Browsing by Author "Ridley, Neil"

Now showing 1 - 3 of 3
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    The Overlooked Value Of Certificates And Associate's Degrees: What Students Need to Know Before They Go to College
    Carnevale, Anthony P.; Garcia, Tania L.; Ridley, Neil; Quinn, Michael C. (Georgetown University Center on Education and the Workforce, 2020)
    This report examines the labor-market value of associate’s degrees and certificate programs, finding that field of study especially influences future earnings for these programs since they are tightly linked with specific occupations. The Overlooked Value of Certificates and Associate’s Degrees: What Students Need to Know Before They Go to College also reveals that the combined number of certificates and associate’s degrees awarded by colleges is similar to the number of bachelor’s degrees awarded—around 2 million per year—with certificates and associate’s degrees each accounting for about 1 million.
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    Pennsylvania: Degrees of Value
    Carnevale, Anthony P.; Lou, Cary; Ridley, Neil (Georgetown University Center on Education and the Workforce, 2016-01-20)
    This report on Pennsylvania’s 14-university State System, which serves more than 100,000 students, shows a 10-percent increase in the number of Bachelor’s degrees awarded between 2009 and 2014. The analysis reveals that the majors leading to the highest earnings for college-educated workers in the state are in areas related to science, technology, engineering, and mathematics (STEM); health; and business—which together account for more than one-third of State System graduates.
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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.