Browsing by Author "Carnevale, Anthony P."

Now showing 1 - 20 of 46
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    The 20% Solutions: Selective Colleges Can Afford to Admit More Pell Grant Recipients
    Carnevale, Anthony P.; Van Der Werf, Martin (Georgetown University Center on Education and the Workforce, 2017-05-02)
    This report illustrates that if every college was required to have at least 20 percent Pell Grant recipients, an additional 72,000 Pell students would have to be admitted to 346 colleges and universities, half of which are selective colleges. Some selective colleges have suggested that Pell Grant recipients do not gain admittance because they would not be able to keep up with the workload. However, the Georgetown Center report finds that 78 percent of Pell recipients who attend selective colleges and universities graduate, while their chances to complete diminish to 48 percent at open-access colleges.
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    21st Century Competencies for College and Career Readiness
    Carnevale, Anthony P. (Georgetown University Center on Education and the Workforce, 2013-03-07)
    In this article, the author analyzes the economic changes due to mass-production from the Civil War until the 1970’s. He also examines and describes the standard competencies needed to enter the labor market as we survive the 21st century.
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    Achieving Racial and Economic Diversity with Race-Blind Admissions Policy
    Carnevale, Anthony P.; Strohl, Jeff; Rose, Stephen J. (Georgetown University Center on Education and the Workforce, 2014)
    The authors take a groundbreaking look at how socioeconomic affirmative action programs, percentage plans, or a combination of the two, could work at the nation’s most selective 193 institutions. This book chapter appears in The Future of Affirmative Action: New Paths to Higher Education Diversity after Fisher v. University of Texas authored by Richard D. Kahlenberg.
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    African Americans: College Majors and Earnings
    Carnevale, Anthony P.; Fasules, Megan L.; Porter, Andrea; Landis-Santos, Jennifer (Georgetown University Center on Education and the Workforce, 2016)
    This report points out that African Americans only account for 8 percent of general engineering majors, 7 percent of mathematics majors, and 5 percent of computer majors. Law and public policy is the top major group for African Americans with a Bachelor’s degree. The highest concentrated detailed major among African Americans is in health and medical administration. The second lowest-paying major among African American is in human services and community organization with median earnings at $39,000.
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    Americas' Future Workforce
    Carnevale, Anthony P.; Smith, Nicole (Georgetown University Center on Education and the Workforce, 2013-08-16)
    In this book chapter, the authors examine the increased demand for postsecondary education and training arising from changes in the fast-growing communities of color. This book chapter appears in All-In Nation: An America that Works for All, a collaboration between the Center for American Progress and Policylink, edited by Vanessa Cárdenas and Sarah Treuhaft. August 16, 2013.
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    Balancing Work and Learning: Implications for Low-Income Students
    Carnevale, Anthony P.; Smith, Nicole (Georgetown University Center on Education and the Workforce, 2018-08-27)
    Over the past half century, the relationship between working and learning has changed in profound ways that have made it more difficult for students, especially students from low-income backgrounds, to attain the right mix of work experience and schooling necessary to qualify for entry-level jobs with a future. The report highlights that college and university leaders must weigh the unique challenges low-income working students face and marshal more resources to improve these students’ academic and career outcomes. Additional attention must be focused on building stronger connections between education and work beginning in the K–12 years, improving career counseling and guidance in postsecondary institutions, and improving support services for working learners, with a special emphasis on meeting the needs of low-income students.
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    Born to Win, Schooled to Lose
    Carnevale, Anthony P.; Fasules, Megan L.; Quinn, Michael C.; Peltier Campbell, Kathryn (Georgetown University Center on Education and the Workforce, 2019)
    The American Dream promises that individual talent will be rewarded, regardless of where one comes from or who one’s parents are. Based on this ideal of equal opportunity, it’s tempting to believe that education and career outcomes reflect a natural sorting according to merit. But this presumption risks suggesting that those who do not thrive in school or the workforce lack talent— when, in fact, they more often lack sufficient systemic support on the journey to reach their full potential. In this study, the authors test the idea that achievement is a perfect reflection of innate ability by tracing children’s journeys through and beyond the educational system, from their academic performance in childhood to their early career outcomes as young adults. The authors find that there is substantial churn in children’s demonstrated abilities as they travel through the K–12 system and onward to college and careers. These findings suggest that talent is not fixed: innate ability can be nurtured over time, or it can remain underdeveloped. The education system can play a role in whether children reach their full potential.
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    Career Pathways: Five Ways to Connect College and Careers
    Carnevale, Anthony P.; Garcia, Tanya I.; Gulish, Artem (Georgetown University Center on Education and the Workforce, 2017-07-11)
    This report calls for states to help students, their families, and employers unpack the meaning of postsecondary credentials and assess their value in the labor market.
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    The College Pay Off
    Carnevale, Anthony P.; Cheah, Ban; Rose, Stephen J. (Georgetown University Center on Education and the Workforce, 2011-11-01)
    In this report, the authors examine just what a college degree is worth–and what else besides a degree might influence an individual’s potential earnings. This report illustrates lifetime earnings for all education levels and earnings by occupation, age, race/ethnicity and gender. The data show that a college degree is a key economic opportunity, conferring substantially higher earnings for those with educational credentials in comparison with those without them.
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    The Concept of “Mismatch” at Play in the Supreme Court Fisher Decision is Empirically Unsound
    Carnevale, Anthony P.; Strohl, Jeff; Van Der Werf, Martin (Georgetown University Center on Education and the Workforce, 2016)
    The authors provide analysis of nationally representative data that refutes the mismatch theory. The data shows just the opposite: three times more students are qualified to attend selective colleges and universities than actually go to them. In fact, when average students are placed in the nation’s best colleges and universities, they will graduate at a much higher rate. Rather than being intimidated by not being able to meet the standards of their peers, as Justices Scalia and Thomas have suggested, these students are instead challenged by the circumstances, and succeed at a rate comparable to their peers.
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    Credentials And Competencies: Demonstrating The Economic Value Of Postsecondary Education
    Carnevale, Anthony P. (Georgetown University Center on Education and the Workforce, 2016-05-31)
    The economic value of college education and training has added a new economic emphasis to the broader postsecondary mission. In a modern republic, the higher education mission is still human flourishing; to empower individuals to live fully in their time. But, the 21st century version of the college mission also requires that students live free from economic or public dependency. In this context, this article focuses on the economic value of college education and training and its economic emphasis to the broader postsecondary mission.
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    Cual es su Valor? El Valor Económico de las Carreras Universitarias
    Carnevale, Anthony P.; Strohl, Jeff; Melton, Michelle (Georgetown University Center on Education and the Workforce, 2015)
    Este reporte detalla las relaciones entre carreras universitarias, género, raza/etnia, asistencia a escuelas de posgrado, e ingresos. Se hace un análisis de la diferencia en ingresos de las carreras universitarias de acuerdo con información nacional.
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    The Economic Value of College Majors
    Carnevale, Anthony P.; Cheah, Ban; Hanson, Andrew R. (Georgetown University Center on Education and the Workforce, 2015)
    In this report, the higher education cost and the salary averages of 137 university degrees are analyzed. The most popular and chosen careers are also examined. Likewise, an analysis of the relationship between economic benefit and majors is made. This report delves into the Hispanic educational profile and labor market occupations.
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    Educational Adequacy in the Twenty-First Century
    Carnevale, Anthony P.; Gulish, Artem; Strohl, Jeff (The Century Foundation, 2018-05-02)
    Educational adequacy has evolved over the decades of American history to become an established responsibility of state governments, following a series of court cases in the United States during the 1970s and 1980s. Educational adequacy is a broad concept that includes economic, academic, social, civic, and humanistic aspects, among others. In this report, the authors propose a new concrete standard for educational adequacy focused on the demonstrated capacity of postsecondary programs to provide economic self-sufficiency to graduates, based on the earnings of students who complete educational programs. We acknowledge that reality is complex, and so it will be necessary to adjust this standard in applying it to the real world.
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    El Valor Económico de las Carreras Universitarias
    Carnevale, Anthony P.; Cheah, Ban; Hanson, Andrew R. (Georgetown University Center on Education and the Workforce, 2015)
    En este reporte se analizan los costos de la educación universitaria y los promedios salariales de 137 carreras universitarias
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    The Enrollment Effects of Clinton’s Free College Proposal
    Carnevale, Anthony P.; Van Der Werf, Martin; Lou, Cary (Georgetown University Center on Education and the Workforce, 2016)
    The authors analyze the potential effects on enrollment of Hillary Clinton’s free college plan. The analysis projects changes in diversity among public and private universities.
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    A First Try at ROI: Ranking 4,500 Colleges
    Carnevale, Anthony P.; Cheah, Ban; Van Der Werf, Martin (Georgetown University Center on Education and the Workforce, 2019-11-01)
    Using data from the expanded College Scorecard, this report ranks 4,500 colleges and universities by return on investment. This report points out that bachelor’s degrees from private colleges, on average, have higher ROI than degrees from public colleges 40 years after enrollment. Community colleges and many certificate programs have the highest returns in the short term, 10 years after enrollment, though returns from bachelor’s degrees eventually overtake those of most two-year credentials.
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    Five Rules of the College and Career Game
    Carnevale, Anthony P.; Cheah, Ban (Georgetown University Center on Education and the Workforce, 2018)
    Because postsecondary education and training have become the most well-traveled pathways to middle class earnings, both students and the educators who serve them need to learn new rules of the college and career game. Students need to shop around for college because higher education is a student’s first major investment in the transition from dependent adolescent to independent adult. Students deserve to know what they are paying for. These five rules can help students navigate the college game in these uncertain times.
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    Free College 101
    Carnevale, Anthony P.; Sablan, Jenna R.; Garcia, Tania L. (Georgetown University Center on Education and the Workforce, 2019)
    Free-college programs traditionally have focused on providing a tuition-free education, but there is growing support for policymakers to guarantee a debt-free education. Even if a college charges nothing for tuition, attending college is not really free if a student still has to pay for room and board, books, transportation, and other expenses. To make attending college debt free, a program would have to use financial aid other than loans to address costs of attendance besides tuition. Confusion surrounds the definition and implementation of free-college programs. This report discusses the basic terminology of free college as well as some common questions about education finance and student financial aid.
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    From College to Jobs: Making Sense of Labor Market Returns to Higher Education
    Carnevale, Anthony P.; Hanson, Andrew R. (Georgetown University Center on Education and the Workforce, 2015-04-23)
    In this article the authors provide an overview of labor market outcomes of postsecondary education and how they relate to education practitioners.