College for All? No, College in the Right Timing.

In chapter six, Rippner (2016) discusses policies that are impacting the higher education system at large. The complexities of higher education have made it challenging for policymakers for decades. Rippner (2016) explains the complexity of higher education has been impacted by "increasing numbers and diversity of students and decreasing financial support coupled with calls for greater institutional and system efficiency and effectiveness" (pp.113-114). The chapter provides a detailed overview about higher education's stakeholders and how each one has helped to support the system. The overview highlights federal, state, institutional and student support, historically and most recently. Rippner (2016) closes the chapter with an examination of "who goes to college and who completes college" (p.141).

In this section of chapter six, Rippner (2016) details the history of "tracking" in high schools and its impact on deciding who enrolls in college. Of course, marginalized populations are in the spotlight and their communities have been most hindered, from diverse representation on college campuses to overall lifetime earnings. Policymakers continue to struggle with the "college for all" policy. How can diversity and access be maintained while also increasing effectiveness across the nation's institutions of higher education? It's one thing to get marginalized students to college but yet another thing to ensure that they graduate, and speaking of graduation, who's responsibility is it to make sure that they graduate and do so "on time"? Have we given any thought to the idea of college, timing and purpose? I offer that if we examine those three areas, college access, enrollment and degree attainment will make much more sense.

I am a firm believer in college for all. Regardless of sex, race, religion, sexual orientation, etc., education is a right and those who desire it should have it. What I don't agree with is the notion of college right after high school for every student, or even making the assumption in high school that college is the next step for every student. I want to be clear in saying that I do not mean that high school staff/educators make the determination on who is "right" for college. This decision should not be made based on the aforementioned protected categories or even academic performance. These are not sufficient determining factors for propensity for post-high school success. What I am suggesting is that high school should be a time of college and career exploration. Students should be given the opportunity to take skills assessments, learn about career pathways, and college opportunities. Far too often, we assume college is the best next step for all students, and vocational and/or career technical education is devalued.

What has made college, career, and vocational exploration disappear from secondary schools is a lack of funding. As K-12 budgets take a hit, college and career techs and offices are the first to be decimated. Students no longer have the support when deciding what is next for the. Time and time again, students get caught on the hamster wheel race to nowhere. Parent education on college, career and vocational exploration suffer as well and parents end up on that same hamster wheel. I believe in college for all, but timing is key. For some students, it might be worth letting students drive their next steps, of course, with qualified support and guidance. It may also be worth exposing them to careers other than nurse, doctor, teacher, firefighter, and now the newest big career, engineer. This will take partnership between the student, family and high school to create an individualized post-high school success plan. If it is college, great. If it is not college right away, that is also great.

If we fail to take these steps, those of us in higher education student services will continue to see students showing up on our doorsteps unprepared, under resourced, and without purpose. Rippner (2016) shared, "research consistently shows that students taking remediation education complete college at much lower rates than those who do not require remediation" (p.143). When students are required to take such courses, their time to degree completion is extended, and there are times where students feel so demoralized, that they withdraw from the university all together. There's no shame in withdrawing, but the university has now penalized a student for trying and in some cases the student has accumulated debt. A little time invested on the front end, sustainable K-12 funding to support the necessary exploration, and giving students the freedom to own their next step can help close the achievement gap and increase college degree attainment for those who desire it.

Rippner, J. A. (2016). The American education policy landscape. New York: Routledge.