Browsing by Author "Van Der Werf, Martin"

Now showing 1 - 8 of 8
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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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    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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    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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    Our Separate & Unequal Public Colleges: How Public Colleges Reinforce White Racial Privilege and Marginalize Black and Latino Students, 2018
    Carnevale, Anthony P.; Van Der Werf, Martin; Quinn, Michael C.; Strohl, Jeff; Repnikov, Dmitri (Georgetown University Center on Education and the Workforce, 2018-11-12)
    This report points out that misguided admissions practices and growing funding gaps are splitting the public higher education system into two unequal tracks demarcated by race.
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    The ROI at Liberal Arts Institutions
    Carnevale, Anthony P.; Cheah, Ban; Van Der Werf, Martin (Georgetown University Center on Education and the Workforce, 2020)
    The value of a liberal arts education has come into question as more students are opting for undergraduate degrees with direct connections to the job market. In response to demand, some liberal arts colleges have cut programs in traditional liberal arts fields and created programs in career-oriented fields like business. Despite these efforts to attract more students, some small liberal arts colleges have closed or are in danger of closing. In this report, the authors point out that the liberal arts colleges’ median return on investment (ROI) 40 years after enrollment is $918,000. That puts the ROI at these colleges just below the ROI at universities with the two highest levels of research activity.
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    SAT-Only Admission: How Would It Change College Campuses?
    Carnevale, Anthony P.; Strohl, Jeff; Van Der Werf, Martin; Quinn, Michael C.; Peltier Campbell, Kathryn (Georgetown University Center on Education and the Workforce, 2019)
    The competition to get into America’s most selective colleges and universities is fierce. Some top universities admit as few as 5 percent of applicants. Judging from how much high school students and their parents worry about standardized test scores, one might presume that an SAT or ACT score is the primary factor in college admissions—and that those admitted with lower scores are an exception to the rule. But a look at the numbers reveals a different reality. This report finds that this admissions policy would replace 53% of incoming students, creating a less racially diverse and slightly more affluent student body.
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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.