High schoolers believe that their educational experience is getting them ready for college. But they鈥檙e less certain that their coursework is preparing them for the world of work.
That鈥檚 one of the big takeaways from , a nonprofit philanthropy based in Kansas City, Mo. The survey found that 81 percent of students felt that high school got them 鈥渧ery鈥� or 鈥渟omewhat鈥� ready for college, compared with just 52 percent who felt it prepared them for the workforce.
鈥淧eople are coming out of this sort of either-or,鈥� said Aaron North, the vice president of education at the Kauffman Foundation. 鈥淵ou鈥檙e going to college, or you鈥檙e not. You鈥檙e getting a job after high school or you鈥檙e not. I think that鈥檚 not reflective of the reality of what鈥檚 on the other side of that graduation stage for them.鈥�
He expects that, in the future, many students will transfer in and out of the workforce, gaining both educational credentials and on-the-job experience.
The survey also found that students and adults in general expect that technology and computer science jobs will be a major growth industry, with 85 percent of adults and 88 percent of students saying they expect those gigs to be in 鈥渕uch鈥� or at least 鈥渟omewhat more鈥� demand in the next decade.
And 74 percent of students think they鈥檒l have a job in 20 years that hasn鈥檛 been invented yet.
Students 鈥渉ave only grown up in an age of really accelerated tech evolution,鈥� North said. 鈥淚 think that鈥檚 just the world that they are in. It is a world of creation. It is a world of change.鈥�
鈥楶ractical Connection鈥� Needed
Overwhelmingly, students, parents, and employers surveyed thought high schoolers would be better off learning how to file their taxes than learning about the Pythagorean theorem. At least 82 percent of parents, students, and employers thought schools should focus more on the 1040-EZ form than on that fundamental concept in geometry.
And 81 percent of students said they thought high school should focus most closely on helping students develop real-world skills such as problem-solving and collaboration rather than focusing so much on specific academic-subject-matter expertise.
鈥淚 think what that highlights is this idea that there needs to be this practical connection between what and how you are learning when you鈥檙e in school and what happens when you鈥檙e not in school,鈥� North said. 鈥淪o that doesn鈥檛 mean it has to be directly related to your everyday life, but it does mean that there could be a balance between things that may be applicable to a very narrow number of fields and things that are highly applicable to your life no matter what field you go into or what path you choose.鈥�
Employers are also more likely to rate employees highly if they have completed an internship in their industry and have technical certifications than if they only have a college degree, the survey found.
But at the same time, 56 percent of employers surveyed felt that someone with only a high school degree would be held back from success in life because of their education. Students were even more convinced of the benefits of college, with 63 percent saying that having only a high school education would be a roadblock to success.
Still, most adults鈥�59 percent of those surveyed鈥攕aid they can鈥檛 connect what they learned in high school to their current jobs. That鈥檚 especially true of workers in blue-collar jobs, 61 percent of whom say that their jobs weren鈥檛 relevant to their high school educations, compared with 52 percent of white-collar employees.
鈥淧arents who have experienced a noncollege pathway understand that those pathways are viable and they can lead to really good options,鈥� North said. 鈥淎 huge percentage of our population ends up not getting a college degree. And so there are millions and millions of people out there navigating the nondegree world, without much of a road map, the kind of road map we鈥檝e provided around college. So I think that鈥檚 reflective of people who have found that and are understanding that, whether it鈥檚 for themselves or for their own kids.鈥�
The surveys were conducted online in June and included 1,015 adults, 510 high school students, and 501 employers.
Old Strategies, New Jobs
Similarly, a separate report released last week by the RAND Corp., found that the needs of the workforce have transformed dramatically thanks to technological changes, globalization, and demographic shifts. But K-12 schools, postsecondary institutions, and job-training organizations are preparing students for jobs using essentially the same set of strategies they鈥檝e been relying on for decades.
At the same time, employers are struggling to find workers with so-called 鈥�21st-century skills鈥� such as information synthesis, creativity, problem-solving, communication, and teamwork. Yet the path forward is not easy for workers looking to upgrade their skills because of automation or shifting consumer demands.
鈥淓mployers are saying they can鈥檛 find employees with the skills they need, and on the other end, you have workers whose jobs have been made less relevant,鈥� said Melanie Zaber, an associate economist at RAND, a nonprofit research organization.
The blame shouldn鈥檛 be all on schools, the RAND report emphasizes. Employers and education and job-training institutions don鈥檛 do a great job of systematically sharing information with schools that would allow them to better prepare students for the changing needs of the workforce. Plus, funding for K-12 education isn鈥檛 equally distributed and often neglects the areas that need strong pre-career training the most.
What also makes progress difficult is that high school principals rarely get to see how their students are doing years after they leave the classroom, Zaber said. 鈥淟etting high school principals see what happens when students leave their doors can help inform policy for where the gaps are, where the barriers are, where students are being let down,鈥� she said.
