3 Too Many People Are Going to College
The Intellectual Requirements for College-Level Work
A small number of students have the ability to handle college-level courses, especially in core subjects like arts and sciences. Although many students earn bachelor’s degrees, the reality is that not all are prepared for rigorous college work. Studies suggest that up to 65 percent of high school graduates qualify for admission to four-year colleges, but this does not guarantee they can succeed with difficult material.
It is important to differentiate between just getting a diploma by taking easier courses and actually mastering the challenging academic content. Traditionally, a score of around 115 on an IQ test has been seen as the benchmark for being able to deal with college coursework. However, even with more students graduating, the academic standards for college remain high.
Research from the College Board found that only about 9 to 12 percent of seventeen-year-olds meet the scores needed for college readiness. This shows that true college-level material is hard. In fields like engineering and natural sciences, students need strong math skills and must pass tough courses to earn their degrees.
In humanities and social sciences, the gap between high school and college work can be less obvious. Some students might attend lectures and answer exam questions without fully understanding the complex ideas in their readings. The textbooks used in college courses often have complicated language and ideas that can be confusing, making it hard for many high school students to grasp the content.
The intellectual demands of college courses in different subjects are significant, even if they are not as straightforward as in math or science. Studies of college enrollment suggest that a large number of students may not be truly ready for the challenges of college, with many more students enrolling than what would be appropriate based on ability.
This situation raises questions about whether too many students are going to college. It indicates that many students may not have the skills they need for success in true college-level work. This ongoing issue highlights the need to examine the effectiveness of high school education in preparing students for the demands of college courses.
Who Should Acquire a Liberal Education? When?
The conversation about who should get a liberal education and when it should happen starts with understanding what a liberal education is. It is different from job training because its main goal is to create well-rounded and thoughtful individuals instead of just preparing people for specific careers. The idea that "too many people are going to college" is not good, as in a democracy, everyone should have the chance to become educated and capable citizens.
More people should have access to the basics of a liberal education, especially the core knowledge needed to understand culture and society. E. D. Hirsch Jr. highlights that knowing a set body of information is important for being good at reading and communicating. This core knowledge includes cultural, historical, scientific, and geographical facts that help people understand America and the world. Children should learn this essential information in elementary and middle school when they are more likely to enjoy memorizing facts and stories.
Hirsch has developed a curriculum for grades K-8 based on his ideas, listing more than six thousand important items for cultural education. When comparing this to what many progressive schools offer, it becomes clear that lots of schools focus more on projects and trendy ideas instead of important content. As a result, students may lack the fundamental knowledge that is critical for a liberal education.
High school also plays a key role. It should build on the foundational knowledge gained in earlier grades by offering accessible courses in subjects like humanities, sciences, and social studies. Understanding history, literature, and other important subjects should not be left for college-only preparation.
Once students reach college, a liberal education challenges them to work with complex ideas and texts. While high school may give basic information, a college liberal education requires students to read and understand difficult philosophical works. However, not every student may be ready for this level of complexity. Only a small percentage—about 10 to 20%—of students have the skills needed to fully engage with challenging college material.
For students who can handle it, like a high-achieving future lawyer, getting a solid liberal education can be very beneficial. It helps them think critically and understand different viewpoints, which is very important for careers in fields like law and politics. Still, it is not effective to push students who are not interested or ready for this kind of education. Many students go to college to prepare for specific careers and focus on job training that fits their goals.
This difference shows that not every student, even if they could do well in a liberal education, will want to pursue it. College should be a place where students enjoy what they study, but that often doesn't match the demands of traditional liberal education. Most students are looking to learn skills for their future jobs, and if colleges force them into courses they find frustrating, they might leave for other schools.
Colleges often try to keep a bit of a liberal education by requiring some courses outside a student's major, but students often do not choose the challenging survey courses needed for a full liberal education. Instead, they usually pick easier or more enjoyable classes that may not provide deep knowledge. Very few colleges still have strict core requirements for graduation.
In summary, while a Bachelor of Arts (BA) degree is traditionally linked to a liberal education, most colleges today are more focused on job training than giving students a solid foundation in liberal arts. A change might be needed in how we prepare students and how colleges organize their programs so that educational goals align with the interests and needs of all students.
For Learning How to Make a Living, the Four-Year Brick-and-Mortar Residential College Is Increasingly Obsolete
The traditional four-year residential college is becoming less relevant for learning practical skills needed for jobs. Many students today seek vocational education rather than a broad liberal education. In most careers, such as hotel management, software design, or teaching, students can acquire the necessary knowledge and skills in a shorter time than four years. Job competence is often gained on the job rather than solely in the classroom.
The need for physical college campuses is declining for several reasons. First, libraries are becoming less essential as the Internet provides access to vast amounts of information, including academic journals and books. Second, the importance of physical proximity among scholars is diminishing. Email and online tools now allow for effective collaboration, making location less significant. Many scholars can interact and exchange ideas more easily online than ever possible in traditional settings.
Lastly, the interaction between teachers and students has transformed due to advancements in distance learning technologies. High-definition video, online discussions, and virtual classrooms now provide a quality of engagement that can match or even surpass traditional classroom experiences. The rapid improvement of these technologies suggests that the disadvantages of online learning will likely fade away soon. Thus, the traditional college model is becoming increasingly unnecessary for many students seeking to enter the workforce.
College Isn’t All It’s Cracked Up to Be
College is often thought to be the best way to get good jobs and to help young people grow up. However, this belief isn't always accurate. It's true that people with a bachelor's degree (BA) tend to earn more money than those without one. But the reasons for this difference are complicated. For some jobs like lawyers or doctors, having a degree means you have the necessary skills and knowledge. However, for many other positions, employers often care more about having a degree than what someone actually learned.
As more people get college degrees, many employers are starting to require a BA just to be considered for a job. Unfortunately, this can limit opportunities for those who do not have a degree. While degrees generally help earn more money, they might not always be worth it for everyone. For example, someone deciding whether to become an electrician or go to college for business should consider their own skills and what they can realistically earn. A skilled electrician can actually make more money than a manager who is at the bottom of the pay scale. Plus, jobs like electrical work are less likely to be outsourced to other countries, meaning they might be more secure during tough economic times.
There is also an increasing demand for skilled workers in many areas such as healthcare or technology that do not require a college degree. There are many high-paying jobs for people who are good at trades or specialized skills not taught in school. As a result, those who can excel in these fields have good chances for employment and satisfaction.
The enjoyment of a job, or intrinsic rewards, is another important factor to consider. In our example, the young person might enjoy working as an electrician, where they can see the results of their work and often have more control over their day. In contrast, someone aiming to be a manager might spend their days in a cubicle and feel less satisfied, especially if they aren't naturally good at leading.
Often, guidance counselors and parents push all students to go to college without considering their unique skills and interests. College could be a great place for young people to grow up. Ideally, it should help students gain independence and responsibility similar to what they will face in adult life.
However, many current colleges have easy classes and a light workload, leading students to treat college like an extended break rather than a serious commitment. Surveys show that students spend much less time studying than they should. Professors often feel pressure to make things easier for students, which leads to lower academic standards and less serious learning. Students may believe they deserve good grades no matter how much effort they put in, which leads to grade inflation and confusion about what a real grade means.
This lack of seriousness can affect how well students learn and mature. Students who go to college right after high school often do not have the real-life experiences needed to take their education seriously, especially when their parents pay for it. In contrast, students who go to college after working or serving in the military tend to approach their studies with more responsibility and purpose.
This view of college as merely a fun time rather than preparation for adulthood is troubling. While some parents fondly remember their own carefree college years and wish the same for their children, this mindset might not be in their kids' best interests. Other paths like joining the military or working before college could better help young people grow up and take on adult responsibilities.
In summary, it's essential for students and their families to think carefully about whether going to college right after high school is the right choice. Considering job market realities, job satisfaction, and the actual nature of college education can help families make better decisions for their future.
The Dark Side of the BA as a Norm
The idea that many people should go to college is debated, as the meaning of a college education has changed over time. While traditional liberal education exists, there are now more vocational courses that students find appealing. It's essential to recognize that college offers more than just academics; it provides experiences that help young people meet new individuals, explore interests, and consider what they want for their futures. However, this perspective overlooks the broader societal issues, especially since a Bachelor’s degree (BA) has become a symbol of social status in America, deepening class divisions.
Young people are often pressured to pursue college, with many seeing it as the only path to success. Guidance counselors frequently push students toward college-prep tracks, leading to unrealistic expectations about college. Many high school seniors aspire to professional jobs without fully understanding the educational requirements. This misalignment results in a significant number of students not completing college—statistically, about a third of those who start a four-year program do not earn their BA.
Historically, there were valid reasons for not attending college, but now the stigma associated with not earning a degree has increased. Society often views those without a BA as less capable, despite the degree not necessarily reflecting substantial knowledge or skills. The current educational system creates an unattainable goal for many, leading to failures and societal stigmatization. This situation emphasizes the need for a reevaluation of how postsecondary education is structured and valued in America.
The Intellectual Requirements for College-Level Work
A small number of students have the ability to handle college-level courses, especially in core subjects like arts and sciences. Although many students earn bachelor’s degrees, the reality is that not all are prepared for rigorous college work. Studies suggest that up to 65 percent of high school graduates qualify for admission to four-year colleges, but this does not guarantee they can succeed with difficult material.
It is important to differentiate between just getting a diploma by taking easier courses and actually mastering the challenging academic content. Traditionally, a score of around 115 on an IQ test has been seen as the benchmark for being able to deal with college coursework. However, even with more students graduating, the academic standards for college remain high.
Research from the College Board found that only about 9 to 12 percent of seventeen-year-olds meet the scores needed for college readiness. This shows that true college-level material is hard. In fields like engineering and natural sciences, students need strong math skills and must pass tough courses to earn their degrees.
In humanities and social sciences, the gap between high school and college work can be less obvious. Some students might attend lectures and answer exam questions without fully understanding the complex ideas in their readings. The textbooks used in college courses often have complicated language and ideas that can be confusing, making it hard for many high school students to grasp the content.
The intellectual demands of college courses in different subjects are significant, even if they are not as straightforward as in math or science. Studies of college enrollment suggest that a large number of students may not be truly ready for the challenges of college, with many more students enrolling than what would be appropriate based on ability.
This situation raises questions about whether too many students are going to college. It indicates that many students may not have the skills they need for success in true college-level work. This ongoing issue highlights the need to examine the effectiveness of high school education in preparing students for the demands of college courses.
Who Should Acquire a Liberal Education? When?
The conversation about who should get a liberal education and when it should happen starts with understanding what a liberal education is. It is different from job training because its main goal is to create well-rounded and thoughtful individuals instead of just preparing people for specific careers. The idea that "too many people are going to college" is not good, as in a democracy, everyone should have the chance to become educated and capable citizens.
More people should have access to the basics of a liberal education, especially the core knowledge needed to understand culture and society. E. D. Hirsch Jr. highlights that knowing a set body of information is important for being good at reading and communicating. This core knowledge includes cultural, historical, scientific, and geographical facts that help people understand America and the world. Children should learn this essential information in elementary and middle school when they are more likely to enjoy memorizing facts and stories.
Hirsch has developed a curriculum for grades K-8 based on his ideas, listing more than six thousand important items for cultural education. When comparing this to what many progressive schools offer, it becomes clear that lots of schools focus more on projects and trendy ideas instead of important content. As a result, students may lack the fundamental knowledge that is critical for a liberal education.
High school also plays a key role. It should build on the foundational knowledge gained in earlier grades by offering accessible courses in subjects like humanities, sciences, and social studies. Understanding history, literature, and other important subjects should not be left for college-only preparation.
Once students reach college, a liberal education challenges them to work with complex ideas and texts. While high school may give basic information, a college liberal education requires students to read and understand difficult philosophical works. However, not every student may be ready for this level of complexity. Only a small percentage—about 10 to 20%—of students have the skills needed to fully engage with challenging college material.
For students who can handle it, like a high-achieving future lawyer, getting a solid liberal education can be very beneficial. It helps them think critically and understand different viewpoints, which is very important for careers in fields like law and politics. Still, it is not effective to push students who are not interested or ready for this kind of education. Many students go to college to prepare for specific careers and focus on job training that fits their goals.
This difference shows that not every student, even if they could do well in a liberal education, will want to pursue it. College should be a place where students enjoy what they study, but that often doesn't match the demands of traditional liberal education. Most students are looking to learn skills for their future jobs, and if colleges force them into courses they find frustrating, they might leave for other schools.
Colleges often try to keep a bit of a liberal education by requiring some courses outside a student's major, but students often do not choose the challenging survey courses needed for a full liberal education. Instead, they usually pick easier or more enjoyable classes that may not provide deep knowledge. Very few colleges still have strict core requirements for graduation.
In summary, while a Bachelor of Arts (BA) degree is traditionally linked to a liberal education, most colleges today are more focused on job training than giving students a solid foundation in liberal arts. A change might be needed in how we prepare students and how colleges organize their programs so that educational goals align with the interests and needs of all students.
For Learning How to Make a Living, the Four-Year Brick-and-Mortar Residential College Is Increasingly Obsolete
The traditional four-year residential college is becoming less relevant for learning practical skills needed for jobs. Many students today seek vocational education rather than a broad liberal education. In most careers, such as hotel management, software design, or teaching, students can acquire the necessary knowledge and skills in a shorter time than four years. Job competence is often gained on the job rather than solely in the classroom.
The need for physical college campuses is declining for several reasons. First, libraries are becoming less essential as the Internet provides access to vast amounts of information, including academic journals and books. Second, the importance of physical proximity among scholars is diminishing. Email and online tools now allow for effective collaboration, making location less significant. Many scholars can interact and exchange ideas more easily online than ever possible in traditional settings.
Lastly, the interaction between teachers and students has transformed due to advancements in distance learning technologies. High-definition video, online discussions, and virtual classrooms now provide a quality of engagement that can match or even surpass traditional classroom experiences. The rapid improvement of these technologies suggests that the disadvantages of online learning will likely fade away soon. Thus, the traditional college model is becoming increasingly unnecessary for many students seeking to enter the workforce.
College Isn’t All It’s Cracked Up to Be
College is often thought to be the best way to get good jobs and to help young people grow up. However, this belief isn't always accurate. It's true that people with a bachelor's degree (BA) tend to earn more money than those without one. But the reasons for this difference are complicated. For some jobs like lawyers or doctors, having a degree means you have the necessary skills and knowledge. However, for many other positions, employers often care more about having a degree than what someone actually learned.
As more people get college degrees, many employers are starting to require a BA just to be considered for a job. Unfortunately, this can limit opportunities for those who do not have a degree. While degrees generally help earn more money, they might not always be worth it for everyone. For example, someone deciding whether to become an electrician or go to college for business should consider their own skills and what they can realistically earn. A skilled electrician can actually make more money than a manager who is at the bottom of the pay scale. Plus, jobs like electrical work are less likely to be outsourced to other countries, meaning they might be more secure during tough economic times.
There is also an increasing demand for skilled workers in many areas such as healthcare or technology that do not require a college degree. There are many high-paying jobs for people who are good at trades or specialized skills not taught in school. As a result, those who can excel in these fields have good chances for employment and satisfaction.
The enjoyment of a job, or intrinsic rewards, is another important factor to consider. In our example, the young person might enjoy working as an electrician, where they can see the results of their work and often have more control over their day. In contrast, someone aiming to be a manager might spend their days in a cubicle and feel less satisfied, especially if they aren't naturally good at leading.
Often, guidance counselors and parents push all students to go to college without considering their unique skills and interests. College could be a great place for young people to grow up. Ideally, it should help students gain independence and responsibility similar to what they will face in adult life.
However, many current colleges have easy classes and a light workload, leading students to treat college like an extended break rather than a serious commitment. Surveys show that students spend much less time studying than they should. Professors often feel pressure to make things easier for students, which leads to lower academic standards and less serious learning. Students may believe they deserve good grades no matter how much effort they put in, which leads to grade inflation and confusion about what a real grade means.
This lack of seriousness can affect how well students learn and mature. Students who go to college right after high school often do not have the real-life experiences needed to take their education seriously, especially when their parents pay for it. In contrast, students who go to college after working or serving in the military tend to approach their studies with more responsibility and purpose.
This view of college as merely a fun time rather than preparation for adulthood is troubling. While some parents fondly remember their own carefree college years and wish the same for their children, this mindset might not be in their kids' best interests. Other paths like joining the military or working before college could better help young people grow up and take on adult responsibilities.
In summary, it's essential for students and their families to think carefully about whether going to college right after high school is the right choice. Considering job market realities, job satisfaction, and the actual nature of college education can help families make better decisions for their future.
The Dark Side of the BA as a Norm
The idea that many people should go to college is debated, as the meaning of a college education has changed over time. While traditional liberal education exists, there are now more vocational courses that students find appealing. It's essential to recognize that college offers more than just academics; it provides experiences that help young people meet new individuals, explore interests, and consider what they want for their futures. However, this perspective overlooks the broader societal issues, especially since a Bachelor’s degree (BA) has become a symbol of social status in America, deepening class divisions.
Young people are often pressured to pursue college, with many seeing it as the only path to success. Guidance counselors frequently push students toward college-prep tracks, leading to unrealistic expectations about college. Many high school seniors aspire to professional jobs without fully understanding the educational requirements. This misalignment results in a significant number of students not completing college—statistically, about a third of those who start a four-year program do not earn their BA.
Historically, there were valid reasons for not attending college, but now the stigma associated with not earning a degree has increased. Society often views those without a BA as less capable, despite the degree not necessarily reflecting substantial knowledge or skills. The current educational system creates an unattainable goal for many, leading to failures and societal stigmatization. This situation emphasizes the need for a reevaluation of how postsecondary education is structured and valued in America.