the imagination. Should we be doing vocational or some form
of vocational testing on students to try to, you know,
show kids where maybe they have an aptitude that they
haven't thought of before.
Speaker 3 (03:32):
Oh?
Speaker 2 (03:32):
Absolutely, And I think we do have that to some
degree in a lot of in a lot of arenasm
you know, as a as an educator, a last time educator,
and I just I love education.
Speaker 3 (03:42):
I think it's an amazing avenue.
Speaker 2 (03:45):
I still think we have to look at what does
the world look like now and what jobs are people
going into.
Speaker 3 (03:50):
You know, the Internet has changed a lot of things.
Speaker 2 (03:53):
You know, we've seen especially over the past four or
five years, where a lot of people can do their
jobs remotely, and so that's that's a different set of
skill and you know, different employers sometimes where it's been hey,
you need.
Speaker 3 (04:05):
This degree to even get in the door to get
this job now.
Speaker 2 (04:08):
A lot of times where people are like, well, you
can use the Internet or Google or shaggbt to figure.
Speaker 3 (04:13):
Out how to do this on the fly. It's not
as necessary for us for you to have that degree.
So I would say even.
Speaker 2 (04:19):
Beyond just jobs or use your hands, I'd say jobs
where you're making social media videos and you're marketing for
a company. Like if I own a company and I
need you to tell my company story, well, I don't
need necessarily need you to have a college degree or
you know, masters, or or even a high school degree.
There's high school kids that I know. The teachers are
teaching them film classes and they have two The student
(04:42):
has two hundred thousand subscribers on YouTube and makes one
hundred grand a year, and they're in eleventh grade because
they talk about you know.
Speaker 3 (04:49):
Nike shoes or whatever it is.
Speaker 2 (04:51):
So the world's changing, and so I think, honestly, I
would love to see colleges expand and start including those
arenas even more.
Speaker 3 (04:59):
Than we do. He's once we've done for so many years.
Speaker 1 (05:02):
Interesting, very interesting. Good to talk to you, sir, Thank
you for your time today. Doctor Tyler Tarver. He's a
higher ED and k through twelve, Educator and speaker six
twenty eight,
I got it, Yeah, but are those grades really earned?
Six twenty three is our time here on Houston's Boring News.
And I don't think we're talking about plea barging a
C plus into a B minus. I did that a
few times in school. I even got a B plus
turned into an A minus a few times, you know,
just by you know, throwing a little charm on the teacher.
But we're talking about a problem that's been going on
(00:22):
for quite some time, to the point where colleges and
universities when they look at transcripts of students and they
look at the grades, they don't know what to make
of them because they just don't know how legit they are.
Doctor Tyler Tarver joins US Higher Ed and K through
twelve educator and speaker. How big of a problem is
great inflation in our country right now?
Speaker 2 (00:41):
I mean it's it depends on the school, and I
think that a lot of times we have to look
at what's happening in those classes and maybe take a
look at what we're doing with school in general. You know,
are the grades going up because students are better at
studying and we haven't changed while we teach in sixty years.
Speaker 1 (01:00):
I would guess that if grades are going up, it's
got to be suspect, right, because we know that test
scores have not been going up. We know that kids
have fallen behind in the testing that we have done.
So if they're getting good grades but lower test scores,
then something there isn't working right.
Speaker 3 (01:17):
Well again, and you know you're looking at your tests.
Speaker 2 (01:18):
I mean a lot of states we change who's testing
them every two to three years, So a lot of
times whenever we're judging it based on test scores, are
they going up or we just changing who's doing the test,
it's always going to take a look at, you know,
what is the consistency of the tests versus the consistency
of what's happening in the classroom.
Speaker 3 (01:38):
So great question though, thank you very Yeah.
Speaker 1 (01:40):
Well, you know, I think we're all searching for answers, right.
We want our kids to get a great education. I'm
sure colleges and universities want to know that the students
they're getting when they're looking at the transcripts, that they
can kind of information to help them make a judgment
about whether or not they should be accepted to that
particular school.
Speaker 2 (01:56):
Right.
Speaker 3 (01:58):
Oh, absolutely, Yeah, And I think that's what's important.
Speaker 2 (02:00):
We have these you know, these these tests that students
come in and assess their knowledge for. So, yeah, that's
absolutely true.
Speaker 1 (02:09):
Should there be and of course here in Texas we
have the Star Test, and plenty of other states have
their own tests, and they talk all the time about
whether or not they want to continue to do it.
Should there be a national standard when it comes to test.
Should we be consistent from state to state to state
and how we test students so that we have something
reliable we can compare these these test scores too.
Speaker 3 (02:32):
It's not about it.
Speaker 2 (02:33):
And we do have you know, the ACT, the SAT
and I think those have been kind of our our standard.
That's what a lot of colleges use for admitting students.
You know, there was there was a time there for
a few years where we we got away from that.
But I see I see personally a lot of colleges
going back to that to work as the as as
the the barometer that they use to let students into
(02:56):
their schools.
Speaker 1 (02:57):
You know. And the other thing I wondered, I wonder
how you feel about this, doctor Tarver. I don't believe
that the college education is for everybody. I think there
are some students that are better working with their hands
or or doing some other, some other form of vocational
education for whatever their next career is going to be.
I mean, they're they're master plumbers out there. They're making
twindred thousand dollars a years. So I don't think we
(03:19):
have to feel sorry for them, by you stitch of
the imagination. Should we be doing vocational or some form
of vocational testing on students to try to, you know,
show kids where maybe they have an aptitude that they
haven't thought of before.
Speaker 3 (03:32):
Oh?
Speaker 2 (03:32):
Absolutely, And I think we do have that to some
degree in a lot of in a lot of arenasm
you know, as a as an educator, a last time educator,
and I just I love education.
Speaker 3 (03:42):
I think it's an amazing avenue.
Speaker 2 (03:45):
I still think we have to look at what does
the world look like now and what jobs are people
going into.
Speaker 3 (03:50):
You know, the Internet has changed a lot of things.
Speaker 2 (03:53):
You know, we've seen especially over the past four or
five years, where a lot of people can do their
jobs remotely, and so that's that's a different set of
skill and you know, different employers sometimes where it's been hey,
you need.
Speaker 3 (04:05):
This degree to even get in the door to get
this job now.
Speaker 2 (04:08):
A lot of times where people are like, well, you
can use the Internet or Google or shaggbt to figure.
Speaker 3 (04:13):
Out how to do this on the fly. It's not
as necessary for us for you to have that degree.
So I would say even.
Speaker 2 (04:19):
Beyond just jobs or use your hands, I'd say jobs
where you're making social media videos and you're marketing for
a company. Like if I own a company and I
need you to tell my company story, well, I don't
need necessarily need you to have a college degree or
you know, masters, or or even a high school degree.
There's high school kids that I know. The teachers are
teaching them film classes and they have two The student
(04:42):
has two hundred thousand subscribers on YouTube and makes one
hundred grand a year, and they're in eleventh grade because
they talk about you know.
Speaker 3 (04:49):
Nike shoes or whatever it is.
Speaker 2 (04:51):
So the world's changing, and so I think, honestly, I
would love to see colleges expand and start including those
arenas even more.
Speaker 3 (04:59):
Than we do. He's once we've done for so many years.
Speaker 1 (05:02):
Interesting, very interesting. Good to talk to you, sir, Thank
you for your time today. Doctor Tyler Tarver. He's a
higher ED and k through twelve, Educator and speaker six
twenty eight,
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