The nations high schoolers are graduating and looking for options.
The free community college campaign is back. This is a follow up to our original piece;
Ten (of many reasons) why we aren’t buying the “free money”?
Nothing is free. This is extended common core. And tax payer funded.
Common core and human capital extended to college, what could go wrong?
Common core for higher Ed via the Feds- not free money. Universal Pre K under common core, a great example of what is also not free. https://stopcommoncorenys.wordpress.com/2015/03/10/universal-pre-k-is-not-free/.
Some thoughts on this power grab that has recently resurfaced.
Some further thoughts:
This program wants to extend the rigor and grit of common core to college. Will VAM and rubrics and all else that is falling and goes along with the federalization of education be included? Sure seems so.
In the article above, education activist Nicholas Tampio speaks to the oligarchic nature of the free community college for all plan, which sounds great in theory, but is quite heavily criticized.
“Unfortunately, the Barack Obama free community college plan widens the gap between the kinds of education offered by private and public institutions of higher education. More precisely, the free community college plan cements an oligarchic educational system that Americans should oppose, Investing in human capital.
To understand the move to redesign America’s community colleges to emphasize skills, we may turn to City University of New York urban education professor Joel Spring’s new book, “Economization of Education.”
According to proponents of the skills agenda, workers need “hard skills” such as literacy and numeracy and “soft skills” such as grit, perseverance and the ability to delay gratification. Only with such skills will students eventually find gainful employment in the global labor market. What students do not need much of, by contrast, is content knowledge of history, literature or philosophy — or a basis for thinking critically about the current political-economic order.
Spring traces the origin of the skills agenda to the Chicago School of Economics. Nobel Prize–winning economist Gary Becker expresses the core insight of this school in his book “Human Capital”:
The evidence is now quite strong of a close link between investments in human capital and growth. Since human capital is embodied knowledge and skills, and economic development depends on advances in technological and scientific knowledge, development presumably depends on the accumulation of human capital.
According to the skills agenda, the purpose of education is to create human capital. Governments must train future workers so that they might be hirable by multinational corporations and contribute to economic growth. And if there is economic stagnation, it is because workers lack the requisite skills, not because of economic inequality. Don’t bother with a global wealth tax or redistributing wealth in any form; just keep investing in skills until workers earn their share.
A higher educational system geared toward the liberal arts for children of privilege and workforce training for everyone else is not democratic.
The same people pushing the skills agenda would like to redefine college as an industry that trains workers for the global economy. Might young adults spend a few years studying great works of art, literature and philosophy before they enter the workplace? Should college students follow their passions and interests, including in activities such as theater, sports or political activism that they will not pursue as a career? Should they even have a little fun in college?
For partisans of the skills agenda, the answer to these questions seems to be no. Or rather, these kinds of options should only be available for families that can afford them.
This is a problem, first, because the community college system will become standardized and geared exclusively towards preparing students to become workers in the corporate economy. The America’s College Promise Act of 2015 specifies that states must adopt “promising and evidence-based institutional reforms,” “promote alignment between its public secondary school and postsecondary education system” and “reduce the need for remediation and repeated coursework.” These conditions signal that states must align their institutions of higher education with the Common Core State Standards and its emphasis on the skills of literacy and numeracy. Community college, in other words, will become the 13th and 14th grades of Common Core.”
Sounds right. If the Feds are taking over Ed why would they stop at 12th grade? Career ready human capital continues.
See more here;