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ERIC Number: ED619523
Record Type: Non-Journal
Publication Date: 2022
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
The Colleges Where Low-Income Students Get the Highest ROI
Carnevale, Anthony P.; Cheah, Ban; Van Der Werf, Martin
Georgetown University Center on Education and the Workforce
College typically pays off for low-income students, but not as much as it does for their peers. Low-income students, whose families earn $30,000 or less per year, comprise more than one-third of college students. "The Colleges Where Low-Income Students Get the Highest ROI" finds that low-income students have a lower return on investment (ROI) than all students, largely because they tend to earn less as adults. This holds true across public and private institutions and certificates, associate's degrees, and bachelor's degrees. Among institutions that primarily award bachelor's degrees, public institutions generally lead to the highest ROI for low-income students during a 40-year timeframe ($951,000), followed by private nonprofit institutions ($863,000) and for-profit colleges ($763,000). The ROI for low-income students follows a similar pattern at colleges that primarily grant associate's degrees and certificates, with the highest returns from public institutions, followed by private nonprofit and for-profit institutions. However, low-income students' returns from associate's degrees can exceed $1 million, and certificates can be just as lucrative, depending on which college a student attends.
Georgetown University Center on Education and the Workforce. 3300 Whitehaven Street NW Suite 5000 Box 571444, Washington, DC 20057. Tel: 202-687-4922; Fax: 202-687-3110; e-mail: cewgeorgetown@georgetown.edu; Web site: http://cew.georgetown.edu
Publication Type: Reports - Evaluative; Numerical/Quantitative Data
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: Lumina Foundation; Bill and Melinda Gates Foundation; Joyce Foundation; Annie E. Casey Foundation
Authoring Institution: Georgetown University, Center on Education and the Workforce
Grant or Contract Numbers: N/A