Lifetime earnings typically rise with each additional level of education. The lifetime earnings of a full-time full-year worker with a high school diploma are $1.6 million, while those with an associate’s degree earn $2 million. Bachelor’s degree holders earn a median of $2.8 million during their career, 75% more than if they had only a high school diploma. However, one quarter of workers with a bachelor’s degree earn more than half of workers with a master’s or a doctoral degree. Our report, “The College Payoff: More Education Doesn’t Always Mean More Earnings,” explores how degrees and other factors impact lifetime earnings. Read more here: https://bit.ly/2ZvlsoY
Georgetown University Center on Education and the Workforce
Research
Washington, DC 2,754 followers
Jobs. Skills. Equity.
About us
The Georgetown University Center on Education and the Workforce (CEW) is a research and policy institute within Georgetown’s McCourt School of Public Policy. CEW studies the links between education, career qualifications, and workforce demands. CEW operates within an environment of complete academic freedom, independently developing our own research agenda and going wherever the facts and analysis take us.
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http://cew.georgetown.edu
External link for Georgetown University Center on Education and the Workforce
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Employees at Georgetown University Center on Education and the Workforce
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Martin Vanderwerf
Director, Editorial and Education Policy, at Georgetown University Center on Education and the Workforce
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Artem Gulish
Senior Federal Policy Advisor at Georgetown University Center on Education and the Workforce
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Catherine Morris
Writer, Editor & Digital Communicator
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Madeleine Adelson
Market research analyst & strategist, currently transitioning into policy analysis.
Updates
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Over the past 50 years, structural changes to the economy have resulted in the growth of professional and technical occupations. Jobs in these occupations show greater demand for competencies such as teamwork, leadership, and problem-solving that are typically associated with higher levels of formal education. In the 1980s, three out of four jobs required a high school diploma or less, while today two out of three jobs require at least some postsecondary education or training. https://bit.ly/3Eb6Muy
Youth Policy: How Can We Smooth the Rocky Pathway to Adulthood? - CEW Georgetown
https://cew.georgetown.edu
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Between 1970 and 2021, women’s share of graduate enrollments increased from 35% to 61%. Women now make up 56% of graduate degree holders compared to 53% of bachelor’s degree holders and 51% of the population. However, strides by women in graduate degree attainment have not led to equality in earnings. Women with graduate degrees earn $85,000 per year, compared with $119,000 per year among men. https://bit.ly/3NaFnzn
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“The patchwork approach to youth policy allows too many vulnerable young people to slip through the seams,” said CEW’s Artem Gulish. “The experience of millennials is a testament to the failures of our fragmented system. Millennials are at serious risk of becoming the first generation in recent history to be worse off financially than their parents, and we need system-wide change to ensure that future generations have better prospects.” Read “Youth Policy: How Can We Smooth the Rocky Pathway to Adulthood?” to find out more about the US’s fragmented and inadequate approach to youth policy against the backdrop of economic pressures facing youth and young adults today. https://bit.ly/3Eb6Muy
Youth Policy: How Can We Smooth the Rocky Pathway to Adulthood? - CEW Georgetown
https://cew.georgetown.edu
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Georgetown University Center on Education and the Workforce reposted this
Michelle Rathman welcomes Jeff Strohl Georgetown University Center on Education and the Workforce to discuss important research from CEW Georgetown Small Towns, Big Opportunities: Many Workers in Rural Areas Have Good Jobs, but These Areas Need Greater Investment in Education, Training, and Career Counseling report, and we KNOW you want to know the answer to the questions, what and where are the good jobs in #rural, and who is benefitting, and more importantly, who is being left out? It won't surprise you, but we hope it inspires industries to pay attention and focus on innovation and equity.
The Rural Impact
myimpact.academy
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The federal government and state governments should fund targeted grant programs to support graduate education in fields leading to work in crucial yet undervalued professions, such as social work and teaching. In some cases, the grants could support future work in high-need geographic areas with specific worker shortages (for example, rural areas with shortages of healthcare professionals). Read our new report to find more policy recommendations intended to address challenges and concerns related to graduate degree affordability. https://bit.ly/3NaFnzn
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Simply cutting off funding for low-performing programs is not the solution to the complex challenges facing graduate education. A regulatory framework that promotes transparency and accountability offers a more nuanced approach, supporting students’ achievement of graduate credentials that offer high value without excessive debt. Our regulatory framework, designed to promote transparency and accountability, would enable high-value programs to continue operating while putting the brakes on runaway costs and borrowing. https://bit.ly/3NaFnzn
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To better regulate federal graduate student loans, we propose that graduate programs—including master’s, professional, and doctoral degree programs—undergo both an in-field earnings premium test and a debt-to-earnings test. The in-field earnings premium test would require that program grads have median earnings at least 5% above those of young workers not enrolled in postsecondary education with bachelor’s degrees in the same broad field of study in the state where the institution is located. The debt-to-earnings test would require that median graduate federal loan payments not exceed 10% of program completers’ median discretionary earnings, defined as earnings above the living wage for a single individual without children in the state where the program is located. Our evaluation of programs with available data in the College Scorecard reveals that 14% of master’s degree programs and 4% of professional degree programs would fail the proposed in-field earnings premium test. Among graduate programs with available data, 41% of master’s degrees and 67% of professional degree programs would fail the proposed debt-to-earnings test. Under CEW’s proposal, if a graduate program fails either test for two out of three consecutive academic years, its students will not be eligible to receive funding from Grad PLUS loans. The fields of study with the largest numbers of programs that would fail the proposed tests include social work, teacher education, psychology, counseling, music, religious and theological studies, law, and some allied health professions. Read more in our new report with Arnold Ventures: https://bit.ly/3NaFnzn
Graduate Degrees: Risky and Unequal Paths to the Top - CEW Georgetown
https://cew.georgetown.edu
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Graduate education does not eliminate earnings disparities. Median earnings among Black/African American and Hispanic/Latino workers with graduate degrees are $16,000 below the median among all workers with graduate degrees. And while women are more likely to attain graduate degrees than men, the gender wage gap is larger among graduate degree holders than among workers with lower levels of educational attainment. Occupational segregation and in-field earnings disparities both contribute to greater earnings inequality. https://bit.ly/3NaFnzn
Graduate Degrees: Risky and Unequal Paths to the Top - CEW Georgetown
https://cew.georgetown.edu
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“Due to scientific and technological advancements, the economy of the future will increasingly require professionals with advanced degrees, but graduate costs have increased 233% since 2000. The current trajectories of cost and debt put graduate education out of reach for too many students,” said CEW Director Jeff Strohl. “Grad PLUS loans are an important resource for many graduate students who may not otherwise have access to private lending. But they can also be a source of excessive debt—limited only by the cost of attendance, an amount that universities set with few incentives to rein in costs.” Read more in our new report, which examines how to better regulate federal graduate student loans: https://bit.ly/3NaFnzn