The Education of American Workers

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THE EDUCATION OF AMERICAN WORKERS

Education is an investment in skills, and like all investments, it involves both costs and returns. The cost to the student of finishing high school is quite low. However, the cost to the student of attending college is higher because it includes tuition, books, fees, and the earnings a student potentially gives up either by not working at all during college or by working only part-time. However, according to a report by Kathleen Porter of the ERIC Clearinghouse on Higher Education (The Value of a College Degree, ERIC Digest, 2002, http://www.ericdigests.org/2003-3/value.htm), over an adult's working life, those with a high school degree will earn on average $1.2 million, those with an associate's degree will earn an average of $1.6 million, and those with a bachelor's degree will earn about $2.1 million. These figures put the costs of higher education in perspective. In addition, it is important to remember that while the returns from a high school or college education can be measured economically, there are invaluable social, emotional, and intellectual returns as well.

Although some returns from education accrue for the individual, others benefit society and the nation in general. Returns related to the economyspecifically the labor marketinclude better job opportunities and jobs that are less sensitive to general economic conditions. Other societal returns often attributed to higher education include a greater interest and participation in civil affairs among well-educated individuals. Porter also noted that individuals with higher educational attainment contribute more to general tax revenues, are more productive, and are less likely to rely on governmental financial support, all important benefits for society as a whole.

A BETTER-EDUCATED NATION

American workers are better educated than ever before. Before the end of World War II (19391945), with the exception of doctors, lawyers, engineers, teachers, and a few other professionals, only a small number of people earned higher degrees for the purpose of preparing for a career or vocation. Most colleges were private, four-year schools with limited enrollments. Therefore, a person who wanted training for a job or an occupation usually went to a vocational high school or became an apprentice, learning a trade from a highly skilled mentor.

The G.I. Bill of Rights, introduced after World War II, changed the way Americans viewed higher education. The soldiers, sailors, and pilots returning to civilian life wanted to make better lives for themselves, and the U.S. government was willing to pay to give them the chance. Federal money paid to America's returning veterans opened up and enlarged trade and vocational schools and filled college classrooms across the nation.

Approximately 2.2 million veterans, or about one-third of all American veterans returning from World War II, enrolled in colleges and universities under the G.I. Bill between 1944 and 1960, according to Jennifer Ann Adams of Pennsylvania State University in The G.I. Bill and the Changing Place of U.S. Higher Education after World War II (November 18, 2000, http://www.personal.psu.edu/jaa144/ashe2000.PDF). This influx of students represented a massive democratization of education. Existing colleges and universities expanded, and nearly 1,700 new institutions were founded across the nation during the fifty years following the passage of the G.I. Bill. Most of these schools were two-year colleges, providing a new option in higher education for many people. In the postwar period, American colleges, universities, and junior colleges graduated increasing numbers of engineers, accountants, scientists, business people, technicians, nurses, and others with similar professional and technical careers.

How Well Educated Are Americans?

According to the National Center for Education Statistics (NCES) in Digest of Education Statistics, 2007 (September 2007), significant increases were registered during the twentieth century in the number of years of school completed by students. The median number of school years completed (half of the students completed more, and half completed less) by American students increased from 8.4 years in 1930 to 13 years by 1993. (The NCES no longer publishes data on median number of years completed.) In 1930 fewer than one in five Americans aged twenty-five and over (19.1%) were high school graduates, and only 3.9% held a bachelor's degree or higher. (See Table 4.1.) Since that time these proportions have steadily increased. By March 1970 over half (55.2%) of adults aged twenty-five and over had completed high school, and 11% had a bachelor's degree. By 1990 more than three-quarters (77.6%) of adults had a high school diploma, and over one in five (21.3%) had a bachelor's degree. By March 2007, 85.7% of all adults aged twenty-five and over had completed high school, and over a quarter (28.7%) had a bachelor's degree or higher. These percentages were the highest recorded since statistics began to be compiled in 1910.

Who Is in College?

In 1970, 8.6 million high school graduates were enrolled in degree-granting institutions including colleges and universities. By 2006, 17.7 million people were enrolled in degree-granting institutions. Projections by the NCES in Digest of Education Statistics, 2007 estimate that in 2011, enrollment will surpass 19.1 million, and by 2016, 20.4 million students will be enrolled in college, graduate, or professional school. (See Table 4.2.)

GENDER. Not only have enrollment numbers burgeoned, but the demographic characteristics of studentsincluding gender, age, and minority statushave shifted. Since the 1970s a dramatic change has been seen in the gender makeup of fall enrollees at degree-granting institutions. In 1970 male students predominated on college campuses; 5 million of the 8.6 million (58.8%) fall enrollees that year were males. A decade later females outnumbered males on college campuses; 6.2 million of the 12.1 million enrollees (51.4%) were females that year. This trend of increasing proportions of female enrollment continued through subsequent years. By 2000, 8.6 million of 15.3 million (56.1%) college or graduate students were female. In 2006, 10.2 million college or graduate students were female, compared with 7.5 million males; females made up 57.7% of enrollment. This trend is expected to continue. The NCES projects that in 2016, 12.2 million of 20.4 million enrolled students, or 59.8%, will be females. (See Table 4.2.)

Increased female enrollment has contributed to over-all growth in college enrollment. From 1990 through 2006 male enrollment increased from 6.3 million to 7.5 million, an 18.9% increase, while the number of females rose from 7.5 million to 10.2 million, a 35.4% increase. Between 2006 and 2016 female enrollment is projected to rise from 10.2 million to 12.2 million, an increase of 19.8%, while male enrollment is expected to rise from 7.5 million to 8.2 million, an increase of only 10.1%. (See Table 4.2.)

OLDER STUDENTS. Since 1970 there has been a significant increase in the percentage of older students enrolled in college. In 1970, 1.1 million students were between the ages of twenty-five and twenty-nine, 487,000 were between the ages of thirty and thirty-four, and 823,000 were aged thirty-five or older. (See Table 4.2.) These nontraditional students made up 27.8% of the 8.6 million students enrolled in degree-granting institutions that year. By 2006, 2.5 million students were between the ages of twenty-five and twenty-nine, 1.3 million were between thirty and thirty-four years old, and nearly 3.1 million were aged thirty-five and older. By that year, these older students made up 38.9% of the student bodies.

The increased enrollment of older students may reflect the higher education levels required by many occupations and the return to school of those who had previously left school to work. Historically, older students generally begin or return to degree programs in order to handle involuntary career transitions or to upgrade their skills in order to advance at their current jobs or prepare to seek new employment.

MINORITY ENROLLMENT. The enrollment of minority students (African-Americans, Hispanics, Asians, Pacific Islanders, Native Americans, and Alaskan Natives) in higher education has been rising steadily. In 1970, of the 1.4 million students who had recently completed high school and then enrolled in degree-granting institutions, 1.3 million (89.7%) were non-Hispanic whites. By 2006 nearly 1.8 million recent high school completers had enrolled in college, and only 1.2 million of them (69.7%) were non-Hispanic whites. In that year, there were 177,000 African-American recent high school completers who were enrolled in college (10%) and 222,000 Hispanic recent high school completers who were enrolled in college (12.5%). Probably most of the remaining 7.8% of the recent high school completers enrolled in college were Asians. (See Table 4.3.)

Although non-Hispanic white students still comprise a large majority of college students (11.5 million of 17.5 million students in 2005), the trend is toward more racial and ethnic diversity on campuses. The NCES reported in Digest of Education Statistics, 2007 (http://nces.ed.gov/programs/digest/d07/tables/dt07_216.asp) that in 1976 white students made up 82.6% of higher education enrollment. In 2005, of the 17.5 million people attending college, 65.7% were non-Hispanic whites, 12.7% were African-Americans, 10.8% were Hispanics, 6.5% were Asians/Pacific Islanders, and 1% were Native Americans.

TABLE 4.1
Percentage of persons aged 25 years and over by race/ethnicity, years of school completed, and sex, selected years, 19102007
TotalWhiteaBlackaHispanic
Sex, age, and yearLess than 5 years of elementary schoolHigh school completion or higherbBachelor's or higher degreecLess than 5 years of elementary schoolHigh school completion or higherbBachelor's or higher degreecLess than 5 years of elementary schoolHigh school completion or higherbBachelor's or higher degreecLess than 5 years of elementary schoolHigh school completion or higherbBachelor's or higher degreec
12345678910111213
Total, 25 and over
1910d23.813.52.7
1920d22.016.43.3
1930d17.519.13.9
April 194013.724.54.610.926.14.941.87.71.3
April 195011.134.36.28.936.46.632.613.72.2
April 19608.341.17.76.743.28.123.521.73.5
March 19705.355.211.04.257.411.614.736.16.1
March 19803.468.617.01.971.918.49.151.47.915.844.57.6
March 19902.477.621.31.181.423.15.166.211.312.350.89.2
March 20001.684.125.60.588.428.11.678.916.68.757.010.6
March 20051.685.227.60.590.130.51.581.517.77.958.512.0
March 20061.585.528.00.490.531.01.581.218.67.659.312.4
March 20071.585.728.70.490.631.81.282.818.76.960.312.7
Males, 25 and over
April 194015.122.75.512.024.25.946.26.91.4
April 195012.232.67.39.834.67.936.912.62.1
April 19609.439.59.77.441.610.327.720.03.5
March 19705.955.014.14.557.215.017.935.46.8
March 19803.669.220.92.072.422.811.351.27.716.544.99.2
March 19902.777.724.41.381.626.76.465.811.912.950.39.8
March 20001.684.227.80.688.530.82.179.116.48.256.610.7
March 20051.784.928.90.589.932.31.781.416.18.058.011.8
March 20061.685.029.20.490.232.81.780.717.57.858.511.9
March 20071.685.029.50.490.233.21.382.518.17.358.211.8
Females, 25 and over
April 194012.426.33.89.828.14.037.58.41.2
April 195010.036.05.28.138.25.428.614.72.4
April 19607.442.55.86.044.76.019.723.13.6
March 19704.755.48.23.957.78.611.936.65.6
March 19803.268.113.61.871.514.47.451.58.115.344.26.2
March 19902.277.518.41.081.319.84.066.510.811.751.38.7
March 20001.584.023.60.488.425.51.178.716.89.357.510.6
March 20051.585.426.50.490.328.91.381.518.97.858.912.1
March 20061.585.926.90.490.829.31.381.519.57.460.112.9
March 20071.486.428.00.491.030.61.183.019.26.662.513.7
TABLE 4.1
Percentage of persons aged 25 years and over by race/ethnicity, years of school completed, and sex, selected years, 19102007
Not available.
#Rounds to zero.
a Includes persons of Hispanic ethnicity for years prior to 1980.
b Data for years prior to 1993 are for persons with 4 or more years of high school. Data for later years are for high school completersi.e., those persons who graduated from high school with a diploma, as well as those who completed high school through equivalency programs.
c Data for years prior to 1993 are for persons with 4 or more years of college.
d Estimates based on Census Bureau retrojection of 1940 census data on education by age.
SOURCE: Adapted from Table 8. Percentage of Persons Age 25 and Over and 25 to 29, by Race/Ethnicity, Years of School Completed, and Sex: Selected Years, 1910 through 2007, in Digest of Education Statistics, 2007, U.S. Department of Education, National Center for Education Statistics, September 2007, http://nces.ed.gov/programs/digest/d07/tables/dt07_008.asp (accessed February 11, 2008)
TABLE 4.2
Total fall enrollment in degree-granting institutions by sex, age, and attendance status, selected years, 19702016

[In thousands]
Projected
19701980199019952000200120022003*20042005*2006*20112016
Sex, age, and attendance status234567891011121314
Males and females8,58112,09713,81914,26215,31215,92816,61216,91117,27217,48717,67219,10520,442
14 to 17 years old259247177148145133202151200199172176190
20 and 21 years old1,8802,4242,7612,7053,0453,4083,3663,4733,6513,7783,8554,2944,299
22 to 24 years old1,4571,9892,1442,4112,6172,7602,9323,4823,0363,0723,0603,3643,715
25 to 29 years old1,0741,8711,9822,1201,9602,0142,1022,1062,3862,3842,4522,7293,168
30 to 34 years old4871,2431,3221,2361,2651,2901,3001,3681,3291,3541,3311,5011,741
35 years old and over8231,4212,4842,7472,7492,7273,1392,8523,0923,0903,0923,0463,319
Males5,0445,8746,2846,3436,7226,9617,2027,2607,3877,4567,4707,9678,222
14 to 17 years old130998761635482607878808082
18 and 19 years old1,3491,3751,4211,3381,5831,6291,6161,5581,5511,5921,6261,7271,687
20 and 21 years old1,0951,2591,3681,2821,3821,5911,5621,4921,7431,7781,7921,9661,919
22 to 24 years old9641,0641,1071,1531,2931,3121,3421,6051,3801,3551,3301,4281,516
25 to 29 years old7839939409628629058909301,0459789891,0821,198
30 to 34 years old308576537561527510547592518545530589660
35 years old and over4155078249861,0129611,1641,0251,0731,1301,1221,0951,161
Females3,5376,2237,5357,9198,5918,9679,4109,6519,88510,03210,20211,13912,220
14 to 17 years old12914890878279121911221219196108
18 and 19 years old1,2501,5261,5291,5571,9481,9661,9551,9222,0272,0182,0842,2692,323
20 and 21 years old7861,1651,3921,4241,6631,8171,8041,9811,9082,0002,0642,3282,380
22 to 24 years old4939251,0371,2581,3241,4481,5901,8771,6571,7171,7301,9362,199
25 to 29 years old2918781,0431,1591,0991,1101,2121,1771,3411,4061,4631,6461,970
30 to 34 years old1796677846757387807537768128098019121,081
35 years old and over4099141,6591,7601,7361,7671,9761,8272,0181,9601,9701,9512,159
Full-time5,8167,0987,8218,1299,0109,4489,94610,32610,61010,79710,98212,22213,325
14 to 17 years old242223144123125122161121165131107112125
18 and 19 years old2,4062,6692,5482,3872,9322,9292,9422,9533,0283,0373,1263,4013,469
20 and 21 years old1,6472,0752,1512,1092,4012,6622,7592,7672,9113,0303,0993,4953,567
22 to 24 years old8811,1211,3501,5171,6531,7571,9222,1442,0742,0972,0982,3572,679
25 to 29 years old4075777709088788831,0131,0721,1311,1361,1791,3601,676
30 to 34 years old100251387430422494465512490549545639790
35 years old and over1341824716535996026847588128188288581,019
Males3,5053,6893,8083,8074,1114,3004,5014,6384,7394,8034,8365,2315,377
14 to 17 years old124877154514365506336434344
18 and 19 years old1,2651,2701,2301,0911,2501,3291,3271,3071,3131,3571,3871,4781,452
20 and 21 years old9901,1091,0559991,1061,2491,2751,2181,3851,4601,4731,6241,595
22 to 24 years old6506657427898398549361,0419609519351,0121,083
25 to 29 years old327360401454415397467503509439445494558
30 to 34 years old72124156183195216183242201238233262300
35 years old and over7574152238256212247277310321320318346
TABLE 4.2
Total fall enrollment in degree-granting institutions by sex, age, and attendance status, selected years, 19702016

[In thousands]
Projected
19701980199019952000200120022003*20042005*2006*20112016
Sex, age, and attendance status234567891011121314
*Some data have been revised from previously published figures.
Note: Distributions by age are estimates based on samples of the civilian noninstitutional population from the U.S. Census Bureau's Current Population Survey. Data through 1995 are for institutions of higher education, while later data are for degree-granting institutions. Degree-granting institutions grant associate?s or higher degrees and participate in Title IV federal financial aid programs. The degree-granting classification is very similar to the earlier higher education classification, but it includes more 2-year colleges and excludes a few higher education institutions that did not grant degrees. Detail may not sum to totals because of rounding.
SOURCE: Table 181. Total Fall Enrollment in Degree-Granting Institutions, by Sex, Age, and Attendance Status: Selected Years, 1970 through 2016, in Digest of Education Statistics, 2007, U.S. Department of Education, National Center for Education Statistics, August 2007, http://nces.ed.gov/programs/digest/d07/tables/dt07_181.asp (accessed February 11, 2008)
Females2,3113,4094,0134,3214,8995,1485,4455,6885,8715,9946,1466,9917,948
14 to 17 years old11713673697478967110394646980
18 and 19 years old1,1401,3991,3181,2961,6821,6001,6151,6461,7161,6801,7391,9232,017
20 and 21 years old6579661,0961,1111,2961,4131,4841,5491,5261,5691,6261,8711,973
22 to 24 years old2314566087298149039851,1031,1131,1461,1641,3451,596
25 to 29 years old802173694554634865465696226977338661,118
30 to 34 years old28127231247227277282270289311312377491
35 years old and over59108319415343390437481502497508540673
Part-time2,7654,9995,9986,1336,3036,4806,6656,5856,6626,6906,6896,8837,117
14 to 17 years old17383225201141303568656465
18 and 19 years old194418402507599666628526549573584595542
20 and 21 years old233441610596644746607706741748756799732
22 to 24 years old5768447948949641,0031,0101,3389639769621,0081,036
25 to 29 years old6681,2091,2131,2121,0831,1321,0881,0341,2551,2481,2731,3691,493
30 to 34 years old388905935805843796835856839805787862950
35 years old and over6891,1452,0122,0932,1502,1262,4562,0942,2802,2722,2642,1872,301
Males1,5402,1852,4762,5352,6112,6612,7012,6222,6482,6532,6342,7362,845
14 to 17 years old517167111117101541383737
18 and 19 years old84202191246333300288250239235239249235
20 and 21 years old105201313283276342287274358318319342324
22 to 24 years old314392365365454458405564419405396416433
25 to 29 years old456594539508447508423427536539544588640
30 to 34 years old236397381378332294364350317306298327360
35 years old and over340382672748757749917748764809802777815
Females1,2252,8143,5213,5983,6923,8203,9643,9634,0144,0384,0564,1484,272
14 to 17 years old122017189124201927272727
18 and 19 years old110215211261266366340276311338344346306
20 and 21 years old128240297313368404320433382430437457407
22 to 24 years old262452429529510545605774543571566592603
25 to 29 years old212616674704636624666608720709729781852
30 to 34 years old151507554427511502471507523499489535590
35 years old and over3497621,3401,3451,3931,3771,5391,3461,5161,4641,4621,4111,486
TABLE 4.3
College enrollment and enrollment rates of recent high school completers, by race/ethnicity, selected years, 19602006

[Numbers in thousands]
Enrolled in collegeb
Hispanicc
Percent
Number of high school completersaTotalWhiteBlackc
YearTotalWhiteBlackcHispaniccNumberPercentNumberPercentNumberPercentNumberAnnual3-year moving average
1234567891011121314
Not available.
a Individuals ages 16 to 24 who graduated from high school or completed a GED during the preceding 12 months.
b Enrollment in college as of October of each year for individuals ages 16 to 24 who completed high school during the preceding 12 months.
c Due to the small sample size, data are subject to relatively large sampling errors.
d White and black data exclude persons identifying themselves as multiracial.
Note: High school completion data in this table differ from figures appearing in other tables because of varying survey procedures and coverage. High school completers include GED recipients. Moving averages are used to produce more stable estimates. Race categories exclude persons of Hispanic ethnicity.
SOURCE: Adapted from Table 192. College Enrollment and Enrollment Rates of Recent High School Completers, by Race/Ethnicity: 1960 through 2006,? in Digest of Education Statistics, 2007, U.S. Department of Education, National Center for Education Statistics, September 2007, http://nces.ed.gov/programs/digest/d07/tables/dt07_192.asp (accessed February 11, 2008)
19601,6791,56575845.171745.8
19702,7582,4611,42751.71,28052.0
19803,0882,5543501301,52349.31,27349.814942.76852.349.8
19902,3621,8193311211,42060.11,14763.015546.85242.751.7
20002,7561,9383933001,74563.31,27265.721654.915952.949.0
2005d2,6751,7993453901,83468.61,31773.219255.721154.057.9
2006d2,6921,8053183821,77666.01,23768.517755.522257.9

NCES statistics further reveal that enrollment of minority students increased at a faster pace than the enrollment of non-Hispanic white students between 1976 and 2005. The number of non-Hispanic white students rose from 9.1 million in 1976 to 11.5 million in 2005, an increase of 26.7%. The number of African-American students rose from 1 million in 1976 to 2.2 million in 2005, an increase of an astounding 114.3%. Other minority groups increased their enrollment by even higher proportions. In 1976, 76,000 Native Americans were enrolled in college; by 2005 that number had risen to 176,000, an increase of 131.6%. In 1976, 383,000 Hispanics were enrolled in college; by 2005 that number had risen to 1.9 million, an increase of 391.4%. The number of Asian/Pacific Islander students increased from 197,000 in 1976 to 1.1 million in 2005, an increase of 475.6%.

Types of Degrees

Students can earn a variety of vocational certifications and college degrees in institutions for higher education. Associate degrees are usually awarded by junior colleges or community colleges after about two years of course work. Private institutions, as well as government-funded community and junior colleges, award vocational degrees. These degrees prepare people for specific jobs, such as court reporter, legal assistant, or computer programmer. Bachelor's degrees usually take a minimum of four years to complete, and typically include a broader liberal arts education in addition to training for a particular career. Private and public universities also award advanced master's, doctoral, or professional (doctor or lawyer) degrees. These advanced degrees prepare students to enter a specific profession.

HOW MANY? At the end of the 200506 school year, according to the NCES in Digest of Education Statistics, 2007 (http://nces.ed.gov/programs/digest/d07/tables/dt07_266.asp), a total of 713,066 associate degrees (557,134 from public institutions and 155,932 from private institutions) and nearly 1.5 million bachelor's degrees (955,369 from public institutions and 529,873 from private institutions) were awarded. In addition, 594,065 master's degrees, 87,655 first professional degrees, and 56,067 doctoral degrees were awarded.

Just as women have increased their enrollment in college, they have also increased as a proportion of those receiving degrees. In 197677, 494,424 of 917,900 bachelor's degrees conferred (53.9%) were awarded to males. By 200506 only 630,600 of nearly 1.5 million degrees conferred (42.5%) were awarded to males. (See Table 4.4.) In Digest of Education Statistics, 2007, the NCES further reported that while six out of ten master's degrees awarded in 200506 were awarded to women (356,169 of 594,065 master's degrees awarded), slightly more men than women received first professional degrees (44,038 males and 43,617 females) and doctoral degrees (28,634 males and 27,433 females), although women were closing the gap.

Despite their increasing enrollment in higher education, African-American and Hispanic students were under-represented in attaining four-year college degrees. According to NCES data released in Digest of Education Statistics,

TABLE 4.4
Bachelor's degrees conferred by race/ethnicity and sex of student, selected years, 197677 through 200506
Number of degrees conferredPercentage distribution of degrees conferred
Year and sexTotalWhiteBlackHispanicAsian/Pacific IslanderAmerican Indian/Alaska NativeNon-resident alienTotalWhiteBlackHispanicAsian/Pacific IslanderAmerican Indian/Alaska NativeNon-resident alien
123456789101112131415
a Excludes 1,121 males and 528 females whose racial/ethnic group was not available.
b Excludes 258 males and 82 females whose racial/ethnic group was not available.
c Data have been revised from previously published figures.
Note: Race categories exclude persons of Hispanic ethnicity. For 1989?90 and later years, reported racial/ethnic distributions of students by level of degree, field of degree, and sex were used to estimate race/ethnicity for students whose race/ethnicity was not reported. Detail may not sum to totals because of rounding.
SOURCE: Adapted from ?Table 274. Bachelor's Degrees Conferred by Degree-Granting Institutions, by Race/Ethnicity and Sex of Student: Selected Years, 1976?77 through 2005?06,? in Digest of Education Statistics, 2007, U.S. Department of Education, National Center for Education Statistics, June 2007, http://nces.ed.gov/programs/digest/d07/tables/dt07_274.asp (accessed February 11, 2008)
Total
197677a917,900807,68858,63618,74313,7933,32615,714100.088.06.42.01.50.41.7
198081b934,800807,31960,67321,83218,7943,59322,589100.086.46.52.32.00.42.4
1990911,094,538914,09366,37537,34242,5294,58329,616100.083.56.13.43.90.42.7
1995961,164,792905,84691,49658,35164,4336,97637,690100.077.87.95.05.50.63.2
2000011,244,171927,357111,30777,74578,9029,04939,811100.074.58.96.26.30.73.2
2005061,485,2421,075,561142,420107,588102,37610,94046,357100.072.49.67.26.90.73.1
Males
197677a494,424438,16125,14710,3187,6381,80411,356100.088.65.12.11.50.42.3
198081b469,625406,17324,51110,81010,1071,70016,324100.086.55.22.32.20.43.5
199091504,045421,29024,80016,59821,2031,93818,216100.083.64.93.34.20.43.6
199596522,454409,56532,97425,02930,6692,88521,332100.078.46.34.85.90.64.1
200001531,840401,78038,10331,36835,8653,70021,024100.075.57.25.96.70.74.0
200506630,600467,46748,07941,81445,8094,20323,228100.074.17.66.67.30.73.7
Females
197677a423,476369,52733,4898,4256,1551,5224,358100.087.37.92.01.50.41.0
198081b465,175401,14636,16211,0228,6871,8936,265100.086.27.82.41.90.41.3
199091590,493492,80341,57520,74421,3262,64511,400100.083.57.03.53.60.41.9
199596642,338496,28158,52233,32233,7644,09116,358100.077.39.15.25.30.62.5
200001712,331525,57773,20446,37743,0375,34918,787100.073.810.36.56.00.82.6
200506854,642608,09494,34165,77456,5676,73723,129100.071.211.07.76.60.82.7

2007, in the 200506 school year only 9.6% of all bachelor's degrees were awarded to African-Americans and only 7.2% were awarded to Hispanics. These proportions were lower than the proportions of minority students among those who had recently completed high school and enrolled in college, indicating that African-American and Hispanic students were more likely to drop out of college than their non-Hispanic white counterparts. (See Table 4.4.) Similarly, minorities were underrepresented at the master's, doctoral, and first-professional degree levels.

According to the NCES, of the nearly 1.5 million bachelor's degrees conferred during the 200506 school year, by far the largest number, 318,042 (21.4%), were awarded for business; in addition, 161,485 (10.9%) were awarded for social sciences and history, and 107,238 (7.2%) were for education. Computer and information sciences accounted for 47,480 bachelor's degrees (3.2%), down from a high of 59,488 awarded in 200304. More than 55,000 bachelor's degrees (3.7%) were awarded for English language and literature, 88,134 (5.9%) were awarded in psychology, and 91,973 (6.2%) were awarded in the health professions and related clinical sciences. (See http://nces.ed.gov/programs/digest/d07/tables/dt07_261.asp for historical data on numbers of degrees conferred by discipline.)

LABOR FORCE PARTICIPATION

Data gathered by the NCES show that adults with higher levels of education are more likely to participate in the labor force than those with less education. As reported in Digest of Education Statistics, 2007, about 85.9% of adults with a bachelor's degree between the ages of twenty-five and sixty-four participated in the labor force in 2006, compared with 76.5% of high school graduates who had not gone on to college and just 63.8% of those who had not completed high school. (See Table 4.5.)

The labor force participation rate varied by gender and race/ethnicity. Nine out of ten (91.8%) males ages twenty-five to sixty-four who had earned a bachelor's degree or higher participated in the labor force, compared with only about eight out of every ten (80.2%) females. Only half (49.1%) of females who had not completed high school worked, compared with 76.9% of males. Two-thirds (68.3%) of females who had completed high school worked, compared with 84.5% of males. These figures represent the greater likelihood that women will stay home to care for children or elderly relatives, regardless of educational attainment, although women with lower levels of education are more likely to remain out of the labor force than are women with more education. (See Table 4.5.)

African-Americans with a college degree were more likely to participate in the labor force (87.9%) than non-Hispanic whites (86.2%), Hispanics (85.6%), or Asians (81.8%) with college degrees in 2006. However, among high school graduates, African-Americans were least likely to be participating in the labor force (73.8%), compared with Asians (74%), non-Hispanic whites (76.8%), and Hispanics (78.9%). (See Table 4.5.)

As might be expected, NCES data also reveal that people with lower levels of education are more likely to be unemployed than those with higher levels of education. Digest of Education Statistics, 2007 reveals that the unemployment rate for adults aged twenty-five and older who had not completed high school was 6.8% in 2006. In comparison, only 4.3% of those who had completed high school were unemployed, as were 2% of those who had attained a bachelor's degree or higher. (See Table 4.6.) Unemployment was a bigger problem among less-educated African-Americans twenty-five years of age or older than it was for those in other racial or ethnic groups. As Table 4.6 also shows, African-American adults aged twenty-five and older in 2006 who had not completed high school had the highest percentage of unemployment (13%), compared with non-Hispanic whites (6.5%), Hispanics (5.5%), and Asians (3.8%).

HIGH SCHOOL DROPOUTS

High school dropouts have significant difficulties successfully entering the job market. Without prior job experience or specialized training, dropouts often have difficulty finding jobs. According to the Bureau of Labor Statistics (BLS) in College Enrollment and Work Activity of 2006 High School Graduates (April 26, 2007, http://www.bls.gov/news.release/pdf/hsgec.pdf), between October 2005 and October 2006 about 444,000 high school students dropped out of school. Only slightly more than half (51.4%) of these youth were in the labor force, meaning they were either employed or they were looking for work, compared with three-quarters (76.4%) of high school graduates who were not enrolled in college. These recent dropouts had an unemployment rate of 23.1%.

Labor force participation rates among high school dropouts varies by gender and race/ethnicity. In 2006 male high school dropouts were more likely than female dropouts to be in the labor force (57.5% and 46.5%, respectively). One reason why the labor force participation rate might be so much lower among female dropouts is that often girls leave high school because they are pregnant; these girls may remain out of the labor force to take care of their infants. In addition, the unemployment rate among male dropouts (19.4%) was lower than among female dropouts (30.6%). (See Table 4.7.)

In 2005, the latest year for which complete data on race and ethnicity were available from the BLS, Hispanic students who had dropped out of high school were most likely to be participating in the labor force (64.3%), followed by non-Hispanic whites (60.3%), and African-Americans (42.5%). (See Table 4.7.)

TABLE 4.5
Labor force participation rates and employment to population ratios of persons 16 to 64 years old, by highest level of education, age, sex, and race/ethnicity, 2006
Labor force participation rateaEmployment to population ratiob
CollegeCollege
Age, sex, and race/ethnicityTotalLess than high school completioncHigh school completionSome college, no degreeAssociate's degreeBachelors or higher degreeTotalLess than high school completionHigh school completionSome college, no degreeAssociate's degreeBachelors or higher degree
12345678910111213
Reporting standards not met.
a Percentage of the civilian population who are employed or seeking employment.
b Number of persons employed as a percentage of the civilian population.
c Includes persons reporting no school years completed.
d Excludes persons enrolled in school.
Note: Race categories exclude persons of Hispanic ethnicity.
SOURCE: Table 368. Labor Force Participation Rates and Employment to Population Ratios of Persons 16 to 64 Years Old, by Highest Level of Education, Age, Sex, and Race/Ethnicity: 2006, in Digest of Education Statistics, 2007, U.S. Department of Education, National Center for Education Statistics, August 2007, http://nces.ed.gov/programs/digest/d07/tables/dt07_368.asp (accessed February 11, 2008)
16 to 19 years oldd43.735.662.858.236.929.453.053.5
Male43.735.865.955.936.329.154.750.6
Female43.735.459.659.937.629.751.255.6
White48.941.067.261.542.635.058.557.2
Black33.625.954.347.923.517.237.241.1
Hispanic38.329.961.857.832.224.453.251.8
Asian24.617.632.538.921.315.126.435.7
20 to 24 years oldd74.666.278.570.183.783.068.556.770.265.979.478.8
Male79.679.786.071.486.284.572.769.976.966.980.679.7
Female69.548.869.168.981.681.964.239.762.065.178.478.2
White77.066.681.071.687.284.571.856.373.668.083.880.5
Black68.754.271.967.874.084.657.438.258.260.263.577.4
Hispanic74.471.078.371.679.181.169.064.472.367.875.677.8
Asian58.747.866.051.164.068.555.342.762.448.359.665.0
25 to 64 years old79.163.876.579.883.585.976.259.473.176.781.084.1
Male86.576.984.586.589.191.883.472.180.883.586.590.0
Female71.949.168.373.879.280.269.245.065.370.676.778.5
White80.159.576.879.883.786.277.755.373.977.281.484.5
Black75.854.273.878.882.987.970.646.967.873.578.585.5
Hispanic77.671.278.982.483.585.674.367.375.779.281.183.6
Asian78.063.274.075.981.481.876.060.871.673.079.580.0
TABLE 4.6
Unemployment rate of persons 16 years old and over, by age, sex, race/ethnicity, and educational attainment, 2006
Unemployment rate, 2006
16- to 24-year-olds*
Sex, race/ethnicity, and educational attainmentTotal16 to 19 years20 to 24 years25 years old and over
Reporting standards not met.
*Excludes persons enrolled in school.
Note: The unemployment rate is the percentage of individuals in the labor force who are not working and who made specific efforts to find employment sometime during the prior 4 weeks. The labor force includes both employed and unemployed persons. Race categories exclude persons of Hispanic ethnicity. Some data have been revised from previously published figures.
SOURCE: Adapted from Table 369. Unemployment Rate of Persons 16 Years Old and over, by Age, Sex, Race/Ethnicity, and Educational Attainment: 2004, 2005, and 2006, in Digest of Education Statistics, 2007, U.S. Department of Education, National Center for Education Statistics, September 2007, http://nces.ed.gov/programs/digest/d07/tables/dt07_369.asp (accessed February 11, 2008)
All persons, all education levels10.515.48.23.6
Less than high school completion16.617.514.36.8
High school completion, no college12.015.710.54.3
Some college, no degree6.38.15.93.9
Associate's degree5.25.13.0
Bachelor's or higher degree5.15.12.0
Male, all education levels11.216.98.73.5
Less than high school completion16.418.712.36.1
High school completion, no college12.317.010.64.3
Some college, no degree6.89.56.33.5
Associate's degree6.46.53.0
Bachelor's or higher degree5.75.71.9
Female, all education levels9.713.87.63.7
Less than high school completion16.816.318.77.9
High school completion, no college11.514.210.34.3
Some college, no degree5.97.15.54.3
Associate's degree4.13.93.1
Bachelor's or higher degree4.74.62.1
White, all education levels8.912.86.83.0
Less than high school completion14.914.715.56.5
High school completion, no college10.312.99.23.7
Some college, no degree5.46.95.03.3
Associate's degree4.03.92.7
Bachelor's or higher degree4.94.81.9
Black, all education levels20.529.916.46.8
Less than high school completion32.233.629.513.0
High school completion, no college22.231.519.18.0
Some college, no degree11.714.111.26.7
Associate's degree15.314.25.3
Bachelor's or higher degree8.78.42.8
Hispanic, all education levels9.715.97.24.2
Less than high school completion13.118.49.35.5
High school completion, no college9.213.97.74.1
Some college, no degree6.210.35.23.9
Associate's degree4.54.52.9
Bachelor's or higher degree3.74.12.2
Asian, all education levels7.413.75.62.6
Less than high school completion13.53.8
High school completion, no college8.85.43.1
Some college, no degree5.95.43.8
Associate's degree6.72.3
Bachelor's or higher degree5.12.1

EDUCATION AND EARNINGS

Many people decide to attend college because they understand that a college degree will help them get a better job and increase their earnings potential. In fact, individuals with a higher level of education are generally more likely to be working, and they are likely to be earning more than those with lower levels of education. As reported by the National Center for Education Statistics in the Digest of Educational Statistics, 2007 (http://nces.ed.gov/programs/digest/d07/tables/dt07_372.asp), in 2006 the median earnings of male college graduates aged twenty-five and over was $55,430, compared with male high school graduates, who earned a median of $33,070, and male high school dropouts, who earned a median of $24,090. (See Chapter 6 for complete discussion of earnings and benefits.)

Although better educated females also make more than their less-educated counterparts, there is a big difference between the earnings of males and females with the same educational background. Males generally earn more than females across all levels of education. The differential is most pronounced at the professional degree level (for example, medical doctor or law school graduate). In 2006 the median annual income of a male aged twenty-five or older with a master's degree was $67,990, whereas the median income for females with the same level of education was $47,590, or 70% of what men earned. Men with doctoral degrees earned a median of $91,050, compared with $60,450 (66.4% of what men earned) for equally educated women. Men aged twenty-five and older with a professional degree secured a median income of $100,000 in 2006; women with the same level of education earned a median income of only $65,110, or 65.1% of what their male counterparts earned.

However, the disparity in pay extends across all education levels. In 2006 female high school dropouts earned a median of $15,160, about 62.9% of what male dropouts earned, while female high school graduates earned a median of $21,610, about 65.3% of what males earned.

Researchers such as Linda Levine of the Congressional Research Service in The Gender Wage Gap and Pay Equity: Is Comparable Worth the Next Step? (June 5, 2001, http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1026&context=key_workplace) and Seth Kuhn of Furman University in Examining a Changing Gender Wage Gap: The Role of Human Capital, (2006, http://economics.furman.edu/SethKuhnPaper.pdf) conclude that the wage gap cannot be explained by a single factor, but instead is attributable to the interrelated effects of many issues, including continuing discrimination against women that works against promotions and equal pay, the segregation of the female workforce into female-dominated jobs with lower wages, and the effects of females being less committed to staying in the workforce, as they are the family members who usually take time out of the labor force to care for small children.

TABLE 4.7
Labor force status of high school dropouts, by sex and race/ethnicity, selected years, 19802006
DropoutsDropouts in civilian labor forcea
Percentage distribution of populationUnemployed
Year, sex, race or ethnicityNumber (in thousands)Percent of totalEmployedUnemployedNot in labor forceNumber (in thousands)Labor force participation rateNumber (in thousands)Unemployment rateDropouts not in labor force (in thousands)
1234567891011
All dropoutsb
1980739100.043.620.236.347163.714931.6268
1985612100.043.524.032.541367.514735.6199
1990405100.046.922.231.028069.09032.3125
1995604100.047.720.032.340967.712129.6195
2000515100.048.719.232.035068.09928.1165
2002401100.047.420.232.327167.78129.8129
2003457100.040.918.440.727159.38430.8186
2004496100.032.521.446.326753.710639.9229
2005407100.038.318.942.823357.27732.9174
2006445100.040.312.547.223552.85523.6210
Male
198042257.150.222.027.730572.39330.5117
198532152.550.830.518.726181.39837.560
199021553.151.229.319.817380.26336.242
199533956.152.821.226.025174.07228.788
200029557.356.318.325.622074.45424.576
200221453.453.316.430.514969.53523.465
200324253.043.821.934.415965.65333.283
200427856.035.624.140.116659.96740.4112
200522755.838.321.640.313659.74935.991
200625657.646.311.242.514757.52919.4109
Female
198031742.934.717.747.616652.45633.7151
198529147.535.416.847.815252.24932.2139
199019046.941.614.743.710756.32826.183
199526543.940.818.540.515759.54930.9107
200022042.739.120.540.613159.44534.290
200218746.640.624.634.412265.64637.664
200321547.037.714.447.911252.13127.6103
200421844.028.017.954.110045.93938.9118
200518044.238.315.646.09754.02828.883
200618942.432.314.253.58846.52730.6101
White
1980c58078.549.318.332.439267.610627.0188
1985c45874.846.725.327.933072.111635.2128
1990c30374.851.218.530.221169.85626.392
199531652.351.618.330.122169.95826.295
200028855.960.216.523.422176.64721.567
200219047.454.313.432.312967.72519.861
200322649.448.018.233.814966.24127.476
200423948.236.114.949.012251.03629.2117
200519447.640.320.039.711760.33933.277
200621448.048.98.242.812257.21814.492
TABLE 4.7
Labor force status of high school dropouts, by sex and race/ethnicity, selected years, 19802006
DropoutsDropouts in civilian labor forcea
Percentage distribution of populationUnemployed
Year, sex, race or ethnicityNumber (in thousands)Percent of totalEmployedUnemployedNot in labor forceNumber (in thousands)Labor force participation rateNumber (in thousands)Unemployment rateDropouts not in labor force (in thousands)
1234567891011
Reporting standards not met.
a The labor force includes all employed persons plus those seeking employment.
The labor force participation rate is the percentage of persons either employed or seeking employment. The unemployment rate is the percentage of persons in the labor force who are seeking employment.
b Persons 16 to 24 years old who dropped out of school in the 12-month period ending in October of years shown.
c Includes persons of Hispanic ethnicity
Note: Data are based on sample surveys of the civilian noninstitutional population. Includes dropouts from any grade, including a small number from elementary and middle schools. Race categories exclude persons of Hispanic ethnicity unless otherwise noted. Totals include race categories not separately shown. Some data have been revised from previously published figures. Detail may not sum to totals because of rounding.
SOURCE: Table 376. Labor Force Status of High School Dropouts, by Sex and Race/Ethnicity: Selected Years, 1980 through 2006, in Digest of Education Statistics, 2007, U.S. Department of Education, National Center for Education Statistics, August 2007, http://nces.ed.gov/programs/digest/d07/tables/dt07_376.asp (accessed February 11, 2008)
Black
1980c14619.822.627.450.07350.04073
1985c13221.629.522.747.76952.33063
1990c8621.230.234.934.75665.33030
199510417.233.525.840.86259.22742
200010620.626.725.547.85552.22751
20027719.133.235.431.35368.72724
20038117.829.122.948.04252.01939
20048617.39.944.945.24754.83939
200510826.526.516.057.54642.51762
200669361733
Hispanic
19809112.347.318.734.16065.91731
198510617.337.731.131.17368.93333
19906716.5321035
199517428.848.520.131.411968.63529.355
200010119.639.022.238.96261.12239
20029423.442.224.333.56266.52331
200312427.140.713.845.56854.51757
200415431.039.317.443.28756.82730.767
20058621.145.119.235.75564.31731
200613630.535.312.652.26547.81771

Beyond the Bachelor's Degree

Having a bachelor's degree opens the door to many occupational options, but a degree itself does not guarantee that a graduate will enter a high-paying career. In general, graduates who major in business, computer sciences, and engineering will find that occupations in their subject areas pay higher salaries than do occupations in education, the humanities, and social and behavioral sciences. For example, the median weekly earnings of network systems and data communication analysts ($1,039) and network and computer systems administrators ($1,180) were considerably higher than those for elementary and middle school teachers ($863), librarians ($861), salaried writers ($999), or social workers ($757) in 2007. (See Table 6.2 in Chapter 6.)

In fact, the National Association of Colleges and Employers reported in Year-End Report Shows Salary Gains for Class of 2007 (September 12, 2007, http://www.naceweb.org/press/display.asp?year=2007&prid=264) that the starting salaries for engineers and computer scientists graduating with a bachelor's degree in May 2007 surpassed the median annual earnings of many other professions. Class of 2007 graduates with a chemical engineering degree could expect a starting salary of $59,218 and those with amechanical engineering degree could expect a starting salary of $54,057. Grads with computer science degrees could expect a salary offer of $53,051. In contrast, history majors could expect only $35,092 and English majors could expect only $31,924 to start.

The lifelong earnings potential of a college degree makes a four-year bachelor's degree attractive to both recent high school graduates and adults returning to formal education to advance their careers. In some fast-growing occupational fields, including health care and education, the highest-paying jobs now require formal education beyond the bachelor's degree for entry or advancement. Figure 4.1 presents a list of twenty large-growth occupations that require a master's, doctoral, or first-professional degree for employment, their median annual wages, and the projected change in employment in these occupations from 2006 through 2016. Although the huge growth in available positions for postsecondary teachers reflects expanding college enrollments, most of the other high growth occupations are in the health-care field.

EDUCATION AND POVERTY

In general, as individuals attain higher educational levels, the risk of living in poverty falls markedly. Of all those sixteen years of age and older in the labor force during 2005, those with less than a high school diploma had a much higher poverty rate (14.1%) than did high school graduates (6.6%), according to the BLS in A Profile of the Working Poor, 2005. The lowest poverty rates were reported by workers with an associate degree (3.4%) or bachelor's degree or higher (1.7%). (See Table 4.8.)

Historically, poverty rates are higher for African-American and Hispanic workers than for non-Hispanic white workers at all educational levels. This trend held true in 2005. The poverty rates of African-American and Hispanic high school dropouts were 22.2% and 16.5%, respectively, while the poverty rates of non-Hispanic whites and Asians with comparable education were 13% and 10%, respectively. (See Table 4.8.) Even among those with a bachelor's degree, poverty rates were higher for Hispanics and African-Americans. The poverty rate for African-Americans with a bachelor's degree or higher was 2.7% in 2005; for Hispanics it was 2.6%. On the other hand, the poverty rate for non-Hispanic whites with a bachelor's degree or higher was only 1.5%.

TABLE 4.8
Poverty status of workers by educational attainment, race/ethnicity, and sex, 2005

[Numbers in thousands]
Ratea
Educational attainment, race, and Hispanic or Latino ethnicityTotalMenWomenTotalMenWomen
a Number below the poverty level as a percent of the total in the labor force for 27 weeks or more.
b Includes people with a high school diploma or equivalent.
c Includes people with bachelor's, master's, professional, and doctoral degrees.
d Data not shown where base is less than 80,000.
Note: Estimates for the above race groups (white, black or African American, and Asian) do not sum to totals because data are not presented for all races. In addition, people whose ethnicity is identified as Hispanic or Latino may be of any race and, therefore, are classified by ethnicity as well as by race.
SOURCE: Adapted from Table 3. People in the Labor Force for 27 Weeks or More: Poverty Status by Educational Attainment, Race, Hispanic or Latino Ethnicity, and Sex, 2005, in A Profile of the Working Poor, 2005, U.S. Department of Labor, Bureau of Labor Statistics, September 2007, http://www.bls.gov/cps/cpswp2005.pdf (accessed February 8, 2008)
Total, 16 years and older142,82477,32965,4955.44.86.1
Less than a high school diploma15,96110,1365,82514.112.616.8
Less than 1 year of high school5,0203,4941,52616.015.417.3
13 years of high school8,9185,4013,51714.211.917.8
4 years of high school, no diploma2,0221,2417829.17.811.3
High school graduates, no collegeb42,94724,15418,7936.65.68.0
Some college or associate degree41,51420,57020,9444.73.75.6
Some college, no degree27,93014,21213,7185.34.26.4
Associate degree13,5836,3587,2263.42.74.0
Bachelor's degree and higherc42,40222,46919,9331.71.61.7
White, 16 years and older117,07864,60352,4754.74.45.0
Less than a high school diploma12,9398,4954,44413.012.014.8
Less than 1 year of high school4,3093,0731,23615.715.117.2
13 years of high school7,0834,4332,65112.511.114.9
4 years of high school, no diploma1,5479905577.86.89.6
High school graduates, no collegeb34,88519,93814,9475.54.96.3
Some college or associate degree34,11117,22116,8904.03.34.6
Some college, no degree22,64311,75410,8894.53.85.3
Associate degree11,4685,4676,0012.82.43.2
Bachelor's degree and higherc35,14318,94916,1941.51.41.6
Black or African American, 16 years and older16,1227,4828,64010.57.713.0
Less than a high school diploma1,9561,03592222.215.829.4
Less than 1 year of high school30719411218.716.222.9
13 years of high school1,32367464924.516.333.0
4 years of high school, no diploma32716616116.113.019.3
High school graduates, no collegeb5,7782,8982,88112.78.517.0
Some college or associate degree5,0502,1512,8998.65.710.8
Some college, no degree3,6981,6062,0919.36.011.8
Associate degree1,3525458086.74.97.9
Bachelor's degree and higherc3,3371,3981,9382.73.02.4
Asian, 16 years and older6,2903,3962,8944.75.04.4
Less than a high school diploma56830326510.011.97.8
Less than 1 year of high school25512612912.210.813.5
13 years of high school217126919.715.22.1
4 years of high school, no diploma975146ddd
High school graduates, no collegeb1,2436905527.38.65.6
Some college or associate degree1,2086185906.15.46.7
Some college, no degree7554093465.95.76.0
Associate degree4532092446.44.87.7
Bachelor's degree and higherc3,2711,7851,4872.42.32.5
Hispanic or Latino ethnicity, 16 years and older18,90511,5577,34810.510.410.6
Less than a high school diploma6,6514,6042,04716.515.618.5
Less than 1 year of high school3,5272,5261,00117.416.918.7
13 years of high school2,5341,67286116.414.819.6
4 years of high school, no diploma59140618511.411.112.0
High school graduates, no collegeb5,7473,5242,2239.49.110.0
Some college or associate degree4,1412,2071,9356.85.97.8
Some college, no degree2,9301,6071,3227.46.78.4
Associate degree1,2125996125.23.76.6
Bachelor's degree and higherc2,3651,2221,1432.62.92.4

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