Should Everyone Go To College?


It is not possible to conclude on if everyone needs collegeeducation. For many years, having a college degree progresses to beseen as a requirement for joining the middle class in America.Research after research makes it seem that higher education is amidthe best investments. College graduates make more money compared tothose that only have high school training. What has received minimalfocus is the fact that not everyone needs to attend college. Forspecific learning institutions, majors, jobs and persons, collegeschooling is not a wise investment.

Everyone should attend college

There are many reasons why people choose to attend college. Amongthese reasons are those that are widely accepted. Unlike other phasesof education like elementary and high school, where almost everyoneagrees that education is a must, when it comes to college educationit is more of the reasons driving the need for college schooling.

One reason for attending college is to acquire more knowhow, whichmakes it possible to prepare for work. In college, students arespecific on what lines of study they pursue. For instance, a studentmay decide they want to become a human resource manager or nurse.Once in college, the student specializes in a course in humanresource management or nursing. By the end of their collegeschooling, they have the knowledge needed in becoming a humanresource manager or nurse. According to Schultz and Higbee (2007),students’ responses on why they opt to get college educationdiffer. However, most agree on gaining knowledge in form of getting abetter education. The students’ further note that once they getbetter knowledge, they are better prepared for the working world. Inmost instances, there is a high connection between the need to gainmore knowledge and that of ensuring individuals are properly preparedfor working. Hence, the authors also demonstrate that many studentswill go to college with the aspiration of getting better employment.Going to college is a manner of getting ready for a selectedprofession, and at the same time opening opportunities for betteremployment. Schultz and Higbee (2007) argument compares to that ofLongwell-Grice (2003), on the argument that going to college improvesknowhow and prepares students for employment. Longwell-Grice (2003)argues that for many college learners, the aim of college entailsqualifying them for better employment as they are capable of buildingrequired skills in the specific line of work. Similarly, Costello(2005) evaluates the stories of students that study overseas. It isapparent that studying abroad results is an enriching experience tolearners’ academic as well as personal lives. The three articlesshare the view that everyone needs college education because itimproves knowhow or experience, and as a result improves life throughensuring students later secure better jobs that meet the acquiredknowhow.

Everyone needs to get a college education as it opens upopportunities. There is a difference between an individual that hascollege education and one without. The opportunities for havingcollege schooling are higher because of the linked professionaldevelopment. In addition, in a competitive world, people need toequip themselves with skills that will ensure they advance in life.For instance, persons with disability can benefit from collegeeducation in enhancing their success in life. Similarly, studentsfrom financially disadvantaged families need college schooling tobetter their lives. Higbee (2007) notes that the creation of learningopportunities for individuals with disabilities acts as a perfectstrategy for improving access to higher schooling, as well as triumphfor students having disabilities. Likewise, Fleming and Grace (2015)argue that providing education for persons from disadvantagedfamilies is important. Both sources present the same argument ontheir emphasis on the significant function that education plays inimproving the lives of students. In the first article, people withdisabilities are able to rely on themselves, thus enhance theirsuccess in life. In the second article, financially disadvantagedlearners college schooling empowers them to work towards becomingfinancially stable. The articles also compare on their view of howopportunities are created for persons that go to college. Accordingto Higbee (2007), when people with disabilities go to college, theyreduce the gap amid disabled persons that pursue postsecondaryschooling, in addition to increasing the number of individuals withdisabilities that get close to attaining the American dream of animproved lifestyle. Likewise, Fleming and Grace (2015) declare thatwhen disadvantaged students get the chance of experiencing whatuniversity education entails, then they experience a psychologicaltransformation. The transformation enhances the students’ desire toattend university, which acts as a probable prospect pathway. It isapparent that in both articles, persons with disabilities and thosefrom financially disadvantages families need to attend college as away of improving their prospect lifestyles.

Not everyone should attend college

The demand for college schooling seems to be overstated. It iscommon belief that attending college results in a better job.However, it is not all jobs that mandate the applicants must havecollege schooling. Thus, students that are interested in pursuingcareer paths that do not mandate having college education do not haveto go to college. As Weber (2012) questions, “do you really need achemistry degree to make a good martini?” The author notes that themajor challenge is that the need for college schooling is beingexaggerated. This is because the demand for people to attend collegedoes not match some of the jobs that these students will beperforming. This argument compares to that of Barton (2008) who feelsthat the unconditional demand for going to college is overstated. Theoverstatement arises from the fact that when comparing those thathave attended college to the jobs that they do, it is apparent thatcollege level entry for the jobs is not necessary. The articles arethe same in their argument that there is a widely held presumptionthat any knowledge acquired during college schooling will beimportant when performing jobs. However, this is not correct becausesome of the degrees attained in college are very irrelevant to thejobs the students will eventually be doing. Barton (2008) furtherargues that there is an overemphasis on the requirement for collegeschooling as a prerequisite for entering the workforce. This comparesto Weber (2012), who notes that the demand for persons withhigh-school level education in the workforce is still relevant,though it has been overshadowed by the insistence on the need forpeople to go to college. In addition is the view of Ellis (2014),that college education may not meet the learning desires of students.For instance, by implementing instructional techniques, which arelearning-centered that do not meet professional expectations ofstudents. In summary, the articles compare in their view thatattending college is not mandatory because not all professions orwork will necessitate college-level schooling. In addition, studentsmay pursue college schooling and end up working in jobs that do notcompare to their degrees. Weber explains the latter argument byproviding an illustration of a chemistry degree graduate making amartini, while Barton uses the illustration of an individual with aPHD operating a taxicab.

Higher education is associated with improved economic development.This explains why the government is keen of providing financialassistance so that more individuals are able to pursue collegeschooling. Conversely, Vedder (2004) argues people do not need toattend college education just because of the economic benefits. Thefact that earning differences amid having college schooling and notare large does not imply that public spending on higher learning hasa positive impact on economic development. This is because thegreater productivity linked with college schooling might have aminimal reflection on the training. College schooling does not resultin economic development as the return on spending on higher educationhas reduced. The argument compares to that of Sandy (2007) who refersto state funding for college education as complex and requiringreform. This is because despite the funding being necessary inimproving access to education for those unable to afford, it doesnot. As a result, as the students fail to benefit from the subsidies,so does the government fails to benefit from the anticipated returnsof spending on financing higher learning. Sandy (2007) also expressesher view on the failing funding system that fails to meet theeducation funding needs for needy students due to lack of reforms inthe system. Trow (2003) who feels that America education system isnot properly supported in terms of financing expresses the same viewas Sandy. Hence, with a failing financial system it would beunrealistic to continue encouraging more students to go to college.


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Costello, J. (2015). Student’s stories of studying abroad:Reflections upon return. Journal of International Studies,5(1), 50-59.

Ellis, D. E. (2014). What discourages students from engaging withinnovative instructional methods: Creating a barrier framework.Springer Science Business Media New York.

Fleming, M. J &amp Grace, D. M. (2015). Eyes on the future: Theimpact of a university campus experience day on students fromfinancially disadvantages backgrounds. Australian Journal ofEducation, 59(1), 82-96.

Higbee, J. L. (2007). Going to college: Expanding opportunities forpeople with disabilities. Journal of College Development,48(2), 234-236.

Longwell-Grice, R. (2003). Get a job: Working class students discussthe purpose of college. College Student Affairs Journal,23(1), 40-53.

Sandy, B. (2007). It’s time for serious reform of the student-aidsystem. Change, 39(2), 15-20.

Schultz, J. L &amp Higbee, J. L. (2007). Reasons for attendingcollege: The student point of view. Research and Technology inDevelopmental Education, 23(2), 69-76.

Trow, M. (2003). In praise of weakness: Chartering, the university ofthe United States, and Dartmouth College. Higher EducationPolicy, 16, 9-26.

Vedder, R. (2004). Private vs. social returns to higher education:Some new cross-sectional evidence. Journal of Labor Research,XXV(4), 677-686.

Weber, L. (2012). Do too many young people go to college? The WallStreet Journal. Retrieved from