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Is College for Everyone?

May 26, 2012

The question in the title of this post: “Is College for Everyone?” is an interesting one.  It leads me to ask a follow up question: Is our constant perseveration of “college for all” misguided?

I am going to go out on a heretical limb here and say that “college for everyone” is misguided.  I don’t come to that conclusion lightly, it has been formed over years of working with students who have no desire, nor inclination to persevere on academic endeavors.  I will grant the caveat that I am not the best qualified person to make this judgment as I am not a teacher in high school.  I have taught both middle and upper elementary school classes, and most of my time has been spent in special education classrooms.

Should we strive as teachers to prepare as many students who want to go on to a four year college to be able to do so?  DEFINITELY!  But, there are those students…you know them, they have been in your classrooms, they are bright, really bright…they are totally street smart, good at reading people and situations and able to respond appropriately in a split-second, who are not at all motivated by academic classes.  They might be behavior problems in your classes because they are disinterested in the academic work in front of them…but if showed how to do a task, and if showed why this is of benefit to them personally, they shine….are you forming ideas of who I am talking about if you are a teacher?  I am sure you are.

When I went through Middle and High school we had all sorts of vocational classes to take: graphic arts, computers, metal shop, wood shop, power-mechanics (my personal favorite), and there was even home economics (which I took so I could cook, eat, and take an easy class).  Anyway, we don’t have these programs anymore, at least not in the three Southern California school schools where I have taught.  I have had many boys now (mostly boys) who are behavioral problems to most of their teachers because they are supremely disinterested in reading and math.  They are usually pretty good with art, and they would so benefit from programs where they could work with their hands and learn skills such as wood or metal craftsmanship which would help them after high-school.

Here is the article which prompted my thoughts this Saturday afternoon.  I am posting it in its entirety…it makes some excellent points which I have put in bold below:

WASHINGTON — The college-for-all crusade has outlived its usefulness. Time to ditch it. Like the crusade to make all Americans homeowners, it’s now doing more harm than good. It looms as the largest mistake in educational policy since World War II, even though higher education’s expansion also ranks as one of America’s great postwar triumphs.

Consider. In 1940, fewer than 5 percent of Americans had a college degree. Going to college was “a privilege reserved for the brightest or the most affluent” high-school graduates, wrote Diane Ravitch in her history of U.S. education, “The Troubled Crusade.” No more. At last count, roughly 40 percent of Americans had some sort of college degree: about 30 percent a bachelor’s degree from a four-year institution; the rest associate degrees from community colleges.

Starting with the GI Bill in 1944, governments at all levels promoted college. From 1947 to 1980, enrollments jumped from 2.3 million to 12.1 million. In the 1940s, private colleges and universities accounted for about half. By the 1980s, state schools – offering heavily subsidized tuitions – represented nearly four-fifths. Aside from a democratic impulse, the surge reflected “the shift in the occupational structure to professional, technical, clerical, and managerial work,” noted Ravitch. The economy demanded higher skills; college led to better-paying jobs.

College became the ticket to the middle class, the be-all-and-end-all of K-12 education. If you didn’t go to college, you’d failed. Improving “access” – having more students go to college – drove public policy.

We overdid it. The obsessive faith in college has backfired.

For starters, we’ve dumbed down college. The easiest way to enroll and retain more students is to lower requirements. Even so, dropout rates are high; at four-year schools, fewer than 60 percent of freshmen graduate within six years. Many others aren’t learning much.

In a recent book, “Academically Adrift,” sociologists Richard Arum and Josipa Roksa report that 45 percent of college students hadn’t significantly improved their critical thinking and writing skills after two years; after four years, the proportion was still 36 percent. Their study was based on a test taken by 2,400 students at 24 schools requiring them to synthesize and evaluate a block of facts. The authors blame the poor results on lax academic standards. Surveyed, one-third of the same students said that they studied alone five or fewer hours a week; half said they had no course the prior semester requiring 20 pages of writing.

Still, most of these students finished college, though many are debt-ridden. Persistence counts. The larger – and overlooked – consequence of the college obsession is to undermine high schools. The primacy of the college-prep track marginalizes millions of students for whom it’s disconnected from “real life” and unrelated to their needs. School bores and bothers them. Teaching them is hard, because they’re not motivated. But they also make teaching the rest harder. Their disaffection and periodic disruptions drain teachers’ time and energy. The climate for learning is poisoned.

I don’t think the learning climate is “poisoned” but I do know that a disinterested student is much harder to teach as their Affective Filter is set firmly in place and it is in a high position.

That’s why college-for-all has been a major blunder. One size doesn’t fit all, as sociologist James Rosenbaum of Northwestern University has argued. The need is to motivate the unmotivated. One way is to forge closer ties between high school and jobs. Yet, vocational education is de-emphasized and disparaged. Apprenticeship programs combining classroom and on-the-job training – programs successful in Europe – are sparse. In 2008, about 480,000 workers were apprentices, or 0.3 percent of the U.S. labor force, reports economist Robert Lerman of American University. Though not for everyone, more apprenticeships could help some students.

One issue that needs to be taken up by Congress is the partial unwinding of NAFTA.  Reversing NAFTA’s destructive policies would put many, many Americans back to work in manufacturing.

The rap against employment-oriented schooling is that it traps the poor and minorities in low-paying, dead-end jobs. Actually, an unrealistic expectation of college often traps them into low-paying, dead-end jobs – or no job. Learning styles differ. “Apprenticeship in other countries does a better job of engaging students,” says Lerman. “We want to diversify the routes to rewarding careers.” Downplaying these programs denies some students the pride and self-confidence of mastering difficult technical skills, while also fostering labor shortages.

There’s much worrying these days that some countries (examples: South Korea, Norway, Japan) have higher college-attendance rates, including post-secondary school technical training, than we do. This anxiety is misplaced. Most jobs – 69 percent in 2010, estimates the Labor Department – don’t require a post-high school degree. They’re truck drivers, store clerks, some technicians. On paper, we’re turning out enough college graduates to meet our needs.

The real concern is the quality of graduates at all levels. The fixation on college-going, justified in the early postwar decades, stigmatizes those who don’t go to college and minimizes their needs for more vocational skills. It cheapens the value of a college degree and spawns the delusion that only the degree – not the skills and knowledge behind it – matters. We need to rethink.

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