Archived Information

**GETTING READY PAYS OFF**

# **A Report for**

**National College Week**

**October 16-20, 2000**

**U.S. Department of Education**

**Washington, D.C.**

**Richard W. Riley**

## U.S. Secretary of Education 

### Susan Frost 

## Senior Adviser to the Secretary

**Kevin Sullivan**

###### *Senior Adviser to the Secretary*

**Tom Snyder**

## National Center for Education Statistics 

**Audrey Hutchinson**

*Chief of Staff*

*Office of the Acting Under Secretary*

**October 2000**

**National College Week is sponsored by the U.S. Department of Education
in partnership with:**

**The American Council on Education**

**The Council for the Advancement and Support of Education**

**The National Association of College Admission Counseling**

**The National Association of Secondary School Principals**

The full text of this public domain publication is available on the Web
at [www.ed.gov](http://www.ed.gov/) and in alternate formats upon
request. For more information please contact us at:

U.S. Department of Education

Office of Public Affairs

400 Maryland Ave., SW

Washington, DC 20202

Telephone: 1-800-USA-LEARN

This document is in the public domain. Please feel free to photocopy or
reprint it.

> ***This crush of new students comes at a time when many of our
> nation's colleges and universities are already full and becoming more
> selective in their admissions process. This will mean increasing
> pressure for high school seniors to get into the college of their
> choice. This is why I continue to encourage America's higher education
> community to enter into a sustained dialogue with education reformers
> at the middle and secondary school levels. The old paradigm of two
> distinct systems of education going their own way does not fit our
> modern times.***
>
> **Richard W. Riley**
>
> U.S. Secretary of Education
>
> ***Seventh Annual State of***
>
> ***American Education Address***
>
> Durham, North Carolina
>
> February 22, 2000

# **HIGHLIGHTS**

***More Americans Are in College Now Than Ever Before: Enrollment
Continues to Surge***

-   Total college enrollment is expected to reach a record 15.1 million
    students in 2000. Between 2000 and 2010, full-time enrollment is
    projected to increase by 19 percent, and part-time enrollment is
    projected to increase by 11 percent.

-   Undergraduate enrollment is expected to rise from 13.1 million to
    15.2 million between 2000 and 2010, an increase of 16 percent.

-   The number of public high school graduates is expected to reach 2.8
    million by the year 2010, an increase of 9 percent compared to 2000.
    About 63 percent of all 1999 high school graduates went directly on
    to college in fall 1999.

-   About 36 percent of all 18- to 24-year olds enrolled in a 2- or
    4-year college or university in 1999.

-   About 1.2 million bachelor\'s degrees are expected to be awarded in
    2000-01, up 9 percent from 1990-91.

    ***Students Taking the Tough Courses Are Showing Results***

-   The percentage of students taking chemistry rose from 40 percent in
    1986 to 57 percent in 1999, an increase of 17 percentage points

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-   The percentage of 17-year-olds who completed higher-level math
    coursesalgebra II and precalculus or calculus rose 14 percentage
    points from 1978 to 1999.

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-   Black and Hispanic students who had high school curricula of
    rigorous intensity and high quality and completed a high-level math
    course were more likely to complete a bachelor\'s degree program
    than their peers who pursued a less rigorous curriculum.

-   Between 1984 and 1999, the number of students who took AP exams
    increased markedly, rising from 50 to 152 per 1,000 12th-graders.

    ***College Students Are More Diverse***

-   Women have outnumbered men on college campuses since 1979. In 2000,
    about 57 percent of college students are women.

-   In 2000-01, it is expected that women will receive 57 percent of all
    bachelor\'s degrees and 58 percent of all master\'s degrees.

-   About 1 million persons in postsecondary institutions are disabled.
    About 5 percent of undergraduates and 3 percent of graduate students
    are disabled.

-   In 1995-96, about one-third of freshmen at all 4-year colleges and
    more than one-half of freshmen at public 2-year colleges were
    first-generation college students. The first-generation students
    tended to be older than college students on average, with 46 percent
    20 years or older, compared to 33 percent overall.

***College Is Affordable***

-   In 1999-2000, more than half of the students attending 4-year
    institutions paid less than \$4,000 in tuition and fees, and almost
    three-quarters paid less than \$8,000. The average cost in tuition
    and fees, room and board for a 4-year public institution in
    1999-2000 was \$8,265.

-   In the 1990s, average aid per full-time equivalent student increased
    from \$3,614 in 1989-90 to \$6,085 in 1998-99, a 68 percent
    increase. In part, this increase reflects larger Pell Grant awards
    for needy students. Since 1993, the maximum award has increased 36
    percent to \$3,125, and now covers about 92 percent of the tuition
    and fees at a public 4-year college.

-   In 1999, approximately 13 million Americans were eligible for the
    Hope and Lifetime Learning tax credits for postsecondary training
    and education, totaling \$7 billion in aid.

    ***College Pays Off***

-   People with college degrees earn more money than those with high
    school diplomas or equivalent credentials. In 1999, 25- to
    34-year-olds with a bachelor\'s or higher degree earned nearly
    \$15,000 more (\$40,000 compared to \$25,122) than high school
    graduates, on average. The bachelor\'s degree recipients earned more
    than twice as much as high school dropouts who earned an average of
    less than \$18,000. A large difference remains between the earnings
    of 25- to 34-year-old men and women despite some closure of the gap
    over the past three decades.

-   For the first time in many years, a Bureau of Labor Statistics (BLS)
    analysis found that total college-level job openings between 1998
    and 2008 will nearly equal the number of college-educated entrants
    to the labor force. This contrasts with recent years when the number
    of openings was somewhat lower than the number of graduates.

-   BLS expects that the number of college-level jobs between 1998 and
    2008 will grow faster than the number of jobs for workers with less
    education.

-   \"Computer engineer\" is expected to be the fastest-growing
    occupation over the next decade. Other rapidly growing occupations
    include: computer systems analysts, database administrators,
    physician assistants, residential counselors, engineering and
    information systems managers, and financial services sales agents.

    ***GETTING READY PAYS OFF***

####### A Report for National College Week

***October 16-20,2000***

# ***A Message from U.S. Secretary of Education***

# ***Richard W. Riley***

#  

Going to college has always been part of the American Dream, and now,
more than ever before, Americans from all walks of life are fulfilling
that dream by attending the college of their choice. For the third year
in a row, this nation has set a new enrollment record: 15.1 million
Americans are in college. This surge will continue all through the
coming decade, with enrollment expected to increase by 2.4 million
between 2000 and 2010, and full-time enrollment projected to increase by
19 percent.

Our colleges and universities are also developing a more diverse student
population. About one million disabled Americans attend college. About
one-third of freshmen at 4-year colleges and more than one-half of
freshmen at public 2-year colleges are first-generation college
students. Helping young people who hope to become the first in their
family to attend college is one of the purposes of National College
Week. We want these young people to know that taking tough academic
courses in high school is the best way to get ready for college, and
that new pathways to college, like an exciting new program we call GEAR
UP, are available to help them reach their goals.

GEAR UP seeks to significantly increase the number of low-income
students who are prepared to enter college and succeed in their dream of
getting a college degree. Currently, 710,000 low-income students receive
the mentoring, tutoring, and day-to-day support they need to get ready
to do college- level work. I am particularly pleased that 164 GEAR UP
partnerships have developed across the country, involving over 1,000
organizations and including some of our nation's finest colleges and
universities.

A second purpose of National College Week is to let young people know
that college is affordable.

Misunderstandings about the true cost of college have led many promising
students from low-income families to give up their dream of going to
college, according to a 1998 report entitled *Factors Related to College
Enrollment.* Despite the fact that many parents and students worry about
how to pay for college and have little in the ways of savings, it is
important to know that federal financial aid is readily available.
Indeed, federal financial aid increased by almost 70 percent in the
1990s. I am particularly pleased that approximately 13 million Americans
are already taking advantage of the Hope and Lifetime Learning Tax
credits.

The third purpose of National College Week is to make sure that young
people know that all the hard work they do to get ready for college
education pays off in the long run. As this report notes, an American
with a bachelor's or higher degree earns nearly \$15,000 more than high
school graduates on average (\$40,000 compared to \$25,122). One of the
most important facts noted in this report is that the most promising
jobs in the future will require employees with a college degree.

Figure 1. Enrollment in public and private colleges, by attendance
status and type of

college: 1986 to 2010

(In millions)

![](media/image1.wmf)

> **Total college enrollment reached a record 15.1 million students in
> fall 2000.** From 1990 to 2000, full-time enrollment increased at a
> slightly faster rate (11 percent) than part-time enrollment (8
> percent). The difference in the growth rate is projected to increase
> as large numbers of high school graduates enter college during the
> early 2000s. Younger students are more likely to attend college
> full-time than older students. **Between 2000 and 2010, full-time
> enrollment is projected to increase by 19 percent, and part-time
> enrollment is projected to increase by 11 percent**.
>
> Both 2-year and 4-year institutions are expected to experience
> increases in enrollment in the next 10 years. Four-year institutions
> are expected to see a 16 percent increase in enrollment from 2000 to
> 2010, while 2-year institutions are expected to see a 14 percent
> increase during the same time span.
>
> In fall 2000, more than 75 percent of students going to college attend
> public colleges. Of the 15.1 million enrolled, 6.2 million attend
> public 4-year colleges and universities, 5.6 million attend public
> 2-year colleges, 3.1 million attend private 4-year colleges and
> universities, and 0.2 million attend private 2-year colleges.
>
> SOURCE: U.S. Department of Education, National Center for Education
> Statistics, Integrated Postsecondary Education Data System (IPEDS),
> \"Fall Enrollment\" survey; and *Projections of Education Statistics
> to 2010*, 2000.

Figure 2. Enrollment in public and private colleges, by level of
student: 1970 to 2010

(In millions)

![](media/image2.wmf)

> Total college enrollment has been increasing in recent years, hitting
> a record 15.1 million in fall 2000. Further increases are expected at
> all levels of higher education**. Undergraduate enrollment is expected
> to rise from 13.1 million to 15.2 million between 2000 and 2010, an
> increase of 16 percent.** Graduate enrollment is expected to rise by
> about 11 percent to 2.0 million in 2010, and first-professional
> enrollment is expected to rise 13 percent to about .3 million.

# 

> About 1 million persons in postsecondary institutions are disabled.
> About 5 percent of undergraduates and 3 percent of graduate students
> are disabled. Disabled students are more likely to be older and
> independent compared to other students. In 1995-96, 40 percent of
> disabled undergraduates were 30 or older, compared to 26 percent of
> nondisabled students. About 59 percent of the disabled undergraduates
> were financially independent compared to 50 percent of the nondisabled
> students.

SOURCE: U.S. Department of Education, National Center for Education
Statistics, *Digest of Education Statistics, 1999; Projections of
Education Statistics to 2010*, 2000.

<table style="width:100%;">
<colgroup>
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="11"><p
id="table-1.-total-enrollment-in-public-and-private-colleges-by-student-level-attendance-status-and"
class="heading">Table 1. Total enrollment in public and private
colleges, by student level, attendance status, and</p>
<p>gender: Fall 1970 to fall 2010</p></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td rowspan="3">Year</td>
<td colspan="4">Enrollment, in thousands</td>
<td colspan="3">Percent full-time</td>
<td colspan="3">Percent female</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>Total</td>
<td>Under-</td>
<td>Graduate</td>
<td>First-</td>
<td>Under-</td>
<td>Graduate</td>
<td>First-</td>
<td>Under-</td>
<td>Graduate</td>
<td>First-</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td>graduate</td>
<td></td>
<td>professional</td>
<td>graduate</td>
<td></td>
<td>professional</td>
<td>graduate</td>
<td></td>
<td>professional</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>1970</td>
<td>8,580</td>
<td>7,376</td>
<td>1,031</td>
<td>173</td>
<td>71.6</td>
<td>36.8</td>
<td>90.8</td>
<td>42.3</td>
<td>38.8</td>
<td>8.5</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1971</td>
<td>8,948</td>
<td>7,743</td>
<td>1,012</td>
<td>193</td>
<td>71.2</td>
<td>38.3</td>
<td>91.5</td>
<td>42.9</td>
<td>38.9</td>
<td>9.7</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>1972</td>
<td>9,214</td>
<td>7,941</td>
<td>1,066</td>
<td>207</td>
<td>69.1</td>
<td>37.0</td>
<td>92.0</td>
<td>44.2</td>
<td>41.2</td>
<td>11.2</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1973</td>
<td>9,603</td>
<td>8,261</td>
<td>1,123</td>
<td>219</td>
<td>67.5</td>
<td>36.5</td>
<td>92.1</td>
<td>45.1</td>
<td>42.5</td>
<td>14.9</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>1974</td>
<td>10,223</td>
<td>8,798</td>
<td>1,190</td>
<td>235</td>
<td>65.1</td>
<td>35.9</td>
<td>91.9</td>
<td>45.8</td>
<td>44.2</td>
<td>17.6</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1975</td>
<td>11,184</td>
<td>9,679</td>
<td>1,263</td>
<td>242</td>
<td>63.7</td>
<td>35.9</td>
<td>90.8</td>
<td>45.7</td>
<td>44.6</td>
<td>20.7</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1976</td>
<td>11,006</td>
<td>9,429</td>
<td>1,333</td>
<td>244</td>
<td>64.0</td>
<td>34.7</td>
<td>90.1</td>
<td>48.0</td>
<td>46.4</td>
<td>22.3</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>1977</td>
<td>11,287</td>
<td>9,717</td>
<td>1,319</td>
<td>251</td>
<td>62.7</td>
<td>35.8</td>
<td>90.0</td>
<td>49.6</td>
<td>46.8</td>
<td>23.8</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1978</td>
<td>11,260</td>
<td>9,691</td>
<td>1,312</td>
<td>257</td>
<td>61.6</td>
<td>35.7</td>
<td>90.5</td>
<td>50.8</td>
<td>48.0</td>
<td>25.2</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>1979</td>
<td>11,570</td>
<td>9,998</td>
<td>1,309</td>
<td>263</td>
<td>60.8</td>
<td>36.4</td>
<td>90.7</td>
<td>51.8</td>
<td>48.9</td>
<td>26.6</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1980</td>
<td>12,095</td>
<td>10,475</td>
<td>1,343</td>
<td>278</td>
<td>60.7</td>
<td>36.1</td>
<td>90.5</td>
<td>52.3</td>
<td>49.9</td>
<td>28.2</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1981</td>
<td>12,372</td>
<td>10,755</td>
<td>1,343</td>
<td>275</td>
<td>60.0</td>
<td>36.0</td>
<td>90.4</td>
<td>52.5</td>
<td>49.8</td>
<td>29.7</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>1982</td>
<td>12,426</td>
<td>10,825</td>
<td>1,322</td>
<td>278</td>
<td>59.9</td>
<td>36.7</td>
<td>90.5</td>
<td>52.2</td>
<td>49.4</td>
<td>31.3</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1983</td>
<td>12,465</td>
<td>10,846</td>
<td>1,340</td>
<td>279</td>
<td>60.1</td>
<td>37.1</td>
<td>89.6</td>
<td>52.4</td>
<td>49.5</td>
<td>32.5</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>1984</td>
<td>12,242</td>
<td>10,618</td>
<td>1,345</td>
<td>279</td>
<td>59.8</td>
<td>37.2</td>
<td>89.6</td>
<td>52.8</td>
<td>50.1</td>
<td>33.6</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1985</td>
<td>12,247</td>
<td>10,597</td>
<td>1,376</td>
<td>274</td>
<td>59.6</td>
<td>37.0</td>
<td>89.9</td>
<td>53.2</td>
<td>50.8</td>
<td>34.4</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1986</td>
<td>12,504</td>
<td>10,798</td>
<td>1,435</td>
<td>270</td>
<td>58.8</td>
<td>36.4</td>
<td>90.8</td>
<td>53.5</td>
<td>51.7</td>
<td>35.7</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>1987</td>
<td>12,767</td>
<td>11,046</td>
<td>1,452</td>
<td>268</td>
<td>58.5</td>
<td>36.3</td>
<td>90.1</td>
<td>54.1</td>
<td>52.2</td>
<td>36.6</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1988</td>
<td>13,055</td>
<td>11,317</td>
<td>1,472</td>
<td>267</td>
<td>58.7</td>
<td>37.6</td>
<td>90.3</td>
<td>54.6</td>
<td>52.6</td>
<td>37.5</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>1989</td>
<td>13,539</td>
<td>11,743</td>
<td>1,522</td>
<td>274</td>
<td>58.3</td>
<td>37.6</td>
<td>90.3</td>
<td>54.8</td>
<td>53.3</td>
<td>38.5</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1990</td>
<td>13,819</td>
<td>11,959</td>
<td>1,586</td>
<td>273</td>
<td>58.3</td>
<td>37.8</td>
<td>89.9</td>
<td>55.0</td>
<td>53.5</td>
<td>39.0</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1991</td>
<td>14,359</td>
<td>12,439</td>
<td>1,639</td>
<td>281</td>
<td>58.1</td>
<td>39.2</td>
<td>89.8</td>
<td>55.2</td>
<td>53.6</td>
<td>39.4</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>1992</td>
<td>14,487</td>
<td>12,538</td>
<td>1,669</td>
<td>281</td>
<td>57.8</td>
<td>39.9</td>
<td>89.8</td>
<td>55.5</td>
<td>53.7</td>
<td>40.0</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1993</td>
<td>14,305</td>
<td>12,324</td>
<td>1,688</td>
<td>292</td>
<td>58.3</td>
<td>40.8</td>
<td>88.8</td>
<td>55.5</td>
<td>54.3</td>
<td>40.9</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>1994</td>
<td>14,279</td>
<td>12,263</td>
<td>1,721</td>
<td>295</td>
<td>58.5</td>
<td>41.0</td>
<td>89.3</td>
<td>55.8</td>
<td>54.9</td>
<td>41.0</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1995</td>
<td>14,261</td>
<td>12,232</td>
<td>1,731</td>
<td>298</td>
<td>58.4</td>
<td>41.4</td>
<td>89.5</td>
<td>55.8</td>
<td>55.7</td>
<td>41.6</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1996</td>
<td>14,300</td>
<td>12,259</td>
<td>1,743</td>
<td>298</td>
<td>58.8</td>
<td>42.2</td>
<td>89.6</td>
<td>55.9</td>
<td>56.3</td>
<td>41.9</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>1997</td>
<td>14,346</td>
<td>12,298</td>
<td>1,751</td>
<td>297</td>
<td>59.4</td>
<td>42.9</td>
<td>89.6</td>
<td>56.0</td>
<td>56.8</td>
<td>43.1</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td colspan="10"><strong>Projected</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>1998</td>
<td>14,632</td>
<td>12,604</td>
<td>1,741</td>
<td>288</td>
<td>59.4</td>
<td>40.5</td>
<td>89.2</td>
<td>57.0</td>
<td>57.8</td>
<td>43.4</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>1999</td>
<td>14,861</td>
<td>12,818</td>
<td>1,760</td>
<td>283</td>
<td>59.0</td>
<td>39.1</td>
<td>88.3</td>
<td>57.1</td>
<td>58.3</td>
<td>43.8</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>2000</td>
<td>15,135</td>
<td>13,079</td>
<td>1,775</td>
<td>281</td>
<td>59.1</td>
<td>38.5</td>
<td>88.3</td>
<td>57.3</td>
<td>58.6</td>
<td>44.1</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>2001</td>
<td>15,361</td>
<td>13,294</td>
<td>1,786</td>
<td>281</td>
<td>59.3</td>
<td>38.4</td>
<td>88.3</td>
<td>57.3</td>
<td>58.7</td>
<td>44.1</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>2002</td>
<td>15,500</td>
<td>13,419</td>
<td>1,799</td>
<td>283</td>
<td>59.2</td>
<td>38.2</td>
<td>88.0</td>
<td>57.4</td>
<td>58.8</td>
<td>44.2</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>2003</td>
<td>15,683</td>
<td>13,584</td>
<td>1,813</td>
<td>285</td>
<td>59.3</td>
<td>38.3</td>
<td>88.4</td>
<td>57.5</td>
<td>58.9</td>
<td>44.6</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>2004</td>
<td>15,874</td>
<td>13,753</td>
<td>1,832</td>
<td>289</td>
<td>59.4</td>
<td>38.5</td>
<td>88.2</td>
<td>57.5</td>
<td>59.0</td>
<td>45.0</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>2005</td>
<td>16,073</td>
<td>13,927</td>
<td>1,853</td>
<td>292</td>
<td>59.4</td>
<td>38.6</td>
<td>88.4</td>
<td>57.7</td>
<td>59.1</td>
<td>45.2</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>2006</td>
<td>16,336</td>
<td>14,162</td>
<td>1,877</td>
<td>297</td>
<td>59.6</td>
<td>38.6</td>
<td>88.2</td>
<td>57.8</td>
<td>59.2</td>
<td>45.5</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>2007</td>
<td>16,643</td>
<td>14,435</td>
<td>1,905</td>
<td>303</td>
<td>59.9</td>
<td>39.0</td>
<td>88.4</td>
<td>58.0</td>
<td>59.4</td>
<td>45.5</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>2008</td>
<td>16,975</td>
<td>14,738</td>
<td>1,929</td>
<td>308</td>
<td>60.3</td>
<td>39.3</td>
<td>88.6</td>
<td>58.1</td>
<td>59.5</td>
<td>45.8</td>
<td colspan="3"></td>
</tr>
<tr class="odd">
<td>2009</td>
<td>17,261</td>
<td>15,002</td>
<td>1,946</td>
<td>313</td>
<td>60.6</td>
<td>39.6</td>
<td>88.8</td>
<td>58.2</td>
<td>59.5</td>
<td>46.0</td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td>2010</td>
<td>17,490</td>
<td>15,209</td>
<td>1,963</td>
<td>317</td>
<td>60.8</td>
<td>39.9</td>
<td>89.0</td>
<td>58.2</td>
<td>59.6</td>
<td>46.1</td>
<td colspan="3"></td>
</tr>
</tbody>
</table>

> NOTE: Because of rounding, details may not add to totals.
>
> SOURCE: U.S. Department of Education, National Center for Education
> Statistics, *Digest of Education Statistics 1999;* and *Projections of
> Education Statistics to 2010*.

Figure 3. Projected enrollment in California\'s public colleges and

> universities, by type of institution: 1998 to 2010

(In millions)

![](media/image3.wmf)

CSU=California State University

UC=University of California

Total enrollment in California\'s public colleges and universities was
2.0 million in 1998. This total was more than for any other state, and
represents nearly 1 in 7 students in the nation. **College enrollment in
California is expected to increase by an additional .7 million students
by 2010, for a total of 2.7 million, a 36 percent rise from 1998.** It
is expected that population growth will account for most (72 percent) of
the increase in student enrollment.

The majority of students will be enrolled in California\'s community
colleges, increasing from 1.5 million in 1999 to 2.0 million in 2010.
The increase at the community colleges accounts for approximately 74
percent of the new student enrollment. California State University (CSU)
will experience a 37 percent increase in the current decade, and the
University of California (UC) will see a 32 percent increase. Warren
Fox, executive director of the California Postsecondary Education
Commission, stated, \"This will be the largest number of students,
anywhere, at any time, in any state, seeking public college
enrollment.\"

SOURCE: California Postsecondary Education Commission*, Higher Education
Enrollment Demand, 1999.*

Figure 4. Number of high school diplomas or equivalent credentials
awarded, by

control of institution: 1984 to 2000

![](media/image4.wmf)

(In millions)

> The annual number of graduates is expected to increase for the next 10
> years because of rising enrollments in high schools. The number of
> public high school graduates grew from 2.3 million in 1990 to 2.6
> million in 2000, an increase of 10 percent. **The number of graduates
> is expected to reach 2.8 million by the year 2010, an increase of 9
> percent over the number in 2000**.
>
> The number of graduates from private high schools has increased at a
> rate similar to that of public schools. In 2000, about 294,000
> students graduated from private schools, and this figure is expected
> to reach about 324,000 graduates in 2010.
>
> The number of students receiving General Educational Development (GED)
> credentials was 516,000 in 1999, about the same as in 1994. However,
> the proportion of GED test-takers who were age 19 or under rose from
> 34 percent in 1994 to 43 percent in 1999.
>
> SOURCE: U.S. Department of Education, National Center for Education
> Statistics, *Digest of Education Statistics* *1999*; American Council
> on Education, General Educational Development Testing Service, *Who
> took the GED? Statistical Report*, various years.

Figure 5. Percentage of 18- to 24-year-olds enrolled in public and
private colleges,

by gender and race/ethnicity: 1999

> ![](media/image5.wmf)**About 36 percent of all 18- to 24-year-olds
> were enrolled in a 2- or 4-year college or university in 1999.**
> Females were more likely to be enrolled than males. The enrollment
> rate for white 18- to 24-year-olds was higher than the rate for black
> or Hispanic 18- to 24-year-olds. About 39 percent of white 18- to
> 24-year-olds were enrolled, compared to 30 percent for black persons
> and 19 percent of Hispanic persons.

Young people at the traditional college ages18- to
24-years-oldremained more likely to be enrolled in college than older
persons. However, large numbers of older persons attended college in
1999. About 11 percent of 25- to 29-year-olds, 6 percent of 30- to
34-year-olds, and 4 percent of 35- to 39-year-olds attended. Altogether,
about two-fifths of all college students were over age 24.

> As an alternative or addition to further education, many young people
> enter the labor force after high school. The challenges in entering
> the job market for high school dropouts, and youth in general, are
> highlighted by their labor force and unemployment experiences. About
> 57 percent of the 1998-99 high school dropouts were in the labor force
> (employed or looking for work) in 1999, and about 26 percent of those
> were unemployed. Of the 1999 high school graduates who were not in
> college, 84 percent were in the labor force, and 18 percent of those
> in the labor force were unemployed.
>
> High school graduates enrolled in college were employed at rates
> similar to those for high school dropouts. About 43 percent of the
> 1999 high school graduates attending college also were employed,
> compared to 42 percent of the dropouts
>
> SOURCE: U.S. Department of Commerce, Bureau of the Census, Current
> Population Survey, unpublished data; and U.S. Department of Labor,
> Bureau of Labor Statistics, \"College Enrollment and Work Activity of
> High School Graduates.\"

Figure 6. Degrees conferred by public and private colleges, by level of
degree:

1970 to 2010

(In millions)

![](media/image6.wmf)

NOTE: Data for 1998-99 to 2009-10 are projections.

More people are completing college. The number of associate degrees
conferred in 2000-01 is expected to be about .6 million, representing an
increase of 18 percent over 1990-91. **About 1.2 million degrees are
expected to be awarded at the bachelor\'s degree level in 2000-01, up 9
percent from 1990-91.** The number of degrees conferred at the
postbaccalaureate level has also increased. The number of master\'s
degrees was expected to be about 396,000 in 2000-01, an increase of 17
percent since 1990-91. The number of doctor\'s degrees is estimated at
45,000 for 2000-01, a rise of 15 percent compared to 10 years ago. About
77,000 degrees are expected at the first-professional level this year,
including such fields as dentistry, law, and medicine, reflecting an
increase of about 6 percent over 1990-91.

Many students who embark on college programs do not receive degrees.
About half (53 percent) of the students who enrolled in a 4-year college
in 1989-90 had completed their degree by spring 1994. About 7 percent of
the students had completed an associate degree or other certificate
below the bachelor\'s degree, 15 percent of the students were still
enrolled in a bachelor\'s degree program, and 24 percent had left
college.

SOURCE: U.S. Department of Education, National Center for Education
Statistics*, Projections of Education Statistics to 2010*; Higher
Education General Information (HEGIS) survey, Fall Enrollment in
Colleges and Universities surveys; Integrated Postsecondary Education
Data System (IPEDS), Completions surveys, various years; and *Digest of
Education Statistics* *1999*.

Figure 7. Percentage of 17-year-olds who completed or were taking
science

courses in high school: 1986 and 1999

> In 1999, a greater proportion of 17-year-olds had completed or were
> taking general science, biology, chemistry, and physics courses
> compared to their peers in 1986. **The percentage of these students
> taking chemistry rose from 40 percent of students in 1986 to 57
> percent in 1999, an increase of 17 percentage points.** Almost all
> students took biology (93 percent), while a much smaller percentage
> took physics (17 percent) in 1999.
>
> Over the 13-year span, the percentage of both males and females taking
> science courses increased. However, the proportion of females taking
> the four science courses rose at a more rapid rate than the proportion
> of males taking them. The percentage of females taking chemistry
> increased by 21 percentage points (39 to 60 percent), while the
> percentage of males showed a 13-point increase (42 to 55 percent).
>
> The proportion of students in minority groups taking science courses
> rose between 1986 and 1999. The increase was most notable for students
> taking chemistry, with both Hispanic and black students showing
> sizeable increases. The proportion of Hispanic students taking
> chemistry rose 18 percentage points (24 to 42 percent of students) and
> the proportion of black students taking it rose 23 percentage points
> (29 to 52 percent).
>
> SOURCE: U.S. Department of Education, National Center for Education
> Statistics, National Assessment of Educational Progress (NAEP), *1999
> Trends in Academic Progress,* 2000.

###### Figure 8. Percentage distribution of 17-year-olds, by highest level of mathematics

> course taken in high school, by gender: 1978 and 1999

![](media/image8.wmf)

NOTE: Detail may not add to 100 percent due to rounding.

> **The percentage of 17-year-olds who completed higher-level math
> courses---algebra II and precalculus or calculus---rose from 1978 to
> 1999**. In 1999, 51 percent of all students completed algebra II, an
> increase of 14 percentage points from 1978. In 1999, 13 percent of
> students completed precalculus or calculus, nearly double the
> percentage in 1978. In 1999, more students completed their high school
> math program at the more advanced levels of geometry, algebra II,
> precalculus or calculus, than at the prealgebra/general or algebra I
> levels.
>
> The proportion of both males and females taking higher-level math
> courses increased over the 21-year span. The percentage of females
> completing algebra II increased by 15 points (37 to 52 percent of
> students), and the percentage of males completing algebra II increased
> by 12 points (38 to 50 percent).
>
> The proportion of minority students taking higher-level math courses
> also rose from 1978 to 1999. The percentage of Hispanic students
> completing algebra II increased by 14 points, from 23 to 37 percent.
> The percentage of black students completing algebra II rose 24 points,
> from 28 to 52 percent.
>
> SOURCE: U.S. Department of Education, National Center for Education
> Statistics, National Assessment of Educational Progress (NAEP), *1999
> Trends in Academic Progress,* 2000.

Figure 9. High school courses recommended for college

> **English**-4 years **Mathematics**-3 to 4 years
>
> Types of classes: Types of classes:
>
> composition algebra I
>
> American literature geometry
>
> English literature algebra II
>
> world literature trigonometry
>
> precalculus
>
> calculus
>
> **History and Geography**-2 to 3 years **Laboratory Science**-2 to 3
> years
>
> Types of classes: Types of classes:
>
> geography biology
>
> U.S. history earth science
>
> U.S. government chemistry
>
> world history physics
>
> world cultures
>
> civics
>
> **Visual and Performing Arts**-1 year **Challenging Electives**-1 to 3
> years
>
> Types of classes: Types of classes:
>
> art economics
>
> dance psychology
>
> drama computer science
>
> music statistics
>
> communications

**Foreign Language**-2 to 3 years

> The number of courses completed by public high school graduates has
> increased substantially. As a result of the increased academic course
> load**, the proportion of students completing the recommendations of
> the National Commission on Excellence in Education (4 years of
> English, and 3 years each in social studies, science, and mathematics)
> rose from 14 percent in 1982 to 55 percent in 1998.**
>
> About 84 percent of 4-year colleges and universities use admissions
> tests as selection criteria for admitting students. Between 1989-90
> and 1999-2000, the average Scholastic Assessment Test (SAT)-Verbal
> score rose by 5 points, and the SAT-Mathematics rose by 13 points.
> During the same time period, the average American College Testing
> (ACT) composite score rose from 20.6 to 21.0.
>
> SOURCE: U.S. Department of Education, *Getting Ready for College
> Early, 1999*; *Digest of Education Statistics, 1999*; American College
> Testing Program, *High School Profile Report*; and College Entrance
> Examination Board, *National Report on College-Bound Seniors*.

> ![](media/image10.wmf)Figure 10. Bachelor\'s degree completion rates
> for students who entered 4-year

> colleges directly from on-time high school graduation in 1982, by
>
> high school mathematics course-taking and race/ethnicity: 1993
>
> Students who completed a high-level mathematics course (beyond algebra
> II) and who ranked in the top 40 percent of academic curricula\* have
> a higher college completion rate than other students who also
> completed high school on time and directly entered a 4-year college.
> In particular, **black and Hispanic students who had high school
> curricula of rigorous intensity and high quality and completed a
> high-level math course were more likely to complete a bachelor\'s
> degree program than their peers who pursued a less rigorous
> curriculum.** For example, 45 percent of all black students who
> finished high school on time and went directly to college graduated
> with a bachelor\'s degree. However, this percentage was 73 percent for
> those black students who completed a high-level mathematics course and
> a rigorous curriculum.
>
> \*Academic curricula refers to a constructed variable consisting of a
> measure of academic intensity and quality.
>
> SOURCE: U.S. Department of Education, Office of Educational Research
> and Improvement*, Answers in the Tool Box*, 1999.

###### Figure 11. Number of students who took Advanced Placement (AP) examinations 

> per 1,000 12th-graders, by gender: 1984 to 1999

![](media/image11.wmf)

> **Between 1984 and 1999, the number of students who took AP exams
> increased markedly, rising from 50 to 152 per 1,000 12th-graders**.
> While the number increased for both males and females, the number of
> females who took examinations rose at a faster rate than did the
> number of males who took examinations. In 1999, 171 females compared
> to 134 males per 1,000 12th-graders took AP examinations.
>
> Most institutions of higher education will give students credit for an
> AP examination score of three or higher. In 2000, about 64 percent of
> the AP examinations taken yielded a score of 3 or higher.
>
> SOURCE: College Board, Advanced Placement Program, *National Summary
> Reports,* various years; U.S. Department of Education, National Center
> for Education Statistics*, The Condition of Education, 1998;* and U.S.
> Department of Commerce, Bureau of the Census, Current Population
> Survey.

# Figure 12. Percentage of female college students, by level:![](media/image12.wmf)

> The proportion of women enrolled in higher education has increased
> steadily over the past 30 years. In 1970, there were 3.5 million women
> in college representing about 41 percent of total college enrollment.
> By 2000, the total number of women had increased to an estimated 8.7
> million, making up 57 percent of total college enrollment.
>
> The numbers of women enrolling have increased at all levels of higher
> education. **At the undergraduate level, the number of women rose by
> 140 percent between 1970 and 2000, from 3.1 million to 7.5 million.**
> In contrast, the total number of men enrolled rose from 4.3 million in
> 1970 to 5.6 million in 2000, a 31 percent increase.
>
> The growth in the enrollment of women at the graduate level has
> reflected the large increases at the undergraduate level. The
> enrollment of women in graduate programs rose by 160 percent between
> 1970 and 2000. In 2000, women made up 59 percent of all graduate
> students. A greater number of women attend graduate school part time.
> In 2000, about 65 percent of female graduate school students attend
> part time compared to 56 percent of male graduate school students.
>
> The greatest change occurred in the number of women attending
> first-professional programs such as those at medical, dental, and law
> schools. The total number of women enrolled in first-professional
> programs rose from 15,000 in 1970 to 124,000 in 2000, resulting in a
> rise in the proportion of women among first-professional students from
> 9 percent to 44 percent.
>
> SOURCE: U.S. Department of Education, National Center for Education
> Statistics, *Digest of Education Statistics 1999*; and *Projections
> of*
>
> *Education Statistics to 2010*.

Figure 13. Percentage of degrees awarded to women, by level of degree:

> 1970-71 to 2000-01

The proportion of women in undergraduate and graduate programs increased
steadily during the 1970s, 1980s, and 1990s. This enrollment growth has
been reflected in increasing numbers and proportions of women earning
associate, bachelor\'s, master\'s, doctor\'s, and first-professional
degrees. In 1970-71, women received 43 percent of bachelor\'s degrees
and 40 percent of all master\'s degrees. Today, women comprise the
majority of college degree recipients**. For the class of 2001, it is
expected that women will receive about 57 percent of all bachelor\'s
degrees and 58 percent of all master\'s degrees**. The proportion of
women among recipients of first-professional degrees, including degrees
in law, medicine, and dentistry, rose from 6 percent in 1970-71 to a
projected 44 percent in 2000-01.

> SOURCE: U.S. Department of Education, National Center for Education
> Statistics, *Digest of Education Statistics 1999*; and *Projections
> of* *Education Statistics to 2010*.

Figure 14. Comparison of first-year first-generation college students
with all first-year

undergraduate students: 1995-96

![](media/image13.wmf)

In 1995-96, about one-third of freshmen at all 4-year colleges and more
than one-half of freshmen at public 2-year colleges were
first-generation college students. These students were different in a
number of respects from their peers whose parents had attended college.
The first-generation students tended to be older than college students
on average, with 46 percent 20 years or older, compared to 33 percent
overall. First-generation students were more like to be minority
students, with 37 percent of them minority, compared to 30 percent of
all college students. First-generation students were less likely to
attend 4-year colleges than others, and more likely to attend 2-year
colleges or other postsecondary institutions.

> First-generation freshmen in 1995-96 were less like to be financially
> dependent than all other first-year students. Of those who were
> dependent, first-generation freshmen tended to come from families with
> lower incomes. Twenty-five percent of all dependent first-year
> students came from families with incomes of \$70,000 or more compared
> to 10 percent of first-year first-generation students.
>
> SOURCE: U.S. Department of Education, National Center for Education
> Statistics, *Descriptive Summary of 1995-96 Beginning Postsecondary
> Students.*

Figure 15. Percentage distribution of full-time undergraduates at all
4-year

institutions, by amount of tuition and fees charged: 1999-2000

![](media/image14.wmf)

> **In 1999-2000, more than half of the students attending all 4-year
> institutions paid less than \$4,000 in tuition and fees**, **and
> almost three-quarters paid less than \$8,000**. Only 8 percent of
> students attended colleges at which tuition and fees exceeded
> \$20,000.
>
> The average charges, including room and board, for a public 4-year
> institution were \$8,265 in 1999-2000. The same charges for a private
> institution were \$20,805. These charges reflect less than a 5 percent
> increase in tuition, fees, room and board over the previous year
> (\$8,024 for public 4-year institutions; \$19,866 for private 4-year
> institutions).
>
> SOURCE: The College Board, *Trends in College Pricing*, 1999; and U.S.
> Department of Education, National Center for Education Statistics,
> *Digest of Education Statistics.*

Figure 16. Average tuition, fees, room and board costs, by control of
institution:

1999-2000

![](media/image15.wmf)

> \* Room and board cost is estimated.
>
> NOTE: Average aid includes grant and loan aid.
>
> **The average cost in tuition, fees, room and board at 4-year public
> institutions in 1999-2000 was \$8,265**. At private 2-year and 4-year
> institutions, the average was \$13,768 and \$20,805, respectively.
>
> The average cost for tuition and fees only at 2-year public
> institutions of higher education was \$1,336; for a 2-year private
> school, it was \$8,107. The average cost at 4-year public institutions
> was \$3,351, while it was \$14,690 at private 4-year institutions.
>
> SOURCE: The College Board, *Trends in College Pricing,* 1999; and U.S.
> Department of Education, National Center for Education Statistics,
> *Digest of Education Statistics*.

Figure 17. Average federal aid per full-time equivalent student, by type
of aid:

1980-81 to 1998-99

(In constant 1998-99 dollars)

![](media/image16.wmf)

> **In the 1990s, average aid (grants and loans combined) per full-time
> equivalent student increased from \$3,614 in 1989-90 to \$6,085 in
> 1998-99, a 68 percent increase.** In 1998-99, the total amount of aid
> topped \$64 billion, translating into more than \$6,000 on average for
> a full-time equivalent student. Over the six years from 1992-93 to
> 1998-99, average loan aid almost doubled, from \$1,793 to \$3,535.
> Grant aid also increased during this period, from \$1,949 to \$2,455,
> more than a 25 percent increase.
>
> SOURCE: The College Board, *Trends in College Pricing,* 1999*.*

Figure 18. Median annual earnings for 25- to 34-year-olds with full-time
year-

round employment, by highest educational attainment: 1999

![](media/image17.wmf)

**People with college degrees earn more money than those with high
school diplomas or the equivalent**. The average annual earnings for
those 25- to 34-years of age increase as the level of education
increases. In 1999, those with just a bachelor\'s degree earned about
\$12,000 more than high school graduates, on average. Master\'s degree
holders earned an average of about \$46,000, about \$8,000 more than
those with a bachelor\'s degree and \$21,000 more than those with a high
school diploma. People who worked full-time year-round, but lacked a
high school diploma or GED, earned about \$18,000 on average.

For the first time in many years, a Bureau of Labor Statistics (BLS)
analysis found that total college-level job openings between 1998 and
2008 will nearly equal the number of college-educated entrants to the
labor force. BLS expects that the number of college-level jobs between
1998 and 2008 will grow faster than the number of jobs for workers with
less education. \"Computer engineer\" is expected to be the fastest
growing occupation over the next decade. Other rapidly growing
occupations include: computer systems analysts, database administrators,
physician assistants, residential counselors, engineering and
information systems managers, and financial services sales agents.

> SOURCE: U.S. Department of Commerce, Bureau of the Census and Bureau
> of Labor Statistics, Current Population Survey, 2000; and U.S.
> Department of Labor, Bureau of Labor Statistics, *The Outlook for
> College Graduates, 1998-2008,* 2000.

Figure 19. Median annual earnings for 25- to 34-year-olds with full-time
year-

round employment, by gender and educational attainment: 1970 to 1999

(In constant 1999 dollars)

> ![](media/image18.wmf)**In 1999, the average annual earnings for 25-
> to 34-year-olds with a high school diploma or equivalent credential
> was \$25,122, while the average for persons with a bachelor\'s or
> higher degree was \$40,000, a difference of nearly \$15,000 or about
> 59 percent.**
>
> **There is a large differential between the earnings of male and
> female 25- to 34-year-olds.** During the 1970s and early 1980s, males
> with high school diplomas had higher average earnings than females
> with bachelor\'s degrees. On average, males with bachelor\'s degrees
> earned more than females with bachelor\'s degrees during the entire
> period from 1970 to 1999. In 1999, it was more than an \$8,000
> difference. Although the difference between the earnings of males and
> females is lower now than in 1970 or 1980, the gap has not closed
> consistently over the past 10 years. From 1994 to 1999, the average
> annual income for males with a bachelor\'s degree rose 8 percent to
> \$43,763 in 1999, while the average income for females with a
> bachelor\'s degree rose 7 percent, to \$35,604.
>
> The earnings of female 25- to 34-year-olds, completing only high
> school have not maintained pace with the increase in earnings for
> females with higher levels of education. The earnings of women with
> high school credentials fell from \$23,671 in 1970 to \$20,266 in
> 1999, a decrease of 14 percent, compared to an increase of 4 percent
> for women with bachelor\'s degrees. The gap in the earnings between
> females and males with only high school credentials narrowed somewhat
> between 1970 and 1999 because the average annual earnings for males
> with a high school diploma or equivalent dropped 27 percent from
> \$37,204 to \$27,708.

SOURCE: U.S. Department of Commerce, Bureau of the Census and Bureau of
Labor Statistics, Current Population Surveys, various years.

Additional Information about U.S. Colleges---Web Sites

**Carnegie Classification Definitions**.

> www.educause.edu/memdir/carnegie/carnegie-def.html#TEACH
>
> **College and University Rankings.** Comprehensive site on university
> rankings and controversies.
>
> www.library.uiuc.edu/edx/rankings.htm
>
> **College Prep 101**. Free course on college preparation, sponsored by
> Oklahoma State University.
>
> collegeprep.okstate.edu/
>
> **CollegeNet**. Online college applications and financial aid search.
>
> www.collegenet.com/
>
> **EASI**. U.S. Department of Education information about financial
> aid.
>
> easi.ed.gov/
>
> **Gradschools.com.** Guide to graduate programs in American and
> foreign universities.
>
> www.gradschools.com/
>
> **Graduate School Survival Links**. For Ph.D. students.
>
> www.phds.org/Links/index.cfm?setTopic=42

**Job Outlook.**

> stats.bls.gov/ocohome.htm
>
> **National Center for Education Statistics.** College Opportunities
> On-Line (COOL).
>
> nces.ed.gov/ipeds/cool/

**Police Corps Scholarships.**

> www.ojp.usdoj.gov/opclee/about.htm
>
> **Princeton Review.** Guide to colleges and universities.
>
> www.review.com/

**Tours of Colleges.**

> www.campustours.com/ or
>
> www.collegiatechoice.com/
>
> **Telecampus.** Directory of college courses available on the
> Internet.
>
> telecampus.edu/

**U.S. and Foreign Colleges and Universities Listed Alphabetically.**

> www.mit.edu:8001/people/cdemello/univ-full.html or
>
> www.clas.ufl.edu/CLAS/american-universities.html

**U.S. Two-year Colleges**.

> cset.sp.utoledo.edu/twoyrcol.html
>
> **University Pages.** U.S. colleges and universities by state.
>
> isl-garnet.uah.edu/Universities_g/

**Women\'s College Links Page**.

> tln.lib.mi.us/\~lpotter/

**Yahoo Links to Financial Aid Information.**

> www.yahoo.com/Education/Financial_Aid/
>
> **Black Colleges and Universities.** By geographic region, state, or
> alphabetical order.
>
> www.edonline.com/cq/hbcu/
>
> **Native American Schools and Tribal Colleges**. Student groups and
> related programs on the Internet.

# www.ncsu.edu/stud_orgs/native_american/usindcolorgs.html