Deconstructing “college”

As I have followed stories about higher education over the past few months, I have noticed that certain topics are gaining traction across a broad range of media outlets. These topics are: MOOCs (massive open online courses) and the impact they have on traditional models of college education; the escalation of college costs and correspondingly high levels of education-related debt incurred by students; whether the benefits of a college education justify the costs; advocacy for skipping college altogether.

These articles jogged my thinking about the ways in which our society regards a college education, and the literal and symbolic value college carries.

More recently, I picked up Madeline Levine’s 2012 book, “Teach Your Children Well.”

Teach Your Children Well

Her call to “embrace a healthier and radically different way of thinking about success” really resonated with me, and I’m very interested in the fact that Levine cites admission to a top-tier or prestigious college as one of the inadequate and misleading “metrics” our society uses to define success. She offers numerous and compelling examples of how this “metric” has been harmful and disruptive to the students and families she sees in her clinical practice – if anyone out there needs persuasive cautionary tales to relate to parents with whom you are working, this book offers plenty.

Here is an excerpt from the book that encapsulates the argument Levine pursues throughout the book:

“We need to harness our fears about our children’s futures and understand that the extraordinary focus on metrics that has come to define success today – high grades, trophies, and selective school acceptances from preschools to graduate schools – is a partial and frequently deceptive definition. At its best, it encourages academic success for a small group of students but gives short shrift to the known factors that are necessary for success later in life. It makes the false assumption that high academic success early in life is a harbinger of competence is many spheres, including interpersonal relations and sense of self. Sometimes this is the case; often it is not. Perhaps of even greater concern, because it involves far more kids, is the fact that our limited definition of success fails to acknowledge those students whose potential contributions are not easily measurable.” (page xv)

Maybe this is synchronicity in action, but not long after I began Levine’s book, the topic of the metrics we use to evaluate people came up again, in a different context. As part of a series of articles about leadership and management, the New York Times carried an interesting interview with Lazlo Bock, a human resources professional (specifically, a “senior vice president of people operations”) at Google. These comments especially caught my eye:

“One of the things we’ve seen from all our data crunching is that G.P.A.’s are worthless as a criteria for hiring, and test scores are worthless – no correlation at all except for brand-new college grads, where there’s a slight correlation…What’s interesting is the proportion of people without any college education at Google has increased over time as well. So we have teams where you have 14 percent of the team made up of people who’ve never gone to college.”

As I pulled the strands together, these various readings made me wonder if we are on the verge of a tipping point when it comes to our thinking about college, what a college degree means, and the way prestige factors into the equation of college preference.

Up till now, it has seemed to me that prestige was a variable that outweighed most others when many students and parents assessed the literal and figurative costs and benefits of college choice. Over the years, I have worked with many parents who promised their children: “If you get into an Ivy League school, we’ll find a way to pay for it.” On the flip side, I’ve also worked with parents who told their children that they will only “shell out for a private college if you get into a school with a big name – otherwise, you can go to our state university.”

I consider myself lucky, however, that I never had a conversation like one Levine recounts in her book, in which a father, upon hearing his son mention Harvard as a school he might want to apply to, said: “Now there’s a school I would give my left testicle to get my son into.” (p.4)

Whether they state it that graphically or not, we know that many parents have heretofore been willing to sacrifice a great deal in order for their children to attend a prestigious, “top tier” college.

So I am really intrigued by the increasingly persistent call, from a variety of sources, for us to re-evaluate our definitions of success and to think again about the traditional model of a four-year college education, its costs, and the value added (if any) by attending a prestigious institution. As I play around with these ideas, it seems to me that the slow pace of economic recovery in the US, combined with the steady increase in college costs, is accelerating this re-evaluation process, and decreasing the importance of prestige as a factor in the college selection process, even for those who can afford the tuition without making significant financial sacrifices. I work with a small group of students, so I don’t have the data to support a generalization at this point. However, I would love to hear from colleagues in the college admissions world who are seeing a change in the role that prestige plays as students make final college choices. Please leave comments on the site, or email me at: admissionscafe@gmail.com

Other, and very significant, changes in the terrain of higher education are already upon us. The idea that a college degree is not a necessary component of success got a big boost from Peter Thiel’s fellowship program.  Started in 2010, the program offers successful applicants $100,000 apiece to skip college and pursue “their work, their research, and their self-education.”  Check out the “UnCollege” website  for another approach to skipping college and “hacking your education,” as founder Dale Stephens puts it. And to dip into the world of MOOC’s, have a look at the edX and Coursera  websites.

It’s hard to say what the world(s) of higher education will look like in the next five years or so, and I can only guess at how the nature and substance of college counseling will evolve as options for higher education multiply. It will be fascinating to see how institutions and individuals react to these changes.

Brave new world’s a-comin’, that’s for sure.

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