He suggested the same number of people, around ten percent, are still going to real university,
That’s an interesting position. It makes sense to me that that’s the number that’d have the qualifications to do so, but are they still getting the same quality of education today?
I’m not sure what it’s like for American high schools, but in Alberta (Canada) we had different streams for different kids. Dash-1 courses were for academic stream kids, dash-2 was either non-academic or for someone who wants a college certificate or a trade, dash-3 focuses on employability, and dash-4 is for students with learning disabilities.
That’s a very common-sense system, seems like a gentler version of what Germany and Korea do. Unfortunately, the U.S. system doesn’t look anything like it. We have only one track, with differentiation delivered in theory through AP courses (advanced kids) and special education (kids with severe learning disabilities) courses. Unfortunately, the former are a constant political target, and the latter are constantly in the process of “mainstreaming” students that are unsuited to standard classes by dropping them into gen. ed.
That’s an interesting position. It makes sense to me that that’s the number that’d have the qualifications to do so, but are they still getting the same quality of education today?
That’s a very common-sense system, seems like a gentler version of what Germany and Korea do. Unfortunately, the U.S. system doesn’t look anything like it. We have only one track, with differentiation delivered in theory through AP courses (advanced kids) and special education (kids with severe learning disabilities) courses. Unfortunately, the former are a constant political target, and the latter are constantly in the process of “mainstreaming” students that are unsuited to standard classes by dropping them into gen. ed.