Change.gov, Monday, January 5, 2009 11:49am EST
Claiborne Pell, a Rhode Island senator whose achievements brought about lasting change both at home and abroad, died on January 1st, 2009, at the age of 90.
In a statement, Vice President-elect Joe Biden honored Sen. Pell’s many accomplishments, noting that, “few Senators have done more to expand opportunity in America.”
Pell’s domestic efforts led to the establishment of the Pell Grant, a federal higher education subsidy that has defrayed the cost of college tuition for thousands of American students since their establishment in 1973.
In 2000, nearly 30% of public university students were Pell Grant recipients.
Still, many students and their families worry that the worsening economy will increase the burden of tuition and other college costs.
Carolyn from California shared some of her concerns:
“With the state of our current economy my parents are worried with how they are going to be able to support me and my younger brother as he goes off to college. We are considered upper-middle class (I think) and if we are having a hard time, I can only imagine what other families are facing. Please continue to support federal funding for higher education including the Pell Grant Program. Your proposed changes to the Financial Aid application would be very helpful, but at the same time increased funding of federal programs is necessary.”Making higher education more affordable is a priority for the Obama-Biden administration. Use the discussion forum below to tell us some of your concerns about education costs:
http://change.gov/newsroom/entry/keeping_college_affordable/
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Should the Obama Generation Drop Out? By Charles Murray
ReplyDeleteTNYT, December 28, 2008, page WK9
http://www.nytimes.com/2008/12/28/opinion/28murray.html
Barack Obama has two attractive ideas for improving post-secondary education — expanding the use of community colleges and tuition tax credits — but he needs to hitch them to a broader platform. As president, Mr. Obama should use his bully pulpit to undermine the bachelor’s degree as a job qualification. Here’s a suggested battle cry, to be repeated in every speech on the subject: “It’s what you can do that should count when you apply for a job, not where you learned to do it.”
The residential college leading to a bachelor’s degree at the end of four years works fine for the children of parents who have plenty of money. It works fine for top students from all backgrounds who are drawn toward academics. But most 18-year-olds are not from families with plenty of money, not top students, and not drawn toward academics. They want to learn how to get a satisfying job that also pays well. That almost always means education beyond high school, but it need not mean four years on a campus, nor cost a small fortune. It need not mean getting a bachelor’s degree.
I am not discounting the merits of a liberal education. Students at every level should be encouraged to explore subjects that will not be part of their vocation. It would be even better if more colleges required a rigorous core curriculum for students who seek a traditional bachelor’s degree. My beef is not with liberal education, but with the use of the degree as a job qualification.
For most of the nation’s youths, making the bachelor’s degree a job qualification means demanding a credential that is beyond their reach. It is a truth that politicians and educators cannot bring themselves to say out loud: A large majority of young people do not have the intellectual ability to do genuine college-level work.
If you doubt it, go back and look through your old college textbooks, and then do a little homework on the reading ability of high school seniors. About 10 percent to 20 percent of all 18-year-olds can absorb the material in your old liberal arts textbooks. For engineering and the hard sciences, the percentage is probably not as high as 10.
No improvements in primary and secondary education will do more than tweak those percentages. The core disciplines taught at a true college level are tough, requiring high levels of linguistic and logical-mathematical ability. Those abilities are no more malleable than athletic or musical talent.
You think I’m too pessimistic? Too elitist? Readers who graduated with honors in English literature or Renaissance history should ask themselves if they could have gotten a B.S. in physics, no matter how hard they tried. (I wouldn’t have survived freshman year.) Except for the freakishly gifted, all of us are too dumb to get through college in many majors.
But I’m not thinking just about students who are not smart enough to deal with college-level material. Many young people who have the intellectual ability to succeed in rigorous liberal arts courses don’t want to. For these students, the distribution requirements of the college degree do not open up new horizons. They are bothersome time-wasters.
A century ago, these students would happily have gone to work after high school. Now they know they need to acquire additional skills, but they want to treat college as vocational training, not as a leisurely journey to well-roundedness.
As more and more students who cannot get or don’t want a liberal education have appeared on campuses, colleges have adapted by expanding the range of courses and adding vocationally oriented majors. That’s appropriate. What’s not appropriate is keeping the bachelor’s degree as the measure of job preparedness, as the minimal requirement to get your foot in the door for vast numbers of jobs that don’t really require a B.A. or B.S.
Discarding the bachelor’s degree as a job qualification would not be difficult. The solution is to substitute certification tests, which would provide evidence that the applicant has acquired the skills the employer needs.
Certification tests can take many forms. For some jobs, a multiple-choice test might be appropriate. But there’s no reason to limit certifications to academic tests. For centuries, the crafts have used work samples to certify journeymen and master craftsmen. Today, many computer programmers without college degrees get jobs by presenting examples of their work. With a little imagination, almost any corporation can come up with analogous work samples.
The benefits of discarding the bachelor’s degree as a job qualification would be huge for both employers and job applicants. Certifications would tell employers far more about their applicants’ qualifications than a B.A. does, and hundreds of thousands of young people would be able to get what they want from post-secondary education without having to twist themselves into knots to comply with the rituals of getting a bachelor’s degree.
Certification tests would not eliminate the role of innate ability — the most gifted applicants would still have an edge — but they would strip away much of the unwarranted halo effect that goes with a degree from a prestigious university. They would put everyone under the same spotlight.
Discrediting the bachelor’s degree is within reach because so many employers already sense that it has become education’s Wizard of Oz. All we need is someone willing to yank the curtain aside. Barack Obama is ideally positioned to do it. He just needs to say it over and over: “It’s what you can do that should count when you apply for a job, not where you learned to do it.”
Charles Murray, a scholar at the American Enterprise Institute, is the author, most recently, of “Real Education: Four Simple Truths for Bringing America’s Schools Back to Reality.”
http://bipartisanalliance.blogspot.com/2009/01/on-griggs-v-duke-power-implications-for.html
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