A Postsecondary buildsthe thetalent talent helps us rise College-levellearning learning builds thatthat helps us rise An An annual annual report report from from Lumina Lumina Foundation Foundation In this report: The postsecondary attainment rate of the U.S. and every state, showing how rates have changed over seven years. The attainment rate for every county and the 100 most populous metropolitan areas in the U.S. Breakdowns of the attainment data, including by race and ethnicity. An estimated attainment percentage for those who hold high-quality postsecondary certificates, nationally and in each state. A road map to reach Goal 2025. A description of some of the metrics Lumina uses to track progress toward increasing postsecondary attainment. Tracking the trend Percentage of the country’s working-age population (25-64) with a quality postsecondary credential 37.9% 2008 38.1% 2009 38.3% 2010 38.7% 2011 4.9% 39.4% 2012 40.0% 2013 45.3% 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also shows the estimated percentage of residents who have earned high-value postsecondary certificates. This percentage was derived by polling a nationally representative sample of men and women, ages 25-64. The survey was conducted by NORC at the University of Chicago (www.norc. org), an independent research institution. Goal 2025 can be the key that unlocks a national trove of talent T his nation has arrived at a pivotal develop our nation’s talent to assure all point. Economically, though we’ve Americans have the opportunity to finally climbed out of the valley of create a better future. the Great Recession, we’re still far from The vital step in meeting this anything that feels like a peak. For many exploding demand for talent — the Americans, the traditional formulas for indispensable step, we at Lumina success no longer seem viable; old rules Foundation are convinced — is to no longer seem to apply. significantly increase postsecondary In short, our country is changing attainment rates, especially among — economically, socially, culturally, students who represent our future as a demographically, technologically, nation: non-white students, working politically — and these changes are adults, first-generation students and increasingly rapid, even constant. Facing low-income students. an uncertain future, many Americans are Increasing student success has been understandably anxious, even fearful, our aim for many years, of course, and about how to assure a better life for themselves and their families. The thing is, the nation’s “What matters for us — and fundamentals really haven’t changed. Not in 240 years. what is genuinely important The secret to individual and societal success, the fuel that drives in the vital effort to meet the this nation’s economy, the powerful atom at the core of the American nation’s need for talent — isn’t dream — that has never changed. It is today what it has always been: so much the credential itself. talent — that is, the knowledge, skills and abilities of our citizens. What matters is the learning America’s deep reservoir of talent inherent in that credential: is what has set this country apart and allowed us to thrive for more the knowledge, skills and than two centuries. It’s made us the most innovative, prosperous and abilities a student has secure nation in history, the envy of much of the world. developed while earning it.” But the competition for talent has never been greater — and the stakes have never been higher. Global competition has soared. Some 2 Lumina has embraced that mission firmly million jobs are unfilled in this country, and formally by adopting an ambitious lacking qualified applicants. Threeattainment goal and organizing all of our fourths of American CEOs cite major work around it. That goal, which we call problems in finding qualified people to Goal 2025, calls for 60 percent of fill these jobs. And two-thirds of all jobs Americans to hold a degree, certificate or being created today require some form of other high-quality postsecondary post-high school education or training. credential by the year 2025. Talent is not merely innate ability; This annual report, A Stronger Nation, is rather, it’s a collection of knowledge and perhaps our best-known tool in the Goal skills that are continually honed by 2025 effort. This edition of Stronger education and experience to meet the Nation, our seventh, is like all of its needs of an ever-changing economy and predecessors in that it uses Census data society. In short, the recipe for 21st to track progress in degree-attainment century success is far more complex than rates — on a national scale, in the it used to be, and the need for talent — country’s largest metropolitan areas, in all all kinds of talent — is greater than ever. 50 states, even down to the county level. This means we need to find new ways to However, this year’s report also represents a milestone. For the first time, it contains national data and state-specific estimates showing Americans’ attainment, not only of degrees, but of highquality postsecondary certificates. As Goal 2025 has always stated clearly, Lumina sees all high-quality credentials — not just degrees — as valuable and valid, so long as they lead to further education and employment. What matters for us — and what is genuinely important in the vital effort to meet the nation’s need for talent — isn’t so much the credential itself. What matters is the learning inherent in that credential: the knowledge, skills and abilities a student has developed while earning it. Stronger Nation is all about the evidence of that learning — quantifying it, tracking it, pinpointing the places where it is and isn’t happening. As such, it can be immensely helpful as you work in your own state, county or metro area to increase residents’ attainment of high-quality credentials. I urge you to use this report — and the additional tools available online at www.luminafoundation.org/ stronger_nation­— as you embrace the attainment challenge. We at Lumina hope you’ll join us in that effort because it’s critical to America’s future. In fact, it’s the one sure path to a nation that is more talented — and therefore more prosperous, more equitable, more secure … and, we hope, more confident in its future. Jamie P. Merisotis President and CEO Lumina Foundation A STRONGER NATION 1 A growing need, an ongoing commitment and a sharper focus on boosting postsecondary attainment I n 2009, Lumina Foundation released its first Stronger Nation report on our progress as a nation in meeting Goal 2025 — that by 2025, 60 percent of Americans hold degrees, certificates or other high-quality credentials. Much has changed in America since 2009, but Lumina’s commitment to Goal 2025 has not. Indeed, all available evidence points to the fact that increasing the rate of postsecondary attainment in the U.S. is more important today than ever. Postsecondary learning is the key to meeting the nation’s growing need for talent. Lumina’s commitment to Goal 2025 is based on the fact that opportunity in America — opportunity to reach the middle class, have a good job and career, and contribute to one’s community — depends on success in postsecondary education. Our nation will thrive only to the extent that we provide opportunities for postsecondary success to the millions of Americans who need them. Foundation has made this point consistently since the first Stronger Nation report was issued. Until now, however, we have lacked data on the number of Americans who hold high-quality postsecondary certificates, one of the other credentials that count toward Goal 2025. This year, for the first time ever, we have reliable national data showing that 4.9 percent of Americans hold a high-quality certificate as their highest credential. With the inclusion of these high-quality certificates, we can report that the nation’s overall postsecondary attainment rate is 45.3 percent. According to Lumina’s projection model, about 35.7 million Americans will earn postsecondary credentials that count toward Goal 2025 if current rates of degree and certificate production continue. To reach 60 percent by 2025, 10.9 million more Americans — now between the ages of 15 and 54 — must be added to that total. The bottom line Quality postsecondary certificates The good news is that attainment is increasing in the U.S. The degree-attainment rate — the proportion of the U.S. population between the ages of 25 and 64 who hold a two- or four-year college degree — reached 40.4 percent in 2014, the most recent year for which data are available. In 2013 the degree-attainment rate was 40.0 percent, and in 2008 — the first year reported in Stronger Nation — was only 37.9 percent. This is real progress; the increase in the attainment rate since 2008 represents more than 4.2 million additional Americans with college degrees. The degree-attainment rate has increased even faster among those between the ages of 25 and 34. In 2014, their attainment rate was 42.3 percent. The previous year, that rate was 41.6 percent, and in 2008, it was 37.8 percent — below that of the overall adult population. If this rate of increase can be sustained, it bodes well for future increases in the overall rate of attainment. However, this rate of increase is still not enough to get the nation to Goal 2025. Of course, it is not just degrees that count toward the goal; all high-quality postsecondary credentials are included. Lumina Lumina’s inclusion of certificates in the Stronger Nation report recognizes the key role they play in helping millions of Americans get a leg up in postsecondary learning. Certificates are awarded by postsecondary institutions — most often, community colleges — and many have significant value in the job market. And because they are issued by postsecondary institutions and carry college credit, they offer a pathway to further education — especially to associate degrees. To obtain the first-ever nationally representative data on postsecondary certificate attainment, Lumina contracted with NORC at the University of Chicago.1 NORC administered a survey on certificates that was developed by GEMEnA, the Federal Interagency Working Group on Expanded Measures of Enrollment and Attainment.2 To be sure we are counting high-quality certificates, we included only those whose holders reported they were employed in the field in which the certificate was awarded. As an additional check of the validity of the data, we compared the results to estimates on certificate attainment derived by the Levels of education for United States residents, ages 25-64 7,860,755 4 .69% 11,782,229 7 .03% High school graduate (including equivalency) 44,135,232 26.35% Some college, no degree 36,011,451 21.50% Associate degree 14,935,196 8.92% Bachelor’s degree 33,565,969 20.04% Graduate or professional degree 19,219,899 11.47% Less than ninth grade Estimated attainment of certificates: Ninth to 12th grade, no diploma 4.9% TOTAL 167,510,731 Note: The figure above is the estimated percentage of working-age Americans who have earned high-value postsecondary certificates. This percentage was derived by polling a nationally representative sample of men and women, ages 25-64. The survey was conducted by NORC at the University of Chicago (www.norc.org), an independent research institution. A STRONGER NATION Source: U.S. Census Bureau, 2014 American Community Survey 2 Degree-attainment rates among United States residents (ages 25-64), by population group 45.12% White 28.68% African-American 20.86% Hispanic 60.59% Asian/Pacific Islander 23.74% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012-14 American Community Survey PUMS File Georgetown University Center on Education and the Workforce (CEW).3 Because the numbers are very close, we are confident that CEW’s state-level estimates of high-quality certificates are accurate, and we have included them in the state-level data reported in this year’s Stronger Nation. The recognition of high-quality certificates is long overdue, but it raises important issues for Lumina and for postsecondary education as a whole. We need to better understand certificates — who gets them and issues them, the pathways they offer to further education and employment, and what they represent in terms of learning. In future reports we will track the number of certificate holders who go on to obtain degrees. Beyond certificates, there are other postsecondary credentials that potentially meet Lumina’s definition of high quality. In particular, certifications — industry-recognized credentials usually based on an assessment of skills and knowledge — often represent significant postsecondary learning and have great value in employment markets. However, the pathways to further education for those who hold certifications are not as clear as for those with certificates. Lumina is working to build stronger pathways into and through all forms of postsecondary learning in order to ensure that more Americans have opportunities for postsecondary learning. It’s about jobs ... and equity When Lumina released its first Stronger Nation report, the nation had entered the Great Recession — the worst economic dislocation of the entire postwar period. The Great Recession transformed the nation’s job markets in ways that made postsecondary skills essential for millions more Americans. Even though employment markets have since recovered to a large extent and overall employment is approaching pre-recession levels, the transformation of jobs in ways that increase the need for postsecondary skills is continuing; in fact, it seems to be accelerating. A look at job losses in the Great Recession and job growth since tells the story. According to recent data from CEW, the number of jobs held by workers with a high school diploma or less declined by 6.3 million during the recession, and very few of these jobs — if any — have come back.4 Workers with some college or an associate degree also lost jobs during the Great Recession — 1.8 million jobs, to be exact. However, unlike jobs requiring high school and below, these jobs have more than come back. Today, there are 700,000 more jobs requiring some college or an associate degree than existed before the recession. Contrary to anecdotal — and incorrect — reports throughout the media, the number of jobs requiring at least a bachelor’s degree did not decline during the Great Recession and has exploded in the recovery. Today, there are 8.1 million more jobs for Americans with a bachelor’s degree or above than existed when the recession began. Virtually all job growth in the U.S. since 2007 is in jobs requiring some form of postsecondary education. The implications of this fundamental shift are profound for our society. But this is not just about jobs. Success in postsecondary learning determines whether Americans can buy homes, pay for health care, and save for retirement and their children’s education. Just as important, Americans who hold postsecondary credentials are more engaged in their communities — voting and volunteering at higher rates and showing greater appreciation for diverse cultures. When Data and reports are available online from NORC. Visit: www.norc.org GEMEnA works to develop and validate national measures of the participation in and credentialing of education and training for work. It also seeks to build government-wide consensus for the adoption of these measures in key federal data collections. 3 For each state, labor market experts at CEW calculated a certificate-attainment percentage by using Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Their calculations update work first published in a June 2012 report from CEW, Certificates: Gateway to Gainful Employment and College Degrees. 4 A more precise way to describe what has happened is that recovery in the high-school-and-below job market has been offset by additional job losses that have continued in the recovery. The less-than-highschool job market has not recovered from the recession. 1 2 NATIONAL 3 The trend in degree-attainment rates for United States residents (ages 25-64), by population group 2014 23.74% 2013 23.86% 2012 Asian/Pacific Islander 23.43% 2014 60.59% 2013 Hispanic 60.07% 2012 59.35% 2014 20.86% 2013 20.27% 2012 African-American 19.81% 28.68% 2014 28.14% 2013 White 27.62% 2012 45.12% 2014 Total 44.47% 40.40% 2013 43.87% 40.00% 39.40% 2012 2012 2013 2014 Native American Source: U.S. Census Bureau, American Community Survey PUMS Files opportunities for postsecondary success are not available to all, fundamental inequities develop and spread through our society. Numerous studies show that opportunities for postsecondary success in the U.S are not available to all. In particular, AfricanAmericans, Hispanics and Native Americans continue to lag in postsecondary attainment. While the overall attainment rate is 45.3 percent, rates are much lower for African-Americans (34.2% percent), Hispanics (26.9 percent), and Native Americans.5 In contrast, the overall attainment rate for whites is 49.7 percent. Low-income individuals and working adults also have limited postsecondary opportunities compared to other Americans. This not only adds to a troubling increase in income inequality, it also severely reduces economic and social mobility in the U.S. Indeed, the U.S. has now fallen below the average of other developed countries in the Organisation for Economic Co-operation and Development (OECD) in one widely used measure of mobility. Only 5 percent of American children with parents who have not graduated from high school will graduate from college (the OECD average is 23 percent).6 The result is that lower-income Americans, including children born into poverty, have limited opportunities to advance since economic mobility is now so dependent on success in postsecondary learning. The road map to Goal 2025 How do we turn this around and increase attainment to the levels needed by our nation? According to Lumina’s attainment projection model, about 35.7 million Americans will earn postsecondary credentials that count toward Goal 2025 if current rates of degree and certificate production continue until 2025. Adding these graduates to those who have already obtained quality credentials and will still be in the workforce in 2025, the postsecondary attainment rate will reach 53.9 percent in 2025 — well above current rates, but not enough to reach Goal 2025. Again, to reach Goal 2025, 10.9 million more Americans now between 15 and 54 years old must be added to that total. Where will we find these 10.9 million? What steps must we take as a nation to transform millions of underprepared citizens into those holding high-quality postsecondary credentials? • 3.7 million could come from Americans between the ages of 15 and 24 who will not complete postsecondary education with our current approaches. But this can happen only through wide-scale implementation of effective strategies to increase student success and close gaps in attainment for students from underrepresented groups. • 3.9 million could come from Americans between the ages of 25 and 54 — especially the roughly 27 million Americans in that age group who have attended college but not obtained a degree or other credential. But this can only happen if a true postsecondary learning system is in place to support the educational success of working adults. Employer-supported education could be instrumental in helping Americans obtain these credentials. • 3.3 million could come from Americans who hold a postsecondary certification as their highest credential — but As the graph atop this page indicates, the degree-attainment rate for Native Americans is 23.74 percent. Unfortunately, we do not yet have an estimate of the percentage of Native Americans who hold high-quality certificates as their highest postsecondary credential. 6 OECD, Education at a Glance 2014, Table 4.2. 5 A STRONGER NATION 4 only if those certifications meet Lumina’s definition of high quality. Since certifications are directly tied to workforcerelevant skills, recognizing employer-provided training and offering pathways from it to degrees and other postsecondary credentials will be a major driver in helping Americans obtain these credentials. But it’s important to note that these and other non-degree credentials should count toward Goal 2025 only when they offer genuine pathways to further education, as well as employment. The 10.9 million additional credentials needed to reach Goal 2025 must go to Americans who, by definition, will be post-traditional learners — students who are not well served by current systems. Compared with current students, these post-traditional learners will be older, and more will be African-American, Hispanic and Native American. More will have lower incomes and be first-generation students. Serving these students better — and thereby closing gaps in attainment — is essential to increasing attainment rates overall. Lumina’s Goal 2025 metrics Lumina’s national metrics track progress on a set of interim measures that must increase for the nation to reach Goal 2025; these metrics include enrollment, persistence and graduation. There is good and bad news in the metrics information in this report. The number of graduates is arguably the most important metric because increasing it is the only way to increase attainment. Fortunately, it is at record levels. However, enrollment is down, which suggests that it may be difficult to maintain current levels of degree production into the future — much less increase them to the levels needed to reach Goal 2025. Likewise, completion rates are not increasing — something Lumina considers essential to increase degree production and attainment to the necessary levels. We are guardedly optimistic that these downturns reflect improved employment prospects in a recovering economy and are therefore temporary. Since retention is up, we have some evidence to suggest that completion rates and degree production will increase in the near future. However, these numbers bear close attention from Lumina and all others focused on increasing attainment. The agenda for action Increasing attainment and reaching Goal 2025 is everyone’s job, and Lumina is working with individuals and groups across the nation to make it a reality. For example, we have helped established Community Partnerships for Attainment in 75 metropolitan regions across the U.S. In these communities, leaders from government, business, youth-serving organizations, K-12 education, colleges and universities, and many others are all focused on improving the performance of their local education systems so more local residents can find success in postsecondary learning. Lumina is also working with state policy leaders across the nation to set attainment goals and develop and implement strong state plans to reach them. So far, 26 states have set rigorous and challenging attainment goals — 15 in the last year alone. Most of these states are taking concrete steps — such as implementing outcomes-based funding, improving developmental education, and making higher education more affordable — to increase attainment and reach their goals. It doesn’t end there. Lumina is working with colleges and universities to implement a strong student success agenda, and with employer and industry groups to align their practices with the national postsecondary attainment agenda. Through all of these efforts and many others, real progress is being made. Still, much work remains, and the nation is not yet on track to reach Goal 2025. In short, we have reached the point where urgent action is required to create the transformative change needed to reach Goal 2025. Lumina will continue to focus national attention on this urgent need, call attention to progress, and develop and implement solutions. College enrollment among United States residents, ages 18-54 60% 50% 41.6% 40% 30% 25.2% 20% 14.6% 11.3% 10% 15.0% 14.6% 9.3% 4.9% 0% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic African-American Native American Asian/Pacific Islander White Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions NATIONAL 5 Lumina Foundation’s metrics A s an organization focused on results, Lumina Foundation uses a set of national metrics to guide our work, measure our impact and monitor the nation’s progress toward Goal 2025. These national metrics focus on the factors that we believe are critical to increasing attainment and are the target of our work. These metrics include awareness, enrollment, persistence and completion. Each was designed with a numerical benchmark and a target date (i.e., the end of Lumina’s current 2013-2016 strategic plan). • Awareness: Increase the percentage of Americans who believe it is important to increase the proportion of Americans with a degree or credential beyond high school to 62 percent by 2015. • Enrollment: Increase total higher education enrollment to 18.77 million by 2015. • Persistence: Increase the persistence rate of current students from first year to second year to 70 percent by 2015. • Completion: Increase the overall annual higher education completion rate for students to 57 percent and the degrees awarded to 3 million by 2015. To focus attention on attainment gaps, each metric is broken down, where possible, by age and race/ethnicity. Performance on each metric is reported for the most recent year that data are available and for the three preceding years in our current fouryear strategic plan. AWARENESS 2012 2013 2014 2015 Overall Hispanic African-American White Ages 18-34 Ages 35-64 43% N/A N/A N/A N/A N/A 51% N/A N/A N/A N/A N/A 61% 72% 74% 56% 63% 59% 58% 71% 70% 54% 55% 59% Source: 2015 Gallup/Lumina Poll ENROLLMENT 2011 2012 2013 2014 Overall Ages 18-24 Ages 25-54 Hispanic African-American Native American 16.2M 11.5M 4.3M 2.6M 2.5M 104K 16M 11.5M 4.1M 2.7M 2.5M 100K 15.4M 11.2M 3.8M 2.7M 2.4M 90K 15.2M 11.1M 3.7M 2.8M 2.3M 84K Source: U.S. Census Bureau, American Community Survey One-Year Public Use Microdata Samples PERSISTENCE 2012 2013 2014 2015 Overall Age 20 or younger Age 24 or older 69.2% 77% 50.6% 68.8% 76.5% 49.4% 68.7% 76% 48.6% 69.6% 76.3% 49.3% Source: National Student Clearinghouse 2015 COMPLETION 2012 2013 2014 2015 Overall Ages 20 or younger* Ages 24 or older* Associate/bachelor’s degrees awarded** 54% 56.8% 42.1% 2.7M 56.1% 59.8% 43.5% 2.8M 55.0% 59.3% 42.1% 2.9M 52.9% 58.6% 39.2% 2.9M *Source: National Student Clearinghouse 2015 **Source: National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS) Completion Survey, 2013-14 from applying published standards to Census Bureau data. A STRONGER NATION 6 METRO-AREA Rank by population 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 New York, N.Y./Newark-Jersey City, N.J. Los Angeles-Long Beach-Anaheim, Calif. Chicago-Naperville-Elgin, Ill. Dallas-Fort Worth-Arlington, Texas Houston-The Woodlands-Sugar Land, Texas Philadelphia, Pa./Camden, N.J./Wilmington, Del. Washington, D.C./Arlington-Alexandria, Va. Miami-Fort Lauderdale-West Palm Beach, Fla. Atlanta-Sandy Springs-Roswell, Ga. Boston-Cambridge-Newton, Mass. San Francisco-Oakland-Hayward, Calif. Phoenix-Mesa-Scottsdale, Ariz. Riverside-San Bernardino-Ontario, Calif. Detroit-Warren-Dearborn, Mich. Seattle-Tacoma-Bellevue, Wash. Minneapolis-St. Paul-Bloomington, Minn. San Diego-Carlsbad, Calif. Tampa-St. Petersburg-Clearwater, Fla. St. Louis, Mo. Baltimore-Columbia-Towson, Md. Denver-Aurora-Lakewood, Colo. Charlotte-Concord-Gastonia, N.C. Pittsburgh, Pa. Portland-Hillsboro, Ore./Vancouver, Wash. San Antonio-New Braunfels, Texas 20.1 million 13.3 million 9.6 million 7.0 million 6.5 million 6.1 million 6.0 million 5.9 million 5.6 million 4.7 million 4.6 million 4.5 million 4.4 million 4.3 million 3.7 million 3.5 million 3.3 million 2.9 million 2.8 million 2.8 million 2.8 million 2.4 million 2.4 million 2.3 million 2.3 million Rank by degree attainment 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Washington, D.C./Arlington-Alexandria, Va. Boston-Cambridge-Newton, Mass. San Francisco-Oakland-Hayward, Calif. Minneapolis-St. Paul-Bloomington, Minn. Seattle-Tacoma-Bellevue, Wash. Denver-Aurora-Lakewood, Colo. New York, N.Y./Newark-Jersey City, N.J. Pittsburgh, Pa. Baltimore-Columbia-Towson, Md. San Diego-Carlsbad, Calif. Portland-Hillsboro, Ore./Vancouver, Wash. Chicago-Naperville-Elgin, Ill. Atlanta-Sandy Springs-Roswell, Ga. Philadelphia, Pa./Camden, N.J./Wilmington, Del. St. Louis, Mo. Charlotte-Concord-Gastonia, N.C. Miami-Fort Lauderdale-West Palm Beach, Fla. Dallas-Fort Worth-Arlington, Texas Detroit-Warren-Dearborn, Mich. Los Angeles-Long Beach-Anaheim, Calif. Tampa-St. Petersburg-Clearwater, Fla. Phoenix-Mesa-Scottsdale, Ariz. Houston-The Woodlands-Sugar Land, Texas San Antonio-New Braunfels, Texas Riverside-San Bernardino-Ontario, Calif. A STRONGER NATION 8 55.71% 55.14% 54.04% 51.96% 49.48% 49.01% 46.98% 46.06% 46.01% 45.25% 45.10% 44.92% 44.50% 44.05% 43.37% 42.63% 40.43% 39.83% 39.75% 39.72% 39.51% 38.34% 37.18% 35.27% 27.63% Seattle 49.48% Portland 45.10% San Francisco 54.04% Los Angeles 39.72% Riverside 27.63% San Diego 45.25% Phoenix 38.34% Degree attainment in the 25 most populous metropolitan regions in the continental U.S. Minneapolis 51.96% Boston Detroit Chicago 39.75% New York 44.92% Pittsburgh 46.06% 46.98% 44.05% Baltimore 46.01% 55.71% Washington DC Denver 49.01% St. Louis 43.37% Charlotte Atlanta Dallas San Antonio Philadelphia 55.14% Houston 35.27% 42.63% 44.50% 39.83% 37.18% Tampa 39.51% Miami 40.43% Note: This map denotes Metropolitan Statistical Areas (MSAs). The term MSA refers to a large population nucleus, together with adjacent communities having a high degree of social and economic integration with that core. MSAs comprise one or more entire counties, except in New England, where cities and towns are the basic geographic units. The federal Office of Management and Budget defines MSAs for purposes of collecting, tabulating and publishing federal data. These definitions result from applying published standards to Census Bureau data. NATIONAL 9 Percentage of residents (25-64) with at least an associate degree, by metro area Percent with at least an associate degree Population Estimate Population Rank Percent with at least an associate degree Population Estimate Population Rank Akron, Ohio 40.01 703,825 78 Madison, Wis. 55.38 633,787 86 Albany-Schenectady-Troy, N.Y. 49.93 880,167 61 McAllen-Edinburg-Mission, Texas 22.58 831,073 68 Albuquerque, N.M. 38.84 904,587 59 Memphis, Tenn. 34.97 1,343,230 41 Allentown-Bethlehem-Easton, Pa.-N.J. 39.57 829,835 Atlanta-Sandy Springs-Roswell, Ga. 44.50 5,614,323 9 Milwaukee-Waukesha-West Allis, Wis. 583,632 69 92 Miami-Fort Lauderdale-West Palm Beach, Fla. Minneapolis-St. Paul-Bloomington, Minn. 40.43 5,929,819 8 44.40 1,572,245 39 Augusta-Richmond County, Ga.-S.C. 33.92 Austin-Round Rock, Texas 48.52 1,943,299 35 Nashville-Davidson-Murfreesboro-Franklin, Tenn. Bakersfield, Calif. 22.40 874,589 62 New Haven-Milford, Conn. 43.68 861,277 64 Baltimore-Columbia-Towson, Md. 46.01 2,785,874 20 New Orleans-Metairie, La. 34.69 1,251,849 45 Baton Rouge, La. 33.72 825,478 70 New York, N.Y./Newark-Jersey City, N.J. 46.98 20,092,883 1 Birmingham-Hoover, Ala. 38.17 1,143,772 49 North Port-Sarasota-Bradenton, Fla. Boise City, Idaho 40.14 Boston-Cambridge-Newton, Mass. 55.14 4,732,161 10 Oklahoma City, Okla. Bridgeport-Stamford-Norwalk, Conn. 54.18 Buffalo-Cheektowaga-Niagara Falls, N.Y. 45.99 1,136,360 50 Orlando-Kissimmee-Sanford, Fla. 664,422 81 Ogden-Clearfield, Utah 945,438 57 Oxnard-Thousand Oaks-Ventura, Calif. Cape Coral-Fort Myers, Fla. 33.48 679,513 Charleston-North Charleston, S.C. 42.73 727,689 76 Palm Bay-Melbourne-Titusville, Fla. Charlotte-Concord-Gastonia, N.C. 42.63 2,380,314 22 Philadelphia, Pa./Camden, N.J./Wilmington, Del. 544,559 80 Omaha, Neb./Council Bluffs, Iowa Phoenix-Mesa-Scottsdale, Ariz. 38.30 748,708 73 40.42 632,293 87 36.98 1,336,767 42 45.18 904,421 60 41.02 2,321,418 26 41.14 846,178 66 40.56 556,885 97 44.05 6,051,170 6 38.34 4,489,109 12 Chattanooga, Tenn. 33.45 Chicago-Naperville-Elgin, Ill. 44.92 9,554,598 3 Pittsburgh, Pa. 46.06 2,355,968 23 Cincinnati, Ohio 41.38 2,149,449 28 Portland-Hillsboro, Ore./Vancouver, Wash. 45.10 2,348,247 24 Cleveland-Elyria, Ohio 40.28 2,063,598 31 Providence-Warwick, R.I. Colorado Springs, Colo. 47.30 686,908 Columbia, S.C. 41.34 800,495 72 Raleigh, N.C. 1,994,536 99 51.96 3,495,176 16 40.56 1,792,649 36 79 Richmond, Va. 41.15 1,609,367 38 48.32 571,460 94 54.04 1,242,974 46 42.43 1,260,029 44 Columbus, Ohio 43.53 Dallas-Fort Worth-Arlington, Texas 39.83 6,954,330 4 Riverside-San Bernardino-Ontario, Calif. Dayton, Ohio 38.51 800,836 71 Rochester, N.Y. Deltona-Daytona Beach-Ormond Beach, Fla. 32.52 609,939 Denver-Aurora-Lakewood, Colo. 49.01 2,754,258 21 Salt Lake City, Utah Des Moines-West Des Moines, Iowa 48.97 Detroit-Warren-Dearborn, Mich. 39.75 4,296,611 14 San Diego-Carlsbad, Calif. 45.25 3,263,431 17 Durham-Chapel Hill, N.C. 52.91 542,710 100 San Francisco-Oakland-Hayward, Calif. 54.04 4,594,060 11 El Paso, Texas 30.11 836,698 San Jose-Sunnyvale-Santa Clara, Calif. 55.72 1,952,872 34 Fresno, Calif. 27.84 965,974 56 Scranton/Wilkes-Barre/Hazleton, Pa. 36.25 559,679 96 Grand Rapids-Wyoming, Mich. 41.42 1,027,703 52 Seattle-Tacoma-Bellevue, Wash. Greensboro-High Point, N.C. 37.51 746,593 74 Springfield, Mass. Greenville-Anderson-Mauldin, S.C. 37.39 862,463 63 St. Louis, Mo. 43.37 2,806,207 19 Harrisburg-Carlisle, Pa. 40.74 560,849 95 Stockton-Lodi, Calif. 27.58 715,597 Hartford-West Hartford-East Hartford, Conn. 47.77 1,214,295 47 Syracuse, N.Y. 45.35 661,478 82 Houston-The Woodlands-Sugar Land, Texas 37.18 6,490,180 5 Tampa-St. Petersburg-Clearwater, Fla. Indianapolis-Carmel-Anderson, Ind. 41.41 1,971,274 33 Toledo, Ohio 37.07 607,456 91 Jackson, Miss. 39.19 577,564 93 Tucson, Ariz. 38.64 1,004,516 53 Jacksonville, Fla. 38.69 1,419,127 40 Tulsa, Okla. 36.64 Kansas City, Mo. 43.82 2,071,133 29 Urban Honolulu, Hawaii 45.65 991,788 54 Knoxville, Tenn. 36.98 857,585 65 Virginia Beach-Norfolk-Newport News, Va. 39.87 1,716,624 37 Lakeland-Winter Haven, Fla. 28.34 634,638 85 Washington, D.C./Arlington-Alexandria, Va. 55.71 6,033,737 7 611,549 32 Provo-Orem, Utah 90 89 67 Sacramento/Roseville/Arden-Arcade, Calif. San Antonio-New Braunfels, Texas Las Vegas-Henderson-Paradise, Nev. 29.99 2,069,681 30 Wichita, Kan. Little Rock-North Little Rock-Conway, Ark. 36.70 Los Angeles-Long Beach-Anaheim, Calif. Louisville/Jefferson County, Ky. 27.63 4,441,890 13 47.76 1,083,393 51 41.43 2,244,397 27 40.41 1,153,340 48 35.27 2,328,652 25 49.48 3,671,478 15 41.84 629,100 88 77 39.51 2,915,582 18 969,224 55 38.38 641,076 36.60 655,015 83 39.72 13,262,220 2 Worcester, Mass. 45.00 930,473 58 37.18 1,269,702 43 Youngstown-Warren-Boardman, Ohio 30.81 553,263 98 729,135 75 Winston-Salem, N.C. 84 Source: U.S. Census Bureau, 2010-14 American Community Survey Five-Year Estimates. (U.S. Census Bureau, Population Division; Annual Estimates of the Resident Population April 1, 2010 to July 1, 2014) Highlighted Cities: The metropolitan areas displayed in boldface are communities in which Lumina supports a Community Partnership for Attainment (CPA), a partnership of organizations across the community focused on postsecondary attainment. Many CPA sites focus on geographic areas other than the entire MSA. Note: This chart lists Metropolitan Statistical Areas (MSAs). The term MSA refers to a large population nucleus, together with adjacent communities having a high degree of social and economic integration with that core. MSAs comprise one or more entire counties, except in New England, where cities and towns are the basic geographic units. The federal Office of Management and Budget defines MSAs for purposes of collecting, tabulating and publishing federal data. These definitions result from applying published standards to Census Bureau data. A STRONGER NATION 10 STATE AL Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 31.6% 2008 31.7% 2009 31.5% 2010 Alabama T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Alabama stood at 31.6 percent. In 2014, the most recent year for which data are available, the rate reached 33.7 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Alabama, 3 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 36.7 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Alabama faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Alabama by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Alabama has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 3% 31.9% 33.1% 2011 2012 33.6% 2013 36.7% Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 2014 13 Levels of education for Alabama residents, ages 25-64 93,149 3 .71% Ninth to 12th grade, no diploma 236,778 9 .43% High school graduate (including equivalency) 766,472 30.53% Some college, no degree 569,112 22.67% Associate degree 222,487 8.86% Bachelor’s degree 398,958 15.89% Graduate or professional degree 223,298 8.90% Less than ninth grade TOTAL 2,510,254 Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 3% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Alabama residents (ages 25-64), by population group 36.84% White 24.77% African-American 20.10% Hispanic 61.82% Asian/Pacific Islander 30.90% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Alabama residents, ages 18-54 60% National Alabama 50% 41.6% 40% 38.5% 38.1% 30% 20% 25.2% 14.6% 12.9% 11.3% 10% 0% 14.6% 10.1% 12.6% 4.9% 4.0% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic African-American 15.0% 9.3% 7.1% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions ALABAMA 14 12.6% White Percentage of Alabama residents (ages 25-64) with at least an associate degree, by county Autauga 32.70 Baldwin 38.51 Barbour 21.42 Bibb 18.06 Blount 23.01 Bullock 19.27 Butler 23.71 Calhoun 26.02 Chambers 21.03 Cherokee 22.04 Chilton 21.84 Choctaw 23.96 Clarke 21.04 Clay 16.95 Cleburne 17.90 Coffee 34.96 Colbert 27.54 Conecuh 16.69 Coosa 15.23 Covington 26.19 Crenshaw 22.09 Cullman 28.38 Dale 29.51 Dallas 21.38 DeKalb 21.52 Elmore 31.74 Escambia 19.60 Etowah 25.83 Fayette 24.80 Franklin 17.80 Geneva 20.73 Greene 15.63 Hale 22.04 Henry 27.62 Houston 31.37 Jackson 22.17 Jefferson 40.88 Lamar 20.04 Lauderdale 30.53 Lawrence 20.21 Lee 42.88 Limestone 32.41 Lowndes 19.32 Macon 25.15 Madison 48.70 Marengo 25.54 Marion 21.71 Marshall 26.59 Mobile 30.98 Monroe 20.86 Montgomery 38.77 Morgan 28.88 Perry 16.83 Pickens 16.75 Pike 30.74 Randolph 19.84 Russell 26.91 St. Clair 25.27 Shelby 50.21 Sumter 22.91 Talladega 21.51 Tallapoosa 26.68 Tuscaloosa 36.48 Walker 20.45 Washington 17.60 Wilcox 18.46 Winston 22.23 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 15 AK Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 36.3% 2008 35.1% 2009 37.3% 2010 Alaska T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Alaska stood at 36.3 percent. In 2014, the most recent year for which data are available, the rate is again 36.3 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Alaska, 7 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 43.3 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Alaska faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Alaska by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Alaska has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 7% 34.4% 37.0% 36.5% 43.3% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 17 Levels of education for Alaska residents, ages 25-64 7,160 1 .81% 16,140 4 .08% High school graduate (including equivalency) 113,610 28.74% Some college, no degree 114,762 29.04% Associate degree 34,544 8.74% Bachelor’s degree 72,518 18.35% Graduate or professional degree 36,516 9.24% Less than ninth grade Ninth to 12th grade, no diploma TOTAL 395,250 Estimated attainment of certificates: 7% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Alaska residents (ages 25-64), by population group 44.83% White 31.98% African-American 33.23% Hispanic 31.88% Asian/Pacific Islander Native American 0% 10.72% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Alaska residents, ages 18-54 60% National Alaska 50% 41.6% 40% 30% 25.2% 23.6% 20% 14.6% 11.3% 11.7% 10% 0% 14.5% 14.6% 15.1% Ages 18 - 24 Ages 25 - 54 9.4% 9.3% 4.9% 7.1% Total Enrollment 15.0% 13.9% 4.5% Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions ALASKA 18 White Percentage of Alaska residents (ages 25-64) with at least an associate degree, by borough Aleutians East Borough Aleutians West Census Area Anchorage Municipality Bethel Census Area Bristol Bay Borough Denali Borough Dillingham Census Area Fairbanks North Star Borough Haines Borough Hoonah-Angoon Census Area 18.97 20.47 42.38 15.75 27.45 39.69 22.94 40.20 38.29 35.79 Juneau City and Borough Kenai Peninsula Borough Ketchikan Gateway Borough Kodiak Island Borough Lake and Peninsula Borough Matanuska-Susitna Borough Nome Census Area North Slope Borough Northwest Arctic Borough Petersburg Borough 44.05 30.68 31.33 32.81 19.24 31.08 19.00 21.56 15.58 34.56 Prince of Wales-Hyder Census Area 20.98 Sitka City and Borough 42.50 Skagway Municipality 40.03 Southeast Fairbanks Census Area 32.01 Valdez-Cordova Census Area 32.90 Wade Hampton Census Area 7.63 Wrangell City and Borough 26.40 Yakutat City and Borough 25.68 Yukon-Koyukuk Census Area 16.05 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 19 AZ Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 34.4% 2008 34.8% 2009 35.1% 2010 Arizona T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Arizona stood at 34.4 percent. In 2014, the most recent year for which data are available, the rate reached 36.8 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Arizona, 12 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 48.8 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Arizona faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Arizona by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Arizona has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 12% 35.8% 36.7% 36.9% 48.8% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. (Arizona is one of four states in which the estimated certificate-attainment percentage needs further refinement.) 21 Levels of education for Arizona residents, ages 25-64 TOTAL 3,365,469 Less than ninth grade 206,803 6 .14% Ninth to 12th grade, no diploma 259,302 7 .70% High school graduate (including equivalency) 790,251 23.48% Some college, no degree 870,928 25.88% Associate degree 307,836 9.15% Bachelor’s degree 597,133 17.74% Graduate or professional degree 333,216 9.90% Estimated attainment of certificates: 12% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Be aware that Arizona is one of four states in which the estimated certificate-attainment percentage needs further refinement. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Arizona residents (ages 25-64), by population group 45.66% White 33.77% African-American 17.84% Hispanic 60.51% Asian/Pacific Islander 19.47% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Arizona residents, ages 18-54 60% National Arizona 50% 41.6% 40% 36.7% 30% 20% 25.2% 14.6% 13.7% 11.3% 10% 0% 4.9% 5.3% Total Enrollment Ages 18 - 24 Ages 25 - 54 10.6% Hispanic 14.6% 13.2% African-American 23.9% 15.0% 16.2% 9.3% 7.0% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions ARIZONA 22 White Percentage of Arizona residents (ages 25-64) with at least an associate degree, by county Apache 18.59 Gila 25.56 La Paz 17.91 Navajo 22.05 Santa Cruz 29.40 Cochise 34.46 Graham 21.89 Maricopa 39.44 Pima 38.64 Yavapai 32.52 Coconino 41.87 Greenlee 22.04 Mohave 20.57 Pinal 26.92 Yuma 22.23 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 23 AR Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 26.5% 2008 27.0% 2009 27.9% 2010 Arkansas T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Arkansas stood at 26.5 percent. In 2014, the most recent year for which data are available, the rate reached 29.8 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Arkansas, 9 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 38.8 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Arkansas faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Arkansas by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Arkansas is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 9% 28.2% 29.3% 28.8% 38.8% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 25 Levels of education for Arkansas residents, ages 25-64 63,513 4 .22% Ninth to 12th grade, no diploma 122,935 8 .18% High school graduate (including equivalency) 514,176 34.20% Some college, no degree 355,280 23.63% Associate degree 108,633 7.23% Bachelor’s degree 226,330 15.05% Graduate or professional degree 112,535 7.49% Less than ninth grade TOTAL 1,503,402 Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 9% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Arkansas residents (ages 25-64), by population group 31.78% White 21.11% African-American 12.44% Hispanic 50.95% Asian/Pacific Islander 26.94% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Arkansas residents, ages 18-54 60% National Arkansas 50% 41.6% 40% 34.9% 30% 20% 10% 0% 25.2% 14.6% 11.3% 11.5% 4.9% 4.0% Total Enrollment Ages 18 - 24 Ages 25 - 54 14.6% 13.1% 7.0% 15.0% 10.9% 9.3% 3.3% Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions ARKANSAS 26 11.5% White Percentage of Arkansas residents (ages 25-64) with at least an associate degree, by county Arkansas 21.16 Ashley 18.73 Baxter 27.54 Benton 37.13 Boone 24.20 Bradley 18.31 Calhoun 20.01 Carroll 24.20 Chicot 14.77 Clark 32.29 Clay 15.52 Cleburne 23.34 Cleveland 26.33 Columbia 31.47 Conway 23.37 Craighead 33.53 Crawford 25.17 Crittenden 23.15 Cross 18.92 Dallas 20.97 Desha 16.12 Drew 27.94 Faulkner 36.56 Franklin 21.43 Fulton 20.25 Garland 29.36 Grant 23.82 Greene 22.11 Hempstead 21.75 Hot Spring 24.79 Howard 21.73 Independence 23.25 Izard 21.62 Jackson 14.64 Jefferson 24.11 Johnson 21.02 Lafayette 16.84 Lawrence 19.84 Lee 12.61 Lincoln 13.30 Little River 18.55 Logan 19.47 Lonoke 30.10 Madison 13.46 Marion 18.14 Miller 19.81 Mississippi 20.79 Monroe 19.84 Montgomery 24.40 Nevada 19.37 Newton 18.90 Ouachita 26.17 Perry 22.09 Phillips 25.34 Pike 21.64 Poinsett 14.77 Polk 21.82 Pope 27.68 Prairie 18.85 Pulaski 40.04 Randolph 25.49 St. Francis 18.24 Saline 32.45 Scott 19.05 Searcy 23.03 Sebastian 28.81 Sevier 13.25 Sharp 18.89 Stone 25.31 Union 27.92 Van Buren 16.58 Washington 36.04 White 28.49 Woodruff 15.11 Yell 16.20 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 27 CA Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 38.6% 2008 38.7% 2009 38.8% 2010 California T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in California stood at 38.6 percent. In 2014, the most recent year for which data are available, the rate reached 40.2 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In California, 7 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 47.2 percent. As the data in this report make clear, increasing overall attainment is not the only challenge California faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in California by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that California has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 7% 38.9% 39.7% 39.6% 47.2% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 29 Levels of education for California residents, ages 25-64 TOTAL 20,664,200 Less than ninth grade 1,860,032 9 .00% Ninth to 12th grade, no diploma 1,682,955 8 .14% High school graduate (including equivalency) 4,264.914 20.64% Some college, no degree 4,546,763 22.00% Associate degree 1,644,354 7.96% Bachelor’s degree 4,284,384 20.73% Graduate or professional degree 2,380,798 11.52% Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 7% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among California residents (ages 25-64), by population group 52.21% White 33.36% African-American 17.52% Hispanic 60.31% Asian/Pacific Islander 27.21% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among California residents, ages 18-54 60% National 50% California 46.2% 41.6% 40% 30% 20% 25.2% 27.5% 14.6% 16.3% 11.3% 13.2% 10% 0% 4.9% Total Enrollment Ages 18 - 24 14.6% 15.8% 9.3% 5.7% Ages 25 - 54 Hispanic African-American 15.0% 17.5% 12.2% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions CALIFORNIA 30 White Percentage of California residents (ages 25-64) with at least an associate degree, by county Alameda 51.02 Alpine 37.76 Amador 28.33 Butte 35.60 Calaveras 30.56 Colusa 23.85 Contra Costa 48.32 Del Norte 22.46 El Dorado 43.67 Fresno 27.84 Glenn 22.31 Humboldt 37.19 Imperial 21.78 Inyo 30.13 Kern 22.40 Kings 20.64 Lake 26.21 Lassen 22.13 Los Angeles 37.77 Madera 21.24 Marin 61.67 Mariposa 30.68 Mendocino 29.21 Merced 20.37 Modoc 31.26 Mono 43.82 Monterey 29.29 Napa 40.78 Nevada 44.27 Orange 46.06 Placer 49.12 Plumas 33.34 Riverside 28.04 Sacramento 38.49 San Benito 27.48 San Bernardino 27.20 San Diego 45.25 San Francisco 62.71 San Joaquin 27.58 San Luis Obispo 41.05 San Mateo 54.83 Santa Barbara 38.70 Santa Clara 56.54 Santa Cruz 46.02 Shasta 32.07 Sierra 34.48 Siskiyou 34.22 Solano 34.15 Sonoma 41.20 Stanislaus 24.13 Sutter 29.28 Tehama 22.00 Trinity 32.02 Tulare 20.73 Tuolumne 27.69 Ventura 41.14 Yolo 47.61 Yuba 23.99 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 31 CO Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 45.3% 2008 45.8% 2009 46.0% 2010 Colorado T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Colorado stood at 45.3 percent. In 2014, the most recent year for which data are available, the rate reached 48.2 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Colorado, 6 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 54.2 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Colorado faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Colorado by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Colorado is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 6% 47.0% 47.5% 47.6% 54.2% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 33 Levels of education for Colorado residents, ages 25-64 TOTAL 2,904,891 Less than ninth grade 112,547 3 .87% Ninth to 12th grade, no diploma 150,339 5 .18% High school graduate (including equivalency) 604,025 20.79% Some college, no degree 638,994 22.00% Associate degree 255,739 8.80% Bachelor’s degree 736,023 25.34% Graduate or professional degree 407,224 14.02% Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 6% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Colorado residents (ages 25-64), by population group 55.14% White 34.29% African-American 20.35% Hispanic 58.65% Asian/Pacific Islander 31.10% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Colorado residents, ages 18-54 60% National Colorado 50% 41.6% 40% 39.9% 30% 20% 25.2% 14.6% 15.1% 11.3% 10% 0% 4.9% 5.7% Total Enrollment 23.0% 16.8% Ages 18 - 24 Ages 25 - 54 14.6% 9.3% 8.9% Hispanic African-American 15.0% 17.7% 12.4% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions COLORADO 34 White Percentage of Colorado residents (ages 25-64) with at least an associate degree, by county Adams 31.20 Alamosa 30.29 Arapahoe 48.94 Archuleta 40.43 Baca 30.77 Bent 17.44 Boulder 66.04 Broomfield 61.09 Chaffee 40.55 Cheyenne 38.16 Clear Creek 47.70 Conejos 28.06 Costilla 23.02 Crowley 19.33 Custer 40.70 Delta 27.16 Denver 50.91 Dolores 32.42 Douglas 65.56 Eagle 54.53 Elbert 42.59 El Paso 47.55 Fremont 21.55 Garfield 36.44 Gilpin 40.26 Grand 45.94 Gunnison 61.21 Hinsdale 43.47 Huerfano 34.01 Jackson 21.96 Jefferson 51.51 Kiowa 40.50 Kit Carson 26.72 Lake 42.73 La Plata 50.97 Larimer 55.48 Las Animas 31.68 Lincoln 22.90 Logan 32.39 Mesa 35.83 Mineral 50.53 Moffat 23.13 Montezuma 32.91 Montrose 31.13 Morgan 24.55 Otero 31.68 Ouray 52.67 Park 41.31 Phillips 29.69 Pitkin 63.45 Prowers 27.34 Pueblo 34.54 Rio Blanco 31.92 Rio Grande 29.36 Routt 57.75 Saguache 31.96 San Juan 33.33 San Miguel 58.77 Sedgwick 33.39 Summit 54.70 Teller 41.04 Washington 33.82 Weld 36.22 Yuma 28.75 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 35 CT Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 46.6% 2008 46.4% 2009 45.8% 2010 Connecticut T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Connecticut stood at 46.6 percent. In 2014, the most recent year for which data are available, the rate reached 48.2 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Connecticut, 5 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 53.2 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Connecticut faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Connecticut by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Connecticut is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 5% 46.4% 47.5% 47.8% 53.2% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 37 Levels of education for Connecticut residents, ages 25-64 TOTAL 1,916,290 Less than ninth grade 60,939 3 .18% Ninth to 12th grade, no diploma 97,092 5 .07% High school graduate (including equivalency) 494,369 25.80% Some college, no degree 339,998 17.74% Associate degree 152,762 7.97% Bachelor’s degree 444,847 23.21% Graduate or professional degree 326,283 17.03% Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 5% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Connecticut residents (ages 25-64), by population group 53.60% White 30.14% African-American 22.52% Hispanic 71.94% Asian/Pacific Islander 32.78% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Connecticut residents, ages 18-54 60% National Connecticut 49.9% 50% 41.6% 40% 30% 20% 25.2% 26.1% 14.6% 17.2% 11.3% 12.9% 10% 0% 14.6% 16.7% Ages 18 - 24 Ages 25 - 54 1.9% Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions CONNECTICUT 38 18.4% 9.3% 4.9% 4.7% Total Enrollment 15.0% White Percentage of Connecticut residents (ages 25-64) with at least an associate degree, by county Fairfield 54.18 Hartford 46.70 Litchfield 45.13 Middlesex 51.66 New Haven New London 43.68 41.29 Tolland 49.86 Windham 32.92 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 39 DE Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 37.0% 2008 38.6% 37.4% 2009 2010 Delaware T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Delaware stood at 37 percent. In 2014, the most recent year for which data are available, the rate reached 40.7 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Delaware, 3 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 43.7 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Delaware faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Delaware by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Delaware has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 3% 37.6% 38.4% 2011 2012 39.9% 2013 43.7% Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 2014 41 Levels of education for Delaware residents, ages 25-64 Less than ninth grade 14,149 2 .91% Ninth to 12th grade, no diploma 35,254 7 .25% 141,937 29.17% Some college, no degree 97,013 19.94% Associate degree 41,890 8.61% Bachelor’s degree 95,915 19.71% Graduate or professional degree 60,426 12.42% High school graduate (including equivalency) TOTAL 486,584 Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 3% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Delaware residents (ages 25-64), by population group 42.82% White 30.75% African-American 22.43% Hispanic 73.02% Asian/Pacific Islander 29.94% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Delaware residents, ages 18-54 60% National 50% 41.6% Delaware 45.7% 42.8% 40% 30% 20% 25.2% 20.1% 14.6% 16.5% 11.3% 10% 0% 4.9% 5.1% Total Enrollment Ages 18 - 24 Ages 25 - 54 15.0% 15.3% 14.6% 9.3% 9.1% Hispanic African-American 5.9% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions DELAWARE 42 White Percentage of Delaware residents (ages 25-64) with at least an associate degree, by county Kent 33.15 New Castle 43.62 Sussex 30.51 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 43 FL Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 36.8% 2008 36.4% 36.5% 2009 2010 Florida T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Florida stood at 36.8 percent. In 2014, the most recent year for which data are available, the rate reached 38.9 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Florida, 7 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 45.9 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Florida faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Florida by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Florida has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 7% 37.0% 38.1% 2011 2012 38.6% 2013 45.9% Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 2014 45 Levels of education for Florida residents, ages 25-64 TOTAL 10,250,242 Less than ninth grade 425,577 4 .15% Ninth to 12th grade, no diploma 735,728 7 .18% High school graduate (including equivalency) 2,949,024 28.77% Some college, no degree 2,157,188 21.05% Associate degree 1,123,597 10.96% Bachelor’s degree 1,896,547 18.50% 962,581 9.39% Graduate or professional degree Estimated attainment of certificates: 7% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Florida residents (ages 25-64), by population group 43.07% White 27.33% African-American 32.71% Hispanic 57.59% Asian/Pacific Islander 26.33% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Florida residents, ages 18-54 60% National Florida 50% 41.6% 40% 37.2% 30% 20% 25.2% 19.9% 14.6% 11.3% 11.8% 12.8% 10% 0% 15.0% 14.6% 13.9% 9.3% 9.6% 12.4% 4.9% 5.0% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions FLORIDA 46 White Percentage of Florida residents (ages 25-64) with at least an associate degree, by county Alachua 53.02 Baker 17.31 Bay 33.72 Bradford 17.38 Brevard 40.56 Broward 42.53 Calhoun 13.98 Charlotte 30.34 Citrus 24.95 Clay 35.81 Collier 36.74 Columbia 24.69 DeSoto 12.18 Dixie 13.80 Duval 37.62 Escambia 38.49 Flagler 33.01 Franklin 18.64 Gadsden 22.72 Gilchrist 21.21 Glades 16.97 Gulf 20.84 Hamilton 17.11 Hardee 12.73 Hendry 16.48 Hernando 27.56 Highlands 25.57 Hillsborough 41.40 Holmes 17.91 Indian River 35.43 Jackson 22.17 Jefferson 25.17 Lafayette 19.74 Lake 31.22 Lee 33.48 Leon 55.01 Levy 17.22 Liberty 17.72 Madison 17.59 Manatee 37.26 Marion 27.20 Martin 42.66 Miami-Dade 38.07 Monroe 38.37 Nassau 31.52 Okaloosa 39.15 Okeechobee 17.37 Orange 43.12 Osceola 29.51 Palm Beach 42.28 Pasco 35.57 Pinellas 40.76 Polk 28.34 Putnam 18.59 St. Johns 51.80 St. Lucie 29.76 Santa Rosa 40.06 Sarasota 39.25 Seminole 48.60 Sumter 30.29 Suwannee 18.40 Taylor 16.10 Union 16.34 Volusia 32.43 Wakulla 27.19 Walton 32.63 Washington 17.25 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 47 GA Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 36.2% 36.2% 36.1% 2008 2009 2010 Georgia T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Georgia stood at 36.2 percent. In 2014, the most recent year for which data are available, the rate reached 38 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Georgia, 8 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 46 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Georgia faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Georgia by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Georgia is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 8% 36.4% 37.4% 2011 2012 37.5% 2013 46.0% Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 2014 49 Levels of education for Georgia residents, ages 25-64 TOTAL 5,327,538 Less than ninth grade 233,001 4 .37% Ninth to 12th grade, no diploma 451,780 8 .48% High school graduate (including equivalency) 1,456,675 27.34% Some college, no degree 1,159,688 21.77% Associate degree 405,927 7.62% Bachelor’s degree 1,034,598 19.42% 585,869 11.00% Graduate or professional degree Estimated attainment of certificates: 8% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Georgia residents (ages 25-64), by population group 42.63% White 30.50% African-American 18.34% Hispanic 61.41% Asian/Pacific Islander 37.21% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Georgia residents, ages 18-54 60% National Georgia 50% 41.6% 40% 38.7% 29.3% 30% 20% 25.2% 14.6% 14.2% 0% 4.9% 5.6% Total Enrollment 14.6% 15.0% 11.3% 10% Ages 18 - 24 Ages 25 - 54 23.1% 14.3% 9.3% 8.5% Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions GEORGIA 50 23.1% White Percentage of Georgia residents (ages 25-64) with at least an associate degree, by county Appling 20.17 Atkinson 14.29 Bacon 19.63 Baker 18.97 Baldwin 25.09 Banks 19.73 Barrow 27.00 Bartow 24.66 Ben Hill 19.48 Berrien 26.56 Bibb 30.70 Bleckley 22.55 Brantley 13.53 Brooks 17.61 Bryan 43.12 Bulloch 36.41 Burke 17.14 Butts 14.31 Calhoun 13.66 Camden 32.46 Candler 22.04 Carroll 24.38 Catoosa 31.36 Charlton 16.23 Chatham 39.78 Chattahoochee 41.12 Chattooga 15.44 Cherokee 43.18 Clarke 45.32 Clay 12.25 Clayton 27.28 Clinch 20.28 Cobb 53.35 Coffee 20.74 Colquitt 20.59 Columbia 47.13 Cook 21.74 Coweta 36.23 Crawford 16.23 Crisp 22.63 Dade 25.31 Dawson 31.51 Decatur 23.46 DeKalb 48.39 Dodge 23.05 Dooly 15.65 Dougherty 23.94 Douglas 34.70 Early 23.66 Echols 12.73 Effingham 28.00 Elbert 15.27 Emanuel 16.52 Evans 22.47 Fannin 22.83 Fayette 55.04 Floyd 27.53 Forsyth 55.39 Franklin 20.24 Fulton 56.40 Gilmer 23.32 Glascock 20.73 Glynn 33.52 Gordon 20.69 Grady 22.58 Greene 23.83 Gwinnett 45.17 Habersham 24.42 Hall 28.98 Hancock 13.91 Haralson 21.40 Harris 39.38 Hart 23.06 Heard 18.22 Henry 37.41 Houston 34.53 Irwin 21.14 Jackson 28.38 Jasper 22.51 Jeff Davis 18.29 Jefferson 15.04 Jenkins 22.91 Johnson 17.82 Jones 28.44 Lamar 23.14 Lanier 25.73 Laurens 22.52 Lee 32.91 Liberty 30.10 Lincoln 19.75 Long 26.32 Lowndes 32.66 Lumpkin 33.95 McDuffie 23.98 McIntosh 19.85 Macon 13.74 Madison 23.38 Marion 14.45 Meriwether 14.59 Miller 19.95 Mitchell 16.18 Monroe 28.61 Montgomery 22.93 Morgan 29.81 Murray 14.21 Muscogee 32.98 Newton 28.74 Oconee 55.90 Oglethorpe 26.68 Paulding 32.45 Peach 26.33 Pickens 29.59 Pierce 19.30 Pike 26.84 Polk 18.60 Pulaski 20.27 Putnam 28.20 Quitman 11.14 Rabun 27.20 Randolph 23.64 Richmond 30.26 Rockdale 34.91 Schley 23.74 Screven 21.43 Seminole 21.84 Spalding 21.97 Stephens 26.78 Stewart 13.39 Sumter 25.85 Talbot 20.60 Taliaferro 12.94 Tattnall 18.21 Taylor 15.69 Telfair 15.83 Terrell 17.25 Thomas 26.25 Tift 27.76 Toombs 22.74 Towns 31.97 Treutlen 20.04 Troup 25.46 Turner 19.75 Twiggs 15.22 Union 29.28 Upson 16.85 Walker 22.64 Walton 26.94 Ware 19.86 Warren 13.11 Washington 18.99 Wayne 20.63 Webster 17.35 Wheeler 13.56 White 29.18 Whitfield 19.55 Wilcox 12.36 Wilkes 19.24 Wilkinson 15.82 Worth 17.63 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 51 HI Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 42.3% 42.9% 41.6% 2008 2009 2010 Hawaii T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Hawaii stood at 42.3 percent. In 2014, the most recent year for which data are available, the rate reached 43.5 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Hawaii, 2 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 45.5 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Hawaii faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Hawaii by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Hawaii is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 2% 41.6% 42.6% 2011 2012 44.3% 2013 45.5% Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 2014 53 Levels of education for Hawaii residents, ages 25-64 TOTAL 746,525 Less than ninth grade 16,963 2 .27% Ninth to 12th grade, no diploma 27,899 3 .74% High school graduate (including equivalency) 206,759 27.70% Some college, no degree 170,248 22.81% Associate degree 85,785 11.49% Bachelor’s degree 163,670 21.92% 75,201 10.07% Graduate or professional degree Estimated attainment of certificates: 2% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Hawaii residents (ages 25-64), by population group 54.31% White 41.63% African-American 31.86% Hispanic 43.59% Asian/Pacific Islander 32.12% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Hawaii residents, ages 18-54 60% National Hawaii 50% 41.6% 40% 33.6% 30% 20% 25.8% 22.9% 14.6% 13.4% 11.3% 12.1% 10% 0% 14.6% 9.3% 4.9% 5.9% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic African-American Native American 25.2% 23.1% 11.9% Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions HAWAII 54 13.8% White Percentage of Hawaii residents (ages 25-64) with at least an associate degree, by county Hawaii 36.37 Honolulu 45.65 Kalawao 73.91 Kauai 39.59 Maui 35.30 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 55 ID Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 34.8% 34.3% 34.7% 2008 2009 2010 Idaho T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Idaho stood at 34.8 percent. In 2014, the most recent year for which data are available, the rate reached 35.7 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Idaho, 2 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 37.7 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Idaho faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Idaho by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Idaho is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 2% 36.5% 36.1% 2011 2012 36.9% 2013 37.7% Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 2014 57 Levels of education for Idaho residents, ages 25-64 TOTAL 810,214 Less than ninth grade 30,151 3 .72% Ninth to 12th grade, no diploma 46,766 5.77% High school graduate (including equivalency) 219,669 27.11% Some college, no degree 224,296 27.68% Associate degree 82,190 10.14% Bachelor’s degree 142,904 17.64% 64,238 7.93% Graduate or professional degree Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 2% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Idaho residents (ages 25-64), by population group 38.91% White 37.25% African-American 14.34% Hispanic 48.64% Asian/Pacific Islander 23.89% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Idaho residents, ages 18-54 60% National Idaho 50% 41.6% 40% 35.8% 34.3% 30% 20% 25.2% 21.5% 14.6% 11.3% 12.8% 10% 0% 4.9% Total Enrollment Ages 18 - 24 14.6% 5.0 Ages 25 - 54 Hispanic 13.2% 9.3% 7.8% 8.7% African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions IDAHO 58 23.1% White Percentage of Idaho residents (ages 25-64) with at least an associate degree, by county Ada 47.19 Adams 30.08 Bannock 38.72 Bear Lake 25.13 Benewah 21.78 Bingham 27.62 Blaine 48.42 Boise 36.62 Bonner 30.47 Bonneville 38.48 Boundary 20.26 Butte 20.63 Camas 24.51 Canyon 26.50 Caribou 30.81 Cassia 29.48 Clark 17.93 Clearwater 25.53 Custer 34.50 Elmore 29.63 Franklin 28.09 Fremont 29.52 Gem 25.00 Gooding 20.68 Idaho 26.21 Jefferson 35.78 Jerome 19.18 Kootenai 34.18 Latah 55.08 Lemhi 29.34 Lewis 28.44 Lincoln 17.52 Madison 52.04 Minidoka 20.94 Nez Perce 34.79 Oneida 19.56 Owyhee 16.49 Payette 27.30 Power 17.51 Shoshone 21.89 Teton 44.28 Twin Falls 29.09 Valley 39.81 Washington 23.02 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 59 IL Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 40.8% 41.4% 41.3% 2008 2009 2010 Illinois T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Illinois stood at 40.8 percent. In 2014, the most recent year for which data are available, the rate reached 43.6 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Illinois, 6 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 49.6 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Illinois faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Illinois by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Illinois is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 6% 41.7 42.5 2011 2012 43.0 2013 49.6 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 2014 61 Levels of education for Illinois residents, ages 25-64 TOTAL 6,851,222 Less than ninth grade 294,951 4 .31% Ninth to 12th grade, no diploma 408,483 5 .96% High school graduate (including equivalency) 1,688,315 24.64% Some college, no degree 1,471,520 21.48% Associate degree 586,529 8.56% Bachelor’s degree 1,502,236 21.93% 899,188 13.12% Graduate or professional degree Estimated attainment of certificates: 6% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Illinois residents (ages 25-64), by population group 48.99% White 29.64% African-American 19.38% Hispanic 72.41% Asian/Pacific Islander 32.86% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Illinois residents, ages 18-54 60% National 50% 41.6% Illinois 45.0% 40% 30.9% 30% 20% 25.2% 14.6% 15.3% 11.3% 11.8% 10% 0% 14.6% 14.2% 9.3% 15.0% 16.1% 13.9% 4.9% 4.7% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions ILLINOIS 62 White Percentage of Illinois residents (ages 25-64) with at least an associate degree, by county Adams 33.73 Alexander 15.67 Bond 28.42 Boone 30.36 Brown 21.92 Bureau 28.71 Calhoun 32.61 Carroll 26.71 Cass 19.25 Champaign 54.27 Christian 24.47 Clark 34.15 Clay 29.12 Clinton 37.69 Coles 37.91 Cook 44.57 Crawford 35.71 Cumberland 30.96 DeKalb 43.09 De Witt 28.66 Douglas 26.67 DuPage 57.20 Edgar 29.36 Edwards 34.37 Effingham 39.29 Fayette 24.91 Ford 27.94 Franklin 26.56 Fulton 28.64 Gallatin 23.15 Greene 22.77 Grundy 31.01 Hamilton 28.58 Hancock 31.06 Hardin 25.15 Henderson 28.95 Henry 34.72 Iroquois 28.21 Jackson 46.23 Jasper 36.77 Jefferson 28.66 Jersey 31.78 Jo Daviess 33.48 Johnson 29.18 Kane 40.91 Kankakee 28.22 Kendall 45.21 Knox 31.80 Lake 51.01 LaSalle 28.67 Lawrence 20.95 Lee 28.62 Livingston 25.66 Logan 26.16 McDonough 45.61 McHenry 43.70 McLean 53.99 Macon 33.91 Macoupin 28.86 Madison 37.59 Marion 29.07 Marshall 32.84 Mason 24.70 Massac 31.13 Menard 35.59 Mercer 29.19 Monroe 40.45 Montgomery 24.25 Morgan 32.09 Moultrie 26.77 Ogle 32.77 Peoria 42.77 Perry 26.52 Piatt 39.62 Pike 24.14 Pope 26.65 Pulaski 25.54 Putnam 30.01 Randolph 20.47 Richland 39.99 Rock Island 34.22 St. Clair 38.86 Saline 27.55 Sangamon 44.25 Schuyler 29.63 Scott 21.59 Shelby 29.86 Stark 33.19 Stephenson 30.09 Tazewell 39.27 Union 35.23 Vermilion 25.80 Wabash 38.24 Warren 33.24 Washington 38.98 Wayne 30.89 White 30.31 Whiteside 30.30 Will 43.97 Williamson 35.75 Winnebago 31.57 Woodford 42.85 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 63 IN Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 33.4% 33.0% 33.2% 2008 2009 2010 Indiana T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Indiana stood at 33.4 percent. In 2014, the most recent year for which data are available, the rate reached 35.9 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Indiana, 5 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 40.9 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Indiana faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Indiana by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Indiana is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 5% 33.8% 34.4% 2011 2012 34.7% 2013 40.9% Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 2014 65 Levels of education for Indiana residents, ages 25-64 Less than ninth grade 110,321 3 .24% Ninth to 12th grade, no diploma 239,157 7 .03% 1,087,137 31.96% Some college, no degree 744,614 21.89% Associate degree 327,136 9.62% Bachelor’s degree 597,622 17.57% Graduate or professional degree 295,435 8.69% High school graduate (including equivalency) TOTAL 3,401,422 Estimated attainment of certificates: 5% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Indiana residents (ages 25-64), by population group 36.43% White 25.41% African-American 18.09% Hispanic 60.91% Asian/Pacific Islander 20.71% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Indiana residents, ages 18-54 60% National Indiana 50% 41.6% 40% 40.3% 35.3% 30% 20% 25.2% 14.6% 14.4% 11.3% 12.3% 10% 0% 14.6% 15.1% 9.3% 15.0% 14.0% 13.8% 4.9% 5.0% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions INDIANA 66 White Percentage of Indiana residents (ages 25-64) with at least an associate degree, by county Adams 24.25 Allen 38.91 Bartholomew 40.45 Benton 27.18 Blackford 22.61 Boone 55.22 Brown 30.31 Carroll 28.05 Cass 22.88 Clark 31.84 Clay 27.60 Clinton 23.36 Crawford 17.74 Daviess 25.71 Dearborn 30.84 Decatur 25.36 DeKalb 28.22 Delaware 34.10 Dubois 34.66 Elkhart 24.79 Fayette 18.66 Floyd 35.65 Fountain 22.95 Franklin 27.66 Fulton 23.88 Gibson 31.20 Grant 26.99 Greene 26.97 Hamilton 65.68 Hancock 40.39 Harrison 26.63 Hendricks 45.62 Henry 24.83 Howard 29.70 Huntington 29.93 Jackson 24.06 Jasper 27.13 Jay 20.26 Jefferson 24.86 Jennings 19.99 Johnson 40.51 Knox 34.00 Kosciusko 29.02 LaGrange 15.42 Lake 30.64 LaPorte 27.12 Lawrence 28.27 Madison 28.55 Marion 36.66 Marshall 26.74 Martin 27.56 Miami 19.91 Monroe 53.47 Montgomery 24.88 Morgan 27.23 Newton 19.00 Noble 24.84 Ohio 22.30 Orange 20.11 Owen 19.12 Parke 24.82 Perry 20.41 Pike 22.01 Porter 38.75 Posey 35.48 Pulaski 20.10 Putnam 25.85 Randolph 25.01 Ripley 28.74 Rush 22.32 St. Joseph 38.10 Scott 21.32 Shelby 25.90 Spencer 27.22 Starke 22.95 Steuben 31.25 Sullivan 26.80 Switzerland 18.80 Tippecanoe 45.31 Tipton 29.21 Union 28.39 Vanderburgh 34.36 Vermillion 24.52 Vigo 32.27 Wabash 26.04 Warren 29.58 Warrick 42.48 Washington 21.68 Wayne 27.18 Wells 31.04 White 28.33 Whitley 29.03 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 67 IA Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 38.8% 40.1% 39.7% 2008 2009 2010 Iowa T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Iowa stood at 38.8 percent. In 2014, the most recent year for which data are available, the rate reached 43.3 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Iowa, 4 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 47.3 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Iowa faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Iowa by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Iowa has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 4% 41.1% 41.8% 2011 2012 41.8% 2013 47.3% Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 2014 69 Levels of education for Iowa residents, ages 25-64 TOTAL 1,572,106 Less than ninth grade 38,508 2 .45% Ninth to 12th grade, no diploma 64,833 4 .12% High school graduate (including equivalency) 442,503 28.15% Some college, no degree 345,975 22.01% Associate degree 208,269 13.25% Bachelor’s degree 325,093 20.68% Graduate or professional degree 146,925 9.35% Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 4% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Iowa residents (ages 25-64), by population group 43.83% White 29.66% African-American 18.44% Hispanic 61.72% Asian/Pacific Islander 28.96% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Iowa residents, ages 18-54 60% National 50% Iowa 46.1% 41.6% 40% 36.5% 30% 20% 25.2% 14.6% 19.6% 16.3% 11.3% 11.1% 10% 0% 4.9% Total Enrollment Ages 18 - 24 15.0% 15.9% 14.6% 9.3% 9.2% 3.5% Ages 25 - 54 Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions IOWA 70 White Percentage of Iowa residents (ages 25-64) with at least an associate degree, by county Adair 32.27 Adams 35.68 Allamakee 30.24 Appanoose 33.69 Audubon 35.86 Benton 37.39 Black Hawk 40.56 Boone 38.07 Bremer 47.21 Buchanan 33.71 Buena Vista 29.49 Butler 34.37 Calhoun 36.85 Carroll 36.35 Cass 31.16 Cedar 39.79 Cerro Gordo 42.10 Cherokee 35.67 Chickasaw 31.74 Clarke 29.82 Clay 37.38 Clayton 29.41 Clinton 35.16 Crawford 26.51 Dallas 58.95 Davis 31.84 Decatur 29.37 Delaware 29.27 Des Moines 35.06 Dickinson 43.12 Dubuque 41.07 Emmet 31.24 Fayette 35.35 Floyd 35.98 Franklin 34.05 Fremont 34.06 Greene 35.08 Grundy 41.47 Guthrie 32.66 Hamilton 33.61 Hancock 38.84 Hardin 38.18 Harrison 32.70 Henry 34.75 Howard 26.63 Humboldt 34.12 Ida 35.40 Iowa 38.60 Jackson 28.75 Jasper 31.97 Jefferson 46.29 Johnson 63.27 Jones 32.16 Keokuk 33.35 Kossuth 41.12 Lee 29.44 Linn 47.84 Louisa 25.20 Lucas 28.21 Lyon 37.74 Madison 37.88 Mahaska 35.63 Marion 41.12 Marshall 32.10 Mills 37.29 Mitchell 33.25 Monona 27.58 Monroe 34.27 Montgomery 33.58 Muscatine 31.52 O’Brien 36.33 Osceola 29.15 Page 34.87 Palo Alto 41.66 Plymouth 37.62 Pocahontas 36.89 Polk 48.55 Pottawattamie 33.68 Poweshiek 38.09 Ringgold 38.87 Sac 34.79 Scott 46.66 Shelby 38.91 Sioux 42.02 Story 61.23 Tama 34.46 Taylor 31.58 Union 32.14 Van Buren 27.93 Wapello 28.28 Warren 44.21 Washington 36.03 Wayne 31.00 Webster 37.57 Winnebago 38.59 Winneshiek 42.51 Woodbury 32.73 Worth 35.34 Wright 33.94 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 71 KS Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 40.5% 40.0% 40.5% 2008 2009 2010 Kansas T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Kansas stood at 40.5 percent. In 2014, the most recent year for which data are available, the rate reached 42.3 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Kansas, 7 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 49.3 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Kansas faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Kansas by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Kansas is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 7% 40.7% 41.3% 2011 2012 41.8% 2013 49.3% Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 2014 73 Levels of education for Kansas residents, ages 25-64 TOTAL 1,463,988 Less than ninth grade 49,889 3 .41% Ninth to 12th grade, no diploma 81,089 5 .54% High school graduate (including equivalency) 357,067 24.39% Some college, no degree 357,312 24.41% Associate degree 134,055 9.16% Bachelor’s degree 318,378 21.75% Graduate or professional degree 166,198 11.35% Estimated attainment of certificates: 7% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Kansas residents (ages 25-64), by population group 44.83% White 28.72% African-American 19.01% Hispanic 57.32% Asian/Pacific Islander 30.75% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Kansas residents, ages 18-54 60% National Kansas 50% 41.6% 40% 38.7% 30% 20% 25.2% 20.5% 14.6% 14.4% 11.3% 10% 0% 14.6% 15.8% 10.0% 15.0% 14.8% 14.9% 9.3% 4.9% 4.9% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions KANSAS 74 White Percentage of Kansas residents (ages 25-64) with at least an associate degree, by county Allen 30.01 Anderson 30.15 Atchison 30.18 Barber 29.15 Barton 30.01 Bourbon 33.89 Brown 29.51 Butler 41.75 Chase 31.97 Chautauqua 29.85 Cherokee 27.71 Cheyenne 38.57 Clark 41.67 Clay 34.14 Cloud 33.27 Coffey 31.82 Comanche 30.86 Cowley 32.68 Crawford 41.25 Decatur 37.67 Dickinson 32.27 Doniphan 27.82 Douglas 57.57 Edwards 29.70 Elk 32.96 Ellis 43.15 Ellsworth 30.71 Finney 26.49 Ford 24.03 Franklin 31.21 Geary 31.35 Gove 34.69 Graham 40.63 Grant 24.95 Gray 33.34 Greeley 31.16 Greenwood 25.89 Hamilton 24.37 Harper 34.57 Harvey 36.89 Haskell 26.18 Hodgeman 35.12 Jackson 31.33 Jefferson 31.93 Jewell 35.50 Johnson 62.43 Kearny 31.49 Kingman 28.40 Kiowa 39.30 Labette 36.18 Lane 37.56 Leavenworth 39.84 Lincoln 42.32 Linn 28.36 Logan 36.06 Lyon 32.58 McPherson 37.32 Marion 31.65 Marshall 26.56 Meade 32.01 Miami 36.74 Mitchell 39.72 Montgomery 30.60 Morris 24.44 Morton 26.96 Nemaha 34.46 Neosho 33.78 Ness 32.41 Norton 25.02 Osage 28.84 Osborne 34.65 Ottawa 34.50 Pawnee 28.16 Phillips 37.34 Pottawatomie 44.25 Pratt 40.10 Rawlins 43.71 Reno 31.27 Republic 37.97 Rice 29.68 Riley 54.16 Rooks 33.46 Rush 31.34 Russell 36.32 Saline 32.94 Scott 29.27 Sedgwick 38.66 Seward 20.21 Shawnee 38.27 Sheridan 32.98 Sherman 33.24 Smith 35.03 Stafford 33.24 Stanton 28.19 Stevens 22.74 Sumner 28.22 Thomas 48.95 Trego 36.09 Wabaunsee 36.10 Wallace 37.99 Washington 34.64 Wichita 32.43 Wilson 23.72 Woodson 27.40 Wyandotte 24.28 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 75 KY Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 29.2% 30.5% 30.0% 2008 2009 2010 Kentucky T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Kentucky stood at 29.2 percent. In 2014, the most recent year for which data are available, the rate reached 32.5 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Kentucky, 10 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 42.5 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Kentucky faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Kentucky by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Kentucky is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 10% 30.8% 31.7% 2011 2012 32.9% 2013 42.5% 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. (Kentucky is one of four states in which the estimated certificate-attainment percentage needs further refinement.) 77 Levels of education for Kentucky residents, ages 25-64 TOTAL 2,314,159 Less than ninth grade 102,125 4 .41% Ninth to 12th grade, no diploma 191,621 8 .25% High school graduate (including equivalency) 765,353 33.07% Some college, no degree 504,025 21.78% Associate degree 203,297 8.78% Bachelor’s degree 330,928 14.30% Graduate or professional degree 216,810 9.37% Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 10% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Be aware that Kentucky is one of four states in which the estimated certificate-attainment percentage needs further refinement. Degree-attainment rates among Kentucky residents (ages 25-64), by population group 33.03% White 24.79% African-American 22.24% Hispanic 60.17% Asian/Pacific Islander 23.97% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Kentucky residents, ages 18-54 60% National Kentucky 50% 41.6% 40% 37.1% 30% 20% 25.2% 24.0% 14.6% 11.3% 10.5% 12.2% 10% 0% 14.6% 13.7% 4.9% 3.9% Total Enrollment Ages 18 - 24 Ages 25 - 54 15.0% 9.3% 2.8% Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions KENTUCKY 78 11.9% White Percentage of Kentucky residents (ages 25-64) with at least an associate degree, by county Adair 25.17 Allen 23.56 Anderson 25.81 Ballard 24.15 Barren 23.91 Bath 22.32 Bell 17.94 Boone 42.48 Bourbon 25.97 Boyd 29.82 Boyle 33.42 Bracken 28.79 Breathitt 19.94 Breckinridge 18.12 Bullitt 24.16 Butler 19.70 Caldwell 26.38 Calloway 36.55 Campbell 40.22 Carlisle 23.32 Carroll 16.44 Carter 19.13 Casey 17.60 Christian 25.60 Clark 29.08 Clay 15.55 Clinton 15.47 Crittenden 20.99 Cumberland 24.69 Daviess 31.16 Edmonson 22.18 Elliott 10.61 Estill 14.23 Fayette 50.52 Fleming 21.50 Floyd 21.47 Franklin 32.73 Fulton 18.87 Gallatin 16.77 Garrard 24.54 Grant 19.45 Graves 27.97 Grayson 18.24 Green 16.96 Greenup 27.71 Hancock 20.73 Hardin 34.89 Harlan 21.03 Harrison 22.23 Hart 16.09 Henderson 27.58 Henry 19.23 Hickman 23.01 Hopkins 25.71 Jackson 13.35 Jefferson 40.91 Jessamine 36.96 Johnson 18.11 Kenton 38.67 Knott 21.23 Knox 15.03 Larue 22.31 Laurel 19.56 Lawrence 20.56 Lee 13.25 Leslie 15.00 Letcher 23.68 Lewis 18.51 Lincoln 17.43 Livingston 16.78 Logan 20.39 Lyon 23.20 McCracken 36.27 McCreary 16.22 McLean 22.31 Madison 36.76 Magoffin 14.90 Marion 23.28 Marshall 29.42 Martin 14.96 Mason 24.85 Meade 22.92 Menifee 18.74 Mercer 29.46 Metcalfe 17.92 Monroe 20.78 Montgomery 25.44 Morgan 18.74 Muhlenberg 21.41 Nelson 26.25 Nicholas 28.03 Ohio 16.30 Oldham 51.16 Owen 21.24 Owsley 21.81 Pendleton 23.63 Perry 23.17 Pike 19.56 Powell 19.37 Pulaski 25.55 Robertson 23.75 Rockcastle 20.30 Rowan 36.17 Russell 23.38 Scott 38.44 Shelby 32.19 Simpson 21.95 Spencer 29.74 Taylor 24.72 Todd 18.23 Trigg 28.11 Trimble 22.67 Union 22.96 Warren 37.25 Washington 23.76 Wayne 15.18 Webster 17.22 Whitley 18.62 Wolfe 16.61 Woodford 41.64 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 79 LA Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 27.0% 2008 28.1% 2009 28.2% 2010 Louisiana T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Louisiana stood at 27 percent. In 2014, the most recent year for which data are available, the rate reached 29.7 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Louisiana, 15 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 44.7 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Louisiana faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Louisiana by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Louisiana is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 15% 27.9% 29.1% 2011 2012 29.6% 2013 44.7% 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. (Louisiana is one of four states in which the estimated certificate-attainment percentage needs further refinement.) 81 Levels of education for Louisiana residents, ages 25-64 TOTAL 2,429,518 Less than ninth grade 106,583 4 .39% Ninth to 12th grade, no diploma 253,451 10.43% High school graduate (including equivalency) 803,134 33.06% Some college, no degree 545,715 22.46% Associate degree 147,218 6.06% Bachelor’s degree 392,045 16.14% Graduate or professional degree 181,372 7.47% Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 15% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Be aware that Louisiana is one of four states in which the estimated certificate-attainment percentage needs further refinement. Degree-attainment rates among Louisiana residents (ages 25-64), by population group 34.56% White 19.47% African-American 24.41% Hispanic 46.90% Asian/Pacific Islander 19.91% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Louisiana residents, ages 18-54 60% National Louisiana 50% 41.6% 40% 34.8% 30% 20% 25.2% 14.6% 11.3% 11.9% 10% 0% 14.6% 10.0% 12.1% 4.9% 4.3% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic African-American 9.3% 14.3% 82 11.7% 6.0% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions LOUISIANA 15.0% White Percentage of Louisiana residents (ages 25-64) with at least an associate degree, by parish Acadia 18.31 Allen 16.61 Ascension 35.98 Assumption 18.29 Avoyelles 15.47 Beauregard 22.34 Bienville 16.76 Bossier 34.93 Caddo 31.14 Calcasieu 29.72 Caldwell 10.69 Cameron 25.53 Catahoula 16.36 Claiborne 17.72 Concordia 16.03 De Soto 18.27 East Baton Rouge 40.49 East Carroll 11.99 East Feliciana 18.27 Evangeline 18.62 Franklin 16.61 Grant 14.57 Iberia 19.40 Iberville 19.36 Jackson 19.36 Jefferson 31.64 Jefferson Davis 20.81 Lafayette 35.81 Lafourche 20.97 LaSalle 20.17 Lincoln 39.97 Livingston 24.21 Madison 19.12 Morehouse 17.71 Natchitoches 25.26 Orleans 40.52 Ouachita 27.91 Plaquemines 23.20 Pointe Coupee 16.81 Rapides 24.19 Red River 16.80 Richland 17.98 Sabine 19.89 St. Bernard 19.08 St. Charles 31.39 St. Helena 12.26 St. James 22.58 St. John the Baptist 21.32 St. Landry 18.52 St. Martin 19.83 St. Mary 15.25 St. Tammany 38.98 Tangipahoa 25.16 Tensas 10.60 Terrebonne 17.81 Union 18.48 Vermilion 20.18 Vernon 26.92 Washington 17.18 Webster 20.27 West Baton Rouge 26.16 West Carroll 10.74 West Feliciana 20.99 Winn 18.56 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 83 ME Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 36.8% 38.6% 2008 2009 38.8% 2010 Maine T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Maine stood at 36.8 percent. In 2014, the most recent year for which data are available, the rate reached 41.3 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Maine, 2 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 43.3 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Maine faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Maine by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Maine has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 2% 40.0% 39.0% 2011 2012 39.9% 2013 43.3% Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 2014 85 Levels of education for Maine residents, ages 25-64 TOTAL 716,843 Less than ninth grade 11,875 1.66% Ninth to 12th grade, no diploma 32,139 4 .48% High school graduate (including equivalency) 223,169 31.13% Some college, no degree 153,476 21.41% Associate degree 78,348 10.93% Bachelor’s degree 149,604 20.87% 68,232 9.52% Graduate or professional degree Estimated attainment of certificates: 2% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Maine residents (ages 25-64), by population group 40.77% White 27.27% African-American 37.45% Hispanic 47.86% Asian/Pacific Islander 25.17% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Maine residents, ages 18-54 60% National Maine 50% 41.6% 43.3% 40% 31.4% 30% 20% 14.6% 14.6% 11.3% 10% 0% 25.2% 21.3% 14.6% 14.4% 9.3% 4.9% 5.4% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic African-American 15.0% 14.2% 12.9% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions MAINE 86 White Percentage of Maine residents (ages 25-64) with at least an associate degree, by county Androscoggin 32.98 Aroostook 30.52 Cumberland 54.38 Franklin 34.73 Hancock 40.26 Kennebec 35.71 Knox 37.46 Lincoln 38.98 Oxford 27.19 Penobscot 38.38 Piscataquis 30.95 Sagadahoc 41.25 Somerset 27.26 Waldo 38.63 Washington 29.39 York 41.73 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 87 MD Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 43.9% 44.4% 2008 2009 44.7% 2010 Maryland T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Maryland stood at 43.9 percent. In 2014, the most recent year for which data are available, the rate reached 46.9 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Maryland, 3 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 49.9 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Maryland faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Maryland by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Maryland is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 3% 45.4% 45.5% 2011 2012 46.0% 2013 49.9% Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 2014 89 Levels of education for Maryland residents, ages 25-64 TOTAL 3,240,642 Less than ninth grade 116,099 3.58% Ninth to 12th grade, no diploma 182,904 5 .64% High school graduate (including equivalency) 784,554 24.21% Some college, no degree 637,019 19.66% Associate degree 228,562 7.05% Bachelor’s degree 713,884 22.03% Graduate or professional degree 577,620 17.82% Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 3% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Maryland residents (ages 25-64), by population group 52.89% White African-American 34.65% 26.00% Hispanic 67.87% Asian/Pacific Islander 28.63% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Maryland residents, ages 18-54 60% National Maryland 50% 41.6% 44.0% 40% 28.7% 30% 20% 25.2% 14.6% 16.1% 11.3% 11.7% 10% 0% 4.9% Total Enrollment Ages 18 - 24 14.6% Hispanic 15.0% African-American Native-American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions MARYLAND 90 16.5% 9.3% 6.1% Ages 25 - 54 17.9% 15.5% White Percentage of Maryland residents (ages 25-64) with at least an associate degree, by county Allegany 29.25 Anne Arundel 47.48 Baltimore 46.11 Calvert 37.87 Caroline 20.27 Carroll 45.16 Cecil 31.02 Charles 36.55 Dorchester 25.81 Frederick 50.19 Garrett 27.86 Harford 45.12 Howard 68.73 Kent 36.21 Montgomery 63.81 Prince George’s 37.49 Queen Anne’s 42.91 St. Mary’s 39.75 Somerset 18.09 Talbot 38.92 Washington 30.02 Wicomico 35.38 Worcester 38.25 Baltimore City 34.29 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 91 MA Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 49.6% 50.2% 50.5% 2008 2009 2010 Massachusetts T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Massachusetts stood at 49.6 percent. In 2014, the most recent year for which data are available, the rate reached 52.4 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Massachusetts, 3 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 55.4 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Massachusetts faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be firstgeneration students. The data in this report show the extent of the attainment gaps in Massachusetts by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Massachusetts is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 3% 3% 50.8% 50.5% 51.5% 55.4% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 93 Levels of education for Massachusetts residents, ages 25-64 TOTAL 3,638,774 Less than ninth grade 135,860 3 .73% Ninth to 12th grade, no diploma 171,661 4 .72% High school graduate (including equivalency) 839,428 23.07% Some college, no degree 585,266 16.08% Associate degree 294,445 8.09% Bachelor’s degree 932,285 25.62% Graduate or professional degree 679,829 18.68% Estimated attainment of certificates: 3% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Massachusetts residents (ages 25-64), by population group 55.62% White 33.37% African-American 23.60% Hispanic 65.17% Asian/Pacific Islander 28.88% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Massachusetts residents, ages 18-54 60% 55.0% National Massachusetts 50% 41.6% 40% 32.5% 30% 20% 25.2% 14.6% 11.3% 13.5% 10% 0% Ages 18 - 24 Ages 25 - 54 15.0% 14.6% 9.3% 4.9% 4.3% Total Enrollment 20.4% 20.0% 19.7% 2.1% Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions MASSACHUSETTS 94 White Percentage of Massachusetts residents (ages 25-64) with at least an associate degree, by county Barnstable 48.68 Berkshire 42.04 Bristol 37.91 Dukes 50.15 Essex 48.93 Franklin 46.97 Hampden 37.62 Hampshire 55.20 Middlesex 61.69 Nantucket 49.94 Norfolk 62.59 Plymouth 46.78 Suffolk 49.24 Worcester 46.76 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 95 MI Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 35.7% 35.8% 36.4% 2008 2009 2010 Michigan T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Michigan stood at 35.7 percent. In 2014, the most recent year for which data are available, the rate reached 39.3 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Michigan, 4 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 43.3 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Michigan faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Michigan by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Michigan has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 4% 36.8% 37.4% 38.4% 43.3% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 97 Levels of education for Michigan residents, ages 25-64 TOTAL 5,149,458 Less than ninth grade 122,767 2 .38% Ninth to 12th grade, no diploma 319,798 6.21% High school graduate (including equivalency) 1,421,196 27.60% Some college, no degree 1,263,463 24.54% Associate degree 529,151 10.28% Bachelor’s degree 930,598 18.07% Graduate or professional degree 562,485 10.92% Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 4% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Michigan residents (ages 25-64), by population group 40.50% White 24.89% African-American 23.73% Hispanic 69.77% Asian/Pacific Islander 21.39% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Michigan residents, ages 18-54 60% National Michigan 50% 41.6% 43.3% 40% 30.5% 30% 20% 25.2% 14.6% 15.8% 11.3% 10% 0% 13.5% 9.3% 8.0% 4.9% 5.4% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic 15.0% 15.8% 14.6% 14.5% African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions MICHIGAN 98 White Percentage of Michigan residents (ages 25-64) with at least an associate degree, by county Alcona 23.99 Alger 26.75 Allegan 29.76 Alpena 31.61 Antrim 31.11 Arenac 21.10 Baraga 18.01 Barry 30.53 Bay 32.91 Benzie 33.18 Berrien 36.54 Branch 22.73 Calhoun 30.49 Cass 28.17 Charlevoix 34.92 Cheboygan 25.99 Chippewa 27.36 Clare 20.27 Clinton 43.81 Crawford 27.49 Delta 34.32 Dickinson 35.04 Eaton 37.63 Emmet 43.88 Genesee 31.35 Gladwin 23.73 Gogebic 30.24 Grand Traverse 41.64 Gratiot 23.36 Hillsdale 24.75 Houghton 42.77 Huron 27.00 Ingham 47.36 Ionia 25.31 Iosco 23.91 Iron 30.91 Isabella 36.51 Jackson 29.43 Kalamazoo 46.43 Kalkaska 19.86 Kent 43.87 Keweenaw 37.97 Lake 16.30 Lapeer 28.37 Leelanau 49.53 Lenawee 30.65 Livingston 45.51 Luce 21.43 Mackinac 26.62 Macomb 36.93 Manistee 29.79 Marquette 41.05 Mason 33.11 Mecosta 33.45 Menominee 30.13 Midland 46.47 Missaukee 24.37 Monroe 31.30 Montcalm 23.89 Montmorency 21.72 Muskegon 29.48 Newaygo 22.99 Oakland 54.65 Oceana 26.89 Ogemaw 22.29 Ontonagon 30.23 Osceola 23.26 Oscoda 16.64 Otsego 32.31 Ottawa 42.44 Presque Isle 26.74 Roscommon 22.28 Saginaw 33.28 St. Clair 29.84 St. Joseph 24.56 Sanilac 22.89 Schoolcraft 22.95 Shiawassee 28.67 Tuscola 26.39 Van Buren 29.15 Washtenaw 60.97 Wayne 31.29 Wexford 28.58 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 99 MN Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 45.1% 45.2% 45.8% 2008 2009 2010 Minnesota T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Minnesota stood at 45.1 percent. In 2014, the most recent year for which data are available, the rate reached 48.9 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Minnesota, 4 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 52.9 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Minnesota faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Minnesota by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Minnesota is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 4% 46.6% 47.7% 48.1% 52.9% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 101 Levels of education for Minnesota residents, ages 25-64 63,729 2 .20% Ninth to 12th grade, no diploma 113,695 3.93% High school graduate (including equivalency) 662,940 22.90% Some college, no degree 637,945 22.04% Associate degree 362,012 12.51% Bachelor’s degree 712,102 24.60% Graduate or professional degree 342,327 11.83% Less than ninth grade TOTAL 2,894,750 Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 4% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Minnesota residents (ages 25-64), by population group 50.31% White 29.26% African-American 25.89% Hispanic 52.81% Asian/Pacific Islander 16.55% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Minnesota residents, ages 18-54 60% National Minnesota 50% 41.6% 43.9% 40% 30% 20% 25.2% 14.6% 15.6% 11.3% 10% 0% 4.9% 5.4% Total Enrollment 20.4% 18.4% Ages 18 - 24 Ages 25 - 54 15.0% 15.7% 14.6% 9.3% 7.0% 8.0% Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions MINNESOTA 102 White Percentage of Minnesota residents (ages 25-64) with at least an associate degree, by county Aitkin 30.30 Anoka 42.20 Becker 36.62 Beltrami 40.60 Benton 36.04 Big Stone 34.83 Blue Earth 44.73 Brown 36.52 Carlton 35.73 Carver 59.25 Cass 30.76 Chippewa 38.17 Chisago 37.27 Clay 48.77 Clearwater 28.46 Cook 49.79 Cottonwood 32.28 Crow Wing 37.99 Dakota 53.90 Dodge 42.31 Douglas 46.48 Faribault 33.46 Fillmore 34.87 Freeborn 31.38 Goodhue 38.47 Grant 39.76 Hennepin 57.82 Houston 42.03 Hubbard 37.50 Isanti 29.93 Itasca 35.48 Jackson 38.09 Kanabec 26.09 Kandiyohi 39.58 Kittson 37.03 Koochiching 32.73 Lac qui Parle 36.94 Lake 38.97 Lake of the Woods 24.12 Le Sueur 35.61 Lincoln 38.92 Lyon 42.34 McLeod 37.62 Mahnomen 24.85 Marshall 34.51 Martin 33.98 Meeker 33.62 Mille Lacs 30.20 Morrison 31.83 Mower 33.31 Murray 35.23 Nicollet 46.18 Nobles 26.73 Norman 34.77 Olmsted 55.60 Otter Tail 41.15 Pennington 36.13 Pine 23.80 Pipestone 31.72 Polk 38.61 Pope 39.83 Ramsey 50.23 Red Lake 32.98 Redwood 31.52 Renville 31.73 Rice 39.09 Rock 35.69 Roseau 29.80 St. Louis 42.24 Scott 53.08 Sherburne 41.53 Sibley 30.48 Stearns 42.12 Steele 38.32 Stevens 51.05 Swift 33.77 Todd 29.72 Traverse 43.00 Wabasha 35.44 Wadena 31.30 Waseca 33.48 Washington 56.09 Watonwan 31.31 Wilkin 42.36 Winona 42.37 Wright 43.33 Yellow Medicine 36.39 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 103 MS Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 29.3% 28.9% 29.9% 2008 2009 2010 Mississippi T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Mississippi stood at 29.3 percent. In 2014, the most recent year for which data are available, the rate reached 31.4 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Mississippi, 5 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 36.4 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Mississippi faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be firstgeneration students. The data in this report show the extent of the attainment gaps in Mississippi by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Mississippi has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 5% 30.3% 31.1% 30.5% 36.4% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 105 Levels of education for Mississippi residents, ages 25-64 64,627 4 .24% Ninth to 12th grade, no diploma 162,271 10.65% High school graduate (including equivalency) 454,444 29.83% Some college, no degree 364,292 23.91% Associate degree 148,594 9.75% Bachelor’s degree 210,182 13.80% Graduate or professional degree 118,987 7.81% Less than ninth grade TOTAL 1,523,397 Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 5% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Mississippi residents (ages 25-64), by population group 35.78% White 24.12% African-American 18.85% Hispanic 43.14% Asian/Pacific Islander 16.48% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Mississippi residents, ages 18-54 60% National Mississippi 50% 41.6% 40% 39.3% 30% 20% 25.2% 14.6% 13.3% 0% 4.9% 4.1% Total Enrollment Ages 18 - 24 Ages 25 - 54 15.0% 14.6% 14.6% 11.3% 10% 20.9% 9.3% 6.1% Hispanic African-American 6.9% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions MISSISSIPPI 106 12.5% White Percentage of Mississippi residents (ages 25-64) with at least an associate degree, by county Adams 26.30 Alcorn 28.05 Amite 19.10 Attala 24.65 Benton 16.28 Bolivar 28.82 Calhoun 18.50 Carroll 20.97 Chickasaw 15.78 Choctaw 24.40 Claiborne 27.11 Clarke 21.94 Clay 27.44 Coahoma 29.25 Copiah 26.61 Covington 22.38 DeSoto 34.33 Forrest 35.45 Franklin 21.83 George 21.11 Greene 16.03 Grenada 24.67 Hancock 30.61 Harrison 30.92 Hinds 36.34 Holmes 17.81 Humphreys 16.80 Issaquena 12.64 Itawamba 26.02 Jackson 32.94 Jasper 23.01 Jefferson 30.50 Jefferson Davis 22.23 Jones 28.22 Kemper 19.94 Lafayette 46.33 Lamar 46.09 Lauderdale 31.01 Lawrence 22.64 Leake 21.61 Lee 32.69 Leflore 25.35 Lincoln 30.62 Lowndes 32.51 Madison 55.94 Marion 22.80 Marshall 16.39 Monroe 25.42 Montgomery 22.90 Neshoba 26.77 Newton 30.46 Noxubee 20.96 Oktibbeha 51.98 Panola 25.50 Pearl River 26.28 Perry 20.40 Pike 26.15 Pontotoc 23.36 Prentiss 24.15 Quitman 23.16 Rankin 41.56 Scott 19.18 Sharkey 28.36 Simpson 22.83 Smith 22.48 Stone 23.05 Sunflower 19.79 Tallahatchie 19.43 Tate 28.91 Tippah 19.36 Tishomingo 22.84 Tunica 28.88 Union 23.82 Walthall 22.70 Warren 36.32 Washington 25.88 Wayne 17.17 Webster 28.83 Wilkinson 20.55 Winston 28.71 Yalobusha 20.84 Yazoo 18.67 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 107 MO Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 34.9% 34.9% 35.8% 2008 2009 2010 Missouri T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Missouri stood at 34.9 percent. In 2014, the most recent year for which data are available, the rate reached 38.1 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Missouri, 4 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 42.1 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Missouri faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Missouri by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Missouri is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 4% 36.4% 36.6% 37.6% 42.1% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 109 Levels of education for Missouri residents, ages 25-64 78,394 2 .49% Ninth to 12th grade, no diploma 221,524 7.04% High school graduate (including equivalency) 917,604 29.18% Some college, no degree 728,688 23.17% Associate degree 267,199 8.50% Bachelor’s degree 592,922 18.85% Graduate or professional degree 338,546 10.76% Less than ninth grade TOTAL 3,144,877 Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 4% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Missouri residents (ages 25-64), by population group 38.86% White 25.86% African-American 26.43% Hispanic 61.89% Asian/Pacific Islander 23.08% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Missouri residents, ages 18-54 60% National Missouri 50% 41.6% 40% 41.1% 38.4% 30% 20% 25.2% 14.6% 14.3% 11.3% 13.3% 10% 0% 14.6% 13.2% 15.0% 13.9% 9.3% 10.7% 4.9% 4.8% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions MISSOURI 110 White Percentage of Missouri residents (ages 25-64) with at least an associate degree, by county Adair 38.26 Andrew 30.10 Atchison 34.28 Audrain 20.90 Barry 21.63 Barton 26.46 Bates 19.20 Benton 22.58 Bollinger 17.06 Boone 57.05 Buchanan 26.66 Butler 25.10 Caldwell 26.99 Callaway 29.92 Camden 32.43 Cape Girardeau 36.44 Carroll 25.32 Carter 28.59 Cass 34.82 Cedar 22.16 Chariton 23.84 Christian 37.37 Clark 24.84 Clay 42.34 Clinton 26.01 Cole 41.20 Cooper 29.87 Crawford 21.54 Dade 25.75 Dallas 23.54 Daviess 25.82 DeKalb 18.99 Dent 20.85 Douglas 17.59 Dunklin 18.39 Franklin 30.36 Gasconade 25.55 Gentry 25.78 Greene 38.59 Grundy 30.74 Harrison 22.51 Henry 25.00 Hickory 19.85 Holt 26.77 Howard 31.35 Howell 25.94 Iron 18.56 Jackson 37.19 Jasper 30.12 Jefferson 30.96 Johnson 38.57 Knox 21.82 Laclede 22.20 Lafayette 28.03 Lawrence 22.65 Lewis 22.93 Lincoln 24.59 Linn 20.44 Livingston 25.53 McDonald 19.73 Macon 26.17 Madison 18.30 Maries 23.96 Marion 26.92 Mercer 26.75 Miller 21.82 Mississippi 14.84 Moniteau 24.25 Monroe 23.53 Montgomery 23.44 Morgan 18.72 New Madrid 19.08 Newton 29.89 Nodaway 31.20 Oregon 18.04 Osage 31.06 Ozark 21.83 Pemiscot 18.30 Perry 25.64 Pettis 29.72 Phelps 36.41 Pike 17.18 Platte 50.12 Polk 25.02 Pulaski 36.30 Putnam 24.64 Ralls 24.00 Randolph 25.71 Ray 22.60 Reynolds 10.34 Ripley 18.84 St. Charles 48.82 St. Clair 19.41 Ste. Genevieve 24.68 St. Francois 24.17 St. Louis 52.68 Saline 25.90 Schuyler 20.80 Scotland 27.00 Scott 20.01 Shannon 22.42 Shelby 23.58 Stoddard 23.84 Stone 21.79 Sullivan 21.62 Taney 24.70 Texas 17.51 Vernon 24.92 Warren 27.95 Washington 13.78 Wayne 17.21 Webster 24.65 Worth 26.33 Wright 18.70 St. Louis City 39.57 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 111 MT Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 37.7% 38.3% 40.0% 2008 2009 2010 Montana T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Montana stood at 37.7 percent. In 2014, the most recent year for which data are available, the rate reached 39.6 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Montana, 2 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 41.6 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Montana faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Montana by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Montana is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 2% 39.2% 39.8% 39.0% 41.6% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 113 Levels of education for Montana residents, ages 25-64 6,861 1 .31% 26,328 5.01% High school graduate (including equivalency) 152,462 29.00% Some college, no degree 131,765 25.06% Associate degree 48,796 9.28% Bachelor’s degree 108,930 20.72% 50,555 9.62% Less than ninth grade Ninth to 12th grade, no diploma TOTAL 525,697 Graduate or professional degree Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 2% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Montana residents (ages 25-64), by population group 40.36% White 24.91% African-American 25.45% Hispanic 44.70% Asian/Pacific Islander 22.93% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Montana residents, ages 18-54 64.8% 60% National Montana 50% 41.6% 40% 39.7% 30% 20% 25.2% 19.3% 14.6% 14.9% 11.3% 10% 0% 14.6% 15.9% 15.0% 14.1% 9.3% 10.6% 4.9% 4.9% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions MONTANA 114 White Percentage of Montana residents (ages 25-64) with at least an associate degree, by county Beaverhead 38.95 Big Horn 27.18 Blaine 26.37 Broadwater 32.58 Carbon 37.78 Carter 27.24 Cascade 38.07 Chouteau 36.60 Custer 37.91 Daniels 43.57 Dawson 39.17 Deer Lodge 31.20 Fallon 34.24 Fergus 40.38 Flathead 36.39 Gallatin 54.00 Garfield 26.01 Glacier 29.14 Golden Valley 32.05 Granite 39.12 Hill 40.21 Jefferson 44.62 Judith Basin 43.91 Lake 33.35 Lewis and Clark 48.54 Liberty 35.99 Lincoln 32.00 McCone 27.47 Madison 37.87 Meagher 27.69 Mineral 20.22 Missoula 50.11 Musselshell 21.64 Park 42.23 Petroleum 39.10 Phillips 34.21 Pondera 35.27 Powder River 35.93 Powell 27.85 Prairie 33.28 Ravalli 32.40 Richland 29.57 Roosevelt 23.15 Rosebud 35.27 Sanders 23.28 Sheridan 35.17 Silver Bow 34.75 Stillwater 31.49 Sweet Grass 39.74 Teton 35.31 Toole 19.49 Treasure 22.19 Valley 31.64 Wheatland 23.36 Wibaux 35.21 Yellowstone 38.01 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 115 NE Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 40.5% 41.2% 42.0% 2008 2009 2010 Nebraska T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Nebraska stood at 40.5 percent. In 2014, the most recent year for which data are available, the rate reached 44 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Nebraska, 3 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 47 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Nebraska faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Nebraska by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Nebraska has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 3% 41.5% 43.0% 43.2% 47.0% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 117 Levels of education for Nebraska residents, ages 25-64 TOTAL 954,024 Less than ninth grade 39,383 4 .13% Ninth to 12th grade, no diploma 46,936 4.92% High school graduate (including equivalency) 224,619 23.54% Some college, no degree 223,387 23.42% Associate degree 113,915 11.94% Bachelor’s degree 212,682 22.29% 93,102 9.76% Graduate or professional degree Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 3% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Nebraska residents (ages 25-64), by population group 47.96% White 28.95% African-American 14.52% Hispanic 55.47% Asian/Pacific Islander 19.07% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Nebraska residents, ages 18-54 60% National Nebraska 50% 41.6% 43.8% 40% 30% 20% 25.2% 14.6% 17.9% 15.8% 4.9% 4.7% Total Enrollment Ages 18 - 24 Ages 25 - 54 15.0% 14.6% 11.3% 10% 0% 26.8% 7.5% Hispanic 10.6% African-American 9.3% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions NEBRASKA 118 17.4% White Percentage of Nebraska residents (ages 25-64) with at least an associate degree, by county Adams 37.06 Antelope 37.89 Arthur 51.11 Banner 31.18 Blaine 34.19 Boone 34.06 Box Butte 30.96 Boyd 33.37 Brown 34.77 Buffalo 46.02 Burt 39.28 Butler 31.06 Cass 39.70 Cedar 37.87 Chase 38.14 Cherry 37.31 Cheyenne 38.59 Clay 36.51 Colfax 24.20 Cuming 37.88 Custer 36.77 Dakota 19.36 Dawes 50.56 Dawson 25.71 Deuel 31.14 Dixon 30.55 Dodge 31.25 Douglas 46.70 Dundy 36.17 Fillmore 41.19 Franklin 32.75 Frontier 38.00 Furnas 39.20 Gage 37.56 Garden 35.92 Garfield 24.06 Gosper 32.82 Grant 39.40 Greeley 32.32 Hall 30.11 Hamilton 40.50 Harlan 32.00 Hayes 34.85 Hitchcock 36.91 Holt 41.65 Hooker 43.55 Howard 30.27 Jefferson 29.52 Johnson 25.71 Kearney 40.38 Keith 41.49 Keya Paha 28.22 Kimball 25.97 Knox 37.00 Lancaster 50.48 Lincoln 33.98 Logan 40.23 Loup 31.58 McPherson 43.83 Madison 41.28 Merrick 30.74 Morrill 33.22 Nance 28.79 Nemaha 42.19 Nuckolls 36.18 Otoe 38.95 Pawnee 30.39 Perkins 33.33 Phelps 39.40 Pierce 40.60 Platte 36.74 Polk 38.46 Red Willow 40.13 Richardson 33.96 Rock 35.44 Saline 28.86 Sarpy 49.49 Saunders 43.02 Scotts Bluff 35.49 Seward 46.95 Sheridan 38.71 Sherman 29.43 Sioux 38.57 Stanton 39.81 Thayer 37.24 Thomas 38.80 Thurston 29.72 Valley 34.81 Washington 45.03 Wayne 51.66 Webster 35.41 Wheeler 32.34 York 39.91 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 119 NV Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 30.1% 30.4% 29.5% 2008 2009 2010 Nevada T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Nevada stood at 30.1 percent. In 2014, the most recent year for which data are available, the rate reached 31.3 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Nevada, 4 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 35.3 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Nevada faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Nevada by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Nevada is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 4% 30.0% 30.1% 31.1% 35.3% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 121 Levels of education for Nevada residents, ages 25-64 89,157 5 .87% Ninth to 12th grade, no diploma 137,265 9.04% High school graduate (including equivalency) 425,947 28.04% Some college, no degree 391,569 25.78% Associate degree 126,131 8.30% Bachelor’s degree 234,913 15.46% Graduate or professional degree 114,102 7.51% Less than ninth grade TOTAL 1,519,084 Estimated attainment of certificates: 4% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Nevada residents (ages 25-64), by population group 37.38% White 24.02% African-American 13.77% Hispanic 44.89% Asian/Pacific Islander 21.24% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Nevada residents, ages 18-54 60% National Nevada 50% 41.6% 40% 29.8% 30% 20% 25.2% 17.9% 14.6% 10% 0% 11.3% 10.6% 4.9% 5.0% Total Enrollment Ages 18 - 24 Ages 25 - 54 14.6% 8.3% Hispanic 9.1% African-American 9.3% 7.2% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions NEVADA 122 15.0% 11.3% White Percentage of Nevada residents (ages 25-64) with at least an associate degree, by county Churchill 23.66 Clark 29.99 Douglas 37.26 Elko 27.40 Esmeralda 18.13 Eureka 29.72 Humboldt 21.80 Lander 20.47 Lincoln 25.20 Lyon 25.24 Mineral 20.98 Nye 19.12 Pershing 16.13 Storey 26.02 Washoe 36.03 White Pine Carson City 26.07 27.59 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 123 NH Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 46.0% 44.6% 45.8% 2008 2009 2010 New Hampshire T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in New Hampshire stood at 46 percent. In 2014, the most recent year for which data are available, the rate reached 47.2 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In New Hampshire, 2 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 49.2 percent. As the data in this report make clear, increasing overall attainment is not the only challenge New Hampshire faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be firstgeneration students. The data in this report show the extent of the attainment gaps in New Hampshire by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). New Hampshire is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 2% 45.8% 46.7% 46.4% 49.2% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 125 Levels of education for New Hampshire residents, ages 25-64 TOTAL 721,857 Less than ninth grade 12,390 1 .72% Ninth to 12th grade, no diploma 31,578 4.37% High school graduate (including equivalency) 197,436 27.35% Some college, no degree 140,021 19.40% Associate degree 78,096 10.82% Bachelor’s degree 166,619 23.08% 95,717 13.26% Graduate or professional degree Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 2% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among New Hampshire residents (ages 25-64), by population group 47.27% White 33.80% African-American 30.53% Hispanic 65.42% Asian/Pacific Islander 27.31% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among New Hampshire residents, ages 18-54 60% National New Hampshire 50% 41.6% 42.6% 40% 30% 20% 14.6% 15.6% 11.3% 10% 0% Ages 18 - 24 Ages 25 - 54 15.0% 14.7% 14.6% 9.3% 6.1% 4.9% 3.8% Total Enrollment 25.2% 25.3% 23.4% 20.6% Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions NEW HAMPSHIRE 126 White Percentage of New Hampshire residents (ages 25-64) with at least an associate degree, by county Belknap 41.53 Carroll 41.80 Cheshire 40.94 Coos 32.42 Grafton 46.53 Hillsborough 47.88 Merrimack 46.02 Rockingham 51.17 Strafford 46.76 Sullivan 37.68 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 127 NJ Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 44.6% 44.5% 45.3% 2008 2009 2010 New Jersey T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in New Jersey stood at 44.6 percent. In 2014, the most recent year for which data are available, the rate reached 47.1 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In New Jersey, 3 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 50.1 percent. As the data in this report make clear, increasing overall attainment is not the only challenge New Jersey faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be firstgeneration students. The data in this report show the extent of the attainment gaps in New Jersey by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that New Jersey has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 3% 45.1% 45.8% 46.5% 50.1% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 129 Levels of education for New Jersey residents, ages 25-64 Less than ninth grade 196,030 4 .07% Ninth to 12th grade, no diploma 236,453 4.91% 1,258,973 26.14% Some college, no degree 855,102 17.76% Associate degree 338,624 7.03% Bachelor’s degree 1,220,765 25.35% 709,859 14.74% High school graduate (including equivalency) TOTAL 4,815,806 Graduate or professional degree Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 3% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among New Jersey residents (ages 25-64), by population group 52.14% White 30.87% African-American 23.60% Hispanic 75.72% Asian/Pacific Islander 38.55% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among New Jersey residents, ages 18-54 60% National 50% New Jersey 45.9% 41.6% 40% 30% 25.2% 27.9% 20% 14.6% 14.7% 11.3% 10.9% 10% 0% 4.9% Total Enrollment Ages 18 - 24 14.6% 14.0% 4.1% Ages 25 - 54 15.0% 15.6% 9.3% 1.7% Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions NEW JERSEY 130 White Percentage of New Jersey residents (ages 25-64) with at least an associate degree, by county Atlantic 32.78 Bergen 56.32 Burlington 47.02 Camden 39.59 Cape May 38.95 Cumberland 21.27 Essex 40.14 Gloucester 41.20 Hudson 45.25 Hunterdon 59.24 Mercer 48.35 Middlesex 50.99 Monmouth 52.79 Morris 60.89 Ocean 37.93 Passaic 34.23 Salem 31.88 Somerset 61.74 Sussex 44.47 Union 40.80 Warren 41.43 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 131 NM Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 33.4% 33.9% 33.1% 2008 2009 2010 New Mexico T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in New Mexico stood at 33.4 percent. In 2014, the most recent year for which data are available, the rate reached 34.6 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In New Mexico, 9 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 43.6 percent. As the data in this report make clear, increasing overall attainment is not the only challenge New Mexico faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be firstgeneration students. The data in this report show the extent of the attainment gaps in New Mexico by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that New Mexico has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 9% 33.9% 35.1% 34.9% 43.6% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. (New Mexico is one of four states in which the estimated certificate-attainment percentage needs further refinement.) 133 Levels of education for New Mexico residents, ages 25-64 TOTAL 1,055,736 Less than ninth grade 56,541 5 .36% Ninth to 12th grade, no diploma 98,613 9.34% High school graduate (including equivalency) 280,138 26.53% Some college, no degree 255,549 24.21% Associate degree 93,503 8.86% Bachelor’s degree 162,805 15.42% Graduate or professional degree 108,587 10.29% Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 9% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Be aware that New Mexico is one of four states in which the estimated certificateattainment percentage needs further refinement. Degree-attainment rates among New Mexico residents (ages 25-64), by population group 49.73% White 38.66% African-American 22.99% Hispanic Asian/Pacific Islander 59.45% 20.12% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among New Mexico residents, ages 18-54 60% National New Mexico 50% 41.6% 40% 37.2% 36.5% 30% 25.2% 20% 14.6% 15.1% 10% 0% 11.3% 14.5% 14.6% 14.2% Hispanic African-American 4.9% 6.9% Total Enrollment Ages 18 - 24 Ages 25 - 54 9.3% 15.0% 11.9% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions NEW MEXICO 134 16.5% White Percentage of New Mexico residents (ages 25-64) with at least an associate degree, by county Bernalillo 40.76 Catron 25.67 Chaves 27.17 Cibola 20.41 Colfax 28.61 Curry 32.40 De Baca 22.50 Doña Ana 35.37 Eddy 25.81 Grant 35.41 Guadalupe 18.36 Harding 33.96 Hidalgo 21.92 Lea 20.32 Lincoln 34.89 Los Alamos 73.26 Luna 21.03 McKinley 18.26 Mora 23.00 Otero 27.14 Quay 22.00 Rio Arriba 23.38 Roosevelt 31.38 Sandoval 38.97 San Juan 25.76 San Miguel 27.72 Santa Fe 44.37 Sierra 27.13 Socorro 24.38 Taos 38.40 Torrance 26.22 Union 25.68 Valencia 23.87 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 135 NY Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 43.8% 44.6% 44.1% 2008 2009 2010 New York T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in New York stood at 43.8 percent. In 2014, the most recent year for which data are available, the rate reached 46.3 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In New York, 3 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 49.3 percent. As the data in this report make clear, increasing overall attainment is not the only challenge New York faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in New York by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that New York has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 3% 44.6% 45.1% 46.0% 49.3% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 137 Levels of education for New York residents, ages 25-64 TOTAL 10,643,932 Less than ninth grade 553,577 5 .20% Ninth to 12th grade, no diploma 748,566 7.03% High school graduate (including equivalency) 2,639,947 24.80% Some college, no degree 1,771.383 16.64% Associate degree 1,006,272 9.45% Bachelor’s degree 2,299,305 21.60% Graduate or professional degree 1,624,882 15.27% Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 3% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among New York residents (ages 25-64), by population group 54.26% White 33.22% African-American 25.45% Hispanic 54.58% Asian/Pacific Islander 33.95% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among New York residents, ages 18-54 60% National 50% New York 47.9% 41.6% 40% 30% 25.2% 20% 14.6% 15.6% 11.3% 10% 0% 4.9% Total Enrollment Ages 18 - 24 19.3% 14.6% 14.9% 11.1% 22.0% 15.0% 9.3% 3.8% Ages 25 - 54 Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions NEW YORK 138 17.4% White Percentage of New York residents (ages 25-64) with at least an associate degree, by county Albany 53.04 Allegany 34.32 Bronx 27.18 Broome 41.76 Cattaraugus 31.59 Cayuga 36.52 Chautauqua 36.61 Chemung 37.87 Chenango 30.91 Clinton 33.97 Columbia 41.85 Cortland 38.14 Delaware 34.49 Dutchess 45.84 Erie 47.63 Essex 35.85 Franklin 29.61 Fulton 30.27 Genesee 37.45 Greene 34.43 Hamilton 43.90 Herkimer 39.37 Jefferson 34.89 Kings 40.89 Lewis 28.41 Livingston 39.58 Madison 43.19 Monroe 51.34 Montgomery 32.21 Nassau 54.88 New York 66.92 Niagara 39.08 Oneida 38.16 Onondaga 49.41 Ontario 48.36 Orange 40.49 Orleans 27.94 Oswego 31.04 Otsego 41.49 Putnam 50.21 Queens 41.02 Rensselaer 46.61 Richmond 42.16 Rockland 50.50 St. Lawrence 35.57 Saratoga 54.12 Schenectady 44.43 Schoharie 33.62 Schuyler 31.69 Seneca 34.71 Steuben 37.58 Suffolk 45.87 Sullivan 33.36 Tioga 39.74 Tompkins 62.33 Ulster 42.49 Warren 41.92 Washington 29.46 Wayne 36.86 Westchester 55.54 Wyoming 28.94 Yates 34.62 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 139 NC Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 36.9% 2008 37.9% 37.6% 2009 2010 North Carolina T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in North Carolina stood at 36.9 percent. In 2014, the most recent year for which data are available, the rate reached 40.3 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In North Carolina, 5 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 45.3 percent. As the data in this report make clear, increasing overall attainment is not the only challenge North Carolina faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be firstgeneration students. The data in this report show the extent of the attainment gaps in North Carolina by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that North Carolina has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 5% 38.2% 38.4% 39.7% 45.3% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 141 Levels of education for North Carolina residents, ages 25-64 TOTAL 5,200,788 Less than ninth grade 218,106 4 .19% Ninth to 12th grade, no diploma 406,426 7.81% High school graduate (including equivalency) 1,299,871 24.99% Some college, no degree 1,181,373 22.72% Associate degree 521,773 10.03% Bachelor’s degree 1,043,853 20.07% 529,386 10.18% Graduate or professional degree Estimated attainment of certificates: 5% Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among North Carolina residents (ages 25-64), by population group 45.08% White 28.11% African-American 16.20% Hispanic 59.92% Asian/Pacific Islander 23.10% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among North Carolina residents, ages 18-54 60% National North Carolina 50% 41.6% 41.1% 40% 30% 20% 25.2% 24.7% 14.6% 15.2% 11.3% 10% 0% 4.9% Total Enrollment 14.6% 15.2% Ages 18 - 24 5.7% Ages 25 - 54 African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions NORTH CAROLINA 142 16.4% 9.3% 8.7% 7.8% Hispanic 15.0% White Percentage of North Carolina residents (ages 25-64) with at least an associate degree, by county Alamance 32.51 Alexander 22.56 Alleghany 28.22 Anson 18.50 Ashe 31.00 Avery 27.16 Beaufort 29.45 Bertie 19.27 Bladen 23.91 Brunswick 34.58 Buncombe 45.35 Burke 29.42 Cabarrus 39.27 Caldwell 24.35 Camden 37.09 Carteret 36.98 Caswell 19.85 Catawba 33.58 Chatham 43.05 Cherokee 29.33 Chowan 31.75 Clay 29.66 Cleveland 29.28 Columbus 24.55 Craven 32.87 Cumberland 35.29 Currituck 29.94 Dare 37.26 Davidson 29.70 Davie 36.95 Duplin 19.78 Durham 53.62 Edgecombe 20.21 Forsyth 42.38 Franklin 31.28 Gaston 29.85 Gates 24.66 Graham 25.02 Granville 28.75 Greene 22.73 Guilford 43.45 Halifax 21.93 Harnett 30.99 Haywood 37.20 Henderson 37.09 Hertford 25.05 Hoke 31.79 Hyde 17.65 Iredell 37.73 Jackson 40.51 Johnston 33.73 Jones 25.23 Lee 31.26 Lenoir 26.27 Lincoln 32.77 McDowell 25.19 Macon 32.45 Madison 31.26 Martin 26.48 Mecklenburg 51.09 Mitchell 32.14 Montgomery 25.50 Moore 45.69 Nash 28.52 New Hanover 48.90 Northampton 22.98 Onslow 29.48 Orange 64.17 Pamlico 32.33 Pasquotank 29.60 Pender 33.47 Perquimans 26.25 Person 26.55 Pitt 42.44 Polk 38.87 Randolph 25.80 Richmond 25.23 Robeson 21.52 Rockingham 23.74 Rowan 29.24 Rutherford 28.65 Sampson 21.40 Scotland 24.28 Stanly 28.29 Stokes 24.56 Surry 28.35 Swain 27.12 Transylvania 37.75 Tyrrell 14.05 Union 43.35 Vance 22.14 Wake 59.07 Warren 22.34 Washington 21.84 Watauga 47.66 Wayne 29.52 Wilkes 24.43 Wilson 28.75 Yadkin 27.27 Yancey 27.73 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 143 ND Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 45.2% 2008 43.7% 44.9% 2009 2010 North Dakota T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in North Dakota stood at 45.2 percent. In 2014, the most recent year for which data are available, the rate was again 45.2 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In North Dakota, 2 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 47.2 percent. As the data in this report make clear, increasing overall attainment is not the only challenge North Dakota faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be firstgeneration students. The data in this report show the extent of the attainment gaps in North Dakota by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that North Dakota has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 2% 44.7% 45.6% 45.8% 47.2% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 145 Levels of education for North Dakota residents, ages 25-64 4,925 1.32% Ninth to 12th grade, no diploma 14,790 3.95% High school graduate (including equivalency) 96,487 25.79% Some college, no degree 88,853 23.75% Associate degree 59,056 15.78% Bachelor’s degree 79,877 21.35% Graduate or professional degree 30,183 8.07% Less than ninth grade TOTAL 374,171 Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 2% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among North Dakota residents (ages 25-64), by population group 47.27% White 23.25% African-American 32.02% Hispanic 59.69% Asian/Pacific Islander 28.70% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among North Dakota residents, ages 18-54 60% National North Dakota 50% 41.6% 43.6% 40% 32.9% 30% 25.2% 20% 14.6% 18.6% 17.6% 11.3% 10% 0% 4.9% Total Enrollment Ages 18 - 24 16.0% 14.6% 15.9% 17.1% 9.3% 4.6% Ages 25 - 54 Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions NORTH DAKOTA 146 15.0% White Percentage of North Dakota residents (ages 25-64) with at least an associate degree, by county Adams 36.78 Barnes 41.18 Benson 31.16 Billings 37.60 Bottineau 35.76 Bowman 39.50 Burke 32.19 Burleigh 53.22 Cass 54.98 Cavalier 46.09 Dickey 44.58 Divide 43.30 Dunn 33.76 Eddy 42.46 Emmons 36.55 Foster 40.22 Golden Valley 40.14 Grand Forks 48.48 Grant 36.92 Griggs 36.02 Hettinger 32.14 Kidder 39.13 LaMoure 43.83 Logan 32.01 McHenry 27.54 McIntosh 40.65 McKenzie 34.76 McLean 38.35 Mercer 43.19 Morton 44.75 Mountrail 34.29 Nelson 46.24 Oliver 37.81 Pembina 33.46 Pierce 35.84 Ramsey 43.35 Ransom 35.91 Renville 36.07 Richland 45.54 Rolette 37.95 Sargent 42.79 Sheridan 36.04 Sioux 32.94 Slope 42.38 Stark 40.31 Steele 37.34 Stutsman 35.87 Towner 40.07 Traill 48.02 Walsh 35.23 Ward 40.01 Wells 38.85 Williams 37.31 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 147 OH Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 34.9% 2008 34.7% 35.8% 2009 2010 Ohio T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Ohio stood at 34.9 percent. In 2014, the most recent year for which data are available, the rate reached 38.2 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Ohio, 5 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 43.2 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Ohio faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Ohio by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Ohio has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 5% 35.5% 36.5% 37.5% 43.2% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 149 Levels of education for Ohio residents, ages 25-64 TOTAL 6,060,592 Less than ninth grade 132,911 2.19% Ninth to 12th grade, no diploma 411,106 6.78% High school graduate (including equivalency) 1,913,280 31.57% Some college, no degree 1,285,787 21.22% Associate degree 579,185 9.56% Bachelor’s degree 1,100,560 18.16% 637,763 10.52% Graduate or professional degree Estimated attainment of certificates: 5% Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Ohio residents (ages 25-64), by population group 38.79% White 25.24% African-American 24.12% Hispanic 67.39% Asian/Pacific Islander 27.96% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Ohio residents, ages 18-54 60% National Ohio 50% 41.6% 40% 40.9% 29.6% 30% 25.2% 20% 14.6% 14.2% 11.3% 12.0% 10% 0% 14.6% 14.3% 4.9% 4.7% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic African-American 15.0% 9.3% 7.1% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions OHIO 150 14.0% White Percentage of Ohio residents (ages 25-64) with at least an associate degree, by county Adams 17.28 Allen 29.43 Ashland 29.12 Ashtabula 22.58 Athens 42.02 Auglaize 32.91 Belmont 28.09 Brown 21.03 Butler 38.39 Carroll 20.13 Champaign 26.41 Clark 28.64 Clermont 37.86 Clinton 26.02 Columbiana 25.05 Coshocton 20.83 Crawford 24.08 Cuyahoga 40.96 Darke 21.70 Defiance 29.17 Delaware 61.91 Erie 32.33 Fairfield 39.14 Fayette 24.07 Franklin 45.97 Fulton 30.03 Gallia 24.72 Geauga 47.60 Greene 49.23 Guernsey 24.14 Hamilton 44.96 Hancock 37.46 Hardin 24.26 Harrison 21.49 Henry 30.55 Highland 20.54 Hocking 26.12 Holmes 12.24 Huron 22.07 Jackson 27.33 Jefferson 31.64 Knox 29.30 Lake 38.98 Lawrence 26.28 Licking 33.92 Logan 23.45 Lorain 34.43 Lucas 35.53 Madison 25.31 Mahoning 32.33 Marion 22.43 Medina 43.34 Meigs 26.56 Mercer 30.17 Miami 31.92 Monroe 23.93 Montgomery 36.59 Morgan 22.45 Morrow 23.10 Muskingum 25.43 Noble 18.61 Ottawa 34.55 Paulding 24.66 Perry 22.79 Pickaway 25.62 Pike 18.78 Portage 34.17 Preble 22.46 Putnam 37.44 Richland 26.81 Ross 26.70 Sandusky 26.88 Scioto 25.37 Seneca 27.47 Shelby 28.18 Stark 33.90 Summit 41.64 Trumbull 27.88 Tuscarawas 24.71 Union 37.24 Van Wert 28.17 Vinton 20.91 Warren 50.87 Washington 30.71 Wayne 29.27 Williams 25.74 Wood 45.21 Wyandot 26.25 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 151 OK Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 31.3% 2008 31.7% 31.7% 2009 2010 Oklahoma T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Oklahoma stood at 31.3 percent. In 2014, the most recent year for which data are available, the rate reached 33.1 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Oklahoma, 7 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 40.1 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Oklahoma faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Oklahoma by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Oklahoma has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 7% 33.0% 32.9% 32.7% 40.1% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 153 Levels of education for Oklahoma residents, ages 25-64 72,472 3.68% Ninth to 12th grade, no diploma 160,466 8.15% High school graduate (including equivalency) 601,508 30.56% Some college, no degree 482,967 24.54% Associate degree 158,898 8.07% Bachelor’s degree 337,492 17.15% Graduate or professional degree 154,514 7.85% Less than ninth grade TOTAL 1,968,317 Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 7% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Oklahoma residents (ages 25-64), by population group 36.19% White 26.82% African-American 13.08% Hispanic 51.32% Asian/Pacific Islander 24.62% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Oklahoma residents, ages 18-54 60% National Oklahoma 50% 41.6% 40% 34.4% 31.7% 30% 25.2% 18.2% 20% 14.6% 10% 0% 11.3% 12.0% 4.9% 4.4% Total Enrollment Ages 18 - 24 Ages 25 - 54 15.0% 14.6% 9.3% 8.1% 7.7% Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions OKLAHOMA 154 11.9% White Percentage of Oklahoma residents (ages 25-64) with at least an associate degree, by county Adair 17.25 Alfalfa 26.05 Atoka 18.40 Beaver 23.86 Beckham 24.54 Blaine 25.29 Bryan 28.87 Caddo 19.67 Canadian 36.44 Carter 24.66 Cherokee 29.96 Choctaw 21.89 Cimarron 23.45 Cleveland 40.51 Coal 19.72 Comanche 27.75 Cotton 23.49 Craig 23.68 Creek 23.93 Custer 33.50 Delaware 23.51 Dewey 28.49 Ellis 33.97 Garfield 29.72 Garvin 20.11 Grady 24.20 Grant 33.21 Greer 20.26 Harmon 24.64 Harper 21.18 Haskell 22.38 Hughes 17.35 Jackson 31.29 Jefferson 16.11 Johnston 28.03 Kay 31.33 Kingfisher 29.82 Kiowa 26.49 Latimer 30.82 Le Flore 23.05 Lincoln 22.63 Logan 35.54 Love 20.89 McClain 30.44 McCurtain 20.83 McIntosh 23.64 Major 23.51 Marshall 19.90 Mayes 23.32 Murray 27.79 Muskogee 28.02 Noble 31.35 Nowata 23.86 Okfuskee 20.73 Oklahoma 37.79 Okmulgee 28.09 Osage 26.61 Ottawa 25.32 Pawnee 25.64 Payne 44.78 Pittsburg 26.04 Pontotoc 33.37 Pottawatomie 27.11 Pushmataha 20.09 Roger Mills 30.07 Rogers 35.65 Seminole 21.63 Sequoyah 21.30 Stephens 22.66 Texas 24.23 Tillman 21.33 Tulsa 40.38 Wagoner 31.68 Washington 36.10 Washita 24.94 Woods 31.23 Woodward 23.38 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 155 OR Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 38.6% 2008 39.8% 38.6% 2009 2010 Oregon T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Oregon stood at 38.6 percent. In 2014, the most recent year for which data are available, the rate reached 40.7 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Oregon, 4 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 44.7 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Oregon faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Oregon by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Oregon is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 4% 39.0% 39.8% 40.5% 44.7% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 157 Levels of education for Oregon residents, ages 25-64 83,108 3.93% Ninth to 12th grade, no diploma 127,063 6.01% High school graduate (including equivalency) 487,041 23.05% Some college, no degree 555,381 26.29% Associate degree 193,245 9.15% Bachelor’s degree 428,566 20.28% Graduate or professional degree 238,327 11.28% Less than ninth grade TOTAL 2,112,731 Estimated attainment of certificates: 4% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Oregon residents (ages 25-64), by population group 42.78% White 31.89% African-American 18.42% Hispanic 55.68% Asian/Pacific Islander 19.54% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Oregon residents, ages 18-54 60% National Oregon 50% 41.6% 40% 39.0% 33.0% 30% 25.2% 20% 14.6% 14.3% 11.3% 10% 0% 4.9% 5.8% Total Enrollment Ages 18 - 24 Ages 25 - 54 14.6% 14.5% 9.7% Hispanic African-American 15.0% 14.3% 9.3% 10.7% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions OREGON 158 White Percentage of Oregon residents (ages 25-64) with at least an associate degree, by county Baker 31.37 Benton 60.25 Clackamas 42.16 Clatsop 33.54 Columbia 27.73 Coos 26.42 Crook 21.97 Curry 27.69 Deschutes 41.53 Douglas 27.43 Gilliam 29.15 Grant 29.68 Harney 29.48 Hood River 40.05 Jackson 31.90 Jefferson 23.47 Josephine 28.02 Klamath 30.52 Lake 28.15 Lane 37.28 Lincoln 29.57 Linn 29.58 Malheur 21.45 Marion 30.06 Morrow 15.50 Multnomah 49.55 Polk 38.06 Sherman 32.20 Tillamook 23.73 Umatilla 26.33 Union 32.07 Wallowa 36.93 Wasco 30.43 Washington 50.03 Wheeler 29.31 Yamhill 30.44 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 159 PA Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 37.9% 2008 37.8% 38.6% 2009 2010 Pennsylvania T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Pennsylvania stood at 37.9 percent. In 2014, the most recent year for which data are available, the rate reached 40.8 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Pennsylvania, 3 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 43.8 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Pennsylvania faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be firstgeneration students. The data in this report show the extent of the attainment gaps in Pennsylvania by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Pennsylvania has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 3% 38.6% 39.7% 40.5% 43.8% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 161 Levels of education for Pennsylvania residents, ages 25-64 TOTAL 6,724,766 Less than ninth grade 172,152 2.56% Ninth to 12th grade, no diploma 405,220 6.03% High school graduate (including equivalency) 2,262,635 33.65% Some college, no degree 1,141,836 16.98% Associate degree 607,137 9.03% Bachelor’s degree 1,330,040 19.78% 805,746 11.98% Graduate or professional degree Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 3% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Pennsylvania residents (ages 25-64), by population group 43.08% White 25.53% African-American 20.05% Hispanic 61.00% Asian/Pacific Islander 25.85% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Pennsylvania residents, ages 18-54 60% National 50% 41.6% Pennsylvania 46.3% 40% 29.0% 30% 20% 25.2% 14.6% 14.8% 11.3% 10% 0% 4.9% Total Enrollment Ages 18 - 24 10.5% 15.0% 14.8% 14.6% 14.0% 9.3% 5.8% 3.6% Ages 25 - 54 Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions PENNSYLVANIA 162 White Percentage of Pennsylvania residents (ages 25-64) with at least an associate degree, by county Adams 31.10 Allegheny 52.13 Armstrong 27.76 Beaver 39.41 Bedford 23.30 Berks 33.47 Blair 30.76 Bradford 27.84 Bucks 48.08 Butler 46.53 Cambria 33.15 Cameron 25.99 Carbon 29.08 Centre 52.05 Chester 58.42 Clarion 31.46 Clearfield 26.16 Clinton 29.27 Columbia 32.89 Crawford 29.91 Cumberland 44.44 Dauphin 39.74 Delaware 46.41 Elk 30.28 Erie 37.06 Fayette 25.72 Forest 13.67 Franklin 28.93 Fulton 20.88 Greene 26.63 Huntingdon 23.35 Indiana 35.60 Jefferson 27.45 Juniata 21.88 Lackawanna 39.83 Lancaster 33.55 Lawrence 32.79 Lebanon 29.84 Lehigh 40.87 Luzerne 34.55 Lycoming 33.53 McKean 26.98 Mercer 33.06 Mifflin 21.32 Monroe 34.20 Montgomery 57.54 Montour 38.49 Northampton 39.70 Northumberland 25.84 Perry 27.97 Philadelphia 32.31 Pike 32.15 Potter 25.41 Schuylkill 27.78 Snyder 27.81 Somerset 26.08 Sullivan 26.45 Susquehanna 26.89 Tioga 31.13 Union 29.91 Venango 28.68 Warren 31.07 Washington 41.72 Wayne 28.61 Westmoreland 41.63 Wyoming 28.79 York 34.06 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 163 RI Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 41.4% 2008 42.6% 41.2% 2009 2010 Rhode Island T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Rhode Island stood at 41.4 percent. In 2014, the most recent year for which data are available, the rate was 41.1 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Rhode Island, 2 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 43.1 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Rhode Island faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be firstgeneration students. The data in this report show the extent of the attainment gaps in Rhode Island by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Rhode Island is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 2% 43.2% 43.2% 43.8% 43.1% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 165 Levels of education for Rhode Island residents, ages 25-64 TOTAL 558,691 Less than ninth grade 24,241 4.34% Ninth to 12th grade, no diploma 40,606 7.27% High school graduate (including equivalency) 154,504 27.65% Some college, no degree 109,812 19.66% Associate degree 51,131 9.15% Bachelor’s degree 108,447 19.41% 69,950 12.52% Graduate or professional degree Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 2% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Rhode Island residents (ages 25-64), by population group 47.07% White 28.49% African-American 18.97% Hispanic 51.17% Asian/Pacific Islander 26.13% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Rhode Island residents, ages 18-54 60% 55.5% National Rhode Island 50% 41.6% 40% 30.6% 30% 25.2% 20.0% 20% 14.6% 11.3% 13.9% 10% 0% Ages 18 - 24 Ages 25 - 54 Hispanic 15.0% 14.6% 9.3% 4.9% 5.5% Total Enrollment 20.8% 18.8% African-American 5.9% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions RHODE ISLAND 166 White Percentage of Rhode Island residents (ages 25-64) with at least an associate degree, by county Bristol 56.10 Kent 44.18 Newport 56.59 Providence 37.20 Washington 55.94 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 167 SC Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 34.4% 2008 34.9% 34.8% 2009 2010 South Carolina T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in South Carolina stood at 34.4 percent. In 2014, the most recent year for which data are available, the rate reached 36.7 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In South Carolina, 4 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 40.7 percent. As the data in this report make clear, increasing overall attainment is not the only challenge South Carolina faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be firstgeneration students. The data in this report show the extent of the attainment gaps in South Carolina by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). South Carolina is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 4% 34.2% 36.1% 36.8% 40.7% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 169 Levels of education for South Carolina residents, ages 25-64 80,344 3.21% Ninth to 12th grade, no diploma 224,542 8.98% High school graduate (including equivalency) 739,795 29.60% Some college, no degree 537,939 21.52% Associate degree 241,423 9.66% Bachelor’s degree 440,725 17.63% Graduate or professional degree 234,581 9.39% Less than ninth grade TOTAL 2,499,346 Estimated attainment of certificates: 4% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among South Carolina residents (ages 25-64), by population group 42.48% White 24.16% African-American 20.29% Hispanic 51.39% Asian/Pacific Islander 24.83% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among South Carolina residents, ages 18-54 60% National South Carolina 50% 41.6% 40% 37.9% 29.7% 30% 25.2% 20% 14.6% 13.4% 10% 0% 4.9% Total Enrollment 14.6% 11.3% Ages 18 - 24 11.9% 9.3% 11.0% African-American Native American 6.5% 15.0% 14.7% 4.3% Ages 25 - 54 Hispanic Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions SOUTH CAROLINA 170 White Percentage of South Carolina residents (ages 25-64) with at least an associate degree, by county Abbeville 24.39 Aiken 32.83 Allendale 19.17 Anderson 31.19 Bamberg 33.47 Barnwell 22.86 Beaufort 41.58 Berkeley 32.91 Calhoun 27.34 Charleston 49.95 Cherokee 24.10 Chester 22.58 Chesterfield 21.16 Clarendon 22.34 Colleton 23.56 Darlington 25.33 Dillon 15.92 Dorchester 36.88 Edgefield 26.86 Fairfield 26.09 Florence 31.62 Georgetown 32.64 Greenville 42.64 Greenwood 33.09 Hampton 18.58 Horry 34.03 Jasper 18.36 Kershaw 29.74 Lancaster 29.53 Laurens 23.25 Lee 16.02 Lexington 40.27 McCormick 23.04 Marion 23.71 Marlboro 14.27 Newberry 29.47 Oconee 31.63 Orangeburg 30.08 Pickens 33.59 Richland 46.43 Saluda 23.33 Spartanburg 34.23 Sumter 29.66 Union 25.09 Williamsburg 21.27 York 41.00 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 171 SD Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 39.4% 2008 38.6% 40.8% 2009 2010 South Dakota T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in South Dakota stood at 39.4 percent. In 2014, the most recent year for which data are available, the rate reached 43.1 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In South Dakota, 2 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 45.1 percent. As the data in this report make clear, increasing overall attainment is not the only challenge South Dakota faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be firstgeneration students. The data in this report show the extent of the attainment gaps in South Dakota by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that South Dakota has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 2% 39.4% 39.6% 41.9% 45.1% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 173 Levels of education for South Dakota residents, ages 25-64 Less than ninth grade 8,125 1.91% 18,349 4.31% 120,857 28.36% Some college, no degree 95,186 22.34% Associate degree 55,963 13.13% Bachelor’s degree 93,396 21.92% Graduate or professional degree 34,258 8.04% Ninth to 12th grade, no diploma High school graduate (including equivalency) TOTAL 426,134 Estimated attainment of certificates: 2% Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among South Dakota residents (ages 25-64), by population group 43.81% White 27.31% African-American 21.61% Hispanic 51.36% Asian/Pacific Islander 20.02% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among South Dakota residents, ages 18-54 60% National South Dakota 50% 41.6% 40% 34.9% 30% 27.6% 25.2% 24.0% 20% 14.6% 13.5% 11.3% 10% 0% 4.9% Total Enrollment Ages 18 - 24 9.3% 4.6% Ages 25 - 54 Hispanic 17.5% 14.6% African-American 13.4% 6.5% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions SOUTH DAKOTA 174 15.0% White Percentage of South Dakota residents (ages 25-64) with at least an associate degree, by county Aurora 37.90 Beadle 33.41 Bennett 30.32 Bon Homme 29.09 Brookings 54.24 Brown 41.88 Brule 37.17 Buffalo 16.78 Butte 30.66 Campbell 38.30 Charles Mix 30.98 Clark 35.35 Clay 52.92 Codington 34.50 Corson 29.00 Custer 44.09 Davison 47.28 Day 30.95 Deuel 36.13 Dewey 26.34 Douglas 32.93 Edmunds 44.90 Fall River 35.67 Faulk 46.04 Grant 30.31 Gregory 31.71 Haakon 32.63 Hamlin 33.03 Hand 35.75 Hanson 43.43 Harding 41.36 Hughes 46.58 Hutchinson 41.23 Hyde 33.05 Jackson 32.48 Jerauld 31.08 Jones 24.67 Kingsbury 40.72 Lake 42.32 Lawrence 40.90 Lincoln 57.17 Lyman 31.55 McCook 39.96 McPherson 31.21 Marshall 42.08 Meade 36.58 Mellette 30.71 Miner 39.82 Minnehaha 43.64 Moody 39.62 Pennington 40.12 Perkins 28.82 Potter 35.57 Roberts 31.55 Sanborn 36.32 Shannon 22.34 Spink 35.86 Stanley 39.83 Sully 43.23 Todd 20.71 Tripp 36.44 Turner 37.73 Union 49.53 Walworth 40.46 Yankton 36.83 Ziebach 24.86 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 175 TN Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 31.3% 2008 31.8% 31.9% 2009 2010 Tennessee T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Tennessee stood at 31.3 percent. In 2014, the most recent year for which data are available, the rate reached 34.3 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Tennessee, 5 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 39.3 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Tennessee faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Tennessee by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Tennessee is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 5% 32.1% 33.3% 33.8% 39.3% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 177 Levels of education for Tennessee residents, ages 25-64 Less than ninth grade 124,433 3.62% Ninth to 12th grade, no diploma 277,757 8.08% 1,124,106 32.69% Some college, no degree 734,306 21.36% Associate degree 256,817 7.47% Bachelor’s degree 605,594 17.61% Graduate or professional degree 315,247 9.17% High school graduate (including equivalency) TOTAL 3,438,260 Estimated attainment of certificates: 5% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Tennessee residents (ages 25-64), by population group 36.01% White 25.98% African-American 17.86% Hispanic 56.49% Asian/Pacific Islander 30.17% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Tennessee residents, ages 18-54 60% National Tennessee 50% 41.6% 40% 36.9% 30% 25.2% 24.3% 20% 14.6% 10% 0% 4.9% 4.1% Total Enrollment Ages 18 - 24 Ages 25 - 54 15.0% 14.6% 14.6% 11.3% 12.3% 9.3% 7.6% Hispanic African-American 11.8% 7.0% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions TENNESSEE 178 White Percentage of Tennessee residents (ages 25-64) with at least an associate degree, by county Anderson 30.46 Bedford 19.12 Benton 16.19 Bledsoe 17.15 Blount 31.87 Bradley 29.38 Campbell 15.41 Cannon 17.90 Carroll 21.52 Carter 24.87 Cheatham 27.53 Chester 26.14 Claiborne 20.23 Clay 16.60 Cocke 15.65 Coffee 26.16 Crockett 19.07 Cumberland 23.60 Davidson 44.64 Decatur 21.05 DeKalb 18.50 Dickson 20.72 Dyer 29.43 Fayette 30.20 Fentress 16.40 Franklin 26.11 Gibson 23.13 Giles 21.41 Grainger 18.59 Greene 22.99 Grundy 15.25 Hamblen 22.69 Hamilton 37.83 Hancock 14.90 Hardeman 13.02 Hardin 17.89 Hawkins 21.37 Haywood 16.20 Henderson 22.14 Henry 20.87 Hickman 17.00 Houston 17.35 Humphreys 20.87 Jackson 16.29 Jefferson 23.41 Johnson 16.39 Knox 46.59 Lake 9.26 Lauderdale 15.68 Lawrence 20.36 Lewis 21.71 Lincoln 24.15 Loudon 30.89 McMinn 25.46 McNairy 19.06 Macon 16.98 Madison 32.91 Marion 19.97 Marshall 21.75 Maury 29.14 Meigs 13.99 Monroe 17.79 Montgomery 34.60 Moore 21.26 Morgan 13.67 Obion 20.51 Overton 17.95 Perry 19.09 Pickett 19.99 Polk 18.40 Putnam 29.17 Rhea 16.86 Roane 27.19 Robertson 26.16 Rutherford 38.78 Scott 18.46 Sequatchie 24.10 Sevier 23.49 Shelby 37.71 Smith 17.77 Stewart 21.45 Sullivan 31.16 Sumner 34.01 Tipton 24.54 Trousdale 18.38 Unicoi 22.37 Union 14.16 Van Buren 15.61 Warren 19.51 Washington 39.48 Wayne 14.31 Weakley 26.00 White 19.36 Williamson 63.86 Wilson 37.88 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 179 TX Tracking the trend Percentage of the state’s working-age population (25-64) with at least an associate degree 33.3% 33.2% 33.7% 2008 2009 2010 Texas T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Texas stood at 33.3 percent. In 2014, the most recent year for which data are available, the rate reached 35.8 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Texas, 5 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 40.8 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Texas faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Texas by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Texas is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 5% 34.5% 34.6% 35.4% 40.8% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 181 Levels of education for Texas residents, ages 25-64 TOTAL 13,991,875 Less than ninth grade 1,098,615 7 .85% Ninth to 12th grade, no diploma 1,228,741 8 .78% High school graduate (including equivalency) 3,470,600 24.80% Some college, no degree 3,190,903 22.81% Associate degree 1,006,051 7.91% Bachelor’s degree 2,666,791 19.06% Graduate or professional degree 1,330,174 9.51% Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 5% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Texas residents (ages 25-64), by population group 46.03% White 30.80% African-American 18.40% Hispanic 64.46% Asian/Pacific Islander 35.04% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014American Community Survey One PUMS File College enrollment among Texas residents, ages 18-54 60% National Texas 50% 41.6% 40% 36.2% 30% 20% 25.2% 14.6% 12.8% 11.3% 10% 0% 23.3% 14.6% 15.6% 9.8% 15.0% 14.6% 9.3% 8.9% 4.9% 4.8% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions TEXAS 182 White Percentage of Texas residents (ages 25-64) with at least an associate degree, by county Anderson 16.74 Andrews 20.99 Angelina 22.77 Aransas 22.75 Archer 30.81 Armstrong 33.12 Atascosa 19.71 Austin 30.04 Bailey 15.99 Bandera 31.02 Bastrop 24.78 Baylor 30.28 Bee 15.14 Bell 33.26 Bexar 35.28 Blanco 32.07 Borden 55.16 Bosque 20.85 Bowie 25.28 Brazoria 37.74 Brazos 44.22 Brewster 43.33 Briscoe 30.49 Brooks 12.02 Brown 22.09 Burleson 19.24 Burnet 27.66 Caldwell 21.84 Calhoun 25.79 Callahan 21.09 Cameron 23.11 Camp 22.11 Carson 32.27 Cass 19.34 Castro 16.72 Chambers 27.94 Cherokee 21.82 Childress 29.46 Clay 26.78 Cochran 18.48 Coke 31.34 Coleman 19.70 Collin 59.10 Collingsworth 25.67 Colorado 24.89 Comal 41.92 Comanche 26.46 Concho 12.84 Cooke 27.73 Coryell 25.42 Cottle 20.93 Crane 16.13 Crockett 20.11 Crosby 17.04 Culberson 16.03 Dallam 19.08 Dallas 34.69 Dawson 14.15 Deaf Smith 20.05 Delta 22.00 Denton 50.45 DeWitt 21.73 Dickens 22.76 Dimmit 16.87 Donley 30.56 Duval 13.67 Eastland 20.45 Ector 20.43 Edwards 29.25 Ellis 29.80 El Paso 30.19 Erath 32.54 Falls 16.72 Fannin 22.60 Fayette 21.94 Fisher 26.52 Floyd 27.15 Foard 30.47 Fort Bend 50.59 Franklin 26.93 Freestone 20.71 Frio 12.99 Gaines 17.07 Galveston 38.47 Garza 12.11 Gillespie 39.93 Glasscock 32.57 Goliad 30.52 Gonzales 18.18 Gray 24.41 Grayson 29.62 Gregg 28.54 Grimes 17.77 Guadalupe 35.96 Hale 19.90 Hall 20.64 Hamilton 29.32 Hansford 28.09 Hardeman 25.17 Hardin 25.41 Harris 35.39 Harrison 28.28 Hartley 25.04 Haskell 21.17 Hays 44.18 Hemphill 25.75 Henderson 22.73 Hidalgo 22.58 Hill 22.94 Hockley 23.85 Hood 30.45 Hopkins 22.68 Houston 19.23 Howard 21.16 Hudspeth 10.52 Hunt 24.48 Hutchinson 21.06 Irion 20.68 Jack 14.43 Jackson 24.35 Jasper 16.86 Jeff Davis 37.60 Jefferson 25.85 Jim Hogg 16.83 Jim Wells 17.25 Johnson 25.01 Jones 11.85 Karnes 18.63 Kaufman 26.52 Kendall 50.90 Kenedy 19.26 Kent 36.48 Kerr 32.58 Kimble 21.02 King 28.11 Kinney 16.34 Kleberg 33.62 Knox 20.44 Lamar 25.02 Lamb 20.25 Lampasas 30.77 La Salle 11.76 Lavaca 24.70 Lee 24.31 Leon 21.70 Liberty 13.80 Limestone 20.20 Lipscomb 25.09 Live Oak 23.95 Llano 32.14 Loving 5.71 Lubbock 35.33 Lynn 21.15 McCulloch 18.33 McLennan 32.46 McMullen 10.88 Madison 14.31 Marion 21.06 Martin 22.64 Mason 29.41 Matagorda 22.45 Maverick 20.60 Medina 27.68 Menard 16.49 Midland 32.51 Milam 23.81 Mills 34.18 Mitchell 18.46 Montague 22.02 Montgomery 39.74 Moore 18.16 Morris 25.80 Motley 29.88 Nacogdoches 30.99 Navarro 24.33 Newton 12.75 Nolan 24.68 Nueces 28.55 Ochiltree 19.77 Oldham 37.87 Orange 23.05 Palo Pinto 19.31 Panola 19.23 Parker 35.48 Parmer 20.82 Pecos 16.36 Polk 16.01 Potter 22.38 Presidio 28.46 Rains 18.76 Randall 41.55 Reagan 13.61 Real 30.66 Red River 20.58 Reeves 14.67 Refugio 20.30 Roberts 40.30 Robertson 21.55 Rockwall 46.05 Runnels 19.83 Rusk 20.18 Sabine 16.21 San Augustine 15.33 San Jacinto 13.45 San Patricio 22.58 San Saba 17.24 Schleicher 25.32 Scurry 23.32 Shackelford 32.56 Shelby 18.29 Sherman 27.55 Smith 35.80 Somervell 37.63 Starr 13.75 Stephens 22.89 Sterling 31.65 Stonewall 25.78 Sutton 22.86 Swisher 21.89 Tarrant 37.66 Taylor 31.95 Terrell 22.39 Terry 20.60 Throckmorton 29.91 Titus 21.61 Tom Green 29.43 Travis 51.60 Trinity 14.98 Tyler 18.58 Upshur 22.94 Upton 17.09 Uvalde 27.69 Val Verde 25.38 Van Zandt 21.75 Victoria 27.20 Walker 22.92 Waller 24.31 Ward 20.11 Washington 34.71 Webb 24.91 Wharton 22.50 Wheeler 24.35 Wichita 29.44 Wilbarger 27.48 Willacy 13.43 Williamson 48.21 Wilson 28.47 Winkler 17.22 Wise 23.07 Wood 22.55 Yoakum 24.66 Young 22.97 Zapata 15.12 Zavala 19.57 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 183 UT Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 40.3% 2008 39.2% 39.7% 2009 2010 Utah T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Utah stood at 40.3 percent. In 2014, the most recent year for which data are available, the rate reached 41.9 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Utah, 6 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 47.9 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Utah faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Utah by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Utah is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 6% 40.3% 41.4% 41.6% 47.9% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 185 Levels of education for Utah residents, ages 25-64 TOTAL 1,409,755 Less than ninth grade 41,191 2 .92% Ninth to 12th grade, no diploma 78,987 5 .60% High school graduate (including equivalency) 316,608 22.46% Some college, no degree 382,413 27.13% Associate degree 150,138 10.65% Bachelor’s degree 300,552 21.32% Graduate or professional degree 139,866 9.92% Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 6% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Utah residents (ages 25-64), by population group 45.32% White 40.32% African-American 18.42% Hispanic 46.39% Asian/Pacific Islander 23.34% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014American Community Survey One PUMS File College enrollment among Utah residents, ages 18-54 60% National Utah 50% 41.6% 40% 36.9% 30% 20% 25.2% 21.0% 14.6% 15.6% 11.3% 10% 0% 4.9% Total Enrollment Ages 18 - 24 6.8% Ages 25 - 54 17.4% 14.6% 9.3% 8.4% Hispanic African-American 186 17.4% 6.8% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions UTAH 15.0% White Percentage of Utah residents (ages 25-64) with at least an associate degree, by county Beaver 28.43 Box Elder 31.24 Cache 43.68 Carbon 28.22 Daggett 29.52 Davis 47.28 Duchesne 25.08 Emery 26.18 Garfield 32.07 Grand 32.81 Iron 38.77 Juab 31.13 Kane 34.37 Millard 30.34 Morgan 45.77 Piute 27.58 Rich 26.51 Salt Lake 40.94 San Juan 30.43 Sanpete 32.79 Sevier 26.78 Summit 57.68 Tooele 30.41 Uintah 25.85 Utah 48.67 Wasatch 44.55 Washington 37.84 Wayne 39.44 Weber 33.12 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 187 VT Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 43.6% 2008 44.2% 44.1% 2009 2010 Vermont T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Vermont stood at 43.6 percent. In 2014, the most recent year for which data are available, the rate reached 44.3 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Vermont, 1 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 45.3 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Vermont faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Vermont by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Vermont has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 1% 46.2% 47.0% 45.5% 45.3% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 189 Levels of education for Vermont residents, ages 25-64 5,506 1 .66% Ninth to 12th grade, no diploma 15,600 4.70% High school graduate (including equivalency) 99,766 30.08% Some college, no degree 63,754 19.22% Associate degree 28,045 8.46% Bachelor’s degree 74,535 22.48% Graduate or professional degree 44,418 13.39% Less than ninth grade TOTAL 331,624 Estimated attainment of certificates: 1% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Vermont residents (ages 25-64), by population group 45.07% White 57.23% African-American 48.28% Hispanic 51.59% Asian/Pacific Islander 31.27% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014American Community Survey One PUMS File College enrollment among Vermont residents, ages 18-54 60% 55.6% 50.1% 48.4% 50% National Vermont 41.6% 40% 30% 20% 25.2% 14.6% 17.9% 11.3% 10% 0% 4.9% Total Enrollment Ages 18 - 24 22.9% 15.0% 14.6% 9.3% 7.3% 4.3% Ages 25 - 54 Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions VERMONT 190 16.8% White Percentage of Vermont residents (ages 25-64) with at least an associate degree, by county Addison 44.27 Bennington 39.78 Caledonia 36.68 Chittenden 59.17 Essex 26.37 Franklin 34.97 Grand Isle 45.75 Lamoille 47.06 Orange 42.08 Orleans 30.40 Rutland 39.42 Washington 49.22 Windham 41.29 Windsor 44.50 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 191 VA Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 43.4% 2008 43.4% 43.9% 2009 2010 Virginia T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Virginia stood at 43.4 percent. In 2014, the most recent year for which data are available, the rate reached 46.6 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Virginia, 4 percent of residents between the ages of 25 and 64 hold a high-quality certificate. This brings the state’s overall postsecondary attainment rate to 50.6 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Virginia faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Virginia by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Virginia is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 4% 45.0% 45.3% 46.1% 50.6% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 193 Levels of education for Virginia residents, ages 25-64 Less than ninth grade 163,920 3.66% Ninth to 12th grade, no diploma 264,742 5 .91% 1,055,520 23.58% Some college, no degree 908,212 20.29% Associate degree 349,271 7.80% Bachelor’s degree 1,008,247 22.52% 726,537 16.23% High school graduate (including equivalency) TOTAL 4,476,449 Graduate or professional degree Estimated attainment of certificates: 4% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Virginia residents (ages 25-64), by population group 50.24% White 30.76% African-American 28.87% Hispanic 67.84% Asian/Pacific Islander 36.97% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014American Community Survey One PUMS File College enrollment among Virginia residents, ages 18-54 60% National Virginia 50% 41.6% 43.5% 40% 30% 20% 25.2% 14.6% 16.1% 11.3% 11.5% 10% 0% Ages 18 - 24 Ages 25 - 54 Hispanic 15.0% 14.6% 14.6% African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions VIRGINIA 194 16.4% 9.3% 8.2% 4.9% 5.4% Total Enrollment 27.1% White Percentage of Virginia residents (ages 25-64) with at least an associate degree, by county and city Accomack 24.80 Albemarle 61.43 Alleghany 28.53 Amelia 23.58 Amherst 29.12 Appomattox 24.61 Arlington 77.90 Augusta 29.41 Bath 26.32 Bedford* 36.72 Bland 24.50 Botetourt 39.22 Brunswick 23.31 Buchanan 17.07 Buckingham 16.64 Campbell 29.66 Caroline 26.70 Carroll 24.68 Charles City Co 18.10 Charlotte 25.29 Chesterfield 46.78 Clarke 44.09 Craig 22.26 Culpeper 29.91 Cumberland 23.45 Dickenson 18.78 Dinwiddie 22.65 Essex 17.87 Fairfax 66.14 Fauquier 43.49 Floyd 28.55 Fluvanna 37.26 Franklin 28.91 Frederick 38.68 Giles 28.29 Gloucester 35.53 Goochland 47.75 Grayson 23.00 Greene 32.92 Greensville 13.07 Halifax 26.05 Hanover 48.75 Henrico 49.50 Henry 26.44 Highland 21.59 Isle of Wight 36.81 James City Co 51.28 King and Queen 18.67 King George 41.26 King William 26.27 Lancaster 34.19 Lee 18.20 Loudoun 66.44 Louisa 25.86 Lunenburg 19.98 Madison 30.75 Mathews 32.86 Mecklenburg 24.78 Middlesex 35.24 Montgomery 55.19 Nelson 34.26 New Kent 35.62 Northampton 28.79 Northumberland 27.17 Nottoway 20.03 Orange 30.39 Page 18.52 Patrick 23.25 Pittsylvania 25.74 Powhatan 36.95 Prince Edward 28.00 Prince George 28.31 Prince William 46.84 Pulaski 29.58 Rappahannock 38.05 Richmond 18.88 Roanoke 48.98 Rockbridge 30.29 Rockingham 31.73 Russell 23.54 Scott 22.28 Shenandoah 26.93 Smyth 25.77 Southampton 22.86 Spotsylvania 36.92 Stafford 46.59 Surry 27.49 Sussex 11.54 Tazewell 25.84 Warren 28.69 Washington 36.23 Westmoreland 22.26 Wise 21.76 Wythe 27.31 York 55.89 CITIES Alexandria 67.19 Bristol 29.39 Buena Vista 24.23 Charlottesville 55.67 Chesapeake 41.47 Colonial Heights 27.94 Covington 19.14 Danville 30.99 Emporia 24.21 Fairfax 61.98 Falls Church 81.44 Franklin 25.66 Fredericksburg 42.63 Galax 21.82 Hampton 34.80 Harrisonburg 42.77 Hopewell 19.29 Lexington 60.66 Lynchburg 41.58 Manassas 36.57 Manassas Park 35.15 Martinsville 28.35 Newport News 35.15 Norfolk 34.23 Norton 34.29 Petersburg 20.96 Poquoson 46.93 Portsmouth 29.22 Radford 52.45 Richmond 42.23 Roanoke 33.24 Salem 44.72 Staunton 41.41 Suffolk 37.63 Virginia Beach 45.15 Waynesboro 25.79 Williamsburg 53.75 Winchester 36.1 * This year’s figure for Bedford County incorporates the attainment rate among residents of the Town of Bedford. In prior years, the town’s rate was listed separately. Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 195 WA Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 42.0% 42.3% 42.5% 2008 2009 2010 Washington T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Washington stood at 42 percent. In 2014, the most recent year for which data are available, the rate reached 44.6 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Washington, 7 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 51.6 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Washington faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be firstgeneration students. The data in this report show the extent of the attainment gaps in Washington by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Washington is one of those 26 states. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 7% 43.3% 42.8% 43.8% 51.6% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 197 Levels of education for Washington residents, ages 25-64 TOTAL 3,791,968 Less than ninth grade 141,916 3.74% Ninth to 12th grade, no diploma 204,375 5 .39% High school graduate (including equivalency) 828,266 21.84% Some college, no degree 924,724 24.39% Associate degree 409,674 10.80% Bachelor’s degree 830,373 21.90% Graduate or professional degree 452,640 11.94% Estimated attainment of certificates: 7% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Source: U.S. Census Bureau, 2014 American Community Survey Degree-attainment rates among Washington residents (ages 25-64), by population group 46.65% White 31.05% African-American 20.80% Hispanic 56.85% Asian/Pacific Islander 22.92% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014American Community Survey One PUMS File College enrollment among Washington residents, ages 18-54 60% National Washington 50% 41.6% 40% 35.0% 30% 20% 25.2% 14.6% 13.6% 11.3% 10% 0% 14.6% 10.2% 18.9% 13.7% 4.9% 6.2% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic African-American 9.3% 12.5% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions WASHINGTON 198 15.0% 13.5% White Percentage of Washington residents (ages 25-64) with at least an associate degree, by county Adams 21.86 Asotin 31.12 Benton 40.81 Chelan 32.83 Clallam 33.18 Clark 38.21 Columbia 35.70 Cowlitz 26.81 Douglas 28.19 Ferry 28.04 Franklin 25.01 Garfield 44.35 Grant 25.71 Grays Harbor 27.90 Island 40.97 Jefferson 41.60 King 57.52 Kitsap 41.45 Kittitas 42.98 Klickitat 28.54 Lewis 27.03 Lincoln 33.82 Mason 26.19 Okanogan 28.71 Pacific 26.63 Pend Oreille 29.10 Pierce 35.52 San Juan 46.49 Skagit 35.06 Skamania 31.07 Snohomish 41.44 Spokane 42.14 Stevens 32.53 Thurston 43.89 Wahkiakum 27.95 Walla Walla 38.01 Whatcom 44.49 Whitman 61.87 Yakima 23.61 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 199 WV Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 25.6% 26.4% 26.1% 2008 2009 2010 West Virginia T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in West Virginia stood at 25.6 percent. In 2014, the most recent year for which data are available, the rate reached 28.6 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In West Virginia, 4 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 32.6 percent. As the data in this report make clear, increasing overall attainment is not the only challenge West Virginia faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be firstgeneration students. The data in this report show the extent of the attainment gaps in West Virginia by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that West Virginia has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 4% 27.8% 27.8% 2011 2012 28.4% 2013 32.6% Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 2014 201 Levels of education for West Virginia residents, ages 25-64 TOTAL 967,295 Less than ninth grade 26,383 2 .73% Ninth to 12th grade, no diploma 84,906 8 .78% High school graduate (including equivalency) 392,169 40.54% Some college, no degree 187,019 19.33% Associate degree 73,703 7.62% Bachelor’s degree 128,962 13.33% 74,153 7.67% Graduate or professional degree Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 4% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among West Virginia residents (ages 25-64), by population group 28.00% White 21.53% African-American 27.54% Hispanic 69.19% Asian/Pacific Islander Native American 0% 7.04% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among West Virginia residents, ages 18-54 60% National West Virginia 50% 41.6% 40% 38.6% 35.7% 30% 20% 10% 0% 25.2% 21.4% 14.6% 17.9% 11.3% 11.9% 4.9% Total Enrollment Ages 18 - 24 11.1% 9.3% 3.5% Ages 25 - 54 15.0% 14.6% 0.7% Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions WEST VIRGINIA 202 White Percentage of West Virginia residents (ages 25-64) with at least an associate degree, by county Barbour 20.32 Berkeley 28.49 Boone 16.20 Braxton 16.69 Brooke 29.07 Cabell 37.57 Calhoun 16.76 Clay 15.00 Doddridge 18.26 Fayette 21.32 Gilmer 24.18 Grant 21.22 Greenbrier 25.64 Hampshire 12.93 Hancock 30.26 Hardy 19.49 Harrison 30.78 Jackson 27.20 Jefferson 37.16 Kanawha 34.05 Lewis 25.20 Lincoln 14.67 Logan 18.03 McDowell 9.71 Marion 32.11 Marshall 26.61 Mason 21.55 Mercer 26.61 Mineral 22.67 Mingo 17.69 Monongalia 46.93 Monroe 19.87 Morgan 25.06 Nicholas 23.10 Ohio 40.27 Pendleton 22.28 Pleasants 21.47 Pocahontas 22.00 Preston 19.60 Putnam 36.30 Raleigh 26.97 Randolph 23.68 Ritchie 19.68 Roane 17.99 Summers 21.44 Taylor 26.60 Tucker 22.15 Tyler 17.61 Upshur 24.46 Wayne 22.86 Webster 10.65 Wetzel 18.16 Wirt 22.19 Wood 31.39 Wyoming 14.55 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 203 WI Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 38.0% 38.2% 39.1% 2008 2009 2010 Wisconsin T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Wisconsin stood at 38 percent. In 2014, the most recent year for which data are available, the rate reached 42.1 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Wisconsin, 5 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 47.1 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Wisconsin faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Wisconsin by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Wisconsin has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 5% 39.6% 40.9% 41.1% 47.1% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 205 Levels of education for Wisconsin residents, ages 25-64 69,025 2 .28% Ninth to 12th grade, no diploma 152,854 5 .06% High school graduate (including equivalency) 876,099 28.99% Some college, no degree 651,142 21.54% Associate degree 357,819 11.84% Bachelor’s degree 621,409 20.56% Graduate or professional degree 294,094 9.73% Less than ninth grade TOTAL 3,022,442 Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 5% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Wisconsin residents (ages 25-64), by population group 44.13% White 22.73% African-American 19.30% Hispanic 53.53% Asian/Pacific Islander 27.47% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Wisconsin residents, ages 18-54 60% National Wisconsin 50% 41.6% 43.2% 40% 30% 20% 25.2% 24.2% 14.6% 15.2% 11.3% 10% 0% 10.1% 14.6% 12.9% 15.0% 15.7% 9.3% 8.7% 4.9% 4.7% Total Enrollment Ages 18 - 24 Ages 25 - 54 Hispanic African-American Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions WISCONSIN 206 White Percentage of Wisconsin residents (ages 25-64) with at least an associate degree, by county Adams 22.82 Ashland 37.81 Barron 31.60 Bayfield 41.15 Brown 42.37 Buffalo 32.64 Burnett 28.70 Calumet 43.94 Chippewa 35.66 Clark 21.79 Columbia 37.03 Crawford 28.92 Dane 59.87 Dodge 28.95 Door 37.04 Douglas 37.18 Dunn 40.71 Eau Claire 48.74 Florence 21.21 Fond du Lac 35.12 Forest 25.09 Grant 35.01 Green 33.85 Green Lake 26.88 Iowa 37.69 Iron 36.08 Jackson 25.55 Jefferson 35.61 Juneau 23.29 Kenosha 37.16 Kewaunee 29.27 La Crosse 49.46 Lafayette 31.51 Langlade 25.21 Lincoln 29.72 Manitowoc 33.13 Marathon 39.05 Marinette 26.90 Marquette 23.26 Menominee 28.30 Milwaukee 38.59 Monroe 30.52 Oconto 30.69 Oneida 36.79 Outagamie 42.62 Ozaukee 58.88 Pepin 32.14 Pierce 41.81 Polk 32.98 Portage 41.76 Price 30.41 Racine 34.61 Richland 28.53 Rock 32.11 Rusk 26.33 St. Croix 48.53 Sauk 34.11 Sawyer 35.29 Shawano 28.30 Sheboygan 35.94 Taylor 25.38 Trempealeau 32.53 Vernon 34.64 Vilas 33.89 Walworth 36.96 Washburn 34.99 Washington 43.29 Waukesha 55.41 Waupaca 29.08 Waushara 24.20 Winnebago 39.54 Wood 35.49 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 207 WY Tracking the trend Percentage of the state’s working-age population (25-64) with a quality postsecondary credential 36.0% 34.9% 37.3% 2008 2009 2010 Wyoming T he need to increase postsecondary attainment — the number of Americans who hold degrees and other highquality credentials — has never been clearer. State leaders are responding to the growing global demand for talent by setting goals and enacting policies to increase attainment. Like Lumina Foundation, states have come to understand the scope of the effort required. Much is left to be done, but real progress is being made through the efforts of those who are committed to assuring that millions more Americans benefit from postsecondary education. Lumina began reporting the attainment rate (associate degree and higher) in 2008. That year, the rate in Wyoming stood at 36 percent. In 2014, the most recent year for which data are available, the rate reached 38.4 percent. However, the degree attainment rate doesn’t tell the whole story. Lumina has always said that other postsecondary credentials — including certificates and certifications — should count toward national and state goals for attainment, with one important caveat. To count, non-degree credentials should be of high quality, which we define as having clear and transparent learning outcomes leading to further education and employment. This year, for the first time, we have nationally representative data on the number of Americans who hold high-quality postsecondary certificates; we now feel confident we can count these credentials toward attainment goals. In states, we are able to use estimates from the Georgetown University Center on Education and the Workforce on the number of residents who hold high-quality certificates as their highest earned credential. In Wyoming, 8 percent of residents between the ages of 25 and 64 hold a highquality certificate. This brings the state’s overall postsecondary attainment rate to 46.4 percent. As the data in this report make clear, increasing overall attainment is not the only challenge Wyoming faces. There are also significant gaps in attainment that must be closed. While current systems work very well for many students, more postsecondary credentials must be earned by Americans who, by definition, are post-traditional learners. Compared with current students, they will be older; more will be African-American, Hispanic and Native American; and they will have lower incomes. Most will be first-generation students. The data in this report show the extent of the attainment gaps in Wyoming by race and ethnicity. To date, 26 states have responded to the need to increase attainment by setting state attainment goals that meet Lumina’s criteria for rigor and efficacy (i.e., the goal is quantifiable, challenging, long term, addresses gaps, and is in statute and/or a strategic plan). Our analysis shows that Wyoming has not set a goal that meets Lumina’s criteria; we urge state leaders to do so. There is much more that states can do to increase attainment. It begins with assuring that all prospective students, including working adults, have access to affordable programs that lead to quality credentials. State policies such as outcomes-based funding can encourage colleges and universities to direct resources to approaches that increase student success. States can also help assure that students get full recognition for all of their learning — whether it was obtained in an institution, in the military or on the job — and can apply it to further education and credentials. Lumina is working with state leaders from around the nation to expand postsecondary opportunity and success. More information on that work, including our full state policy agenda and additional data, is available on Lumina’s Strategy Labs website (http:// strategylabs.luminafoundation.org/). 8% 36.2% 37.0% 39.4% 46.4% 2011 2012 2013 2014 Note: For years prior to 2014, this graph denotes attainment of associate degrees and higher. For 2014, it also includes the estimated percentage of state residents who have earned high-value postsecondary certificates. This percentage — again, an estimate — was derived from Census and IPEDS data by labor market experts at the Center on Education and the Workforce at Georgetown University. 209 Levels of education for Wyoming residents, ages 25-64 5,798 1 .88% Ninth to 12th grade, no diploma 15,119 4.90% High school graduate (including equivalency) 81,887 26.53% Some college, no degree 87,451 28.34% Associate degree 35,905 11.63% Bachelor’s degree 56,277 18.23% Graduate or professional degree 26,193 8.49% Less than ninth grade TOTAL 308,630 Source: U.S. Census Bureau, 2014 American Community Survey Estimated attainment of certificates: 8% Note: The accompanying pie chart does not account for residents who have earned high-value postsecondary certificates. The percentage above – admittedly, an estimate – aims to fill that gap. To calculate this percentage, labor market experts at the Georgetown University Center on Education and the Workforce used Survey of Income Program Participation 2008 Wave 12 data (2012) and data from the Integrated Postsecondary Education Data System (IPEDS) 2014. Degree-attainment rates among Wyoming residents (ages 25-64), by population group 39.93% White 31.52% African-American 22.20% Hispanic 68.82% Asian/Pacific Islander 21.06% Native American 0% 10% 20% 30% 40% 50% 60% 70% 80% Source: U.S. Census Bureau, 2012, 2013, and 2014 American Community Survey One-Year PUMS Files College enrollment among Wyoming residents, ages 18-54 60% National Wyoming 50% 41.6% 38.6% 40% 30% 20% 25.2% 14.6% 11.3% 12.4% 10% 0% 4.9% Total Enrollment 14.6% Ages 18 - 24 3.3% Ages 25 - 54 16.3% 15.0% 9.3% 5.3% Hispanic 27.5% African-American 5.7% Native American Asian/Pacific Islander Source: U.S. Census Bureau, 2014 American Community Survey One-Year Public Use Microdata Sample Note: These percentages reflect the enrollment of non-degree-holding students, ages 18-54, at public and private, two-year and four-year postsecondary institutions WYOMING 210 13.7% White Percentage of Wyoming residents (ages 25-64) with at least an associate degree, by county Albany 60.88 Big Horn 29.44 Campbell 30.36 Carbon 28.80 Converse 33.36 Crook 34.59 Fremont 33.86 Goshen 35.05 Hot Springs 34.20 Johnson 42.78 Laramie 41.74 Lincoln 33.21 Natrona 33.37 Niobrara 35.16 Park 42.35 Platte 32.47 Sheridan 39.52 Sublette 36.50 Sweetwater 28.29 Teton 57.18 Uinta 29.47 Washakie 29.60 Weston 28.67 Source: U.S. Census Bureau, 2010-14 American Community Survey 5-Year Estimates 211 Credits Research and data collection: The Center on Education and the Workforce at Georgetown University, the National Center for Higher Education Management Systems and NORC at the University of Chicago. Writing: Dewayne Matthews Editing: David S. Powell Editorial assistance: Joe Konz Design: IronGate Creative and RSN, Ltd. Layout and production: Natasha Swingley/RSN, Ltd. Printing: Vista Graphic Communications About Lumina Foundation Lumina Foundation is an independent, private foundation committed to increasing the proportion of Americans with degrees, certificates and other high-quality credentials to 60 percent by 2025. Lumina’s outcomes-based approach focuses on helping to design and build an equitable, accessible, responsive and accountable higher education system while fostering a national sense of urgency for action to achieve Goal 2025. Online access: This report and all of its elements are available at www.luminafoundation.org/stronger_nation. From there, you can: • Navigate through the full report, including the metro-area attainment data, and compare data dynamically among all states. • Download a printable version of the full report. • Download a printable version of the front section of the full report — which includes the national and metro-area data. • Download printable versions of individual policy briefs that present the data specific to each state. Twitter: @LuminaFound P.O. Box 1806 Indianapolis, IN 46206-1806 www.luminafoundation.org © 2016 Lumina Foundation All rights reserved. April 2016