[notch656a]

>It does. Like I said the the smarter kids the tougher the courses. Because smarter kids normalize easiness.

False. There is no requirement that the course be made easier, nor that the non-selective school refrain from creating a much harsher curve to reflect a like-achiever performing similarly to like-achiever at a different school.

>The school absolutely cannot fail the entire class, they have to set the hardness so that a certain amount pass.

They absolutely can, and in fact most of the courses I took REQUIRE the teacher to fail everyone who fails to achieve certain ABET designated criteria, regardless of what percent fails to master the material. Although in practical case, this means the non-selective school just fails a lot more people than the selective school at freshman/sophomore level.

>It is absolutely a factor especially if most schools grade on a curve. So if any Tom Dick or Jane can join the curve however steep it is, will reflect the quality of those who join.

Only on the basis of the fallacy that curves cannot vary from school to school.

>That doesn't make any sense. I'm saying it's not completely separate at all. There is a strong correlation that if you graduated top of the class in your high school you have a higher likelihood of better performance in engineering at a top school. It's not always the case but the correlation exists.

How the top 10% or whatever n% performs doesn't say anything about how the bottom 100-N% perform, (other than the top performed better). It merely provides a maximum, which in your example was 50% passing. We've been over this fallacious assertion many times now.

>You're basing your argument off the erroneous notion that engineering talent in school is completely separate from all other subjects and therefore selectivity is completely irrelevant

Selectivity DOESN'T CONFER DIFFICULTY. Say that in your head 10 more times. That 50% of your selective cohort passes doesn't prove that the non-selective cohort will be below say 25% of your baseline "only with a pulse" group. A t best it suggest that they won't exceed the 50% of the favored cohort. I didn't make an 'erroneous notion' about selectivity or talent because I never claimed selectivity increased nor decreased difficulty, in fact that was your 'erroneous notion.'

>Sure it's N=1. But read my paragraph above. That's a common sense figure. Person A gets all F's in your classes and Person B gets straight As and takes a bunch of AP courses... by probability person B will be the better engineer. Common sense. We can make a good estimate based off of common sense logic without the need for statistically rigorous data. So based off of that logic, my reasoning goes beyond a N=1 sample size as we can use common sense induction to arrive at a broader conclusion.

I see no reason why person A and B alike couldn't be held to similar standards regardless as whether they went to a selective vs non selective school.

Your selective program is not more difficult on that basis alone.

[deltaonefour]

>False. There is no requirement that the course be made easier, nor that the non-selective school refrain from creating a much harsher curve to reflect a like-achiever performing similarly to like-achiever at a different school.

>They absolutely can, and in fact most of the courses I took REQUIRE the teacher to fail everyone who fails to achieve certain ABET designated criteria, regardless of what percent fails to master the material. Although in practical case, this means the non-selective school just fails a lot more people than the selective school at freshman/sophomore level.

Of course no official requirement exists. But all schools must do this. Failing an entire class or most of the class is grounds for a lawsuit. It's also extremely bad for business as schools are basically businesses.

The only thing schools can do is grade on a curve and this curve must let a percentage of people through. The quality of that percentage depends 100% on the quality of the group that is in that class. Thus selectivity effects difficulty. If every student scored 99%, then 99% is now a C grade. See the logic? Selectivity is causative to difficulty in classes with a curve AND that is a quantitative inductive conclusion which is incredibly hard to counter with qualitative anecdotes.

I also don't know why you're bringing up ABET when we agreed it's trash and irrelevant.

>Only on the basis of the fallacy that curves cannot vary from school to school.

Curves are different, so are the students going in. But when you look at the whole, by the law of large numbers (aka basic probability) a pattern emerges. Selective schools have smarter people and are therefore harder overall because of these curves. The generality is true despite exceptions that may exist. You can say on average, what I say is more likely to be true.

>How the top 10% or whatever n% performs doesn't say anything about how the bottom 100-N% perform, (other than the top performed better). It merely provides a maximum, which in your example was 50% passing. We've been over this fallacious assertion many times now.

It already does. The top 10% indicates that the bottom 90% failed to perform at the level of the top 10%. That is something right there. Failure to perform. If you fail to be part of the top 10% then you're more likely to fail at other things INCLUDING an engineering curriculum. Correlation and probability. Your assumption which imo is much more far fetched is stating that this correlation DOESN'T exist. Think about it. It's much more logical to assume high performers in high school are more likely to be high performers in university.

>Selectivity DOESN'T CONFER DIFFICULTY. Say that in your head 10 more times.

Say it as much as you want. I am literally telling you that IT DOES.

I said two things that by induction leads to higher difficulty. Literally. Selectivity leads to higher performers in a class. Higher performers effect the intrinsic curve EVERY school has. THEREFORE difficulty increases. As I stated before this hinges on the correlation between performance before entering the university with actual performance at the university in an engineering curriculum. That's the basis of my thesis right there. It is unreasonable to deny that correlation.

>I see no reason why person A and B alike couldn't be held to similar standards regardless as whether they went to a selective vs non selective school.

You hold the standard too high, then nobody passes the course. A certain percentage has to pass, therefore, for a non-selective school the curve MUST be lowered for more people to pass. As I stated before, although there's no official rule stating that schools can't fail everyone, it's pretty stupid for a school to fail everyone. Bad for business and various other things.

Thus by this logic a non-selective school MUST lower the bar or too many people will fail. Keep in mind, selective schools also have high attrition rates, so we can do the math on this if you have statistics about your school. I'm guessing something like Georgia Tech which is like 40% percent dropout rate (could very well be a BS statistic as I've only heard people regurgitate what the dean says) and 75% acceptance, versus my school which is 11 percent acceptance and dropout is 10% (highly inaccurate as this is the overall dropout rate of the entire school... Engineering is MUCH higher).

This leaves Georgia Tech with 45% and my school with 10% of the initial group of people that applied. Assuming that both schools have the same distribution of talented people applying, there's no logic that can justify Georgia Tech being easier than my school. More people of the same level of talent out of this distribution make it through Georgia Tech than they do at my school. Therefore my school is harder.

Of course it should also be noted that my school is prestigious enough that most mediocre students don't bother to apply. So my school weighted towards a group with greater talent.

I don't know which school you went to but Georgia Tech is the only top 10 CS school that I know of that has a reputation for letting "anyone with a pulse" into their online masters program, so I'm using that as my model.

>Your selective program is not more difficult on that basis alone.

Certainly there are exceptions aka Anomalies, but the generality is impossible not to be true. It's an axiom of probability. You could very well be a genius of unparalleled talent that came out of a non-selective program.

In fact by probability, it is actually highly unlikely for anomalies not to exist. Somebody eventually gets struck by lightning.

[notch656a]

>If every student scored 99%, then 99% is now a C grade. See the logic? Selectivity is causative to difficulty in classes with a curve AND that is a quantitative inductive conclusion which is incredibly hard to counter with qualitative anecdotes.

No I don't. The center of the curve ('C') doesn't need to be calibrated around the median. 'F' can be chosen as the median, or you can choose an objective scale (this did happen) rather than a subjective curve. I've seen 'qualitative anecdotes' that the curve isn't centered around 'C' and I reject the notion this anecdote is impossible. I don't know why you can't understand the curve can be adjusted so like-performers across schools get a similar grade, resulting in higher GPAs at selective schools and lower GPAs (initially) at non-selective ones.

>I also don't know why you're bringing up ABET when we agreed it's trash and irrelevant.

Because you made a false assertion everyone couldn't be failed, when in fact at least in the institution it was REQUIRED that everyone be failed if everyone fails to meet ABET designated criteria. It supports that your claim is specious.

>Curves are different, so are the students going in. But when you look at the whole, by the law of large numbers (aka basic probability) a pattern emerges. Selective schools have smarter people and are therefore harder overall because of these curves. The generality is true despite exceptions that may exist. You can say on average, what I say is more likely to be true.

False. Again you depend on the fallacy the curves can't be calibrated around something like 'the average student fails and the course follows the difficulty of <selective school>.' If I give an IQ test to a cohort to a group of lower intelligence people, the 'curve' looks bent and biased towards lower score. If I give it to people of upper intelligence, the curve 'looks' bent towards biased towards higher score. But in the end it is the curve that is objective across cohorts (schools), despite higher intelligence in one cohort ('school') than another. The difficulty is unchanged, even though selectivity is introduced.

>The top 10% indicates that the bottom 90% failed to perform at the level of the top 10%.

That only sets the ceiling. If the 'top 10%' have a 50% pass rate, that doesn't stop the bottom 90% from having a 49% one, well above your 25% threshold for 'anybody with a pulse.'

> Your assumption which imo is much more far fetched is stating that this correlation DOESN'T exist.

My assertion is that all we know is it's likely the top picks may tell us the ceiling for expection of the bottom, but not the floor. And it tells us little to nothing about how difficult the cirricula is, unless we compare to like-kind top picks at another cirriculum (which without selectivity, could be difficult to compare in practice.)

>You hold the standard too high, then nobody passes the course. A certain percentage has to pass, therefore, for a non-selective school the curve MUST be lowered for more people to pass. As I stated before, although there's no official rule stating that schools can't fail everyone, it's pretty stupid for a school to fail everyone. Bad for business and various other things.

> said two things that by induction leads to higher difficulty. Literally. Selectivity leads to higher performers in a class. Higher performers effect the intrinsic curve EVERY school has. THEREFORE difficulty increases. As I stated before this hinges on the correlation between performance before entering the university with actual performance at the university in an engineering curriculum. That's the basis of my thesis right there. It is unreasonable to deny that correlation.

Fallacious reasoning, the two schools could have the exact same cirricula, teacher, everything and merely different students and when graded against objective criteria, or appropriately calibrated (shifted down/up) shaped curves, they can have both equal difficulty and grade parity for performance. The university I went to is NOTORIOUS for having the least grade inflation, much lower than many 'selective' schools, which also helps fix the exact problem you are worried about.

>Thus by this logic a non-selective school MUST lower the bar or too many people will fail.

Not at all. They just didn't give a fuck. Engineering drop-out is their feeder program to the other programs; better to keep the rankings high to bait people in than make engineering easier resulting in lower rankings and lose the bait. Engineering drop-out commonly became successful engineering tech or even successful doctor, lawyer, etc via side-channeling of people who were baited into the university via engineering rankings. They would have happily failed out everyone from what I can tell, and if you didn't meet ABET designated objectives they were REQUIRED to fail you. You can't just wash this away with your vendetta not believing that this can be true -- I saw people with excellent performance fail merely for missing a single ABET criteria. Moreover recall at least one class where I believe the majority failed or dropped out, making the median an 'F' or 'D'. Apparently where you went, you implied the median was a 'C', so there's a difference already. This is a public school that couldn't give a flying fuck if most the undergrads failed out.

> Selectivity leads to higher performers in a class. Higher performers effect the intrinsic curve EVERY school has.

Having higher performers doesn't change the curriculum or necessary even the grading, it simply means those individuals may be better prepared to tackle equal difficulty found at both non-selective and selective schools. If I bring in the population at random to do 10 pull-ups each and seperately bring in a bunch of professional football players to do same, the difficulty is the same despite a massive change in selectivity.

>More people of the same level of talent out of this distribution make it through Georgia Tech than they do at my school.

I'm not terribly familiar with Georgia Tech or your school, and it's possible, I dare say probably even likely, your school was more challenging than both mine and Georgia Tech, but we can't say the delta in difficulty was BECAUSE of the selectivity. I'm guessing the university I attended didn't show up on your radar because you swapped us into the sciences (computer science) instead of engineering, and my university is not so remarkably ranked in computer science. In fact it would be impossible to gain a CS degree there without acceptance into an entirely different college of science (for which I have no basis for comparison).

> only top 10 CS school

I thought we were talking about engineering. I guess we can stop here. At the school I attended, CS is not engineering but rather science (which is in the name) so we don't even have a basis for comparison. It's a bit pedantic on face but it drastically changes everything to be in college of science instead of engineering from the bottom up where I went to university. Are you sure CS was in the college of engineering where you attended?

>Certainly there are exceptions aka Anomalies, but the generality is impossible not to be true. It's an axiom of probability. You could very well be a genius of unparalleled talent that came out of a non-selective program.

Having more qualified people attempt to complete the degree is not same as being more difficult. Moreover, attrition could be so high at the 'anybody with a pulse' institution that by the time junior year comes around the quality of cohort looks the same as at the selective school.

[deltaonefour]

>No I don't. The center of the curve ('C') doesn't need to be calibrated around the median. 'F' can be chosen as the median, or you can choose an objective scale (this did happen) rather than a subjective curve. What do you mean F is chosen as the median. The median is not chosen it's determined by events.

The curve isn't subjective. It's a probability distribution determined by scores from students. Nothing can be calibrated or adjusted here.

>Because you made a false assertion everyone couldn't be failed, when in fact at least in the institution it was REQUIRED that everyone be failed if everyone fails to meet ABET designated criteria. It supports that your claim is specious.

ABET requires it in name, but no institution does this. Think of ABET like the FDA. It has some oversight but there's also holes everywhere. School rarely fail an entire class. If a curriculum causes an entire class to fail the curriculum will be toned down otherwise students complain, launch lawsuits and eventually nobody attends the school. You need to work some common sense into your argument here, just because ABET has a stupid rule in name doesn't mean that rule is followed to the letter.

>False. Again you depend on the fallacy the curves can't be calibrated around something like 'the average student fails and the course follows the difficulty of <selective school>.' If I give an IQ test to a cohort to a group of lower intelligence people, the 'curve' looks bent and biased towards lower score. If I give it to people of upper intelligence, the curve 'looks' bent towards biased towards higher score. But in the end it is the curve that is objective across cohorts (schools), despite higher intelligence in one cohort ('school') than another. The difficulty is unchanged, even though selectivity is introduced.

First off the curve looks the same, it's not bent in anyway, it's usually symmetric, especially with student scores. The only difference is an offset of where the hump is.

Second your not understanding the argument. Imagine two groups of people. A high IQ group and a low IQ group. Both groups are given the exact same test. However both tests are graded differently based off a curve generated by the probability distribution of scores for each test.

The High IQ group has a mean score of 95. The low IQ group as a mean score of 50. So taking the same test among the high IQ group getting a 95 gets you a C taking the exact same test among the low IQ group and scoring the SAME score of 95 gets you an A. So by logic it's EASIER to get an A among a group of lower IQ people (aka a group of the same people from a less selective school). The test is harder among the high IQ group. This is definitive man.

>Fallacious reasoning, the two schools could have the exact same cirricula, teacher, everything and merely different students and when graded against objective criteria, or appropriately calibrated (shifted down/up) shaped curves, they can have both equal difficulty and grade parity for performance. The university I went to is NOTORIOUS for having the least grade inflation, much lower than many 'selective' schools, which also helps fix the exact problem you are worried about.

Fallacious reasoning my ass, your introducing qualitative speculation on specific attributes of your individual school and thinking that's enough data to generate a broad conclusion. That's the most fallacious style of reasoning in existence. I'm just axiomatically going off the law of averages. On average a less selective school will be easier. It's probability.

>Not at all. They just didn't give a fuck.

So they fail everyone in the class and the angry students take their outrage to the media? Then the parents come in and start a lawsuit which leads to a PR nightmare. Less students join the next year because nobody wants to be part of a school that failed an entire class.

Of course they give a fuck man. Don't be unreasonable. Schools are businesses and while they have to have a certain level of integrity when grading they ALSO need to be reasonable or they don't get business.

If this type of failing a majority of a class ever happens at all, it would be super rare. The subsequent class will for sure will be adjusted and the professor changed or reprimanded.

>Having higher performers doesn't change the curriculum or necessary even the grading,

You understand that curving a grade is based on average scores right? You realize that this is the topic and what I mean by easier? A curve. Higher performers score higher and influence the average making the curve higher. Basic math. The curriculum becomes harder because math works in this reality.

Here's some resources if you never dealt with this concept:

https://en.wikipedia.org/wiki/Normal_distribution https://michaelminn.net/tutorials/normal-curve-grading/index...

The difficulty rises not in the test itself, but in the grading of the test. To pass the class you need to perform much better.

So given your NFL player example. Let's say on average they do 20 pullups and regular people on average do 8. The grading for NFL players is much more strict as 20 pullups is an average score. So an NFL player who does 10 pullups which is above average for the normal crew fails because he's below average for the NFL crew.

>I'm not terribly familiar with Georgia Tech or your school, and it's possible, I dare say probably even likely, your school was more challenging than both mine and Georgia Tech, but we can't say the delta in difficulty was BECAUSE of the selectivity.

That's not the point. The point is on average, selectivity influences difficulty and by difficulty I mean grading on a curve. If all else is held exactly the same selectivity fucks up the curve by making it harder for everyone.

>I thought we were talking about engineering. I guess we can stop here. At the school I attended, CS is not engineering but rather science (which is in the name) so we don't even have a basis for comparison. It's a bit pedantic on face but it drastically changes everything to be in college of science instead of engineering from the bottom up where I went to university. Are you sure CS was in the college of engineering where you attended?

Doesn't matter. CS or engineering... the bell curve and the rules of probability don't change when you change majors. I thought we were talking about CS because my original post is saying "anyone can program."

>Having more qualified people attempt to complete the degree is not same as being more difficult.

It is if the school grades on a curve. Most schools do grade on a curve especially the harder schools. The curve makes sure that only a small percentage of people get an A and guarantees a percentage of people fail.

> Moreover, attrition could be so high at the 'anybody with a pulse' institution that by the time junior year comes around the quality of cohort looks the same as at the selective school.

Except I just did the math that shows this does not occur when comparing my school to Georgia Tech. Like I said assuming everything else is roughly the same, out of all the people who applied to my school, only 10% graduate. In Georgia Tech 45% of people who applied graduate.

This is assuming both groups that applied have the same talent distribution for engineering or CS or whatever. This means 35% of people of the SAME LEVEL of TALENT who would've graduated at Georgia Tech couldn't even get into UCLA.

Look even with the raw numbers there's a lot of fuzziness and leeway here. The story could go either way with a more detailed and well thought out measurement. But given the available quantitative data, this is the best possible estimation we have so far:

Selectivity influences difficulty. Period.

[notch656a]

> So taking the same test among the high IQ group getting a 95 gets you a C

This is the source of your confusion.

Your whole argument about the curve centers around the flawed and bizarre presumption that the curve has to center around a C. It doesn't always work that way, I don't think you understand some curves are different including the median score possibly being an 'F'. You're depending on some standardized curve, when in fact there's no requirement that be the case (and it often isn't). In the example with the footballers, every footballer gets an 'A' and with the random population the average gets an 'F' because the curves are compensated so that effectively there is an objective-like standard to maintain parity across like-performers.

>It's a probability distribution determined by scores from students. Nothing can be calibrated or adjusted here.

Of course something can be adjusted. you can make 'A' top 1%, B next 1%, C next 1%, D Next 1%, and fail the bottom 96% for instance. Not everyone has to grade to make sure most people pass, which apparently was the case at your selective school. At non-selective school the whole point is to fail every unfit person possible; it's even better for the school because engineering program was mostly bait to get these people into broader programs within the university.

You can go to the media, sue, or whatever. In my case it would look like this in the media "middle-class white man slightly less successful after being held to high standards" -- yeah that'll sell great! A few foreign students committed suicide after failing out of engineering paid for with their families 3rd world life savings and even then no one cares. Good luck telling the judge that you didn't like the grade the professor gave you. Maybe your selective school mostly filthy-rich people with money to waste on lawsuits tying up the courts with cases that are meritless but wear down the college enough that they eventually relent.

>You understand that curving a grade is based on average scores right

Your curve may have been based around C being average. I have seen 'curves' where the average was F or D. I have seen courses where there is no curve as well, and isntead an objective system. A non-selective school can introduce a 'curve' where like performers get the same grade as in a selective school.

> The curve makes sure that only a small percentage of people get an A and guarantees a percentage of people fail.

Yeah our 'curves' weren't always like that. They were adjusted to compensate for non-selection present in our program. I.e. all people may fail or in a group of top performers no one may fail.

>Selectivity influences difficulty. Period.

Tell yourself your deranged and confused lie over and over, and tell me more about how you don't understand how different schools may grade differently (to objectively obtain same grade results as 'selective' school) even while maintaining SAME difficulty with a selective school.

> I thought we were talking about CS

Programming isn't equal to CS. Did you even study engineering or CS? Even chemical engineers program. These are all basic concepts you've missed, it's really hard to believe you have any experience at all in ABET accredited engineering program.

>ABET requires it in name, but no institution does this.

Maybe your institution acted fraudulently, but I saw people fail or incomplete a class for failing to meet ABET requirements. You're simply lying on this point to support your pathological obsession with denying selectivity does not confer difficulty.

>So they fail everyone in the class and the angry students take their outrage to the media? Then the parents come in and start a lawsuit which leads to a PR nightmare. Less students join the next year because nobody wants to be part of a school that failed an entire class.

No they fail almost everyone, the engineering rankings go up even further because any survivors are more impressive, and the rest filter into different programs. Everyone wins when almost everyone fails. The school uses engineering program as bait to draw people into other programs as much as anything. Failing almost everyone out is a win-win because it strengthens the bait and feeds money into other programs to broaden the school.

> The test is harder among the high IQ group. This is definitive man.

You have no understanding of an IQ test. It's meant to provide an objective outcome so that no matter the subset in a group taking the test, the measurement of the individual is the same. Taking the test with a group of fellow high-performers doesn't give you a lower IQ score. It's not harder no matter how selective you make the group taking the test. Universities can provide like feedback in grading. back to the analogy, the IQ score is the grade, get it?

>Selectivity influences difficulty. Period.

Selectivity doesn't confer difficulty. Period.

[deltaonefour]

>Your whole argument about the curve centers around the flawed and bizarre presumption that the curve has to center around a C. It doesn't always work that way

That's where they usually center the curve. This is where MOST schools set the average. It's not bizarre it's actually bizarre if a school doesn't do this. There is no requirement for this to be the case JUST LIKE there's no requirement to grade people off of A,B,C,D, or F grades. But people do it anyway because of culture and ubiquity.

If your school doesn't do this, then your school is clearly outside of what is normal. Any school that doesn't grade off of a curve tends to be an easier school, because these schools don't have an absolute requirement for a certain amount of people to fail.

>Of course something can be adjusted. you can make 'A' top 1%, B next 1%, C next 1%, D Next 1%, and fail the bottom 96% for instance.

No dude. A probability distribution is AN OBSERVATION. You cannot adjust data that's observed. You clearly were talking about the shape of the curve, but now you seem to think we're talking about the grading policy. Clearly I marked a delineation here.

>Good luck telling the judge that you didn't like the grade the professor gave you.

It's a jury. Not a judge. And telling the judge that the ENTIRE class failed is a valid argument bro. You don't even have to tell that to a judge. Tell it to the dean and the dean will have a talk with that professor. It's absolutely insane for a whole class to fail.

>Maybe your selective school mostly filthy-rich people with money to waste on lawsuits tying up the courts with cases that are meritless but wear down the college enough that they eventually relent.

I went to a public school buddy. None of BS affirmative action by race or money. So the school is loaded with Asians. Meritful to the point where it shows disparity among race. Asians rate highest in academic achievement and scoring, if your school isn't by population rated most heavily by Asians then your school is most likely performing meritless admissions.

>Your curve may have been based around C being average. I have seen 'curves' where the average was F or D.

Setting the average score to an F or a D is a one way ticket to retaliation. If it occurs at all it's fucking rare. I'm more inclined to believe you're lying here. But whatever.

>Yeah our 'curves' weren't always like that. They were adjusted to compensate for non-selection present in our program. I.e. all people may fail or in a group of top performers no one may fail.

Send me a link to your "curve" rules. Is it a standard or is it special to your school? If it's a standard methodology there should be some information or wiki on it somewhere.

>Tell yourself your deranged and confused lie over and over, and tell me more about how you don't understand how different schools may grade differently (to objectively obtain same grade results as 'selective' school) even while maintaining SAME difficulty with a selective school.

Of course schools grade differently. But there is a generality and a norm that schools tend to cluster around. That's the Bell curve normal distribution and A,B,C,D,F grading scale centered around the center of the curve. MOST schools do this and therefore you can make a GENERAL statement about all schools that says: "Selectivity influences difficulty. Period."

Any school that doesn't do this is outside of the norm. You're using outliers as your evidence.

>Programming isn't equal to CS. Did you even study engineering or CS? Even chemical engineers program. These are all basic concepts you've missed, it's really hard to believe you have any experience at all in ABET accredited engineering program.

This is just pedantic. You're getting knee deep into language issues. Nobody is even sure if CS should be engineering or even a science. It's clearly closest to math. But why get into this BS? It's off topic. Nobody cares bro. I don't want to argue about this shit. Stay on topic.

I don't need to study the intricacies of ABET. I don't even care about that garbage. My school was ABET accredited that's all they told me, I believe it, but I don't advertise it on my resume because the name of my school is more famous then ABET itself. Nobody puts ABET on their resume and nobody cares. We both agreed it's trash. I don't understand why you're bringing it up if YOU AGREED it's garbage.

>No they fail almost everyone, the engineering rankings go up even further because any survivors are more impressive, and the rest filter into different programs. Everyone wins when almost everyone fails. The school uses engineering program as bait to draw people into other programs as much as anything. Failing almost everyone out is a win-win because it strengthens the bait and feeds money into other programs to broaden the school.

https://www.reddit.com/r/college/comments/3t48ej/what_happen...

Nobody in that thread agrees with you. But fine. Keep your opinion. The way you talk about it almost seems like you didn't even go to university. I know you did though, but your opinion is so far out there that you would benefit in knowing that barely anyone else shares it.

>You have no understanding of an IQ test. It's meant to provide an objective outcome so that no matter the subset in a group taking the test, the measurement of the individual is the same. Taking the test with a group of fellow high-performers doesn't give you a lower IQ score. It's not harder no matter how selective you make the group taking the test. Universities can provide like feedback in grading. back to the analogy, the IQ score is the grade, get it?

Dude. This is just pedantic again. Replace IQ with whatever you want to indicate a higher performing group, or more intelligent group. I just used the word to indicate that the POPULATION of people that were applying was overall superior.

The detailed intricacies of an IQ test are irrelevant. I am well versed in what an IQ test is and what an IQ score means. BUT WE ARE NOT TALKING ABOUT IQ TESTS.

First off different universities do provide different hardness levels in tests. Most of them try to make it hard enough so that 75% is the average score. Failing to make that number the score is curved. Generally more selective universities DO HAVE more challenging tests, but this is anecdotal and is hard to objectively measure.

What can be measured is curving. ASSUMING all else is the same and we follow the STANDARD methodology not used by garbage outlier schools When all else is the same other then selectivity, selective schools are more difficult.

>Selectivity doesn't confer difficulty. Period.

You're just being stubborn. When you reach for outlier evidence that's how you know you're searching for evidence to support a premeditated conclusion rather than using evidence to construct a conclusion.

[notch656a]

Clutch those pearls harder. Your program wasn't more difficult because it was more selective. Stubbornness is refusing to believe difficulty can remain constant across varying degrees of selectivity of cohorts. You're making the assertion it can't, I'm simply calling bullshit on your unsupported and specious claim.