{"id":2994,"date":"2026-07-08T09:41:21","date_gmt":"2026-07-08T09:41:21","guid":{"rendered":"https:\/\/crosscountrymovingteams.com\/?p=2994"},"modified":"2026-07-08T09:41:21","modified_gmt":"2026-07-08T09:41:21","slug":"ai-is-about-to-disrupt-millions-of-jobs-a-century-ago-americas-answer-was-to-build-a-new-high-school","status":"publish","type":"post","link":"https:\/\/crosscountrymovingteams.com\/?p=2994","title":{"rendered":"AI is about to disrupt millions of jobs. A century ago, America\u2019s answer was to build a new high school"},"content":{"rendered":"
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But as it turns out, we\u2019ve been here before. And the antidote may surprise you.<\/p>\n

At the turn of the last century, agricultural jobs evaporated \u2014 falling from one-third of all U.S. employment to just 8% in 50 years. Nearly 10 million jobs vanished in less than a lifetime. As economist and Opportunity@Work founder Byron Auguste\u00a0has noted<\/u>, when policymakers, employers and parents all realized that the shifting job landscape required a different preparatory path, states passed compulsory education laws. And as a high school diploma increasingly became an economic lifeline, the\u00a0\u00a0an average of one per day for 30 years. Before long, America produced a higher percentage of high school graduates than any nation on the planet.<\/p>\n

Read more Billionaire John Arnold has already donated nearly half his wealth. Now he\u2019s funding a hunt for the health risks of sports betting.<\/a><\/p>\n

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We are at another such inflection point. In the last few months, we\u2019ve seen the direction some states hope to move, outlined in\u00a0waivers<\/u>\u00a0from key provisions of the federal K-12 education law. A proposal from Alabama \u2014 one of the states leading \u201cthe Southern surge\u201d in educational outcomes \u2014 puts reimagining high school at center stage, so all young people are prepared for work and life. If other states follow, we may be on the cusp of the most significant transformation of American secondary education in a century.<\/p>\n

The urgency is real. Today, only\u00a061% of students<\/u>\u00a0who enroll in college earn a degree within six years, and more than half of those who do graduate wind up underemployed.\u00a0\u00a0<\/p>\n

As emerging technologies challenge age-old conceptions of what it means to be prepared for the economy, it should be no surprise that states are once again reconsidering their expectations for the American high school.\u00a0<\/p>\n

Alabama is making its answer clear. It recognizes that while college is still a powerful path, it is not the only one. Their\u00a0\u00a0reflects the recognition that if we\u2019re serious about preparing students for life as adults, we need to acknowledge that what it takes to earn college acceptance and what it takes to thrive in the world of work are not always one and the same. So rather than rely solely on a college admissions test, the state has proposed assessing every student for both college and career readiness.\u00a0<\/p>\n

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Under their plan, students would need to demonstrate proficiency in interpreting data and navigating complex real-world documents as well as purely academic tasks like solving quadratic equations.\u00a0<\/p>\n

The state schools chief has been direct: 67% of Alabama jobs requiring high-demand skills pay above the median wage, and students deserve to be prepared for them.<\/p>\n

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The skills required for these jobs are not new: critical thinking, communication, collaboration, adaptability, digital literacy, and work ethic. What is new is the idea that developing academic and workforce skills become central to the high school experience.\u00a0 It is time we evolve from our singular focus on teaching students what to think, and build high schools that teach students how to think.\u00a0<\/p>\n

Read more Meet the former Goldman Sachs exec who became the America\u2019s Cup Partnership\u2019s first CEO and is running the 175-year-old trophy like a startup<\/a><\/p>\n

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For some, such a tectonic shift in what high school should be represents a threat. The work is unfamiliar and seems risky, in precisely the ways advanced mathematics or learning to read complex texts may have seemed foreign to our agricultural-era counterparts. Others express concern about shifting attention of the schools too sharply to the ephemeral needs of the labor market. After all, our public schools aspire to do much more than simply prepare workers for jobs.\u00a0\u00a0<\/p>\n

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These concerns deserve serious answers. Certainly, we must guard against unhelpful tracking and steadfastly avoid watering things down. But that is not what\u2019s happening in Alabama. The state\u2019s goal is to make applied teaching and learning more rigorous, interactive and relevant across the high school experience.\u00a0<\/p>\n

Further, state leaders realize that the nation\u2019s economic imperatives and our broader aspirations for education are two sides of the same coin. A student who learns to navigate ambiguity, make sense of evidence, and strengthen their capacity for synthesis is better prepared not only for a career, but for the demands of citizenship. The skills that allow a young person to thrive in the modern economy are the same skills that sustain a functioning democracy. The alignment of high school with the future economy is essential to shared prosperity, which is itself foundational to sustaining a vibrant and inclusive democracy.\u00a0<\/p>\n

There is challenging work ahead. We must develop\u00a0to be able to confidently define workforce skills, and create and invest in tools to reliably assess those skills. We aren\u2019t yet where we need to be.\u00a0<\/p>\n

However, states like Alabama aren\u2019t waiting for permission. They are doing the difficult and necessary work to shift expectations and lay a foundation for a more promising future for young people statewide.\u00a0 A century ago, we didn\u2019t tinker with the high school model. We built thousands of new ones. The disruption bearing down on us is no smaller. The question is not whether we can afford to act. It\u2019s whether we can afford to keep pretending that we don\u2019t have to.<\/p>\n

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The opinions expressed in Fortune.com commentary pieces are solely the views of their authors and do not necessarily reflect the opinions and beliefs of <\/em>Fortune.<\/em><\/p>\n

Read more Palantir CEO Alex Karp is wrong about the threat Anthropic and OpenAI pose to most enterprises. That doesn\u2019t mean he doesn\u2019t have something to lose<\/a><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

AI is rewriting the rules of work. America’s high schools are still teaching the old ones.<\/p>\n","protected":false},"author":1,"featured_media":2993,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[18],"tags":[],"class_list":["post-2994","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education"],"yoast_head":"\nAI is about to disrupt millions of jobs. A century ago, America\u2019s answer was to build a new high school - Cross Country Moving Team<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/crosscountrymovingteams.com\/?p=2994\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"AI is about to disrupt millions of jobs. 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