College Advising

CONVERSABLE ECONOMIST: High School Career and Technical Education

How will those who do not attend college... make a connection to jobs...? The most popular answer is that public policy should encourage... college, but I'm skeptical about that answer.
From the student point of view, imagine someone who has struggled to make it through K-12 schooling, perhaps consistently ranking in, say, the 30th percentile of academic performance. That person has for years received a consistent message that academic studies are not their strong point. Telling such a person that the route to adult success involves yet more years of study, this time in a more academically intense environment where they are likely to be closer to the bottom and to struggle even harder, doesn't seem like a positive message to send.
This point is an uncomfortable one to make. It's emotionally much easier to remember true stories about a student who didn't seem to be doing well, but then soared. ... We need alternative pathways to job and career success that don't assume a college degree is the right path for everyone.

It's not obvious what a high school can or should do, but it's worth thinking about.

Aiming High

Sometimes, aiming high just means that you miss. Unintended consequences of raising state math, science graduation requirements -- ScienceDaily

Raising state-mandated math and science course graduation requirements (CGRs) may increase high school dropout rates without a meaningful effect on college enrollment or degree attainment, according to new research. To examine the effects of state-mandated CGRs on educational attainment, researchers looked at student outcomes in 44 states where CGRs were mandated in the 1980s and 1990s.

Bottom line: Looking at the article, it would seem that the main effect of enhanced requirements was that some students who would have finished high school but weren't going to college anyway still didn't go to college, but also didn't finish high school. (And my solution? I think they might be looking at the wrong problem....I'd be promoting German-style apprenticeship programs as more helpful to the students being affected here.)
update:What I'm talking about there is CONVERSABLE ECONOMIST: Expanding Apprenticeships

Today apprentices make up only 0.2 percent of the U.S. labor force, far less than in Canada (2.2 percent), Britain (2.7 percent), and Australia and Germany (3.7 percent). In addition, government spending on apprenticeship programs is tiny compared with spending by other countries and spending on less-effective career and community college systems that provide education and training for specific occupations. While total annual government funding for apprenticeship in the United States is only about $100 to $400 per apprentice, federal, state, and local annual government spending per participant for two-year public colleges is approximately $11,400. Not only are government outlays sharply higher, but the cost differentials are even greater after accounting for the higher earnings (and associated taxes) of apprentices compared to college students. Given these data, at least some of the low apprenticeship penetration can be attributed to a lack of public effort in promoting and supporting apprenticeship and to heavy subsidies for alternatives to apprenticeship. ...

"Unlike programs in Austria, Germany, and Switzerland, the apprenticeship system in the United States is almost entirely divorced from high schools and serves very few workers under the age of twenty-ive.

Worth thinking about.

Or on the other hand, maybe not.

Apprenticeship Models

I tend to focus here on geeky approaches to education, but they're not for everybody. Maybe not for most. The "Conversable Economist" writes on Taking Apprenticeships Seriously that

"At ages 15 to 16, in Switzerland, about two-thirds of every cohort enter apprenticeships.... Apprentices in fields from health care to hairdressing to engineering attend vocational school at least one day a week for general education and theoretical grounding for roughly three years. On other days, they apprentice under the supervision of a seasoned employee. ...
In Germany, about 25 percent of students go to university, and apprenticeships employ another 53 percent. At 16, they sign on for a three-year stint in one of 350 occupations. ...
Other western European countries use variations of the Swiss and German model. ... The United States is an outlier: By international standards and official definitions, it has virtually no vocational education and training program."

Is there an effect on youth unemployment, and thus on career-starts? Well, our youth unemployment is much higher. This might be part of why.

Or then again, maybe not.