I cannot begin to express my level of admiration for Marc Epstein, Dean of Students at Jamaica High School in New York. He has come out and said to the public what many of us on the frontlines of the education wars have been saying privately for years -- bring back vocational education, and dump the notion that a college education is appropriate for every student.

In the old days, dropouts were an unfortunate-but-accepted part of school life. It was assumed that some kids didn't want to go to school, no matter what the authorities tried to do to keep them in.

But unskilled jobs were plentiful back then, and anyone willing to put in a hard day's work could find employment. Today, we can't expect that a class of illiterate hard-working ditch-diggers will make their way successfully through life in these United States.

Now I would have to differ with Epstein on that last point. There are plenty of such jobs out there -- why do you think we have 12 million border-jumping mexicans living and working in this country without legal documentation. They are here because there are those jobs out there, and people can work at them and make something of a living. It is a lousy way to get by, but these people are proof that you can get by that way. Of course, they have a work ethic, and the students who are not coming to school don't, believing that they can hustle their way on the streets to be the next Scarface or Snoop Dogg.

It's not unusual for our large high schools to have upwards of 300 students over the age of 17 who are still classified as freshman. If you add the 15- and 16-year-olds who are on that same treadmill, as much as one third of a 2,500-student enrollment is making little or no progress.

Many enter school late and leave early. It is left to the NYPD to round them up and bring them to truancy centers. Rarely do any of them reform.

I teach on a campus that has only grades 9 & 10 -- grades 11 & 12 are on another campus (this way we qualify as one 4000 student 5A school in football). I cannot begin to tell the problems I have with students who call themselves "freshmores". I would guess that we have about 200 of them at my school. They are in their second year of high school, but started that second year with fewer than the six credits required to be classified as grade 10. We spend an inordinate amount of time and money trying to keep these kids in school -- "credit recovery" labs where they can do the on computer the alleged equivalent ofwhat they wouldn't do in class, a special school program for them that keeps a very few in school only half a day, and other programs that keep our drop-out rate lower than 5%.

But the real problem is that these are kids who, for the most part, are not academically inclined. They need a high school diploma and some marketable job skills. Sadly, our career education program has only a limited number of slots, so acceptance into the classes is with teacher approval only. That eliminates from consideration any student with an attendance, grade, or discipline problem -- the very students who might most benefit from being in such classes. I suspect the same is true at Epstein's school, which leads him to the following conclusion.

So what is to be done? For starters, small technical-training programs that point kids towards acquiring a trade, a state license and a GED are in place. But at present there are few seats, limiting the large numbers who might thrive in this setting.

Bill Clinton stated, "College isn't for everyone." The time for tracking kids based on interests and abilities is long overdue.

It shouldn't be viewed as discrimination. We're warehousing tens of thousands of kids until the age of 21, when they have made no progress since coming to high school. This breeds crime, wastes valuable education dollars and in the end leaves these kids with the same skills they'd have had if they'd dropped out after the eighth grade.

We've spent the past four decades killing these kids with kindness. Enough is enough.

Yes, indeed. Enough is enough. Let's make the commitment to track such students early (their behavior is generally evident before they enter high school) and put them into programs that fit their needs. We do that with special education students as a matter of law, even when they are mainstreamed into regular classes. Why not do the same for those who have clearly demonstrated that they need something other than a college prep program and a university education? It isn't leaving children behind -- it is getting them to success by a different route.