Tag Archives: #TechnicalEducation

Education Reform and the Over-Inflated, Over-Rated 4-year College Degree

by Christina Ivazes  

 The current state of the US economy, our unskilled labor force, the need for educational reform, and the skyrocketing costs of a college education demand we be smart and efficient about solutions that affect and connect all of the above. Perhaps a better strategy is to back away from the ideal that every American should go to college. Yes, we can all agree that every American should have the opportunity to go to college if they choose. However, to give our students and our nation the best educated and skilled workforce, we should not focus on every American going to college, but first, on every American graduating from high school with two years of career training. This pragmatic strategy offers numerous benefits to our country. 

vh   By becoming more efficient and effective in preparing students for the real world and college, the US will save money and jobs. In 2010, The Fiscal Times reports, “just 56 percent of those who enroll in a four-year college earn a bachelor’s degree…Some students drop out because of the trouble paying the cost—the average college debt upon graduation is a whopping $24,000” (Reynolds Lewis). According to the U.S. Dept. of Education Institute of Education Sciences (IES), the cost of a four-year college education is from $18,900 to $35,500 and rising. We also know that these quotes are a low-average and not really what a four-year is typically costing our college graduates, where $50-$100,000 is a more common estimate today in 2011. And graduation does not necessarily equate employment as we see with a glut of unemployed college graduates today weighed down with inflated student loan and credit card debt. There are jobs however, that are immune to outsourcing and which do not warrant an expensive four-year degree.

Secondary and post-secondary vocational and technical training programs are historically lower in cost with competitive salaries to those earned from four-year college degrees. Matthew B. Crawford advocates for the many benefits of trade-based training in his bookShop Class as Soulcraft, “You’re likely to be less damaged, and quite possibly better paid, as an independent tradesman than as a cubicle-dwelling tender of information system or low-level “creative” (53). The Houston Chronicle published an article supporting Crawford’s concept stating, “Mechanics of all types are in high demand and can command a high hourly wage… Many blue collar jobs require training through apprenticeships or vocational training programs and others may require on-the-job training or passing an aptitude test prior to employment” (Nielson). This is not a proposal to eliminate the college track for high school students in America.

Shouldn’t we beg the questions: Why are we so single tracked about how to create a productive & competitive job force? And, shouldn’t we think about downsizing the cost of education along with our lifestyles? The IES reports that in 2008, earnings for an employed four-year college graduate are on average of $55,000/males, $45,000/females per year. Compare the costly four-year college degree with training and apprenticeship (which can begin as a junior in high school) for an electrician who can earn from $34,000 and upwards with no student loan debt with just two more years of post-secondary training for $400-$1000/yr. “Semi-truck drivers…start out making $50,000 annually…and only requires about four weeks of training to obtain a license” (Nielson). Debt free high school training in the trades or technology/health careers can yield from $34,000-$50,000+ per year. Another pragmatic idea Crawford suggests is “even if you do go to college, learn a trade in the summers” (53).    By increasing high school career training programs, we can create a stronger buy-in for students, reducing training costs while also reducing the costs of high school dropouts for our society.

cgh  The costs of high school dropouts are far-reaching beyond the costs of college dropouts. According to the 2007 report The Economic Losses from High School Drop-outs in California, the significant impact from high school dropouts come from lost tax revenue, Medical and Medicare expenditures, fiscal costs to fight crime, prosecute and incarcerate felons, and increased assistance for both felons and their families. “The economic magnitudes are substantial” (2 Belfield, Levin). After deducting the cost of education, the average total lifetime social gains for a high school graduate is $391,910 per graduate in the State of California, with the savings for black males being the highest at $681,130 (Table 18, Belfield and Levin). My point is not to stereotype but to acknowledge that we need to do everything in our capacity to invest in our high school students to become ready employable adults and/or ready for college, not inmates and/or recruits for drug cartels.

Career and technical training can be a ray of hope for all high school students, not just the disenchanted. Crawford makes a strong case in favor of the trades in Shop Class as Soulcraft, including his highlight on their little recognized intellectual merit, “I quickly realized there was more thinking going on in the bike shop than in my previous job at the think tank” (27). With a PhD. he describes a collegiate fall from grace as a blessing because it led him back to his original high school training as a motorcycle mechanic.  Crawford describes his own cognitive journey as well as those of other tradesmen he interviewed. The conclusion is worth a new focal point in our education reform. In Crawford’s view “Given the intrinsic richness of manual work— cognitively, socially, and in its broader psychic appeal—the question becomes why it has suffered such a devaluation as a component of education” (27). Some may view this idea as undermining a college education, but what Crawford is really pointing out is that “Practical know-how… is always tied to the experience of a particular person. It can’t be downloaded, it can only be lived” (162). Children and teenagers have always responded positively to the value of hands-on learning, especially when it has a practical application in their lives.

At the age of 16, a teenager’s cognitive maturity starts him or her on the path towards the reality of the adult world and all that entails. You may wonder what cognitive maturity has to do with a broad-based high school career and technical training program, but if students are struggling in school, have no money or family support for college, many see no future in the value of their junior and senior years. Challenged students need full engagement to prevent them from becoming avoidable statistics. By focusing on Math and English proficiency by the end of sophomore year, juniors and seniors can take core subjects and science classes with their half day of training courses to ensure they are ‘college ready’ at graduation. This schedule does not limit a student’s education, it enhances it by making it relevant; it prepares the student both for life and for college should they choose to attend.

 cvb  Though career and technical training in high school is not the solution for every student, it can serve a healthy percentage of our labor force. Some model programs in the US illustrate the potential of every high school, such as the Howard High School of Technology in Delaware.  The 2010 report by the Delaware Department of Education declares, “Howard has a high graduation rate (97 percent) and daily attendance rate (95 percent) and a low serious infraction rate….In addition to an academic program, Howard students choose one of the following career pathways: finance and business; carpentry; computer network administration; cosmetology; culinary arts; dental assisting; electrical trades; engine technology; legal administrative assisting; medical assisting; nursing technology; public service; or structural steel detailing.”  This richly diverse program serves a variety of student and community needs. It is a model that deserves replication.

There are still many questions to address in more detail before programs like Howard can be implemented effectively across America.  Questions like: How will we pay for this?  How can we make a solid case for the benefits of high school career training that will not be sabotaged by budget cuts every time state and federal revenues fluctuate? How can we refocus dollars from punitive institutions to education so we can create a higher skilled work force, reduce high school dropouts and prison populations while also reducing student loan and credit card debt? The answers to these questions and are necessary for the design of lasting and effective education reform that will strengthen our economy and society.  Of course, to change the current system, we may also have to challenge for profit college and prison industries that have benefitted by the shrinking of high school career education in the U.S., but it’s a challenge worth taking up.

Work cited

Belfield, Clive R. and Henry M. Levin. “The Economic Losses From High School Dropouts in California.” University of California, Santa Barbara: California Dropout Research Project Report #1, August 2007. PDF.(Table 18) Web. 7 April 2011.

Crawford, Matthew B. Shop Class as Soulcraft. New York: The Penguin Press. 2009. Print.

Delaware Department of Education. “Delaware Partnership Zone: Howard High School of Technology.” PDF. 2010. 21 April 2011.

Nielson, Lisa. “Highest Demand Blue Collar Careers.” The Houston Chronicle. 2011. Web. 7 April 2011.

Reynolds Lewis, Katherine. “High College Dropout Rate Threatens US Growth.” The Fiscal Times. October 28, 2010. Web. 22 April 2011.

 Wei, Christina Chang. “What is the Price of College?” U.S. Department of Education. December, 2010. PDF. (Table 1). Web. 7 April 2011.

 

 

 

 

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