Letter from the Editorial Board

The Pew Research Center recently reported that record numbers of young adults are completing high school, attending college, and finishing college. In fact, for the first time ever, one-third of 25- to 29-year-olds in the United States has earned at least a bachelor’s degree (Fry & Parker, 2012). Fry and Parker note that the sluggish economic recovery probably plays a role in the rising rates of high school and college completion, but they also acknowledge that broad public support for college-as-a-means-to-get-ahead contributes to the trend. While many see college as a very important means to achieve “success” in life, others are worried that there are mixed and problematic messages in the discourse that promotes “college for all.”

For example, Samuelson (2012) argues that there are unintended and troublesome consequences when college (particularly a 4-year degree) is promoted as the optimal pathway after high school. Samuelson argues that the “college for all” paradigm drives down the quality of higher education by pushing under-qualified students toward college (see Arum & Roksa, 2011), reduces students’ motivation by signaling that their aspirations aside from college are not valued, and stigmatizes those who do not go on to college.¹ Others question whether higher education is worth the investment (e.g., McArdle, 2012). Tuition costs are rising faster than the rate of inflation, and both private and public institutions are reducing loans, grants, and subsidies for higher education (College Board Advocacy and Advisory Center, 2012). Finally, Glass and Nygreen (2011) argue that the “college for all” discourse “overstates the need for math and science knowledge and skills” (p. 1), has increased debt burdens for low-income and racially, culturally, and linguistically diverse students, and “maintains and reinforces long-standing class- and race-based structural inequities” (p. 7). At The High School Journal, we are in favor of measures that provide the necessary encouragement, training, and financial aid to make post-secondary education a possibility for all students. However, we also recognize the drawbacks to the “college for all” crusade. In the remainder of this letter, we cite recent studies that inform our position. We conclude by advocating for a more nuanced approach to helping students make decisions about post-secondary education opportunities that are supportive of their diverse ambitions and needs.

Parents, teachers, counselors, and other adults often encourage young people to attend college—or to at least make an attempt (Rosenbaum, Stephan, & Rosenbaum, 2010; Schneider & Stevenson, 1999). However, among the class of 2011, approximately one-third did not enroll in any type of postsecondary program (Bureau of Labor Statistics, 2012a). Of those entering a bachelor’s degree program in 2002, only 57% graduated within six years, with lower-performing high school students being the most likely to drop out (Snyder & Dillow, 2011). In fact, over 80% of low-performing high school students that attend college eventually drop out, with half receiving zero college credit while racking up debt for remedial college courses (Rosenbaum, 2001). The College Board has set a goal for raising college completion rates (associates degrees or above) to 55% by 2025. Even if this goal were met, about half of our youth would still not complete post-secondary education. Some students have clear career goals that do not include going to college (Blustein, Chaves, Diemer, Gallager, Marshall, et al., 2002; Bozick & DeLuca, 2011; Burnell, 2003). However, most of these students do not take part in available high school vocational or career and technical education (CTE) programs (Stone & Aliaga, 2007). This is not to say that all students who forgo college should take part in vocational or CTE programs. But it is surprising that so few work-bound students take part in programs that provide specific training for occupations that provide immediate employment after high school. Unfortunately, these students may be marginalized at school because of their work-oriented ambitions and may find career counseling and school-to-work training opportunities missing in school contexts where a 4-year degree is heavily promoted.

A number of recent reports show that even during these uncertain economic times there...