The age old idea that cheating was f or the struggling is no longer a realistic view on the issue, in fact, quite often it’s the most achieve Eng students that are caught cheating, a chilling concept that has cast a shadow over the American education system, egging the question, why do students cheat, and what can be done to both c hang the mentality of the cheater, but also protect the innocent from being considered cheaters? Ifs impossible to accurately trace the origins of cheating it is however possible el to trace certain trends and students mentalities toward the act. The late 19th and early 20th centuries, cheating was widespread at college campuses in the United States, and was n to considered dishonorable among students. (Simmons, 45) It has been estimated that as many as thirds of students cheated at some point of their college careers at the turn of the 20th entry. (Stephens) Fraternities often operated scalded essay mills, where term papers were kept on file and could be resubmitted over and over again by different students, often with the only change bee Eng the name on the paper.

As higher education in the U. S. Trended towards meritocracy cay, however, a greater emphasis was put on anticipating policies, and the newly diverse stud .NET bodies tended to arrive with a more negative view of academic dishonesty. The first scholarly studies in the asses of academic dishonesty in higher education found that nationally in the U. S. , somewhere between 50p% of college students h d cheated at least once. While nationally, these rates of cheating in the U.

S. reRemaintable today, there are large disparities between different schools, depending on the size, selectivity, and a ntanticipatingolicies of the school. Generally, the smaller and more selective the college, t he less cheating occurs there. For instance, the number of students who have engaged in accadmmimicishonesty at small elite liberal arts colleges can be as low as 15 %, while cheating at large public universities can be as high as 75%.