Boy, this blog is just chock full of excellent articles lately! This one is great, especially the end.
Are Too Many People Going to College?By Charles Murray
Monday, September 8, 2008America’s university system is creating a class-riven nation. There has to be a better way.
To ask whether too many people are going to college requires us to think about the importance and nature of a liberal education. “Universities are not intended to teach the knowledge required to fit men for some special mode of gaining their livelihood,” John Stuart Mill told students at the University of St. Andrews in 1867. “Their object is not to make skillful lawyers, or physicians, or engineers, but capable and cultivated human beings.” If this is true (and I agree that it is), why say that too many people are going to college? Surely a mass democracy should encourage as many people as possible to become “capable and cultivated human beings” in Mill’s sense. We should not restrict the availability of a liberal education to a rarefied intellectual elite. More people should be going to college, not fewer.
Yes and no. More people should be getting the basics of a liberal education. But for most students, the places to provide those basics are elementary and middle school. E. D. Hirsch Jr. is the indispensable thinker on this topic, beginning with his 1987 book Cultural Literacy: What Every American Needs to Know. Part of his argument involves the importance of a body of core knowledge in fostering reading speed and comprehension. With regard to a liberal education, Hirsch makes three points that are germane here:
Full participation in any culture requires familiarity with a body of core knowledge. To live in the United States and not recognize Teddy Roosevelt, Prohibition, the Minutemen, Wall Street, smoke-filled rooms, or Gettysburg is like trying to read without knowing some of the ten thousand most commonly used words in the language. It signifies a degree of cultural illiteracy about America. But the core knowledge transcends one’s own country. Not to recognize Falstaff, Apollo, the Sistine Chapel, the Inquisition, the twenty-third Psalm, or Mozart signifies cultural illiteracy about the West. Not to recognize the solar system, the Big Bang, natural selection, relativity, or the periodic table is to be scientifically illiterate. Not to recognize the Mediterranean, Vienna, the Yangtze River, Mount Everest, or Mecca is to be geographically illiterate.
College is seen as the open sesame to a good job and a desirable way for adolescents to transition to adulthood. Neither reason is as persuasive as it first appears.
This core knowledge is an important part of the glue that holds the culture together. All American children, of whatever ethnic heritage, and whether their families came here 300 years ago or three months ago, need to learn about the Pilgrims, Valley Forge, Duke Ellington, Apollo 11, Susan B. Anthony, George C. Marshall, and the Freedom Riders. All students need to learn the iconic stories. For a society of immigrants such as ours, the core knowledge is our shared identity that makes us Americans together rather than hyphenated Americans.
K–8 are the right years to teach the core knowledge, and the effort should get off to a running start in elementary school. Starting early is partly a matter of necessity: There’s a lot to learn, and it takes time. But another reason is that small children enjoy learning myths and fables, showing off names and dates they have memorized, and hearing about great historical figures and exciting deeds. The educational establishment sees this kind of curriculum as one that forces children to memorize boring facts. That conventional wisdom is wrong on every count. The facts can be fascinating (if taught right); a lot more than memorization is entailed; yet memorizing things is an indispensable part of education, too; and memorizing is something that children do much, much better than adults. The core knowledge is suited to ways that young children naturally learn and enjoy learning. Not all children will be able to do the reading with the same level of comprehension, but the fact-based nature of the core knowledge actually works to the benefit of low ability students—remembering facts is much easier than making inferences and deductions. The core knowledge curriculum lends itself to adaptation for students across a wide range of academic ability.
In the 20 years since Cultural Literacy was published, Hirsch and his colleagues have developed and refined his original formulation into an inventory of more than 6,000 items that approximate the core knowledge broadly shared by literate Americans. Hirsch’s Core Knowledge Foundation has also developed a detailed, grade by-grade curriculum for K–8, complete with lists of books and other teaching materials.
The Core Knowledge approach need not stop with eighth grade. High school is a good place for survey courses in the humanities, social sciences, and sciences taught at a level below the demands of a college course and accessible to most students in the upper two-thirds of the distribution of academic ability. Some students will not want to take these courses, and it can be counterproductive to require them to do so, but high school can put considerable flesh on the liberal education skeleton for students who are still interested.
Liberal Education in College
Saying “too many people are going to college” is not the same as saying that the average student does not need to know about history, science, and great works of art, music, and literature. They do need to know—and to know more than they are currently learning. So let’s teach it to them, but let’s not wait for college to do it.
Liberal education in college means taking on the tough stuff. A high-school graduate who has acquired Hirsch’s core knowledge will know, for example, that John Stuart Mill was an important 19th-century English philosopher who was associated with something called Utilitarianism and wrote a famous book called On Liberty. But learning philosophy in college, which is an essential component of a liberal education, means that the student has to be able to read and understand the actual text of On Liberty. That brings us to the limits set by the nature of college-level material. Here is the first sentence of On Liberty: “The subject of this essay is not the so-called liberty of the will, so unfortunately opposed to the misnamed doctrine of philosophical necessity; but civil, or social liberty: the nature and limits of the power which can be legitimately exercised by society over the individual.” I will not burden you with On Liberty’s last sentence. It is 126 words long. And Mill is one of the more accessible philosophers, and On Liberty is one of Mill’s more accessible works. It would be nice if everyone could acquire a fully formed liberal education, but they cannot.
Specifically: When College Board researchers defined “college readiness” as the SAT score thatis associated with a 65 percent chance of getting at least a 2.7 grade point average in college during the freshman year, and then applied those criteria (hardly demanding in an era of soft courses and grade inflation) to the freshmen in a sample of 41 major colleges and universities, the threshold “college readiness” score was found to be 1180 on the combined SAT math and verbal tests. It is a score that only about 10 percent of American 18-year-olds would achieve if they all took the SAT, in an age when more than 30 percent of 18-year-olds go to college.
The income for the top people in a wide variety of occupations that do not require a college degree is higher than the average income for many occupations that require a B.A.
Should all of those who do have the academic ability to absorb a college-level liberal education get one? It depends. Suppose we have before us a young woman who is in the 98th percentile of academic ability and wants to become a lawyer and eventually run for political office. To me, it seems essential that she spend her undergraduate years getting a rigorous liberal education. Apart from a liberal education’s value to her, the nation will benefit. Everything she does as an attorney or as an elected official should be informed by the kind of wisdom that a rigorous liberal education can encourage. It is appropriate to push her into that kind of undergraduate program.
But the only reason we can get away with pushing her is that the odds are high that she will enjoy it. The odds are high because she is good at this sort of thing—it’s no problem for her to read On Liberty or Paradise Lost. It’s no problem for her to come up with an interesting perspective on what she’s read and weave it into a term paper. And because she’s good at it, she is also likely to enjoy it. It is one of Aristotle’s central themes in his discussion of human happiness, a theme that John Rawls later distilled into what he called the Aristotelian Principle: “Other things equal, human beings enjoy the exercise of the irrealized capacities (their innate or trained abilities), and this enjoyment increases the more the capacity is realized, or the greater its complexity.” And so it comes to pass that those who take the hardest majors and who enroll in courses that look most like an old fashioned liberal education are concentrated among the students in the top percentiles of academic ability. Getting a liberal education consists of dealing with complex intellectual material day after day, and dealing with complex intellectual material is what students in the top few percentiles are really good at, in the same way that other people are really good at cooking or making pottery. For these students, doing it well is fun.
Every percentile down the ability ladder—and this applies to all abilities, not just academic—the probability that a person will enjoy the hardest aspects of an activity goes down as well. Students at the 80th percentile of academic ability are still smart kids, but the odds that they will respond to a course that assigns Mill or Milton are considerably lower than the odds that a student in the top few percentiles will respond. Virtue has nothing to do it. Maturity has nothing to do with it. Appreciation of the value of a liberal education has nothing to do with it. The probability that a student will enjoy Paradise Lost goes down as his linguistic ability goes down, but so does the probability that he works on double acrostic puzzles in his spare time or regularly plays online Scrabble, and for the identical reason. The lower down the linguistic ladder he is, the less fun such activities are.
And so we return to the question: Should all of those who have the academic ability to absorb a college-level liberal education get one? If our young woman is at the 80th percentile of linguistic ability, should she be pushed to do so? She has enough intellectual capacity, if she puts her mind to it and works exceptionally hard.
The answer is no. If she wants to, fine. But she probably won’t, and there’s no way to force her. Try to force her (for example, by setting up a demanding core curriculum), and she will transfer to another school, because she is in college for vocational training. She wants to write computer code. Start a business. Get a job in television. She uses college to take vocational courses that pertain to her career interests. A large proportion of people who are theoretically able to absorb a liberal education have no interest in doing so.
And reasonably so. Seen dispassionately, getting a traditional liberal education over four years is an odd way to enjoy spending one’s time. Not many people enjoy reading for hour after hour, day after day, no matter what the material may be. To enjoy reading On Liberty and its ilk—and if you’re going to absorb such material, you must in some sense enjoy the process—is downright peculiar. To be willing to spend many more hours writing papers and answers to exam questions about that material approaches masochism.
We should look at the kind of work that goes into acquiring a liberal education at the college level in the same way that we look at the grueling apprenticeship that goes into becoming a master chef: something that understandably attracts only a few people. Most students at today’s colleges choose not to take the courses that go into a liberal education because the capabilities they want to develop lie elsewhere. These students are not lazy, any more than students who don’t want to spend hours learning how to chop carrots into a perfect eighth-inch dice are lazy. A liberal education just doesn’t make sense for them.
For Learning How to Make a Living, the Four-Year Brick-and-Mortar Residential College is Increasingly Obsolete
We now go from one extreme to the other, from the ideal of liberal education to the utilitarian process of acquiring the knowledge that most students go to college to acquire—practical and vocational. The question here is not whether the traditional four-year residential college is fun or valuable as a place to grow up, but when it makes sense as a place to learn how to make a living. The answer is: in a sensible world, hardly ever.
Start with the time it takes—four years. Assuming a semester system with four courses per semester, four years of class work means 32 semester-long courses. The occupations for which “knowing enough” requires 32 courses are exceedingly rare. For some professions—medicine and law are the obvious examples—a rationale for four years of course work can be concocted (combining pre-med and pre-law undergraduate courses with three years of medical school and law school), but for every other occupation, the body of knowledge taught in classrooms can be learned more quickly. Even Ph.D.s don’t require four years of course work. The Ph.D. is supposed to signify expertise, but that expertise comes from burrowing deep in to a specialty, not from dozens of courses.
As long as it’s taboo to say that college is intellectually too demanding for most young people, we will continue to create unrealistic expectations among the next generation.
Those are the jobs with the most stringent academic requirements. For the student who wants to become a good hotel manager, software designer, accountant, hospital administrator, farmer, high-school teacher, social worker, journalist, optometrist, interior designer, or football coach, four years of class work is ridiculous. Actually becoming good in those occupations will take longer than four years, but most of the competence is acquired on the job. The two year community college and online courses offer more flexible options for tailoring course work to the real needs of the job.
A brick-and-mortar campus is increasingly obsolete. The physical infrastructure of the college used to make sense for three reasons. First, a good library was essential to higher learning, and only a college faculty and student body provided the economies of scale that made good libraries affordable. Second, scholarship flourishes through colleagueships, and the college campus made it possible to put scholars in physical proximity to each other. Third, the best teaching requires interaction between teachers and students, and physical proximity was the only way to get it. All three rationales for the brick-and-mortar campus are fading fast.
The rationale for a physical library is within a few years of extinction. Even now, the Internet provides access, for a price, to all the world’s significant technical journals. The books are about to follow. Google is scanning the entire text of every book in the libraries of Harvard, Princeton, Stanford, Oxford, the New York Public Library, the Bavarian State Library, Ghent University Library, Keio Library (Tokyo), the National Library of Catalonia, University of Lausanne, and an expanding list of others. Collectively, this project will encompass close to the sum total of human knowledge. It will be completely searchable. Everything out of copyright will be free. Everything still under copyright will be accessible for a fee. Libraries will still be a selling point for colleges, but as a place for students to study in pleasant surroundings—an amenity in the same way that an attractive student union is an amenity. Colleges and universities will not need to exist because they provide libraries.
The rationale for colleges based on colleagueships has eroded. Until a few decades ago, physical proximity was important because correspondence and phone calls just weren’t as good. As email began to spread during the1980s, physical proximity became less important. As the capacity of the Internet expanded in the 1990s, other mechanisms made those interactions richer. Now, regular emails from professional groups inform scholars of the latest publications in their field of interest. Specialized chat groups enable scholars to bounce new ideas off other people working on the same problems. Drafts are exchanged effortlessly and comments attached electronically. Whether physical proximity still has any advantages depends mostly on the personality of the scholar. Some people like being around other people during the workday and prefer face-to-face conversations to emails. For those who don’t, the value of being on a college campus instead of on a mountaintop in Montana is nil. Their electronic access to other scholars is incomparably greater than any scholar enjoyed even within the world’s premier universities before the advent of the Internet. Like the library, face-to-face colleagueships will be an amenity that colleges continue to provide. But colleges and universities will not need to exist because they provide a community of scholars.
The third rationale for the brick-and-mortar college is that it brings teachers together with students. Working against that rationale is the explosion in the breadth and realism of what is known as distance learning. The idea of distance learning is surprisingly old—Isaac Pitman was teaching his shorthand system to British students through the postal service in the 1840s, and the University of London began offering degrees for correspondence students in 1858—but the technology of distance learning changed little for the next century. The advent of inexpensive videocassettes in the 1980s opened up a way for students to hear and see lectures without being in the classroom. By the early 1990s, it was possible to buy college-level courses on audio- or videotape, taught by first-rate teaching professors, on a wide range of topics, for a few hundred dollars. But without easy interaction between teacher and student, distance learning remained a poor second-best to a good college seminar.
Once again, the Internet is revolutionizing everything. As personal computers acquired the processing power to show high-definition video and the storage capacity to handle big video files, the possibilities for distance learning expanded by orders of magnitude. We are now watching the early expression of those possibilities: podcasts and streaming videos in real time of professors’ lectures, online discussions among students scattered around the country, online interaction between students and professors, online exams, and tutorials augmented by computer-aided instruction software.
Even today, the quality of student-teacher interactions in a virtual classroom competes with the interactions in a brick-and-mortar classroom. But the technology is still in its early stages of development and the rate of improvement is breathtaking. Compare video games such as Myst and SimCity in the 1990s to their descendants today; the Walkman you used in the 1990s to the iPod you use today; the cell phone you used in the 1990s to the BlackBerry or iPhone you use today. Whatever technical limitations might lead you to say, “Yes, but it’s still not the same as being there in the classroom,” are probably within a few years of being outdated.
College Isn’t All It’s Cracked Up to Be
College looms so large in the thinking of both parents and students because it is seen as the open sesame to a good job. Reaping the economic payoff for college that shows up in econometric analyses is a long shot for large numbers of young people.
When high-school graduates think that obtaining a B.A. will help them get a higher- paying job, they are only narrowly correct. Economists have established beyond doubt that people with B.A.s earn more on average than people without them. But why does the B.A. produce that result? For whom does the B.A. produce that result? For some jobs, the economic premium for a degree is produced by the actual education that has gone into getting the degree. Lawyers, physicians, and engineers can earn their high incomes only by deploying knowledge and skills that take years to acquire, and degrees in law, medicine, and engineering still signify competence in those knowledges and skills. But for many other jobs, the economic premium for the B.A. is created by a brutal fact of life about the American job market: Employers do not even interview applicants who do not hold a B.A. Even more brutal, the advantage conferred by the B.A. often has nothing to do with the content of the education. Employers do not value what the student learned, just that the student has a degree.
Employers value the B.A. because it is a no-cost (for them) screening device for academic ability and perseverance. The more people who go to college, the more sense it makes for employers to require a B.A. When only a small percentage of people got college degrees, employers who required a B.A. would have been shutting themselves off from access to most of the talent. With more than a third of 23-year-olds now getting a B.A., many employers can reasonably limit their hiring pool to college graduates because bright and ambitious high-school graduates who can go to college usually do go to college. An employer can believe that exceptions exist but rationally choose not to expend time and money to identify them. Knowing this, large numbers of students are in college to buy their admission ticket—the B.A.
Employers do not value what the student learned, just that he has a degree. They value the B.A. as a no-cost (for them) screening device for academic ability and perseverance.
But while it is true that the average person with a B.A. makes more than the average person without a B.A., getting a B.A. is still going to be the wrong economic decision for many high-school graduates. Wages within occupations form a distribution. Young people with okay-but-not-great academic ability who are thinking about whether to go after a B.A. need to consider the competition they will face after they graduate. Let me put these calculations in terms of a specific example, a young man who has just graduated from high school and is trying to decide whether to become an electrician or go to college and major in business, hoping to become a white-collar manager. He is at the 70th percentile in linguistic ability and logical mathematical ability—someone who shouldn’t go to college by my standards, but who can, in today’s world, easily find a college that will give him a degree. He is exactly average in interpersonal and intrapersonal ability. He is at the 95th percentile in the small-motor skills and spatial abilities that are helpful in being a good electrician.
He begins by looking up the average income of electricians and managers on the Bureau of Labor Statistics website, and finds that the mean annual income for electricians in 2005 was$45,630, only about half of the $88,450 mean for management occupations. It looks as if getting a B.A. will buy him a huge wage premium. Should he try to get the B.A. on economic grounds?
To make his decision correctly, our young man must start by throwing out the averages. He has the ability to become an excellent electrician and can reasonably expect to be near the top of the electricians’ income distribution. He does not have it in him to be an excellent manager, because he is only average in interpersonal and intrapersonal ability and only modestly above average in academic ability, all of which are important for becoming a good manager, while his competitors for those slots will include many who are high in all of those abilities. Realistically, he should be looking at the incomes toward the bottom of the distribution of managers. With that in mind, he goes back to the Bureau of Labor Statistics website and discovers that an electrician at the 90th percentile of electricians’ incomes made $70,480 in 2005, almost twice the income of a manager at the 10th percentile of managers’ incomes ($37,800). Even if our young man successfully completes college and gets a B.A. (which is far from certain), he is likely to make less money than if he becomes an electrician.
Then there is job security to consider. A good way to make sure you always can find work is to be among the best at what you do. It also helps to have a job that does not require you to compete with people around the globe. When corporations downsize, they lay off mediocre managers before they lay off top electricians. When the economy gets soft, top electricians can find work when mediocre managers cannot. Low-level management jobs can often be outsourced to India, whereas electricians’ jobs cannot.
What I have said of electricians is true throughout the American job market. The income for the top people in a wide variety of occupations that do not require a college degree is higher than the average income for many occupations that require a B.A. Furthermore, the range and number of such jobs are expanding rapidly. The need for assembly-line workers in factories (one of the most boring jobs ever invented) is falling, but the demand for skilled technicians of every kind—in healthcare, information technology, transportation networks, and every other industry that relies on high-tech equipment—is expanding. The service sector includes many low-skill, low-paying jobs, but it also includes growing numbers of specialized jobs that pay well (for example, in healthcare and the entertainment and leisure industries). Construction offers an array of high-paying jobs for people who are good at what they do. It’s not just skilled labor in the standard construction trades that is in high demand. The increase in wealth in American society has increased the demand for all sorts of craftsmanship. Today’s high-end homes and office buildings may entail the work of specialized skills in stonework, masonry, glazing, painting, cabinetmaking, machining, landscaping, and a dozen other crafts. The increase in wealth is also driving an increased demand for the custom-made and the exquisitely wrought, meaning demand for artisans in everything from pottery to jewelry to metalworking. There has never been a time in history when people with skills not taught in college have been in so much demand at such high pay as today, nor a time when the range of such jobs has been so wide. In today’s America, finding a first-rate lawyer or physician is easy. Finding first-rate skilled labor is hard.
Intrinsic Rewards
The topic is no longer money but job satisfaction—intrinsic rewards. We return to our high-school graduate trying to decide between going to college and becoming an electrician. He knows that he enjoys working with his hands and likes the idea of not being stuck in the same place all day, but he also likes the idea of being a manager sitting behind a desk in a big office, telling people what to do and getting the status that goes with it.
However, he should face facts that he is unlikely to know on his own, but that a guidance counselor could help him face. His chances of getting the big office and the status are slim. He is more likely to remain in a cubicle, under the thumb of the boss in the big office. He is unlikely to have a job in which he produces something tangible during the course of the day.
There has never been a time in history when people with skills not taught in college have been in so much demand at such high pay as today.
If he becomes a top electrician instead, he will have an expertise that he exercises at a high level. At the end of a workday, he will often be able to see that his work made a difference in the lives of people whose problems he has solved. He will not be confined to a cubicle and, after his apprenticeship, will be his own supervisor in the field. Top electricians often become independent contractors who have no boss at all.
The intrinsic rewards of being a top manager can be just as great as those of a top electrician (though I would not claim they are greater), but the intrinsic rewards of being a mediocre manager are not. Even as people in white-collar jobs lament the soullessness of their work, the intrinsic rewards of exercising technical skills remain undiminished.
Finally, there is an overarching consideration so important it is hard to express adequately: the satisfaction of being good at what one does for a living (and knowing it), compared to the melancholy of being mediocre at what one does for a living (and knowing it). This is another truth about living a human life that a 17-year-old might not yet understand on his own, but that a guidance counselor can bring to his attention. Guidance counselors and parents who automatically encourage young people to go to college straight out of high school regardless of their skills and interests are being thoughtless about the best interests of young people in their charge.
The Dark Side of the B.A. as Norm
It is possible to accept all that I have presented as fact and still disagree with the proposition that too many people are going to college. The argument goes something like this:
The meaning of a college education has evolved since the 19th century. The traditional liberal education is still available for students who want it, but the curriculum is appropriately broader now, and includes many courses for vocational preparation that today’s students want. Furthermore, intellectual requirements vary across majors. It may be true that few students can complete a major in economics or biology, but larger proportions can handle the easier majors. A narrow focus on curriculum also misses the important nonacademic functions of college. The lifestyle on today’s campuses may leave something to be desired, but four years of college still give youngsters in late adolescence a chance to encounter different kinds of people, to discover new interests, and to decide what they want to make of their lives. And if it is true that some students spend too much of their college years partying, that was also true of many Oxford students in the 18th century. Lighten up.
About a third of all those who enter college hoping for a B.A. leave without one.
If the only people we had to worry about were those who are on college campuses and doing reasonably well, this position would have something to be said for it. It does not address the issues of whether four years makes sense or whether a residential facility makes sense; nevertheless, college as it exists is not an intrinsically evil place for the students who are there and are coping academically. But there is the broader American society to worry about as well. However unintentionally, we have made something that is still inaccessible to a majority of the population—the B.A.—into a symbol of first-class citizenship. We have done so at the same time that other class divisions are becoming more powerful. Today’s college system is implicated in the emergence of class-riven America.
The problem begins with the message sent to young people that they should aspire to college no matter what. Some politicians are among the most visible offenders, treating every failure to go to college as an injustice that can be remedied by increasing government help. American educational administrators reinforce the message by instructing guidance counselors to steer as many students as possible toward a college-prep track (more than 90 percent of high-school students report that their guidance counselors encouraged them to go to college). But politicians and educators are only following the lead of the larger culture. As long as it remains taboo to acknowledge that college is intellectually too demanding for most young people, we will continue to create crazily unrealistic expectations among the next generation. If “crazily unrealistic” sounds too strong, consider that more than 90 percent of high school seniors expect to go to college, and more than 70 percent of them expect to work in professional jobs.
Today’s college system is implicated in the emergence of class-riven America.
One aspect of this phenomenon has been labeled misaligned ambitions, meaning that adolescents have career ambitions that are inconsistent with their educational plans. Data from the Sloan Study of Youth and Social Development conducted during the 1990s indicate that misaligned ambitions characterized more than half of all adolescents. Almost always, the misalignment is in the optimistic direction, as adolescents aspire to be attorneys or physicians without understanding the educational hurdles they must surmount to achieve their goals. They end up at a four-year institution not because that is where they can take the courses they need to meet their career goals, but because college is the place where B.A.s are handed out, and everyone knows that these days you’ve got to have a B.A. Many of them drop out. Of those who entered a four-year college in 1995, only 58 percent had gotten their B.A. five academic years later. Another 14 percent were still enrolled. If we assume that half of that 14 percent eventually get their B.A.s, about a third of all those who entered college hoping for a B.A. leave without one.
If these numbers had been produced in a culture where the B.A. was a nice thing to have but not a big deal, they could be interpreted as the result of young adults deciding that they didn’t really want a B.A. after all. Instead, these numbers were produced by a system in which having a B.A. is a very big deal indeed, and that brings us to the increasingly worrisome role of the B.A. as a source of class division. The United States has always had symbols of class, and the college degree has always been one of them. But through the first half of the 20th century, there were all sorts of respectable reasons a person might not go to college—not enough money to pay for college; needing to work right out of high school to support a wife, parents, or younger siblings; or the commonly held belief that going straight to work was better preparation for a business career than going to college. As long as the percentage of college graduates remained small, it also remained true, and everybody knew it, that the majority of America’s intellectually most able people did not have B.A.s.
Over the course of the 20th century, three trends gathered strength. The first was the increasing proportion of jobs screened for high academic ability due to the advanced level of education they require—engineers, physicians, attorneys, college teachers, scientists, and the like. The second was the increasing market value of those jobs. The third was the opening up of college to more of those who had the academic ability to go to college, partly because the increase in American wealth meant that more parents could afford college for their children, and partly because the proliferation of scholarships and loans made it possible for most students with enough academic ability to go.
The combined effect of these trends has been to overturn the state of affairs that prevailed through World War II. Now the great majority of America’s intellectually most able people do have a B.A. Along with that transformation has come a downside that few anticipated. The acceptable excuses for not going to college have dried up. The more people who go to college, the more stigmatizing the failure to complete college becomes. Today, if you do not get a B.A., many people assume it is because you are too dumb or too lazy. And all this because of a degree that seldom has an interpretable substantive meaning.
Let’s approach the situation from a different angle. Imagine that America had no system of postsecondary education and you were made a member of a task force assigned to create one from scratch. Ask yourself what you would think if one of your colleagues submitted this proposal:
First, we will set up a common goal for every young person that represents educational success. We will call it a B.A. We will then make it difficult or impossible for most people to achieve this goal. For those who can, achieving the goal will take four years no matter what is being taught. We will attach an economic reward for reaching the goal that often has little to do with the content of what has been learned. We will lure large numbers of people who do not possess adequate ability or motivation to try to achieve the goal and then fail. We will then stigmatize everyone who fails to achieve it.
What I have just described is the system that we have in place. There must be a better way.
Charles Murray is the W. H. Brady scholar at the American Enterprise Institute. This article is adapted from “Real Education: Four Simple Truths for Bringing America’s Schools Back to Reality.” Copyright © 2008 by Cox & Murray, Inc. Published by Crown Forum, a division of Random House, Inc.
