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Gone are the days<\/a> of university freshmen reading classical philosophers like Plato or contemporary pedagogues like Ta-Nehisi Coates. These days, incoming college students are lucky if they can get through Judy Blume\u2019s \u201cTales of a Fourth Grade Nothing.\u201d<\/p>\n According to a new \u201cSurvey of Adult Skills\u201d conducted by the Organization for Economic Co-operation and Development \u2014\u00a0a forum for 38 high-income, predominantly Western countries \u2014 a not insignificant number of adult students enrolled in higher education are now reading and doing math at a level which, in a more functional society, would be alarming for a middle schooler.<\/p>\n The survey, first spotted by the Economist<\/a>, tested around 160,000 people of all ages, across all 38 member states. It found that across all OECD member countries, a full 8 percent of college students are reading at the level of a ten-year-old, if not worse. While countries like Germany and France rang in at under 5 percent, countries like Poland, Israel, and the United States blew the curve at 21, 20, and 14 percent, respectively.<\/p>\n The numbers aren\u2019t much better when it comes to math. Across OECD countries, 9 percent of college students do math at or below a ten-year-old level. In Italy, the US, and Slovakia, that figure jumps to over 15 percent \u2014 only outdone by Israel, where roughly 21 percent of college students were underachieving at the same low benchmark.<\/p>\n It seems there are numerous compounding explanations for these test results: pandemic-era learning gaps leading to lower levels of preparation, declining college enrollment forcing schools to lower admissions standards, and lower levels of public funding for education, to name a few.<\/p>\n The results also coincide with the explosion of large language models like ChatGPT, which by many<\/a> accounts<\/a> have carved out a new floor for academic failure in both K-12<\/a> and college-level<\/a> education.<\/p>\n While there\u2019s no denying how complicated the issue is, there is evidence that removing technology from classrooms altogether could offer an immediate boost.<\/p>\n In one classroom in Minneapolis, for example, a literature and English teacher banned phones and laptops<\/a>, requiring all coursework to be done on pencil and paper. As the school-year started in September, just 46 percent of the students involved said they felt confident about their reading skills. A few months later in February, that number stood at 95 percent.<\/p>\n Though it\u2019s just one classroom, something is clearly off the rails in the education systems of the richest countries of the world \u2014 and the longer it goes unaddressed, the more students will be pushed into the world with the reading skills of 4th graders.<\/p>\n