There’s little doubt that education and opportunity are tightly joined in the twenty-first-century economy. Almost every week brings a new study demonstrating that highly skilled workers are being rewarded with stronger pay and excellent working conditions, while Americans with few skills are struggling mightily. This has become a major theme of the presidential campaign—and a rallying cry for the so-called "reformicons."
Expanding educational achievement, then, appears to be a clear route to expanding economic opportunity. Yet much of our public discourse ends here. Of course more young Americans need better education in order to succeed. But what kind of education: Is the goal “college for all”? What do we mean by “college”? Do our young people mostly need a strong foundation in academics? What about so-called “non-cognitive” skills? Should technical education make a comeback?
These are the questions that Michael Petrilli sets out to answer in his new book, Education for Upward Mobility. Join the Fordham Institute and Hoover Institution on Tuesday, March 15, from 4:00 p.m. to 6:30 p.m. ET, for a discussion on one of the most critical issues in American policy making: How can we help children born into poverty thrive, and what role can our schools play?