Challenges and Opportunities in Achieving the National Postsecondary Degree Attainment Goals. Policy Information Report and ETS Research Report Series No. RR-17-38

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Autor/in	Nettles, Michael T.
Titel	Challenges and Opportunities in Achieving the National Postsecondary Degree Attainment Goals. Policy Information Report and ETS Research Report Series No. RR-17-38
Quelle	In: ETS Research Report Series, (2017), (74 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Postsecondary Education; Educational Attainment; Educational Objectives; Educational Policy; Educational Trends; Trend Analysis; Race; Ethnicity; Minority Group Students; Sex; Associate Degrees; Bachelors Degrees; African American Students; American Indian Students; Alaska Natives; Hispanic American Students; Prediction; Equal Education; Disproportionate Representation; Labor Force; Unemployment; Demand Occupations; National Standards; Certification; Racial Differences; Gender Differences; Enrollment; Time to Degree; Stopouts + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Bildungsabschluss; Bildungsgut; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Bildungsentwicklung; Trendanalyse; Rasse; Abstammung; Ethnizität; Geschlecht; Geschlechtsverkehr; 'Bachelor''s degrees'; Bachelor-Studiengang; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Inuit; Hispanic; Hispanic Americans; Hispanoamerikaner; Vorhersage; Labour force; Arbeitskraft; Erwerbsbevölkerung; Arbeitslosigkeit; Lehrerreserve; Abschlusszeugnis; Zertifizierung; Rassenunterschied; Geschlechterkonflikt; Einschulung; Ausstieg
Abstract	In 2009, at the end of the 12-month Great Recession in the United States, the U.S. government established a college degree attainment goal for 60% of 25- to 34-year-olds to earn an associate's or bachelor's degree by the year 2020. In the same year, Lumina Foundation set a similar goal for 60% of 25- to 64-year-olds to earn a high-quality certificate, associate's degree, or bachelor's degree by the year 2025. Both the U.S. government's and Lumina Foundation's goals intend to place the United States in a leadership position in the global massification of postsecondary education that has evolved over the past few decades and to address the growing labor market demands for postsecondary education and training. This report provides a view of current progress and forecasts of the nation's long-term progress toward achieving the goals. The analyses in this report represent college degree attainment performance of the U.S. population by race/ethnicity and gender and project through 2060. The projections reveal that neither goal is expected to be reached by target dates for the targeted adult populations, but the associate's and bachelor's degree attainment rates of the Asian American population are already beyond the 60% target and the White population, overall, is approaching at a pace to arrive a few years beyond the target year 2020 established by the U.S. government and 2025 set by Lumina Foundation. The projections for the African American, American Indian/Alaska Native, and Hispanic populations are not promising. Unless aggressive actions are taken to address the inequalities in each level and type of degree, and especially bachelor's and higher degrees, not only will the three underserved population groups (African American, American Indian/Alaska Native, and Hispanic) fail to reach the goals in the foreseeable future, but also the progress that they make could be overrepresented by lower status degrees and certificates and in turn lower status occupations. Each of these three underrepresented population groups may require targeted and tailored initiatives to make substantive progress toward a larger share being college and career ready and ultimately persisting toward and attaining college degrees. The report includes data and analyses that could be useful in designing interventions. (As Provided).
Anmerkungen	Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01