The idea of “college and career readiness” is central to Carlmont’s identity. Through a wide range of academic and Career Technical Education (CTE) pathways, students are introduced to fields such as biotechnology, business, computer science, and journalism, which reflect the school’s strong academic focus and have helped prepare students for success after graduation. However, the current state of the American workforce suggests that Carlmont’s approach to career preparation may need a new outlook to truly set students up for success in a rapidly evolving world shaped by artificial intelligence (AI).
According to the McKinsey Global Institute, up to 30% of current U.S. jobs could be automated by 2030, with 60% of jobs expected to undergo significant task-level changes due to AI integration. Specifically, the Organisation for Economic Co-operation and Development found in a 2024 report that IT professionals, business professionals, managers, chief executives, and science and engineering professionals are among the most vulnerable to AI.
In contrast, hands-on, skilled trade careers are projected to experience increasing demand. According to the U.S. Bureau of Labor Statistics, electricians are projected to have about 81,000 job openings annually, construction laborers are expected to see roughly 149,400 openings per year, and carpenters are expected to see 74,100 annual openings.
Within the Sequoia Union High School District, multiple schools already offer CTE programs that model similar vocational careers.
Both Sequoia High School and Menlo-Atherton High School offer Wood I, Wood II, and Wood III through their respective Industrial Arts department and Building Trades and Construction pathways, where students learn design, measurement, fabrication, and furniture construction. Woodside High School and Menlo-Atherton also host Culinary Arts within their Hospitality, Tourism, and Recreation pathways.
Not only does expanding access to hands-on courses provide students with real-world experience that can lead to pursuing these careers, but it can also change how students view employment by positioning trade-related careers as equally valid and respected pathways, thereby countering the current stigma towards these professions.
A survey of 1,000 18- to 20-year-olds found that 79 percent said their parents wanted them to pursue a college education after high school, while only 5 percent said the same about pursuing a vocational education. Specifically, this distaste towards blue-collar jobs was attributed to how these careers were viewed as a “second choice” or a path for lower-performing students.
Trade careers shouldn’t be limited to being a backup plan. As demand for these jobs continues to grow, the Project on Workforce, a collaboration between Harvard Business School and the Harvard Graduate School of Education, explains that they offer increasing opportunities for advancement. The report also highlights how employment is strengthened through education in the form of apprenticeships and technical training, which schools could support through expanded CTE offerings.
Furthermore, vocational pathways typically involve significantly lower tuition costs, allowing students to enter the workforce sooner without taking on the burden of long-term college debt.
By no means should Carlmont’s emphasis on academics be minimized by the inclusion of trade-based CTEs. Even small additions would broaden students’ exposure and enable more informed decision-making about future careers, and can work in tandem with the school’s high-achieving academics to ensure that career readiness reflects the full spectrum of opportunities students may pursue after graduation.
This editorial reflects the views of the Editorial Board and was written by Maddie Shoop-Gardner. The Editorial Board voted 9 in agreement, 3 somewhat in agreement, and 6 refrained from voting.
