In his essay, "College isn't for Everyone. Let's Stop Pretending It Is," Michael Petrilli uses the title of his article to clearly state the opinion that college is simply not for everyone. He supports this opinion on the statistically low college graduation rate of lower income students. He links this low rate of graduation to poor performance in high school, which leaves students unready for college upon completion of twelfth grade. On the job technical training is presented as a viable alternative to college, where a skill can be obtained to provide a career. This choice, he argues, is more likely to provide financial security and a bridge from poverty to middle class. He also recommends stricter Common Core standards in high school as a way to better prepare students for college. In conclusion, Petrilli suggests early education reform to assist in improving college preparedness as well as creating alternative paths to dependable careers for those who do not attend college. However, his assessment is full of negativism and uncertainties, and lacks factual evidence to support his views. By compartmentalizing a large portion of youth in our society today, and linking post high school
There are many students in high school who have started to think about college; if it’s essential for them. Most parents encourage their children to apply. Nowadays education is very valuable to the point that it will help a student get a job in the future. A job that is well paid and provides a good living for that person. Many controversies have been set high whether college is worth it or that it is not for everyone. The author, Chris Matthews writes an article on, “Why College isn’t For Everyone, “ and it discusses the statistics of how a degree does not make any difference in a job payment than one that does not have a degree. Matthews gives the statement that even with a degree, college graduates are unable to find a job. It brings up the idea that there are jobs that are very
In “Are Too Many People Going to College?”, Charles Murray writes, “Today, if you do not get a B.A., many people assume it is because you are too dumb or too lazy” (253). Basically, Murray is chastising the social norm for a young adult to get a college degree. Though I concede that expectations to go to college put on by counselors, parents, and the media are way too much, I still insist that everyone should be able to go to college regardless as it is financially beneficial and provides a unique perspective of the world. Although Murray puts up a good defense of how America infatuation with a college degree can lead to a class disparity, the author lacks the practicality of Core Knowledge, consideration of how a college education has its intrinsic and monetary merits that students can get by completing a degree, and an opposing view that a college degree does not necessarily lessen the
While the ever increasing pressures and cost of a college education seem to be a recent event, they problems have persisted for many decades. In 1979, William Zinsser wrote “College Pressures” in order to portray the daily struggles of college students and argue how students see college differently in the modern era. Zinsser stresses how college has changed from being an institute purely focused on higher learning to one of almost strictly vocational purposes. He argues that modern students equate college degrees more with higher paying jobs than as a symbol of knowledge in a specific field, and that these pressures to succeed greatly impact the student’s health. Through my own college experiences, I can certainly verify that college is more
In “Hidden Intellectualism”, Gerald Graff argues the difference between “book smarts” (intellectualism) and “street smarts.” Graff explains that some people take on different approaches and interests certain subjects not related to “book smarts”, such as sports, television, fashion, etc. Everyone has a variation of both “book” and “street” smarts, but one is more profound than the other in a person, thus making the other a form of “hidden intellectualism”. He then claims that intellectualism in someone is often belittled and labeled as being geeky. As a kid, he was afraid to show his intellectual side in fear that he would be bullied and made fun of. Graff then stresses the importance to teach kids this intellectualism because they might believe there is only one way to learn. He explains that kids can make an easier transition into more intellectual subjects than adults.
“We have, for example, more than 100,000 janitors with college degrees, and 16,000 degree-holding parking lot attendants,” (Vedder 78). Upon the matter, in the article, “Actually, College Is Very Much Worth It,” Andrew J. Rotherman writes, “Jobs for recent grads are harder to find, and salaries are lower, but that won’t last forever,” (Rotherham 79). The thing about college is that it takes time, and with time comes change. The economy is getting better, and by the end of one’s college career a job will open up with a position he or she is entitled
The percentage of U.S students in the age 18-24 enrolled in college has increased from 35 percent in 2000 to 41 percent in 2010, and according to The Washington Post, only 27 percent of college graduates have a job related to their degrees. Forbes.com states that as many as 60 percent of college graduates struggle to find jobs in their field. Larry Cuban debates where college graduates go when they graduate. The article “Why everyone shouldn't go to college” is republished by Valerie Straus, for The Washington Post, and Cuban uses both ethos and logos throughout the article to emphasize his points and persuade the readers, which he does well.
In recent discussions of unemployment, a controversial issue has been whether a college education is worth the oppressive debt that colleges thrust upon their students. From this perspective, obtaining a preeminent education is not valued above the threat of student loans that constantly loom over the possessor. On the other hand, however, others argue that a college education constructs the building blocks for undergraduates to pursue more than just a job or career. In the words of one of this view’s main proponents, “Post secondary education should help students to discover what they love to do, to get better at it, and to develop that ability to continue learning so that they become agents of change- not victims of it,” (Roth). According to this view, secondary education develops a student’s ability to rise above change and are not lost to its enormous list of victims. In sum, then the issue is whether the threat of unemployment after racking up a substantial amount of debt or college prepares undergraduates with more than wages or a career. My own view is that education should not be limited to cost, it transcends beyond literal money and provides for life in more
In today’s society we regularly hear about the high tuition universities and colleges are demanding. In the span of one generation, how is it that graduating students are still unemployed? Could they be unknowingly causing a plummet and stagnating the economy? Tuition for both public and private colleges has tripled in the last four decades. We are living in an era where families are paying as much as six figures for their children’s higher education. The inquiry students and families are making is if higher education worth the price, time and investment? By focusing on student debt the author overlooks a deeper problem that has to do with how much students need to reciprocate once their education is finished.
While reading this textbook They Say, I Say, I preferred the Should Everyone Go to College?. Choosing this essay since it caught my attention. Acquiring an education is compelling it is also a smart investment. Obtaining a bachelor's degree can motivate thou toward becoming prosperous with the right profession. In a recent study, researchers determined that college grads amidst a bachelor's degree earn a higher salary correlated to individuals amidst a high school diploma. Therefore, statistics concluded that a college that is competitive receive a substantial return on investments of a bachelor's degree by institution type. Depending on which field, thou decide as a career path and how many years of education it requires in earning a bachelor's
Unemployment happens when individuals are without work and effectively looking for work. The unemployment rate is a measure of the pervasiveness of unemployment and it is figured as a rate by separating the quantity of unemployed people by all people presently in the work power. Amid times of recession, an economy more often than not encounters a generally high unemployment rate. According to International Labor Organization report, more than 200 million individuals universally or 6% of the world 's workforce were without a vocation in 2012
Unemployment generally defined as the number of persons who are willing to work for the current wage rates in society but not employed currently. Unemployment reduces the long run growth potential of the economy. When the situation arises where there are more other resources for the production and no man power leads to wastage of economic resources and lost output of goods and services and this has a great impact on government expenditure directly (Clark, 2003).
Even today, unemployment is one of India’s most crucial socio-economic problems. Unemployment is the phenomenon where a person is not gainfully employed in a productive activity (Sethi and Andrews, 2011). It can be voluntary or involuntary. Voluntary unemployment refers to a person being unemployed by choice and not by compulsion. Such people are usually not considered unemployed since it’s voluntary. Involuntary unemployment refers to people that are capable and willing to do job but are unable to find work.