NRPLUS MEMBER ARTICLE F or over a decade, American society believed that a college degree was the guaranteed ticket to success and upward mobility. Through the 2010s, the college degree-for-all mentality evolved from a mantra repeated in Democratic circles to the national attitude of our nation’s parents and K–12 students.

The mentality was first adopted by Democratic politicians and powered by the media. In 2009, then-president Barack Obama launched the initiative in his inaugural address, pronouncing that “by 2020, America will once again have the highest proportion of college graduates in the world.”

Not only was President Obama wrong in his prediction, but he was also fundamentally wrong in his premise. College degree-for-all is a myth, and a harmful one at that.

The myth is built in three parts. One part is academic. Another is moral. And the last is economic.

The Academic

First and foremost, a large part of the myth states that universities are the sole talent-producing institutions in America. This is objectively not the case.

A staggering statistic reveals that nearly two-thirds of Americans age 25 and older do not possess a bachelor’s degree. That list includes Bill Gates, Larry Ellison, and the late Steve Jobs. Yet, we have perpetuated a narrative that undervalues skills-based programs and elevates baccalaureate-degree programs.

It wasn’t always this way. Over 100 years ago, one of America’s wealthiest men, Andrew Carnegie, said, “A college education unfits rather than fits men to affairs.”

Time has come full circle, as now, one of modern America’s wealthiest men, Elon Musk, echoes Carnegie as a critic of college, calling it proof “that you can do your chores” and “not for learning.”

America has responded to that criticism, and the old consensus is breaking across the nation. Job creators are shifting their hiring practices toward skills-based qualifications, recognizing that a broader talent pipeline is essential for filling in-demand, well-paying careers.

Musk has abandoned baccalaureate requirements for his companies. Governors in ten states have as well for state-government jobs. Like dominoes, more states are shaking the notion that college is the lone forum to learn in this country.

The academic myth has been busted.

The Moral

Moreover, the college degree-for-all myth has a moral character. It is propped up by a misconception of the “good” of education in civil society. Education, properly understood, should prepare citizens to participate in the act of self-governance­ — to be productive members of their communities and society.

College degree-for-all flips the “good” of education on its head. When we insist that every American go to college, the promise becomes a box to check, not a formative experience for citizens of a republic. When college itself becomes the barometer for success — not actual success — the inherent value of postsecondary education is lost in an over-credentialization craze, and the college mission is subverted. You may leave a degree holder, but what values did you miss chasing a piece of paper?

Countless other institutions can serve the “good” of education that aren’t colleges. You can learn to be a contributing member of society from skills-focused schools. You can learn to be a contributing member of society through apprenticeships. You can learn to be a contributing member of society through on-the-job education.

As Americans realize there is no one way to earn an education, we begin to see college not as an end, but as a means to a higher end. This is a key part in revitalizing American education.

The Economic

The last myth is perhaps the biggest. The economic myth states that college is a prudent investment for all. This could not be further from the case.

College is failing to meet the demands of the modern workforce more each day. Over 10 million jobs remain unfilled in the United States. Advancements in technology, industries, and the global market are having profound impacts on our economy, and these impacts require a flexible workforce able to reskill and upskill for in-demand jobs.

Where apprenticeships, skills-focused schools, and on-the-job educations are flexible, colleges are not. Too often, colleges are unaligned with the needs of employers in their job markets.

Empowering employers to take the lead is a crucial aspect of addressing the workforce-development challenges we face. There is a clear disconnect between the skills that job creators are seeking and how students are being prepared for the workforce within the classroom.

Employers must play a more substantial role in collaborating with postsecondary-education institutions to design programs that align with industry needs. This partnership will ensure that students graduate with the skills necessary to thrive in the workforce and meet the demands of the evolving job market.

As long as these demands are not being met by the modern college promise, it remains an imprudent investment for many.

Dispelling the three college degree-for-all myths does not mean that the entire postsecondary system should come crashing down like a house of cards. To the contrary, college serves an important societal role and is a good option for some.

But not for all.

By dispelling the college degree-for-all myth, we can begin to invest in workforce-development programs for the modern economy.