own substantially in recent decades. Henry has noticed this trend in America and that “Half a century ago, a high school diploma was a significant credential, and college was a privilege for the few,” but now, “Nearly 30% of high school graduates ultimately receive a four-year baccalaureate degree”(Henry 122). He believes “30%” is ridiculously high compared to the “typical 10% to 15%” of other first world nations (122). Henry further criticizes the American education system claiming that today “high school graduation is virtually automatic for adolescents… and college has become a normal way station in the average person’s growing up. No longer a mark of distinction or proof of achievement”(Henry 122). Henry’s claims exaggerate the evidence in an attempt to reestablish stringent university admissions criteria, and call attention to the depreciating value of a college education. He distorts the truth by considering education, now days, as effortless or “automatic,” when truly, it always takes a great deal of hard work to learn and become educated for anyone (122). Unlike Henry’s claims, the amount of persistence, dedication, and endurance it takes to finish four years of higher education is universal and will always be considered a “proof of achievement,” because college is always a personal long-term investment and does not depend on how many people actually attend. In addition, Henry’s method of supporting his claim is lopsided because he does not mention the visible positive aspects of the “30% of high school graduates” who earn a degree. Obviously, the recent rise in university attendance undoubtedly shows an overall increase in adolescent concern for higher education and self-improvement. Overall, Henry’s claims about the devaluation of the college degree and the overabundance of college students fall ...
