Every High School Graduate Should Go to College Disagree

Education Over the last few decades there has been an increase in the number of students that express a desire to attend collage (Haralambos and Holborn, 2010). In the U.S. 88% of high school students in the eighth grade said they wanted to go on to higher education, and approximately 70% did go on to college within a period of two years following her graduation (Venezia et al., 2013). The increase in demand and attendance maybe argued is unsurprising, given the wealth of literature which extols the virtues of a college education.

Higher education is associated with a range of positive outcomes, including the potential for a higher income and the high level of affluence associated with a higher income, as well as being seen as generally socially advantageous. It has been argued that a four-year college degree has become the new "Holy Grail in American life" (Sawhill, 2013).

However, while there are some undeniable benefits for students of the attend college, it maybe argued that for a number of reasons, both in the context of students own interests, as well as societal interests, that not all college students should pursue a college degree. Looking at the issue first students' perspective, one of the main motivations for attending college is to gain an education which will facilitate the attainment of a good job with a good income.

It has been estimated that over a lifetime of learning, gaining a bachelors degree is likely to enhance earnings by approximately $570,000 (Owen and Sawhill, 2013). This is approximately 10% above those individuals who do not have a degree (Owen and Sawhill, 2013). A significant difference in lifetime earnings appears to support the argument that students can be better off attending college.

However, it should also be recognized that this is an average figure, and there are many variables which will impact in lifetime earnings with reference to education; some individuals may gain a significantly higher level of earnings, while others may gain below the average (Owen and Sawhill, 2013). There are many different factors associated with the level of earnings achieved following a college education, including grades attained, subject studied and the status or standing of the college attended (Owen and Sawhill, 2013).

While many students may benefit, in a survey examining the return on investment for a college education, Owen and Sawhill (2013), found that out of 853 unique schools/colleges examined, 170 would provide a negative return on investment, meaning that those college students would not gain a positive return on their investment after leaving college. One may argue, if the students at these 170 institutions had attended college with the motivation of owning a better income, it was a strategy that failed, and they would have been better going straight out to work.

When factoring in the aspect of opportunity cost, these are the earnings which a student cannot are now studying, which is assessed to be $54,000 for a four-year degree, there is the potential for some students being better off going straight to work is increased. When examining the statistics it is apparent not all students want to attend college. The research undertaken by Venezia (et al., 2013), found that 88% of eighth grade students wanted to attend college, which meant even at this stage there are 12% did not want to return.

However, it is possible to argue that there is not expressing interest in attending may be showing reluctance for other reasons, such as is the difficulties in attending college, such as cost of family circumstances (Venezia et al., 2013). However, of the 30% that do not attend college after graduating high school, it is highly likely that the some of the students have chosen not to attend because they do not want to, feeling that college is not suited for them, or that they want to follow a different direction in life.

Lee (quoted in Parker, 2013), argues that there is a significant bias towards college education, and that many students have not even considered what they want to do in terms of a professional vocational development after they have gained a college degree. It is argued that many students may be attending college and may be better suited to vocational training (Lee quoted in Parker, 2013).

This is a relatively simple argument to make; especially when one looks at society considers the types of jobs which need to be filled in order for social needs to be met. While there is a requirement for many professionals benefiting from a college education, there are many jobs which do not require a college education; these include plumbers, auto mechanics, nursing assistants and shop assistants.

The jobs are all very worthwhile, some of which may require training, and others which do not, but they have one thing in common; they need to be performed. Furthermore, there are many individuals who are happy to undertake those jobs. In many cases there is the potential for intrinsic satisfaction, and for some jobs individuals may still gain instrumental satisfaction (Haralambos and Holborn, 2010).

High-paying jobs may appear in many students' aspirations, as individuals mature they may shy away from some of the high-paying jobs, which are often associated with higher levels of responsibility and personal liability (Nelson, 2012). There are many individuals who wish to leave work, and be able to forget about it, and do not want jobs have a high level of responsibility which will also have the potential to increase stress and impact on their quality of life at home (Haralambos and Holborn, 2010).

The dimension of quality of life will often revolve around ones job, and ability to enjoy that job. It may also be argued that if there are many menial jobs that need to be performed in society, if everyone has a collage education, it is highly likely there will either be problems filling those jobs due to the higher career aspirations, or there will be a very low level of job satisfaction for many of the workers in jobs were they do not use the education they worked for.

But this is not necessarily a common theme in literature examining the role and value of a college education, it is obviously recognized that not all students are suited to college, as seen with the relevant admissions processes where students are judged on a number of criteria in order to determine their potential success (Haralambos and Holborn, 2010). The students who deemed least likely succeed may find it difficult to get a collage place.

However, there does appear to be some increasing acceptance in political circles that not all students are suited to collage education; in Texas there has been an educational bill passed which gives students a greater level of flexibility in the subjects they choose, which will allow them to prepare for work or vocational training as well as for collage (Parker, 2013). The impact on the economy may also be detrimental is all students wanted to go to collage.

Firstly, at the current time there is an estimated $1 trillion in outstanding student loans at the current time in the U.S. (Nelson, 2012). If more students attend collage the debt.