By Patrick Welsh
Three weeks ago, the school system in Alexandria, Va., announced that 80% of the students who were about to graduate from T.C. Williams High School would be going on to college. That's an impressive statistic for a school that is 79% minority, with more than half its kids on a free or reduced-cost lunch program. But when one looks at just what "going on to college" means nowadays — and what it will mean a couple of years from now — we might do well to restrain our applause.
I had great students in my senior English classes this year — kids accepted to Yale, Columbia, the University of Virginia, Wesleyan and other highly competitive colleges and universities. But I also had other seniors whom I still feel guilty about passing, and they, too, are among the 80% whom we boast about going to college.
In fact, it seemed to me that many of our staff beat the bushes to send as many warm bodies as they could on to higher education regardless of whether the students had the skills or motivation to do rudimentary high school work. T.C. Williams is not alone in this drive to move everyone on to college. A new study from the Pew Research Center reports that "freshman enrollment at the nation's 6,100 post-secondary institutions surged by 144,000 students from the fall of 2007 to the fall of 2008. This 6% increase was the largest in 40 years, and almost three-quarters of it came from minority freshman."
The trend is certainly a boon to the education establishment. High schools like mine, always eager for good press, can boast that they have prepared an ever greater percentage of their charges to move on to the halls of academe. And though colleges blame us in the high schools for sending them kids who are woefully unprepared, they blithely pocket the tuition from such students lest they have to downsize and lay off professors and administrators.
But how much students with low skills, little motivation and lousy study habits are going to profit from going to college is not so clear. Over the past five years, I have seen students who didn't have the skills one would expect of a ninth-grader going off to four-year colleges where fewer than 30% of entering freshman graduate.
That means that 70% of the freshman class is likely to end up not with a diploma but a pile of debt. In these days of tight budgets at every level of government, it's also hard to ignore that these schools are heavily subsidized by the federal government.
While T.C. Williams boasts about the 80% going on to college, it makes no effort to track what happens to these kids. Nor does it ask another important question — which is not how many make it through to a traditional college diploma, but how many need to? In a paper about to be released by the W.K. Kellogg Foundation, Arnold Packer, co-director of the landmark study "Workforce 2000: Work and Workers for the 21st Century," points out that in 2018 — as is the case today — two of three jobs in America will not require either a bachelor's degree from a four-year college or an associate degree from a community college.
Jobs in health care and social assistance, leisure and hospitality, retail trade and so-called middle-skill jobs such as plumbers, electricians, legal assistants and police officers will require job specific licenses or certificates from community colleges or technical institutes, and/or on the job training. In fact, many graduates of four-year colleges are now enrolled in community colleges to get the specific training and licensure for jobs for which college did not prepare them.
And yet we educators — and most parents — keep giving all kids the impression that without a college degree, they will be on a slippery slope to oblivion and poverty. In fact, for the majority of jobs, what will be needed even more than the subject matter we teachers think is so essential will be what Packer calls soft skills. The report "Are They Really Ready to Work," put out by the Partnership for 21st Century Skills and the Society for Human Resource Management, found that the four skills most prized by employers were a work ethic, an ability to collaborate with others, facility in oral communication and social responsibility. "Other than writing and reading English, no academic courses (including mathematics) make the top 10," says Packer.
As an English major with seven years of Latin and four of Greek, I am the last to say that the liberal arts or learning for the sake of learning are a waste of time and money. But given the nature of the market that is developing, for many kids, the liberal arts, in fact the very idea of a four-year college degree, will be taking a back seat to training geared to the jobs that are coming out of this economy.
And that's good news for those thousands of students who graduated from high schools across America this month and are honestly wondering to themselves whether — the encouragement of their teachers notwithstanding — the pursuit of a traditional college degree is the right next move toward a satisfying future.