Texans who earn a vocational certificate often earn more than associate-degree graduates in their first year in the workforce, concludes Higher Education Pays: The Initial Earnings of Graduates of Texas Public Colleges and Universities Who Are Working in Texas. Some workers with certificates earn more than $70,000 – $30,000 more than the median for graduates with bachelor’s degrees, concludes the Lumina-funded study by College Measures, a joint venture of the American Institutes for Research (AIR) and the Matrix Knowledge Group.
The median starting pay for criminal justice/police science certificate holders is $48,192, double the compared with $24,298 for those with an academic associate’s degree. Some health-care certificates allowed graduates to earn $70,000. Other high-paying certificates included: construction engineering technology/technician, electrician, pipefitting, engineering, industrial technology, and instrumentation technician.
However, not all certificates lead to high-paying jobs. Recipients of two dozen certificate programs earned less than $13,000 in their first year on the job. Cosmetologists and nursing/patient care assistants usually earned low wages.
Technical associate’s degrees pay well: The median starting salary is more than $50,000. By contrast, an academic associate degree lead to median earnings of $24,298,
First-year earnings for bachelor’s degree holders range from about $25,000 (biology) to about $47,000 (accounting): The average is $39,725.
Community college graduates’ first-year salaries vary from one college to another.
Academic associate’s degrees range from about $10,000 (Ranger College) to more than $30,000 for graduates from the Trinity Campus of Tarrant County Junior College and from Central Texas Community College.
For graduates with technical degrees, the range is even greater, from about $20,000 for graduates of Clarendon College to more than $65,000 for graduates from seven community colleges: College of the Mainland Community College District, San Jacinto College South Campus, Tarrant County Junior College South Campus, Galveston College, El Centro College, Trinity Valley Community College and Weatherford College.
A national study and analyses in Tennessee and Virginia have found similar results: Technical certificates and associate degrees often pay better than non-technical bachelor’s degrees at the start of graduates’ careers.
Tracking students’ progress through the core curriculum can help community colleges improve success rates for students who hope to earn a bachelor’s degree, suggests a new Community College Research Center report.
About 70 percent of community colleges say they want to transfer to earn a four-year degree. Most never make it.
Researchers analyzed data from community colleges in two states with different transfer policies.
State A requires a 42-credit general education core curriculum. All core courses are transferable, but transfers aren’t guaranteed junior status, even if they’ve earned an associate degree. In State B, a 36-credit core is required and statewide articulation agreements guarantee junior standing for transfer students who’ve earned an associate degree.
Over five years, 29 percent of students at College B completed the 36-unit core; only 12 percent completed the 42-unit core at College A.
After five years, students who completed the core were much more likely to complete a degree compared to those who completed most of the requirements (30-41 credits at College A and 30-35 credits at College B).
For example, while only 8 percent of students who accumulated 30-41 credits at College A earned an award at their community college and/or at the four-year college to which they transferred, 54 percent of students who completed the core did so. The corresponding results for College B are 17 percent (for those who accumulated 30-35 credits) and 70 percent (for those who completed the core).
Encouraging near-completers to earn an associate degree before transferring would boost success rates, the study advises.
Students were most likely to meet social sciences requirements and struggled the most to earn math and science credits.
Whether college pays — in dollars — depends on where you go and what you study. College Risk Report, a web site created by 29-year-old Jared Moore, asks the collegebound to enter their prospective college or university and their major. It estimates how long it would take to pay off a bachelor’s degree and compares that to the payoff for an associate degree at an “average” community college or a high school diploma.
Forbes asked the site to analyze the time needed to pay off loans for an art degree from a small liberal arts college, Marymount Manhattan.
Earning a four-year degree in art would pay less over a lifetime than getting a two-year degree or “simply being an artist right out of high school,” notes Forbes. An engineering degree from a state university has a faster payoff and is worth much more than two-year degree.
More employers are demanding an associate or bachelor’s degree for jobs that didn’t used to require higher education, reports CBS Money Watch.
Eighteen percent of hiring managers surveyed by CareerBuilder said they’d raised their education requirements. More than half of employers require some college and 44 percent demand a bachelor’s degree.
The value of a college degree “varies dramatically based on the price of education, the student’s major, how long it takes to progress through school and whether the student borrowed to finance a degree,” notes Money Watch.
Thirty-two percent of hiring managers said they’re now hiring college graduates for jobs that previously went to high school graduates. The trend is particularly acute in the financial services and health care professions, according to the survey.
. . . CareerBuilder’s survey also found that employers were better satisfied with their increasingly educated workforce, saying the college graduates were more productive and provided a higher quality of work.
College graduates are taking lower-skilled jobs, “pushing unskilled workers out of the labor force altogether,” writes Megan McArdle on the Daily Beast. She cites a paper by Paul Beaudry, David Green, and Benjamin Sand, which argues that job demands rose till 2000 and are now falling.
If they’re right about the “de-skilling” of jobs, it’s “ferociously depressing news,” writes McArdle.
It suggests that we’re pushing more and more people into (more and more expensive) college programs, even as the number of jobs in which they can use those skills has declined. A growing number of students may be in a credentialling arms race to gain access to routine service jobs. Or maybe the productivity of our nation’s wait staff is spiking as more skilled workers flood into these jobs.
Some 284,000 college graduates were working in minimum-wage jobs last year, reports the Huffington Post.
No online lecture can equal “the surprise, the frisson, the spontaneous give-and-take of a spirited, open-ended dialogue with another person,” says Darryl Tippens, the provost of Pepperdine University.
Arthur C. Brooks’ no-frissons, $10,000 bachelor’s degree “was the most important intellectual and career move I ever made,” he writes in the New York Times.
After high school, I spent an unedifying year in college. The year culminated in money problems, considerably less than a year of credits, and a joint decision with the school that I should pursue my happiness elsewhere. Next came what my parents affectionately called my “gap decade,” during which time I made my living as a musician.
Ready for school in his late 20s, he discovered Thomas Edison State College in Trenton, N.J. , a virtual college with no residence requirements. Edison “banks credits acquired through inexpensive correspondence courses from any accredited college or university in America.”
I took classes by mail from the University of Washington, the University of Wyoming, and other schools with the lowest-priced correspondence courses I could find. My degree required the same number of credits and type of classes that any student at a traditional university would take. I took the same exams (proctored at local libraries and graded by graduate students) as in-person students. But I never met a teacher, never sat in a classroom, and to this day have never laid eyes on my beloved alma mater.
After spending $10,000 on his bachelor’s degree, Brooks invested $5,000 in a master’s at a local university while working full time. Only as a student in a residential PhD program did he endure “the standard penury,” but he completed three degrees with no debt.
He became a tenured professor in behavioral economics at Syracuse University and now is president of the American Enterprise Institute.
. . . my 10K-B.A. is what made higher education possible for me, and it changed the course of my life. More people should have this opportunity, in a society that is suffering from falling economic and social mobility.
Higher ed’s bubble is about to burst, writes Brooks. Many people must make a “cost-effective college investment” or forego higher education. “The entrepreneurs who see a way for millions to go to college affordably are the ones who understand the American dream,” Brooks writes. “That dream is the opportunity to build a life through earned success. That starts with education.”
Amy Alkon writes: “Had my parents not paid, I might have done what I advise kids who come from poor families to do (when I talk at a school) — go to a good community college like Santa Monica college for two years, gotten great grades . . . and then transferred to a better, four-year school.”
Brooks, the son of professors, is an outlier, not an example of the typical nontraditional student, writes James M. Patterson on Minding the Campus.
Recent four-year college graduates are struggling in the job market, but it’s a lot worse for job seekers with only a high school diploma or associate degree, concludes a Pew report.
Before the recession, just over half of young adults with a high school degree (HS) were employed, compared to almost two-thirds of those with an associate degree (AA) and nearly three-fourths of those with a bachelor’s degree (BA).
Job losses during the recession made existing employment gaps even worse. The employment declines for those with HS and AA degrees were 16 and 11 percent, respectively, compared with 7 percent for those with a BA degree.
Pew did not find “a sharp increase” in four-year graduates taking low-skill or low-wage jobs — or going to graduate school.
Community colleges’ mix of job training and academic education creates good citizens, says Anthony Carnevale of Georgetown’s Center on Education and the Workforce, in an interview with Community College Journal excerpted in Community College Times.
. . . ours is a society based on work. Those who are not equipped with the knowledge and skills necessary to get, and keep, good jobs are denied the genuine social inclusion that is the real test of full citizenship. Those denied the education required for good jobs tend to drop out of the mainstream culture, polity and economy. . . . If community college educators cannot fulfill their economic mission to help youths and adults become successful workers, they also will fail in their cultural and political missions to create good neighbors, good citizens and self-possessed individuals who can live fully in their time.
Almost a third of new job openings between 2010 and 2020 will require middle skills — more than a high school diploma but less than a bachelor’s degree — Carnevale predicts. Some of these jobs pay middle-class wages: 62 percent of middle-skill jobs pay $35,000 or more per year, his research has found. Thirty-one percent of entry-level associate-degree jobs and 27 percent of jobs requiring licensure or certification pay more than entry-level BA positions.
“Before the 1980s, employers provided entry-level training to the vast majority of middle-skill workers, largely in blue-collar occupations,” Carnevale says. Now community colleges help young people “get through the door to jobs that pay.”
There is a “missing middle” between high school and four-year college, says Carnevale.
Perhaps because employers did the entry-level training for so long in the United States, the American education system has been built around the four-year bachelor’s degree. For institutional and cultural reasons, the “college is a BA” mantra continues. Students march in lockstep into four-year institutions, many without any clue of how they will attach to the labor market at the end of their four to six years. This blind homage paid to the prestigious BA job is largely responsible for the difficulty in recruiting and training workers, along with the lack of information about how viable and upwardly mobile middle-skill jobs can be.
In spite of high unemployment, “2 million jobs persistently go unfilled for want of skilled workers,” says Carnevale.
The push for a $10,000 bachelor’s degree has come to California, reports the Sacramento Bee.
With the cost of going to college already more than $30,000 a year at many California campuses, is it possible to earn a bachelor’s degree for just $10,000 – total?
Assemblyman Dan Logue, R-Marysville, hopes so.
Borrowing an idea being promoted by Republican governors in Texas and Florida, the GOP assemblyman has introduced a bill that would create a pilot program in California for what he’s billing as a $10,000 bachelor’s degree.
Assembly Bill 51 calls for high schools, community colleges and California State University campuses to develop a low-cost degree path in STEM (science, technology, engineering or math) majors in Chico, Long Beach and Turlock.
High school students would earn college credit through Advanced Placement classes and dual enrollment in community college courses, Logue envisions. Community college students would be encouraged to enroll full time.
The $10,000 would include textbooks, but not room and board. Currently CSU students spend $5,472 a year on tuition and another $2,000 annually.
The for-profit “University of Phoenix played a key role in defeating legislation that would have allowed community colleges in Arizona to offer low-priced bachelor’s degree programs,” reports Sarah Pavlus in The American Independent.
That allowed the for-profit chain to continue to advertise that it offers more degrees than community colleges.
University of Phoenix is one of Arizona’s biggest employers. The company “provided research and political muscle for a multi-year lobbying campaign,” Pavlus writes.
For-profit schools and community colleges generally serve the same working, non-traditional student demographic, but tuition rates at community colleges are often much lower.
Historically, community colleges have offered two-year associate’s degrees, with students then transferring to other schools to earn a bachelor’s degree – also known as a baccalaureate degree. Recent efforts by community colleges to offer their own baccalaureate degree programs have been controversial, in part because they dramatically expand the traditional mission of these schools.
But advocates say these programs – which typically require approval from state lawmakers – better respond to student and employer needs by providing affordable, career-oriented, four-year degrees.
Beginning in 2005, the University of Phoenix lobbied Arizona state lawmakers against the community college baccalaureate option. In a 2006 meeting with Wall Street analysts, University of Phoenix founder John Sperling credited one of his top executives with “killing the community colleges’ four-year degree program in Arizona.”
Community colleges in 21 states now offer bachelor’s degrees, usually in occupational fields. Florida is the leader: Its 22 community colleges have added bachelor’s degrees in nursing, elementary education, business management and other majors that meet local workforce needs. In some states, public universities have lobbied to block community colleges from expanding into baccalaureate programs. It’s competition.
We need to streamline the path to higher education by making it easier for community college students to transfer, writes Brian C. Mitchell, director of the Edvance Foundation, in the Huffington Post.
The vast majority of incoming community college students plan to earn a four-year degree, yet just 29 percent will transfer and only 16 percent will go on to earn a bachelors degree or higher, Mitchell writes. By contrast, 60 percent who start at a four-year institutions will earn a bachelor’s degree.
Edvance’s Nexpectation Network will work on building pathways that enable students to move from community college to a bachelor’s degree to the workforce. That starts with preparing students for the academic challenges ahead. Transfer students will need “the capacity to speak well, work cooperatively, write, apply quantitative methods, and use technology,” Mitchell writes. If community colleges do their part, four-year colleges and universities must commit to reserving openings for transfers and supporting their success.
. . . we need to identify students likely to seek a four-year degree as early as possible . . . Students and their families must be encouraged to “imagine the possible” as they plan their postsecondary education. Counselors — especially a new group of success counselors paid for through savings recovered as the recruitment costs per student decrease at four-year schools — must work through economic, familial, social and cultural barriers to find “best fit” transfer schools and tap into the $18 billion in institutional aid available each year.