by Calder Svendsen

He said, “Look, I do the work, I’m passing, I’m just trying to graduate.”

And he was right, on all counts. He was an average student who did average work and gave average answers when prompted. He had a penchant for distraction, even when he showed an interest in whatever we were reading in English class, and I honestly couldn’t blame him. He wasn’t rude about it, just disinterested.

His mind was elsewhere—on job sites, on repair calls, on the HVAC business his father had run for as long as he could remember. His humor and work ethic were inherited traits, passed down from a man he deeply admired. He and the other “tech kids” in class made sharp observations about their goals and ambitions and had no qualms about sharing them.

“I’m not making any money here,” was the common refrain, followed closely by “We already know if we’re going to college or not.” One of them told me bluntly: “I can’t use what most of y’all are teaching.”

When I pressed him on why he didn’t just graduate early and head straight to trade school, he explained the catch. The only way to finish ahead of schedule was night school or summer school, both of which cost money. Neither was an option—he was already working every moment he wasn’t in class.

His goal since sophomore year had been to earn a slot in the Career & Technical Education (CTE) school, a one- to two-year program where students could split their time between regular classes and hands-on industry training. It was a system that worked — for the lucky few who got in. He had written an essay just to apply, outlining why he wanted to go into HVAC, much like others who sought training in auto mechanics, cosmetology, nursing, or orthodontics. For students like him, CTE wasn’t a backup plan — it was the plan. But for all his determination, the pathway to the workforce was riddled with obstacles that college-bound students never had to navigate.

The problem: a system prioritizing college

For far too long, American education has treated college as the default path to success. High schools push students toward higher education, often failing to prepare them for the financial burden of college while neglecting viable vocational pathways. As a result, we now face a dual crisis: a student loan debt problem and a skilled labor shortage.

Virginia’s current vocational education programs, including CTE schools and apprenticeships, are too limited in scope and accessibility. Many students never hear about these opportunities, and those who do face unnecessary barriers — like competitive applications, limited seats, and rigid class requirements that force them to take unnecessary high school courses. Worse, even students who know they don’t need four years of the traditional route must stick it out because there’s no widely accessible alternative.

The solution: expanding vocational education

Virginia must take a coordinated approach to vocational education by embedding it into high school curricula, making it count toward graduation, and strengthening partnerships between schools, businesses, and trade organizations. A modernized system should offer dual-track graduation paths, allowing students to blend academic coursework with hands-on training and graduate with a diploma and industry-recognized certifications. Vocational centers should be expanded within schools or established as dedicated trade schools, ensuring more students have access to apprenticeships, industry partnerships, and trade certifications.

Additionally, Virginia must remove bureaucratic barriers that prevent students from entering vocational programs. If students already know they want to pursue a trade, they shouldn’t have to waste four years in a system that doesn’t serve them. They should be able to transition directly into a training program leading to real employment opportunities.

Vocation, Vocation, Vocation

Expanding vocational education benefits both students and Virginia’s economy. A well-supported system would address labor shortages by producing job-ready graduates with trade certifications and hands-on experience. It would also provide a cost-effective alternative to college, allowing students to enter stable, well-paying careers without accumulating student debt.

Beyond economics, vocational training creates real equity in education. Trade programs provide structured career paths for students who may not thrive in traditional academic settings. More importantly, integrating vocational training into mainstream education would shift the perception of trade work, elevating it as a respected career choice rather than a fallback option.

With rising college costs, a labor market starved for skilled workers, and students seeking practical career options, Virginia can no longer afford an outdated education model. Expanding vocational pathways would give students real choices, improve employment outcomes, and better align education with economic needs. High school must be rethought — not just as a bridge to college, but as a launchpad for diverse, rewarding careers. By fully integrating vocational training, Virginia can strengthen its workforce, reduce student debt, and create an education system that truly works for everyone.

Calder Svendsen is a career educator with over 15 years of service in central VA schools.