College Admissions Should Include More Than a Four-Year Plan
A RochesterWorks guest opinion argues that college and career preparation should begin in high school, with broader access to CTE, dual enrollment, tutoring, and work-based learning.
College preparation is changing
College admissions conversations often focus on grades, test scores, applications, and four-year degrees. A recent guest opinion in the Rochester Business Journal makes the case for a broader view: students can prepare for college while also building practical skills and exploring possible careers.
Dave Seeley, CEO of RochesterWorks, argues that workforce development should begin before students leave high school. His central point is that many employers are struggling to find skilled workers, while too many students have limited access to career-connected educational opportunities.
That matters to families navigating college decisions. A student does not have to choose between preparing for college and preparing for employment. Strong programs can support both goals.
What career-connected education can offer
The article highlights several pathways that can help students make more informed decisions about life after high school:
- Career and Technical Education in areas such as robotics, advanced manufacturing, cybersecurity, healthcare, skilled trades, engineering, and information technology
- Dual enrollment courses that allow students to earn college credit while still in high school
- Work-based learning, internships, and youth apprenticeships
- Tutoring and other student supports
- Industry-recognized credentials connected to regional employment opportunities
These experiences can give students more than technical knowledge. Through internships and work-based learning, students may also develop communication, teamwork, and professional habits. Just as importantly, they can learn whether a field genuinely interests them before committing significant time or money to a particular program of study.
For some students, dual enrollment may reduce the amount of coursework and expense required after graduation. For others, a CTE program may provide a clearer starting point for a certificate, associate degree, bachelor’s degree, apprenticeship, or professional license.
Access remains the challenge
Seeley’s argument is not that these programs are unnecessary or unproven. Rather, the concern is that available opportunities do not meet demand in many communities. Expanding them requires investment in instructors, equipment, work-based learning placements, and ongoing student support.
That access question is especially important for families. A pathway may look promising on paper, but students need actual seats in programs, transportation or placement support, qualified instructors, and guidance that helps them connect high school choices to future options.
The guest opinion also discusses New York’s opportunity to opt into a new Federal Scholarship Tax Credit. Seeley presents it as a potential way to reduce financial barriers and encourage partnerships among schools, community colleges, employers, and workforce organizations. The article emphasizes that implementation would need to be thoughtful and focused on outcomes such as credentials earned, employment secured, and wages increased.
A practical message for families
Students and parents do not need to decide on a lifelong career during ninth or tenth grade. But they can begin gathering useful information early. Families might ask:
- Does the high school offer CTE or dual enrollment options?
- Can a student earn college credit or an industry credential?
- Are internships, apprenticeships, or employer partnerships available?
- What academic support is built into the program?
- Does the pathway lead to additional education as well as immediate employment?
These questions can make college planning more concrete. Instead of viewing admissions as a single decision about entering a four-year institution, families can consider the range of connected routes available after high school.
The article’s broader lesson is useful for students, educators, and tutors: academic preparation and career exploration should reinforce one another. A student who understands how algebra, writing, technology, or science connects to real work may find stronger motivation for learning. A student who explores several fields may also make more confident choices about college or training.
Career preparation does not replace college preparation. When schools provide meaningful options and the support to use them, the two can become part of the same plan.