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Nov 19, 2021 · If neither of a student’s parents have earned at least a Bachelor’s degree, the student is much less likely to earn a college degree. More than two-thirds of college dropouts are low-income...
- Mark Kantrowitz
- It helps us understand how our time is different from or similar to other periods. In today’s world, where people often cherry pick facts about the past to prove points, it helps to place current events in historical context.
- History helps you see the world around you in a new way. Everything has a history. Trees have a history, music has a history, bridges have a history, political fights have a history, mathematical equations have a history.
- History education teaches us life skills. In history courses, we learn not just about other people and places but we learn from them. We read the documents or materials that were produced at the time or listen to the oral histories people tell in order to convey the meaning of the past to successive generations.
- Studying history teaches students the skill sets that they will need in almost any major or job. Studying history and other humanities can not only pique one’s imagination and engage students, history courses can also help students learn how to take in vast amounts of information, how to write and communicate those ideas effectively, and, most importantly, to accept the fact that many problems have no clear-cut answer.
Apr 12, 2022 · While a third of White adults said not wanting to go to school was a major reason they didn’t complete a four-year degree, smaller shares of Black (22%) and Hispanic (23%) adults said the same. White adults were also more likely to cite not needing more education for the job or career they wanted.
- Katherine Schaeffer
- Overview
- How the six-year measure came to be
This article about college graduation rates was produced in partnership with The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education.
Millions of freshmen are settling into college this fall, and 9 out of 10 of those pursuing bachelor’s degrees are confident they’ll finish in four years or less.
If history holds true, however, fewer than half of them actually will.
Colleges have gradually moved the finish line to give themselves credit for success if students graduate in six years — or even eight years, which is the measure used by the government’s newest consumer website, College Scorecard.
That’s like judging the success of an airline’s on-time performance by including the percentage of its flights that take up to twice as long as scheduled to reach their destinations.
Researchers, policymakers and journalists have largely unquestioningly used the six-year measure. But now it is attracting new scrutiny as graduation rates stagnate, the Covid-19 pandemic threatens to make them even worse and the Biden administration proposes spending $62 billion to improve completion rates at institutions with large proportions of low-income students.
The story of how the U.S. came to measure graduation from four-year colleges over six years opens in 1989, when Sen. Bill Bradley, D-N.J., who played college and professional basketball, and fellow senators began to scrutinize the academic success of student-athletes — many of whom never graduated.
Until then, colleges, universities and the NCAA didn’t disclose their graduation rates at all and bristled at the prospect that they’d have to. Because athletic eligibility covers five years, the senators proposed requiring colleges to report athletes’ five-year graduation rates. Then they expanded the requirements to all students, not just athletes.
After lobbying by universities and colleges, Sen. Edward M. Kennedy, D-Mass., whose state was rife with higher education institutions, added a last-minute amendment defining completion as earning a degree within “150 percent of ‘normal time.’ ”
The law was passed in 1990, although the colleges managed to put off publicly reporting graduation rates until 1997.
That measurement also creates little incentive for universities and colleges to improve the rates, which started to plateau even before the disruptions of Covid-19. The proportion of students who finished within six years grew by only three-tenths of a percentage point last year, the smallest increase in five years, according to the National Student Clearinghouse Research Center.
Students can prolong their stays in college by arriving unprepared, taking too few credits per semester, working while in school, changing majors, running out of money or taking time off for family obligations and other reasons. Colleges and universities can slow them down by piling on additional requirements, failing to provide enough sections of required courses, offering inadequate advising and being stingy about accepting transfer credits.
Mar 9, 2023 · The idea that a history degree doesn’t lead directly into a profession is true only for students who expect to become professional historians or to work in a closely related occupation. The vast majority of history majors, of course, do not become professional historians; according to the ACS, only 4.5 percent of history majors become ...
Nov 22, 2021 · Graduation outcomes are correlated with student characteristics; low-income, first-generation college, and older (generally considered over age 21) students are much less likely to complete a bachelor’s degree on time compared with their counterparts (Ewert, 2010; Zarifa et al., 2018).
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May 25, 2018 · Additionally, this report highlights how students who fail to complete a college credential are less likely to go on to work in occupations that offer employment benefits (such as health insurance and pension plans), earn family-sustaining wages, or be civically involved.
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