Employers seek alternatives to college degrees

“Depending on whom you ask, degrees are either increasing in value or about to disappear into the dustbin of history,” writes Ryan Craig, managing director of University Ventures, on EdSurge News. Employers are “demanding more degrees while simultaneously saying degrees don’t matter.”

A new report by The Brookings Institution shows that the bachelor’s degree premium remains as high as ever. Meanwhile, Goldman Sachs says the return on college is falling: “In 2010, students could expect to break even within eight years of finishing school. Since then, that has increased to nine years.”

One third of employers are asking for more higher education, according to a new survey from CareerBuilder. Some are demanding four-year degrees for jobs that used to be open to high school graduates or demanding master’s degrees for jobs that used to require a bachelor’s.

Others have found “degree bias” leads to bad hiring decisions.

. . . Google’s Senior VP of People Operations has gone on record saying that grades in degree programs are “worthless as a criteria for hiring.” As a result, Google also requires candidates to take assessments, which are much more predictive of success on the job.

Credential inflation and openness to alternative credentials are logical responses to employers’ dissatisfaction with college graduates’ hard skills and soft skills, such as reasoning, communication, complex problem solving, innovation and creativity, writes Craig.

Soon, a “plain vanilla bachelor’s degree” won’t be enough. “Newly minted bachelor’s degree grads are already competing in the job market with graduates of coding bootcamps like Galvanize,” he writes. “Soon they’ll be competing with graduates of Udacity Nanodegrees, Coursera Specializations and Lynda Learning Paths.”

A New York Times editorial argues that the government should help more people go to college, even though “the economy does not produce enough jobs that require college degrees.” The Times‘ solution is for the government to create “good jobs at good pay” — and raise the minimum wage.

Oddly, the editorial says graduates can’t find jobs as teachers, ignoring the debate about whether the teacher shortage is national or just local. There’s always been a surplus of would-be elementary teachers and strong demand for math, science, bilingual and special-ed teachers.

From high school to the workforce

Politicians promise to make college affordable for more people, writes Jeffrey Selingo in the Wall Street Journal.  Yet many won’t earn a degree and nearly half of graduates are working jobs that don’t require a bachelor’s degree. What young people really need are

Young people need alternative routes to the education and training required for high-quality jobs. writes Selingo, author of There is Life After College.

Apprentices at Siemens’ gas turbine manufacturing facility in Charlotte, North Carolina.

Apprentices at Siemens’ gas turbine manufacturing facility in Charlotte, North Carolina.

For example, Siemens and other manufacturers “developed a high-school apprenticeship program in North Carolina when they couldn’t find enough workers with advanced skills.” Students who complete a three-year apprenticeship earn an associate degree and qualify for a $55,000 starting salary.

At Walla Walla Community College in Washington state, John Deere trains students to “fix million-dollar farm equipment,” a high-paying job that requires
“advanced math and mechanical skills.”

Only 20 percent of teens have a job while in high school, according the Bureau of Labor Statistics. That’s down from 45 percent in 1998.

To make youth apprenticeships work in the U.S., policymakers should study Switzerland, where employers take the lead, and Singapore, where the government has created very effective career tech education, writes Marc Tucker of the National Center on Education and the Economy.

How Busy Town will keep busy

13267696_10153621072453388_5737712832704024876_n

It’s almost over

/>

Chinese kids risk death to get to school


Children climb a cliff on bamboo ladders twice a month to get to their mountaintop home in southwest China from their school in the valley.

Fifteen Chinese children, ages 6 to 15, risk their lives to get to school, reports USA Today. They use bamboo ladders to climb down a cliff to get to boarding school in the valley. Twice a month, they climb up the cliff — a 90-minute trek — to spend a few days at home.

Photos by Beijing News photographer Chen Jie, went viral on Chinese media. “If you have any kind of accident, you will fall straight into the abyss,” Chen told the Guardian. Now, authorities are considering building a steel staircase.

Api Jiti,  head of the farming community, told Beijing News “seven or eight” people have died during the climb.

There are 17 vine ladders on the 800-metre-high way home, but the most dangerous part is a path on the cliff without a vine ladder. The most dangerous part of the climb is a path on the cliff without a ladder. Photo: Feature China/Barcroft Images

Sex education

11 states sue over transgender ‘guidance’

Eleven states, including Arizona, Texas and Wisconsin, have filed suit to block the Obama administration’s “guidance” on the right of transgender students to use the school rest rooms and locker rooms of their choice.

The directive would “turn workplaces and educational settings across the country into laboratories for a massive social experiment, flouting the democratic process, and running roughshod over common-sense policies protecting children and basic privacy rights,” the lawsuit charges.

Oklahoma legislators are considering a bill that would let a student demand a non-transgender restroom, locker room or shower — persons of the same anatomical sex only –as a “religious accommodation.” A private room would not be acceptable.

An award-winning St. Paul charter school is ripping out urinals and creating “gender-neutral restrooms” — at the cost of thousands of dollars, after being sued by parents of a kindergartener, who’s since transferred, reports the Daily Signal.

I predict schools will create private rest rooms and changing stalls in locker rooms to avoid conflict. It will be costly. Will it be worth it?

How many kids are transgender? Nobody knows, reports the New York Times, but it’s almost certainly less than 1 percent.

Trans teacher wins $60K, say ‘they’ rules


Leo Soell in their fifth-grade classroom in Gresham, Oregon. Photo: Kristyna Wentz-Graff, Oregonian

When Brina Soell became Leo, the fifth-grade teacher asked coworkers to use “they” and “them” instead of “she” or “he.” Soell, who identifies as “transmasculine and genderqueer,” complained of harassment, reports the Oregonian. Gresham-Barlow officials agreed to give Soell $60,000 to settle emotional damage claims, add gender-neutral bathrooms to all schools, clarify policies about transgender teachers and mandate trainings for all principals.

Sexual harassment policies are moving from telling people what not to say to demanding that they “must say certain things,” writes Scott Shackford on Reason.

New York City has threatened employers with heavy penalties if they don’t ensure their employees address each other (and customers) by the pronoun of their choice, including “ze/hir” and other non-standard pronouns. The directive also applies to landlords and tenants, professionals and clients and business owners and customers. Everyone is supposed to ask everyone and remember who’s what.

Requiring people to say things they don’t wish to say violates free-speech rights, writes Eugene Volokh, a UCLA law professor.

When the government is acting as sovereign, telling us what we must or must not say on pain of coercively imposed legal liability, the First Amendment is at full force. That force, I think, should preclude government commands that we start using new words — or radical grammatical modifications of old, familiar words — that convey government-favored messages about gender identity or anything else.

He notes that Soell complained of harassment, in part, due to other teachers “refusing to call me by my correct name and gender to me or among themselves” (emphasis added), as well as posting “messages on Facebook that denigrate transgender people.”

Ivy League’s Asian problem 


Asian-American applicants need much higher SAT scores to get into Brown, Yale, Dartmouth and other Ivy League schools, a coalition charges.

Asian-American groups want the U.S. Education Department to investigate Yale, Dartmouth and Brown for racial discrimination.

While the population of college age Asian-Americans has doubled in 20 years and the number of highly qualified Asian-American students “has increased dramatically,” the percentage accepted at most Ivy League colleges has flatlined, according to the complaint. It alleges this is because of “racial quotas and caps, maintained by racially differentiated standards for admissions that severely burden Asian-American applicants.”

It’s the Jewish problem all over again, writes Glenn Reynolds (aka Instapundit) in USA Today.

Decades ago, the Ivy League colleges thought they had a problem: too many Jews. These recent immigrants, from a culture that prized education and academic achievement, had an unfortunate characteristic: They worked harder, studied longer and cared more about school.

. . . Problem was, the Ivy League didn’t really want them. Being first-generation students, these applicants didn’t have rich alumni parents who would be likely to donate big bucks. . . . And they were seen as boring grinds who studied too hard and weren’t much fun.

 So the Ivy League favored “leadership” and “well-rounded” candidates — and, when that wasn’t enough, set quotas for Jewish students.

Now Asian students “are seen as people who study too hard, boring grinds who aren’t much fun — and, of course, their parents aren’t as rich and connected,” writes Reynolds.

Here’s more on the Asian-Ivy War.

Math excellence — is it just for Asian-Americans?

Elite math competitions are “overwhelmingly dominated by Asian and white males from middle-class and affluent families, observes Liana Heitin in Education Week. Some are trying to diversify the talent pool by exposing lower-income students, girls, blacks and Latinos to advanced math.

A U.S. team won the International Math Olympiad last summer, the first win for Americans in more than two decades. Four competitors were Asian-American and two were white. All were male.

Students at the Mathematical Olympiad Summer Program tackle a hard geometry problem. Credit: Evelyn Lamb

Students at the Mathematical Olympiad Summer Program tackle a hard geometry problem. Photo: Evelyn Lamb

Future mathletes hone their skills in “after-school clubs, summer camps, online forums and classes, and university-based “math circles,” or mathematician-led groups,” writes Heitin.

Middle schoolers start in MathCounts, then move on to an online school called Art of Problem Solving. Some K-12 students get coaching from math professors. UCLA’s Los Angeles Math Circle has more than 250 students. Elites go to the Math Olympiad Summer Training Program, a three-week math camp.

Who knows about these opportunities? Well-educated Asian immigrant parents make sure their talented children participate. “There are a lot of kids whose parents made it to America by being good at math,” said Richard Rusczyk, founder of Art of Problem Solving.

Various initiatives are trying to get more kids into advanced math, writes Heitin.

A New York City-based nonprofit called Bridge to Enter Mathematics runs a residential summer program aimed at getting underserved, mostly black and Hispanic students working toward math and science careers. The summer after 7th grade, students spend three weeks on a college campus studying advanced math for seven hours a day. Over the next five years, the group helps the students get into other elite summer math programs, high-performing high schools, and eventually college.

MathCounts has added National Math Club, which gives resources to middle-school math teachers, and the Math Video Challenge, a team competition, to appeal to a broader range of students.

After the high-pressure Countdown round at this year’s national MathCounts competition, in which the top 12 students went head to head solving complex problems in rapid fire, the finalists for the Math Video Challenge took the stage to show their videos.

Half the video finalists were black and 13 of 16 were girls.

An 8th grade team from the Ron Clark Academy, an independent middle school in Atlanta that serves low-income students, was among the finalists. The students illustrated a complicated multistep problem entirely through rap.

“Three years ago, we were the only African-American people here,” said Valerie Camille-Jones, the team’s coach. “We won the video challenge, and [MathCounts] put it all over the website. The next year, more diverse videos were submitted because [students] saw themselves. It’s exposure.”

Her students watched the fast-paced Countdown round in which 12 students answered high-level math questions. “They turned to me and said, ‘We can do this.’ ”