Bachelor's Degree Recipients: A Descriptive Summary of 1999-2000 Bachelor's Degree Recipients 1 Year Later: With an Analysis of Time to Degree

Author(s):  
Ellen M. Bradburn ◽  
Rachael Berger ◽  
Xiaojie Li ◽  
Katharin Peter ◽  
Kathryn Rooney
2021 ◽  
Vol 16 (1) ◽  
pp. 146-169
Author(s):  
Qiong Zhu ◽  
Liang Zhang

We use data from the Baccalaureate and Beyond Longitudinal Study and propensity score weighting methods to estimate the effect of a double major on bachelor's degree recipients’ earnings within four years after college graduation. We classify each of a student's two majors in a double major combination as either “higher- or lower-paying,” based on the rank order of the average earnings of each major among single major students. Our analyses yield three main findings. First, within one year after graduation, double major graduates earn significantly less relative to their single major peers with the same higher paying major; however, by four years after graduation, their earnings are similar to those with the single higher paying major and significantly higher relative to those with the single lower paying major. Second, we find that double major graduates are more likely to be employed, work longer hours, and pursue graduate education than their single major peers four years after graduation. Finally, transcript data suggest that double major graduates take fewer classes in the higher paying major, which may explain their initial earnings penalty relative to those with the higher paying single major.


2008 ◽  
Vol 30 (3) ◽  
pp. 236-254 ◽  
Author(s):  
Josipa Roksa ◽  
Bruce Keith

While state legislatures are increasingly enacting articulation policies, research to date provides little evidence that these policies enhance students’ likelihood of transfer. Based on a careful historical review of state statutes, the authors propose that articulation policies do not improve transfer rates because that is not their intended purpose; the main goal of articulation policies is to prevent the loss of credits when students transfer within state higher education systems. Subsequently, the authors use the National Education Longitudinal Study to evaluate articulation policies based on an alternative set of outcomes: attainment of a bachelor’s degree, time to degree, and credits required to complete a bachelor’s degree. They discuss the limitations of existing data and propose that future studies be designed to specifically evaluate the transfer or loss of credits applicable toward general education requirements.


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