Citing middle-school level skills, UC faculty want to restore math, science testing for applicants

Diogenes said:
Do they? Which ones, specifically?
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Education System in Germany - The German School System

The German education system is a unique combination of rigorousness, hands-on learning, and individual development. Let’s explore how this system works, its key stages, and other helpful details for anyone considering studying in Germany. In this guide: A chart of the German school system...
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In the UK they're called BTEC schools.

France calls them "General" and "Technical" schools.

These are all at the high school level equivalent to US schools. In Germany I know the technical ones tend to partner with certain industries, usually in the region where the school is and the students do a work-study program to prepare for jobs with those companies as "Meister."
Diogenes said:
Perhaps; but maybe there's a societal stigma attached to being a "tradesman".
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The liberal arts types did that over decades in the US. They put the emphasis on going to college and getting a degree.
Diogenes said:
Not everything is a leftist conspiracy, is it?
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Not everything... :sneaky:
 
T. A. Gardner said:
The liberal arts types did that over decades in the US. They put the emphasis on going to college and getting a degree.
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Search assist

No, the cultural stigma surrounding trade and vocational schools in the United States was not created or driven by "liberal arts types."

Instead, it emerged from a complex mix of mid-20th-century socioeconomic shifts, federal policy designs, corporate demands, and systemic issues within the public school tracking system.

Advocates of both traditional liberal arts and vocational education have historically viewed each other as separate tracks, but the specific downgrade of trade education was the result of broader institutional forces.

Following World War II, and accelerating heavily in the 1970s and 1980s, the US government and educational institutions pushed a bipartisan "college-for-all" ethos.
  • Economic Incentives: Federal funding and state policy pivoted away from funding local vocational high schools to subsidising four-year degrees, which were heavily marketed as the only guaranteed path to the middle class.
  • High School Metrics: Public high schools began being judged, ranked, and funded based on their four-year college acceptance rates. This actively incentivised guidance counsellors to steer students away from trade programs to satisfy administrative metrics.
Because schools explicitly used trade programs as a destination for students they deemed "not college material," the trades inadvertently inherited a stigma of academic or socioeconomic failure.

As the US de-industrialized and transitioned into a service- and technology-driven economy, high-paying corporate desk jobs were culturally favored over blue-collar labor.

Employers began requiring bachelor's degrees for basic, entry-level administrative positions that previously did not require higher education, forcing a societal rush toward four-year universities

Blaming "liberal arts types" misreads the modern educational landscape, as the liberal arts have suffered from the exact same cultural devaluation. Society heavily shifted funding and prestige toward highly specific, lucrative STEM and pre-professional fields (finance, computer science, engineering).
 
Diogenes said:
Search assist

No, the cultural stigma surrounding trade and vocational schools in the United States was not created or driven by "liberal arts types."

Instead, it emerged from a complex mix of mid-20th-century socioeconomic shifts, federal policy designs, corporate demands, and systemic issues within the public school tracking system.

Advocates of both traditional liberal arts and vocational education have historically viewed each other as separate tracks, but the specific downgrade of trade education was the result of broader institutional forces.

Following World War II, and accelerating heavily in the 1970s and 1980s, the US government and educational institutions pushed a bipartisan "college-for-all" ethos.
  • Economic Incentives: Federal funding and state policy pivoted away from funding local vocational high schools to subsidising four-year degrees, which were heavily marketed as the only guaranteed path to the middle class.
  • High School Metrics: Public high schools began being judged, ranked, and funded based on their four-year college acceptance rates. This actively incentivised guidance counsellors to steer students away from trade programs to satisfy administrative metrics.
Because schools explicitly used trade programs as a destination for students they deemed "not college material," the trades inadvertently inherited a stigma of academic or socioeconomic failure.

As the US de-industrialized and transitioned into a service- and technology-driven economy, high-paying corporate desk jobs were culturally favored over blue-collar labor.

Employers began requiring bachelor's degrees for basic, entry-level administrative positions that previously did not require higher education, forcing a societal rush toward four-year universities

Blaming "liberal arts types" misreads the modern educational landscape, as the liberal arts have suffered from the exact same cultural devaluation. Society heavily shifted funding and prestige toward highly specific, lucrative STEM and pre-professional fields (finance, computer science, engineering).
Click to expand...
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