Earning a college degree is an increasingly important step towards entering the middle class. As all of you know, there are enormous gaps in educational achievement in this country linked to race and class … persistent and pernicious inequities that have plagued us for decades. At every single point along the education track, from preschool to college, sources are skewed to wealthier students. You know how life-altering education can be. You see it for what it truly is: an engine … one particular that powers the creation of far better jobs, far better lives, much better communities and states.
The stakes are just also high—not merely for the folks who are straight impacted, but for every single employer who wants skilled workers … for each citizen who stands to advantage from the financial and social progress that education brings … in quick, for all of us as a nation. In addition to redesigned student finance, the second step in creating a a lot more student-centered larger education system is forging a new technique of credentials.
All of us need to function collectively to actively visualize and aid design and style this new technique … 1 that focuses intently on the requirements of students ― today’s students, not these who match the standard definition. This redesigned technique must deliver reasonably priced, high-good quality education to these who represent our future as a nation—the developing numbers of Americans who are low-revenue, very first-generation, minority and adult students. I stated at the outset of my remarks that we’d be peering right now into the future of higher education.
It is difficult to overstate the importance of this point when it comes to the redesigned higher-ed system: We need to concentrate on learning outcomes as the true measure of educational quality ― not time, not status, not tradition or reputation—but genuine finding out. This shift to a finding out-based strategy is the key to creating that overarching technique of education that runs from pre-K, by way of larger education, into the workforce and even beyond. Solutions need to come from the front lines, at all levels of the education system, and they need to be shared.
For instance, we can align assessments and certifications at the a variety of levels of education to stop duplication and boost timely completion of applications. And most crucial, they ― and we—must stay focused on a single issue: enabling many more students to reach the educational finish line of a higher high quality postsecondary degree or credential. And, if I might, I’d like to take a moment to advocate for a particular subset of those front line stakeholders whose experience have to inform efforts to redesign our postsecondary education method.