Reflecting on my time at Cornell University, I can still feel that knot of anxiety when I look back at my swim test.
The requirement was to jump into the deep end, then swim 75 yards, followed by a minute of floating and treading water.
This tradition, which dates back to 1905, made Cornell the first non-military institution to enforce swimming proficiency as part of graduation criteria.
Col. Frank Burton, the campus ROTC commander, argued that soldiers lacking swimming skills were essentially “dead wood” in a command situation. For over a century, this tradition has provided Cornell graduates with invaluable skills.
I wasn’t a confident swimmer, but the thought of being “dead wood” pushed me to practice diligently, and I managed to pass.
In hindsight, I’m really grateful for that experience.
The swim test taught me resilience, preparation, and the importance of meeting set standards. These lessons helped me face more significant adult challenges later on.
Like Cornell, several institutions—Columbia University, MIT, and others—still uphold similar swim test requirements.
However, this year marks a significant change: Dartmouth College’s senior class will graduate for the first time in almost a century without having completed the swim test.
What’s most troubling is the reasoning behind this decision.
When faculty voted to eliminate the requirement, they cited equity concerns, referencing data indicating that students of color are more likely to require remedial swimming classes.
Williams College took a similar route, stating that the swim test adversely affected minority students.
This discrepancy is not unexpected. CDC statistics show that black children aged 10 to 14 drown in swimming pools about 7.6 times more frequently than their white peers.
It’s important to question whether the data supports a change in standards. It seems a bit misplaced to remove a swim test rather than seek solutions.
Instead of maintaining the established standards, Dartmouth replaced the swim requirement with flexible options in physical education, including yoga, club sports, and dance, while offering swimming lessons as an option.
While I’m all for promoting mental health and fitness, I can’t help but think: if someone is in trouble in the water, knowing how to use a treadmill doesn’t quite compare to swimming skills.
This trend of lowering or eliminating standards seems to permeate all levels of education as a reaction to perceived racial injustices.
Numerous universities have abandoned objective testing methods like the SAT and ACT, citing score disparities among different racial groups.
Additionally, states such as New York and California are loosening high school exit exams for similar reasons.
But that contrasts sharply with my experience running a public charter school in the Bronx.
Many of my students struggle to reach grade-level proficiency, but that doesn’t mean we should lower our standards for them.
What we really need is tailored support to help them achieve or surpass those high expectations.
The belief that low-income or minority students can’t meet the same standards as others is a disservice and undermines their genuine accomplishments.
Interestingly, Dartmouth is actually moving towards a more constructive direction.
In 2024, President Sian Leah Beilock announced that the SAT/ACT requirements would be reinstated for the Class of 2029, making Dartmouth the first Ivy League school to do so.
Beilock emphasized that these tests effectively identify students who could thrive at Dartmouth but might otherwise be overlooked.
Data should be used wisely to promote equity and preparedness.
Dartmouth could apply this thoughtful, data-driven approach to the swim test as well.
Just as reinstating standardized tests could benefit all students, including those from underrepresented backgrounds, reinstating the swimming requirement—along with targeted support like free lessons—would reflect a commitment to excellence.
Two decades post-Cornell swim exam, I found myself preparing for the Westchester Olympic triathlon, which included a 1,500-meter open water swim.
Yes, I was nervous, but I was also ready to dive in confidently, thanks to my 75-yard foundation.
What if Cornell had decided to waive these standards for students like me?
I’m thankful that the institution had faith in my capability to meet their expectations.
Lowering standards ultimately undermines those we aim to assist, fostering a narrative of helplessness instead of one of agency and achievement.
Setting high standards doesn’t negate support; it actually enhances it.
By believing in our students and challenging them with ambitious yet achievable goals, we offer them an invaluable gift: the confidence to navigate whatever life throws their way.
