Introduction
The age-old question of whether high schools are too oriented towards college remains complex and multifaceted. As educational institutions increase their focus on college preparation, they may inadvertently undermine the very foundation that nurtures the skills and aspirations of their students. This article explores the ironies and complexities surrounding these trends, offering insights and suggesting a possible solution.
The Irony: Extending College Options while Weakening Infrastructure
The irony is palpable as we build more colleges, set up scholarship and loan programs, and extend college opportunities to ever more millions of students. Simultaneously, however, we permit the sabotage and subversion of the K-12 infrastructure that prepares students to take full advantage of these opportunities. Schools are, in essence, dumbing down their students and the society as a whole, rendering them less competitive in the real world.
To illustrate this, imagine building a grand training facility for horses but adopting a diet that weakens the horses and makes them unable to train at a high level. This is the reality for many students today—a robust option is presented, yet the groundwork for its successful pursuit is undermined.
The Role of High Schools in Vocational Education
During my time as an unpaid intern at a local high school, I observed firsthand the emphasis on college preparation. My supervisor, a high school counselor, emphatically stated, "Students have to attend college or trade school to be competitive in the real world!" This perspective, while widely held, may not fully account for the diverse paths available to students.
While some may argue that high schools should push college harder, the reality is that the U.S. must adapt to a changing job market. With the rise of automation and technology, the need for skilled labor is diminishing, whereas technical and computer-related jobs that require educated individuals are on the increase. This trend is expected to continue in first-world countries where labor costs are high, making non-skilled and low-skilled jobs increasingly rare and poorly paid.
A Balanced Approach: Diversifying Pathways
The current emphasis on college preparation in high schools, driven by economic constraints and limited resources, often limits curriculum, options, and the number of teachers. This heavy focus on college may inadvertently diminish the importance of vocational education.
Recalling my own experience, my parents received vocational training during World War II, which significantly enhanced their employability in the same factory. This underscores the value of providing students with diverse options, such as community colleges, trade schools, the military, or direct entry into the workforce.
While designating students to specific tracks at age 12 may not be the fairest system, introducing more flexible pathways at an earlier age could be beneficial. For instance, a two-year associate's degree program with a paid internship could serve as a transition point. This program could then lead to a full BS/BA degree in teaching, involving a comprehensive year of paid internship and certification. Such a program would not only provide financial relief for students of limited means but also integrate practical experience with academic instruction.
Conclusion
High schools play a critical role in preparing students for various paths in life. It is essential to strike a balance between promoting college and supporting vocational education. By diversifying our educational offerings and ensuring that all students have access to meaningful, practical training, we can better equip them for success in an evolving job market.