Argumentative Essay: The American School System

Evan is a frustrated high school student at an urban school. Considering his plummeting grades and desperate need for an income, he drops out of high school to work at a restaurant earning minimum wage. Evan is now trapped by perpetuating inadequacies: not enough education for a high-paying job and not enough income to afford higher education. Unfortunately, many young people find themselves in this position, including high school graduates. The American school system emphasizes a “college for all” curriculum by implementing standardized tests and offering advanced placement courses, but what are viable options for students like Evan who either cannot afford a four-year college or have no desire to attend university? Without an alternative

When the US federal government invested in vocational education in 1994, the results were more than promising, from increased graduation rates to enthusiastic employers. Even now, states that have implemented apprenticeships through partnerships with local businesses have received eager feedback. There are plenty of efficient models of vocational training that could be adapted. Many industrialized nations with thriving economies, such as Germany, Australia, China, and Singapore have extensive vocational education and training (VET) programs to ensure a skilled labor force that can compete globally. Because the past and current results of vocational education and apprenticeships indicate many benefits, the American government, school system, and private sector should all invest in developing a more extensive VET program based on the best VET techniques of other national

The School-to-Work Opportunities Act of 1994 was a legislative attempt to integrate vocational education into high schools, emphasizing job shadowing, mentoring, internships, and apprenticeships (Levesque 5). Researchers at Columbia University found that participants in the school-to-work experience had better school attendance, chose more difficult classes, and were more likely to graduate than those who did not participate (Hughes 16-19). Further than academic excellence, school-to-work students also had clearer career choices. For example, a study of Colorado students revealed that of graduating seniors, forty-three percent of school-to-work participants had chosen a major compared to only twenty-eight percent of nonparticipants (22). Researchers also found that school-to-work opportunities strengthened youth development. Students reported higher self-esteem, greater value for education, and a stronger support system of teachers and peers (29-31). Employers were pleased with students’ performance on the job, as ninety-nine percent of participating New York employers affirmed. Many employers with Wisconsin Youth Apprenticeship went as far as to rate their apprentices above entry-level employees in their computer skills, technical skills, understanding of the company, and ability to act responsibly and professionally (26).