Browsing by Author "Gulish, Artem"

Now showing 1 - 7 of 7
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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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    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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    From to College to Career: Making Sense of the Post-Millennial Job Market
    Hanson, Andrew R.; Gulish, Artem (Georgetown University Center on Education and the Workforce, 2016)
    Millennials have taken longer to launch their careers than previous generations, and some have failed to launch their careers altogether, while progress toward equity in education and the labor market has stalled. These challenges were driven by the shocks associated with two recessions and long-term structural economic changes that increased entry-level job requirements. This article explores these trends and how they have made it more complex for young adults to navigate the transition from school to career. To address these challenges, policymakers should expand access to college and strengthen the connections between education and careers.
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    State Online College Job Market: Ranking the States
    Carnevale, Anthony P.; Jayasundera, Tamara; Repnikov, Dmitri; Gulish, Artem (Georgetown University Center on Education and the Workforce, 2015-03-25)
    This report ranks the states by how many job openings there are per college-educated workers overall and within industries and career fields.
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    Three Educational Pathways to Good Jobs: High School, Middle Skills, and Bachelor’s Degree
    Carnevale, Anthony P.; Strohl, Jeff; Ridley, Neil; Gulish, Artem (Georgetown University Center on Education and the Workforce, 2018-10-16)
    In the post-World War II period, workers with a high school diploma or less were able to attain jobs with middle-class wages in American industry. Good jobs were available in manufacturing and other blue-collar industries that employed large numbers of high school educated workers. But as automation, globalization, and related phenomena have led to major structural changes in the American economy, economic opportunity has shifted toward more educated workers with higher skill levels. Whereas two out of three entry-level jobs in the industrial economy demanded a high school diploma or less, now two out of three jobs demand at least some education or training beyond high school. This report examines the three pathways to good jobs, each defined by education and skills: the high school pathway, the middle-skills pathway, and the bachelor’s degree (BA) pathway.
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    The Unequal Race for Good Jobs: How Whites Made Outsized Gains in Education and Good Jobs Compared to Blacks and Latinos
    Carnevale, Anthony P.; Strohl, Jeff; Gulish, Artem; Van Der Werf, Martin; Peltier Campbell, Kathryn (Georgetown University Center on Education and the Workforce, 2019-10-16)
    Inequities in access to good jobs by race and ethnicity have grown in past decades. White workers are more likely than Black or Latino workers to have a good job at every level of educational attainment. This report explores how White workers have relied on their educational and economic privileges to build disproportionate advantages in the educational pipeline and the workforce. Black and Latino workers, on the other hand, have strived to overcome discrimination, racism, and other injustices that continue to perpetuate earnings inequality. Policy changes can help narrow these equity gaps; otherwise, they will continue for generations to come.
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    Women Can’t Win: Despite Making Educational Gains and Pursuing High-Wage Majors, Women Still Earn Less than Men
    Carnevale, Anthony P.; Smith, Nicole; Gulish, Artem (Georgetown University Center on Education and the Workforce, 2018)
    The gender wage gap, the disparity in pay between men and women, has narrowed to 81 cents in 2016 from 57 cents on the dollar in 1975. Nevertheless, the gap persists. Over the course of a career, the gender wage gap results in women earning $1 million less than men do. To close this gap, women have relied primarily on the advantages conferred by education. Today, women are enrolling in college in greater numbers than men, breaking through barriers to pursue degrees in male-dominated majors that offer higher earnings, as well as graduating in greater numbers at all levels of education. In the 1970s, the number of associate’s degrees awarded to women began outnumbering those awarded to men. In the 1980s, the number of bachelor’s degrees and master’s degrees awarded to women overtook the number awarded to men. By the 2000s, more women completed doctoral degrees than men. Even though women outperform men in educational attainment, they still earn just 81 cents for every dollar earned by men. Women with the same college majors working in the same careers as men still only earn 92 cents for every dollar earned by men. This report points out a complex set of reasons has kept this wage disparity in place.