When you hear economists, policy analysts, and academics claim that no everyone should go to college please ask them if that's the aspirations they have for their children. People can be unapologetically offensive when it comes to other people's children. This is a major problem in education policy that we need more people to commit to disrupting.
-Patricia
ALAN SCHER ZAGIER | The Huffington Post
05/13/10
COLUMBIA, Mo. — In a town dominated by the University of Missouri's flagship campus and two smaller colleges, higher education is practically a birthright for high school seniors like Kate Hodges.
She has a 3.5 grade-point-average, a college savings account and a family tree teeming with advanced degrees. But in June, Hodges is headed to the Tulsa Welding School in Oklahoma, where she hopes to earn an associate's degree in welding technology in seven months.
"They fought me so hard," she said, referring to disappointed family members. "They still think I'm going to college."
The notion that a four-year degree is essential for real success is being challenged by a growing number of economists, policy analysts and academics. They say more Americans should consider other options such as technical training or two-year schools, which have been embraced in Europe for decades.
As evidence, experts cite rising student debt, stagnant graduation rates and a struggling job market flooded with overqualified degree-holders. They pose a fundamental question: Do too many students go to college?
"College is what every parent wants for their child," said Martin Scaglione, president and chief operating officer of work force development for ACT, the Iowa-based not-for-profit best known for its college entrance exam. "The reality is, they may not be ready for college."
President Barack Obama wants to restore the country's status as the world leader in the proportion of citizens with college degrees. The U.S. now ranks 10th among industrial nations, behind Canada, Japan, Korea and several European countries.
But federal statistics show that just 36 percent of full-time students starting college in 2001 earned a four-year degree within that allotted time. Even with an extra two years to finish, that group's graduation rate increased only to 57 percent.
Spending more time in school also means greater overall student debt. The average student debt load in 2008 was $23,200 – a nearly $5,000 increase over five years. Two-thirds of students graduating from four-year schools owe money on student loans.
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And while the unemployment rate for college graduates still trails the rate for high school graduates (4.9 percent versus 10.8 percent), the figure has more than doubled in less than two years.
"A four-year degree in business – what's that get you?" asked Karl Christopher, a placement counselor at the Columbia Area Career Center vocational program. "A shift supervisor position at a store in the mall."
At Rock Bridge High School, one of Columbia's two high schools, 72 percent of the class of 2008 moved on to four-year colleges, with another 10 percent attending community college. That college attendance rate is consistent with national statistics.
Only 4 percent of Rock Bridge students chose technical training like the Oklahoma welding school where Hodges is headed.
Roughly 1,200 students from central Missouri take classes at the career center, supplementing their core high school courses with specialized training in automotive technology, culinary arts, animal science, robotics, landscape design, electrical wiring and more.
Hodges has been set on a welding career since she was 13. She craves independence and has little patience for fellow students who seem to wind up in college more from a sense of obligation than anything else.
"School is what they've been doing their whole lives," she said. "So they just want to continue. Because that's what they are used to."
Sue Popkes doesn't hide her disappointment over her younger daughter's decision. At the same time, she realizes that Hodges may achieve more financial security than a college degree could ever provide.
"It's sad to know she's going to miss that mind-opening effect of an undergraduate degree," Popkes said. "To discover new ideas, to become more worldly."
Ohio University economics professor Richard Vedder blames the cultural notion of "credential inflation" for the stream of unqualified students into four-year colleges. His research has found that the number of new jobs requiring college degrees is less than number of college graduates.
Vedder's work also yielded something surprising: The more money states spend on higher education, the less the economy grows – the reverse of long-held assumptions.
"If people want to go out and get a master's degree in history and then cut down trees for a living, that's fine," he said, citing an example from a recent encounter with a worker. "But I don't think the public should be subsidizing it."
Margaret Spellings, former federal education secretary under George W. Bush, remains a strong proponent of increased college access. She points to research showing that college graduates will on average earn $1 million more over a lifetime than those with only high school degrees.
"It is crucial to the success of our country and to us as individuals to graduate more students from college," she said at a National Press Club forum earlier this year. "We Americans greatly believe that education is the great equalizer."
For many, the dream of earning a college degree – and the social acceptance that comes with that accomplishment – trumps a more analytical, cost-benefits approach.
John Reynolds, a Florida State sociology professor, found that unrealized educational expectations do not lead to depression or other long-term emotional costs.
"Rich kids, poor kids, 'A' students, 'C' students – we really didn't find any lasting impact on not getting the degree," he said.
Scaglione suggested that nothing short of a new definition for educational success is needed to diminish the public bias toward four-year degrees. He advocates "certification as the new education currency – documentation of skills as opposed to mastering curriculum."
"Our national system is, 'Do you have a degree or not?'" he said. "That doesn't really measure if you have skills."
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