Career planning starts in 8th grade

Is 8th Grade Too Early to Pick a Career? asks the National Journal. In South Carolina, counselors help middle schoolers set career goals through the Personal Pathways to Success program.

(Patricia) Reid begins by meeting and talking with each student about her interests, hobbies, and academic preferences. Together, the two identify a career path that the student can focus on during high school—perhaps technology, engineering, veterinary science, or manufacturing.

Then Reid meets with the student and parents to develop an individual graduation plan, which allows students to take electives throughout high school to bolster particular interests. So, if a student expresses interest in becoming, say, a veterinarian, he could sign up for an agricultural science or animal-care classes in high school in addition to enrolling in required courses such as English, math, science, and history.

South Carolina saw textile jobs move overseas in the 1990s. Attracting new manufacturing jobs was hampered by a shortage of skilled workers.

The state has required schools to include career exploration in the curriculum since 2005. By eighth grade, students meet one-on-one with counselors, choose a career cluster and take a few career-related electives in high school.

Counselors are the key to success, a five-year study concluded.

“School counseling used to be focused on college, college, college,” says Natalie Stipanovic, an assistant professor at the University of Louisville, who has extensively studied the counseling portion of the South Carolina program. “With all of the kids who don’t go to college, what do we do? This program makes sure that every student is seen as important to talk to.”

Career discussions should be more than college or bust, says Anthony P. Carnevale, director and research professor of the Georgetown Center on Education and the Workforce. “If you want upward mobility in America for low-income kids, you have to get them to think about how they will use their education to make a living,” Carnevale says. “Right now, we act like there’s only one pathway.”

In southern California, San Bernardino Unified hopes to put every student on a career path by 2017.

Students in career pathways programs have higher graduation and college enrollment rates, research shows. “Programs in visual and performing arts, construction technology, finance, and digital design and communication are joining long-standing district pathways, such as the Educators for Tomorrow program, and others in public safety, green technology and business,” reports EdSource.

College is about learning, not just job training

Community colleges’ mission is learning, not just job training, a professor writes. No other sector of higher education gives low-income and working-class people “a legitimate shot at upward mobility.”

Short-term job training is growing at community colleges. In Minneapolis, laid-off workers can find good manufacturing jobs with 16 to 18 weeks of Right Skills Now training.

‘Je suis nul’

“Je suis nul!” (“I’m useless!”) is a common expression for French students, writes Ben Wildavsky, who wonders on Chronicle of Higher Education if France’s schools are sapping students’ confidence.

Now comes a new book by Peter Gumbel, a British expat who teaches at Sciences Po, France’s elite Institute of Political Studies, lambasting the French education system for humiliating children, neglecting teamwork, character-building, and positive reinforcement, and fostering pervasive low self-confidence. In an excerpt of On achève bien les écoliers (They Shoot Schoolchildren, Don’t They?), published in Sunday’s Observer, Gumbel writes that when he moved to Paris and enrolled his two daughters in school, the rigor he had expected was accompanied by a worrisome downside:

There were obvious symptoms: tummy aches and other signs of stress, an unhealthy phobia about making mistakes and flashes of self-doubt. “I’m hopeless at maths,” my eldest daughter declared one day. “No, you’re not, you just need to work at it harder,” was my reply. “No, daddy, you don’t understand anything. I’m hopeless.”

Gumbel’s Sciences Po students have passed exceptionally difficult admissions exams. They’re very bright, but have no self-confidence, Gumbel writes.

Getting them to participate in classroom discussions was like pulling teeth. Exam time was trauma time: every year, several burst into tears during the oral.

In The Great Brain Race, Wildavsky extols “the potential of meritocratic college admissions standards around the world to allow young people to get ahead based on what they know rather than who they are (whether family background or nationality).”

But high scholastic standards and an exam-based path to upward mobility won’t help France if the K-12 system turns the brightest students into anxious, timid crybabies, Wildavsky writes.

It makes American over-confidence look not so bad.