post secondary education in the usa

The Postsecondary Education Conundrum

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June 5, 2013

Postsecondary education in the United States faces a conundrum: Can we preserve access, help students learn more and finish their degrees sooner and more often, and keep college affordable for families, all at the same time? And can the higher education reforms currently most in vogue—expanding the use of technology and making colleges more accountable—help us do these things?

Since the 1960s, colleges and universities have worked hard to increase access to higher education. Fifty years ago, with the industrial economy booming—as Sandy Baum, Charles Kurose, and Michael McPherson write in the latest issue of the Future of Children —only 45 percent of young people went to college when they graduated from high school. Today, they note, at least 70 percent enroll in some form of postsecondary education. Women, who once accounted for little more than a third of the college population, now outnumber men on campus, and minorities and the poor have also seen many barriers to a college education fall. Certainly, we still have work to do—for example, advantaged children are still much more likely than children living in poverty to go to college, and to attend elite institutions when they do. Yet the gains in access have been remarkable.

Over the past decade, critics have increasingly questioned the quality of college education in the U.S. In particular, they have pointed to low completion rates—only about half of the people who enroll at a postsecondary institution complete a degree or certificate within six years. Yes, there are many reasons that students attend such institutions, but even among those who report that they aspire to earn at least a bachelor’s degree, only about 36 percent do so.

Most recently, the loudest debates in higher education have been about cost. When people talk about the cost of postsecondary education, they usually mean tuition. The most alarming recent increases have been in the “sticker price,” or the published cost of attending an institution. Sticker prices for full-time in-state students at public four-year colleges and universities increased 27.2 percent between 2007 and 2012, according to the College Board. But only about one-third of full-time students pay the sticker price; the other two-thirds of full-time students pay the “net price,” which is the sticker price minus grants and other forms of aid. On average, the net price is 70 percent less than the sticker price. Even so, the net price of college has also increased steeply, by 18 percent over the same five years.

Many people take the sharp rise in tuition costs as evidence that institutions of higher education are inefficient and growing more so—in other words, that colleges and universities are spending more and more money to deliver the same education. They argue that if we aggressively adopt technology and strengthen accountability, we can make colleges and universities more efficient, whether that means providing the same education for less money, or a better education for the same cost.

But, in truth, tuition—whether we’re talking about sticker price or net price—doesn’t really tell us how much a college education costs. As McPherson, who is president of the Spencer Foundation, pointed out recently at a conference at Princeton, an institution’s total expenditure per student is a much better measure of the cost of a college education. Based on 2012 data from the College Board, expenditures per student, especially at public institutions, have been relatively flat over the past decade, increasing by about 6.4 percent at four-year public institutions and actually decreasing at two-year public institutions. Tuition itself accounts for only a part of the total expenditure per student. At public institutions in particular, the rest is made up largely by state subsidies. What has changed in recent years is that state subsidies have fallen precipitously, meaning that parents and students are shouldering more of the cost through rising tuition payments. From 2000 to 2010, the portion of total expenditures covered by tuition at public institutions went from just over one-third to just over one-half, with subsidies falling accordingly. If we look at the cost of college this way, it’s unlikely that growing inefficiency is the main problem facing institutions of higher education; in fact, they are educating more students than ever and doing so at roughly the same cost per student. Nonetheless, few people expect state subsidies to rebound to their former levels. If college is to remain affordable, state institutions must seek ways to lower their cost per student so that they can keep tuition in check.

What are the prospects, then, that technology and accountability can help us rein in the rate of growth in tuition? Unfortunately, the answer isn’t clear.

Policymakers like to focus on advances in technology as a solution for the tuition crisis because a major component underlying the cost of a postsecondary education is the cost of paying the faculty. As long as the wages that faculty members could earn in other parts of the economy continue to increase, there will be upward pressure on the cost of educating students. But if we could use advanced technology to let each faculty member teach more students, we could lower the cost of a college education. However, no one wants such an increase in productivity to reduce the quality of the education that students receive. Therefore, if technology is to help us solve higher education’s quandary, it must provide education at a lower cost without lowering its quality.

We have scant evidence of whether e-learning is comparable in quality to traditional classroom instruction. However,  the best research so far suggests that in large lecture classes, at least, especially those that cover introductory material in some subjects, students learn just as well online as they do in “chalk and talk” classes. We know even less about the long-term cost of teaching in this way. On the one hand, once we pay the start-up and transition costs associated with adopting new technology and training faculty how to use it, the cost per student is likely to fall because faculty will be able to teach more students in larger classes. On the other hand, the best evidence about technology comes from its use in large lecture classes; we know much less about its effectiveness in smaller, typically more advanced courses, which are more expensive to teach by definition. We also have virtually no evidence about technology’s effectiveness in some disciplines, particularly the humanities. If technology can’t deliver the same education that students get in the classroom, what may look like a decrease in cost may actually be a decrease in quality. Thus before we know whether widespread adoption of technological tools is truly a promising approach to reducing the cost of a college education, we need more and better evidence about how these tools affect student learning, in which settings and for whom they work best, and how much they cost to implement and maintain.

Accountability

Policymakers are also talking about accountability as a way out of the postsecondary conundrum. Most public institutions receive state subsidies based on the number of students they enroll. Enrollment-based funding gives these colleges and universities a huge incentive to increase access, but far less incentive to boost completion rates and other measures of student success. On the heels of the movement to increase accountability in K-12 education, a lot of people, including President Obama, have been calling to make colleges and universities more accountable, most notably by tying some portion of state or federal funding to student completion or other measures of success—for example, how many graduates find jobs. Many states have already tried this, but the results have been disappointing (though it must be said, as Davis Jenkins and Olga Rodriguez write in the Future of Children , that much of the research on performance funding thus far has been qualitative rather than quantitative). One reason that performance funding hasn’t worked well may be that the percentage of aid that states have tied to performance has been quite low, meaning that institutions have had little to lose if they fail to meet performance targets. As a result, some reformers are calling for an even stronger connection between funding and accountability. Fair enough, and probably worth a try, but the bottom line is that we have yet to find solid evidence that tying appropriations to student success will produce the results we desire. And caution is in order: Unless such an approach is implemented and monitored carefully, it will create a perverse incentive for institutions to restrict admission to the students who are most likely to do well, thus potentially reversing the gains in access that we’ve worked so hard to achieve.

Despite the caveats I’ve presented here, I believe that both technology and accountability have their place in any effort to solve the postsecondary conundrum.

In the case of new technological tools to expand teaching productivity, we need to carefully study their effect on student learning, institutional stability, educational quality, and cost. It’s going to take some tinkering to build new models of technology-supported teaching that work as well as or better than a traditional classroom education, and we should not hesitate either to try promising approaches or to abandon those that fail to make the grade.

When it comes to imposing stronger accountability, we need comprehensive data systems and other ways to gather information that will give us a clearer, more scientifically sound picture of institutional performance than do the rough measures we use now, such as completion rates. Furthermore, measures of quality should never be the only criteria through which we reward or punish postsecondary institutions, not only because expanding access must remain a priority, but also because it is extremely unlikely that we will ever be able to capture all of postsecondary education’s beneficial outcomes through large-scale data. 

In the end, however, technology and accountability alone will not solve the postsecondary conundrum. As tuition costs rise, parents and prospective students are starting to question the value of the postsecondary institutions they’re considering, seeking better information about quality and completion rates, and making decisions based on hard financial realities. This kind of pressure from prospective students and their families is likely to be the most effective incentive of all.

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August 13, 2024

What is Post Secondary Education in USA: USA System Guide

Last updated on February 12th, 2024 at 01:32 am

Post Secondary Education in USA goes beyond high school and includes colleges, vocational schools, and more. This guide breaks down what post-secondary education means in the United States, explaining different paths and considerations for students and anyone interested in the American education system.

What is Post Secondary Education in USA

In the United States, people refer to education after high school as post-secondary. This category includes all types of educational institutions. Although post-secondary education is optional in the United States, there is a high appreciation for acquiring more specialized expertise.

In the previous article, we told you “ How to Apply for Suffolk County Civil Service Exams 2024 “. Today, in this article, we will tell you “ What is Post Secondary Education in the USA “, so friends, let’s start the article.

Before starting the article, let us tell you that post-secondary education is compulsory in the United States of America and there are many questions related to it that are in the minds of people. Today in this article of ours, we will answer all those questions. We have given some of these questions below.

Covered Topics.

Table of Contents

What is post secondary education in USA

• Is post-secondary school same as university?

Is 12th considered as post secondary education in USA?

What are the different types of post secondary education in usa, education levels in the us.

• What is the meaning of one year post secondary?
• Is post secondary education in USA necessary?

Best post-secondary schools in USA

• Admission Process for Post-Secondary Education

Post-secondary education, also termed tertiary education, comes after successfully completing secondary education, commonly known as high school. It encompasses universities, colleges, as well as trade and vocational schools.

In the USA, post-secondary education offers diverse paths beyond high school, providing opportunities for advanced learning and specialized skill development.

(( The information provided here has been sourced from the official website of TopHat ))

Is post-secondary school the same as university?

Postsecondary Education, or tertiary education, distinguishes itself as the educational stage after the successful conclusion of secondary education, commonly known as high school. This broader category encompasses universities, colleges, trade schools, and vocational institutions.

Therefore, while universities are a component of postsecondary education, the term encompasses a wider spectrum, incorporating various educational avenues beyond the university setting.

No. Secondary school graduation requirements are uniform across the country at the end of the twelfth grade, with a High School Diploma serving as the universal descriptor.

Post-secondary education in the USA spans a range of alternatives beyond the high school level. Individuals can explore diverse pathways, including enrolling in two-year colleges, pursuing degrees at four-year colleges or universities, attending independent private career schools, opting for military service, or engaging in apprenticeships with on-the-job training.

Post-secondary education in the USA encompasses various options beyond high school. These include:

• Two-year Colleges: Providing accessible and affordable education through two-year programs.
• Four-year Colleges or Universities: Offering diverse degree programs for a more extensive educational experience.
• Independent Private Career Schools: Focusing on specialized training for specific careers.
• Military Service: Serving as an alternative avenue for education and skill development.
• Apprenticeships (On-the-job Training): Combining hands-on experience with academic learning.

(( Information sourced from: “ Maryland State Department of Education Website” ))

Students and immigrants to the United States benefit greatly from the country’s robust educational system, which ranks among the best in the world. Many different classes are available to the pupils. The educational landscape of the country is somewhat varied.

Elementary Schooling

Some nations include seven to nine years of compulsory education in their total, considering primary education equivalent to what we call “elementary school.”

Middle School

In addition to “Middle School,” the name “Junior High School” is sometimes used to describe this educational stage in the United States. Middle school is the initial stage of secondary schooling in most countries.

High School

High school is the next or last stage of the Senior Secondary Education System. Students are advanced from ninth grade to tenth grade or upper secondary school.

Post Secondary Education

The most interesting portion of their lives, college, has finally begun. High school graduates often apply to colleges and universities to continue their education and earn a bachelor’s degree or higher. Post secondary education in USA is the next level of schooling after high school.

What is the meaning of one-year post-secondary?

Post-secondary education continues after high school. A post-secondary degree is any degree earned beyond high school in the United States. You are expected to earn some post-secondary credentials from a university, college, trade school, or other institute within one year. An associate’s degree is one example of earned after high school.

Is post-secondary education necessary?

Getting a degree in the United States after high school is a great way to set yourself up for success.

There are numerous positive outcomes associated with every level of post-secondary education. Some examples are as follows.

• Gaining access to world-class resources can help you achieve your academic and career goals;
• Develop strong personal relationships with your peers, professors, and mentors.
• Have the opportunity to learn and grow in an environment that stimulates and supports your intellectual growth.
• Have the freedom to explore new fields and learn new ways of thinking.
• Higher education in the United States is widely regarded as among the greatest in the world. The range and quality of higher education options in this country are without parallel.
• MPI estimates that during the 2019-2020 school year, the United States hosted about 1.1 million international students pursuing post-secondary education.
• Students can study with some of the best teachers in the world and have the freedom to pursue their passions in the United States.

Below is the list of some best post-secondary schools in the USA. They are as follows:

Michigan State University

The School of Education at Michigan State University was founded in 1952, but its first official course in education dates back to 1902.

There are four divisions within the College of Education: the Counselling, Educational Psychology, and Special Education Division; the Educational Administration Division; the Kinesiology Division; and the Teacher Education Division.

These schools provide instruction at multiple levels (undergraduate, graduate, and doctoral), with some even giving distance learning options.

University of Michigan–Ann Arbour

The University of Michigan–Ann Arbour provides two distinct routes to a bachelor’s degree in education. Students who complete the primary program earn a bachelor’s degree in education. Students can earn their bachelor’s degree and secondary teaching certification at the end of the three-semester secondary course that typically begins in the student’s junior year.

Those interested in learning more about institutional analysis, public policy, and the dynamics of student access and achievement may pursue a master’s degree program in higher education. The educational studies curriculum offers various topics, including design and learning technology.

Harvard University

The majority of education classes at Harvard are at the graduate level. However, undergraduates also have the option to study the subject.

Students in a master’s degree curriculum often concentrate on one area of study. Learning design, innovation, and technology; human development and education; education policy and analysis; and education leadership, organizations, and entrepreneurship are just some of the programs available.

One can earn a doctorate in education from Harvard in either three years through the Doctor of Education leadership course or five years through the Doctor of Philosophy in Education program, both of which emphasize research and its effects on the field of education.

Admission Process for Post-Secondary Education.

Students in the United States who plan to continue their education beyond high school must first navigate the competitive admissions process. The first step is to find an appropriate school that fits within one’s budget and aligns with one’s professional aspirations. College-bound individuals should consider various educational institutions before settling on one.

Students then need to prepare for standardized tests like the SAT (SAT writing score + SAT reading score )and ACT , which are frequently required for admission to highly selective colleges. Keeping a high-grade point average ( GPA ) throughout high school is another indicator of outstanding academic performance and an aid to getting into selective colleges and universities.

In conclusion, furthering one’s education through post-secondary school is crucial for personal and professional development since it allows students to broaden their horizons intellectually and professionally. The post-secondary education after high school can take many forms, from four-year universities to two-year community colleges to four-year trade, technical, or vocational institutions.

Are graduate programs post-secondary education?

Graduate study is considered as post-secondary education.

Is it beneficial to pursue post-secondary education in the United States?

In a word, yes. The best way to achieve your professional goals and set yourself up for future success is to get the education you need.

What’s the big deal about choosing between college and university?

A university offers a more comprehensive academic and professional education than a college does, with the latter focusing more on career and technical training.

Thanks for your visit.

(What is Post Secondary Education in USA)

Disclaimer: Information in this article is for general purposes, not a substitute for professional advice. Verify details and seek guidance for specific circumstances. We advise you to consult an expert before taking any action.

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The Future of Post-Secondary Education in the US

Exploring the impact of 50 years of change, and potential futures for post-secondary education

Education Intelligence Unit

250,000 fewer High School graduates from 2025 to 2030, increased online and hybrid learning, and a sharp rise in non-degree credentials mean big changes for US post-secondary education.

HolonIQ recently partnered with the American Council on Education (ACE) to review 50 years of change in the Carnegie Classification , situating decades of data in the broader context of US education, sometimes as far back as 1870. From high school graduates and women’s participation in higher education to evolving learning modalities and labor market shifts, change has been both fast and slow. Forecasts suggest that some of the biggest changes for higher education institutions are still to come.  

Looking back to the 1970s when development of the Carnegie Classification began, women made up approximately 20% of enrollments in US higher education. Today, women represent nearly 60% of total enrollments, broadly in line with the global average. In terms of race and ethnicity, over 85% of US college students were white in the mid-1970s, with college populations becoming gradually more diverse with each decade. Today, just over 50% of college enrollments come from white students, with the biggest growth in Hispanic students, who make up over 20% of enrollments and are forecast to grow as we approach 2030. 

Stretching back further, the growth of high school graduates over the last 150 years has been remarkable, and graduation numbers are set to increase up until 2025. From there, however, forecasts point to a decline of around 250,000 high school graduates between 2025 and 2030, with graduation numbers returning to around 2015 levels - essentially 15 years of lost growth. This has implications not only for universities, but for the broader workforce too.

Learning modalities may not have changed a great deal through the 20th century, but the last 10-20 years have ushered in new forms of learning and innovation, fast becoming the norm in some institutions. Transformation was already underway before the COVID-19 pandemic, with on-campus enrollments in higher education declining by around 10% since 2012 in favor of online and hybrid modes. Following the rapid shift to ‘emergency remote teaching’ during the pandemic, on-campus enrollments fell to less than 30% and have not returned to pre-COVID levels. With online and hybrid modes now becoming the dominant modes, the decline of purely on-campus learning is forecast to continue.

Adding to the changing landscape is the international student population. The US has long been a popular destination for international students, with the last decade showing huge growth from China and more recently, India. Despite losing some market share to popular destinations Canada, Australia and the UK, 1.2m international students are forecast in the US by 2030 , with India set to overtake China as the dominant cohort.

Skills and credentials have also been a much-debated topic in higher education over the last few years, with increasing pressure on institutions to respond to skills shortages and calls from industry for universities to align learning more effectively with emerging technologies and workforce needs. Unsurprisingly, there has been huge change in the US since the 1970s in terms of sectoral and labor market shifts. In 1973, the biggest industry by far was manufacturing (18.6m employed) followed by trade, transportation and utilities (15.3m); in 2023, manufacturing has shrunk to 13m, and whilst trade, transportation and utilities has almost doubled to 28.9m, the biggest growth has been seen in private education and health services, which grew almost 5x over this period to become the second largest workforce in the US (25m). 

Looking ahead, the fastest growing occupations that require a bachelor's degree or higher are in health: Medical & Health Service Managers (28% growth) and Nurse practitioners (40% growth). Also set to grow, but from a smaller base, are STEM-related occupations including web developers (30%), Information Security Analysts (35%) and Data Scientists (36%).

At the same time, there are clear emerging signals that non-degree credentials are on the rise, and are estimated to be the most conferred award in US Higher Education in the next 10 years. 

The wage premium demanded by a bachelor’s degree may have reached its peak already; between 2019 and 2022, the percentage of potential students planning to pursue a non-degree program grew from 34% to 47%. In the workforce, 81% of employers think they should look at skills rather than degrees when hiring. 86% of students believe an industry certificate will help them stand out to employers when they graduate.

Billions of dollars in funding is now powering alternative credentials, with $25B in private capital allocated to ‘new’ models of learning and upskilling in the past 10 years, over two-thirds of this in Upskilling, 21% in Bootcamps and 10% in MOOCs. There has been a 211% increase in issued badges over the last 4 years, with 75m digital badges issued globally. University leaders see alternative and micro-credentialing as an important strategy for their institution’s future, with increasing numbers putting policies in place and 95% expecting micro-credentials to be integrated into most degree programs in the future.

The Carnegie Classification: Fifty Years of Change in US Higher Education was held live at the American Council on Education's Annual Meeting in Washington DC followed by a panel of experts about how the expanded Carnegie Classification categories will impact higher education and advance social and economic mobility. Ted Mitchell, President of ACE, Doug Lederman, Editor and Co-Founder of Inside Higher Ed, and Maria Spies, Co-CEO of HolonIQ joined a panel discussion moderated by Mushtaq Gunja, Executive Director of the Carnegie Classification systems to reflect on the presentation and discuss the future of Higher Education in the US and how the Carnegie Classification needs to consider these changes.

In this recent webinar , Maria Spies, Co-CEO HolonIQ and Hironao Okahana, Assistant Vice President & Executive Director of the Education Futures Lab at the American Council on Education shared a follow-up presentation covering the data and in conversation on the future of Post Secondary Education in the United States. Watch on-demand .

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American Education and Higher Ed System: The US Higher Education System Explained

US colleges and universities offer life-changing opportunities for international students. Our definitive guide to higher education in the USA answers all your questions.

If you want to study abroad in America, understanding the US higher education system is vital. Whether you plan to get a bachelor’s degree or a master’s degree from one of the many universities in the USA, it is important to learn how it works.

Read on to make the most of your opportunity to pursue post-secondary education in the United States.

What Is the Structure of the US Higher Education System?

As an international student, you may be wondering how colleges and universities fit into the larger US higher education system. Students in America are required to go to school between the ages of six and 18 in what are called grades, which run from first through 12th. (There is also an earlier option, called kindergarten, for the year before first grade, but it is not mandatory in most US states.)

Primary, or elementary, education lasts until fifth grade, middle school or junior high school covers sixth through eighth grade, followed by secondary education in ninth through 12th grades. Secondary education can cover both college-preparatory curriculum or vocational training.

After 12th grade, students have two options for post-secondary education: vocational training (typically a year or two, designed for immediate employment in a trade) or higher education (typically a two-year associate’s degree or four-year bachelor’s degree in an academic program). 

For international students in British-style education systems, you may have had 13 years of education before entering post-secondary studies. Other countries may only have 11 years of pre-university level studies. Typically, for students enrolled in post-secondary education in the United States, US colleges and universities require 12 years of education.

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What Are the Different Types of Higher Education Institutions in the US?

College vs. university.

In many countries, post-secondary institutions are called universities. However, in the US, the words college and university are often used interchangeably . Some are even called institutes (e.g., Massachusetts Institute of Technology, California Institute of Technology). Within larger universities in the United States, there are different colleges or schools that represent different academic areas of study (e.g., College of Engineering, School of Business).

State Colleges and Private Colleges

Depending on where you are from, the best colleges or universities may be public or run by the national or regional/state government. But in the United States, the federal government does not manage any college or university. Instead, the governments of the individual 50 states, the District of Columbia, Puerto Rico, and other US territories have the authority to operate, fund, and (in some respects) control public colleges and universities within their boundaries. 

Alternatively, private colleges can operate on their own, without direct control from state or national governments. For instance, hundreds of private colleges in the US were founded by religious denominations or churches, such as the University of Dayton (affiliated with the Catholic church) and the University of the Pacific (a Methodist university). 

According the National Center of Education Statistics , in 2022 there were 5,916 post-secondary colleges and universities in the United States: 1,892 public, 1,754 private, and 2,270 for-profit. Among the top 20 US universities with the most international students (according to the 2022 Open Doors Fast Facts report ), 13 are public and seven are private. So, remember: quality is not determined by whether a college or university is public or private. 

Tech Colleges and Community Colleges

While most international students come to the United States for academic programs, some students enroll in technical or vocational colleges designed for job training, like flight school or air traffic control programs. 

Additionally, another option in American post-secondary education is community college. Community colleges offer low-cost education in local communities and provide workforce preparation or credits toward completing a bachelor’s degree. According to the American Association of Community Colleges (AACC), there are almost “1,200 two-year, associate degree-granting institutions and more than 12 million students” enrolled in these colleges. Approximately 100,000 international students currently attend community colleges in the United States.

What Are the Different Education Levels and Degree Types at US Colleges and Universities?

Undergraduate .

Undergraduate studies can start immediately after secondary school. There are two main options: a two-year associate’s degree and a four-year bachelor’s degree. 

Generally, associate’s degrees are granted at two-year US community colleges, while bachelor’s degrees are awarded from four-year colleges and universities. In both cases, students choose a focus for their academic studies called a major . In addition to courses in a major, students take required core curriculum or general education classes that develop critical thinking and communication skills.

Graduate studies are only available to students who have completed a bachelor’s degree. In many countries, graduate studies are called post-graduate studies and can take up to five years or more. In the US, the term post-graduate studies can refer to work after a master’s degree program, including studies for a doctoral degree. 

International students who have finished bachelor’s degrees in their home countries, the United States, or third countries have two options for graduate studies in the United States: master’s and doctorate (or doctoral) degrees. 

Master’s degrees can require one to two years of study. In the final term of most master’s programs, students must complete a thesis (a large, well-documented essay) or a project before they will be awarded the master’s degree.

The length of doctorate programs will depend on two things: 

whether students must first complete a master’s degree in a related field, and

how long it takes to complete a dissertation

Generally, if you have finished a master’s degree and are then admitted to a doctoral program, the coursework will take two to three years. After finishing doctoral classes, you typically begin work on a dissertation or research paper/project that serves as the focus of your degree studies. With any paper or project, a faculty member will serve as a director or adviser.

In addition to these degree programs, international students may take various other continuing education or certification courses. Some are in addition to degree studies, while others may count toward meeting licensing requirements to work in certain fields. 

What Should I Know About Courses of Study and Choosing a Major?

The US education system is designed to teach life skills that will serve students well, no matter which career they choose after graduation. So, students enrolled in colleges or universities will take a variety of courses in order to get a degree. 

For many international students, taking courses outside their intended academic field of study is a foreign concept. But US colleges and universities value liberal arts classes in subjects like history, English literature, and foreign language as well as mathematics, social, and natural sciences. These courses are considered important foundations for critical thinking, logical thought, and communications skills.

Majors, Minors, and Concentrations

When starting college or university, international students should not expect to have more than half their total classes in their intended major. Majors represent what students are most interested in learning to prepare for a career in a related field of study or to go on to graduate school. 

Minors are other academic focus areas in addition to a major, and typically require half as many classes as a major.  

Concentrations are specializations within a given major that allow students to explore a more specific area of study. For example, at the University of South Carolina , the department of history offers regional concentrations (i.e., Latin America, Middle East/North Africa, etc.) as well as 13 different subject areas such as political history, history of slavery, or history of religion. 

BA vs BS vs BFA Degrees

When it comes to bachelor’s degrees in the United States , the three most common are BA (bachelor of arts), BS (bachelor of science), and BFA (bachelor of fine arts). BA degrees focus on liberal arts majors in humanities and social sciences, while BS degrees cover business, math, sciences, engineering, health sciences, and other tech fields. BFA degrees align with the creative arts, such as music or dance.

Accreditation

International students may wonder which US colleges and universities are government-approved. Remember, in America, there is no Ministry of Higher Education, and the federal government does not determine which colleges or universities may operate. 

In the US education system, there are six regional accreditation groups that enable nearly all public and private nonprofit colleges and universities to operate. (Most for-profit private colleges are accredited by national accrediting groups.) Within each institution, there may be several academic programs that also have a national program accreditor as well (e.g., ABET , which focuses on the quality of science, technology, engineering, and math — or STEM — programs). Program accreditations are signs of academic quality as well. 

To research the accreditations of the US colleges you are considering, visit the U.S. Department of Education’s online database . When in doubt, only choose accredited US colleges and universities for your academic studies.

As international students, you also will need to check that these universities and colleges are legally able to enroll students who want to study abroad in the USA. The Department of Homeland Security (DHS) requires all US colleges and universities to apply for certification (and recertification every two years) in order to issue the I-20 forms that international students use to apply for student visas . You can research certified colleges on the DHS website  or use the Shorelight School Match tool .

What Do I Need to Know About College Applications and Applying to University in the USA?

When applying to US colleges and universities, be ready for a fairly complex, lengthy, and sometimes confusing process. But with the right approach and appropriate guidance, you can find the right place that meets your needs. (Check out our How to Study in the USA article for all the specifics.) 

College Application Forms

While most colleges have their own application forms online, prospective undergraduate international students may also be able to use the Common Application to apply to one (or more) of nearly 900 US colleges and universities. If you are applying to Shorelight universities, you can use one online application to apply to multiple institutions for both undergraduate and graduate programs. Whichever form you use, be aware that each college sets its own application deadlines. Additionally, beyond an application form, each university or college will have its own required application checklist .

Standardized Tests

International student applicants will need to take at least one type of test to determine English proficiency (e.g., TOEFL, IELTS, PTE Academic, Duolingo, iTEP). SAT or ACT test scores may be required for undergraduate students, while graduate programs may need a GRE or GMAT score to submit an application. Ask in advance: a growing number of undergraduate colleges and graduate departments are now test-optional (including Shorelight universities) when it comes to SAT/ACT or GRE/GMAT. 

Academic Records

For most colleges in the US education system, your academic records (translated into English) will be the most important piece of the evaluation process. For undergraduate applicants, that means submitting transcripts from every institution you have previously attended: your complete secondary school academic transcripts, external exams, and (for transfer students) any prior colleges or universities. For graduate applicants, it means submitting official copies of undergraduate (and any graduate) degree transcripts of coursework taken. 

Essay and Recommendations

More selective colleges and universities will require an essay (for undergraduate applicants) or statement of purpose (for graduate applicants) and letters of recommendation . Essay topics can be as broad as “What do you want to do with your life?” or as specific as “What event has had the biggest impact on you?” Letters of recommendation should be written by someone who has either taught you in a class and can speak to your academic abilities, or by an advisor who can provide a more well-rounded perspective on the kind of person you are.

Whichever path you choose, the college application process is not meant to be done alone. A dedicated college guidance counselor or advisor can assist you through the college admissions process.

How Do Transfer Credits Work?

If you have already done some undergraduate coursework, you may be considered a transfer student , and this can change application requirements for study in the US. 

Transfer students have a slightly different application process, especially with standardized test requirements and deadlines. Some colleges and universities may only take transfer undergraduate or graduate applicants for the fall term, while others let transfer students start in spring or even summer. 

The classes you have already taken may count toward your bachelor’s degree requirements. These are called transfer credits . Transfer programs at US colleges and universities are designed for students who have not taken more than two years of study and, at many colleges, no more than two years of course credit can be applied toward fulfilling degree requirements. 

How Is the Academic Year Set Up in the USA?

Semesters, trimesters, quarters.

In the American education system, the academic year typically begins in August or September. Depending on the university, the academic year may be divided into quarters, trimesters, or semesters, and will run until May or June. For colleges that follow semesters, the fall term runs from late August or early September to mid-December, and the spring semester runs from January through May.

When to Apply

For new international undergraduate students considering US colleges and universities, applications are generally accepted as early as a year before the academic term you wish to join. For example, if you want to start at the University of Illinois Chicago in late August 2023, you could have applied for admission as early as September 2022. 

While many selective universities in the USA have regular admissions application deadlines in January or February, some colleges also offer early decision or early action deadlines in November. These earlier deadlines give students the chance to get a decision as far in advance as possible, although it often requires a commitment to enroll if admitted. Other colleges have rolling admissions policies and will accept applications throughout the year for the next academic term (or year).

Typically, early decision or early action applicants find out if they are accepted within a month of the submission deadline. For January or February application deadlines, students will learn if they are admitted in March or early April. International students who apply to rolling admissions colleges, like many of the Shorelight partner universities, generally find out as early as a few days to three to four weeks. 

How to Enroll

After admission, you will be told what your next steps are to accept an offer from a college or university. Many American universities will set a deadline date for admitted students to send in their deposit (the amount varies by college) to hold their place for the next academic year.

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What is the Classroom Experience Like in the US?

The undergrad classroom.

In US colleges, class sizes can be as large as 400 students in an auditorium or as small as four students around a table. At larger state universities, you will likely find big class sizes in the first two years of study. At liberal arts colleges, smaller class sizes (10 to 20 students) are standard. Colleges and universities must list on their websites their average student-to-faculty ratio (i.e., how many students are on campus for every faculty member and the average class size), so you can easily get a sense of the class sizes at the colleges that interest you.

For instruction , professors and academic experts typically teach college classes. Teaching assistants (often graduate students working for a professor) may teach large lecture classes or smaller lab or discussion sections. In addition to teaching staff, you will have either an academic advisor or faculty advisor (once you declare an academic major) who will help you choose classes and make sure you are on track for graduation.

On the first day of each class at the beginning of an academic term, students receive a syllabus from the professor or instructor, which covers what students can expect during the course — all the scheduled quizzes, tests, papers, and final exam requirements. Additionally, the syllabus will list the required textbooks and the reading that must be done for each class meeting. In many classes, the syllabus will also break down what percentage of your course grade comes from papers, quizzes, tests, group projects, mid-term and final exams, and even classroom participation. (That’s right — in many courses your grade is impacted by your involvement in discussions!)

Campus Jobs and Co-ops

Once you are settled, you may want to explore the opportunity to work on campus. Legally, as F-1 student visa holders, if there are jobs on campus available for international students, you can work up to 20 hours per week while classes are in session and up to 40 hours per week during vacation periods. 

As you progress into your academic major, there may be internships , co-ops, or other work options off campus in jobs related to your program. Keep an eye out for these opportunities and be sure to bring this topic up with your academic/faculty advisor and also with your international student advisor, as there are immigration regulations that you will need to be familiar with and permission you will need to receive before working off campus. Many of these internships or co-ops may also offer credits toward your degree studies.

The Grad Student Experience

For graduate students, similar classroom and work rules apply for both master’s degree and doctorate coursework. Graduate students will have a required master’s thesis/project or doctoral dissertation at the end of a graduate program. These could take anywhere from a few months for a master’s thesis to two or more years for a dissertation.

What Is the Grading System at US Colleges and Universities?

Most US colleges use a combination of a 4.0 grade point average (GPA) scale and a letter grading system from A to F. Grades often look like: 

A = 4.0 Best

F = 0.0 Worst

Many American universities will also use different categories — A, A-, B+, B, B-, C+, C, C-, D+, D, D-, and F — and the +/- will have a different value on the 4.0 scale (e.g., A- = 3.7, B+ 3.3). Some universities offer classes with Pass/Fail or Satisfactory/Unsatisfactory grades, but these will not impact a student’s GPA. 

Students usually take between three and six classes each academic term, and each class is given a certain number of academic credits. As long as you pass a course (i.e., a D grade or better) you will get full credit for that course. 

Most university classes are worth between three and five credits. The number of credits per class varies by the hours of instruction each week. For example, if you have a course that meets a total of three hours a week over the course of a 16-week semester, that course will typically be worth three credit hours. If you have three hours of instruction plus an hour lab section each week, the course will likely be a four-credit class.

So, over one semester, let’s say you have five classes worth three credits each. If you pass each course, you will receive 15 credits. If, over eight semesters (or four academic years), you took that same number of credits each term and passed each class, you would have 120 credits and the end of your program. Most bachelor’s degrees require 120 to 133 credits, depending on the field of study.

How Successful Are International Students Studying in the USA?

More international students choose to study in the USA than in any other country. According to the Institute of International Education (IIE) 2022 Open Doors Report , foreign students make up 4.7% of all college students in the US, and nearly one million students from overseas studied at American colleges and universities. 

For international students who complete degrees in the United States, roughly 60-65% choose to stay in the US for work opportunities. For F-1 student visa holders, that means one to three years of potential paid employment in your field of study, depending on your major. This work permission is called Optional Practical Training (OPT) . If you enroll in a STEM major, you can have three years of OPT for each degree level (bachelor’s, master’s, and doctoral) you complete in the United States. Of the million-plus international students in the United States in the 2018-19 academic year, more than 20% were in OPT.

A 2017 international student satisfaction survey from World Education Services revealed that 92% of current international students and 89% of recent alumni believe their US education was a good investment, and 85% of students and 88% of alumni feel positive about their career prospects.

US Education System Terms to Know: A US Colleges and Universities Glossary

Academic credits: the unit of measure for a student’s progress toward graduation. A typical university-level bachelor’s degree class is worth three credits. Normally, to graduate with a bachelor’s degree, students need to earn between 120 and 133 credits, which equals 40 to 44 classes.

Accreditation: six regional and dozens of program-specific groups, recognized by the U.S. Department of Education, that permit colleges to operate as educational institutions.

Associate degree: the first academic degree possible after completing secondary school. This two-year degree program has an academic focus in one area with a number of other classes in the liberal arts. Associate degrees are normally completed at two-year community colleges.

Bachelor’s degree : typically a four-year degree completed at post-secondary colleges and universities.

College: a post-secondary institution in the United States. It can be a two-year institution for either academic or vocational studies or a four-year academic institution. Within universities, the academic divisions may be called colleges (e.g., College of Arts and Sciences, College of Business, etc.).

Community college: a two-year post-secondary educational institution that primarily offers associate degree programs.

Doctoral degree: often called a PhD (doctor of philosophy) or EdD (doctor of education), this is the highest academic level of study offered in the United States. Doctoral programs are available to students who have either completed a bachelor’s degree or master’s degree in a related subject. The length of the program depends on whether students already have a master’s before entry and the time it takes after completion of coursework to write a required dissertation (between one and four years).

GPA: the academic grade point average students receive from their various classes taken in college or university. Generally, students are graded in each course on a 4.0 scale (4 being high, 0 low). In the US education system, a 4.0 GPA equals an A, 3.0 is a B, 2.0 is a C, 1.0 is a D, and 0.0 is an F.

Graduate studies: academic programs that start after completing a four-year undergraduate degree and generally lead to master’s or doctorate degrees.

Liberal arts: areas of study covering humanities subjects like history, English literature, foreign language, mathematics, social studies, and natural sciences.

Liberal arts college: post-secondary institutions that focus primarily on academic programs in the humanities and social sciences.

Major: the primary focus of an undergraduate student’s degree studies. Majors are similar to the term “course of study” for international students. In US colleges and universities, the major represents anywhere from 33-50% of the total number of classes a student takes to graduate.

Master’s degree: normally a one- to two-year graduate study degree with an intensive focus in a particular academic subject. A master’s thesis or project is often required.

Quarter: An academic calendar variation that divides the year into four 10-week-long periods, with only three required (fall, winter, spring).

School: a US institution that educates students; often refers to places with K-12 learners. Within colleges and universities, “schools” can be considered a sub-division of a university’s academic areas (e.g., School of Engineering, School of Business). It can also be used as a slang term (e.g., “How many schools are you applying to?”).

Semester: a common measurement for an academic term. Typically, colleges and universities have two semesters (fall and spring) in a required academic year. Each semester is approximately 16 weeks long. Many universities also offer a summer semester for students who do not start in fall or for those who may want or need to take additional courses to accelerate or stay on track with their academic programs.

State university: a public four-year institution, funded in part by the state in which it is located. Public state universities tend to have large student body sizes.

Transfer credits: credits for students who have already completed some academic work at a different university that is then applied toward a degree program at a new university where the student is enrolled.

Trimester: an academic calendar that follows three terms – fall, winter, and spring. Each trimester is 12 to 13 weeks long.

Undergraduate studies: the first level of academic studies students take after completing secondary school. Undergraduate studies lead to either associate’s or bachelor’s degrees.

University: a four-year post-secondary educational institution. These institutions can offer all levels of post-secondary degrees (associate, bachelor’s, master’s, and doctorate).

To learn more about the value of enrolling in a US college or university, get in touch with an education counselor today > 

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What Is Post-Secondary Education In The USA: Meaning, Purpose, Types & More

Higher education has become an important part of many people’s lives. It gives people the opportunity to gain knowledge and skills to help them in their careers and lives. Hence, many people feel excited and ready to begin their post-secondary education journey.

In this article, you’ll learn more about post-secondary education, the challenges, the types of post-secondary education available, and some of the benefits of pursuing a degree.

What is a post-secondary education?

Higher education has long been the key to success in the United States. It allows students to pursue their dreams, connect with others, and gain valuable knowledge and skills. 

And thanks to post-secondary education offered by colleges and universities, millions of people have achieved their goals.

Post-secondary education (also known as tertiary education) is a type of schooling that typically happens after high school. It offers specialized training in a variety of subjects, as well as opportunities for on-the-job experience.  

Post-secondary education provides students with the skills and knowledge necessary to pursue a career or further their education. 

What are the major benefits of post-secondary education in the USA?

Post-secondary education has many benefits, whether a 4-year degree, a 2-year diploma, or a trade school program. Here are just some of them: 

The United States offers a unique opportunity for students to explore their interests and learn from some of the world’s top educators.

Differences between a secondary and post-secondary education

In addition, secondary schools are more lenient with what they expect their students to be able to do. On the other hand, post-secondary institutions require more rigorous courses and assessments throughout the program. 

Types of post-secondary education in the USA

1. colleges and universities.

To attend, you must apply and be accepted to the school you want to attend before enrolling. You’ll need to fill out an application form and pay a fee. 

Colleges and universities offer many different types of programs for students to choose from. A college usually offers certificate and diploma programs. Colleges generally have a more direct career focus when comparing college programs to university programs.

2. Community colleges

The community college (or junior college) is a public institution that offers two-year associate degree programs. Additionally, they offer vocational and technical programs.

Students at community colleges can earn a diploma in half the time since they only have to complete the general education requirements that colleges require.

Furthermore, community colleges offer students a wide range of courses and are typically less expensive than most universities.

3. Vocational or technical schools

Vocational and technical schools offer programs in various industries, including healthcare, business management, education, and culinary arts. 

Vocation schools also offer instruction in automotive technology, HVAC installation , plumbing , and electrician training . 

Students who want to learn from some of the best instructors in their field are well advised to enroll in this type of post-secondary education.

Challenges of post-secondary education in the USA 

It’s no secret that the cost of post-secondary education in America is extraordinarily high. Tuition ranges from $4,000 to $32,000 for public universities and over $50,000 for private universities.

Many students struggle to independently cover tuition, room and board, textbooks, and other expenses. And even if they manage to do so, many are still left with a mountain of debt they must repay throughout their lifetime. 

Furthermore, many colleges and universities offer scholarships and grants that can help defray tuition costs. And finally, it may be a good idea to take up some part-time jobs .

Are graduate programs post-secondary education?

Are there free universities in the usa.

There are free universities in the United States. Many colleges and universities offer a few programs for free, or at low cost, to those who qualify. Examples of such universities are Alice Lloyd College, City University of New York, and Berea College, among others.

Is post-secondary education in the USA worth it?

​​is there a difference between university and college.

The main difference between a university and a college is that a university provides a broader academic and professional education, while a college offers specialized career or technical education.

Final thoughts

The post-secondary education system in the United States is diverse, with a range of prices and quality. However, there are some key things that all students need to know to make an informed decision about their post-secondary path. 

Furthermore, paying for quality post-secondary education is worth it – regardless of the school you choose. 

You can find many resources available online to assist you in finding the right school and navigating the admissions process. 

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Postsecondary Education Continues to Open Pathways to Good Jobs

August 12, 2024

Authors: Jeff Strohl, Artem Gulish, and Catherine Morris

Source: Georgetown University Center on Education and the Workforce

As the economy undergoes significant transformations, the relationship between education and employment is being reevaluated, leading many to consider how they can acquire the skills and knowledge to thrive in a rapidly changing job market.

A new report from the Georgetown University Center on Education and the Workforce (CEW) examines the expanding job market by forecasting the number of good jobs in 2031 across 22 occupational groups and three educational pathways (bachelor’s degree, middle-skills, and high school). CEW defines a good job as one that pays a minimum of $43,000 and a median of $74,000 to workers ages 25-44 and a minimum of $55,000 and a median of $91,000 to workers ages 45-64.

Highlights from the report include:

The 2031 labor market: Those seeking jobs in 2031 will require more education and training than they do in our current economy. By 2031, an estimated 72 percent of jobs will require postsecondary education, compared with 66 percent of jobs today. Good jobs are expected to grow by 21 percent from 2021 to 2031, with a net gain of 15.6 million jobs for those with a bachelor’s degree while jobs on the high school pathway will decline by 600,000. This continues a trend of more high-paying occupations for those with a bachelor’s degree and narrowing opportunities for those with only a high school or middle-skills education.

The occupations with the largest number of good jobs in 2031: Management, business and financial operations, education and training, and healthcare professional occupations will see the largest increases in good jobs for those on the bachelor’s degree pathway. These jobs include education administrators, chief executives and legislators, architectural and engineering managers, financial analysts, accountants, librarians, pharmacists, and more.

• Overall, managerial and professional office occupations will add the largest number of good jobs (6.2 million) through 2031. However, 84 percent of them will only be available to those with at least a bachelor’s degree.
• For workers with a high school diploma, blue-collar occupations such as transportation and material moving, production, and construction and extraction will make up 54 percent of all the available good jobs.
• Construction and extraction and healthcare professional and technical occupations offer the most promising career potential for those on the middle-skills pathway. The report considers only one occupation promising for those on the high school pathway: installation, maintenance, and repair.

The economy of 2031 will see a reliance on workers with advanced skills and the ability to move organizations forward in a society increasingly dependent on technology and AI. This increased reliance on workers upskilling is reflected both across and within occupations. Occupational groups that have high concentrations of workers with bachelor’s and graduate degrees—such as managerial and professional office occupations—are the same categories that will experience some of the largest growth in good jobs through 2031.

To read the full report from CEW, click here . To read the executive summary, click here.

—Austin Freeman

If you have any questions or comments about this blog post, please contact us .

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Mapping the Ecosystem of Alternative Postsecondary Education Providers

Alternative providers are becoming a significant—if not yet indispensable—part of the U.S. higher education ecosystem. It’s essential to establish a taxonomy that helps colleges and universities make informed choices about how to work with these providers, writes Louis Soares.

Foster Care Youth and Postsecondary Education: The Long Road Ahead

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Navigating High School Placement: Study Options in the USA

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Owing to that, the no. of international high school students tripled between 2004 and 2016, now totaling nearly 82,000. Moreover, colleges host more than a million international learners each year. So, if you’re planning to study in the U.S. or helping a student make this important decision, this guide will help you make the best choice, while also answering your critical questions for better clarification.

Why Choosing the Right High School is Crucial for Students' Academic and Personal Growth?

The school you choose for your high school education leaves an indelible mark on your personal and academic life. Here’s a few things that you shouldn’t miss -:

1. Academic Fit

The right high school offers a solid curriculum to learn and gain valuable knowledge and experience that aligns with your future goals and interests. Typically, it gives the necessary academic support, from advanced classes to tutoring services so you can successfully enroll in a prestigious university later on.

2. Extracurricular Activities and Opportunities

Beyond Academics, it’s equally important for a student to participate and excel in extracurricular activities. In fact, most prestigious universities often ask for proof of work done beyond school. For instance, if you want to navigate through high school placement, invest yourself in internships, participate in clubs, or network with professionals to gain valuable experience.

3. Wellbeing Initiatives

Apart from extracurricular activities, wellbeing initiatives are often overlooked. However, the main thing is teenagers need to feel safe when they go to high school, not only physically but mentally as well. For instance, research done by the University of the People shows that “More than one out of five students report being bullied in their life”. So, the environment of high school is equally important for teenagers where students are being stressed up or bullied, but getting involved in decision making, planning team building activities. It should give equal opportunity to every student to keep up their mind without being judgemental. Yes, it makes a difference.

4. Social Environment

According to research , friendships can positively impact students' academic performance and grade point average (GPA). Because it provides thorough emotional support and reduces stress, leading to improved focus and better concentration on studies. Thus, having a supportive and inclusive school fosters healthy social interaction. This promotes students to extend their networks and become more vocal. While the list presented takes into account the aspects that we consider important, there are also some other things that might affect your decision-making process.

Different Types of High Schools To Consider

How Do I Choose A High School In The US?

• Identify your priorities and consider the type of academic programs a school offers.
• Calculate & determine how much money to spend on high school.
• Check if it offers any financial aid or scholarships to help offset the cost.
• Consider location preference for an easy commute, school size, culture, and environment.
• Determine if you’re looking for public or private, magnet or charter school.
• Check if a school offers Advanced Placement (AP) courses, International Baccalaureate (IB) programs, or other specialized tracks.
• Never miss on school ratings. Visit schools & speak with school counselors or educational consultants.

What Are The Stages Of High School In The US?

1. freshman year (9th grade), 2. sophomore year (10th grade), 3. junior year (11th grade), 4. senior year (12th grade), how does the american school system work.

The Final Words

It’s a wrap! Now that you’ve clearly understood the types, stages, and levels of high school in the US, you’re better informed than most. Whether you’re selecting any public, private, magnet, or charter high school, ensure it aligns with your personal development and career goals. However, if you need any professional assistance to support your long-term success and well-being, book us an appointment today! Talk to our experts at ERES and we’re all here to help, anytime!

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Graphics explain: How has college enrollment changed in the past decade?

Rising college tuition costs, the COVID-19 pandemic, and a bungled FASFA rollout have impacted the financial circumstances of many prospective college students. After several years of declining enrollment, the numbers spiked up about 1.2% in the 2023-2024 academic year,  the National Student Clearinghouse Research Center reported. Enrollment numbers remained below pre-pandemic levels of 16 million.

While it's too early to track the impact tuition costs will have on enrollment numbers for the upcoming semester, some students have already said they're opting out of college due to the financial aid fiasco .

USA TODAY identified undergraduate enrollment trends from the past decade to see who is attending college, the most common fields of study and how the pandemic impacted enrollment.

Here's what you need to know about changes in college enrollment:

College enrollment upticks in 2023

Undergraduate enrollment increased by about 176,000 students in fall 2023, according to a  report published earlier this year by the National Student Clearinghouse. That’s a spike of about 1.2% from the previous fall.

About 15.2 million undergraduate students enrolled in college for the 2023-2024 academic year. The biggest growth came at community colleges, which gained 118,000 students this fall. Private, for-profit colleges also experienced an uptick in enrollments.

The Department of Education has not yet published their data on total undergraduate enrollment for Fall 2023.

Four-year universities and two-year colleges experienced dramatic declines in enrollment since the COVID-19 pandemic hit in March of 2020. Undergraduate numbers  fell by 15% between 2010 and 2021 , according to the National Center for Education Statistics.

Who is most likely to enroll in college?

Women made up nearly 60% of all college students enrolling in Fall of 2022, the Education Department found, up from 56.6% eight years earlier. For several decades women have outnumbered men as college enrollees and attendees, but the gender gap has only widened.

FASFA fiasco: For low-income students, FAFSA can be a lifeline. When it didn't work, they were hardest hit.

College enrollment by major

For students graduating with an associate degree or bachelor's degree, business and health professions and related programs were the top three most common fields of study, the Education Department said.

For the past decade, business has been the most common degree granted to graduating students.

In the 2021-2022 academic year, these were the top five most common bachelor degrees granted by field of study:

• 18.2% in business
• 12.9% in health professions and related studies
• 7.7% in social sciences and history
• 6.1% in psychology
• 6.3% in biological and biomedical sciences

Graphics explain: How are college costs adding up these days and how much has tuition risen?

Why is college enrollment declining?

College tuition has become unaffordable for many prospective students. For those who do pursue higher education, many will be paying nearly two-fold what their parents paid for an undergraduate education 20 years earlier. 

According to the Education Data Initiative,  the average cost of college tuition and fees at public four-year institutions has risen 179.2% over the last two decades.

At the same time, difficulty applying for financial aid upended the college decision-making process, and disrupted the lives of many students. USA TODAY previously reported that delays and technical problems with the FASFA form left many economically disadvantaged students scrambling for financial aid, jeopardizing their college aspirations. 

Contributing: Zachary Schermele, USA TODAY

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Beth Feuer: ‘I Feel it is My Role to Cultivate a Classroom Environment Where Learners Are Safe to Share Their Diverse Opinions’

Beth Feuer will join the NC State College of Education during the 2024-2025 academic year as an assistant teaching professor of special education, a role through which she will support NC State’s new Inclusive Post-secondary Education Program (IPSE) called Empowering Learning Experiences which Value Advocacy, Transition, and Employment, or ELEVATE .

Feuer received her Ph.D. in Special Education with a specialty in equity and diversity from The University of Texas at Austin in 2024. Her research focuses on self-determination outcomes for diverse learners with disabilities as well as pedagogies in self-determination interventions to improve these outcomes.

Learn more about Feuer below: 

The following Q&A has been edited for length and clarity.

Why did you choose a career in education?

Through my involvement with Best Buddies, a club that links up students with and without disabilities in 1:1 friendship, I saw the benefits and positive impact on students with and without disabilities. My engagement in this organization really drove my desire to pursue a career in educating students with disabilities. What inspired you to pursue a doctoral degree? As I was teaching in public school, I became increasingly interested in how I could better support students with diverse identities with disabilities, and how to equip future special educators with the tools to meet the needs of this student population and become equity-focused educators. I was eager to dive into the research and expand my knowledge base on these topics, leading to the pursuit of my doctoral degree in special education. What sparked your interest in your area of studies?

As a special educator engaged in transition planning, I collaborated with diverse students and their families to better understand their postsecondary goals and dreams, and taught students’ self-determination skills to facilitate the attainment of their goals. The personal experiences that I had with my students and their families led to a deeper curiosity of the research surrounding the topics of special education and educational equity, and how I could become a better educator to support this student population. What is one moment or project in your academic career that you are particularly proud of?

I can’t say that I can pinpoint just one moment that I’m particularly proud of, but I think it is really the combination of all the moments where I taught pre-service teachers a skill in the college classroom, and then was able to observe them put that skill or strategy into practice and reflect on their instruction in their fieldwork settings.

What is your teaching philosophy?

As an educator, I feel it is my role to cultivate a classroom environment where learners are safe to share their diverse opinions and experiences, feel a sense of agency, and where marginalized voices are centered and validated across content, and within the classroom environment. I utilize a strengths-based and student-centered approach, modeling for students what an inclusive classroom looks like. Additionally, I strive to reduce barriers to engagement and student marginalization within my classroom through the use of evidence-based instructional and high-leverage practices, and deliver content informed by culturally sustaining and critical pedagogies. Ultimately, I aim to create a learning environment that is deeply rooted in community, whereby students utilize and apply their funds of knowledge and personal experiences, and we work together to co-construct knowledge and develop new understandings from one another.

What do you hope your students will learn from you?

It is my goal that students walk away from my classes more empowered and equipped with the tools they need to be better advocates for themselves and others. I want them to learn the essential skills, tools, and support necessary to have a sense of agency over their lives, and attain their educational, professional and personal goals.

What do you believe makes an extraordinary educator?

I think what makes an extraordinary educator is someone who takes a genuine interest in their students and fosters a sense of community, intentionally making curriculum and content applicable and relevant to students’ lives and holds students to high expectations. In addition, an extraordinary educator is critically reflective of their own pedagogical practices, and is committed to equity and inclusion for all learners.

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A conversation with UC Davis Health Professions Post-Bac Advisors

Talking personalized advising, the power of self-belief, what success looks like and taking the leap.

• by Michelle Risser
• August 16, 2024

There’s no question that applying to health professional schools is overwhelming. It’s highly competitive and notoriously selective. If you’ve already received rejection letters or lack the academic scores schools are looking for, pursuing a career in a health profession can feel out of reach. The UC Davis Health Professions Post-Baccalaureate Program can help. Designed for students needing additional coursework post-graduation to boost their competitive advantage, the program offers hope and another shot at fulfilling your dreams. 

Today we’re talking with advisors from the program to learn about how they empower students to achieve their goals and take the next step toward a career in health. 

As director of the UC Davis Health Professions Post-Bac Program, Bryelle McRay’s interest in student advising stems from her experiences as a first-generation student. “Navigating the challenges of higher education without a roadmap made me acutely aware of the importance of guidance and support in achieving academic and professional success,” she said. Helping others overcome these challenges—watching them grow and succeed—is what she enjoys most about her role in the program. 

Advisor Jennie Moylan shares Bryelle’s commitment to helping students, particularly with finding their voice and telling their unique stories. “I relish the moments when students discover their strengths and articulate their narratives,” she said. Jennie has 12 years of experience guiding students through the holistic application process for health professional schools at UC Davis and is a recipient of the Above and Beyond Staff Excellence Award. 

As the program’s dedicated test prep specialist, Doug McLemore, who previously worked in test prep with The Princeton Review, believes his role in the Health Professions Post-Bac gives him the unique opportunity to help pre-meds with more than their MCAT scores. “To see a student go from disillusioned to ecstatic makes it worth it,” he said. 

What’s unique about the support services at UC Davis Health Professions Post-Bac Program? 

Bryelle: Our student support services stand out for their personalized, comprehensive approach that is rooted in a commitment to student success and inclusivity. Students receive one-on-one guidance from advisors who not only understand the academic and professional demands of health professions but are also deeply invested in the personal growth of each student. 

Jennie: The program combines rigorous academic preparation with a strong emphasis on personal development. Our focus on elevating students’ voices and narratives ensures that students are well-prepared to present their authentic selves in their applications and interviews. 

Doug: Most programs use a canned package for test prep. We provide one-on-one attention to each student’s test prep needs. 

Bryelle: We also provide wraparound advising services for students, so they’re fully supported during their entire application cycle. This support extends beyond just coursework and test preparation. It encompasses professional development and mental health support, ensuring that students are well-prepared for the next steps in their journey. 

Jennie: We believe that it’s this holistic approach that is key to our students’ success. 

What’s your approach to supporting students in the program? 

Bryelle: My approach to supporting students in the program is centered on individualized, holistic guidance. Building strong relationships with students, understanding their backgrounds, goals and any obstacles they may face helps me create a personalized roadmap that aligns with their academic and professional objectives. I emphasize the importance of setting clear, achievable goals and breaking them down into manageable steps to help students stay motivated and focused. 

Jennie: I also aim to understand each student’s unique background, goals and challenges. This involves personalized one-on-one meetings where we work together to develop tailored strategies for academic success, application preparation and test readiness. 

Doug: I have a more direct approach than most. I let the students know the truth about their situation and give them action items to knock down the obstacles in their way. In terms of test preparation, practice leads to confidence and confidence leads to success. I start by being very hands-on in the process and lessen my influence as time goes on, so they are not reliant on me to be successful. 

Bryelle: In addition to academic support, I prioritize fostering a sense of community and belonging. I recognize that students, especially those from underrepresented backgrounds, may feel isolated or uncertain in competitive environments. By creating a supportive and inclusive atmosphere, I encourage students to connect with peers, share experiences and learn from one another. 

What’s one of the most important things you want students to take away from your advising sessions? 

Doug: Be true to yourself. Don’t try to be somebody that you think the school wants to see, just be who you are. If a school doesn’t want you for who you are, that school will likely not be a good fit for you. 

Bryelle: The power of self-belief. I want students to recognize that their potential is not limited by their current circumstances or past experiences, but rather by their willingness to persevere and embrace growth. 

Jennie: That their personal experiences and memories are both valid and invaluable. This involves encouraging students to deeply reflect on what their experiences mean to them and how they have shaped their values, goals and identity. By understanding and embracing the significance of their personal stories, students can craft narratives that are authentic and compelling. This process not only strengthens their applications but also fosters personal growth and a deeper connection to their future aspirations. 

Bryelle: I also want students to feel empowered to seek out resources, ask for help when needed and take an active role in shaping their own educational and professional paths. By helping them build confidence in their abilities and decisions, I aim to equip them with the tools to navigate not just their current academic environment, but also the challenges they will face in their future careers. 

Take the leap today

Connect with the UC Davis Health Professions Post-Bac advising team and take the first step in preparing for a career in a health profession. Email [email protected] .

What does student success look like to you? 

Jennie: Student success, to me, is multifaceted and involves both academic achievement and personal development. It means students not only excel in their coursework and test preparation but also grow into self-aware, resilient individuals who can effectively navigate their career paths. 

Bryelle: It's about students finding their own voice, pursuing their passions and setting goals that align with their personal and professional aspirations. Success is developing the confidence, resilience and skills necessary to navigate life's challenges. 

Doug: A student with self-reliance is a successful student. 

Bryelle: Success also means creating a sense of belonging and inclusivity, where students feel supported, valued and connected to their community. When students can overcome obstacles, advocate for themselves and take ownership of their learning journey, that's true success in my opinion. 

Jennie: Ultimately, student success is about reaching their full potential and making meaningful contributions to their profession and community. 

What would you say to someone who’s on the fence about applying to the program? 

Doug: Apply when you know you can devote the time, effort and heart to the program. 

Bryelle: Reach out directly to our advising team. Take this first step and get connected to a team of individuals who can provide you with sound advice on your pre-health journey. Remember, this program is designed to support students like you—those who are eager to learn, grow and achieve their goals, but may not yet have all the answers. I encourage you to see this as an investment in your future. The program offers not only academic preparation, but also a community of support and resources that can help you navigate the challenges ahead. Don't let hesitation hold you back—your future self will thank you for taking the leap. 

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After Botched Rollout, FAFSA Is Delayed for a Second Year

Despite months of troubleshooting the college aid application process, the Education Department said the form would not be fully ready for next year’s students until Dec. 1.

By Zach Montague

Reporting from Washington

The Education Department announced on Wednesday that availability of the federal student aid application form would be delayed for a second year in a row, after months of last-ditch troubleshooting and contingency planning failed to fully fix significant problems with last year’s revised application.

Instead, the form, known as the Free Application for Federal Student Aid, or FAFSA, will go live for “testing with a limited set of students and institutions” in October to iron out issues before launching fully on Dec. 1 for the 2025-26 academic year. The form is traditionally available on Oct. 1.

The FAFSA form has been the source of continuing dread for officials, students and college administrators since the department introduced a shortened and redesigned version last year that was intended to streamline the application process.

Far from becoming easier, however, the process has been plagued by a steady stream of bugs and data entry issues that locked students out, returned inaccurate aid calculations and severely tied up the enrollment process that plays out in the spring, when colleges typically notify accepted students how much they can expect to pay.

The delay announced on Wednesday mirrored the problematic launch last year, when initial delays in October foreshadowed much deeper problems that affected the form for months after it became fully available.

As recently as last month, the department was still running into problems with 2024-25 applications.

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