Center for Public Administration and Policy (CPAP), School of Public and International Affairs

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The Adult Education and Economic Growth Act: Toward a Modern Adult Education System and a More Educated Workforce
Foster, Marcie (Center for Law and Social Policy (CLASP), 2012-03-01)
The Adult Education and Economic Growth Act (AEEGA) was introduced in the House of Representatives in June 2011 by Rep. Ruben Hinojosa (TX-15)1 and in February 2012 in the Senate by Sen. Jim Webb (VA).2 The Act (H.R. 2226 and S. 2117) would amend the Workforce Investment Act (WIA) to encourage the use and availability of career pathways for low-skilled adults, strengthen the focus of adult education on postsecondary and career success, increase the number of adult education students receiving marketable postsecondary credentials, and modernize the adult education system to meet the needs of 21st century jobs. Although AEEGA could substantially improve WIA—particularly the Title II provisions that govern adult education—it could be strengthened by incorporating stronger provisions that promote better alignment between WIA Titles I and II, including a shared system of accountability.
Citizenship, College Degrees, and Occupational Outcomes: A Comparison of Latino Immigrants and U.S. Natives at the Turn of the Century
Flores, Stella M.; Southern, Kyle G. (American Association of Hispanics in Higher Education (AAHHE), 2009)
Using data from the American Community Survey of the U.S. Census from 2000 to 2007, the article analyzes the occupational distribution of Latino immigrants and their associated prestige ranking by degree status in comparison to U.S.-born Latinos. One of the findings is the dramatic gap in the occupational distribution and prestige rankings among Latinos with similar postsecondary attainment levels by citizenship status. In addition, the data indicates that for U.S.-born Latinos who have a bachelor’s degree, the return on this investment, at least in the form of prestige of occupational sector and rating, is larger than for other groups examined. The return on a bachelor’s degree for those Latinos born in the U.S, however, may differ by state context and availability of labor market opportunities.
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.
College Preparation for African American Students: Gaps in the High School Educational Experience
Tsoi-A, Rhonda; Bryant, Fatt (Center for Law and Social Policy (CLASP), 2015-02-01)
College degree attainment is regarded as a primary solution to reduce poverty and close wealth gaps between people of color and whites in the United States. With the changing labor market and a more globalized economy, a far greater number of jobs require a postsecondary credential. By 2020, it is estimated that two-thirds of jobs will require college experience, with 30 percent of those jobs requiring at least a bachelor’s degree and 36 percent of jobs requiring at least some college or an associate degree (Carnevale, Smith & Strohl, 2013). More students must attend and complete college to keep pace with this employer demand. However, many African American young people graduate high school unprepared for the rigors of college. As the demographics of the United States shift and a majority of our nation’s students are children of color, their failure in school and lack of preparation for postsecondary opportunities have significant implications for the American labor market and economy.
Community College Completion Progress Toward Goal of 50% Increase
American Association of Community Colleges (American Association of Community Colleges (AACC), 2015)
This report uses data from the National Student Clearinghouse to provide a picture of how many students are earning their first credential from a community college, as well as those with subsequent credentials from community colleges. But community colleges also provide a critical role in preparing students to succeed in four-year colleges as well, and many students earn their degree at a four-year college without first earning a credential at the community college. This report illustrate this important fact from community colleges.
The Population With a Bachelor’s Degree or Higher by Race and Hispanic Origin: 2006–2010
Ogunwole, Stella U.; Drewery, Malcolm P.; Rios-Vargas, Merarys (U.S. Census Bureau, 2012-05-01)
As the U.S. population becomes more racially and ethnically diverse, it is important to examine educational attainment among population groups, which is a strong predictor of economic well-being. In this brief, estimates are presented at the national and state levels. These estimates come from a question on educational attainment classified by the highest degree or the highest level of school completed. Those currently enrolled in school were requested to report the level of the previous grade attended or the highest degree received. This brief presents estimates for the population that is 25 years and older by the highest degree completed: bachelor’s degree, master’s degree, professional degree beyond a bachelor’s degree, or a doctorate degree.
Religion and Education Around the World
Pew Research Center (Pew Research Center, 2016-12-13)
This report looks at average educational levels among adherents of five major world religions – Christianity, Islam, Hinduism, Buddhism and Judaism – as well as among the religiously unaffiliated. Educational systems vary enormously around the world; this report does not attempt to analyze differences in educational quality, but focuses primarily on educational attainment in terms of number of years of schooling. It distinguishes among four broad levels of educational attainment: no formal schooling (less than one year of primary school), primary education (completion of at least one grade of primary school), some secondary education (but no degree beyond high school) and post-secondary education (completion of some kind of college, university or vocational degree beyond high school, also referred to in this report as “higher education”). For comparability across countries, these educational categories are based on the International Standard Classification of Education (ISCED 1997; see Methodology for more details).
The Road Ahead: A Look at Trends in the Educational Attainment of Community College Students
Mullin, Christopher M. (American Association of Community Colleges (AACC), 2011-10-01)
The report analyses data on educational attainment at community colleges. One extremely positive conclusion can be reached: Educational attainment for all key populations is increasing at community colleges. The investments made in a community college education, by individuals and by society as a whole, are paying off. Moreover, over the past twenty years, the percent increase in credentials awarded has been double the percent increase in enrollment. These findings are even more pronounced for students of color. Consistent with other research, actual rates of transfer for students are much higher than commonly reported as well.
Understanding Chinese students’ college choice to increase Chinese student recruitment: A focus on music majors
Yakaboski, Tamara; Rizzolo, Sonja; Ouyang, Lei (Teacher-Scholar: The Journal of the State Comprehensive University, 2017)
The focus of this study was to understand why 20 Chinese students selected a rural, regionally focused research university. The research sought to (1) offer new, nuanced understanding of how Chinese students selected a university not well-known to international students and (2) advance how an institution of this type could meet its goal of improving and increasing Chinese student recruitment. As a majority of the Chinese students who selected this institution were majoring in music, this study offers implications for niche marketing and recruitment. In addition to the knowledge produced, this study models academic and student affairs collaboration where the research findings directly inform practice.

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