#AI #AIInSchool #students #teachers #writing #learning #education
How can you tell when students are using AI for legitimate purposes, or using it to cheat?
Teachers are grappling with this question, as Jocelyn Gecker discussed in her article for the Associated Press. It was published in the September 15, 2025, edition of The Atlanta Journal-Constitution.
She quotes high school and college educators, who say that assigning writing outside the classroom is like asking students to cheat.
“Anything you send home, you have to assume is being AI’d,” she quotes Casey Curry, who has taught English for 23 years and was a 2024 California Teacher of the Year.
His students, Gecker says, do most of their writing in class.
The reporter also points out that students are uncertain when AI usage is out of bounds. After all, students want to use all tools available to them, but not be accused of cheating.
Before AI, writing came easily to some students, but painfully difficult for others.
Also, there are students in many American schools for whom English is not a first language.
Gecker talks about one student who wrote his essay in his first language, and used a translation app to convert it to English. The app, she writes, improved some phrasing. Is that cheating?
Students have also used Grammarly, a popular AI writing assistance app, she writes.
Most good teachers want students to write what they know. Some are less concerned with creative phrasing and much more concerned with the knowledge the student imparts from his or her studies.
English and creative writing classes are different. They want to see the clever phrasing and catchy metaphors.
Most importantly, they want students’ work to be original.
Math teachers adapted to the use of calculators. Students are not learning cursive writing as much anymore because of the widespread use of electronic devices.
So, teachers must find ways to employ AI – students will use it whether or not it is forbidden – in ways that students can still impart what they have learned, but do it in a way that incorporates the modern world.
To those students for whom writing is difficult, AI could be a godsend. Making students struggle needlessly does not make for good teaching.
For those that can write easily, they will continue to write and perhaps use AI for research.
AI can be used for good, but it can also be used for sinister purposes.
It behooves teachers and students to find the good, and not the sinister. The sinister, eventually, will get caught, because there will be tools developed – or have already been developed – for teachers to discern real from fake.
The blessing here is that some teachers are requiring students to do their homework in school, and not at home. What student would not want less homework?
Peter
Tag Archives: students
CAN (DO) STUDENTS FEEL SAFE IN SCHOOLS
#SchooolSafety #teachers #students #parents #FeelingSafe #SchoolShootings
Safety in schools is more than just being able to avoid being shot.
Of course, any moment now, someone could walk into a school with a gun and shoot a bunch of students, teachers and staff.
What can we do about it? Not much, short of limiting the supply of firearms – particularly the most lethal and purely offensive weapons — for people who shouldn’t have them.
More security officers in schools will help, as long as they are willing to come face to face with the assaulter(s).
But now, it’s not just the threat of violence in the schools that can concern children. Children used to be able to confide in teachers, or other staff, about things they may have been afraid to tell parents.
Now, in many places, teachers and staff MUST tell parents if children talk to them about, say, their sexuality.
Maureen Downey, education columnist for The Atlanta Journal-Constitution, took on this topic in her March 14, 2023, column.
There was a time when school was a totally safe space for kids. Yes, they were supervised. Yes, they had many requirements they had to fulfill. Sometimes, discipline was necessary.
If Child X was bothering Child Y, Child Y could go to someone and report it confidentially – at least in theory. (There may have been some fear that Child X would retaliate if he or she were disciplined).
Of course, there should be cooperation between teachers, staff and parents when necessary. But there are some things kids don’t want to discuss with parents, particularly if they live in restrictive households.
Discussing such things with other students has its own peril. Besides, students usually do not have the adult wisdom to counsel properly.
We want students not only to be safe in school, but also to FEEL safe in school. If they do not feel safe, they won’t learn properly. Despite some schools that strictly use rigor and discipline as an education method, most students are not motivated to learn strictly out of fear. Certainly, fear can get kids to accomplish tasks. But, they are unlikely to truly learn what they need to know that way.
Feeling unsafe in school puts fear at top of mind for students.
So, what is an educator to do under these conditions?
If students are not allowed to be honest with educators about what they are feeling, how is an educator supposed to reach them?
As governments begin to impose unreasonable restrictions on how teachers teach, what they teach, what they can and cannot say to students etc., how and what do these entities expect students to learn in school?
It’s a question that will not be answered immediately. It’s difficult to measure what a deprived learning environment will do to any child.
The good news in all this – or the bad news, depending on one’s perspective – is that if a student doesn’t learn what he or she wants in school, there are other readily available outlets for them to get that information. Students often will fill that learning vacuum via other means.
We can only hope that depriving students of safety, and some education, in schools doesn’t lead to one or more of them, out of frustration, turning to weapons against that same school.
Peter
Safety in schools is more than just being able to avoid being shot.
Of course, any moment now, someone could walk into a school with a gun and shoot a bunch of students, teachers and staff.
What can we do about it? Not much, short of limiting the supply of firearms – particularly the most lethal and purely offensive weapons — for people who shouldn’t have them.
More security officers in schools will help, as long as they are willing to come face to face with the assaulter(s).
But now, it’s not just the threat of violence in the schools that can concern children. Children used to be able to confide in teachers, or other staff, about things they may have been afraid to tell parents.
Now, in many places, teachers and staff MUST tell parents if children talk to them about, say, their sexuality.
Maureen Downey, education columnist for The Atlanta Journal-Constitution, took on this topic in her March 14, 2023, column.
There was a time when school was a totally safe space for kids. Yes, they were supervised. Yes, they had many requirements they had to fulfill. Sometimes, discipline was necessary.
If Child X was bothering Child Y, Child Y could go to someone and report it confidentially – at least in theory. (There may have been some fear that Child X would retaliate if he or she were disciplined).
Of course, there should be cooperation between teachers, staff and parents when necessary. But there are some things kids don’t want to discuss with parents, particularly if they live in restrictive households.
Discussing such things with other students has its own peril. Besides, students usually do not have the adult wisdom to counsel properly.
We want students not only to be safe in school, but also to FEEL safe in school. If they do not feel safe, they won’t learn properly. Despite some schools that strictly use rigor and discipline as an education method, most students are not motivated to learn strictly out of fear. Certainly, fear can get kids to accomplish tasks. But, they are unlikely to truly learn what they need to know that way.
Feeling unsafe in school puts fear at top of mind for students.
So, what is an educator to do under these conditions?
If students are not allowed to be honest with educators about what they are feeling, how is an educator supposed to reach them?
As governments begin to impose unreasonable restrictions on how teachers teach, what they teach, what they can and cannot say to students etc., how and what do these entities expect students to learn in school?
It’s a question that will not be answered immediately. It’s difficult to measure what a deprived learning environment will do to any child.
The good news in all this – or the bad news, depending on one’s perspective – is that if a student doesn’t learn what he or she wants in school, there are other readily available outlets for them to get that information. Students often will fill that learning vacuum via other means.
We can only hope that depriving students of safety, and some education, in schools doesn’t lead to one or more of them, out of frustration, turning to weapons against that same school.
Peter
HUG DAY AT SCHOOL; BE KIND, BUT CAREFUL
#hugs #HugDay #schools #kids #students
Wednesdays are hug days at Cedar Grove High School.
So begins an article by Cassidy Alexander in the Feb. 25, 2023, edition of The Atlanta Journal-Constitution.
Each Wednesday, the article says, each student at the school in DeKalb County, Ga., is greeted by a hug from either a student or staff member.
Most kids really like it, the article says, but if a student is uncomfortable with a hug, he or she gets a fist bump.
The idea for a weekly hug day was conceived because students in the previous couple of years were cooped up at home because of the COVID-19 pandemic. No touching allowed. Safe distances from others was not just encouraged, but required.
With the pandemic mitigated to a good degree, the school believes students should be shown the love they’d gotten too little of during that time, the article says.
In decades past, teachers might have lovingly touched students routinely. But, as allegations of child sexual abuse increased, teachers had to be careful about their interactions with students.
Even if a teacher wanted to comfort a student in distress, or congratulate a student for a job well done, he or she often had to stop short of any physical contact.
In fact, according to the article, a Maryland elementary school banned parents from hugging any child except their own. In 2018, a Carroll County, Ga., parent said her middle school daughter was reprimanded for hugging a classmate.
But, Cedar Grove students said they are glad for the connections. In fact, a student organization called The Love Club was formed to not only set up the Wednesday hugs, but also perform other acts of kindness. Those include helping custodians empty trash and decorating teachers’ rooms, the article says.
The pandemic caused much distress in all spectra of life. The pandemic-mitigation era is prompting people and organizations to rethink how they do things.
More people are working from home. At the same time, more people are getting out to do things with others that they weren’t allowed to do as the pandemic raged.
At Cedar Grove, before the Wednesday hugs, the atmosphere was “very dry.” Alexander quotes sophomore E.J. Colson. Now, the hugs mean a lot, he says. “It starts you off with a loving feeling. It makes you spread more love,” Alexander quotes E.J.
Obviously, as the weekly hugs may be a good thing, the school, and others that may emulate the idea, have to be careful.
One could easily take advantage of a kid at that level. One could easily spread a cold or other contagion. Good ideas and practices can have unintended consequences.
The school has to be careful to make sure that one thing may not lead to something sinister, or unhealthy.
Just as actor Ted Danson offers a hug to a frustrated cellphone customer in a Consumer Cellular commercial, the intention of the hug has to be noble and kind.
When offering a kind touch to someone, know when it is appropriate and know whether the person being touched is comfortable with it.
Apparently, the students at Cedar Grove, for the most part, welcome the hugs every week.
Peter
NO ONE ASKS STUDENTS WHAT THEY THINK OF BOOK BANS
#BookBans #education #students #teachers #parents
Parents are clamoring for certain books to be banned in schools.
Do students want the same thing?
It appears no one cares what the kids think.
Maureen Downey, education columnist for The Atlanta Journal-Constitution, tackled this subject in her October 11, 2022, column.
“(Parents) often roll their eyes or guffaw when students themselves defend the books, suggesting that while they want to protect kids, they don’t want to hear their views,” Downey writes.
Downey asked students who have attended school board meetings and hearings what they would like to tell adults advocating book bans.
“I would ask them not even to change their viewpoint, but to keep and open mind. Even though I didn’t agree with what the parents were saying, I still listened. They refused to listen. Whenever someone would speak against book bans, they would start yelling. I also wish they were more informed. They were taking so many things out of context.”
That quote comes from Anvita Sachdeva, a senior at Forsyth County High School, outside Atlanta.
The whole debate about banning books and “protecting” kids centers on open minds vs. closed minds.
So many fear that schools will indoctrinate children into believing things that oppose what they are taught at home by parents, at church or in other non-school locales.
Past generations were easily able to reconcile what they were taught in church, at home and in school, even if there were seemingly contradictory narratives.
Why do some parents fear that no longer is the case?
Perhaps these parents so desperately want their children to think exactly as they do. They don’t want them exposed to ideas, religions etc., that differ from theirs.
Parental restrictions may be the purest form of indoctrination.
The other problem is that parents objecting to certain texts take certain passages out of context, thereby condemning the entire work without reading it in its entirety.
Something that may have a good, even wholesome, overall message may have passages that are less so.
That seems like the old forest vs. trees syndrome.
In short, children should be taught to have open minds, for it is a closed mind that prevents innovation. In that quest, they may come across words, attitudes and behaviors they find objectionable. But that’s not nearly as important as raising a child to think for himself or herself.
Parents certainly want to teach children right from wrong. There are certainly words, attitudes and behaviors that are universally right or wrong. But, children are unlikely to become gay, or trans, based on what they are taught in school. Those are not learned behaviors, but are natural feelings.
Exposing children to people, cultures and beliefs that may not sync up with what their parents believe can not only open their minds, but teach them to accept others for who they are.
By doing that, the world will be better. The children themselves will be better people. And, unexpected friendships could result.
That should be the goal of every parent.
Peter
HIRING HAS BECOME PROBLEMATIC
#PoliceOfficers #GoodPeople #jobs #hiring #students #Memphis #TyreNichols
The tragic death of Tyre Nichols in Memphis, Tenn., raises lots of questions about policing, but also about hiring.
How did the officers involved in Nichols’ death get hired as cops in the first place?
Today’s job market is such that in many fields – technology overhired during pandemic and many of those firms are now cutting staff – there are more jobs than people. A record 517,000 jobs were created in January 2023, producing the lowest unemployment rate since 1969.
In the past, a student graduating high school who wanted to be a police officer had a slim chance of getting into the academy. It was very competitive.
Today, departments have staff shortages all over the country. Are those departments lowering their standards to fill their vacancies?
These questions require some thought about how we got here. First, policing, even with strong public support, is a difficult job. It requires people to put their lives on the line every day, not knowing whether they’ll finish their shifts and get home in one piece.
It requires great physical stamina. Many young people today are not in terribly good physical shape, shrinking the pool of the best recruits.
Are departments lowering their physical requirements just to fill vacancies? Is an out-of-shape cop better than no cop at all? Is the prospect of whipping a recruit into good physical shape too daunting? Would you kill that recruit in training before he or she gets into shape?
Another issue in hiring for police departments is public support. Often, the communities most in need of police provide minimal public support for law enforcement. Even if you are a good cop, or potentially a good cop, are you able to withstand a community that, more often than not, thinks ill of you?
Lastly, police in many places, although they receive great benefits, may not be paid well. Are you, as a recruit, willing to work all kinds of shifts, and put up with lots of abuse, for what you will receive in compensation? Do you have to have some other reason to want to be a cop? Is that reason to help the community – or not?
The reasons for raising these questions is that we don’t just need police officers. We need GOOD police officers.
A diverse police force is a great goal to achieve, but, first and foremost, we need good people who treat others, regardless of how they themselves are treated or what these people may have done, with respect and dignity. They must know the difference between self-defense and aggression.
All people get angry at some point. But, people who are constantly angry, regardless of what they are angry about, may not make good police officers.
The next question to raise: are good people hard to find?
The rhetorical answer may be yes and no. But, the actual answer may involve deeper questions about how children are raised, educated and cared for.
Parents don’t just need to raise good children. They need to raise good adults.
Educators don’t just need to produce academically good students. They also need to show students how to behave in a diverse world, how to interact with people who may or may not be like them and how their actions – good or bad – will have consequences.
If we produce good adults through good homes, schools, churches etc., we will have better police officers. We will also have better people in other professions.
It may be the hardest job we have as a community, or as a world.
Peter
THRILL OF TEACHING GONE? IF SO, WHAT WILL SCHOOLS DO?
#teachers #schools #students #education
The thrill is gone.
So says Maureen Downey, education columnist for The Atlanta Journal-Constitution, when talking about why teachers are leaving the profession in droves.
Certainly, teachers, in fact schools, are being asked to do more than just teach kids. They have to be a psychologist, cook and other things for children under their care.
Teacher pay is relatively low, and the responsibility keeps increasing.
On top of that, teachers are being used as political cudgels when parents protest the teaching of “critical race theory,” which is not taught in any K-12 environment.
Downey talked about all of this in her column published Nov. 23, 2021.
Many non-teachers have, over time, thought teachers had it pretty good. They made “decent” pay, and had great benefits, including three months off every year, the thinking went.
If teachers thought their pay was low, they could augment it during the summer and on extensive school breaks. In fact, many teachers had summer jobs, and worked in department stores over the Christmas holiday break to supplement their income.
At the same time, back then, parents had a good deal of respect for teachers. If a child’s teacher reported to parents that their child did something wrong in school, the parents almost automatically believed the teacher.
Today’s parents seem to have less respect for teachers. The parents, particularly those who’ve experienced hard economic times, see them as public employees who have economic protections many parents don’t have.
The teachers have become handy targets for abuse – much of which is unjustified.
Therefore, teachers are walking away in large numbers. They are looking at other opportunities that seem to be popping up. To them, teaching has become something they didn’t sign up for. Even the dedicated teachers who love what they do are becoming increasingly frustrated.
This begs a question: what will public education do to keep teachers in the fold? Many locales are reluctant to significantly increase school funding. In fact, many taxpayers want their schools to do even more, with even less than they get now.
We consider our teachers as essential workers. The pandemic made teaching children even more difficult.
School systems will have to reckon with these problems for the foreseeable future. How they attract and retain teachers will be a big part of that reckoning.
To parents who unfairly criticize teachers and schools, think of what it would be like without them.
Peter
ONLINE EDUCATION AND ‘NORMAL SCHOOL’
#OnlineLearning #NormalSchool, #education #teachers #studemts
Parents and students of all ages have had to deal with a lot of school online.
But two Georgia Tech computer scientists are arguing that online learning can be as effective as in-person classes.
Their book, “The Distributed Classroom,” by David A. Joyner and Charles Isbell, was the subject of a column by Maureen Downey, who writes education commentary for The Atlanta Journal-Constitution. Her column was published Sept. 28, 2021.
“No matter the age of their children, most parents favor a return to ‘normal school,’ which they define as how they learned – a teacher in front of a room and students in desks,” Downey writes.
But Joyner and Isbell call for classes spread across many locations and times, totally contradicting the belief that parents and teachers must meet together in a room at fixed times, Downey writes. (As an aside, the fixed time and classes were designed to teach kids promptness and how to follow a schedule, skills they would need in a “normal” workplace.)
“There are several features we developed of the past year that students want to continue, such as recorded classes. Going forward, I think we have to disentangle several developments that went together during COVID-19, but don’t have to go together going forward,” Downey quotes Joyner.
She writes that the professors don’t envision a student sitting at his or her kitchen table staring at a screen all day. Students can take online classes while going to school. The professors also believe online learners can form bonds with each other, as do graduate students in Georgia Tech’s Online Master of Science in Computer Science(OMSCS) program, the column says. (Another aside: if students form bonds on social media, why can’t they do so through online classes?)
Previously, a question had been posed: if Student X wanted to take a class with Professor X, who may be miles away, why can’t that happen? Professor X is teaching his or her class anyway, why not let him or her teach it to thousands, even millions, at a time?
If Professor X’s lecture time isn’t convenient for Student X, couldn’t Student X view and listen to the class on a recording?
If COVID-19 helped advance those concepts, what will education look like in the future? Instead of School X having, say, three third-grade classes, how about one third-grade teacher and several teacher aides to offer one-on-one assistance, help grade papers and other work etc. ? Yes, the students can be in a school building if that’s preferable.
It may mean that students may get to know the teacher aides better than they know the teacher, but it could save school districts lots of money and help alleviate teacher shortages etc.
Taking the concept further, how about one teacher for multiple schools, again with aides helping individual students?
The teacher would do the same work preparing for classes. Online allows for interaction among students, though, in this scenario, a teacher teaching hundreds or thousands of students would make lots of interaction between teachers and students in real time difficult.
Educators, in general, have vivid imaginations. School systems and politicians, in general, can constrain such imaginations.
We will all have a front-row seat to watch how education evolves, how student life changes at all levels and how those who study can flex their time to accomplish whatever activities in which they need and wish to engage.
“Normal school” may look a lot different in years to come.
Peter
SCHOOL CHOICE NOT A PANACEA
#education #PublicEducation #PrivateEducation #SchoolVouchers #CharterSchools
Advocates for school choice – that is, allowing parents the ability to choose where to send their children to school, vs. being forced to attend their neighborhood public school – have argued that putting the power in parents over how their children are educated will provide the best education results.
As parents, one could certainly argue that having the ability to choose schools is desirable. But how to give parents such choice has come under scrutiny.
Of course, for the well-to-do, choice has always been there. They have the resources to send their children to any school they want – public or private.
For the not-so-well-to-do, school choice has come in two forms: vouchers and charter schools.
Vouchers are taxpayer-funded certificates that can be used to pay for private-school tuition. These vouchers deliberately siphon money from public schools that desperately need it. Remember, as discussed last week, education is compulsory in America. Private schools can pick and choose their students. Public schools, largely, cannot.
Charter schools are considered “public” schools, but operate with less regulation, as long as they can show performance. They are usually operated by non-profit organizations, away from the local Board of Education. These charter schools, which can also pick and choose students, have had a mixed record. Some have closed. Some have thrived.
New legislation on school vouchers has cropped up in Georgia, according to Maureen Downey, education columnist for The Atlanta Journal-Constitution. She discussed this in a March 26, 2019, column.
“The resurrected legislation, which now has a lower cap on the number of student who could used the vouchers – passed the Senate Education and Youth Committee … and may reach the Senate floor,” writes Downey, who points out that the legislation has the backing of Georgia Gov. Brian Kemp.
The Georgia lawmakers point to success of vouchers in Indiana and Louisiana, even though neither state has seen big leaps in academic achievement as a result, Downey writes. Yet, she continues, Massachusetts, the nation’s highest-performing state for academics, excels by concentrating on improving teaching and curriculum, not by offering vouchers.
As for charter schools, USA Today reports that many charter schools have closed, while some states have not created a new charter school in years. The first charter school in Nevada is set to close in the spring. “In New Jersey, the charter system is making real estate investors rich,” as they use federal money to build school buildings to sell (to) the charter schools at a hefty profit, the article, also published March 29, 2019, in The Atlanta Journal-Constitution, says.
We all WANT choice in education for our children. Sometimes, it’s just not practical. Sometimes, individual choice deprives the community of much needed resources. Students will have different levels of achievement in school, but no one wants some to have more opportunity to succeed than others.
The best solution is to make sure your community has good public schools, with appropriate funding to improve teaching and curriculum. Certainly, there should be private, or even charter, options for those students who may want to specialize in a tailored curriculum, or be educated among students with similar beliefs.
Remember, too, that no matter how much a student is educated, no matter their background, or which schools they attended, there are vehicles out there that will allow anyone the potential to really succeed financially. To check out one of the best such vehicles, message me.
We can tinker with education. We can offer gimmicks to make it seem as if we have some options. But there is no substitute for a good, well-funded public education system that EVERONE benefits from. It’s up to each community, and its residents, to make that a priority.
Peter
WHY WE NEED PUBLIC EDUCATION
#education #PublicEducation #PrivateEducation #SchoolVouchers #CharterSchools
Public education is getting bad grades.
Wouldn’t it be better to put education in the private sector?
After all, the education bureaucracy is bloated on all levels – federal, state and local. It eats through a lot of tax money and, in some areas, produces dismal results.
We need school choice, the viewpoint goes. It’s better to give vouchers to families and let them choose where to educate their children.
Why should families get stuck sending their children to inferior, neighborhood public schools?
These arguments and questions are consistently forthcoming from public education foes. Recent studies have shown mixed results when comparing student achievement in public vs. private schools.
So why the big push against public education? It seems some people hate that public school teachers are well protected by their unions. It seems that people hate that principals and other administrators are making six-figure incomes in many places, while they, who pay their salaries, are making far less.
Teachers, and probably administrators, in many private schools make far less than their public-school counterparts.
So why can’t one use the tax money he pays for public education to pay for private education for his children, if he chooses?
There’s a reason we have public education in America. That reason is that education here is compulsory. That means every child has to go to school somewhere.
If education were privatized, those schools, as they do now, will pick and choose the BEST students, and reject the ones that might cause trouble – or who they believe might cause trouble.
So if education were entirely privatized, where might those students rejected by private schools get the compulsory education they have to have?
Where would the students whose families can’t afford the private tuition go?
The public school teachers, because they have to take all comers, have a more difficult job than those in the private schools. Private schools should definitely be an option for families who want to, say, educate children around certain religious beliefs, or whose children may have special needs or who just want the prestige of having their children go to a certain school.
But, public education should be the center of any education policy. It should be properly funded and teachers, and other school employees, should be properly paid and treated with respect.
It’s certainly OK to look for efficiencies. But many governmental entities, for largely political reasons, have given public schools short shrift for years. Teachers are now fighting back with strikes.
Remember, too, that good students will succeed no matter what school they go to. It’s the challenging students, who need the most help, who should be at the center of education policy.
While we’re on the subject, do you think all students should go to college? College is not for everyone, but there are ways for children to succeed as adults without going to college, if they are not college material. There are vehicles out there that allow anyone, regardless of background or education, to earn a potentially significant income without having a traditional job. To check out one of the best such vehicles, message me.
Remember that public education is a necessity, much the way police and fire protection are. Don’t give it short shrift. Don’t believe that the private sector can do EVERYTHING better. Because it is compulsory, American education should remain in the public domain.
Peter
(Next week: A look at vouches and charter schools)
ACADEMIC FRAUD?
#education #AcademicFraud #college #CollegeDebt
Only 37 percent of 12th-graders tested proficient or better in reading. Only 25 percent did so in math.
Yet, the high school graduation rate is better than 80 percent.
Columnist Walter E. Williams, who writes for Creators Syndicate, quoted these figures from the National Assessment of Educational Progress’ 2017 report, also known as The Nation’s Report Card. His column on the subject was also published April 25, 2018, in The Atlanta Journal-Constitution.
He also writes that not only do 80 percent of high school seniors graduate, 70 percent of white high school grads were admitted to college in 2016, as well as 58 percent of black high school grads. Here, he quotes the Bureau of Labor Statistics.
Colleges, then, have to provide remedial courses, dumb down their courses so ill-prepared students can get passing grades and/or set up majors with “little analytical demands so as to accommodate students with analytical deficits,” Williams writes.
Williams’ conclusion: there is academic fraud being committed at all educational levels.
“How necessary is college anyway?” Williams asks. “One estimate is that 1 in 3 college graduates have a job historically performed by those with a high school diploma,” he writes.
We’ve all heard the stories, particularly in recent times, of students coming out of college and hitting the job market with degree in hand, college debt on his or her back and slim prospects not only to earn an income appropriate for his or her education level, but even to find a job at all – at least one in a field to match his or her education.
There is a teacher shortage, however not every college graduate is fit or prepared to teach. Besides, many of them might think that teaching doesn’t pay well enough for them to cover payments on their college debt, let alone any other life expenses. (Some loan programs allow college debt to be written off if the student goes into teaching for a certain number of years).
The pressure is on most children from grade school to go to college and get that degree, so they can get that good job. The pressure is so intense that families – ultimately, the students – go into debt to pay for that education.
They then spend some of their most productive work years paying that debt off, and probably delaying things like buying a house or saving for retirement. In the extreme, these graduates move back home with mom and dad and stay for several years, thus delaying their parents’ progression toward retirement.
As Williams points out, the cycle is that many students get through high school ill prepared for college academically, yet go to college anyway. They really can’t afford college, yet they view it as an investment into a great career. Again, as Williams asks, “How necessary is college anyway?”
First, if a student isn’t prepared to cut it academically in college, it’s perfectly OK not to send him or her, especially if you are going to saddle that student with a massive debt upon graduation – presuming he or she can get TO graduation.
Then, if they wind up waiting tables or doing some menial job that doesn’t require a college degree, what was the point of the education, or the debt?
Fortunately, for a student like that, he can take his menial job, work as many hours as he needs to and, in some of his off hours, pursue one of the many ways to earn money without taking a second W-2 job. Many such vehicles can eventually provide an income that could surpass any income from not just the menial job, but also from a job that would be appropriate for one with a college degree.
But, to pursue this, the student has to be willing to check out such a vehicle. If you’d like to examine one of the best, message me.
Otherwise, one could struggle to get through high school, get into college and take a lot of “gut” courses or major in something that will not have much value on the open market – and pay dearly to do it.
No education is really wasted, but one must have eyes wide open about the economic potential — and cost — of what one wants to study. Try to enjoy school at all levels, if you can, then look for ways to support yourself, and perhaps help others do the same.
Peter