The notion of “college for all”—typically part of a broader education model in which nearly all students move as if on a conveyor belt from elementary to high school to college and a degree and then, finally, to a career—continues to hold considerable sway in policy circles. Elected leaders annually spend billions of taxpayers’ dollars supporting this model, despite evidence that it’s disconnected from today’s world of education, training, and work.
You can see how detached the college-for-all model is from the reality of education and work in various ways. For example, since the early 1990s, data from the National Assessment of Educational Progress (NAEP)—dubbed “the nation’s report card”—indicate that only around 40 percent of high school graduates are college-ready.
Moreover, enrollment in college is rising faster than completion, with little change since the 1950s in the percentage of enrollees attaining a bachelor’s degree by age 25. In fact, only about half of the students who enroll in college compete a degree within six years. For community colleges, that figure drops to a quarter.
Besides, finding a job that pays well doesn’t necessarily require a bachelor’s degree; according to one estimate, there are 65 million existing “good jobs” (defined as jobs that pay at least $35,000 for workers under 45 or $45,000 for workers 45 and older) in the United States that don’t require one. For individuals without a degree, there are “opportunity rich” employment options that can lift individuals into the middle class and provide them with worthwhile careers.
Thanks to degree inflation, four-year degrees are increasingly required for jobs that didn’t formerly require them even though those jobs’ skill requirements often haven’t changed. One analysis shows about 40 percent of recent college graduates are employed in good jobs that don’t require their college degree.
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