News Herald – Juliann Talkington
Even though psychologists have been talking about a lack of correlation between college degrees, course grades, and job performance for decades, most companies continue to rely on these credentials and marks to make hiring decisions.
In the past couple of years, however, a few companies have broken rank. Google, a Fortune 500 technology firm, and Ernst and Young U.K., part of one of the world’s largest accounting firms, have publicly announced they no longer require college degrees for employment.
Google’s chairman said the company is more interested in an applicant’s skills, ability to think in a logical way, work ethic, breadth of experience, public speaking abilities, and creativity. Ernst and Young said they are interested in talented individuals regardless of background.
This transformation is due, in large part, to free access of information through the Internet. Over five years ago Bill Gates, a founder of Microsoft, suggested that traditional university education, especially at fixed-place institutions will no longer be necessary, since most of the content will be available online for free.
The college experience is under additional pressure, because college costs are rising at a rate higher than inflation and a college degree no longer guarantees a solid middle-class income. In fact, the College Risk Report (collegeriskreport.com) suggests that the rate of return on most four-year college degrees is worse than 2-year degrees and in some instances worse than no degree at all.
There is a small group of students who receive full ride scholarships to attend college. For these students, the costs are so low that the four-year degree makes financial sense.
Some people assert that college is an excellent place to make contacts. This may be a valid claim for students who are outgoing and takes advantage of all the clubs, speakers, professors, and research opportunities available at a school, but is probably not the case for most students who meet few people outside their dorms and classes.
Without a traditional college education, strong K-12 schooling is imperative since this will be where kids learn basic skills, hone public speaking abilities, refine creative thinking, and develop logical problem solving capabilities. Work ethic can be developed at school, home or in extra-curricular activities like sports. Breadth of experience can occur at school or through outside clubs and activities.
This new employment paradigm suggests we need to worry more about high quality K-12 education and less about college.
Education Next – Robert Pondiscio
“Slowly, slowly, a small but persuasive body of work is emerging which raises curriculum to an object of pressing concern for educators, and expresses long overdue appreciation for the idea that the instructional materials we put in front of children actually matter to student outcomes. A welcome addition to this emerging corpus is a new Aspen Institute paper by Ross Wiener and Susan Pimentel, which makes a compelling case—equally overdue—that professional development and teacher training ought to be connected to curriculum. A primary role of school systems, states, districts, and charter-management organizations, the pair write, “is to create the conditions in schools through which teachers can become experts at teaching the curriculum they are using and adapting instruction to the needs of their particular students.'”(more)
The 74 Million – Matt Barnum
“The idea that schools can get better simply by improving the content of what they teach may seem at once novel and obvious in an education policy debate dominated by heated battles over school choice, integration, funding, and teacher tenure. But a significant body of research suggests that choosing better curriculum — often meaning textbooks — can lead to notable gains in student achievement. “Multiple research studies meeting the highest bar for methodological rigor find substantial learning impacts from the adoption of specific curricula. The impact on student learning can be profound,” wrote Johns Hopkins University’s David Steiner in a review of research.”(more)
E-School News – Darren Faust
“The generation in school now is the first generation raised entirely in the Age of Technology. They are digital natives, many of them using computers, smartphones, and other digital tools nearly from birth. As technology continues to grow and expand, so too will the ways we use it. This growth and expansion will impact the types of jobs that will be available in the next 10–20 years. So how do we as educators prepare Gen Z for jobs that may not even exist yet?.”(more)
Education Next – Chester E. Finn, Jr.
““Structural” education reformers—the kind who worry about school governance, choice, standards, accountability, ESSA, universal pre-K, graduation rates, collective bargaining, etc.—have long been faulted by “inside the classroom” educators for neglecting pedagogy and curriculum. When Hoover’s Koret Task Force was active, for example, Don Hirsch and (the former) Diane Ravitch regularly noted that fellow members such as Paul Hill, Paul Peterson, Rick Hanushek, and myself were obsessed with policy and structure and all but oblivious to what really matters in the education of children, namely what and how they are taught.”(more)
Education Next – Frederick Hess
“Last week, new Secretary of Education Betsy DeVos stirred up a kerfuffle when, after a visit to Washington DC’s Jefferson Middle School Academy, she said that the teachers seemed to be in “receive mode.” DeVos told a columnist for Townhall, “They’re waiting to be told what they have to do, and that’s not going to bring success to an individual child. You have to have teachers who are empowered to facilitate great teaching.” DeVos has since clarified that she meant to say it’s a problem that so many teachers feel hamstrung by rules, regulations, and bureaucracy. And you know what? That is exactly right. DeVos’s phrasing was unhelpful, and it’s a problem that she framed the remark as the product of a single school visit, but the contretemps shouldn’t obscure the larger point.”(more)