This school year, HC transitioned from a traditional bell schedule with six daily classes to block scheduling. The transition brought new academic innovations such as the adoption of career pathways. While these career pathways are “designed to help [students] identify their interests and select courses to prepare their transition to adulthood,” according to our school’s website, they actually limit academic exploration and oppose well-rounded education, posing dangerous realities for students after graduation.
Last spring, the Devils’ Advocate approached counselor Jordan Tarrence for a clarifying interview regarding the introduction of career pathways at HC. Tarrence revealed that even incoming freshmen would be asked to choose a career pathway unless they were enrolled in the HC Liberal Arts Academy, though academy students will still be encouraged to do so. This year, eight career pathways were offered to students: Allied Health; Army JROTC; Automation Engineering (Robotics); Engineering Design; Computer Programming; Hospitality, Travel, &
Tourism; Management & Entrepreneurship; and Teaching & Learning.
Students in eighth grade and high school are not equipped to make decisions regarding their future career. Rather, they are still discovering their strengths and interests, and should not be expected to pinpoint only one of many possible pursuits. Furthermore, career pathways assume stability in a rapidly changing job market. Career pathways make it more difficult for students to adapt to changes occurring in the modern world. To restrict educational freedom at a critical stage of exploration is a serious disservice to HC students that could even be harmful down the road.
Obtaining a well-rounded education is not possible with narrowly focused coursework. Essential skills such as critical thinking, communication, and cultural awareness are minimized by over-specialized education. High school should foster transferable skills and provide students opportunities to explore a variety of interests with few repercussions. However, career pathways present substantial consequences to students desiring to switch tracks and experience different education callings. The possibility of falling behind when transitioning from one path to another can discourage students from pursuing other educational interests by making them feel trapped, ultimately setting them up for failure during and beyond high school.
High school is not a college or a means of job training – and it should not try to be. Those entrusted with the responsibility of providing students with a worthwhile education should consider the risks of implementing career pathways at HC. High school should be designed to expand opportunities, not limit them to a specific field. HC students deserve time, flexibility, and freedom prior to choosing what to do with their lives.
