Does Using AI to Edit an Op-Ed on Students' Math Skills Undermine the Argument?

An anonymous reader quotes a report from The Guardian: A math professor at the University of California, Berkeley, criticizing a "severe" math deficiency among students in an op-ed for the San Francisco Standard, admitted to using artificial intelligence to help edit the piece. The Standard published a 2,000-word piece by Zvezdelina Stankova last week, in which the professor said some of her math students were "five to eight years" behind and lacked a "middle school" education on fractions and basic algebra. Stankova said the UC system's test-blind admissions were to blame, suggesting that students who weren't sufficiently prepared for the rigor of Berkeley's mathematics program were admitted because a longstanding benchmark like the SAT had disappeared. Over the weekend, journalists at Berkeley's student newspaper, the Daily Californian, noticed the op-ed's language sounded like AI. According to Berkeley sophomore Francis Luo, they ran it through AI-detection software Pangram, which claimed 33% of the op-ed had been generated or assisted by AI. In response, Stankova admitted she had used AI software to "help edit the piece" but that the article was "the result of several hundred person-hours of intensive human work, of which about 80 hours are my own." Stankova said by email she had used AI to locate "numerous documents and articles related to the initiative" but that "all analysis is the result of the team members." When asked about their AI usage policy, the Standard -- which published the op-ed -- shared this statement by email: "While AI may assist, our expectation is that humans are behind every article we publish and take responsibility for every word. Our understanding in working with the author of this op ed was -- and continues to be -- that this piece reflects her and her colleagues' extensive original analysis, research and expertise." Should the op-ed have been entirely written without artificial assistance or is the use of AI a distraction from the argument at hand? That's the question at the heart of the debate playing out online. According to the op-ed, Stankova and her peers found that the number of students with a "severe deficit" in their readiness for a calculus I class had tripled after the University of California adopted test-blind admissions. Some students were allegedly five to eight years behind and struggling with basic algebra and fractions, among other concepts. Much of that decline, Stankova argues, is from the removal of standardized tests like the SAT and ACT, which served as important benchmarks for identifying whether applicants were prepared for Berkeley-level coursework.Read more of this story at Slashdot.