David Brooks's recent piece in The Atlantic about how the Ivy League has shaped (or maybe misshaped) American society was intriguing. He got me thinking: in an effort to make college admissions fairer and meritorious, did we create a less fair system that promotes greater inequality?
Meritocracy: The Promise vs. Reality.
Years ago, Harvard administrators decided that acceptance into it and other top colleges should be about brains and hard work instead of just having the right last name. It seemed like a good idea at the time and one that would promote a meritocracy open to all of the students who were bright and hardworking enough to deserve acceptance. This was a profound philosophical shift away from rewarding kids of wealthy alums towards rewarding the smartest and most hardworking students, regardless of background.
Ironically, this shift aimed at leveling the playing field resulted in a decided tilt in favor of the wealthy elites. As someone who's spent time in education, I've seen firsthand how this plays out.
Where Did Things Go Wrong?
To clarify, the idea of a meritocracy is worthwhile. The problem is how universities began to define and measure "merit." Universities have created an incredibly narrow definition of success: high test scores, perfect GPAs, and a laundry list of pointed and exceptional extracurriculars. Today's admissions' demands for near-perfect resumes most certainly would have rendered me unqualified for the schools I ultimately attended. While seemingly neutral, these measures of success ignore the realities associated with building this resume.
Usually, it's students from wealthy families who can afford:
Top-tier private schools or well-funded public schools
Expensive test prep courses
Pre-college summer programs to signal "demonstrated interest" that cost multiple thousands of dollars
Personal subject matter tutors to maintain high grades
Private college admissions consultants
Competitive extracurriculars that cost thousands of dollars
The luxury of unpaid internships and a network of parents' friends
Consistent support from educated and available parents who themselves attended college
While these students certainly have worked hard and succeeded in school, I can't help but think of their classmates who worked just as hard—perhaps harder—but lacked similar resources to guide them along the way. They lacked access to these resources and may have had additional challenges to overcome along the way. Some students have to work long shifts directly after school, foreclosing extracurricular opportunities and study time. Others come from single-parent homes, whose parent may be too busy putting food on the table to have in-depth college planning discussions or to help edit their kids' papers. Still, others may struggle with undiagnosed learning issues and cannot pay for the expensive testing required to justify accommodations like extra testing time or reading support.
A New Kind of Aristocracy: The Cognitive Elite.
Brooks argues that we've created what he calls a "cognitive elite" – essentially a new aristocracy based on academic achievement rather than birth. Unfortunately, this system is no better than the old system. What's more concerning? At least with the old aristocracy, everyone knew it was unfair. Now, we have a system that pretends to be fair while primarily benefiting the privileged.
Other Forms of Merit?
This is where I think our current system falls short. When I taught business courses, some of my most impressive students weren't necessarily the ones with perfect SAT scores or GPAs. They were the ones who:
Showed incredible creativity in solving problems
Demonstrated strong leadership and emotional intelligence
Balanced school with family responsibilities or part-time jobs
Brought unique perspectives from diverse life experiences
Brooks notes that our current admissions system often overlooks these qualities in favor of more easily measurable achievements.
What's the Solution?
As I typically do, I am cautious when reacting to challenges observed in the education system. We should not abandon the idea of meritocracy entirely. Instead, we need to reimagine what merit means. Here are some changes that could make a real difference:
Broaden Our Definition of Merit: Let's value different kinds of intelligence and achievement, not just academic performance. Ask that teacher recommendations include information about "unseen" challenges for the student and how they persevered despite them. Ask high school counselors to recommend students more directly who have emotional intelligence, grit, and tenacity despite a slightly imperfect GPA.
Use AI to Level the Playing Field: Increase funding for public schools and college prep programs in underserved communities. Teach students how to create custom "GPTs" based on common set data from their top college choices to act as private college counselors.
Rethink Testing: Consider alternatives to standardized testing that better reflect students' potential. Or consider a student's score relative to their high school's averages as a better reflection of their potential for academic achievement.
4. Value Different Pathways: Remember that elite colleges aren't the only route to success.
We must invest in community colleges, vocational training, and alternative educational paths. Perhaps more importantly, we must expose all students to these options as early as junior high so they can see a path to success.
Consider the innovative approaches the St. Vrain Valley School District's Pathways in Technology Early College High School (P-TECH) program offers. P-TECH students a combined high school diploma and an associate degree at no cost, integrating academic learning with industry experience. Initiated in 2016, the program is available at four district high schools:
FalconTECH at Skyline High School: Focuses on Computer Information Systems, partnering with Front Range Community College and IBM.
EagleTECH at Frederick High School: Emphasizes biochemistry, collaborating with Aims Community College and industry partners like Agilent Technologies and KBI Biopharma.
RaptorTECH at Silver Creek High School: Centers on cybersecurity in partnership with Front Range Community College and companies such as Cisco and Comcast.
TrojanTECH at Longmont High School: Concentrates on business, working with Front Range Community College and local organizations, including the City of Longmont and the Longmont Chamber of Commerce.
Students enroll in 9th grade and complete the program in 4-6 years, gaining mentorship and internship opportunities alongside industry partners.
By integrating academic and practical experiences, P-TECH addresses concerns about meritocracy in education by:
Broadening Access: Offering free associate degrees and industry exposure to students from diverse backgrounds, reducing financial and social barriers.
Expanding Notions of Merit: Valuing skills like technical proficiency, problem-solving, and adaptability alongside traditional academic metrics.
Promoting Social Mobility: Equipping students with credentials and experience to enter high-demand industries, enhancing career prospects and economic advancement.
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