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Cradle-to-Career Outcomes: Achievement and Economic Impact�

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Cradle-to-Career Core Indicators

Community level outcomes are academic points along the cradle to career education continuum that are supported by research as key contributors to the achievement of cradle to career vision and goals.

StriveTogether’s Cradle to Career Network identified seven core outcome areas that are most often reflected in the community reports of Cradle to Career Network members and critical for the educational success of every child.

Source: Cradle to Career Core Outcome Areas

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Economic Mobility & Livable Wage Attainment

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For 25- to 34-year-olds Who Worked Full Time, Year Round, Higher Educational Attainment Was Associated with Higher Median Earnings.

Median annual earnings of full-time, year-round workers ages 25–34, by educational attainment: U.S. Census, 2010-2021

Median earnings increased between 2010 and 2021 at some but not all educational attainment levels for 25- to 34-year-olds who worked full time, year round.

As a result, the gap in median earnings (in constant 2021 dollars) between those with a bachelor’s degree and those with an associate’s degree was larger in 2021 ($16,600) than in 2010 ($10,000).

Source: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), Annual Social and Economic Supplement, 2011 through 2022; and previously unpublished tabulations. See Digest of Education Statistics 2022, table 502.30. Note: High School Completion Includes equivalency credentials, such as the GED

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A College Education Increases Lifetime Earnings by 32%+

Source: The College Payoff – Education, Occupations, Lifetime Earnings; 1. In 2009 dollars. https://cew.georgetown.edu/wp-content/uploads/collegepayoff-completed.pdf

Lifetime Earnings by Education¹ (in millions), American Community Survey

Less than High School Diploma

High School Diploma

Some College/No Degree

Associate’s Degree

Bachelor’s Degree

Master’s Degree

Doctoral Degree

Professional Degree

+32%

+74%

Lifetime Earnings (in milliond)

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Closing Achievement Gaps Would Have a Significant Impact on the US Economy

Gross Domestic Product

GDP would be an estimated $2.3 trillion larger in 2050 (from 2014).

Cumulatively, the increase in GDP from 2014 to 2050 would amount to $20.4 trillion or $551 billion per year

Tax Revenue

From 2014 to 2050, federal tax revenue would increase an average of $110 billion per year

State and local government revenues would increase roughly $88 billion per year

Source: Center for American Progress “The Economic Benefits of Closing Educational Achievement Gaps”, https://files.eric.ed.gov/fulltext/ED561084.pdf

Starting in 2014, if the United States were able to close the educational achievement gaps between native-born white children and black and Hispanic children, the U.S. economy would be 5.8% larger by 2050.

Even very large public investments that close achievement gaps would pay for themselves in the form of economic growth by 2050.

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Kindergarten Readiness

When we ensure that all students receive the best education, from the very beginning, we set them up for success for the rest of their lives. Kindergarten readiness is closely linked to future academic achievement and life success.

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In 2017-2021, 9 states had at least 50% of 3- and 4- Year Olds Enrolled in School

At the state level, Connecticut and New Jersey had the highest rates of kids in preschool (61%).

North Dakota & West Virginia had the lowest (31%).

And, although the District of Columbia is not ranked among states, it posted the best participation rate (in 2016-2020) — 77% — thanks to the city’s offering of free, universal preschool.

31% to 40%

41% to 50%

51% to 61%

Percentage of children (ages 3 to 4) enrolled in a preschool program by state, 2017-2021

Including nursery school, preschool school, or kindergarten. Total preschool aged children = ~4.4 million

Source: Annie E. Casey Foundation Data Center, Population Reference Bureau, analysis of data from the U.S. Census Bureau 2017-2021 five-year ACS. Data excludes private homes. Children enrolled in programs sponsored by federal, state or local agencies to provide preschool education to young children--including Head Start programs--are considered as enrolled in nursery school or preschool.

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225,000 Fewer Students Enrolled in a Head Start Program from 2019 to 2021

Head Start and the expansion of state-funded programs since the 1990s have greatly increased access to preschool.

But many children, especially 3-year-olds, continue to be left out, exacerbating socioeconomic differences in educational achievement.

Number of children enrolled for any period of the year in any of the Head Start programs, by age group, 2010-2021¹

Source: (1) Annie E. Casey Foundation Data Center, Data from the annual Program Information Report (PIR) administered by the Office of Head Start (OHS), 2010-2021. Total enrollment includes children in all three programs: Head Start, Early Head Start, and Migrant/Seasonal Head Start. Pregnant women are included in the “0 to 2” age category. The Early Head Start program serves children from birth to 3 years of age. The Head Start program includes children ages 3 to 5 years. (2) National Head Start Association. “The Head Start Advantage: Success in School Readiness.”

Children who participate in the Head Start program are able to pay better attention in school and engage in learning; perform better in cognitive and language development; and have better pre-reading, prewriting, and vocabulary skills making them more prepared for kindergarten and school.²

-Children’s Defense Fund, The State of America’s Children

# of students enrolled

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In 2017-2021, 54% of Young Children across the Nation Were Not in School

44,000	227,000	583,000	1,268,000	2,007,000	573,000	4,380,000

# of Students

Percentage of children (ages 3 to 4) not enrolled in school by race and ethnicity, 2017-2021

Including nursery school, preschool school, or kindergarten.

“High-quality preschool programs play an important role in preparing kids for success and lead to higher levels of educational attainment, career advancement and lifelong earnings.”

–Annie E. Casey Foundation

In 2017–21, 46% of all 3- and 4-year-olds across the nation were enrolled in a preschool program, one percentage point lower than reported in 2016–20.

Source: Annie E. Casey Foundation Data Center, Population Reference Bureau, analysis of data from the U.S. Census Bureau 2017-2021 five-year ACS. Data excludes private homes. Children enrolled in programs sponsored by federal, state or local agencies to provide preschool education to young children--including Head Start programs--are considered as enrolled in nursery school or preschool.

% of students not enrolled

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At Least 33 States Require an Assessment of Readiness for Kindergarten Students

States that require an assessment of readiness for kindergarten students, 2023

Source: Each state’s DOE website (as of March 2024) & NCES State Education Practices & Education Commission of the States, 50-State Comparison: State Kindergarten-Through-Third-Grade Policies, retrieved 2023 from https://www.ecs.org/kindergarten-policies/

Kindergarten readiness is closely linked to future academic achievement and life success, though indicators for this outcome area often differ across school districts and states.

More than half of states have a definition for kindergarten readiness, and at least 33 states require kindergarten entry assessments (KEAs) to help educators better understand what students know upon entering kindergarten.

Other states are gradually phasing in KEAs and/or making them optional.

Assessment required

Assessment not required

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Universal preschool programs showed that they can return, on average, a “profit” (economic benefits minus costs) to society of more than $15,000 for every child served. Applying this estimated $15,000 per child net benefit to the six million additional children served, our nation could realize a return on investment of $90 billion over the lifetime of these children

Council for a Strong America

Expanding Preschool Could Yield Billions in Societal Benefits

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Economic Impact of High-Quality Early Education

A kindergarten class of twenty students that is one standard deviation higher in quality generates, on average, over three-quarters of a million dollars more over their lifetimes (in present value earnings).¹
Children’s kindergarten classroom engagement was a consistent predictor of high school outcomes predicting academic achievement, dropout risk, school connectedness, substance use, physical activity, and weight status.²

Source: (1) Harvard Kennedy School, How Does Your Kindergarten Classroom Affect Your Earnings?- 2011. https://www.hks.harvard.edu/sites/default/files/centers/taubman/files/kindergarten_final.pdf (2) American Academy of Pediatrics, Kindergarten Readiness, Later Health, and Social Costs – 2020. https://www.hks.harvard.edu/sites/default/files/centers/taubman/files/kindergarten_final.pdf (3) First Five Years Fund, Lifelong Gains https://www.ffyf.org/by-topic/lifelong-gains/

Investing in early childhood education creates upward mobility by providing all children with a solid foundation for long-term success in life. These benefits do not end with one child but extend to their entire families and communities in the years to come.³

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Early Grade Reading

In the early grades, children begin to transition from learning to read to reading to learn.

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32% of all 4^th Grade Public School Students Scored At or Above Proficient in Grade-Level Reading

Fourth-grade reading achievement levels in the United States, percent of 4^th graders at or above proficient, NAEP 2022

Source: Fourth-Grade Reading Achievement Levels in United States, Annie E. Casey Data Center, 2022- taken from the U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP): http://nces.ed.gov/nationsreportcard/

Millions of American children get to fourth grade without learning to read proficiently.

Proficiency in reading by the end of third grade is a crucial marker in a child's educational development.

But beginning in fourth grade, children use reading to learn other subjects, and therefore, mastery of reading becomes a critical component in their ability to keep up academically.

Children who reach fourth grade without being able to read proficiently are more likely to drop out of high school, reducing their earnings potential and chances for success.

-Annie E. Casey Foundation

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Over The Last 20 Years, 4^th Grade Reading Proficiency Has Increased By 2 Percentage Points

Fourth-grade reading achievement levels in the United States, percent of 4^th graders at or above proficient, NAEP 2002-2022

Source: Fourth-Grade Reading Achievement Levels in United States, Annie E. Casey Data Center, 2022- taken from the U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP): http://nces.ed.gov/nationsreportcard/

68% of all 4^th grade public school students scored below proficient in reading in 2022.

4th Grade reading proficiency has remained relatively stagnant over the last two decades.

From 2019 to 2022, 42 states and Washington, D.C., saw an increase in the share of fourth-graders scoring below proficient in reading.

COVID-19

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Black, Indigenous, and Latinx 4th Graders and Those Experiencing Poverty Are More Likely to Score Below Proficient in Reading

Fourth-grade reading achievement levels in the United States by student group, percent at or above proficient, NAEP 2022

Race and Ethnicity

Gender

Early-grade reading proficiency in the United States continues to be unacceptably low for students from low-income families and children of color.²

In 2022, at least 8 in 10 Black (84%), American Indian (82%) and Latino (80%) fourth-graders were not proficient in reading.

These racial and ethnic disparities have widened since 2005.

Source: (1) Data Source: National Assessment of Educational Progress; Kane et al (2022). (2) Fourth-Grade Reading Achievement Levels in United States, Annie E. Casey Data Center,

Income

National School Lunch Program Eligibility

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Bringing all adults to the equivalent of a sixth grade reading level would generate an additional $2.2 trillion – or 10% of GDP – in annual income for the country.

Barbara Bush Foundation for Family Literacy

- Report: Why Assessing the Economic Gains of Eradicating Illiteracy Nationally and Regionally in the United States

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Low Achievement in Reading has Important Long-Term Consequences

Roughly half of U.S. adults, aged 16 to 74 years old — 54% or 130 million people — lack literacy proficiency.¹

The average annual income of adults who reach the minimum level for proficiency in literacy is nearly $63,000, significantly higher than the average of almost $48,000 earned by adults who score just below proficiency.²

Adult population lacking literacy proficiency (54%).

Source: (1) Assessing the Economic Gains of Eradicating Illiteracy Nationally and Regionally in the United States, 2020. – Report. (2) Early Warning! Why Reading by the End of Third Grade Matters. Annie E. Casey. 2010.- Report.

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Global Economic Impact of Early Literacy

The cost of illiteracy to the United States’ GDP is estimated at USD $15 trillion¹
The effects of illiteracy are very similar in developing and developed countries. This includes illiterate people trapped in a cycle of poverty with limited opportunities for employment or income generation and higher chances of poor health, turning to crime and dependence on social welfare or charity (if available).¹
Globally, on average, illiterate people earn 30%-42% less than their literate counterparts and do not have the literacy skills required to undertake further vocational education or training to improve their earning capacity.¹

Source: (1) The Economic & Social Cost of Illiteracy: A Snapshot of Illiteracy in a Global Context – Report. (2 )Early Warning! Why Reading by the End of Third Grade Matters. Annie E. Casey. 2010. - Report

The world economy demands a more educated workforce, and grade-level reading proficiency is the key. Students who cannot read proficiently are especially unlikely to obtain a post-secondary degree, which is necessary for the kind of jobs that make America globally competitive in the age of information and communications technology.²

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Middle Grade Math

A strong foundation in math at the middle school level can dramatically impact future workforce opportunity.

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In 21 States 2/5 or more of 8^th Grade Students are Below Proficiency in Math

Data Source: National Assessment of Educational Progress; 2022. (2) Duncan et al. 2007. School Readiness and Later Achievement. Developmental Psychology 43(6):1428 –1446

Percent of grade 8 students demonstrating below basic proficiency in math across states, NAEP 2022

49 of 50 States saw mean scores of Grade 8 Students decline from 2019-22.

1 of 50 States saw no significant change in mean scores of Grade 8 Students from 2019-22.

Research indicates that an early understanding of math concepts is the most powerful predictor of later school success.²

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Math Proficiency Declined in 2022 for U.S. 8^th Graders

Pandemic related learning loss accelerated the rate of decline in Math Proficiency rates by 11%.

In 2022, average mathematics scores for the nation were lower by 8 points at eighth grade compared to scores in 2019 and was lower than all previous assessment years going back to 2003.

Data Source: National Assessment of Educational Progress; Kane et al (2022).

Eighth-grade math achievement levels in the United States, all students, percent at or above proficient, NAEP 2022

COVID-19

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Steady Declines in Mathematics are Exaggerating Equity Gaps

Data Source: National Assessment of Educational Progress; Kane et al (2022).

Eighth-grade math achievement levels in the United States by student group, percent at or above proficient, NAEP 2022

Race and Ethnicity

Gender

Income

National School Lunch Program Eligibility

Mathematics scores at grade 8 declined across most racial/ethnic groups and for male and female students compared to the previous year. Race/ethnicity student groups have the largest performance gaps.

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Center for Education Policy Research

Harvard University

Recent losses…represent a 1.6% decline in present value of lifetime earnings for the average K-12 student (or $19,400), totaling $900 billion for the 48 million students enrolled in public schools during the 2020-21 school year.

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High School Graduation

As college education increasingly becomes a necessity for upward mobility, graduating more students from high school is critical.

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In 2020, 87% of Public High School Students Graduated Within 4 years

Adjusted cohort graduation rate (ACGR) for public high school students, by state, NCES 2019–20¹

In school year 2019–20, the U.S. average adjusted cohort graduation rate (ACGR) for public high school students was 87 percent, the highest it has been since the rate was first measured in 2010–11 (79 percent).

In 2019–20, the ACGR ranged from 73 percent in the District of Columbia (lowest) to 92 percent in Iowa and West Virginia (highest).

Source: (1) National Center for Education Statistics. (2023). Public High School Graduation Rates. Condition of Education. U.S. Department of Education, Institute of Education Sciences, 2023. https://nces.ed.gov/programs/coe/indicator/coi/high-school-graduation-rates. Data for Texas and Illinois not available for 2020. Data for 2019 used. The ACGR is the percentage of public school 9th-graders who graduate within 4 years of starting 9th grade with a regular diploma or, for students with the most significant cognitive disabilities, a state-defined alternate high school diploma.

ACGR measures the percentage of U.S. public high school students who graduate on time.

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Graduation Rates Steadily Increased from 2011 to 2020 by 8 Percentage Points

Adjusted cohort graduation rate (ACGR) for public high school students, NCES 2010-11 to 2019–20¹

Source: (1) National Center for Education Statistics. (2023). Public High School Graduation Rates. Condition of Education. U.S. Department of Education, Institute of Education Sciences, 2023. https://nces.ed.gov/programs/coe/indicator/coi/high-school-graduation-rates. Data for Texas and Illinois not available. The ACGR is the percentage of public school 9th-graders who graduate within 4 years of starting 9th grade with a regular diploma or, for students with the most significant cognitive disabilities, a state-defined alternate high school diploma. (2) Brookings, Are America’s rising high school graduation rates real-or just an accountability-fueled mirage? https://www.brookings.edu/wp-content/uploads/2020/02/Is-the-Rise-in-High-School-Graduation-Rates-Real-FINAL.pdf

COVID-19

One of the greatest apparent achievements in U.S. education in the past two decades has been the steep rise of the U.S. high school graduation rate.

-Brookings²

From 2010 to 2020, high school graduation rates increased by 8 percentage points and, on average, increased by about 1 percentage point per year.

NCES estimates graduation rates for 2021 to be 88.1% and 2022 to be 87.9%.

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Race/Ethnicity, Language, and Income Gaps in High School Graduation Rates Persist

Adjusted cohort graduation rate (ACGR) for public high school students, by race/ethnicity, NCES 2019–20¹

Source: (1) National Center for Education Statistics. (2023). Public High School Graduation Rates. Condition of Education. U.S. Department of Education, Institute of Education Sciences, 2023. https://nces.ed.gov/programs/coe/indicator/coi/high-school-graduation-rates. Data for Texas and Illinois not available. The ACGR is the percentage of public school 9th-graders who graduate within 4 years of starting 9th grade with a regular diploma or, for students with the most significant cognitive disabilities, a state-defined alternate high school diploma.

In 2019-20, The ACGRs for American Indian/Alaska Native, Black, and Hispanic public high school students were below the U.S. average ACGR of 87 percent.

The ACGRs for English learner students(71 percent), and economically disadvantaged students (81 percent) were also below the U.S. average ACGR (87 percent).

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Census Bureau

High school graduation is not only a precursor to college enrollment; it is also a major indicator for earnings throughout adulthood. On average, high school graduates make at least $10,000 more annually than individuals who did not complete high school.

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Economic Impact of High School Graduation

For 25- to 34-year-olds who worked full time, year-round, higher educational attainment was associated with higher median earnings. This pattern was consistent for each year from 2010 through 2021.¹
If the number of high school dropouts in the 50 largest U.S. cities were cut in half, the extra earnings of those high school graduates would add up to $4.1 billion per year. High school dropout rates also correlate strongly with poverty; high school dropouts are almost twice as likely to live in poverty as high school graduates.²
Educational attainment, particularly high school graduation, has been shown to predict health, mortality, teen childbearing, marital outcomes, and crime. Increasing the educational attainment of one generation improves the next generation’s academic and social outcomes.³

Source: (1). U.S. Census Bureau. (2023), https://nces.ed.gov/programs/coe/indicator/cba/annual-earnings. (2) Curran, Bridget, and Reyna, Ryan. 2009. Implementing Graduation Counts: State Progress to Date. Washington, D.C.: National Governors Association Center for Best Practices. (3). Oreopoulos, Philip, Page, Marianne, and Stevens, Ann. 2006. “The Intergenerational Effects of Compulsory Schooling,” Journal of Labor Economics, 24.

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Postsecondary Enrollment

Post-secondary enrollment marks one of the critical transitions in the cradle to career pipeline where students, particularly low-income and students of color, are less likely to pursue education beyond high school.

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Over Two-thirds of States Saw Overall Undergraduate Enrollment Growth in Fall 2023, and Enrollment Declines for Freshman Ages 18-20

% Change from 2022-2023

Percentage Change in Undergraduate Post Secondary Enrollment by State, NSC Fall 2022 to 2023¹

Overall undergraduate enrollment increased for the first time since the beginning of the pandemic this fall (+2.1%).

Enrollment increased in all regions of the county except the Northwest, which declined slightly (-12,000 students).

However, Freshman enrollment (ages 18-20) declined by 5.2%, reversing fall 2022 gains.

Source: (1) Berg, B., Causey, J., Cohen, J., Randolph, B., & Shapiro, D. (Jan 2024), Current Term Enrollment Estimates Expanded Edition: Fall 2023, Herndon, VA: National Student Clearinghouse Research Center. https://nscresearchcenter.org/current-term-enrollment-estimates/

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Overall, Undergraduate Enrollment Grew 1.2 Percent In Fall 2023, the First Increase Since the Pandemic

Source: (1) Berg, B., Causey, J., Cohen, J., Randolph, B., & Shapiro, D. (Jan 2024), Current Term Enrollment Estimates Expanded Edition: Fall 2023, Herndon, VA: National Student Clearinghouse Research Center. https://nscresearchcenter.org/current-term-enrollment-estimates/ . PAB = Primarily Associate Degree Granting Baccalaureate (PAB) Institutions.

An additional 176k students enrolled in an undergraduate program in 2023 since 2022.

18- to 20-year-olds saw an enrollment increase of 2.4% from 2022, an additional 148k students.

Among the three largest sectors, growth was highest at community colleges, which gained 118,000 students (+2.6%) after steep declines during the pandemic.

Undergraduate Post Secondary Enrollment by Institution Type (Sector), NSC Fall 2018-2023¹

COVID-19

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Overall, Most Race/Ethnicity Groups Saw Increases in Post Secondary Enrollment from 2022 to 2023

Percentage Change in Undergraduate Post Secondary Enrollment by Race/Ethnicity and Gender (all ages), NSC Fall 2022 to Fall 2023¹

Race and Ethnicity

Gender

898,076	1,641,582	2,788,609	662,755	101,204	41,093	6,182,988	15,248,040

8,336,338	6,128,109

Enrollment across all race/ethnicity groups increased except Native American, Native Hawaiian/Pacific Islander, and White students.

Source: (1) Berg, B., Causey, J., Cohen, J., Randolph, B., & Shapiro, D. (Jan 2024), Current Term Enrollment Estimates Expanded Edition: Fall 2023, Herndon, VA: National Student Clearinghouse Research Center. https://nscresearchcenter.org/current-term-enrollment-estimates/

# of Students

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Despite Overall Increases in Post Secondary Enrollment, Enrollment For First-Time Freshman Students Ages 18-20 Declined

Fall 2022: % Change from Previous Year

Fall 2023: % Change from Previous Year

Fall 2021-2023: % Change from 2021

Percentage Change in Freshman Post Secondary Enrollment by Age, NSC Fall 2021 to Fall 2023¹

Source: (1) Berg, B., Causey, J., Cohen, J., Randolph, B., & Shapiro, D. (Jan 2024), Current Term Enrollment Estimates Expanded Edition: Fall 2023, Herndon, VA: National Student Clearinghouse Research Center. https://nscresearchcenter.org/current-term-enrollment-estimates/ . Note. Missing age and a small number of students 17 or younger are not shown but included in the total.

Preliminary results indicate freshman enrollment dropped overall by 3.6 percent and by 5.2 percent for first-time students aged 18-20.

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The average bachelor’s degree holder contributes $278,000 more to local economies than the average high school graduate through direct spending over the course of his or her lifetime; an associate degree holder contributes $81,000 more than a high school graduate.

Brookings Institution

What Colleges do for Local Economics

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Economic Impact of Post Secondary Enrollment

Enrollment in public four-year institutions boosts students’ household income around age 30 by 20 percent, and has even larger impacts for those from low income high schools.¹
Individuals with higher levels of education earn more, pay more taxes, and are more likely than others to be employed. In 2021, among adults between the ages of 25 and 64, 67% of high school graduates, 71% of those with some college but no degree, 76% of those with an associate degree, and 83% of those with at least a bachelor’s degree were employed.²

Source: (1) Annenberg Brown University, The Economic Impact of Access to Public Four-Year Colleges-2020. https://edworkingpapers.com/sites/default/files/ai20-229_0.pdf (2) College Board, Trends in Higher Education Series: Education Pay 2023- 2023. https://research.collegeboard.org/media/pdf/education-pays-2023.pdf /

Adults with postsecondary credentials are, in fact, more likely to be employed and to earn more than individuals who did not attend college.²

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Economic Impact of Community Colleges

Former community college students contributed $806.4 billion in added income in the national economy.
Students will receive $4.80 in additional future income for every $1 they paid for their education at community colleges.
American society will receive approximately $1.1 trillion in added income over the students’ working careers. Society will also benefit from reduced crime, lower welfare and unemployment, and increased health and well-being.

Source: (1) Lumina Foundation, Where Value Meets Value-2014. https://www.luminafoundation.org/resource/where-value-meets-values/

America’s community colleges have a significant positive impact on the national economy and create a solid return on investment for students, society, and taxpayers

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Postsecondary Completion

Postsecondary degrees are more valuable than ever. The benefits of post-secondary education span across social and economic domains.

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On Average, 62.2% of Students Who Enrolled in College in 2017 Completed Within 6 Years

Six Year Completion Rate by State, All Ages, NSC 2017 cohort¹

Six-year completion rates increased in over half of states, with nine states increasing 1 percentage point (pp) or more.

While most gains seen at the state-level were small (less than 1 pp), nine states saw gains over 1 percentage point, with Idaho and New Mexico seeing gains over 2 pp.

Rhode Island and Vermont lead with the highest completion rates (74%) and Alaska (34%) and Nevada (435) have the lowest.

Source: (1) Berg, B., Causey, J., Cohen, J., Randolph, B., & Shapiro, D. (Jan 2024), Current Term Enrollment Estimates Expanded Edition: Fall 2023, Herndon, VA: National Student Clearinghouse Research Center. https://nscresearchcenter.org/current-term-enrollment-estimates/

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Progress in the National College Completion Rate Has Stalled

Six Year Completion Rate Trends by Starting Institution Type, All Ages, United States, NSC 2008-2017 cohorts¹

More than 2.4 million students enrolled in postsecondary education for the first time in fall 2017. The six-year completion rate for the fall 2017 cohort was 62.2 percent, essentially unchanged since 2015.

4-year institutions saw a decrease from the previous year while community colleges saw in increase.

Source: (1) National Student Clearinghouse: Completing College, National and State Reports, 2023. https://nscresearchcenter.org/completing-college/. The completion rates account for all students who enter postsecondary education for the first time each year, enrolling full-time or part-time at two-year or four-year institutions, and completing at any U.S. degree-granting institution. The results include those who complete after transfer, not just completions at the starting institution.

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Postsecondary Completion Race/Ethnicity and Gender Gaps Persist in 2017 Cohort of Students

Six Year Completion Rate Trends by Race/Ethnicity and Gender, All Ages, United States, NSC 2017 cohort¹

Completions rates stalled or declined across all ethnicities, with Native American (-2.0 pp) and Black students (-0.4 pp) posting the largest decreases.

Black and Hispanic declines were concentrated at public four-year institutions but saw completion rate growth at community colleges.

The gender gap in completion rates continues to grow and is the widest seen since 2008 (7.2 pp).

Race and Ethnicity

Gender

Source: (1) National Student Clearinghouse: Completing College, National and State Reports, 2023. https://nscresearchcenter.org/completing-college/. The completion rates account for all students who enter postsecondary education for the first time each year, enrolling full-time or part-time at two-year or four-year institutions, and completing at any U.S. degree-granting institution. The results include those who complete after transfer, not just completions at the starting institution.

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An associate or bachelor’s degree holder earns on average $442,000-$1,051,000 more over a 40-year career than a high school graduate.

Census Bureau

Synthetic Work-Life Earnings by Educational Attainment

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Economic Impact of PS Completion

According to the Lumina Foundation, the number of jobs requiring an associate degree has grown by 1.6 million and the number of jobs requiring a bachelor’s degree has grown by 2 million since the end of the recession.²
Society benefits from a more educated population, including lower instances of child abuse, lower rates of criminal behavior, and fewer teen pregnancies among children of college-educated parents.³
Four out of every five jobs lost in the recession were held by workers with no postsecondary education experience.⁴

Source: (1) The Lumina Foundation. A Stronger Nation through Higher Education, http://www.luminafoundation.org/stronger_nation/report/main-narrative.html. (2). Riddell, W. Craig. 2006. The Impact of Education on Economic and Social Outcomes: An Overview of Recent Advances in Economics. Vancouver: University of British Columbia. (3) The Economic Benefit of Postsecondary Degrees -2012 https://files.eric.ed.gov/fulltext/ED540267.pdf (4) College Board, Trends in Higher Education Series: Education Pay 2023- 2023. https://research.collegeboard.org/media/pdf/education-pays-2023.pdf

Individuals with higher levels of education earn more, pay more taxes, and are more likely than others to be employed.⁴

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Employment

Employment following postsecondary education represents the ultimate outcome, translating knowledge and skills into tangible contributions to the workforce, driving economic prosperity and individual fulfillment.

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In 2022, the Employment/Population Ratio for 25- to 34-Year-Olds in the United States was 78%

Source: (1) Census, ACS 2022 5-year estimates. The employment/population ratio measures the civilian labor force currently employed against the total working-age population of a region. College Board, Trends in Higher Education Series: Education Pay 2023- 2023. https://research.collegeboard.org/media/pdf/education-pays-2023.pdf

Employment/population ratio for 25- to 34-year-olds, Census 2022¹

Minnesota (85.2%), Nebraska (83.7%), and Iowa (83.7%) lead with the highest employment/population ratios.

New Mexico (70.6%), West Virginia (69.6%), Alaska (68.8%), and Puerto Rico (62.6%) trail with the lowest ratios.

In 2021, the unemployment rate for 25- to 34-year-olds with at least a bachelor’s degree was 3.3%, compared with 8.3% for high school graduates in the same age group.²

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87% of 25- to 34-year-olds in the United States with A Bachelor’s Degree or Higher Were Employed in 2022

Employment rates of 25- to 34-year-olds by educational attainment, NCES 2010-2022¹

Source: (1) Employment rates of young adults, https://nces.ed.gov/fastfacts/display.asp?id=561. Note: the reference period for each year of data is March. (2) Understanding College Affordability: Employment After College, https://collegeaffordability.urban.org/after-college/employment-after-college/,

People with higher levels of education are more likely to participate in the labor force, to be employed, and to be employed full time than those without college degrees. ²

-Urban Institute

In 2022, some 80 percent of 25- to 34-year-olds were employed. The employment rate was highest for those with a bachelor’s or higher degree (87% percent); and lowest for those who had not completed high school (61 percent).

The employment rate (also known as the employment-to-population ratio) is the percentage of persons in the civilian noninstitutionalized population who are employed.

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59.3% of Families Across the StriveTogether Network States Earn At or Above the Self-Sufficiency Standard Threshold

% of families at or above the Self-Sufficiency Standard Threshold by race/ethnicity for the States in the StriveTogether Network, 2023¹

Source: Self Sufficiency Standard, 2023 https://selfsufficiencystandard.org/. Strive partner’s geographic service areas were used to identify the county(ies), or county subdivision they were located in. For partners that service cities and/or census tracts, all counties in which the cities overlap with are included.

1,040,498	5,858,731	14,689,806	20,351,424	160,062	293,397	3,229,864	83,738,641	129,362,423

Total # of families

Goal: 80%

The Self-Sufficiency Standard determines the amount of income required for working families to meet basic needs at a minimally adequate level, taking into account family composition, ages of children, and geographic differences in costs.

Gaps persist in the percent of families earning at or above the self-sufficiency standard by race/ethnicity groups.

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Establishing a living wage and an approximate income needed to meet a family’s basic needs would enable the working poor to achieve financial independence while maintaining housing and food security.

Massachusetts Institute of Technology

Living Wage Calculator

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