Cornell’s Academic Freedom Test

By The Editorial Board

Wall Street Journal

04/04/2023 - 06:47 pm


Diversity enforcers have become speech enforcers on many college campuses, but a few schools are starting to articulate some limits. The latest is Cornell University, which has refused to adopt a student resolution that would have required “trigger warnings” anytime an upsetting subject is mentioned in the classroom.


Under the proposal, professors would have been required to warn students in advance about “traumatic” content that touched on topics like self-harm, domestic, racial or transphobic violence and homophobic harassment. Professors would have been even more nervous than they already are that any open-format classroom discussion or debate might wander into trigger territory.


The entire idea of a trigger warning for speech is antithetical to the idea of a university, and in a previous age no one would have taken it seriously. But this is the era of woke censorship, so it’s news when campus leaders push back, as they have at Cornell.


“Learning to engage with difficult and challenging ideas is a core part of a university education: essential to our students’ intellectual growth, and to their future ability to lead and thrive in a diverse society,” Cornell President Martha Pollack and Provost Michael Kotlikoff wrote in rejecting the resolution. Academic freedom, they note, means that professors get to choose their course content as well as how they present it to their students.


In recent weeks, Stanford University and Columbia University have had to tangle with students who felt triggered by exposure to conservative judges. Stanford law students shouted down federal Judge Kyle Duncan while Columbia students have called on the university to take down a social media post that includes members of the school’s Federalist Society meeting with Supreme Court Justice Brett Kavanaugh. In both instances, the universities stood by policies protecting free expression on campus.


Cornell’s policy on free speech notes Cornell values “free and open inquiry and expression—tenets that underlie academic freedom—even of ideas some may consider wrong or offensive.” Research has shown that trigger warnings aren’t effective at helping people manage their anxiety, and including such warnings in an academic environment encourages emotional fragility and intellectual cowardice. It also teaches students and faculty to self-censor.


Cornell’s position is good news, but these bad ideas will recur as long as the diversity, equity and inclusion bureaucracy governs academia, pushing the notion that honest speech and debate are traumatic. If universities want to reclaim real intellectual openness on campus, they have to help students get comfortable with being uncomfortable.


Cornell’s Academic Freedom Test - WSJ

City Journal College Ranking -Davidson Results

December 10, 2025
Written by John Craig December 10, 2025 On October 27, the Manhattan Institution’s City Journal published a major, breakthrough analysis of the performance of 100 prominent US (and one Canadian) universities and colleges, “Introducing the City Journal College Rankings,” For the first time, this new performance system includes data on measures (68 in all) like freedom of expression, viewpoint diversity tolerance, quality of instruction, investment payoff, and campus politicization that are not considered in the other major higher ed ranking systems. How did Davidson measure up in City Journal’s performance assessment? On a scale of one (bottom) to five (top) stars , Davidson is among the 63 schools that received 2 stars. Schools that, according to City Journal, have “Mostly average to below-average scores in all categories with no particularly noteworthy strengths. Significant, focused policy changes are needed at these schools.” (Full rankings available here College Rankings | Rankings ) To summarize the methodology, the City Journal team selected 100 schools that are highly touted by other ranking systems, widely known to the American public, and/or of high regional importance. The researchers gathered data on 68 variables across 21 categories covering four major aspects of on- and off-campus life. The Educational Experience categories were Faculty Ideological Pluralism, Faculty Teaching Quality, Faculty Research Quality, Faculty Speech Climate, Curricular Rigor, and Heterodox Infrastructure; the Leadership Quality categories were Commitment to Meritocracy, Support for Free Speech, and Resistance to Politicization; the Outcomes categories were Quality of Alumni Network, Value Added to Career, and Value Added to Education; and the Student Experience categories were Student Ideological Pluralism, Student Free Speech, Student Political Tolerance, Student Social Life, Student Classroom Experience, Campus ROTC, Student Community Life, and Jewish Campus Climate. No other higher ed ranking system includes as many variables. (Read more about methodology at College Rankings | Methods ) The data included publicly available information from sources such as the Integrated Postsecondary Education Data System (IPEDS), the Department of Education’s College Scorecard, and the Foundation for Individual Rights and Expression’s College Free Speech Rankings. The researchers also developed original measures for the project, such as the ideological balance of student political organizations and the partisan makeup of faculty campaign contributions. Each variable was coded so that higher values mean better performance and was weighted to reflect relative importance. For example, student ideological pluralism (as measured by self-reported student ideology and the left-right balance of student organizations) accounts for 5 percent of a school’s score while City Journal’s estimate of how many years it will take the typical student to recoup their educational investment to attend a given college accounts for 12.5 percent. A school’s overall score is the sum of points across the 21 categories, with the top possible score being 100. While the assessment system is for the most part hard-data-based, it has, like other ranking systems, subjective elements—like the weighing system. So methodological challenges will come and will doubtlessly lead to improvements the next time around. That said, the methodology strikes me as defensible and a marked improvement over that of other popular rating systems. I will conclude with some comments on the findings. Note that the Average score (out of 100) for the 100 institutions is 46 and the median score is 45.73—so overall, this is not a “high performance” group of institutions. No institution receives a 5-Star rating, and only two receive a 4-Star rating (University of Florida and University of Texas at Austin). Only 11 schools receive a 3-Star rating—Having “Mixed results across the four categories, showing strengths in some and weakness in others. These schools typically have several clear paths to improvement.” Because assessment scores are generally low and tightly clustered in the middle, the rankings by score are misleading: Davidson, at 51.16 with a rank of 25, looks to be in the top quartile (between Princeton and Georgetown), but in fact gets just a 2-Star assessment

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Report from Ivy League school finds rampant grade inflation, but students complain administration is moving goal posts

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Decades of big spending, new federal funding cuts and a changing view of higher education created a perfect storm; ‘Spending Your Tuition On Its Mistakes’
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