PowerPoint Presentation

From Here to ThereSupporting Student Success at Northwestern State University

Dr. Watson Scott SwailEducational Policy InstituteAugust 19, 2013Natchitoches, LA

www.educationalpolicy.orgeducationalpolicy.org10 Rules of EngagementStudent Success is not that complex or difficult to understand. It is only hard to do. Student Success only happens when everyone is on board to make it happen.Student Success does not happen in a silo. It happens as a collective. Student Success does not always require an influx of fiscal capital to make it work. It always requires a constant influx of human capital.Student Success is an attitude; a belief; a way of operating. It is not a strategy; it is how we perceive and do our job.

educationalpolicy.org10 Rules of EngagementStudent Success only happens when students buy-in to it; when staff and faculty buy-in to it. Student Success starts with policy and ends with action. Student Success does not happen by osmosis; it does not happen by only believing it. It is overtly intentional. It requires forward thinking to ensure that solutions happen automatically for students; not by accident; not by chance.Student Success is not a first-year experience. It is a two-, or four-, or six-year experience. Student Success an investment of culture; of understanding; of compassion; of caring. It is a service-oriented ethos.

educationalpolicy.orgGuiding RealitiesNo one likes to fail A contract for success (a moral and ethical dilemma)You cannot save everyone (but you have to try)Not everyone cares (and you cannot always make them care) (and, it may be you!)You hire for success; you fire for successData truly drives everything; do not hide from it; embrace itThis is 100 percent about continuous improvement. Everything is a SWOT analysis (Strength, Weaknesses, Opportunities, and Threats)The most important word of all

educationalpolicy.orgThe BasicsWhat is student success?Why is this such an important issue?Why should you and your institution care?Who goes to college?Who completes college?When do students leave?What matters most to student success?What are the barriers to college access & success?educationalpolicy.orgDefining Student SuccessWhat does it mean to you?educationalpolicy.orgWhy is This Important?Retention stable at 50 percentIssues of cost and qualityFederal, state, and provincial intervention

educationalpolicy.orgSix-Year Graduation RatesNOTE: Consists of all BPS students regardless of where they initially enrolled in 2003-04, with ultimate graduation outcome at any institution after six years (2009).

All BPS Studentseducationalpolicy.orgSix-Year Graduation RatesNOTE: Consists of all BPS students who started at a four-year public institution in 2003-04, with ultimate graduation outcome at any institution after six years (2009).

Four-year Public Studentseducationalpolicy.orgSix-Year Graduation RatesNOTE: Consists of all BPS students that initially enrolled at a two-year public institutions in 2003-04, with ultimate graduation outcome at any institution after six years (2009).

Two-Year Studentseducationalpolicy.orgLoan Default by College Completioneducationalpolicy.orgWhy Should Institutions Care?Loss of revenue to the institutionLower prestige and moralePoor business modelQuite simply, it is just the only and right thing to doeducationalpolicy.orgHS DiplomaHS CompletionPSE ParticipationBA ReceiptTotal83.292.175.725.9Socioeconomic StatusLowest Quartile64.177.352.16.9Middle Two Quartiles86.195.776.721.9Highest Quartile95.098.995.651.0Race-ethnicityAsian/Pacific Islander97.899.194.845.7Black, non-Hispanic76.089.976.516.2Hispanic74.884.869.713.6White, non-Hispanic85.593.576.530.0Who Goes to College?Educational Outcomes for 1988 8th-Grade Students, 12-Years Latereducationalpolicy.orgWhen do Students Leave?educationalpolicy.orgDegree & DepartureAll InstitutionsSOURCE: BPS 04:09educationalpolicy.orgDegree & DepartureFour-year publicSOURCE: BPS 04:09educationalpolicy.orgDegree & DepartureTwo-year publicSOURCE: BPS 04:09educationalpolicy.orgWhat Matters Most to Student Success?educationalpolicy.orgDoes Risk Matter?SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09Part-time enrollmentDelaying entry into postsecondary education after high schoolNot having a regular high school diplomaHaving childrenBeing a single parentBeing financially independent of parentsWorking full time while enrolled.What are the Risk Factors?Does Attendance Status Matter? SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09Does Work Matter? Hours worked per week (in 2003-04)SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09Do Degree Plans Matter? Degree plans in 2003-04SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09Does Delayed Enrollment Matter? SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09Do HS College Credits Matter? Earned College Credits in High SchoolSOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09Does HS GPA Matter? SOURCE: EPI analysis using NCES PowerStats 1.0; All BPS students enrolled in 2003-04 by 2008/09What are the Barriers to College?College KnowledgeCollege & Career CounselingAcademic PreparationCollege CostsCultural BarriersStructural Barrierseducationalpolicy.orgCollege Knowledgeeducationalpolicy.org

College Aspirationseducationalpolicy.orgI want to be a doctorI want to be a teacherI want to be in politicsI want to be a carpenterI want to be a marine biologistI want to be a community leaderI want to be a good parentI want to be a police officerI want to be in the armed servicesI want to work in the family businessI want to go to collegeI just want to be successful and happyStudent Aspirationsbut I dont like sciencebut I dont like to readbut I dont like being with lots of peoplebut I dont like mathbut I dont like the oceanbut I dont like having too much responsibilitybut I dont like little kidsbut I dont like enforcing rulesbut I dont like being told what to dobut I dont like what they dobut I dont like to studybut I dont think I canbut I dont like sciencebut I dont like to readbut I dont like being with lots of peoplebut I dont like mathbut I dont like the oceanbut I dont like having too much responsibilitybut I dont like little kidsbut I dont like enforcing rulesbut I dont like being told what to dobut I dont like what they dobut I dont like to studybut I dont think I caneducationalpolicy.orgCollege & Career CounselingTag, youre it!Do your students know what they want to do? What they want to be? Ensure that everything is incredibly clear to your students & do not assume they know anything.

educationalpolicy.orgCollege-Preparation Index for High School GraduatesAcademic Preparation

educationalpolicy.orgCollege Affordabilityeducationalpolicy.orgTuition Doublingeducationalpolicy.orgCultural BarriersStructural Barrierseducationalpolicy.orgThe Education Lifecycleeducationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

35Pre-College (PC)In College (IC)Beyond College (BC)educationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

36Pre-College (PC)Early ChildhoodElementaryMiddleHigh SchoolIn College (IC)Short-termTwo YearFour YearGraduate ProfessionalBeyond College (BC)InternshipsPartnershipsJobs/CareersProfessional Development Retrainingeducationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

37Pre-College (PC)Early ChildhoodElementaryMiddleHigh SchoolIn College (IC)Short-termTwo YearFour YearGraduate ProfessionalBeyond College (BC)InternshipsPartnershipsJobs/CareersProfessional Development Retrainingeducationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

38Pre-College (PC)Early ChildhoodElementaryMiddleHigh SchoolIn College (IC)Short-termTwo YearFour YearGraduate ProfessionalBeyond College (BC)InternshipsPartnershipsJobs/CareersProfessional Development RetrainingPC/IC ConnectionsDual EnrollmentAdvance PlacementInternational BaccalaureateSpecial ProgramsWithin IC Connections2+2 ProgramsArticulationsSpecialized TrainingIC/BC ConnectionsInternshipsPartnershipsApprenticeshipsSpecial ProgramsGraduate-Level Work & CertificationsProfessional DevelopmentResearchPC/BC ConnectionsInternshipsApprenticeshipsSpecial ProgramsConnectionseducationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

39Pre-College (PC)Early ChildhoodElementaryMiddleHigh SchoolIn College (IC)Short-termTwo YearFour YearGraduate ProfessionalBeyond College (BC)InternshipsPartnershipsJobs/CareersProfessional Development RetrainingPC/IC ConnectionsDual EnrollmentAdvance PlacementInternational BaccalaureateSpecial ProgramsWithin IC Connections2+2 ProgramsArticulationsSpecialized TrainingIC/BC ConnectionsInternshipsPartnershipsApprenticeshipsSpecial ProgramsGraduate-Level Work & CertificationsProfessional DevelopmentResearchPC/BC ConnectionsInternshipsApprenticeshipsSpecial Programseducationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

40The Education Lifecycleeducationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

41The Student Experienceeducationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

42educationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

43educationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

44educationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

45educationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

46The Student Experienceeducationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

47The Student ExperienceCognitive AttributesSocial AttributesInstitutional Attributeseducationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

48The Student ExperienceCognitive AttributesSocial AttributesAcademic RigorQuality of LearningAptitudeContent KnowledgeCritical-Thinking AbilityTechnological AbilityStudy SkillsLearning SkillsTime ManagementAcademic-Related Extracurricular ActivitiesFinancial IssuesEducational LegacyAttitude Toward LearningReligious BackgroundMaturitySocial Coping SkillsCommunication SkillsAttitude Toward OthersCultural ValuesExpectationsGoal CommitmentFamily InfluencePeer InfluenceSocial LifestyleRecruitment & Admissions * Student Services Academic Services * Teaching & Learning * Financial AidInstitutional Attributeseducationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

49educationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

50educationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

51educationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

52educationalpolicy.orgTo more fully understand where we are and what we are trying to do, lets take a step back and look at the education to workforce continuum. There are three spheres in this graphic, representing three critical time periods along an evolutionary path for young men and women. It is not finite in nature; that is, it continues in a lifelong learning continuum. But it has a start and it has a middle. The end is a little foggy. And what we used to think of as a linear path is nothing approaching linear anymore. There is more movement between the spheres now than at any other time in our history. It isnt necessarily a bad thing; but it is a real thing. And this impacts any plan for student success.

53Five Components of the Student Retention Framework

Positive Experienceseducationalpolicy.orgNegative Experienceseducationalpolicy.org

The NSU Plan

educationalpolicy.orgIm not going to tell you your graduation, retention, and persistence rates are great. They arent. Im also not going to tell you they are the worst Ive ever seen. They arent. I will tell you this: they arent where they need to be. How do I know? Because I am here. I am not here because everything is the way it should be. NSU didnt write a Retention, graduation, and persistence plan because things are the way they should be. I am here because there is more external pressure than ever before to raise the graduation rate at NSU.

So I can look at any of the numbers on the goals/targets page and tell you they arent high enough, they are too high, they are, whatever. I place my stock in continuous improvement. Not hitting an arbitrary target (and no, Im NOT saying that these targets arent appropriate nor arbitary). But improvement from year to year. For those that say, there is a point of diminishing return on organizational improvement. Thats just wrong, because the world around us changes. And change is happening like crazy in higher education. Change like we have never seen before. Proprietary and career colleges; online education; part-time education; dual enrollments; MOOCs; the superstar instructor; software development. 57The Good About NSULow Cost ($5,049/$15,550; net price = $7,939)AccessibleModerate Size (8,000 UG)Diverse (35 percent underrepresented minority)What else? educationalpolicy.orgThe Challenges at NSUHigh percentage of Pell eligible students (50%)Higher percentage of adult students (31%)High percentage of part-time students (34%)Low SATs (500 in M&V)High loan default rate (11.5%)Low graduation rates (next slide)educationalpolicy.orgNSU Grad Rateseducationalpolicy.orgThis is what a 1% increase in student retention looks like.This is what a 1% increase in student retention looks like. While 'student retention' may sound like administrivia, it's far from it. It's about individual students, their potential and their future...and ours. For each of the past five years, the University of NebraskaLincoln has done 1% better in student retention than the year before. That means 36 more students 'hung in there' to move toward graduation...180 more since 2000.

educationalpolicy.orgBest Practices at UNLRetention is our job. Give the red carpet treatment. Check it out at mid-semester. Get to know our students. Tell them how they're doing. Be personal. Develop your skills. Encourage re-enrollment. educationalpolicy.orgOutcome Group TypesTerm 2 Registration StatusOverallAverageRegisteredNot RegisteredPassSuccessfulPersisterSuccessfulLeaverFailUnsuccessful PersisterUnsuccessful Leavereducationalpolicy.orgPicking the Low Hanging Fruiteducationalpolicy.orgWhat one thing could your college have done better to make beginning your studies here easier?Tuition Costs, Bursary, Scholarships, Financial AidCost and Availability of BooksOrientation/Frosh ActivitiesTeachers and Course OutlinesClass ScheduleParkingBlackboard/WebCT/ComputingRegistrationCareer Planning AssistanceMap/Tour of College

educationalpolicy.orgWhat one thing do you wish you had known or better understood before beginning your program?Learn about and prepare for a very demanding workload that involves class time, study for tests, completing assignments, participating in other associated activities. Learn about and plan for the hidden costs of college attendance, like books, parking fees, transportation costs, supplies, as well as budgeting for your living costs like rent, food, internet, utilities etc. Research the details about your chosen career field, your specific career and the employment potential of the career you are selecting. Be prepared to work and study hard and learn the necessary time management skills to balance all responsibilities.Recognize that you need to devote a great deal of time to studying so develop a consistent study routine. educationalpolicy.org67What one thing did your college do that made beginning your studies here easier?Orientation ActivitiesApproachable & Supportive TeachersWelcoming EnvironmentAccess to Supportive StaffClass ScheduleAccess to InformationTour of CollegeTutors

educationalpolicy.org68What advice would you give a first-time college student to help them be successful in their studies?Study harder/longerAttend all classesDo academic workBe organized/manage timeAsk for help/ask questionsComplete assignments on timeTalk to teachersLike your programeducationalpolicy.orgWhat has been the most negative experience for you at college this semester?TeachersNothingWorkloadFinancesCommutingCourseseducationalpolicy.orgWhat has been your most positive experience at college so far?PeopleFriendsTeachersLearningMarksCourseseducationalpolicy.orgWhat are the Low-Hanging Fruit at NSU?educationalpolicy.orgThe Intentionality Dimension

Random; effects or participation left to chanceIntentional, CoordinatedLetter to units encouraging effort. Optional WorkshopsLeveraging student behavior/ connectionStructured First YearFirst Year SeminarTraining for Front-Line StaffDepartmental Retention Plans/ AccountabilityInstitutional Retention Plans/ Accountabilityeducationalpolicy.orgThe Intrusiveness Dimension

Decisions, feedback left to studentsInstitution designs key experiences and Influences student participationProbation Letters inform of statusData-driven discussions with all studentsGrade Monitoring for specific populationsData-driven discussions with all studentsDevelopmental StagesInstructors report absences, mid-term grades for all studentseducationalpolicy.orgThe DEEP SchoolsDocumenting Effective Educational Practice Institutions share a living mission and lived educational philosophy, an unshakeable focus on student learning, environments adapted for educational enrichment, clearly marked pathways to student success, an improvement-oriented ethos, and shared responsibility for educational quality and student success.

educationalpolicy.orgThe DEEP SchoolsIn their book, Student Success in College, George Kuh and associates (2005) assert that, in their study of 20 institutions that performed better than expected with regard to student retention, there was no definite pattern in how these institutions succeeded. For their institutions, a unique combination of external and internal factors worked together to crystallize and support an institutionwide focus on student success. No blueprint exists to reproduce what they do, or how, in another settingThe absence of such a blueprint and the fact that many roads lead to student success are, in fact, good news for those who desire to enhance student learning and engagement at their own institutions (p. 21).

educationalpolicy.orgSheet1Planned PSEEnrolled ImmediatelyEnrolled w/2 YearsRace EthnicityAsian/Pacific Islander987886Hispanic975871Black966071White976776Family IncomeLow Income945364Middle Income976979High Income998793Parents Highest Level of Education (Educational Legacy)High School or less944759Some College966475College Graduate998593

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F122851.53962848330520.19349845231481.688854489245912.860061919557316.777708978323477.910421545730825.432962529331340.613583138246046.678571428658411.013466042223130.307671157531288.922738520832067.781963156447060.175144349758960.419576574123789.584568216731709.828308635732176.290751149747754.693663771158365.512008175822966.729735935730938.527439724531800.75223880646421.837428243457073.230998851921016.535949034328553.710587521530207.701688745144423.650520780753000.041662453220129.70632447327430.779101741529104.22914757142013.947387717751880.401833180618711.483118901726264.011743372827804.747085743941863.144460754752185.096105690418985.833947104126352.060261131628437.792433880142910.316203548752986.10395045219293.191847869727208.308753911628487.473802455344103.254914547154072.285003610719141.412475784627091.720263463830188.125222781945845.170554048858001.805191786119615.017567875927845.795573807931182.481405430147775.72986538959885.709331508120076.828110.833003300331447.30341034146488.338393839459551.234323432319299.480093016728490.971883588231602.55048974747623.33394404960582.939468677318633.476337725228478.460338800732333.705969346648955.419736488363445.171282602817983.44438056826845.008228160331333.971530947746666.264415214359702.492157435117330.236790606726086.288282778929173.409368884544297.079745596962673.622676125216683.745726495725670.222934472928666.460113960144730.179131054165157.545584045616216.845102899626011.402893872128876.964777771447197.681328183574021.771026690517588.983987864526477.062531602929224.38294286248937.834485083470884.673520984317236.090327519327100.427907485430720.953688009247454.822133522971616.0170594346

Advanced DegreeBachelor's DegreeSome College/Assoc. DegreeHigh School GraduateNot a High School GraduateSOURCE: Current Population Survey (Washington, DC: U.S. Bureau of the Census, 1997). Based on male workers 18 years old and older.Figure 1. Average annual earnings (in constant 1995 dollars), by educational attainment: 1975-1995.Not a High School GraduateHigh School GraduateSome College/Associate DegreeBachelor's DegreeAdvanced DegreeAverage Annual Income

F20.460.560.640.790.470.570.620.770.450.560.640.740.440.540.640.720.440.520.60.740.470.540.630.750.450.560.660.760.460.540.60.760.450.520.620.710.450.520.610.670.420.530.630.690.430.530.670.690.420.520.620.720.420.520.630.740.40.540.660.720.410.530.670.760.40.540.650.770.430.580.660.790.440.570.690.790.450.560.670.780.440.590.690.790.490.640.750.840.520.640.750.860.490.650.770.880.580.680.770.88

Above $67,881$41,393 to $67,881$22,033 to $41,393Below $22,033Note: Income figures are 1994 dollarsSOURCE: Postsecondary Education Opportunity (Iowa City: Thomas G. Mortenson, Publisher, November 1995), 6.Below $22,033$22,033 to $41,393$41,393 to $67,881Above $67,881PercentageFigure 2. College participation rates by family income quartile for unmarried 18- to 24-year-old high school graduates, 1970 to 1994.

F34258.985.145.563.788.148.970.791.318.831.365.125.540.770.318.937.669.511.416.415.116.618.815.721.825.816.7

*Included in the total but not shown separately are those students who attended vocational, technical, and trade schools.SOURCE: The Condition of Education 1997 (Washington, DC: U.S. Department of Education, National Center for Education Statistics, 1997), 65, Indicator 9.Total*4-year2-yearLow quartileMiddle quartilesHigh quartilePercentageFigure 3. Percentage of students who attended a postsecondary institution within two years following scheduled high school graduation, by highest level of institution attended and socio-economic status: 1972, 1980, and 1994.

F46.118.741.116.917.827.3

SOURCE: Descriptive Summary of 1989-90 Beginning Postsecondary Students: 5 Years Later. (Washington, DC: U.S. Department of Education, National Center for Education Statistics, 1996), 34, Table 1.3.SESRace/EthnicityBachelor'sPercentageFigure 4. Percent of 1989 beginning postsecondary students who received a bachelor's degree or higher as of 1994, by socioeconomic status and race/ethnicity.

F569341433732695314918546694147492264101308839642512246936770164875667611640766677215757496516149171765491456708685415157237413164875678511770814824118228668826190092493881994931954420111001103642043103510698209410391093222331060111292390115911493256712281179927171335122132819136512402285413501282629361446

Note: Students attending private, for profit 4-year institutions represent eight percent of all students enrolled in postsecondary education.SOURCE: Annual Survey of Colleges, The College Board; The Condition of Education 1997, NCES.Private 4-Year$12,826 (t85%)Public 4-Year$2,936 (t105%)Public 2-Year$1,446 (t98%)Figure 5. Average Undergraduate Tuition at Private 4-Year, Public 4-Year, and Public 2-year Institutions, adjusted for inflation (With total percentage change in parentheses).$6,934$1,433$732Private 4-Year (17%)*Public 4-Year (37%)*Public 2-Year (42%)*

F60.90083688620.92086956520.09165734990.4650420656

SOURCES: Trends in Student Aid : 1987 to 1997, The College Board; U.S. Bureau of Labor and Statistics; The Digest of Education Statistics 1997, NCES.Figure 6. Fifteen-Year Changes in Tuition, Family Income, and Student Aid, 1981 to 1996.Percent Change

F7b16.810.37.416.810.27.216.39.97.116.29.76.817.110.16.918.310.57.219.811.27.620.811.77.720.811.97.820.611.67.821.6127.922.112.17.92212.3821.912.38.122.712.98.624.513.58.925.313.99

Figure 7. Cost of Attendance at Public Four-Year Institutions as a Share of Family Income, 1976 to 1992.25th income percentile50th income percentile75th income percentileSOURCES: Trends in Student Aid : 1987 to 1997,The College Board; U.S. Bureau of Labor and Statistics; The Digest of Education Statistics 1997, NCES.25th income percentile50th income percentile75th income percentilePercent of Family Income

F8b36.722.516.13722.415.93722.316.236.722.115.439.523.215.942.424.416.746.626.417.849.527.918.350.228.718.851.128.919.45530.620.157.331.420.657.632.121.158.532.921.761.73522.866.136.52469.137.924.6

Figure 8. Cost of Attendance at Private Four-Year Institutions as a Share of Family Income, 1976 to 1992.25th income percentile50th income percentile75th income percentileSOURCES: Trends in Student Aid : 1987 to 1997, The College Board; U.S. Bureau of Labor and Statistics; The Digest of Education Statistics 1997, NCES.25th income percentile50th income percentile75th income percentilePercent of Family Income

F954.630540808741.438006762251.600762544.859183232350.412522178345.831284460647.440951656748.662978790945.924339282650.674956344547.674188916649.078414631947.918036510749.050587171145.035063111652.306013738645.805158133351.742350983748.429908109349.139708514949.343195978448.134507200250.16816252247.46415917650.91470134446.833268020943.950397330554.195659021642.091898275156.275336613640.212030714758.302343401639.737224667658.899192819

LOANS58.9%GRANTS39.7%41.4%54.6%SOURCE: Trends in Student Aid : 1987 to 1997, The College Board.GrantsLoansPercentageFigure 9. Percent Share of Grants vs. Loans, 1980-81 to 1996-97.

T1Table 1. Percent of BA Recipients with Federal Student loan Debt and Average Amount Borrowed, by Family Income, 1995-96Public Four-yearPrivate Four-yearTotalFamily IncomePercent Who Had BorrowedAverage Amount BorrowedPercent Who Had BorrowedAverage Amount BorrowedPercent Distribution of BA Recipients Who BorrowedLess than $30,0006612,5507015,24045$30,0000 to $49,9995612,3706213,79018$50,000 to $69,9994010,3204213,50016$70,000 or more249,2902912,36021All Income Levels5211,9505414,290100SOURCE: American Council on Education; analysis of National Postsecondary Student Aid Study: 1995-96.

F1052.567.685.946.95368.2

*4-year college qualification index developed for NCES based on high school GPA, senior class rank, NELS 1992 aptitude test, SAT and ACT scores, and academic coursework.SOURCE: Access to Postsecondary Education for the 1992 High School Graduates. (Washington, DC: U.S. Department of Education, National Center for Education Statistics, 1997), 29, Table 15.Family IncomeRace/EthnicityTotal College QualifiedPercentage

F11163747.111.131.457.56.126.966.928.542.928.617.73844.38.930.560.6

*4-year college qualification index developed for NCES based on high school GPA, senior class rank, NELS 1992 aptitude test, SAT and ACT scores, and academic coursework.SOURCE: Access to Postsecondary Education for the 1992 High School Graduates (Washington, DC: U.S. Department of Education, National Center for Education Statistics, 1997), 28, Table 14.Family IncomeRace/EthnicityMarginally or not qualifiedMinimally or somewhat qualifiedHighly or very highly qualifiedPercentageFigure 11. Percentage distribution of all 1992 high school graduates who enrolled in a four-year institution by 1994, by level of college qualifications, income, and race/ethnicity.

F7b Data25th income percentile50th income percentile75th income percentile197516.910.57.5197616.810.37.4197716.810.27.2197816.39.97.1197916.29.76.8198017.110.16.9198118.310.57.2198219.811.27.6198320.811.77.7198420.811.97.8198520.611.67.8198621.6127.9198722.112.17.919882212.38198921.912.38.1199022.712.98.6199124.513.58.9199225.313.99

F8b Data25th income percentile50th income percentile75th income percentile197537.223.216.4197636.722.516.119773722.415.919783722.316.2197936.722.115.4198039.523.215.9198142.424.416.7198246.626.417.8198349.527.918.3198450.228.718.8198551.128.919.419865530.620.1198757.331.420.6198857.632.121.1198958.532.921.7199061.73522.8199166.136.524199269.137.924.6

F9DATATable 6 - Types of AidCurrent DollarsConstant DollarsFederalFederalFiscalFiscalYearGrantsLoansWorkTotalYearGrantsLoansWorkTotal1980-819,1736,95866016,7921980-8116,60912,5981,19530,4021981-829,0967,90762417,6271981-8215,15713,1771,04029,3731982-838,2527,50261516,3691982-8313,18711,98998326,1591983-848,3228,53768317,5421983-8412,82913,1591,05427,0421984-858,7119,61264518,9681984-8512,92114,25895728,1361985-869,6319,91465620,2011985-8613,88614,29594629,1271986-879,94710,18262920,7571986-8714,02514,35688729,2681987-8810,75612,49363523,8851987-8814,56516,91786032,3421988-8911,68113,19562525,5021988-8915,12517,08681033,0211989-9013,22113,41466327,2981989-9016,32716,56681933,7121990-9114,23913,89072828,8561990-9116,66516,25785233,7751991-9216,10015,23276032,0921991-9218,26217,27886236,4011992-9317,63516,22278034,6371992-9319,39817,84385838,0981993-9418,28822,55177141,6111993-9419,60424,17382744,6041994-9519,52226,10075746,3801994-9520,34627,20278948,3371995-9620,67129,97176451,4061995-9620,98630,42777552,1881996-9722,14832,82876055,7361996-9721,86132,40375055,014Types of Aid - PercentagesFederalFiscalYearGrantsLoansWorkTotal1980-8154.641.43.91001981-8251.644.93.51001982-8350.445.83.81001983-8447.448.73.91001984-8545.950.73.41001985-8647.749.13.21001986-8747.949.13.01001987-8845.052.32.71001988-8945.851.72.51001989-9048.449.12.41001990-9149.348.12.51001991-9250.247.52.41001992-9350.946.82.31001993-9444.054.21.91001994-9542.156.31.61001995-9640.258.31.51001996-9739.758.91.4100

&APage &P

F3DATA (2)Tuition Private Four-Year InstitutionTuition Public Four-Year InstitutionMedian Family Income (45-54)Aid per Full Time Equivalent Student0.900.920.090.4780-816,3331,15051,8783,44795-9612,0382,20956,6335050

F3DATATuition Private Four-Year InstitutionTuition Public Four-Year InstitutionMedian Family Income (45-54)Aid per Full Time Equivalent Student0.900.920.090.4780-816,3331,15051,8783,44795-9612,0382,20956,6335050

Data Files

F1 DataTable X. Mean Earnings of Male Workers 18 Years Old and Over, by Educational Attainment: 1975-1995IN 1996 CONSTANT DOLLARSNot a High School GraduateHigh School GraduateSome College/Associate DegreeBachelor's DegreeAdvanced DegreeTotalBoth Sexes197518,05922,85224,43935,93148,730197618,51323,12324,28035,90649,344197718,28423,32224,85936,76249,363197818,65623,64524,90336,76648,505197918,19522,95824,58535,68647,269198016,83521,53423,61834,40344,363198116,14320,89122,73132,78943,615198215,25620,41321,94632,94743,744198315,52220,54922,44133,92044,634198415,68220,98222,55734,84445,597198515,64421,08623,84536,28347,998198616,03621,64324,43937,94949,795198716,32222,00224,92237,15949,651198815,76922,21625,28837,59450,035198915,48922,26125,62838,88951,900199015,09421,37724,82537,32249,734199114,51821,01923,65536,05452,993199214,31020,93223,31236,45254,352199313,91021,07323,37038,10760,533199414,48421,41223,50339,36359,330199514,42122,05624,55738,05858,318Male197522,85230,52031,48245,91357,317197623,47830,82531,34146,04758,411197723,13031,28932,06847,06058,960197823,79031,71032,17647,75558,366197922,96730,93931,80146,42257,073198021,01728,55430,20844,42453,000198120,13027,43129,10442,01451,880198218,71126,26427,80541,86352,185198318,98626,35228,43842,91052,986198419,29327,20828,48744,10354,072198519,14127,09230,18845,84558,002198619,61527,84631,18247,77659,886198720,07728,11131,44746,48859,551198819,29928,49131,60347,62360,583198918,63328,47832,33448,95563,445199017,98326,84531,33446,66659,702199117,33026,08629,17344,29762,674199216,68425,67028,66644,73065,158199316,21726,01128,87747,19874,022199417,58926,47729,22448,93870,885199517,23627,10030,72147,45571,6160Female0197510,01713,99114,62320,28828,606197610,25714,43614,60420,34028,500197710,43314,55315,15320,50128,070197810,57214,88815,48720,21727,899197910,45914,56715,53720,47327,481198010,01714,12815,71420,22926,68819819,78713,91015,20119,64026,99419829,64114,16415,19320,33327,64419839,91214,41015,72321,75229,290198410,03414,43916,03022,45030,620198510,02614,75316,77923,50230,923198610,17615,18217,21925,22632,454198710,35915,61118,16425,14733,136198810,22715,72618,58125,48733,172198910,46115,77518,58426,68334,133199010,56615,57817,99726,31134,623199110,15015,56618,00626,24637,903199210,40215,78317,90026,80237,776199310,26715,67417,96327,37740,37619949,71715,81517,90128,00542,199199510,07516,43518,48527,62338,915WhiteBoth Sexes197518,75823,32424,83936,70349,298197619,33423,58024,67936,58350,011197719,18723,73625,28337,42150,036197819,56024,09325,25637,18049,366197919,07522,54125,01136,21347,725198018,54421,93424,12835,08644,663198116,79821,31523,15933,45044,103198215,79620,89122,42733,74043,947198316,13021,04222,82034,52244,947198416,20821,55722,95135,44846,085198516,21121,60824,35837,01148,716198616,61222,20724,86638,73650,480198717,25822,55525,21338,29449,937198816,22922,79025,71038,31250,572198916,01122,78926,16339,56052,647199015,32321,90125,30637,93950,274199114,86521,60124,18736,64653,522199214,73921,52223,85936,96955,129199314,29121,61223,78838,89461,808199414,74222,11323,95040,18059,721199514,64922,80025,05938,81058,717Male197523,62931,25232,13146,84857,859197624,42831,67432,00246,82159,204197724,23532,02632,75147,92459,755197824,90532,54232,67448,29359,234197924,04530,07232,50747,07757,579198021,96229,27731,04945,30553,276198120,86528,21129,85143,03252,439198219,42527,08028,55742,91352,440198319,80727,22328,96743,67853,531198420,00828,21329,21444,97654,699198519,80528,00830,97946,91358,862198620,28128,81231,92549,06060,808198721,12529,00532,17848,12859,965198819,81929,46632,44548,59361,251198919,25329,46933,22650,17364,567199018,37727,75332,19947,72160,443199117,84027,02130,03145,52163,604199217,22026,63829,47945,68466,280199316,59626,88829,61848,28975,952199417,80327,62729,86350,30971,516199517,52828,26731,41948,38672,200Female197510,19813,98514,35319,87728,344197610,43614,36414,46420,00727,911197710,60114,50114,94120,05427,571197810,76214,85015,24919,79127,420197910,60814,54515,41820,04326,839198012,70514,11315,64719,88426,28319819,88013,89515,07819,31526,78019829,58214,16215,17320,07527,27019839,95114,41415,70421,52528,71819849,98914,43915,86322,07530,344198510,10914,79216,75523,16530,923198610,19615,23217,12624,93331,950198710,76415,76617,96625,08232,789198810,27515,80318,43325,42432,925198910,55015,69718,52326,24333,794199010,46715,63217,90126,06234,42219919,98815,67818,04525,86537,624199210,53315,90118,00426,51937,621199310,44215,79517,89227,30040,13319949,75015,94517,97527,70442,10419959,86116,66818,53627,70038,967BlackBoth Sexes197514,53618,30021,01327,60135,934197614,61218,74820,19728,46241,360197713,98819,54421,53128,69138,164197814,23019,60121,70330,94536,249197913,88218,85021,38329,11539,291198016,02822,00823,58829,72237,990198112,97417,24219,76425,16633,578198212,67516,71918,07124,62637,314198312,39316,63119,57527,10737,030198413,17716,43419,46729,19336,354198513,29617,19720,13529,94738,280198613,40517,57221,10430,63739,369198713,77117,75521,38428,72040,257198813,53118,35022,22931,42040,854198912,73618,48921,99732,08341,425199013,41717,74721,84431,72739,542199112,94717,33520,54629,50143,742199212,37517,04820,91230,67446,294199312,00617,49320,47132,50044,726199413,43517,39120,75932,71651,449199513,33417,57022,46030,53148,014Male197518,54222,86324,78032,97639,975197618,37622,19423,93533,73749,201197717,20224,14725,93533,58242,397197817,84823,72926,92338,49343,480197917,15423,04025,86934,92345,579198016,02822,00823,58829,72244,435198115,98620,53923,70428,68036,371198214,87619,42521,00828,69942,991198314,32618,83523,80832,08940,117198415,42918,70022,59333,20442,125198515,75520,01223,94134,73946,595198616,10120,34624,93433,51344,452198716,42620,43024,95932,22647,035198816,49821,67925,55237,80848,348198914,96421,07725,62534,78648,290199015,63220,44925,37435,35446,910199118,08819,97323,65230,01450,562199214,14418,96725,35634,62054,705199314,18620,25523,58238,13651,400199416,90319,59225,11336,03155,865199515,31120,08327,62837,07658,853Female19759,16314,05817,21423,83331,85819769,60415,26515,98224,54734,44019779,81515,10417,01624,85133,36919789,60115,42917,32924,33829,95719799,61214,83716,71524,97034,07019808,91714,29016,26223,58032,88619819,32313,95316,09422,15030,61019829,82814,20015,56021,59031,20219839,69514,48816,09223,21733,931198410,20014,38816,78625,87631,715198510,03314,46516,75525,93131,36119869,99714,93617,83428,00234,927198710,28715,22618,11525,97333,65919889,71515,21219,30726,34434,58019899,90316,07019,03529,78535,342199010,73215,06718,87528,59533,678199110,53314,74518,12129,04737,37119929,78215,13817,37527,45138,99119939,29014,70218,20528,06439,58719949,67615,15717,54229,98647,182199511,05214,89518,50926,32237,651Hispanic OriginBoth Sexes197515,91419,69320,84430,80645,907197616,48620,88319,97930,97138,570197716,94120,90521,14632,53143,109197817,16320,46723,02333,62641,676197916,60320,17922,00132,28539,487198015,45319,38022,63229,83741,702198114,91419,05722,37827,80041,546198213,81118,75421,30429,55745,778198314,92319,02521,06428,31238,362198414,60519,41921,68530,09039,760198514,52119,02522,34130,45141,359198614,16619,16623,65232,50440,533198715,13119,26823,32831,89547,504198814,64919,45324,00831,49444,887198914,55018,85423,66935,62649,691199012,43818,49423,04030,83445,675199113,04718,58022,01230,64446,219199213,22318,67222,09531,57152,212199312,86018,00220,66232,94048,863199414,52218,31922,25030,84154,881199513,44918,86720,50431,49446,941Male197519,65224,90025,66037,53052,419197620,49726,55824,36237,60544,587197721,19726,87525,67939,30349,229197821,24626,30527,75940,63049,777197920,29825,31426,98840,89246,026198018,70024,94927,27736,59046,902198118,02323,31326,62333,12647,648198216,42822,56325,28936,67456,029198317,88522,97526,19134,51745,180198417,27923,80626,06835,99646,405198517,02222,75626,49836,05947,884198616,12122,82928,16439,26046,576198717,70123,15526,79936,69353,856198817,02523,13928,69035,72554,268198916,66022,24228,30941,45962,109199015,81321,71326,84337,77056,957199115,11721,38925,29336,48752,802199214,87321,62525,73237,34759,930199314,72620,36124,32340,74756,900199417,29520,79725,92635,73964,356199515,20521,49122,81736,13252,283Female19759,42013,71713,95618,14023,50419769,74414,11713,98218,96525,39519779,59214,14414,45923,50027,34819789,94214,02816,07623,28526,228197910,10314,49615,27619,81228,76919809,57013,17716,76520,11427,91819819,46414,30516,36021,20626,74619829,39614,08816,08322,29724,77519839,93214,58915,35921,27826,49219849,72314,33516,38321,75328,25019859,77114,27017,19722,61132,787198610,20614,77118,10523,10631,593198710,14614,67019,22824,85236,697198810,07614,96618,58526,13832,421198910,44614,92918,32328,61633,78219906,11014,52618,28823,24632,61019915,53515,01318,09623,93235,36119929,95714,96617,96024,75638,59919939,21114,73916,54723,46636,89219949,05115,13618,30425,23939,411199510,09515,42618,03226,07637,312Note: Prior to 1991, Some college/Associate degree equals 1 to 3 years of college completed; Bachelor'sdegree equals 4 years of college; Advanced degree equals 5 or more years of college completed.NA - Not AvailablePeople of Hispanic Origin may be of any race.Source: U.S. Bureau of the Census, Current Population Survey.Contact: U.S. Bureau of the Census, Education and Social Stratification Branch, (301) 457-2464.

F3 DataBelow $22,033$22,033 to $41,393$41,393 to $67,881Above $67,88119700.460.560.640.7919710.470.570.620.7719720.450.560.640.7419730.440.540.640.7219740.440.520.60.7419750.470.540.630.7519760.450.560.660.7619770.460.540.60.7619780.450.520.620.7119790.450.520.610.6719800.420.530.630.6919810.430.530.670.6919820.420.520.620.7219830.420.520.630.7419840.40.540.660.7219850.410.530.670.7619860.40.540.650.7719870.430.580.660.7919880.440.570.690.7919890.450.560.670.7819900.440.590.690.7919910.490.640.750.8419920.520.640.750.8619930.490.650.770.8819940.580.680.770.88

F4 DataSenior in 1972Senior in 1980Senior in 1992Low quartileMiddle quartilesHigh quartileLow quartileMiddle quartilesHigh quartileLow quartileMiddle quartilesHigh quartileTotal4258.985.145.563.788.148.970.791.34-Year18.831.365.125.540.770.318.937.669.52-Year11.416.415.116.618.815.721.825.816.7TotalTotalTotal4-Year4-Year4-Year2-Year2-Year2-Year1972198019921972198019921972198019921974Low quartile4245.548.918.825.518.911.416.621.81974Middle quartiles58.963.770.731.340.737.616.418.825.81974High quartile85.188.191.365.170.369.515.115.716.71982Low quartile45.525.516.61982Middle quartiles63.740.718.81982High quartile88.170.315.71994Low quartile48.918.921.81994Middle quartiles70.737.625.81994High quartile91.369.516.7SOURCE: The Condition of Education 1997 (Washington, DC: U.S. Department of Education, National Center for Education Statistics, 1997), 65, Indicator 9.

F5b DataPrivate 4-Year (17%)*Public 4-Year (37%)*Public 2-Year (42%)*71-726,9341,43373272-736,9531,49185473-746,6941,47492274-756,4101,30883975-766,4251,22469376-776,7701,64875677-786,7611,64076678-796,7721,57574979-806,5161,49171780-816,5491,45670881-826,8541,51572382-837,4131,64875683-847,8511,77081484-858,2411,82286685-868,8261,90092486-879,3881,99493187-889,5442,0111,00188-8910,3642,0431,03589-9010,6982,0941,03990-9110,9322,2331,06091-9211,1292,3901,15992-9311,4932,5671,22893-9411,7992,7171,33594-9512,2132,8191,36595-9612,4022,8541,35096-9712,8262,9361,446

F5 DataFigure 2. Matriculation percentages of students two years after high school completion, by incomeNo postsecondary educationother, less than 4-year institutionPublic 2-year institutionAny 4-year institutionLow (less than $25,000)36.55.625.432.5Middle ($25,000-$74,999)20.74.227.947.2High ($75,000 or more)6.92.414.176.5Black28.76.222.742.4Hispanic29.45.734.330.5White24.1424.847.1

F6 DataFigure 3. Percentage distribution of 1992 high school graduates by level of qualification, by income.Total College QualifiedMinimally qualifiedSomewhat qualifiedHighly qualifiedVery highly qualifiedLow (less than $25,000)52.535.624.425.914Middle ($25,000-$74,999)67.623.925.129.421.7High ($75,000 or more)85.913.421.431.433.8Black46.9Hispanic53White68.2SOURCE: U.S. Department of Education (1997). Access to Postsecondary Education for the 1992 High School Graduates. National Center for Education Statistics: Washington, DC. p. 29, Table 15.

F7 DataFigure 3. Percentage distribution of 1992 high school graduates by level of qualification, by income.Marginally or not qualifiedMinimally or somewhat qualifiedHighly or very highly qualifiedLow (less than $25,000)163747.1Middle ($25,000-$74,999)11.131.457.5High ($75,000 or more)6.126.966.9Black28.542.928.6Hispanic17.73844.3White8.930.560.6SOURCE: U.S. Department of Education (1997). Access to Postsecondary Education for the 1992 High School Graduates. National Center for Education Statistics: Washington, DC. p. 28, Table 14.