NATIONAL CENTER FOR EDUCATION STATISTICS

Statistical Analysis Report July 1999

Baccalaureate and Beyond Longitudinal Study

Life After College:

A Descriptive Summary of 1992–93

Bachelor’s Degree Recipients in 1997

With an Essay on Participation in Graduate and

First-Professional Education

Alexander C. McCormick

Anne-Marie Nuñez

Vishant Shah

Susan P. Choy

MPR Associates, Inc.

Paula R. Knepper

Project Officer

National Center for Education Statistics

U.S. Department of Education

Office of Educational Research and Improvement NCES 1999–155
U.S. Department of Education

Richard W. Riley

Secretary

Office of Educational Research and Improvement

C. Kent McGuire

Assistant Secretary

National Center for Education Statistics

Pascal D. Forgione, Jr.

Commissioner

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing,

and reporting data related to education in the United States and other nations. It fulfills a congressional

mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in

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National Center for Education Statistics

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July 1999

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Suggested Citation

U.S. Department of Education. National Center for Education Statistics. Life After College: A Descriptive

Summary of 1992–93 Bachelor’s Degree Recipients in 1997, With an Essay on Participation in Graduate

and First-Professional Education, NCES 1999–155, by Alexander C. McCormick, Anne-Marie Nuñez,

Vishant Shah, and Susan P. Choy. Project Officer: Paula R. Knepper. Washington DC: 1999.

Contact:

Paula R. Knepper

(202) 219–1914
iii

Executive Summary

When followed up in 1997, 1992–93 college

graduates as a group were well established in the

labor force, with 89 percent employed (figure A).

Not all had finished their formal education, however: 18 percent were enrolled for an advanced

degree or certificate (13 percent combining school

and work, and 5 percent enrolled only). The remaining 6 percent were neither working nor enrolled (with females about twice as likely as males

to be in this situation).

Figure A—Percentage distribution of 1992–93 

Figure A—bachelor’s degree recipients according 

Figure A—to employment and enrollment status

Figure A—in 1997

SOURCE: U.S. Department of Education, National

Center for Education Statistics, 1993 Baccalaureate 

and Beyond Longitudinal Study, Second Follow-up

(B&B:93/97), Data Analysis System.

76%

6%

13%

5%

Employed

only

Not enrolled and

not employed

Enrolled only

Enrolled and

 employed

This report uses data from the Second Followup of the Baccalaureate and Beyond Study

(B&B:93/97) to describe the enrollment and employment experiences of 1992–93 bachelor’s degree recipients. The essay examines a number of

aspects of their experiences with graduate and

first-professional education. Specific topics include their degree expectations in 1993; changes

in their expectations between 1993 and 1997; steps

they took to prepare for study at the graduate or

first-professional level (taking the necessary examinations, applying for admission, and being accepted); their enrollment; and their progress

toward advanced degrees if they did enroll.

A compendium of tables and highlights from

the tables following the essay detail aspects of

graduates’ employment in April 1997 (including

how much they are working, their occupations,

and their salaries), their experiences with unemployment since they graduated, and various characteristics of their primary jobs in April 1997.

Graduate and First-Professional

Education

Educational Expectations

When asked about their educational plans in

1993, a large majority of 1992–93 bachelor’s degree recipients (85 percent) reported that they expected to earn a graduate or first-professional

degree sometime in the future. By 1997, the percentage with this expectation had declined to 72

percent.

There were some differences by gender and

race–ethnicity in terms of the percentages with

advanced degree expectations and how expectations changed over time. In 1993, female graduates
Executive Summary

iv

were slightly more likely than male graduates to

have advanced degree expectations (87 percent

versus 83 percent). By 1997, however, the difference had diminished, and they were about equally

likely to expect to earn an advanced degree (73

percent of females and 71 percent of males).

In 1997, black and Hispanic graduates were

more likely than white graduates to expect to earn

an advanced degree (85 percent and 79 percent

versus 70 percent, respectively). Advanced degree

expectations dropped more for whites (15 percentage points) between 1993 and 1997 than for blacks

(4 percentage points).

Undergraduate borrowing did not seem to discourage graduates from considering advanced degrees. In 1993, borrowers and nonborrowers had

similar expectations, and in 1997, borrowers were

actually more likely than nonborrowers to report

advanced degree expectations (74 percent versus

70 percent).

Changes in graduates’ advanced degree expectations differed depending on their original degree

expectations. The percentage of bachelor’s degree

recipients who expected to earn a master’s degree

as their highest degree decreased slightly between

1993 and 1997 (from 58 percent to 54 percent),

while the percentage expecting to complete a

doctoral degree declined sharply (from 21 percent

to 12 percent). The percentage expecting to earn a

first-professional degree was similar in both years

(about 6 percent).

Progression to Graduate and FirstProfessional Education

One of the first steps toward admission to an

advanced degree program is to take one of the admissions exams, such as the Graduate Record Examination (GRE), Graduate Management

Admissions Test (GMAT), Law School Admissions Test (LSAT), or Medical School Admissions

Test (MCAT). By 1997, 39 percent of all 1992–93

bachelor’s degree recipients had taken a graduate

admissions exam and 41 percent had applied for

admission to a graduate or first-professional program. Thirty-five percent had been accepted into

at least one program, and 30 percent had enrolled.

Students who applied to advanced degree programs had a good chance of being accepted

somewhere. Among those who had applied by

1997, 87 percent were accepted into at least one

program.

Undergraduate debt may discourage students

from continuing their education. Bachelor’s degree

recipients who had borrowed for their undergraduate education were slightly less likely than nonborrowers to have applied for admission to a graduate

or first-professional program (38 percent versus 42

percent). The amount borrowed did not seem to

make a difference, however.

Students’ performance in college was positively associated with applying, being accepted,

and enrolling (table A). Graduates with cumulative

grade-point averages (GPAs) of 3.5 or above at

their baccalaureate institution were at least twice

as likely as those with GPAs under 2.5 to apply,

and about three times as likely to enroll.

Among the 50 percent of graduates with

GPAs of 3.5 or above who applied for admission

to a graduate or first-professional program, 91 percent were accepted. Eighty-three percent of those

who were accepted enrolled.
Executive Summary

v

Participation in Graduate and FirstProfessional Education

Most post-baccalaureate enrollment by 1997

was at the master’s level. Of the 30 percent of the

1992–93 bachelor’s degree recipients who had

enrolled in an advanced degree program by 1997,

about three-quarters were pursuing a master’s degree (10 percent were seeking an MBA and 66

percent were working on other master’s degrees).

Another 14 percent were enrolled in a firstprofessional degree program, and the remaining 10

percent were enrolled in a doctoral program.

Men and women were equally likely to enroll

in a graduate or first-professional program, but

gender differences in the types of degrees pursued

were pronounced. Three-quarters of enrolled

women were in a master’s degree program other

than an MBA, compared with about half (54 percent) of enrolled men. In contrast, men were twice

as likely as women to enroll in an MBA program

(14 percent versus 6 percent). Men were also more

likely than women to enroll in a first-professional

program (18 percent versus 10 percent) or doctoral

program (13 percent versus 7 percent).

Differences existed by race–ethnicity as well.

For example, Asian/Pacific Islander graduates who

continued their education were about twice as

likely as graduates from other racial–ethnic groups

to enroll in a first-professional program (35 percent versus 12–17 percent), and they were less

likely to enroll in non-MBA master’s degree programs (46 percent versus 66–70 percent).

Overall, 49 percent of 1992–93 graduates who

enrolled in a graduate or first-professional program by 1997 did so within a year of earning their

bachelor’s degree, and another 23 percent enrolled

within 2 years. Doctoral students were the most

likely to have enrolled within a year of graduation

(78 percent did so), followed by first-professional

students (55 percent), and then those entering a

master’s program other than an MBA (46 percent).

MBA students were the least likely to enter this

soon (29 percent), and one-third of them waited

more than 3 years before enrolling.

Education and business were the fields most

commonly studied, chosen by 22 and 18 percent,

respectively, of the 1992–93 bachelor’s degree

recipients who had enrolled in an advanced degree

Table A—Percentages of 1992–93 bachelor’s degree recipients who took steps toward admission and 

Table A—enrolled: 1993–97

 Graduate

 admission Applied for 

 exams taken admission Accepted Enrolled

 

 Total 38.8 40.6 35.4 29.8

GPA at bachelor’s institution

 Under 2.5 25.6 21.6 16.3 13.5

 2.5 to 2.99 34.8 36.1 30.7 25.5

 3.0 to 3.49 43.7 46.0 40.2 33.6

 3.5 or above 45.6 50.4 45.8 40.8

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.
Executive Summary

vi

program by 1997. About one-third (31 percent) of

students enrolled in a master’s program other than

an MBA sought a degree in education. At the

doctoral level, about one-quarter (24 percent) of

students were studying the life and physical sciences (compared with about 5 percent of those

pursuing a master’s degree).

Enrollment patterns varied markedly with degree program. Among those enrolled in April

1997, 94 percent of those working on a firstprofessional or doctoral degree were enrolled full

time. In contrast, a majority of non-MBA master’s

students (59 percent) were enrolled part time.

About two-thirds of MBA students attended part

time. About three-quarters (77 percent) of all

MBA students attended classes on weeknights.

Progress toward an advanced degree reflects

the combined effects of enrollment duration, enrollment intensity (full- or part-time), success in

the courses taken, and program requirements. Of

those who had enrolled for an advanced degree or

certificate at any time since earning a bachelor’s

degree, 71 percent of doctoral students, 56 percent

of MBA students, and 32 percent of non-MBA

master’s students were enrolled when interviewed

in 1997. The rest had either completed their degree

or left without completing.

Of doctoral students who enrolled within a year

of earning their bachelor’s degree, 57 percent had

not completed their coursework by 1997, and 46

percent had not taken their exams. However, the

majority (59 percent) had started on their thesis.

Just over one-half (56 percent) of 1992–93

bachelor’s degree recipients who pursued an advanced degree received some type of financial aid

to help pay for their education. Fifty-three percent

of students in first-professional programs received

loans but no grants, compared with 18–25 percent

of students in other programs. Doctoral students

were the most likely to receive an aid package that

included grants and no loans (28 percent versus 5–

12 percent of students in other degree programs).

MBA seekers were the most likely to receive only

employer benefits (18 percent versus no more than

4 percent for students in other degree programs).

As indicated above, 30 percent of 1992–93

graduates had enrolled in a graduate or firstprofessional program between the time they

graduated and when they were interviewed in

1997. At the time of the 1997 interview, 21 percent had persisted—that is, they had either attained

a graduate or first-professional degree or were enrolled and working toward a degree (figure B).

Figure B—Percentage distribution of 1992–93 

Figure B—bachelor’s degree recipients according to

Figure B—attainment and enrollment status: 1997

SOURCE: U.S. Department of Education, National

Center for Education Statistics, 1993 Baccalaureate 

and Beyond Longitudinal Study, Second Follow-up

(B&B:93/97), Data Analysis System.

70%

10%

1%

 No advanced 

 degree,

 never enrolled

Attained,

not enrolled Attained 

and enrolled

10%

10%

1%

9%

No 

advanced

degree, 

enrolled

Enrolled, 

left 

without 

attaining
Executive Summary

vii

The other 9 percent had left without a degree. Of

the 21 percent who persisted, about half (10 percent) had attained a degree and were no longer

enrolled. Another 1 percent had attained one degree and were enrolled for additional education,

and the remaining 10 percent were enrolled but

had not yet earned an advanced degree.

Persistence was lowest among students who

had enrolled for a master’s degree other than an

MBA (table B). About one-quarter of doctoral students had completed one degree and were still enrolled.

Employment Experiences

Employment Patterns

Among 1992–93 bachelor’s degree recipients,

89 percent were employed in April 1997 (81 percent full time and 8 percent part time). An additional 3 percent were unemployed, and the

remaining 8 percent were out of the labor force.

There were some gender differences in employment patterns. Men were slightly more likely

than women to be employed (91 percent versus 88

percent), and women more likely than men to be

working part time (11 percent versus 6 percent).

About three-quarters of the bachelor’s degree

recipients had held more than one job since

graduation. The average number was 2.8.

Occupation Types and Salaries

About one-fifth (21 percent) of the 1992–93

graduates who were employed in April 1997 had

jobs in business and management, and 16 percent

were working as teachers. Fourteen percent had

administrative jobs, and 11 percent had jobs in

professional fields other than education, business,

health, or engineering.

The overall average annual salary for graduates

working full time was $34,252, but average salaries varied considerably by undergraduate major.

Table B—Percentage distribution of 1992–93 bachelor’s degree recipients according to graduate or firstTable B—professional degree enrollment and attainment when interviewed in 1997, by highest program 

Table B—enrolled

 Attained, Attained

 No degree, No degree, not and

not enrolled1 Total enrolled enrolled enrolled 

 Total 78.9 21.1 9.5 10.2 1.4 

Highest program enrolled

 Master’s other than MBA2 33.6 66.5 27.3 37.0 2.2 

 MBA 20.8 79.2 50.5 25.6 3.2 

 First-professional 21.2 78.8 36.6 38.2 4.1 

 Doctoral 19.9 80.1 37.5 19.3 23.3 

1

Includes those who enrolled but left before 1997.

2

Includes post-master’s certificate.

NOTE: Details may not sum to totals due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Attained graduate/first-professional degree or currently enrolled
Executive Summary

viii

Engineering majors, for example, were earning an

average of $44,524 in April 1997, while education

majors were earning an average of $26,513.

Experience With Unemployment

The unemployment rate in April 1997 (calculated excluding those out of the labor force) was

2.9 percent. As a point of reference, the U.S. unemployment rate for adults 25 years and older was

3.7 percent at that time.

Job Characteristics

Among the 1992–93 bachelor’s degree recipients who were working in April 1997, 56 percent

reported that their job was closely related to their

degree, and 57 percent reported that their job had

definite career potential. Five percent had parttime jobs but would have preferred to be working

full time.

Most (80 percent) of those employed in April

1997 were very satisfied with their co-workers.

Sixty percent were very satisfied with their supervisor, and 56 percent with their working conditions. The proportion reporting that they were very

satisfied with their working conditions ranged

from 42 percent of those in military/protective

service occupations to 66 percent for those in engineering occupations.

Bachelor’s degree recipients had found their

April 1997 jobs in a variety of different ways, including referrals (35 percent), want ads (22 percent), and employment agencies (8 percent).

Summary

When they graduated from college, 85 percent

of 1992–93 bachelor’s degree recipients expected

to earn an advanced degree. By 1997, 30 percent

had actually enrolled. Twenty-one percent had

either attained a degree or were still enrolled, and

9 percent had left without a degree.

Overall, 89 percent were employed in April

1997—76 percent were working only, and another

13 percent were combining school and work.

Relatively few (5 percent) were enrolled only. The

remaining 6 percent were neither working nor enrolled.
ix

Foreword

The Baccalaureate and Beyond Longitudinal Study (B&B:93) tracks students who received

a bachelor’s degree in academic year 1992–93. Participants were sampled and surveyed in their

year of graduation as part of the 1993 National Postsecondary Student Aid Study (NPSAS:93).

The base-year study consisted of two components: an institutional survey that provided extensive

information on students’ enrollment and financial aid and a student survey. The First Follow-up

(B&B:93/94) was conducted 1 year later, and provided additional information that is comparable

to that collected in the Recent College Graduates (RCG) series of cross-sectional surveys. As

part of the First Follow-up, participants’ undergraduate transcripts were also collected from the

B&B sample institutions. In 1997 (approximately 4 years after graduation), B&B participants

were contacted again for the Second Follow-up (B&B:93/97).

While B&B:93/94 provided continuity with earlier cross-sectional surveys, B&B:93/97

highlights the benefits of B&B’s longitudinal design. Some issues, such as access to and participation in graduate and first-professional education, require a longer time lag than 1 year after

graduation to observe outcomes of interest. Furthermore, the longitudinal design permits a comparison of outcomes at different points in time for bachelor’s degree recipients.
x

Acknowledgments

The authors wish to thank the many individuals who contributed to this report. At MPR

Associates, special thanks go to Barbara Kridl for overseeing the production process, Francesca

Tussing and Mary Mack for formatting the tables and preparing the final layout, Leslie Retallick

for preparing the figures, and Andrea Livingston and Karyn Madden for editing and proofreading

the report. Ellen Liebman and Vicky Dingler provided vital programming and data management

support, and Helen Jang provided invaluable administrative and technical support at all stages of

development and production. At NORC, we would like to thank Patricia Green for her capable

project leadership and Sharon Myers for her work developing and preparing the data and patiently answering our numerous questions.

We would like to express our sincere thanks to the project officer for the Baccalaureate and

Beyond Study, Paula Knepper, for her thoughtful comments and insightful guidance from beginning to end and to C. Dennis Carroll for his overall direction and support. Andrew Malizio, from

NCES, and Timothy Gabel, from the Research Triangle Institute, were very helpful with the integration of data from the National Postsecondary Student Aid Study (NPSAS).

We would also like to acknowledge the careful review and valuable suggestions provided

by the technical reviewer, Ellen Bradburn from the Education Statistics Services Institute (ESSI),

and the adjudication panel, which consisted of Ralph Lee, Jeffrey Owings, and Edie McArthur

from NCES; Daniel Goldenberg from the Office of Postsecondary Education; and Peter Syverson from the Council of Graduate Schools. Peter Syverson provided many useful suggestions at

the planning stage of the analysis as well.
xi

Table of Contents

Page

Executive Summary .................................................................................................................. iii

Foreword.................................................................................................................................... ix

Acknowledgments...................................................................................................................... x

List of Tables ............................................................................................................................. xii

List of Figures............................................................................................................................ xvi

Participation in Graduate and First-Professional Education ............................................... 1

Introduction ........................................................................................................................... 1

Educational Expectations in 1993 and 1997 ......................................................................... 2

Advanced Degree Expectations in the Aggregate........................................................... 2

Specific Degree Expectations in 1993 and 1997............................................................. 5

Comparison of Graduates’ Degree Expectations in 1993 and 1997 ............................... 7

Progression to Graduate and First-Professional Education................................................... 9

Entrance Examinations.................................................................................................... 9

Applications, Acceptances, and Enrollment ................................................................... 11

Participation in Graduate and First-Professional Education ................................................. 19

Characteristics of Graduate and First-Professional Enrollment...................................... 19

Attainment to Date and Enrollment Status...................................................................... 34

Summary and Conclusion ..................................................................................................... 37

Compendium Tables—The Employment and Enrollment Status of 1992–93 College

Graduates................................................................................................................................... 39

Section I: Employment Status............................................................................................... 41

Section II: Characteristics of Job .......................................................................................... 65

Appendix A—Glossary ............................................................................................................. 89

Appendix B—Technical Notes and Methodology .................................................................. 107
xii

List of Tables

Table Page

Essay Tables

A Percentages of 1992–93 bachelor’s degree recipients who took steps toward

admission and enrolled: 1993–97.................................................................................... v

B Percentage distribution of 1992–93 bachelor’s degree recipients according to graduate

or first-professional degree enrollment and attainment when interviewed in 1997, by

highest program enrolled................................................................................................. vii

1 Percentage of 1992–93 bachelor’s degree recipients who expected to attain a graduate

or first-professional degree when asked in 1993, 1994, and 1997, by selected student

and enrollment characteristics......................................................................................... 3

2 Percentage of 1992–93 bachelor’s degree recipients who expected to attain a

master’s, first-professional, or doctoral degree, by selected student and enrollment

characteristics: 1993 and 1997 ........................................................................................ 6

3 Percentage distribution of 1992–93 bachelor’s degree recipients according to highest

degree expected when asked in 1997, by 1993 expectations and undergraduate

borrowing in federal loan programs................................................................................ 8

4 Percentage distribution of 1992–93 bachelor’s degree recipients according to graduate

or first-professional admission exams taken, by selected student and enrollment

characteristics: 1993–97.................................................................................................. 10

5 Percentages of 1992–93 bachelor’s degree recipients who took graduate or firstprofessional admission exams, applied for admission, gained admission, and enrolled,

by selected student and enrollment characteristics: 1993–97 ......................................... 12

6 Percentages of 1992–93 bachelor’s degree recipients who applied for admission to a

graduate or first-professional program, were accepted if admitted, and enrolled if

accepted, by selected student and enrollment characteristics: 1993–97 ......................... 14

7 Percentage distribution of 1992–93 bachelor’s degree recipients who had enrolled in a

graduate or first-professional program by 1997 according to degree program, by

selected student and enrollment characteristics .............................................................. 22
List of Tables

xiii

Table Page

8 Percentage distribution of 1992–93 bachelor’s degree recipients who had enrolled in a

graduate or first-professional program by 1997 according to number of months

between bachelor’s degree receipt and first enrollment, by degree program.................. 24

9 Percentage distribution of 1992–93 bachelor’s degree recipients who had enrolled in a

graduate or first-professional program by 1997 according to Carnegie classification of

the institution attended for highest level program, by degree program .......................... 24

10 Percentage distribution of 1992–93 bachelor’s degree recipients who had enrolled in a

graduate or first-professional program by 1997 according to field of study, by degree

program and undergraduate major .................................................................................. 26

11 Percentage distribution of 1992–93 bachelor’s degree recipients who were enrolled in

a graduate or first-professional program in April 1997, according to enrollment and

employment status, by degree program........................................................................... 29

12 Percentage distribution of 1992–93 bachelor’s degree recipients who were enrolled in

a graduate or first-professional program in April 1997 according to the time attended,

by degree program and enrollment status ....................................................................... 30

13 Percentage distribution of 1992–93 bachelor’s degree recipients who were enrolled in

a graduate program when interviewed in 1997 according to status with respect to

selected requirements, by degree program and timing of enrollment............................. 32

14 Percentage distribution of 1992–93 bachelor’s degree recipients whose most recent

enrollment was in a graduate or first-professional program according to financial aid

received, by enrollment status in April 1997 .................................................................. 33

15 Percentage distribution of 1992–93 bachelor’s degree recipients according to graduate

or first-professional degree enrollment and attainment when interviewed in 1997, by

selected enrollment characteristics.................................................................................. 36

Compendium Tables

Section I: Employment Status

I.1 Percentage distribution of 1992–93 bachelor’s degree recipients according to

employment and enrollment status in April 1997, and percentages employed and

enrolled, by selected characteristics................................................................................ 46

I.2 Percentage distribution of 1992–93 bachelor’s degree recipients according to their

employment status in April 1997 and the corresponding unemployment rate, by

selected characteristics .................................................................................................... 49
List of Tables

xiv

Table Page

I.3 Percentage distribution of 1992–93 bachelor’s degree recipients according to the

number of jobs held since graduation and the average number of jobs, by selected

characteristics.................................................................................................................. 52

I.4 Percentage distribution of 1992–93 bachelor’s degree recipients who were employed

in April 1997 according to their reported occupation, by selected characteristics ......... 55

I.5 Percentage distribution according to annual salaries, and average annual salaries, for

1992–93 bachelor’s degree recipients employed full time in April 1997, by selected

characteristics.................................................................................................................. 59

I.6 Percentage of 1992–93 bachelor’s degree recipients who had experienced any

unemployment since graduation, the average number of unemployment spells, the

average number of months unemployed, and the unemployment rate for April 1997,

by selected characteristics ............................................................................................... 62

Section II: Characteristics of Job

II.1 Percentage of employed 1992–93 bachelor’s degree recipients who reported various

job characteristics for primary job held in April 1997, by selected characteristics ........ 68

II.2 Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who

received health insurance, sick leave, vacation, and retirement benefits, by selected

characteristics.................................................................................................................. 71

II.3 Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who

were very satisfied with various aspects of their work environment, by selected

characteristics.................................................................................................................. 74

II.4 Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who

were very satisfied with benefits and advancement opportunities, by selected

characteristics.................................................................................................................. 77

II.5 Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who

indicated various reasons for taking their current positions that were related to the

nature of the work itself, by selected characteristics....................................................... 80

II.6 Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who

indicated various financial reasons for taking their current positions, by selected

characteristics.................................................................................................................. 83

II.7 Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who

indicated that they had found their jobs through various information channels, by

selected characteristics .................................................................................................... 86
List of Tables

xv

Table Page

Appendix B

B1 Standard errors for compendium table I.1: Percentage distribution of 1992–93

bachelor’s degree recipients according to employment and enrollment status in April

1997, and percentages employed and enrolled, by selected student characteristics ....... 111
xvi

List of Figures

Figure Page

A Percentage distribution of 1992–93 bachelor’s degree recipients according to

employment and enrollment status in 1997..................................................................... iii

B Percentage distribution of 1992–93 bachelor’s degree recipients according to

attainment and enrollment status: 1997........................................................................... vi

1 Percentage of 1992–93 bachelor’s degree recipients who reported that they expected

to attain a graduate or first-professional degree, by race–ethnicity: 1993, 1994, and

1997................................................................................................................................. 4

2 Percentage of 1992–93 bachelor’s degree recipients who expected to attain advanced

degrees, by type of degree: 1993 and 1997 .................................................................... 5

3 Percentages of 1992–93 bachelor’s degree recipients who applied for admission to

graduate or first-professional programs, were accepted if applied, and enrolled if

accepted, by undergraduate borrowing status: 1993–97 ................................................ 17

4 Percentages of 1992–93 bachelor’s degree recipients who applied for admission to

graduate or first-professional programs, were accepted if applied, and enrolled if

accepted, by undergraduate GPA: 1993–97 ................................................................... 18

5 Percentage distribution of 1992–93 bachelor’s degree recipients who enrolled for an

advanced degree according to the degree program, by gender: 1993–97 ...................... 21

6 Percentage distribution of 1992–93 bachelor’s degree recipients according to

attainment and enrollment status: 1997 .......................................................................... 35
1

Participation in Graduate and First-Professional Education

Introduction

Graduate and first-professional education provides important benefits for both individuals

and society. At the individual level, it can yield both personal and financial rewards by permitting individuals to pursue their intellectual interests in greater depth, providing them with access

to careers that require an advanced degree, and increasing their earning potential. At the societal

level, graduate and first-professional education supplies the labor market with highly trained professionals in a wide variety of fields. In addition, it is central to supporting and continuing

knowledge production in universities and research centers.

When examining participation in graduate and first-professional education, a number of

important issues deserve consideration:

• Who enjoys access to further education? Is there evidence of impeded access for some

groups? For example, relative to their educational expectations, do certain racial–ethnic groups participate at lower rates than others? Does undergraduate debt deter students from continuing their education?

• What degrees are graduates pursuing, and in what fields?

• What proportion of high-achieving undergraduates pursue further education?

• What is the nature of graduate and first-professional education with respect to timing

of enrollment, enrollment intensity, combination of enrollment and work, and financing?

• What proportion of 1992–93 bachelor’s degree recipients had completed a graduate or

first-professional degree by 1997, and what proportion were working toward a degree?

The analysis uses data from the Baccalaureate and Beyond Study to address these questions. Baccalaureate and Beyond is a longitudinal study of students who received a bachelor’s

degree in academic year 1992–93.1 Participants were sampled and surveyed in their year of

graduation as part of the 1993 National Postsecondary Student Aid Study (NPSAS:93). They

were surveyed again in 1994, approximately one year after graduation (B&B:93/94) and then

again in 1997 (B&B:93/97). This report summarizes selected findings from the most recent

 

1The B&B sample is representative of all 1992–93 bachelor’s degree recipients, a small number of whom held a previous bachelor’s degree.
Participation in Graduate and First-Professional Education

2

follow-up to describe bachelor’s degree recipients’ plans for graduate and first-professional education, changes in those plans over the study period, steps taken toward enrollment, and enrollment in the 4 years after college graduation. In addition, a compendium of tables provides

descriptive information on the bachelor’s degree recipients’ enrollment and employment status in

April 1997, with detailed information about their labor market participation.

To place this analysis in context, it is worth briefly describing the characteristics of the

1992–93 bachelor’s degree recipients. Just over half (55 percent) were female; 83 percent were

white, non-Hispanic, 6 percent were black, 5 percent were Hispanic, 5 percent were

Asian/Pacific Islander, and 1 percent were American Indian/Alaskan Native. About half (47 percent) of the graduates were 22 years or younger when they received their degree, and one-quarter

were 23–24 years old. About two-thirds (65 percent) earned their degree at a public institution.2

Educational Expectations in 1993 and 1997

In the base year (1993) and each of the follow-ups (1994 and 1997), the 1992–93 bachelor’s degree recipients were asked to indicate the highest degree they expected to attain in the

long run. This section examines how their educational expectations varied with respect to their

demographic and undergraduate enrollment characteristics, and how these expectations changed

over time. Although data are presented from each of the three surveys, the discussion concentrates on the first and last years (1993 and 1997).

Advanced Degree Expectations in the Aggregate

Aggregate advanced degree expectations are described first—that is, the total percentage of

bachelor’s degree recipients expecting to complete a graduate or first-professional degree3 without distinguishing among different types of degrees. Eighty-five percent of bachelor’s degree

recipients indicated in 1993 that they expected to complete a graduate or first-professional degree. By 1997, this percentage had declined to 72 percent (table 1). When comparing the overall

percentage with advanced degree expectations at two points in time, it is important to remember

that the change reflects the combined effects of individuals who maintained, reduced, and raised

their expectations in the intervening period. In other words, the overall decline observed between

1993 and 1997 includes not only individuals who reduced their expectations, but also others who

had the same advanced degree expectations in both years, and still others who had raised their

expectations by 1997. These different types of changes are described later.

 

2A. McCormick and L. Horn, A Descriptive Summary of 1992–93 Bachelor’s Degree Recipients 1 Year Later (NCES 96-158)

(Washington, DC: U.S. Department of Education, National Center for Education Statistics, 1996), 3, 7.

3First-professional degrees are defined as those that qualify an individual to enter into dentistry (DDS or DMD), medicine (MD),

optometry (OD), osteopathic medicine (DO), pharmacy (DPharm), podiatric medicine (DPM), veterinary medicine (DVM), chiropractic (DC or DCM), law (JD or LLB), or the clergy (MDiv or MHL).
Participation in Graduate and First-Professional Education

3

Table 1—Percentage of 1992–93 bachelor’s degree recipients who expected to attain a graduate or firstTable 1—professional degree when asked in 1993, 1994, and 1997, by selected student and enrollment

Table 1—characteristics

 1993 1994 1997

 Total 85.4 82.8 71.9

Gender

 Male 83.4 81.2 70.5

 Female 87.1 84.0 73.0

Race–ethnicity

 American Indian/Alaskan Native 88.7 78.5 78.2

 Asian/Pacific Islander 88.5 86.9 78.6

 Black, non-Hispanic 89.3 92.9 84.7

 Hispanic 89.8 84.5 79.0

 White, non-Hispanic 84.6 81.7 70.0

Age received bachelor’s degree

 22 or younger 88.2 86.2 76.5

 23–24 82.7 79.6 69.2

 25–29 83.3 81.4 69.4

 30 or older 83.1 78.5 64.5

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 85.7 81.7 69.6

 Doctorate-granting 85.8 81.3 71.8

 Private, not-for-profit 4-year

 Nondoctorate-granting 87.4 84.3 71.8

 Doctorate-granting 89.0 87.1 76.9

 Other 53.9 82.6 68.6

Total undergraduate debt*

 Did not borrow 86.0 81.8 70.2

 Borrowed, total 87.8 84.0 73.7

 Less than $1,000 88.2 88.7 77.0

 $1,000–4,999 87.7 83.1 73.6

 $5,000–9,999 87.5 83.4 69.6

 $10,000–19,999 88.3 85.2 76.6

 $20,000 or more 85.7 80.0 75.0

*Federal loan programs only. Because of missing data on borrowing status, the values for borrowers and nonborrowers do not

always encompass the totals in the first table row.

NOTE: Graduate/first-professional degree defined as master’s degree or higher (excludes post-bachelor’s certificate).

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.
Participation in Graduate and First-Professional Education

4

There was some variation in expectations by gender and race–ethnicity. Female graduates

were somewhat more likely than male graduates to report advanced degree expectations in 1993

(87 percent versus 83 percent). In 1997, however, their expectations were similar (73 percent and

71 percent, respectively, expected to earn advanced degrees). In 1997, both black and Hispanic

graduates were more likely than white4 graduates to have advanced degree expectations (85 percent and 79 percent versus 70 percent) (figure 1).5 Compared to 1993, advanced degree expectations among black graduates dropped by 4 points, while the percentage dropped by 15

percentage points among whites.

Figure 1—Percentage of 1992–93 bachelor’s degree recipients who reported that they expected to attain 

Figure 1—a graduate or first-professional degree, by race–ethnicity: 1993, 1994, and 1997

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

65

70

75

80

85

90

95

100

1993 1994 1997

Percent

 American Indian/Alaskan Native

 Asian/Pacific Islander

 Black, non-Hispanic

 Hispanic

 White, non-Hispanic

Undergraduate borrowing does not appear to discourage graduates from considering advanced degrees. In 1993, there was no evidence of a relationship between individuals’ participation in federal loan programs and advanced degree expectations. In 1997, college graduates who

 

4Throughout this report, when the terms “white” and “black” appear alone, they should be assumed to include the qualifier “nonHispanic.”

5No other differences between the various racial–ethnic groups are statistically significant.
Participation in Graduate and First-Professional Education

5

had borrowed were actually more likely than nonborrowers to report advanced degree expectations (74 percent of borrowers versus 70 percent of nonborrowers).

Specific Degree Expectations in 1993 and 1997

When 1992–93 bachelor’s degree recipients were asked in 1993 about their educational expectations, 58 percent expected to earn a master’s degree, 21 percent a doctoral degree, and 6

percent a first-professional degree (figure 2 and table 2). By 1997, the percentage expecting a

master’s degree had dropped slightly from 58 percent to 54 percent, and the percentage expecting a doctoral degree had dropped sharply from 21 to 12 percent. The percentage expecting a

first-professional degree was about the same in both years.6

Figure 2—Percentage of 1992–93 bachelor’s degree recipients who expected to attain advanced degrees,

Figure 2—by type of degree: 1993 and 1997

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

6

12

54

6

21

58

0 20 40 60 80 100

First-professional

Doctoral

Master’s

Percent

1993

1997

Degree

 

6However, this does not mean there were no changes at the individual level.
Participation in Graduate and First-Professional Education

6

Table 2—Percentage of 1992–93 bachelor’s degree recipients who expected to attain a master’s, firstTable 2—professional, or doctoral degree, by selected student and enrollment characteristics: 1993

Table 2—and 1997

First- First-

 Master’s professional Doctoral Master’s1 professional Doctoral

 Total 58.0 6.3 21.1 54.1 5.5 12.3 

Gender

 Male 54.5 7.3 21.6 51.9 6.5 12.2 

 Female 61.0 5.5 20.6 55.9 4.6 12.5 

Race–ethnicity

 American Indian/Alaskan Native 50.5 6.0 32.2 51.3 4.9 22.0 

 Asian/Pacific Islander 45.6 12.4 30.5 55.9 12.9 9.8 

 Black, non-Hispanic 50.2 8.8 30.3 57.7 6.7 20.3 

 Hispanic 57.3 8.2 24.4 58.5 7.3 13.2 

 White, non-Hispanic 59.4 5.7 19.5 53.5 4.8 11.7 

Age received bachelor’s degree

 22 or younger 55.8 8.6 23.8 53.6 8.2 14.7 

 23–24 57.7 4.7 20.3 55.4 3.8 10.1 

 25–29 60.2 4.4 18.6 57.1 2.2 10.1 

 30 or older 63.1 3.8 16.2 51.1 2.7 10.7 

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 63.3 3.9 18.5 55.0 3.1 11.6 

 Doctorate-granting 57.5 7.2 21.2 54.2 5.8 11.7 

 Private, not-for-profit 4-year

 Nondoctorate-granting 60.9 5.3 21.2 53.4 4.7 13.6 

 Doctorate-granting 52.6 10.6 25.9 52.6 9.6 14.7 

 Other 35.0 0.9 17.9 55.4 4.4 8.8 

Total undergraduate debt2

 Did not borrow 59.9 6.3 19.8 52.2 5.7 12.3 

 Borrowed, total 57.5 6.6 23.7 56.6 4.9 12.3 

 Less than $1,000 68.6 3.8 15.9 63.7 5.7 7.6 

 $1,000–4,999 60.9 5.6 21.2 56.7 4.8 12.1 

 $5,000–9,999 59.9 6.2 21.4 54.3 4.4 11.0 

 $10,000–19,999 52.5 7.7 28.1 58.0 5.4 13.3 

 $20,000 or more 51.4 7.9 26.4 54.1 4.4 16.6 

1

Includes post-master’s certificate (not among the choices in 1993).

2

Federal loan programs only.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Educational expectations, 1993 Educational expectations, 1997
Participation in Graduate and First-Professional Education

7

Doctoral degree expectations declined between 1993 and 1997 for almost every group that

appears in table 2. The only possible exceptions are groups with relatively few members in the

B&B sample: American Indian/Alaskan Native graduates, graduates of “Other” institutions, and

borrowers who graduated with less than $1,000 in debt. For these groups, the percentages appear

to have declined, but there is insufficient statistical evidence that the two estimates differ.7

In 1993, white graduates were more likely than black or Asian/Pacific Islander graduates to

have master’s degree expectations in 1993 (59 percent versus 50 and 46 percent, respectively).

However, by 1997, these groups held master’s degree expectations in similar proportions.

In both 1993 and 1997, Asian/Pacific Islander graduates were more likely than white

graduates to expect a first-professional degree (12 percent versus 6 percent in 1993, and 13 percent versus 5 percent in 1997). In addition, black graduates were more likely than white or

Asian/Pacific Islander graduates to have doctoral degree expectations in 1997.

 Graduates who borrowed through federal loan programs expected to complete a master’s

degree in comparable proportions to nonborrowers in 1993, but were more likely than nonborrowers to expect to complete a doctorate (24 versus 20 percent). By 1997, 12 percent of each

group expected to attain a doctoral degree, and borrowers were somewhat more likely than nonborrowers to expect a master’s degree (57 versus 52 percent).

Comparison of Graduates’ Degree Expectations in 1993 and 1997

A considerable number of graduates changed their educational expectations—either raising

or lowering them—between 1993 and 1997 (table 3). Expectations were most stable among those

who initially did not plan to continue their education or who expected to complete a master’s degree, while those who expected a first-professional or doctoral degree in 1993 were more likely

to express a different expectation in 1997.

Among college graduates who said in 1993 that they did not expect to pursue an advanced

degree, 63 percent expressed the same expectation in 1997, as did 67 percent of graduates who

reported master’s degree expectations in 1993 (table 3).8 Among those who expected a firstprofessional degree in 1993, 40 percent had the same expectation in 1997, and among graduates

who had doctoral degree expectations in 1993, 36 percent held the same expectations in 1997.

 

7When a group is represented by a small number of individuals in the sample, the uncertainty associated with the estimates increases (that is, the standard errors associated with the estimates are relatively large). See appendix B.

8About 2 and a half percent expected some further education short of an advanced degree (choices that were not present in the

1993 survey instrument).
Participation in Graduate and First-Professional Education

8

There was no systematic relationship between undergraduate debt and changes in educational

expectations between 1993 and 1997.

Table 3—Percentage distribution of 1992–93 bachelor’s degree recipients according to highest degree

Table 3—expected when asked in 1997, by 1993 expectations and undergraduate borrowing in federal

Table 3—loan programs

 First- All

 Bachelor’s Master’s1 professional Doctoral others2

 

 Total 25.7 54.1 5.5 12.3 2.4

Educational expectations, 19933

 Bachelor’s 63.1 29.3 2.2 2.9 2.6

 Master’s or higher 18.4 58.7 6.1 14.3 2.5

 Master’s 22.6 67.5 1.9 5.8 2.4

 First-professional 7.6 27.9 39.7 19.0 5.7

 Doctoral 10.4 43.6 7.8 36.5 1.7

 Total 27.3 52.2 5.7 12.3 2.5

Educational expectations, 1993

 Bachelor’s 71.0 24.7 1.0 0.8 2.5

 Master’s or higher 19.3 56.9 6.6 14.7 2.6

 Master’s 23.4 65.4 1.9 6.7 2.5

 First-professional 5.9 26.2 41.6 20.9 5.4

 Doctoral 10.9 40.8 9.5 37.0 1.9

 Total 23.9 56.6 4.9 12.3 2.4

Educational expectations, 1993

 Bachelor’s 66.4 28.0 0.6 2.0 3.1

 Master’s or higher 17.2 61.1 5.5 13.9 2.3

 Master’s 21.1 70.5 1.7 4.5 2.2

 First-professional 9.9 30.1 37.3 16.5 6.2

 Doctoral 9.8 46.8 6.0 36.0 1.5

1

Includes post-master’s certificate.

2

Post-baccalaureate certificate and other.

3

Because of missing data on educational expectations in 1993, the values for bachelor’s and master’s or higher do not always

encompass the totals in the first table row.

NOTE: Percentages may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Total

Did not borrow

Borrowed
Participation in Graduate and First-Professional Education

9

Progression to Graduate and First-Professional Education

The previous section showed that 1992–93 bachelor’s degree recipients expected to participate in graduate or first-professional education in large numbers. This section describes the

steps that they had taken by 1997 toward participation, including taking entrance examinations,

applying, being accepted, and enrolling.

Entrance Examinations

One of the first concrete steps graduates can take toward enrollment is to take required entrance examinations. Table 4 shows the percentages of the 1992–93 bachelor’s degree recipients

who had taken certain of these examinations by 1997: the Graduate Record Examination (GRE),

which is required by many master’s and doctoral programs in the arts and sciences as well as

certain professional fields; the Graduate Management Admissions Test (GMAT), which is required by many graduate schools of business; the Law School Admissions Test (LSAT); the

Medical College Admission Test (MCAT); the Miller Analogies Test, which some graduate programs accept as an alternative to the GRE; and certain other examinations that were taken by a

small percentage of graduates (dentistry, nursing, veterinary medicine). The GRE has two forms:

a general test, and an advanced or subject area test. Graduates who took either or both tests are

reported together in table 4. Other than the two forms of the GRE, some took more than one

graduate admissions exam. Those who took two exams, one of which was the GRE, are categorized with GRE takers. The final column in table 4 includes the remaining graduates who took

more than one non-GRE exam and graduates who took examinations other than those listed.

Thirty-nine percent of graduates had taken at least one of these entrance examinations by

1997 (table 4). This group was roughly evenly split between those who took the GRE (or the

GRE and another exam) and those who took other exams. Female graduates were slightly more

likely than male graduates to have taken the GRE, while proportionately more males took tests

for admission to business, law, or medical school.

Asian/Pacific Islander graduates were more likely than Hispanic or white graduates to have

taken entrance examinations (53 percent versus 38 percent each), but there is insufficient statistical evidence of other differences in test-taking by race–ethnicity. Comparable proportions of

graduates from each racial–ethnic group took the GRE (about one out of five graduates).

Bachelor’s degree recipients who said in 1993 that they did not expect to complete an advanced degree were less likely than graduates with higher degree expectations at that time to

have taken any entrance examinations by 1997. Nonetheless, about one out of five such
Participation in Graduate and First-Professional Education

10

Table 4—Percentage distribution of 1992–93 bachelor’s degree recipients according to graduate or firstTable 4—professional admission exams taken, by selected student and enrollment characteristics: 1993–97

 Did not

 take All

 exams Total GRE1 GMAT LSAT MCAT others2

 

 Total 61.2 38.8 21.8 7.1 3.8 2.0 4.1

Gender

 Male 60.0 40.0 20.0 9.6 4.5 2.9 3.0

 Female 62.2 37.8 23.3 5.1 3.2 1.2 5.0

Race–ethnicity

 American Indian/Alaskan Native 65.6 34.4 21.6 5.4 3.6 0 3.8

 Asian/Pacific Islander 46.7 53.3 22.3 16.4 4.4 5.6 4.6

 Black, non-Hispanic 57.0 43.0 19.3 10.6 5.9 2.1 5.2

 Hispanic 62.2 37.9 21.5 5.5 5.4 2.4 3.1

 White, non-Hispanic 62.3 37.7 21.9 6.4 3.5 1.7 4.1

Age received bachelor’s degree

 22 or younger 51.8 48.2 28.3 8.1 5.3 2.9 3.7

 23–24 66.8 33.2 18.7 7.0 2.8 1.8 3.0

 25–29 71.4 28.6 15.5 6.4 2.1 1.1 3.4

 30 or older 71.7 28.3 13.1 5.1 2.1 0.3 7.7

Educational expectations, 1993

 Bachelor’s or less 81.0 19.0 11.4 3.2 1.7 0.5 2.3

 Master’s 66.6 33.5 17.7 9.5 1.7 0.5 4.1

 First-professional 23.9 76.1 23.2 3.2 27.6 14.6 7.6

 Doctoral 40.5 59.5 41.5 5.6 4.4 3.3 4.7

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 68.4 31.6 18.2 6.0 2.6 0.8 4.0

 Doctorate-granting 59.3 40.7 23.7 7.1 3.9 2.0 4.0

 Private, not-for-profit 4-year

 Nondoctorate-granting 62.2 37.8 21.8 5.9 3.6 1.6 4.9

 Doctorate-granting 53.3 46.7 23.3 9.1 5.8 4.6 3.8

 Other 61.6 38.4 17.1 14.2 3.4 1.1 2.6

Total undergraduate debt3

 Did not borrow 60.4 39.6 23.0 7.2 3.5 2.1 3.8

 Borrowed, total 63.3 36.7 19.7 6.8 4.0 1.7 4.6

 Less than $1,000 70.6 29.4 15.5 6.4 3.7 1.8 2.0

 $1,000–4,999 63.0 37.1 19.4 7.6 3.8 1.9 4.4

 $5,000–9,999 64.3 35.8 19.8 6.7 3.2 1.2 4.9

 $10,000–19,999 61.8 38.2 20.4 6.9 5.0 1.8 4.1

 $20,000 or more 65.1 34.9 19.1 2.4 2.4 1.5 9.6

1

Includes students who took more than one exam including the GRE.

2

Includes students who took exams not listed and students who took more than one exam that did not include the GRE.

3

Federal loan programs only.

NOTE: Details may not sum to totals due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Took exams
Participation in Graduate and First-Professional Education

11

graduates did so. About three-quarters of graduates who expected to complete a firstprofessional degree had taken an entrance exam by 1997, more than those with other degree expectations. Those with 1993 expectations of a doctoral degree were next most likely to have

taken entrance exams (60 percent), followed by those who said they expected to complete a

master’s degree (34 percent).

Even though they had greater expectations about earning an advanced degree in 1997,

bachelor’s degree recipients who had borrowed through federal student loan programs as undergraduates were somewhat less likely than nonborrowers to have taken any entrance examinations

by 1997 (37 percent versus 40 percent). Among borrowers, there is no evidence that those with

higher levels of debt were any more or less likely than those with smaller amounts of debt to

take exams.

Applications, Acceptances, and Enrollment

After entrance examinations, the next stages of access to postgraduate study are applications, admission, and enrollment. Table 5 presents the percentages of all 1992–93 graduates who

took admission exams, applied for admission, were accepted, and enrolled. The base for calculating the percentages shown in this table is all bachelor’s degree recipients; thus, the percentage

enrolled shown in table 5 represents the percentage of all graduates who enrolled. Table 6 presents conditional percentages for applicants who were accepted and for acceptees who enrolled.

The base for calculating the percentage enrolled is the number accepted; because the percentage

enrolled shown in table 6 represents the percentage of those admitted who enrolled, it is much

higher than the percentage of all students who enrolled. While the last column in each table reports the percentage who enrolled for a master’s or higher level degree, the percentages for applications and acceptances are based on respondents’ answers to questions about their

applications to graduate or first-professional school, and thus rely on their own definition of the

term.9

As previously indicated, 39 percent of 1992–93 college graduates took graduate entrance

examinations. A comparable percentage (41 percent) applied for admission. Thirty-five percent

were accepted by at least one institution, and 30 percent enrolled in a graduate or firstprofessional program (table 5). Eighty-seven percent of applicants were accepted, and 76 percent

of those who gained admission enrolled (table 6).

 

9About 2 percent of B&B participants said they had applied to graduate or first-professional school, but they appear to have applied to programs other than those leading to a master’s, first-professional, or doctoral degree.
Participation in Graduate and First-Professional Education

12

Table 5—Percentages of 1992–93 bachelor’s degree recipients who took graduate or first-professional

Table 5—admission exams, applied for admission, gained admission, and enrolled, by selected student

Table 5—and enrollment characteristics: 1993–97

 Graduate

 admission Applied for 

 exams taken admission Accepted Enrolled

 

 Total 38.8 40.6 35.4 29.8

Gender

 Male 40.0 40.6 35.5 29.8

 Female 37.8 40.6 35.3 29.8

Race–ethnicity

 American Indian/Alaskan Native 34.4 35.4 26.1 20.8

 Asian/Pacific Islander 53.3 48.7 44.1 31.0

 Black, non-Hispanic 43.0 50.1 37.7 31.6

 Hispanic 37.9 41.2 36.2 32.5

 White, non-Hispanic 37.7 39.4 34.7 29.5

Age received bachelor’s degree

 22 or younger 48.2 48.5 42.6 36.8

 23–24 33.2 33.7 29.1 22.6

 25–29 28.6 30.5 25.5 21.8

 30 or older 28.3 36.2 31.5 26.5

Educational expectations, 1993

 Bachelor’s 19.0 16.9 15.5 11.9

 Master’s 33.5 34.7 29.7 24.2

 First-professional 76.1 73.9 63.9 60.4

 Doctoral 59.5 66.9 58.9 51.0

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 31.6 36.2 30.8 25.1

 Doctorate-granting 40.7 40.3 35.2 30.3

 Private, not-for-profit 4-year

 Nondoctorate-granting 37.8 40.4 35.0 29.8

 Doctorate-granting 46.7 49.7 43.3 37.6

 Other 38.4 39.5 39.1 25.0

 

GPA at bachelor’s institution

 Under 2.5 25.6 21.6 16.3 13.5

 2.5 to 2.99 34.8 36.1 30.7 25.5

 3.0 to 3.49 43.7 46.0 40.2 33.6

 3.5 or above 45.6 50.4 45.8 40.8
Participation in Graduate and First-Professional Education

13

Table 5—Percentages of 1992–93 bachelor’s degree recipients who took graduate or first-professional

Table 5—admission exams, applied for admission, gained admission, and enrolled, by selected student

Table 5—and enrollment characteristics: 1993–97—Continued

 Graduate

 admission Applied for 

 exams taken admission Accepted Enrolled

Baccalaureate degree major

Professional fields 33.0 34.5 29.9 25.8

 Business and Management 30.5 25.0 19.8 16.3

 Education 28.7 44.8 41.0 38.0

 Engineering 39.2 41.5 39.2 33.9

 Health professions 44.5 36.4 29.9 26.6

 Public affairs/social services 29.5 41.3 37.1 26.4

Arts and sciences 49.5 52.5 46.0 38.5

 Biological sciences 69.2 71.1 61.7 52.1

 Mathematics and other sciences 48.1 48.3 43.9 39.2

 Social science 54.3 51.6 44.6 35.9

 History 52.6 62.3 55.8 40.8

 Humanities 34.8 42.8 38.4 31.7

 Psychology 49.5 56.6 46.6 42.0

Other 34.7 35.2 30.4 24.0

Total undergraduate debt*

 Did not borrow 39.6 41.9 36.4 30.8

 Borrowed, total 36.7 38.0 32.8 27.6

 Less than $1,000 29.4 35.3 30.7 25.4

 $1,000–4,999 37.1 35.6 30.4 25.7

 $5,000–9,999 35.8 37.1 30.9 27.4

 $10,000–19,999 38.2 40.4 35.7 28.9

 $20,000 or more 34.9 42.7 40.2 33.1

*Federal loan programs only.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.
Participation in Graduate and First-Professional Education

14

Table 6—Percentages of 1992–93 bachelor’s degree recipients who applied for admission to a graduate or

Table 6—first-professional program, were accepted if admitted, and enrolled if accepted, by selected student

Table 6—and enrollment characteristics: 1993–97

 Applied for admission Accepted if applied Enrolled if accepted1

 

 Total 40.6 87.0 76.3

Gender

 Male 40.6 87.3 76.5

 Female 40.6 86.8 76.1

Race–ethnicity

 American Indian/Alaskan Native 35.4 — —

 Asian/Pacific Islander 48.7 90.5 64.0

 Black, non-Hispanic 50.1 75.2 72.7

 Hispanic 41.2 87.8 82.4

 White, non-Hispanic 39.4 88.1 77.1

Age received bachelor’s degree

 22 or younger 48.5 87.9 80.0

 23–24 33.7 86.5 69.8

 25–29 30.5 83.6 73.9

 30 or older 36.2 86.8 72.7

Educational expectations, 1993

 Bachelor’s 16.9 91.8 67.4

 Master’s 34.7 85.5 71.9

 First-professional 73.9 86.5 88.4

 Doctoral 66.9 88.0 80.5

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 36.2 85.2 71.4

 Doctorate-granting 40.3 87.2 79.0

 Private, not-for-profit 4-year

 Nondoctorate-granting 40.4 86.6 76.2

 Doctorate-granting 49.7 87.1 80.0

 Other 39.5 99.0 57.1

 

GPA at bachelor’s institution

 Under 2.5 21.6 75.7 66.1

 2.5 to 2.99 36.1 85.1 74.9

 3.0 to 3.49 46.0 87.5 75.4

 3.5 or above 50.4 90.9 82.6
Participation in Graduate and First-Professional Education

15

Table 6—Percentages of 1992–93 bachelor’s degree recipients who applied for admission to a graduate or

Table 6—first-professional program, were accepted if admitted, and enrolled if accepted, by selected student

Table 6—and enrollment characteristics: 1993–97—Continued

 Applied for admission Accepted if applied Enrolled if accepted1

Baccalaureate degree major

Professional fields 34.5 86.6 76.6

 Business and Management 25.0 79.2 71.9

 Education 44.8 91.6 80.9

 Engineering 41.5 94.6 79.7

 Health professions 36.4 82.1 77.2

 Public affairs/social services 41.3 89.9 67.8

Arts and sciences 52.5 87.6 77.7

 Biological sciences 71.1 86.8 77.4

 Mathematics and other sciences 48.3 90.9 83.1

 Social science 51.6 86.4 76.4

 History 62.3 89.6 69.4

 Humanities 42.8 89.8 76.5

 Psychology 56.6 82.3 80.5

Other 35.2 86.5 70.3

GRE score summary2

 Top 25 percent, 3 sections 86.4 93.7 86.5

 Top 25 percent, 2 sections 84.7 91.5 79.6

 Top 25 percent, 1 section 81.9 88.4 86.0

 Middle 50 percent, 3 sections 81.0 85.0 83.2

 All others 82.8 84.8 80.5

Total undergraduate debt3

 Did not borrow 41.9 86.9 76.6

 Borrowed, total 38.0 86.3 76.0

 Less than $1,000 35.3 87.0 81.0

 $1,000–4,999 35.6 85.4 75.2

 $5,000–9,999 37.1 83.3 78.0

 $10,000–19,999 40.4 88.2 74.2

 $20,000 or more 42.7 94.1 79.4

—Too few cases for a reliable estimate.

1

Table 5 showed that 29.8 percent of 1992–93 bachelor’s degree recipients enrolled in a graduate or first-professional program 

by 1997. Because some enroll without formal application, a smaller percentage appear to have enrolled when the percent 

enrolled is conditioned on applying and being accepted, as it is in this table.

2

Summarizes student’s quartile rank on the composite score of all three GRE general exam subtest scores (verbal, quantitative, 

and analytic). Because not all graduates took the GRE, the values for the subcategories of this variable do not always encompass

the totals in the first table row.

3

Federal loan programs only. Because of missing data on borrowing status, the values for borrowers and nonborrowers do not

always encompass the totals in the first table row.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.
Participation in Graduate and First-Professional Education

16

Individual Characteristics

Gender differences were not evident in aggregate data. Women and men applied to advanced degree programs, gained admission, and enrolled at the same rates (41, 35, and 30 percent, respectively) (table 5).

However, there was some variation by race–ethnicity and age and by educational expectations. Asian/Pacific Islander bachelor’s degree recipients were more likely than their white

counterparts to apply to graduate or first-professional school (49 percent versus 39 percent).

Among those who applied for admission, black candidates were admitted at a lower rate than

Asian/Pacific Islanders, Hispanics, or whites (75 percent of blacks were admitted versus 88–90

percent of candidates from the other groups) (table 6). Although the estimates in tables 5 and 6

appear to indicate other differences in applications, acceptances, and enrollment by race–ethnicity, there is insufficient statistical evidence of other systematic differences.10

Bachelor’s degree recipients who graduated by age 22 were more likely than older graduates to have applied to graduate or first-professional school, and this difference is reflected in the

percentages who were accepted and who enrolled. About half (48 percent) of those who graduated by age 22 applied, 43 percent were accepted, and 37 percent enrolled (table 5). Among applicants, there is no evidence that acceptance rates differed by age at graduation.

As might be expected, the rate of application to graduate or first-professional school was

related to educational expectations at graduation. Graduates who expected to complete a doctoral

or first-professional degree were the most likely to have applied (67 and 74 percent, respectively,

versus 35 percent of those who expected a master’s degree and 17 percent of those who in 1993

had not expected to earn an advanced degree). Among those who applied and were accepted, individuals who had expected to complete a first-professional or doctoral degree were more likely

to enroll than those who had lower expectations.

Institutional Origins and Undergraduate Debt

Graduates of private, not-for-profit doctorate-granting institutions were more likely than

those from other institutions to have applied to graduate or first-professional school.11 Thirtyeight percent of graduates from these institutions had enrolled in a graduate or first-professional

program by 1997, compared with 25–30 percent of graduates from other institutions (table 5).

Among applicants, the likelihood of being accepted by at least one institution did not differ with

respect to the type of institution in which the graduates had earned their bachelor’s degree.

 

10That is, the standard errors are relatively large, indicating a large margin of error associated with the estimates. See appendix B.

11This comparison excludes students in the “Other” category.
Participation in Graduate and First-Professional Education

17

Borrowing may discourage graduates from applying for admission to advanced degree programs. Bachelor’s degree recipients who borrowed through federal loan programs were slightly

less likely than nonborrowers to have applied for admission, and this difference is reflected in the

percentage who were accepted and who enrolled, as well. For example, 38 percent of those who

borrowed applied to graduate or first-professional school and 28 percent enrolled, while 42 percent of nonborrowers applied and 31 percent enrolled (table 5). Among borrowers, however,

there is no evidence that level of debt was related to this likelihood of applying, being accepted,

or enrolling. Of bachelor’s degree recipients who applied, borrowers and nonborrowers were accepted at comparable rates (figure 3 and table 6). Similarly, of those who were accepted, borrowers were as likely to enroll as graduates who had not borrowed.

Figure 3—Percentages of 1992–93 bachelor’s degree recipients who applied for admission to graduate or 

Figure 3—first-professional programs, were accepted if applied, and enrolled if accepted, by undergraduate

Figure 3—borrowing status: 1993–97

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

76

86

38

77

87

42

0 20 40 60 80 100

Enrolled if accepted

Accepted if applied

Applied

Percent

Did not borrow

Borrowed
Participation in Graduate and First-Professional Education

18

Grades, Test Scores, and Undergraduate Major

Graduates’ cumulative grade-point average (GPA) at their baccalaureate institution was

positively related to each stage of access to further education: entrance examinations, applications, acceptances, and enrollment. For example, 46 percent of graduates with GPAs of 3.5 or

higher took entrance examinations, half applied, 46 percent were accepted, and 41 percent enrolled (table 5). For those with undergraduate GPAs below 2.5, the percentages were 26, 22, 16,

and 14 percent, respectively.

Among graduates who applied for admission, those with higher grades were considerably

more likely to be admitted (91 percent of those with GPAs of 3.5 or higher versus 76 percent of

those with GPAs below 2.5) (figure 4 and table 6). Of admitted candidates, those with higher undergraduate GPAs were more likely to enroll (83 percent of those with high grades versus 66

percent of those with low grades).

Figure 4—Percentages of 1992–93 bachelor’s degree recipients who applied for admission to graduate or 

Figure 4—first-professional programs, were accepted if applied, and enrolled if accepted, by undergraduate

Figure 4—GPA: 1993–97

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

66

76

22

75

85

36

75

88

46

83

91

50

0 20 40 60 80 100

Enrolled if accepted

Accepted if applied

Applied

Percent

3.5 or above

3.0–3.49

2.5–2.99

Under 2.5
Participation in Graduate and First-Professional Education

19

Table 6 also relates applications, acceptances, and enrollment to performance on the GRE

general test (which was taken by a subset of individuals who applied to graduate or firstprofessional school). Individuals who take this test receive scores on three subtests: a verbal

ability test, a quantitative ability test, and a test of analytical reasoning skills. For each test year,

the 1992–93 bachelor’s degree recipients were assigned a quartile rank for each subtest relative

to that of all GRE examinees in that year. Quartile ranks on each of the three subtests were then

combined to characterize their overall performance. The “GRE score summary” variable in table

6 places each of the examinees into one of five subgroups based on their overall performance:

individuals who scored in the top quartile on all three sections, on two sections, or on one section; individuals who scored in the middle quartiles on all three sections; and all others (that is,

individuals who did not score in the top quartile on any section and who scored in the bottom

quartile on at least one section).

The likelihood that an individual would apply for admission was not related to performance

on the GRE, but the likelihood of admission was.12 For example, 94 percent of those who scored

in the top quartile on all three sections were admitted, compared with 85 percent of those who

did not score in the top quartile on any section (table 6). Among those accepted, however, the

likelihood of enrollment was unrelated to performance on the GRE.

There was a wide range in application, admission, and enrollment rates among bachelor’s

degree recipients depending on their undergraduate major. For example, 71 percent of those with

a major in the biological sciences had applied for a graduate or first-professional program by

1997, 62 percent had been accepted, and 52 percent had enrolled (table 5). In contrast, 25 percent

of those who had majored in business had applied, 20 percent had been accepted, and 16 percent

had enrolled.

Participation in Graduate and First-Professional Education

This section focuses on the 1992–93 bachelor’s degree recipients who had enrolled in

graduate or first-professional education between the time they graduated and the 1997 interview,

examining the characteristics of their enrollment in detail. It also provides an overview of students’ attainment of advanced degrees as of that time.

Characteristics of Graduate and First-Professional Enrollment

Thirty percent of 1992–93 bachelor’s degree recipients had enrolled in graduate or firstprofessional school by 1997 (table 5). This section presents a detailed analysis of the nature of

 

12Some students may initiate the application process before taking entrance examinations.
Participation in Graduate and First-Professional Education

20

this participation, including degree programs, timing of entry, types of institutions attended,

fields of study, employment status, time of attendance, status with respect to program requirements, and financial aid.

Degree Program

Among bachelor’s degree recipients enrolled in an advanced degree program by 1997, 66

percent were pursuing a master’s degree other than a Master’s of Business Administration

(MBA), and another 10 percent were seeking an MBA (table 7). Fourteen percent were enrolled

in a first-professional degree program, and the remaining 10 percent in a doctoral program.

Although women and men were equally likely to enroll in a graduate/first-professional

program, there were gender differences in the types of degrees pursued. Three-quarters (76 percent) of women enrolled for a master’s degree other than an MBA, compared with about half (54

percent) of men (figure 5). On the other hand, men were twice as likely as women to enroll for

an MBA (14 percent versus 6 percent). Men were also more likely than women to enroll in a

first-professional or doctoral program.

Asian/Pacific Islander graduates who continued their education were twice as likely as

graduates from other racial–ethnic groups to enroll in a first-professional degree program (35

percent versus 12–17 percent of other groups for whom a reliable estimate could be computed).

Hispanic, black, and white graduates, on the other hand, were much more likely than

Asian/Pacific Islanders to enroll for a master’s degree other than an MBA (66–70 percent versus

46 percent of Asian/Pacific Islanders).

Considering the age of the bachelor’s degree recipients who enrolled in a graduate or firstprofessional degree program by 1997, those who received a bachelor’s degree by age 22 were the

most likely to have enrolled for a first-professional degree (18 percent did so, compared with 5–

12 percent of older graduates). In addition, those who graduated at age 23 or 24 were more likely

than older students to pursue a first-professional degree. Those who graduated after age 24, by

contrast, enrolled for a master’s degree (other than the MBA) in proportionately greater numbers

than younger graduates (78–81 percent versus 61–67 percent of those who graduated by age 24).

There was no relationship between age at graduation and MBA program enrollment.

Graduate/first-professional program enrollment was generally consistent with the educational expectations that students expressed in 1993, but there was considerable variation between

specific initial expectations and actual enrollment. This is not surprising in view of the changes
Participation in Graduate and First-Professional Education

21

Figure 5—Percentage distribution of 1992–93 bachelor’s degree recipients who enrolled for an advanced

Figure 5—degree according to the degree program, by gender: 1993–97

NOTE: Percentages may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

66

54

76

10

14

14

18

10

10 13

7

7

0

20

40

60

80

100

Total Male Female

Percent

Doctoral 

First-professional

MBA

Master’s other

than MBA

in expectations already discussed. With the exception of those expecting a first-professional degree,

a majority of those who enrolled ended up in a master’s degree program other than an MBA regardless of their initial expectations. Among those who initially expected to complete a firstprofessional degree and who continued their education, 55 percent actually enrolled for a firstprofessional degree. About half of students who initially expected a doctorate had enrolled for an

advanced degree by 1997 (table 5). Of this group, about one in five had enrolled in a doctoral

program, and 62 percent had enrolled in a master’s program other than an MBA (table 7).13

 

13The 62 percent who enrolled for a master’s degree other than an MBA may include students who intend to complete a doctorate eventually, even if they identified their present degree program as a master’s.
Participation in Graduate and First-Professional Education

22

Table 7—Percentage distribution of 1992–93 bachelor’s degree recipients who had enrolled in a graduate

Table 7—or first-professional program by 1997 according to degree program,1

 by selected student and

Table 7—enrollment characteristics

 Master’s Firstother than MBA2 MBA professional Doctoral 

 Total 66.2 9.9 14.0 9.9 

Gender

 Male 54.4 14.1 18.4 13.1 

 Female 76.0 6.5 10.4 7.2 

Race–ethnicity

 American Indian/Alaskan Native — — — —

 Asian/Pacific Islander 46.3 11.3 35.0 7.5 

 Black, non-Hispanic 70.1 11.0 11.5 7.4 

 Hispanic 65.9 8.4 16.7 9.0 

 White, non-Hispanic 67.1 9.8 12.8 10.2 

Age received bachelor’s degree

 22 or younger 60.5 9.6 18.2 11.8 

 23–24 66.7 10.0 12.0 11.3 

 25–29 77.7 11.0 5.5 5.8 

 30 or older 80.5 10.0 5.9 3.6 

Educational expectations, 1993

 Bachelor’s 74.3 9.3 11.4 5.1 

 Master’s 79.0 15.2 4.5 1.3 

 First-professional 27.1 4.8 55.4 12.7 

 Doctoral 61.6 4.9 12.2 21.4 

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 80.0 8.1 6.9 5.1 

 Doctorate-granting 61.9 10.7 15.3 12.1 

 Private, not-for-profit 4-year

 Nondoctorate-granting 67.0 11.6 13.2 8.2 

 Doctorate-granting 57.7 9.7 20.2 12.4 

 Other 81.8 1.7 11.8 4.7 

Baccalaureate degree major

Professional fields 74.5 14.0 6.9 4.6 

 Business and management 54.0 35.8 9.1 1.0 

 Education 89.2 2.0 4.5 4.3 

 Engineering 67.1 16.5 4.2 12.3 

 Health professions 79.6 3.7 10.7 6.0 

 Public affairs/social services 84.8 6.4 8.9 0.0 

Arts and science 56.8 6.6 20.3 16.4 

 Biological sciences 28.8 1.5 38.8 30.9 

 Mathematics and other sciences 55.5 6.3 12.6 25.7 

 Social science 51.5 14.5 23.4 10.6 

 History 72.5 2.7 17.0 7.9 

 Humanities 72.9 5.7 13.3 8.1 

 Psychology 76.6 1.2 10.4 11.9 

Other 68.9 6.2 18.9 6.1 
Participation in Graduate and First-Professional Education

23

Table 7—Percentage distribution of 1992–93 bachelor’s degree recipients who had enrolled in a graduate

Table 7—or first-professional program by 1997 according to degree program,1

 by selected student and

Table 7—enrollment characteristics—Continued

 Master’s Firstother than MBA2 MBA professional Doctoral 

Total undergraduate debt3

 Did not borrow 64.5 10.3 14.3 10.9 

 Borrowed, total 68.0 9.8 13.6 8.6 

 Less than $1,000 58.4 19.1 14.2 8.4 

 $1,000–4,999 68.7 9.0 13.1 9.2 

 $5,000–9,999 66.9 12.0 12.4 8.7 

 $10,000–19,999 67.6 8.6 15.9 7.9 

 $20,000 or more 78.1 4.3 7.2 10.3 

—Too few cases for a reliable estimate.

1

For students who enrolled in more than one program, highest level program.

2

Includes post-master’s certificate.

3

Federal loan programs only.

NOTE: Percentages may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Timing of Entry Within 4 Years

Doctoral students were the most likely to have enrolled within 1 year of graduation (78

percent did so), followed by first-professional students (55 percent), and then those entering a

master’s program other than an MBA (46 percent) (table 8). MBA program entrants were the

least likely to enter this soon after graduation (29 percent). At the other extreme, one-third of

MBA enrollees began more than 3 years after graduation (compared with 14 percent of other

master’s program entrants, and fewer entrants into other programs).

Carnegie Classification of Institution Attended

Table 9 shows where students enrolled to continue their education, using the classification

scheme developed by the Carnegie Foundation for the Advancement of Teaching.14 The aggregation used in the table distinguishes institutions according to the number and types of degrees

awarded, the number of fields in which degrees were awarded, and the level of federal research

funding. Research universities award at least 50 doctoral degrees annually, and receive at least

15.5 million dollars per year in federal research support (when classified in 1994). Doctoral universities award at least 10 doctorates in three or more fields annually or at least 20 doctorates in

 

14A Classification of Institutions of Higher Education, 1994 edition (Princeton, NJ: Carnegie Foundation for the Advancement of

Teaching, 1994).
Participation in Graduate and First-Professional Education

24

Table 8—Percentage distribution of 1992–93 bachelor’s degree recipients who had enrolled in a graduate

Table 8—or first-professional program by 1997 according to number of months between bachelor’s degree

Table 8—receipt and first enrollment, by degree program

 12 months 13–24 25–36 More than

 or fewer months months 36 months

 Total 49.1 23.1 13.8 14.0 

Highest program enrolled

 Master’s other than MBA* 46.3 25.1 14.7 13.8 

 MBA 29.5 16.4 20.7 33.4 

 First-professional 55.5 25.6 10.8 8.1 

 Doctoral 78.4 13.0 5.0 3.6 

*Includes post-master’s certificate.

NOTE: Degree program is the highest program in which students enrolled. For students who enrolled in more than one program,

first enrollment may refer to a different program. Percentages may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Table 9—Percentage distribution of 1992–93 bachelor’s degree recipients who had enrolled in a graduate or

Table 9—first-professional program by 1997 according to Carnegie classification of the institution attended

Table 9—for highest level program, by degree program

 Research Doctoral Master’s college All

 university university or university others

 Total 37.6 19.0 31.6 11.9 

Highest program enrolled

 Master’s other than MBA* 33.0 19.0 38.5 9.5 

 MBA 30.9 23.7 35.4 10.1 

 First-professional 41.3 19.4 15.2 24.1 

 Doctoral 70.0 13.3 2.3 14.4 

*Includes post-master’s certificate.

NOTE: Percentages may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.
Participation in Graduate and First-Professional Education

25

one or more fields, but do not meet the research university criteria. Master’s universities award at

least 20 master’s degrees annually, but do not meet the research university or doctorate-granting

criteria.15 In the 1994 Carnegie classification, the universe of institutions included 125 research

universities, 111 doctoral universities, and 529 master’s universities. The residual category includes institutions that primarily offer undergraduate programs but that may award some graduate degrees, plus a number of specialized institutions.

Research universities enrolled about two out of three graduates who were pursuing a doctoral degree (70 percent), and 31–41 percent of graduates seeking other advanced degrees. Master’s degree seekers were well distributed across research, doctoral, and master’s universities. As

might be expected, they were more likely than other degree seekers to enroll at master’s universities (35–38 percent versus 2–15 percent of those seeking other degrees).

Field of Study

Among 1992–93 college graduates who enrolled for an advanced degree, business and

education were the fields most commonly studied, with roughly 20 percent pursuing degrees in

each of these fields (table 10). Gender differences were quite prominent, with males more likely

than females to enroll in business and management; medicine and dentistry; engineering,

mathematics, and computer science; and life and physical sciences. Females, on the other hand,

were more likely than males to enroll in education; health sciences other than medicine and dentistry; and social and behavioral sciences. Enrollment rates in law and arts and humanities were

not significantly different for males and females. Asians were more likely than blacks or whites

to enroll in medicine and dentistry. Although there were apparent differences by race–ethnicity

in other fields (such as engineering, math, and computer sciences), the differences were not statistically significant.

Of students who enrolled for a master’s degree other than an MBA, about one-third (31

percent) sought a degree in education. About 10–13 percent of non-MBA master’s seekers enrolled in each of the following aggregate fields: arts and humanities; social and behavioral sciences; engineering, mathematics, and computer science; business and management; and other

health sciences.

 

15In previous classifications, this category was called “comprehensive universities.” Note that master’s universities may award

doctoral degrees, but at a level that does not qualify them for designation as doctorate-granting institutions.
Table 10—Percentage distribution of 1992–93 bachelor’s degree recipients who had enrolled in a graduate or first-professiona

Table 10—according to field of study,1 by degree program and undergraduate major

Engineering/ Life Social

 Business Other math/ and and  and Medicine/ health computer physical behavioral 

 management Education dentistry sciences Law science sciences sciences  Total 18.1 21.5 5.2 10.3 8.1 8.5 5.6 9.7 Gender Male 23.1 9.5 7.7 8.0 9.9 14.2 8.0 7.2  Female 13.9 31.5 3.2 12.2 6.6 3.7 3.7 11.7 Race–ethnicity American Indian/Alaskan  Native — — — ——— — —  Asian/Pacific Islander 15.7 8.8 16.8 9.2 12.7 16.8 4.3 4.4  Black, non-Hispanic 25.0 21.3 4.9 6.2 5.0 9.5 2.7 12.9  Hispanic 15.3 18.0 6.1 8.3 9.0 7.3 7.2 15.8  White, non-Hispanic 17.8 22.4 4.5 10.8 8.1 8.0 5.9 9.3 Highest program enrolled Master’s other than MBA2 12.7 31.2 0.1 12.0 0.3 10.4 4.9 11.7 

 MBA 93.2 0.3 0 1.8 0 1.5 0 0.5  First-professional 0.5 2.2 29.3 8.5 53.4 1.6 0.5 0.4  Doctoral 3.0 5.3 11.2 9.8 5.4 12.0 23.6 18.1 Baccalaureate degree major Business and management 60.4 9.6 0.4 6.9 9.2 2.7 0.6 1.9  Education 4.5 65.5 0.5 3.3 2.7 1.1 1.7 5.6  Health professions 4.5 8.2 9.4 59.1 0 2.2 2.5 2.2  Public affairs/social services 30.2 10.4 0 4.4 9.4 0.9 0 39.2  Engineering 22.7 1.8 1.5 0.9 2.1 62.9 4.3 1.2 
Table 10—Percentage distribution of 1992–93 bachelor’s degree recipients who had enrolled in a graduate or first-professiona

Table 10—according to field of study,1 by degree program and undergraduate major—Continued

Engineering/ Life Social

 Business Other math/ and and  and Medicine/ health computer physical behavioral 

 management Education dentistry sciences Law science sciences sciences  Mathematics, computer science, or physical sciences 9.9 7.8 5.7 3.7 3.8 34.1 26.4 3.7  Biological sciences 2.1 4.3 39.8 23.2 1.6 1.9 23.1 3.9  Social sciences3 20.2 20.2 2.4 4.7 17.2 1.0 1.6 24.1 

 Arts and humanities 8.4 17.9 2.3 5.9 9.1 0.5 1.5 8.5  Other 14.7 19.6 1.5 11.3 14.8 3.6 5.1 11.1 GPA at bachelor’s institution

 Under 2.5 19.6 25.6 2.0 11.3 3.7 9.2 6.7 7.2  2.5 to 2.99 18.8 21.6 2.5 11.5 6.6 8.8 6.7 8.7  3.0 to 3.49 17.1 24.1 5.6 10.5 8.8 8.1 5.5 9.5  3.5 or above 18.9 17.9 7.1 9.1 9.4 8.7 4.6 11.4 

1For students who enrolled in more than one program, field corresponding to highest level program.2Includes post-master’s certificate.3Includes history and psychology as well as other social sciences. This category was aggregated for this table to make it consistent with the “social an

column.NOTE: Percentages may not sum to 100 due to rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal Study, Second FollAnalysis System.
Participation in Graduate and First-Professional Education

28

Several fields were studied in roughly equal proportions by non-MBA master’s students

and by doctoral students: arts and humanities (9–10 percent); social and behavioral sciences (12–

18 percent); engineering, mathematics, and computer science (10–12 percent); and other health

sciences (10–12 percent). About one-quarter of students seeking a doctorate (24 percent) were

studying the life and physical sciences, compared with about 5 percent of those enrolled for a

master’s degree. About half of students who enrolled for a first-professional degree (53 percent)

were studying law, and almost one-third were studying medicine or dentistry.

As one might expect, there was a relationship between students’ undergraduate major and

their field of graduate study:

• Among those who continued their education, three out of five undergraduate business

majors pursued a degree in business, and two-thirds of education majors enrolled for

an education degree.

• Health professions majors who pursued an advanced degree were no more likely than

the average graduate to study medicine or dentistry, but were more likely to be enrolled in other health sciences (59 percent).

• Public affairs/social services majors who enrolled for an advanced degree spread

across a number of fields, including primarily the social and behavioral sciences (39

percent), business and management (30 percent), education (10 percent) and law (10

percent).

• Sixty-three percent of engineering majors who continued their education did graduate

work in engineering, mathematics, or computer science, as did 34 percent of those who

had majored in mathematics, computer science, or the physical sciences. The latter

group was also more likely than the average graduate to study the life and physical sciences (26 percent versus 6 percent of all graduates who pursued further study in this

field).

• Relative to the average graduate who enrolled for an advanced degree, undergraduate

majors in the biological sciences were more likely to pursue a degree in each of the

following fields: medicine or dentistry (40 percent versus an average of 5 percent

overall); other health sciences (23 percent versus 10 percent); and the life and physical

sciences (23 percent versus 6 percent).

• Undergraduate social science majors (including history majors) were more likely than

the average graduate to study law (17 percent versus 8 percent overall) or the social

and behavioral sciences (24 versus 10 percent). Twenty percent went into business and

management, and 20 percent went into education (both similar to bachelor’s degree recipients overall).

• Forty-one percent of arts and humanities majors who continued their education pursued a graduate degree in the arts and humanities, compared with an average of 8 percent for all graduates.
Participation in Graduate and First-Professional Education

29

Enrollment Status and Employment

Table 11 presents data on how those who continued their education combined schooling

and employment. This table presents a snapshot of graduates’ enrollment and employment status

at a particular point in time—April 1997. Forty-five percent of graduates who ever enrolled for

an advanced degree were enrolled in April 1997.16 Employment is not differentiated for those

enrolled part time because almost all part-time students were employed (compendium table I.1).

Students’ patterns of enrollment and employment in April 1997 varied considerably depending on their degree program. About nine out of ten graduates who were working on a firstprofessional or doctoral degree (94 percent) were enrolled full time. The majority of master’s

students attended part time (65 percent of MBA students and 59 percent of those seeking other

master’s degrees).

Doctoral students were about twice as likely as first-professional students to combine employment with full-time enrollment (41 percent versus 22 percent), but it is important to note that

teaching and research assistantships are included here as employment. Students working toward

a first-professional degree were most likely to be enrolled full time but not employed (72 percent).

Table 11—Percentage distribution of 1992–93 bachelor’s degree recipients who were enrolled in a graduate

Table 11—or first-professional program in April 1997, according to enrollment and employment status, by

Table 11—degree program

Enrolled

 Total Employed Not employed part time

 Total 57.1 26.5 30.7 42.9 

Degree program1

 Master’s other than MBA2 41.4 27.0 14.4 58.6 

 MBA 35.0 14.9 20.2 65.0 

 First-professional 93.7 21.6 72.0 6.4 

 Doctoral 93.6 40.8 52.8 6.4 

1

Current or most recent program at the time of the second follow-up interview. 2

Includes post-master’s certificate.

NOTE: Details may not sum to totals due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Enrolled full time

 

16U.S. Department of Education, National Center for Education Statistics, Baccalaureate and Beyond Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System. Not shown in a table.
Participation in Graduate and First-Professional Education

30

Time of Attendance

Respondents who had enrolled for further education were also asked when they usually attended classes (weekdays, weeknights, or weekends). As with enrollment and employment, there

was considerable variation among graduates who were in different degree programs in April

1997 with respect to when they attended classes.

Consistent with the findings on enrollment intensity, weekday attendance was by far the

norm for doctoral and first-professional students (89–95 percent) (table 12). About one in five

MBA students (22 percent) and two in five students in other master’s programs (40 percent) attended on weekdays. About three-quarters of MBA students (77 percent) attended on weeknights. Very few graduates who were enrolled in April 1997 attended class on weekends (2

percent).17

Among students who were enrolled part time in a graduate or first-professional program in

April 1997, about three out of four attended on weeknights. Eighty percent of full-timers attended on weekdays.

Table 12—Percentage distribution of 1992–93 bachelor’s degree recipients who were enrolled in a graduate

Table 12—or first-professional program in April 1997 according to the time attended, by degree program

Table 12—and enrollment status

 Weekdays Weeknights Weekends

 Total 53.6 44.1 2.4

Degree program1

 Master’s other than MBA2 39.9 56.3 3.8

 MBA 22.2 76.7 1.1

 First-professional 94.8 4.9 0.3

 Doctoral 89.2 10.5 0.3

Enrollment status April 1997

 Full-time 79.9 19.3 0.8

 Part-time 18.5 77.0 4.5

1

Current or most recent program at the time of the second follow-up interview. 2

Includes post-master’s certificate.

NOTE: Percentages may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

 

17Similar results are obtained when the analysis is repeated for most recent enrollment (whether or not enrolled in April 1997)

and for highest program enrollment.
Participation in Graduate and First-Professional Education

31

Graduate Program Status

Students who were enrolled in a graduate program at the time of the Second Follow-up interview were asked a series of questions about how they were doing on three critical milestones:

coursework; exams; and final project, thesis, or dissertation. This gives an indication of the

amount of progress students have made in their programs. This progress reflects the combined

effects of enrollment duration, enrollment intensity (full- or part-time), and success in the

courses taken. These questions also provide some information about the requirements of different graduate programs.

Because a student had to be enrolled in a master’s or doctoral program to be asked these

questions, they were asked of only a subset of all students who had enrolled for further education. About one-third (32 percent) of students whose most recent enrollment was in a non-MBA

master’s program were enrolled as of the follow-up interview, as were 56 percent of MBA students and 71 percent of doctoral students.18 Because the doctoral group is best represented and

because time to degree is of particular policy interest for doctoral candidates, the discussion below will focus on students who were working toward a doctorate at the time of their interview.

Three out of five enrolled doctoral students (60 percent) were still working on their

coursework when interviewed in 1997 (table 13). Half had not yet completed required examinations (this includes students who said that they were working on their exams). Those who had

begun graduate study within 12 months of college graduation were more likely to report that exams were required, and more likely to report having completed their exams.

About half of enrolled doctoral students (52 percent) were working on their dissertations

when they were interviewed in 1997—59 percent of those who enrolled within a year of completing the bachelor’s degree, and 34 percent of those who began later.

Financial Aid

Table 14 presents information on how graduates who pursued financial aid financed their

further education. Because receipt of financial aid can vary from year to year, the information in

the table refers to the last academic year enrolled.

While the majority of 1992–93 college graduates who pursued further education received

some form of financial aid to help meet their costs, 56 percent received some type of financial aid

(table 14). Receipt of aid and sources of aid varied by degree program and enrollment status.

 

18U.S. Department of Education, National Center for Education Statistics, Baccalaureate and Beyond Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.
Table 13—Percentage distribution of 1992–93 bachelor’s degree recipients who were enrolled in a graduate program when int

Table 13—according to status with respect to selected requirements, by degree program and timing of enrollment

 Not Completed or Not Not Haven’t  completed not required completed Completed required started Working on 

 Total 81.4 18.7 37.3 25.4 37.3 40.4 29.0 Degree program1 Master’s other than MBA2 84.4 15.6 37.3 18.7 44.0 41.8 26.7 

 MBA 94.0 6.0 20.7 32.8 46.6 39.2 12.2  Doctoral 60.1 39.9 50.4 41.4 8.3 35.0 52.2  Total 69.0 31.1 37.6 37.6 24.9 29.7 44.7 Degree program1

 Master’s other than MBA2 75.2 24.9 31.9 22.5 45.6 30.0 33.7 

 Doctoral 57.1 42.9 46.2 50.2 3.5 30.6 58.9  Total 86.6 13.4 37.2 20.4 42.4 44.9 22.4 Degree program1

 Master’s other than MBA2 87.0 13.0 38.9 17.6 43.5 45.1 24.7 

 MBA 93.6 6.4 18.5 30.1 51.4 42.4 9.0  Doctoral 68.4 31.6 61.5 17.6 20.9 46.5 34.2 

1Current or most recent program at the time of the second follow-up interview. The number of MBA students who enrolled within 12 months of gradu

produce reliable estimates.

2Includes post-master’s certificate.3Refers to first program after graduation. For students who enrolled in more than one program, current program may be different from first program. T

degree program categories do not always encompass the totals.NOTE: Details may not sum to totals due to rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal Study, Second FollAnalysis System.

Coursework Exams Th

Enrolled more than 12 months after graduation3

Enrolled within 12 months of graduation3

Total
Participation in Graduate and First-Professional Education

33

Table 14—Percentage distribution of 1992–93 bachelor’s degree recipients whose most recent enrollment

Table 14—was in a graduate or first-professional program according to financial aid received, by

Table 14—enrollment status in April 1997

 Package Package Package

 included included included Campus Employee Other Did not

 loan, grant, grant job benefits aid receive

no grant1 no loan1 and loan1 only only package aid

 Total 25.0 11.8 7.4 4.6 4.9 2.8 43.6 

Degree program3

 Master’s other than MBA4 20.0 12.0 6.1 4.8 4.4 2.4 50.3 

 MBA 18.2 5.4 7.3 0.2 17.7 6.6 44.7 

 First-professional 52.8 5.3 13.2 1.0 0.2 1.2 26.4 

 Doctoral 24.8 28.1 8.1 13.8 0.8 3.8 20.7 

 Total 39.3 14.5 12.8 5.2 0.8 3.5 24.0 

Degree program3

 Master’s other than MBA4 32.0 14.8 12.8 6.2 1.3 2.3 30.6 

 MBA 45.2 3.8 20.4 0 0 9.6 21.0 

 First-professional 57.7 6.6 13.2 0.4 0 1.8 20.2 

 Doctoral 26.6 27.2 9.7 11.3 1.1 5.5 18.6 

 Total 11.3 8.0 1.7 0.7 13.1 3.2 62.1 

Degree program3

 Master’s other than MBA4 12.1 7.9 1.9 0.4 10.8 3.2 63.8 

 MBA 3.3 5.7 0 0 25.4 4.1 61.6 

1

Refers only to the presence of grants or loans. Packages may have included other sources of aid.

2

Includes students who were not enrolled in April 1997. Therefore, totals for enrolled full and part time in April 1997 do not

always encompass the totals in the first table row. Columns refer to the most recent academic year enrolled.

3

Current or most recent program as of the second follow-up interview. 4

Includes post-master’s certificate.

5

The number of students enrolled part time in a first-professional or doctoral program was too small to produce reliable

estimates.

NOTE: Grants include fellowships and tuition remission. Campus jobs include assistantships. Percentages may not sum to 100

due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Enrolled full time in April 1997

Enrolled part time in April 19975

Total2
Participation in Graduate and First-Professional Education

34

Among students who were enrolled full time in April 1997, 76 percent received financial aid.

First-professional and doctoral students were much more likely than master’s students to receive

financial aid. However, this appears to reflect differences in enrollment status: among those enrolled full time in April 1997, there is no evidence that students in some programs were more

likely than others to receive aid.

One out of four students received an aid package that included loan assistance but no

grants.19 Fully half of students in a first-professional program (53 percent) received loans but no

grants, compared with 18–25 percent of students in other programs. Among those enrolled full

time in April 1997, first-professional students were more likely than non-MBA master’s and

doctoral students to receive loans but no grants.

Doctoral students, by contrast, were most likely to receive a package that included grants

but no loans (28 percent versus 5–12 percent of students in other degree programs). Among fulltime students, doctoral students were more likely than MBA and first-professional students to

receive grants but no loans, but there is insufficient statistical evidence of such a difference between non-MBA master’s and doctoral students. Doctoral students overall were also more likely

than students in other degree programs to report financial aid packages in the form of on-campus

employment alone (14 percent versus 0–5 percent of other students).

MBA seekers were most likely to receive only employer benefits to help cover their costs

(18 percent versus up to 4 percent of students in other programs). Sole reliance on employer

benefits was associated with part-time enrollment: one-quarter of MBA students enrolled part

time in April 1997 received only employer benefits, while none of those enrolled full time did.20

Attainment to Date and Enrollment Status

Finally, the B&B data tell us about graduate and first-professional degree persistence and

attainment of 1992–93 bachelor’s degree recipients. Recall that 30 percent of 1992–93 graduates

had enrolled in a graduate or first-professional program between the time they graduated and

when they were interviewed in 1997 (table 5). At the time of the 1997 interview, 21 percent had

either attained an advanced degree or were enrolled (figure 6 and table 15). The rest had left

without a degree. Of the 21 percent who persisted, about half (10 percent) had attained a degree

and were no longer enrolled. Another 1 percent had attained one degree and were enrolled for

 

19As used here, grants include fellowships and tuition remission.

20Because this is based on a sample survey, it cannot be inferred that not a single MBA student enrolled full time in April 1997

received only employer benefits. While that may be true, a safer inference would be that such a pattern was indeed very rare.
Participation in Graduate and First-Professional Education

35

additional education, and the remaining 10 percent were enrolled but had not yet earned an advanced degree.

Figure 6—Percentage distribution of 1992–93 bachelor’s degree recipients according to attainment and 

Figure 6—enrollment status: 1997

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Attained, not enrolled

Attained and enrolled

No advanced degree, 

enrolled

Enrolled, left without 

attaining

No advanced degree, 

never enrolled

79%

10%

10%

1%

9%

Persistence (defined as attainment or present enrollment) was lowest among students who

had enrolled for a master’s degree other than an MBA: 67 percent compared with 79–80 percent

of those who enrolled for other advanced degrees. About one-quarter of students who enrolled

for a doctoral degree (23 percent) had completed a degree and were still enrolled (it is not unusual for doctoral students to receive a master’s degree as part of their program).

Because table 15 contains students who did not apply to graduate or first-professional programs, the percentages for the remaining rows reflect the cumulative effects of applications, enrollment, and persistence. For example, it was previously shown that students with high

undergraduate GPAs applied to and enrolled in graduate or first-professional programs in proportionately larger numbers than students with lower grades (table 5). Thus, it is not surprising

that students with high GPAs were more likely than those with lower grades to have attained an

advanced degree or to be enrolled toward one in 1997.
Participation in Graduate and First-Professional Education

36

Table 15—Percentage distribution of 1992–93 bachelor’s degree recipients according to graduate or firstTable 15—professional degree enrollment and attainment when interviewed in 1997, by selected enrollment

Table 15—characteristics

 No graduate/ No graduate/

 first-profes- first-profes- Attained, Attained

 sional degree, sional degree, not and

not enrolled1 Total enrolled enrolled enrolled 

 Total 78.9 21.1 9.5 10.2 1.4 

Highest program enrolled

 Did not enroll 100.0 0 0 0 0 

 Enrolled, total 56.0 44.0 19.8 21.3 2.9 

 Master’s other than MBA2 33.6 66.5 27.3 37.0 2.2 

 MBA 20.8 79.2 50.5 25.6 3.2 

 First-professional 21.2 78.8 36.6 38.2 4.1 

 Doctoral 19.9 80.1 37.5 19.3 23.3 

 All others 100.0 0 0 0 0 

Months to first graduate enrollment3

 12 months or less 29.3 70.7 15.8 48.5 6.4 

 More than 12 months 28.8 71.2 47.5 20.8 2.9 

GPA at bachelor’s institution

 Under 2.5 92.2 7.8 4.6 2.9 0.3 

 2.5 to 2.99 82.4 17.6 8.5 8.5 0.7 

 3.0 to 3.49 75.2 24.8 11.1 12.2 1.5 

 3.5 or above 71.0 29.0 11.9 14.2 2.9 

GRE score summary4

 Top 25 percent, 3 sections 44.9 55.1 27.7 20.6 6.9 

 Top 25 percent, 2 sections 47.5 52.6 20.3 23.6 8.7 

 Top 25 percent, 1 section 53.1 46.9 19.0 23.9 4.1 

 Middle 50 percent, 3 sections 56.4 43.6 14.7 26.3 2.7 

 All others 59.5 40.5 23.1 16.7 0.6 

Total undergraduate debt5

 Did not borrow 78.0 22.0 9.8 10.6 1.6 

 Borrowed, total 80.8 19.2 9.1 9.0 1.1 

 Less than $1,000 77.9 22.2 17.4 3.9 0.9 

 $1,000–4,999 81.1 18.9 8.9 8.8 1.2 

 $5,000–9,999 82.1 17.9 8.2 9.0 0.7 

 $10,000–19,999 80.3 19.7 9.4 9.1 1.2 

 $20,000 or more 77.3 22.7 7.0 13.1 2.6 

1

Includes those who enrolled but left before 1997.

2

Includes post-master’s certificate.

3

For those with graduate enrollment by 1997.

4

Summarizes student’s quartile rank on the composite score of all three GRE general exam subtest scores (verbal, quantitative,

and analytic).

5

Federal loan programs only.

NOTE: Details may not sum to totals due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Attained graduate/first-professional degree or currently enrolled
Participation in Graduate and First-Professional Education

37

The analysis of table 5 also showed that students who had borrowed under federal loan

programs applied to graduate or first-professional school in slightly smaller proportions than

nonborrowers, and that their enrollment rate consequently lagged behind that of nonborrowers.

These differences carry forward to the aggregate percentages for persistence and attainment presented in table 15: those who had borrowed were slightly less likely than nonborrowers to have

attained an advanced degree or to be enrolled for one in 1997 (19 versus 22 percent).

Summary and Conclusion

When they graduated from college, a large majority (85 percent) of 1992–93 bachelor’s

degree recipients expected to earn an advanced degree at some time in the future. Expectations

declined over time. Four years later, in 1997, 72 percent expected to earn an advanced degree.

By the time of the 1997 follow-up, 41 percent had applied for admission to a graduate or firstprofessional program; 35 percent had been accepted; and 30 percent had enrolled. Again at the

time of the 1997 interview, 21 percent had either attained a degree or were enrolled. This group

was roughly evenly divided between those who had earned a degree and were no longer enrolled

and those who were enrolled at the time (a few of whom had already earned an advanced degree

as well).

Female bachelor’s degree recipients were slightly more likely than their male counterparts

to report advanced degree expectations in 1993, but there was no significant difference in 1997.

There were no gender differences evident in the rates at which male and female college graduates applied for admission to an advanced degree program, were accepted, or enrolled. However,

gender differences were pronounced in terms of the specific degree programs in which they enrolled. Males were more likely than females to enroll in MBA, doctoral, and first-professional

programs, while females were more likely than males to enroll in non-MBA master’s degree

programs.

There were differences by race as well as gender. Black and Hispanic graduates were more

likely than white graduates in 1997 to expect to earn an advanced degree, and the expectations of

whites declined more than those of blacks between 1993 and 1997. Asian/Pacific Islander graduates were more likely than white bachelor’s degree recipients to apply to graduate or firstprofessional programs by 1997, and among those who enrolled in a graduate or first-professional

program, they were twice as likely as graduates from other racial–ethnic groups to enroll in a

first-professional program.

Undergraduate grades were positively related to participation in graduate and firstprofessional education. Graduates with higher GPAs were more likely than those with lower
Participation in Graduate and First-Professional Education

38

GPAs to take entrance examinations and apply, more likely to be accepted if they applied, and

more likely to enroll if accepted. Consistent with this pattern, graduates with higher GPAs were

more likely than those with lower grades to have attained a degree or still be enrolled in 1997.

Although bachelor’s degree recipients who had borrowed as undergraduates had slightly

greater expectations than nonborrowers in 1997 about earning an advanced degree, borrowers

were slightly less likely than nonborrowers to have taken any entrance examinations by 1997 (37

percent versus 40 percent) and to have applied for admission (38 percent versus 42 percent).

However, among those who applied, borrowers and nonborrowers were accepted and enrolled at

comparable rates. Among borrowers, the level of debt did not appear to be related to the likelihood of applying, being accepted, or enrolling.
39

COMPENDIUM TABLES

The Employment and Enrollment Status

of 1992–93 College Graduates in 1997

41

Section I—Employment Status

Employment and Enrollment Status as of April 1997

• College graduates who were not working or who were working part time were often

enrolled full time: 44 percent of college graduates who reported being out of the labor

force in April 1997 and 24 percent who were unemployed were enrolled full time in

further education. The same was true for 29 percent of those who were working part

time. In contrast, 2 percent of college graduates working full time in April 1997 were

enrolled full time (table I.1).

• In April 1997, 89 percent of college graduates were employed, and 18 percent were

enrolled in further education. 13 percent were both enrolled and employed (table I.1).

• Males were slightly more likely than females to be employed as of April 1997 (91 percent versus 88 percent); males and females were equally as likely to be enrolled in

further education (17 and 18 percent, respectively) (table I.1)

• Graduates whose parents had advanced degrees were more likely to be enrolled in

further education in April 1997 than graduates whose parents had less than a bachelor’s degree. Graduates whose parents had bachelor’s and advanced degrees were

about equally likely to be enrolled in further education in April 1997 (19 percent and

23 percent, respectively) (table I.1).

• Graduates whose parents had advanced degrees were also more likely than those

whose parents had a college degree or less education to be enrolled full time and not

employed in April 1997 (table I.1).

• Whether or not a graduate had borrowed money to attend college did not appear to be

related to the enrollment status of college graduates. Nineteen percent of nonborrowers

and 17 percent of borrowers were enrolled at that time (table I.1).

• Among college graduates who had borrowed money to finance their undergraduate

educations, the amount of money they borrowed (from less than $1,000 to $20,000 or

more) did not appear to be related to their employment or enrollment status as of April

1997 (table I.1).

• Eighty percent of college graduates who were employed and not enrolled in April 1994

reported having that same status in April 1997. Among graduates who were neither enrolled nor employed in April 1994, 64 percent were employed and not enrolled in

April 1997 (table I.1).

• In April 1997, approximately 89 percent of 1992–93 bachelor’s degree recipients reported being employed: 81 percent were working full time, and 8 percent were
Section I—Employment Status

42

working part time. An additional 2.7 percent were unemployed. The overall unemployment rate (excluding those out of the labor force) was 2.9 percent (table I.2).

• Among 1992–93 bachelor’s degree recipients, men were slightly more likely than

women to be employed (91 percent versus 88 percent). Women were more likely than

men to be working part time (11 percent versus 6 percent) (table I.2).

• Although employment rates for 1992–93 college graduates were generally high, they

differed according to major field of study. For example, 92 percent of students who

had majored in a professional field of study were employed in April 1997, compared

with 84 percent who had majored in the arts and sciences (table I.2). Similarly, the unemployment rate in April 1997 for those who had majored in the arts and sciences was

slightly higher than the rate for those who had majored in a professional field (4 percent versus 2 percent) (table I.2).

• Students with undergraduate degrees from private, not-for-profit 4-year doctorategranting institutions were less likely to be employed than students from private, notfor-profit 4-year nondoctorate-granting institutions (84 percent versus 90 percent) (table I.2).

• College graduates who were employed and not enrolled in April 1994 were more

likely than graduates who reported being neither employed nor enrolled at that time to

report that they were employed in April 1997 (92 percent versus 75 percent) (table

I.2).

• College graduates who were enrolled full time and not employed in April 1994 were

more likely to be out of the labor force in April 1997 than graduates who were enrolled

full time and employed, employed and not enrolled at all, or enrolled part time in April

1994 (24 percent, versus 8, 6, and 9 percent, respectively) (table I.2).

• Unemployment rates in April 1997 for graduates who were not employed but enrolled

full time or neither employed nor enrolled in 1994 were higher than the rate for students who were enrolled part time in 1994 (7 percent and 6 percent, respectively, versus 1 percent) (table I.2).

• In April 1997, females were slightly more likely than males to have held four or more

jobs since graduation (30 percent versus 26 percent) (table I.3).

• Bachelor’s degree recipients in 1992–93 who had two or more children had held a

lower average number of jobs (2.2) since graduation than those who had one child

(2.6) or no children (3.0) (table I.3).

• Graduates who had received their bachelor’s degree at age 24 or younger (including

those 22 or younger and those 23–24) had held more jobs, on average, since graduation (3.1 and 3.0, respectively) than those who were older when they received their degree. Those who were 25–29 when they earned the degree had held 2.6 jobs and those

30 and over had held 2.2 jobs since graduation (table I.3).

• With the exception of a slight difference between borrowers who owed $1,000–4,999

and those who owed $10,000–19,999, there were no differences in the average number

of jobs held since graduation among students with different levels of debt. Although it
Section I—Employment Status

43

appears that borrowers who owed less than $1,000 were more likely to report a higher

average number of jobs than others, there is not enough evidence to make this conclusion. (table I.3).

• Students whose parents had not continued their education past high school (less than

high school or a high school diploma) had held fewer jobs, on average, between their

graduation and April 1997 than those whose parents had attained a bachelor’s or advanced degree (table I.3).

• There were some differences by occupation type in the number of jobs held since

graduation. For example, college graduates in business and management had held an

average of 2.6 jobs, compared with their counterparts who were educators or in service

positions, who had been employed in an average of 3.2 jobs. Educators include teachers in non-elementary/secondary settings, in addition to K–12 teachers. Those employed in engineering had also held fewer jobs than those employed in school teaching

or service (table I.3).

• Students who were enrolled full time and working in April 1994 reported in 1997 that

they had held, on average, a greater number of jobs since graduation than graduates

who reported in 1994 that they were enrolled full time and not employed or those enrolled part time (3.5 versus 2.7 and 2.8 respectively) (table I.3).

Occupation Types and Salaries

• With respect to their April occupation, about one-fifth (21 percent) of college graduates who were employed in April 1997 had jobs in business and management, and 16

percent of graduates were working as teachers. Fourteen percent had administrative

support jobs, and 11 percent had jobs in professional fields other than education, business, health, or engineering (table I.4).

• Female 1992–93 bachelor’s degree recipients who were employed in April 1997 were

more likely than their male counterparts to be school teachers (22 percent versus 9

percent), health professionals (11 percent versus 4 percent), or administrative or clerical support workers (17 percent versus 10 percent). On the other hand, males were

more likely than females to be in sales occupations (10 percent versus 6 percent) (table

I.4).

• One-quarter of graduates who were enrolled part time in April 1994 reported that they

were working as school teachers in April 1997. A similar proportion of those enrolled

full time and employed also were working as school teachers.

• Thirty-one percent of respondents whose highest educational attainment by 1997 was a

postbaccalaureate certificate and twenty-four percent of respondents whose highest

degree by 1997 was a master’s degree reported that they were working as school

teachers in April 1997.

• About one in five graduates (19 percent) who were neither enrolled nor employed in

April 1994 reported that they held administrative or clerical jobs in April 1997.
Section I—Employment Status

44

• Twenty-two percent of graduates who were not enrolled but employed in April 1994

reported that they were employed in business and management jobs in 1997. Fifteen

percent and 14 percent of those who were not enrolled but employed in April 1994

were employed as school teachers and administrative personnel, respectively. About

one in ten graduates (9 percent) who were not enrolled but employed in April 1994 reported that they were employed in sales jobs in April 1997 (table I.4).

• Among 1992–93 college graduates employed full time in April 1997, males had significantly higher average salaries than females ($38,430 versus $30,578).21 This is

consistent with the findings in the 1-year follow-up of the Baccalaureate and Beyond

Longitudinal Study (B&B:93/94)22 (table I.5).

• The average full-time salaries of college graduates who had majored in professional

fields (business and management, education, engineering, health, or public affairs/social services) were higher than those who had majored in the arts and sciences

($35,525 versus $32,890) (table I.5).

• Among the professional fields of study that college graduates chose as majors, the average full-time salary was higher for those who had majored in engineering ($44,524),

health professions ($39,421), or business fields ($37,454) than it was for graduates

who had majored in public affairs/social services ($30,563) or education ($26,513)

(table I.5).

• While average annual April 1997 salaries seemed to be higher for graduates who had

reported in 1994 that they were enrolled full time and not employed ($35,126) than for

those who were enrolled full time and employed, or those employed and not enrolled

($31,836 and $34,611, respectively), there is not enough evidence to make this conclusion (table I.5).

• While average annual April 1997 salaries appeared to be higher for graduates who had

reported in 1994 that they had $20,000 or more in undergraduate debt than for those

with less debt (ranging from less than $1,000 to $19,999), there is not enough evidence

to make this conclusion (table I.5).

• Graduates with bachelor’s degrees from private, not-for-profit doctorate-granting institutions earned, on average, higher annual salaries than graduates from private, notfor-profit nondoctorate-granting institutions and public doctorate or non-doctorategranting institutions ($38,806 versus $33,858, $34,340, and $31,967) (table I.5).

 

21Salaries are reported for college graduates who were employed full time in April 1997, regardless of their enrollment status (81

percent of all graduates) (table I.5). The salaries represent the annualized wages/salaries reported for the April job. Thus, if the

respondent reported an hourly or monthly wage, it was annualized. Yearly salaries that exceeded $500,000 were reset with a

value of $500,000. Consistent with the 1993–94 B&B report, average salaries (column 6) include salaries that range from $1,000

to $500,000.

22See A. McCormick and L. Horn, A Descriptive Summary of 1992–93 Bachelor’s Degree Recipients 1 Year Later, With An

Essay on Time to Degree (Washington, DC: U.S. Department of Education, National Center for Education Statistics, 1996), 72.
Section I—Employment Status

45

Unemployment

The unemployment rates were calculated for April 1997 (about 4 years after graduation)

and are based on all college graduates who were in the labor force, regardless of their enrollment

status. Note that 44 percent of graduates who were out of the labor force in April 1997 were enrolled full time in school at that time (see table I.1).

• In April 1997, the unemployment rate for 1992–93 college graduates was 2.9 percent

(the rate excludes those not in the labor force) (table I.6). As a point of reference, the

U.S. unemployment rate for April 1997 was 5.0 percent (for adults 25 and older, it was

3.7 percent).23

• The unemployment rate for college graduates who had majored in professional fields

of study was lower than the rate for those who had majored in the arts and sciences (2

percent versus 4 percent) (table I.6).

• Nearly 40 percent of 1992–93 college graduates had experienced some period of unemployment since their graduation. Among those who had ever been unemployed, the

longest duration of unemployment averaged 7 consecutive months (table I.6).

• While unemployment rates seemed to be higher for Asian/Pacific Islander and black,

non-Hispanic graduates (7 and 5 percent, respectively) than those for white, nonHispanic graduates (3 percent), there is not enough evidence to support the conclusion

that these unemployment rates are significantly different (table I.6).

• The 1992–93 college graduates who reported being unemployed in April 1997 reported that they had been unemployed for an average of 16 months since graduation.

Members of this group indicated that the longest average period of unemployment they

had experienced was 13 months (table I.6).

• Between April 1994 and April 1997, graduates who were employed but not enrolled in

April 1994 reported that they had experienced fewer months of unemployment (6

months), on average, than graduates who were enrolled full time and employed in

1994 (7 months); graduates who were enrolled full time and not employed in 1994; or

graduates who were neither enrolled nor employed in 1994 (14 months each) (table

I.6).

• Between 1994 and 1997, graduates who were employed but not enrolled in 1994 reported that their longest average period of unemployment was 5 months. For those

who were enrolled full time and employed, or those enrolled part time, in 1994, the

longest average spell of unemployment was 7 months. Among those enrolled full time

but not employed, or those neither enrolled nor employed, in 1994, the longest duration of unemployment during this period averaged 13 months (table I.6).

 

23Bureau of Labor Statistics, Labor Force Statistics from the Current Population Survey, table A-9, seasonally adjusted.
Table I.1—Percentage distribution of 1992–93 bachelor’s degree recipients according to employment

Table I.1—and enrollment status in April 1997, and percentages employed and enrolled, by selected

Table I.1—characteristics

Not Not Not 

 Employed employed Employed employed Employed employed Employed1 Enrolled2

 

 Total 76.3 6.1 8.7 0.5 4.3 4.2 89.3 17.7 

Gender

 Male 78.5 4.1 7.7 0.4 4.4 5.0 90.5 17.4 

 Female 74.4 7.7 9.5 0.5 4.3 3.6 88.2 17.9 

Race–ethnicity

 American Indian/Alaskan Native 76.4 10.9 6.5 2.7 0 3.5 82.9 12.7 

 Asian/Pacific Islander 69.7 8.4 9.8 0.6 2.1 9.4 81.6 21.9 

 Black, non-Hispanic 79.4 4.7 7.3 0.8 4.1 3.8 90.8 15.9 

 Hispanic 70.5 8.5 10.4 1.1 4.6 4.9 85.5 21.0 

 White, non-Hispanic 76.8 5.8 8.6 0.4 4.5 4.0 89.9 17.4 

Parents’ educational attainment

 Less than high school 77.5 7.0 9.1 0.8 2.9 2.7 89.5 15.6 

 High school or equivalency 81.2 5.9 7.9 0.4 2.7 1.9 91.8 12.9 

 Some postsecondary education 78.1 5.5 8.7 0.4 4.4 3.0 91.1 16.5 

 Bachelor’s degree 75.5 5.7 9.3 0.2 4.5 4.8 89.3 18.8 

 Advanced degree 70.4 6.6 9.0 0.6 6.0 7.5 85.4 23.1 

Marital status in 1997

 Never married 74.5 4.9 8.4 0.4 5.7 6.2 88.5 20.7 

 Married/cohabit as married 77.6 7.3 8.9 0.4 3.1 2.6 89.7 15.1 

 Divorced/separated/widowed 78.1 4.3 9.1 1.2 4.2 3.1 91.4 17.5 

Number of children in 1997

 No children 76.0 4.5 8.6 0.4 5.2 5.3 89.8 19.5 

 One 79.0 8.9 7.7 0.7 1.9 1.9 88.6 12.1 

 Two or more children 74.6 12.2 10.3 0.5 1.9 0.5 86.8 13.2 

Age received bachelor’s degree

 22 or younger 73.5 5.2 8.8 0.3 5.5 6.7 87.9 21.3 

 23–24 79.2 6.1 8.1 0.5 2.8 3.3 90.2 14.8 

 25–29 78.8 7.0 7.5 0.4 5.0 1.3 91.3 14.2 

 30 or older 78.8 7.4 9.7 0.9 2.4 0.9 90.9 13.8 

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 77.7 6.4 9.9 0.7 3.1 2.3 90.6 15.9 

 Doctorate-granting 76.6 5.2 8.6 0.4 4.7 4.5 89.9 18.2 

 Private, not-for-profit 4-year

 Nondoctorate-granting 75.3 5.9 9.4 0.3 5.4 3.7 90.2 18.8 

 Doctorate-granting 72.8 7.6 6.7 0.6 4.4 7.9 83.8 19.6 

 Other 80.6 9.8 6.0 0 2.5 1.2 89.0 9.6 

Not enrolled Part-time enrolled Full-time enrolled

Total

_________

46
Table I.1—Percentage distribution of 1992–93 bachelor’s degree recipients according to employment

Table I.1—and enrollment status in April 1997, and percentages employed and enrolled, by selected

Table I.1—characteristics—Continued

Not Not Not 

 Employed employed Employed employed Employed employed Employed1 Enrolled2

Total undergraduate debt3

 Did not borrow 75.4 6.1 8.9 0.5 4.2 4.9 88.5 18.5 

 Borrowed, total 77.4 5.9 8.4 0.4 4.6 3.3 90.4 16.7 

 Less than $1,000 73.6 3.8 10.2 0 8.8 3.7 92.5 22.6 

 $1,000–4,999 76.8 5.5 9.7 0.5 4.1 3.4 90.6 17.8 

 $5,000–9,999 78.0 7.7 7.0 0.6 3.6 3.2 88.5 14.3 

 $10,000–19,999 77.5 4.9 8.4 0.1 5.6 3.5 91.5 17.6 

 $20,000 or more 80.1 6.1 7.4 1.2 3.1 2.1 90.6 13.9 

Baccalaureate degree major

 Professional fields 80.2 5.4 9.1 0.3 2.9 2.1 92.2 14.4 

 Business and management 85.8 4.9 5.5 0.2 2.0 1.7 93.2 9.3 

 Education 71.0 6.7 16.3 0.6 3.8 1.7 91.1 22.3 

 Engineering 80.0 2.3 11.0 0.1 3.1 3.5 94.1 17.7 

 Health professions 79.2 6.8 6.2 0.3 3.7 3.9 89.1 14.0 

 Public affairs/social services 80.4 6.5 8.7 0.3 3.6 0.5 92.8 13.1 

 Arts and sciences 68.6 7.2 8.5 0.8 6.7 8.4 83.7 24.3 

 Biological sciences 50.7 7.3 7.3 0.9 9.3 24.6 67.3 42.0 

 Mathematics and other sciences 74.5 4.7 8.1 0.2 5.0 7.6 87.6 20.8 

 Social science 71.1 6.2 11.3 0.6 5.4 5.5 87.7 22.8 

 History 72.8 4.3 8.4 0.8 3.4 10.4 84.6 22.9 

 Humanities 71.7 9.5 7.1 1.2 6.5 4.0 85.3 18.8 

 Psychology 63.9 9.5 6.6 1.1 11.6 7.2 82.1 26.5 

 Other 79.9 5.9 7.7 0.4 4.2 2.1 91.7 14.3 

 

Highest degree attained by 1997

 Bachelor’s degree 77.5 5.9 8.8 0.5 3.8 3.4 90.2 16.5 

 Postbaccalaureate certificate 68.3 6.9 13.9 0 5.3 5.7 87.4 24.8 

 Master’s degree 72.6 5.6 7.4 0.6 7.6 6.2 87.7 21.8 

 First-professional degree 54.3 11.6 0.9 0 7.8 25.5 62.9 34.1 

 Doctoral degree —— —— —— — —

Employment status in April 1997

 Full-time 87.9 (*) 9.8 (*) 2.4 (*) 100.0 12.2 

 Part-time 61.7 (*) 9.1 (*) 29.2 (*) 100.0 38.3 

 Unemployed (*) 69.1 (*) 6.5 (*) 24.4 (*) 30.9 

 Out of the labor force (*) 52.3 (*) 3.5 (*) 44.2 (*) 47.7 

Total

Not enrolled Part-time enrolled Full-time enrolled

_________

47
Table I.1—Percentage distribution of 1992–93 bachelor’s degree recipients according to employment

Table I.1—and enrollment status in April 1997, and percentages employed and enrolled, by selected

Table I.1—characteristics—Continued

Not Not Not 

 Employed employed Employed employed Employed employed Employed1 Enrolled2

April 1997 occupation

 Business and management 90.3 (*) 7.7 (*) 2.0 (*) 100.0 9.7 

 Educator 71.5 (*) 21.2 (*) 7.3 (*) 100.0 28.5 

 Engineering 86.8 (*) 10.2 (*) 3.0 (*) 100.0 13.3 

 Health professions 84.9 (*) 8.0 (*) 7.1 (*) 100.0 15.1 

 Other professions 87.6 (*) 7.4 (*) 5.1 (*) 100.0 12.4 

 Computer science, programming 86.8 (*) 11.2 (*) 1.9 (*) 100.0 13.2 

 Noncomputer technician 64.2 (*) 11.2 (*) 24.6 (*) 100.0 35.8 

 Administrative, clerical, support 89.3 (*) 5.4 (*) 5.3 (*) 100.0 10.7 

 Mechanic, operator, laborer 88.6 (*) 7.4 (*) 4.1 (*) 100.0 11.5 

 Sales 93.9 (*) 5.3 (*) 0.9 (*) 100.0 6.1 

 Service 83.2 (*) 4.8 (*) 12.0 (*) 100.0 16.8 

 Military, protective services 84.3 (*) 12.8 (*) 2.9 (*) 100.0 15.7 

 Other, uncodeable 88.2 (*) 4.3 (*) 7.5 (*) 100.0 11.9 

Enrollment/employment status in April 1994

 Full-time enrolled, employed 67.3 5.2 11.6 0.4 9.5 6.2 88.3 27.6 

 Full-time enrolled, not employed 60.2 9.7 4.5 0.7 6.3 18.7 71.0 30.1 

 Part-time enrolled 61.8 4.3 22.3 0.5 5.5 5.6 89.6 33.9 

 Not enrolled, employed 80.3 4.8 8.0 0.4 3.6 2.9 92.0 14.9 

 Not enrolled, not employed 64.3 20.3 5.8 1.0 4.9 3.8 74.9 15.4 

—Too few cases for a reliable estimate.

*Not applicable.

1

Includes employed respondents who are also enrolled. Only those who were enrolled and/or employed were included in this

table. Therefore, all those with an occupation other than student were employed.

2

Includes enrolled respondents who are also employed.

3

Federal loan programs only.

NOTE: Percentages in the first six columns may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Not enrolled Part-time enrolled Full-time enrolled

Total

_________

48
Table I.2—Percentage distribution of 1992–93 bachelor’s degree recipients according to their employment

Table I.2—status in April 1997 and the corresponding unemployment rate, by selected characteristics

Unemployed

 (includes with Out of 

 Total Full- Part- and without the labor Unemploy-

 employed time time benefits) force ment rate1

 Total 89.3 81.0 8.3 2.7 8.1 2.9 

Gender

 Male 90.5 84.8 5.7 2.7 6.7 2.9 

 Female 88.2 77.8 10.5 2.6 9.2 2.9 

Race–ethnicity

 American Indian/Alaskan Native 82.9 68.4 14.5 2.5 14.6 2.9 

 Asian/Pacific Islander 81.6 74.0 7.6 5.9 12.6 6.7 

 Black, non-Hispanic 90.8 86.4 4.3 4.3 5.0 4.5 

 Hispanic 85.5 75.7 9.8 2.7 11.8 3.0 

 White, non-Hispanic 89.9 81.4 8.5 2.3 7.8 2.5 

Parents’ educational attainment

 Less than high school 89.5 81.6 7.9 4.3 6.2 4.6 

 High school or equivalency 91.8 83.6 8.2 2.0 6.2 2.1 

 Some postsecondary education 91.1 84.2 6.9 2.3 6.6 2.4 

 Bachelor’s degree 89.3 81.7 7.7 2.8 7.9 3.1 

 Advanced degree 85.4 75.1 10.3 3.2 11.4 3.7 

Marital status in 1997

 Never married 88.5 80.7 7.8 3.6 7.9 3.9 

 Married/cohabit as married 89.7 81.0 8.7 1.9 8.4 2.1 

 Divorced/separated/widowed 91.4 83.4 8.0 2.0 6.6 2.1 

Number of children in 1997

 No children 89.8 82.2 7.6 2.9 7.3 3.1 

 One 88.6 78.1 10.5 2.0 9.4 2.2 

 Two or more children 86.8 76.6 10.2 1.8 11.4 2.0 

Age received bachelor’s degree

 22 or younger 87.9 80.3 7.5 2.6 9.6 2.9 

 23–24 90.2 83.0 7.2 3.0 6.9 3.2 

 25–29 91.3 82.9 8.5 3.5 5.2 3.7 

 30 or older 90.9 79.2 11.7 1.5 7.7 1.6 

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 90.6 82.1 8.5 2.4 7.0 2.6 

 Doctorate-granting 89.9 82.1 7.8 2.5 7.6 2.7 

 Private, not-for-profit 4-year

 Nondoctorate-granting 90.2 80.3 10.0 2.5 7.3 2.7 

 Doctorate-granting 83.8 76.3 7.5 3.7 12.6 4.2 

 Other 89.0 80.8 8.3 3.2 7.8 3.5 

Employment status in April 1997

_________

49
Table I.2—Percentage distribution of 1992–93 bachelor’s degree recipients according to their employment

Table I.2—status in April 1997 and the corresponding unemployment rate, by selected characteristics

Table I.2——Continued

Unemployed

 (includes with Out of 

 Total Full- Part- and without the labor Unemploy-

 employed time time benefits) force ment rate1

Total undergraduate debt2

 Did not borrow 88.5 80.5 8.0 2.7 8.8 3.0 

 Borrowed, total 90.4 81.8 8.6 2.5 7.2 2.7 

 Less than $1,000 92.5 79.7 12.9 1.1 6.3 1.2 

 $1,000–4,999 90.6 83.1 7.5 2.2 7.2 2.3 

 $5,000–9,999 88.5 79.4 9.1 3.3 8.2 3.6 

 $10,000–19,999 91.5 82.5 9.0 2.2 6.4 2.3 

 $20,000 or more 90.6 84.9 5.7 2.5 6.9 2.7 

Baccalaureate degree major

 Professional fields 92.2 85.3 6.9 2.1 5.8 2.2 

 Business and management 93.2 89.2 4.0 2.1 4.6 2.2 

 Education 91.1 80.8 10.3 2.1 6.8 2.3 

 Engineering 94.1 91.1 2.9 1.2 4.8 1.2 

 Health professions 89.1 76.6 12.5 2.6 8.4 2.8 

 Public affairs/social services 92.8 83.8 9.0 2.0 5.3 2.1 

 Arts and sciences 83.7 73.5 10.2 3.7 12.6 4.2 

 Biological sciences 67.3 56.8 10.5 5.2 27.5 7.2 

 Mathematics and other sciences 87.6 80.4 7.2 2.4 10.0 2.7 

 Social science 87.7 79.3 8.4 3.5 8.8 3.8 

 History 84.6 76.7 8.0 2.9 12.5 3.3 

 Humanities 85.3 71.0 14.3 4.0 10.7 4.4 

 Psychology 82.1 71.5 10.7 4.4 13.5 5.1 

 Other 91.7 82.7 9.0 2.3 6.0 2.5 

Highest degree attained by 1997

 Bachelor’s degree 90.2 82.2 8.0 2.3 7.5 2.5 

 Postbaccalaureate certificate 87.4 78.0 9.4 3.1 9.5 3.4 

 Master’s degree 87.7 76.9 10.8 4.5 7.8 4.9 

 First-professional degree 62.9 52.4 10.5 8.0 29.0 11.3 

 Doctoral degree ————— —

April 1997 occupation

 Business and management 94.2 89.7 4.5 1.4 4.4 1.5 

 Educator 91.7 79.8 11.9 2.6 5.7 2.8 

 Engineering 95.5 93.2 2.4 0.7 3.8 0.7 

 Health professions 90.3 75.8 14.5 3.5 6.2 3.8 

 Other professions 91.2 83.3 7.9 3.7 5.1 3.9 

 Computer science, programming 95.1 92.7 2.4 1.7 3.2 1.8 

 Noncomputer technician 84.4 65.4 19.0 3.0 12.7 3.4 

 Administrative, clerical, support 88.1 76.8 11.4 4.3 7.5 4.7 

 Mechanic, operator, laborer 94.6 86.3 8.3 1.2 4.2 1.2 

 Sales 94.5 90.8 3.7 2.1 3.4 2.2 

 Service 86.7 68.5 18.3 5.2 8.1 5.6 

 Military, protective services 97.2 94.4 2.8 0.8 2.0 0.8 

 Other, uncodeable 80.6 74.0 6.5 5.1 14.4 5.9 

Employment status in April 1997

_________

50
Table I.2—Percentage distribution of 1992–93 bachelor’s degree recipients according to their employment

Table I.2—status in April 1997 and the corresponding unemployment rate, by selected characteristics

Table I.2——Continued

Unemployed

 (includes with Out of 

 Total Full- Part- and without the labor Unemploy-

 employed time time benefits) force ment rate1

Enrollment/employment status

 in April 1994

 Full-time enrolled, employed 88.3 75.8 12.4 3.6 8.2 3.9 

 Full-time enrolled, not employed 71.0 60.1 10.9 5.4 23.6 7.1 

 Part-time enrolled 89.6 79.5 10.2 1.3 9.1 1.4 

 Not enrolled, employed 92.0 84.6 7.4 2.3 5.7 2.5 

 Not enrolled, not employed 74.9 62.8 12.2 4.4 20.7 5.5 

—Too few cases for a reliable estimate. 1

Excludes respondents out of the labor force.

2

Federal loan programs only.

NOTE: Details may not sum to totals due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Employment status in April 1997

_________

51
Table I.3—Percentage distribution of 1992–93 bachelor’s degree recipients according to the number

Table I.3—of jobs held since graduation and the average number of jobs, by selected characteristics

Average

 None One job Two jobs Three jobs Four jobs number of jobs

 Total 1.6 22.6 26.4 21.3 28.1 2.8 

Gender

 Male 1.4 24.0 28.0 20.7 25.9 2.7 

 Female 1.8 21.5 25.1 21.8 29.8 2.9 

Race–ethnicity

 American Indian/Alaskan Native 8.7 22.4 30.5 13.2 25.3 2.6 

 Asian/Pacific Islander 4.3 22.0 35.8 20.6 17.4 2.5 

 Black, non-Hispanic 2.0 25.8 23.0 20.2 29.0 2.9 

 Hispanic 1.7 27.0 28.9 16.1 26.4 2.7 

 White, non-Hispanic 1.4 22.2 25.8 21.8 28.8 2.9 

Parents’ educational attainment

 Less than high school 2.7 38.1 25.6 18.4 15.2 2.2 

 High school or equivalency 1.7 25.3 26.9 19.9 26.2 2.7 

 Some postsecondary education 1.5 21.2 28.1 23.4 25.9 2.8 

 Bachelor’s degree 1.2 20.7 25.3 22.0 30.8 3.0 

 Advanced degree 1.7 19.4 25.7 21.6 31.6 3.0 

Marital status in 1997

 Never married 1.2 17.9 25.0 22.6 33.2 3.1 

 Married/cohabit as married 1.9 26.0 28.0 20.4 23.7 2.6 

 Divorced/separated/widowed 2.1 28.9 22.5 19.6 27.0 2.8 

Number of children in 1997

 No children 1.3 19.6 25.3 22.4 31.4 3.0 

 One 1.4 27.5 30.2 19.4 21.6 2.6 

 Two or more children 3.8 35.0 28.5 17.4 15.5 2.2 

Age received bachelor’s degree

 22 or younger 1.2 16.7 26.8 22.5 32.8 3.1 

 23–24 1.3 20.3 25.7 22.1 30.7 3.0 

 25–29 0.9 23.8 28.5 23.1 23.8 2.6 

 30 or older 3.9 41.4 24.2 16.0 14.5 2.2 

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 2.1 21.2 26.2 23.0 27.6 2.9 

 Doctorate-granting 1.1 21.9 27.2 20.6 29.3 2.9 

 Private, not-for-profit 4-year

 Nondoctorate-granting 1.2 24.8 27.2 20.0 26.9 2.8 

 Doctorate-granting 2.9 24.5 23.6 22.1 26.9 2.8 

 Other 2.6 22.8 24.8 23.2 26.6 2.8 

Number of jobs

_________

52
Table I.3—Percentage distribution of 1992–93 bachelor’s degree recipients according to the number

Table I.3—of jobs held since graduation and the average number of jobs, by selected characteristics

Table I.3——Continued

Average

 None One job Two jobs Three jobs Four jobs number of jobs

Total undergraduate debt1

 Did not borrow 1.9 23.6 26.2 21.3 27.1 2.8 

 Borrowed, total 1.2 21.1 26.8 21.4 29.5 2.9 

 Less than $1,000 1.8 21.8 19.7 14.8 41.9 3.1 

 $1,000–4,999 0.8 24.0 28.4 20.9 26.0 2.8 

 $5,000–9,999 1.5 21.3 27.7 22.0 27.6 2.9 

 $10,000–19,999 1.2 18.3 26.3 21.8 32.5 3.0 

 $20,000 or more 2.4 22.8 21.0 21.9 31.8 3.0 

Baccalaureate degree major

 Professional fields 1.0 26.5 27.9 21.9 22.8 2.6 

 Business and management 0.6 26.5 30.7 22.5 19.8 2.5 

 Education 1.3 19.9 21.3 22.6 34.9 3.2 

 Engineering 1.1 34.6 31.5 20.7 12.2 2.2 

 Health professions 1.9 32.0 28.5 19.8 17.8 2.4 

 Public affairs/social services 0.6 23.9 26.9 21.8 26.8 2.8 

 Arts and sciences 2.7 18.5 24.7 20.2 34.0 3.1 

 Biological sciences 4.7 24.5 26.7 16.9 27.2 2.7 

 Mathematics and other sciences 3.0 26.1 27.7 18.0 25.3 2.7 

 Social science 1.4 17.5 23.8 22.0 35.3 3.1 

 History 0.5 14.2 28.2 20.4 36.8 3.4 

 Humanities 2.1 11.6 23.1 21.4 41.9 3.5 

 Psychology 5.3 20.2 21.6 20.8 32.1 3.1 

 Other 1.4 18.2 24.7 22.0 33.7 3.1 

Highest degree attained by 1997

 Bachelor’s degree 1.5 23.5 26.6 21.1 27.2 2.8 

 Postbaccalaureate certificate 1.4 19.0 25.4 25.7 28.6 3.0 

 Master’s degree 1.3 17.0 25.8 20.3 35.6 3.2 

 First-professional degree 5.6 17.7 20.7 26.5 29.5 3.0 

 Doctoral degree ————— —

Employment status in April 1997

 Full-time 0.0 22.7 27.1 22.3 27.9 2.8 

 Part-time 0 16.6 22.0 20.2 41.3 3.4 

 Unemployed 4.4 20.6 20.0 24.9 30.1 3.0 

 Out of the labor force 15.1 27.8 24.2 14.7 18.3 2.5 

Number of jobs

2

_________

53
Table I.3—Percentage distribution of 1992–93 bachelor’s degree recipients according to the number

Table I.3—of jobs held since graduation and the average number of jobs, by selected characteristics

Table I.3——Continued

Average

 None One job Two jobs Three jobs Four jobs number of jobs

April 1997 occupation

 Business and management 0 25.0 31.4 22.8 20.9 2.6 

 Educator 0.1 17.1 24.3 19.9 38.6 3.2 

 Engineering 0 32.6 26.7 21.0 19.7 2.4 

 Health professions 0.3 27.5 25.3 23.1 23.8 2.7 

 Other professions 0 17.7 23.1 23.5 35.7 3.1 

 Computer science, programming 0 24.9 27.3 22.0 25.7 2.7 

 Noncomputer technician 0 20.9 30.9 22.8 25.5 2.7 

 Administrative, clerical, support 0.1 21.9 24.8 24.2 29.0 2.9 

 Mechanic, operator, laborer 0 24.9 30.1 16.1 28.9 2.8 

 Sales 0.1 20.1 28.0 22.1 29.6 2.9 

 Service 0 17.5 21.6 23.5 37.5 3.2 

 Military, protective services 0 30.8 33.0 19.9 16.4 2.3 

 Other, uncodeable 0 9.2 26.1 21.1 43.7 3.4 

Enrollment/employment status in April 1994

 Full-time enrolled, employed 0 9.9 21.6 27.3 41.2 3.5 

 Full-time enrolled, not employed 9.1 24.2 24.4 18.1 24.2 2.7 

 Part-time enrolled 2.0 25.9 21.4 24.0 26.7 2.8 

 Not enrolled, employed 0 23.2 27.4 21.5 27.9 2.8 

 Not enrolled, not employed 14.4 22.8 25.2 14.2 23.5 2.8 

—Too few cases for a reliable estimate. 1

Federal loan programs only.

2

Percentages less than 0.05 appear as 0.0 when rounded.

NOTE: Percentages may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Number of jobs

_________

54
Table I.4—Percentage distribution of 1992–93 bachelor’s degree recipients who were employed in April 1997 according to thei

Table I.4—by selected characteristics

 Business Computer Adminis-  and Health Other science, Noncom- trative, Mechanic,  manage- Engineer- profes- profes- program- puter clerical, operator, 

ment Educator ing sions sions ming technician support laborer Sales S

 Total 20.9 16.2 5.1 7.8 11.1 5.0 0.8 13.6 5.6 8.1 Gender Male 22.4 8.9 8.9 4.1 11.6 7.2 1.1 9.9 8.4 10.2  Female 19.6 22.4 2.0 10.8 10.6 3.1 0.6 16.7 3.3 6.3 Race–ethnicity American Indian/Alaskan Native 8.5 28.1 1.1 13.7 10.9 10.9 0 18.6 2.1 4.4  Asian/Pacific Islander 22.0 7.0 8.6 7.5 12.1 11.4 1.2 13.8 3.6 8.8  Black, non-Hispanic 21.0 15.9 1.7 8.7 11.9 6.4 0.7 15.9 4.5 4.3  Hispanic 22.3 19.0 4.2 7.0 14.5 2.9 1.0 14.4 2.4 5.9  White, non-Hispanic 20.8 16.4 5.3 7.7 10.8 4.7 0.8 13.3 5.9 8.5 Parents’ educational attainment Less than high school 22.7 19.9 1.6 10.0 9.2 6.3 0.2 14.9 3.3 4.5  High school or equivalency 20.4 17.4 4.9 8.6 10.3 4.2 0.4 14.2 6.0 7.9  Some postsecondary education 20.2 15.6 5.3 7.5 10.6 4.6 0.7 16.4 5.9 6.7  Bachelor’s degree 21.0 14.3 6.5 7.6 11.1 5.9 1.1 11.8 6.1 9.3  Advanced degree 20.6 16.1 5.0 7.0 12.5 5.3 1.2 12.4 5.1 9.0 Marital status in 1997 Never married 22.1 13.1 5.2 5.7 12.8 5.4 0.9 14.1 5.2 8.9  Married/cohabit as married 20.1 18.6 5.4 9.0 9.3 4.7 0.8 13.3 5.8 7.7  Divorced/separated/widowed 18.5 18.4 2.6 11.9 14.0 4.1 0.7 11.8 7.4 5.2 Number of children in 1997 No children 21.5 15.1 5.6 6.6 11.7 5.3 0.9 13.6 5.2 8.6  One 19.4 18.3 3.8 9.3 10.1 4.1 1.1 15.0 6.0 7.6  Two or more children 19.1 20.5 3.6 12.3 8.9 3.8 0.4 12.0 7.8 5.3 
Table I.4—Percentage distribution of 1992–93 bachelor’s degree recipients who were employed in April 1997 according to thei

Table I.4—by selected characteristics—Continued

 Business Computer Adminis-  and Health Other science, Noncom- trative, Mechanic,  manage- Engineer- profes- profes- program- puter clerical, operator, 

ment Educator ing sions sions ming technician support laborer Sales S

Age received bachelor’s degree 22 or younger 21.9 16.9 4.1 5.5 12.9 4.6 0.9 14.6 4.6 8.4  23–24 19.9 14.6 7.2 7.6 10.0 5.5 1.3 10.9 6.2 10.4  25–29 19.9 14.1 7.1 9.9 9.0 5.9 0.3 13.5 5.7 7.4  30 or older 20.2 18.3 3.6 12.4 8.9 4.7 0.4 15.0 7.4 4.2 Degree-granting institution (undergraduate) Public 4-year Nondoctorate-granting 20.9 23.2 2.9 7.0 8.9 4.0 0.5 13.2 5.2 7.7  Doctorate-granting 20.5 14.2 7.3 8.5 10.7 5.7 1.0 12.4 5.1 9.0  Private, not-for-profit 4-year Nondoctorate-granting 21.1 14.9 1.9 7.7 10.1 5.3 0.6 17.1 7.6 7.2  Doctorate-granting 22.8 13.0 6.2 5.8 16.3 4.4 0.9 11.7 5.5 8.2  Other 17.1 11.1 7.7 10.6 16.8 3.3 2.1 20.2 4.4 2.6 Total undergraduate debt1 Did not borrow2 22.9 15.5 4.9 7.3 10.8 4.6 0.9 13.1 5.7 8.8 

 Borrowed, total2 18.2 17.1 5.5 8.0 11.5 5.5 0.6 14.0 5.7 7.4  Less than $1,000 23.6 17.8 8.0 10.3 9.3 3.0 0.4 9.1 7.6 6.6  $1,000–4,999 19.1 16.6 6.0 5.9 11.9 5.4 0.7 14.9 5.2 6.6  $5,000–9,999 18.0 18.7 4.3 7.8 10.1 6.2 0.7 15.7 5.4 7.1  $10,000–19,999 17.2 16.2 5.3 8.7 12.4 5.5 0.5 13.2 6.0 8.6 

 $20,000 or more 16.5 16.3 9.0 15.7 12.8 4.9 0 7.6 7.2 5.7 
Table I.4—Percentage distribution of 1992–93 bachelor’s degree recipients who were employed in April 1997 according to thei

Table I.4—by selected characteristics—Continued

 Business Computer Adminis-  and Health Other science, Noncom- trative, Mechanic,  manage- Engineer- profes- profes- program- puter clerical, operator, 

ment Educator ing sions sions ming technician support laborer Sales S

Baccalaureate degree major Professional fields 22.5 17.6 7.4 10.3 6.2 4.0 0.5 12.3 4.9 8.4  Business and management 39.2 2.6 1.7 1.6 4.3 5.3 0.3 19.4 6.7 13.8  Education 6.6 64.6 0.5 3.3 5.5 0.6 0.2 8.1 2.9 3.0  Engineering 5.7 1.5 49.9 0.1 9.1 11.2 1.1 2.2 6.0 9.6  Health professions 16.6 3.2 4.1 62.6 2.5 1.4 1.1 3.5 1.4 1.5  Public affairs/social services 11.5 4.8 0 5.5 25.3 1.0 0.3 17.5 5.1 3.9  Arts and sciences 18.2 15.4 2.3 4.9 16.7 7.6 1.2 14.6 6.4 6.8  Biological sciences 11.4 17.5 2.6 15.0 14.4 3.3 6.0 9.2 7.5 5.3  Mathematics and other sciences 11.4 16.4 6.4 3.8 10.0 25.2 1.9 11.6 7.8 3.6  Social science 26.5 9.4 1.1 2.9 15.1 2.5 0.3 17.6 7.0 8.6  History 16.7 35.3 0.5 4.0 7.0 2.9 2.0 10.5 3.1 12.3  Humanities 16.5 17.0 1.7 3.3 22.5 5.4 0.3 16.2 5.8 6.2  Psychology 18.1 14.2 0.4 8.0 26.4 2.5 0 14.5 4.3 7.0  Other 20.1 12.2 2.2 3.9 18.0 3.0 1.4 16.3 6.9 9.5 Highest degree attained by 1997 Bachelor’s degree 21.8 15.0 5.1 7.6 9.8 5.2 0.8 14.1 5.8 8.8  Postbaccalaureate certificate 19.3 31.1 2.9 7.6 7.4 5.5 0.9 11.4 3.2 3.3  Master’s degree 15.1 24.2 7.2 9.0 15.6 3.6 1.1 11.1 5.2 3.4  First-professional degree 3.9 2.4 2.0 5.3 75.8 0.9 0 5.9 0 1.9  Doctoral degree ——————————Employment status in April 1997 Full-time 21.5 15.7 5.4 7.2 11.1 5.3 0.8 13.1 5.6 8.4  Part-time 12.2 22.4 1.3 14.7 10.6 1.0 1.2 20.7 5.7 4.1 
Table I.4—Percentage distribution of 1992–93 bachelor’s degree recipients who were employed in April 1997 according to thei

Table I.4—by selected characteristics—Continued

 Business Computer Adminis-  and Health Other science, Noncom- trative, Mechanic,  manage- Engineer- profes- profes- program- puter clerical, operator, 

ment Educator ing sions sions ming technician support laborer Sales S

Enrollment/employment status in April 1994 Full-time enrolled, employed 16.0 23.4 5.6 9.0 20.4 3.1 0.9 11.4 3.1 2.8  Full-time enrolled, not employed 9.2 18.7 8.3 11.0 26.3 3.3 3.0 9.0 6.4 2.8 

 Part-time enrolled 20.6 24.8 4.0 8.0 8.4 4.2 0.8 12.8 4.1 6.4  Not enrolled, employed 22.1 15.0 5.1 7.5 9.7 5.3 0.7 13.7 5.8 9.0  Not enrolled, not employed 17.0 15.1 3.7 6.3 12.5 5.0 1.6 19.1 6.0 5.6 —Too few cases for a reliable estimate.

1Federal loan programs only.2Values for totals may not be within range of subgroup values due to missing cases in subgroup variables.

NOTE: Percentages may not sum to 100 due to rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal Study, Second FollAnalysis System.
Table I.5—Percentage distribution according to annual salaries, and average annual salaries, for 1992–93

Table I.5—bachelor’s degree recipients employed full time in April 1997, by selected characteristics

Average

 Less than $10,000– $15,000– $20,000– $25,000– $35,000– $50,000– $75,000 annual

 $10,000 14,999 19,999 24,999 34,999 49,999 74,999 or more salary1

 Total 1.6 3.7 8.3 14.2 33.2 25.8 10.4 3.0 $34,252

Gender

 Male 1.4 2.8 5.7 10.8 28.3 31.0 14.8 5.2 38,430

 Female 1.8 4.4 10.5 17.2 37.4 21.2 6.5 0.9 30,578

Race–ethnicity

 American Indian/Alaskan Native 0 3.1 0 24.8 25.4 30.9 13.3 2.5 36,493

 Asian/Pacific Islander 1.3 1.9 1.5 7.7 34.6 34.1 14.4 4.5 39,924

 Black, non-Hispanic 1.5 5.3 10.4 14.0 38.1 19.3 10.1 1.2 31,449

 Hispanic 3.6 7.0 7.7 10.6 31.3 27.4 9.5 3.0 33,149

 White, non-Hispanic 1.5 3.4 8.5 14.7 32.9 25.8 10.2 3.0 34,212

Parents’ educational attainment

 Less than high school 2.4 4.8 10.6 7.8 32.7 26.8 11.1 3.9 34,996

 High school or equivalency 1.4 3.8 9.5 13.5 33.5 24.9 10.6 2.8 33,908

 Some postsecondary education 2.2 3.4 9.0 15.8 32.5 25.2 9.6 2.3 33,492

 Bachelor’s degree 1.2 3.5 6.9 15.4 32.1 27.2 10.4 3.4 34,630

 Advanced degree 1.4 3.8 7.5 13.8 35.1 25.3 10.1 3.0 34,546

Marital status in 1997

 Never married 1.8 3.9 8.9 13.8 34.5 25.8 8.7 2.5 33,210

 Married/cohabit as married 1.5 3.5 7.7 14.4 32.0 26.1 11.6 3.3 35,090

 Divorced/separated/widowed 1.0 4.0 8.5 14.3 33.5 23.1 12.5 3.1 34,903

Number of children in 1997

 No children 1.8 3.7 8.4 13.9 33.7 26.0 9.5 2.9 33,974

 One 1.1 4.4 8.8 15.5 32.8 24.4 11.1 1.9 33,309

 Two or more children 0.8 2.3 6.9 14.7 30.4 26.0 14.4 4.7 37,024

Age received bachelor’s degree

 22 or younger 1.8 3.9 8.9 15.1 35.0 24.9 8.1 2.3 32,791

 23–24 1.9 3.7 8.9 13.9 34.0 25.0 9.4 3.2 33,950

 25–29 1.1 3.9 7.2 14.1 31.0 28.0 11.3 3.5 35,601

 30 or older 1.0 2.8 6.6 12.3 28.4 27.7 17.4 3.9 37,687

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 1.8 3.8 11.0 16.2 35.9 20.9 7.7 2.6 31,967

 Doctorate-granting 1.9 3.2 6.8 14.2 33.7 27.5 10.0 2.8 34,340

 Private, not-for-profit 4-year

 Nondoctorate-granting 1.1 5.8 10.7 13.5 29.6 26.1 9.8 3.4 33,858

 Doctorate-granting 1.0 2.4 4.8 11.6 30.1 29.0 17.2 4.0 38,806

 Other 1.1 1.5 8.8 12.9 38.3 24.5 11.8 1.1 33,840

Full-time salary distribution

_________

59
Table I.5—Percentage distribution according to annual salaries, and average annual salaries, for 1992–93

Table I.5—bachelor’s degree recipients employed full time in April 1997, by selected characteristics

Table I.5——Continued

Average

 Less than $10,000– $15,000– $20,000– $25,000– $35,000– $50,000– $75,000 annual

 $10,000 14,999 19,999 24,999 34,999 49,999 74,999 or more salary1

Total undergraduate debt2

 Did not borrow 1.9 3.5 6.9 13.7 33.2 26.7 11.4 2.9 $34,752

 Borrowed, total 1.3 4.0 10.2 15.1 32.9 24.5 8.9 3.1 33,520

 Less than $1,000 2.6 4.8 16.4 22.1 20.7 23.1 7.5 2.9 31,035

 $1,000–4,999 2.2 3.9 10.0 14.5 33.6 24.7 8.8 2.3 32,835

 $5,000–9,999 0.8 3.7 10.4 15.1 31.5 25.8 10.1 2.6 33,584

 $10,000–19,999 1.0 4.3 10.2 15.0 35.0 22.8 8.2 3.5 33,579

 $20,000 or more 0.5 3.7 6.0 15.5 29.3 29.3 8.3 7.4 38,616

Baccalaureate degree major

 Professional fields 1.4 2.6 7.7 13.7 30.5 28.9 12.6 2.8 35,525

 Business and management 1.1 1.9 5.3 11.9 29.7 32.8 13.1 4.3 37,454

 Education 2.6 5.4 16.0 26.6 39.2 6.3 2.7 1.1 26,513

 Engineering 1.1 0.7 1.0 1.8 13.2 54.9 24.5 2.9 44,524

 Health professions 0.6 1.4 3.8 5.1 29.9 36.5 21.1 1.6 39,421

 Public affairs/social services 0.7 3.5 13.6 17.3 38.3 20.2 6.0 0.3 30,563

 Arts and sciences 2.0 5.3 7.3 15.8 35.0 23.8 7.6 3.3 32,890

 Biological sciences 1.2 7.6 9.2 19.0 37.1 20.7 4.7 0.5 29,331

 Mathematics and other sciences 0.5 3.8 4.4 11.5 26.3 35.4 12.2 6.0 38,418

 Social science 2.1 5.1 5.0 14.5 34.9 23.3 9.7 5.4 35,536

 History 8.3 4.3 7.0 17.6 35.4 22.6 4.0 1.0 28,147

 Humanities 1.7 6.4 10.2 17.4 37.9 19.3 5.5 1.6 30,179

 Psychology 2.8 4.2 9.9 19.1 40.9 19.2 3.4 0.4 28,197

 Other 1.5 4.2 12.9 12.7 39.7 18.0 7.9 3.1 32,208

Highest degree attained by 1997

 Bachelor’s degree 1.5 3.8 8.4 14.4 32.4 25.9 10.4 3.1 34,342

 Postbaccalaureate certificate 1.4 3.5 13.5 13.7 39.8 21.0 5.4 1.9 31,034

 Master’s degree 2.8 3.3 5.9 13.5 37.7 25.5 10.2 1.2 33,267

 First-professional degree 1.2 0 1.5 5.7 32.2 30.1 21.9 7.5 43,831

 Doctoral degree ———————— —

April 1997 occupation

 Business and management 1.2 1.2 4.0 9.9 32.1 32.7 14.3 4.6 38,244

 Educator 2.6 5.1 13.0 23.9 46.9 6.2 1.9 0.4 26,139

 Engineering 0.9 1.4 0.5 3.9 13.8 54.5 22.7 2.3 43,178

 Health professions 0.9 2.2 6.0 6.7 29.7 34.8 17.6 2.2 38,026

 Other professions 3.0 4.1 9.0 15.3 36.4 22.4 7.7 2.0 32,356

 Computer science, programming 0.2 0.9 2.4 7.5 28.1 42.0 14.8 4.1 40,680

 Noncomputer technician 2.2 14.8 6.0 22.3 42.0 12.7 0 0 26,246

 Administrative, clerical, support 1.3 5.9 12.9 19.1 31.7 21.4 5.4 2.3 30,560

 Mechanic, operator, laborer 0.8 6.1 13.3 15.0 27.1 20.2 12.0 5.6 34,896

 Sales 1.1 2.8 3.8 7.2 28.2 35.3 15.8 5.8 40,023

 Service 1.4 10.5 22.1 27.8 26.2 8.8 1.2 2.0 25,562

 Military, protective services 0 0.8 9.4 13.7 38.3 24.9 11.1 1.7 34,031

 Other, uncodeable 8.1 7.6 5.9 17.5 36.2 17.4 4.0 3.3 29,834

Full-time salary distribution

_________

60
Table I.5—Percentage distribution according to annual salaries, and average annual salaries, for 1992–93

Table I.5—bachelor’s degree recipients employed full time in April 1997, by selected characteristics

Table I.5——Continued

Average

 Less than $10,000– $15,000– $20,000– $25,000– $35,000– $50,000– $75,000 annual

 $10,000 14,999 19,999 24,999 34,999 49,999 74,999 or more salary1

Enrollment/employment status in April 1994

 Full-time enrolled, employed 2.4 4.2 9.3 14.8 36.3 24.0 8.6 0.5 $31,836

 Full-time enrolled, not employed 1.9 6.0 4.6 10.3 36.9 25.0 12.6 2.7 35,126

 Part-time enrolled 1.7 3.8 7.3 15.8 34.9 21.4 12.9 2.4 34,160

 Not enrolled, employed 1.5 3.4 7.9 14.1 32.9 26.6 10.5 3.2 34,611

 Not enrolled, not employed 2.7 5.7 17.2 16.5 29.4 19.9 5.9 2.8 30,578

—Too few cases for a reliable estimate. 1

Respondents reporting salaries less than $1,000 were excluded (10 cases unweighted). Respondents reporting salaries greater

than $500,000 were reset to $500,000.

2

Federal loan programs only.

NOTE: Percentages may not sum to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Full-time salary distribution

_________

61
Table I.6—Percentage of 1992–93 bachelor’s degree recipients who had experienced any unemployment

Table I.6—since graduation, the average number of unemployment spells, the average number of months

Table I.6—unemployed, and the unemployment rate for April 1997, by selected characteristics

 Average Average total Average longest

 Any number of number of period of Unemployment

 unemployment unemploy- months unemployment rate in 

spells1 ment spells2 unemployed2, 3 (in months)2 April 1997

 

 Total 39.8 1.3 7.3 6.5 2.9 

Gender

 Male 40.4 1.3 7.4 6.6 2.9 

 Female 39.4 1.3 7.3 6.4 2.9 

Race–ethnicity

 American Indian/Alaskan Native 36.6 ——— 2.9 

 Asian/Pacific Islander 42.8 1.2 8.9 8.2 6.7 

 Black, non-Hispanic 45.1 1.3 8.5 7.7 4.5 

 Hispanic 42.0 1.4 10.0 8.8 3.0 

 White, non-Hispanic 39.2 1.3 6.9 6.1 2.5 

Parents’ educational attainment

 Less than high school 36.9 1.3 11.2 10.3 4.6 

 High school or equivalency 40.4 1.3 7.3 6.5 2.1 

 Some postsecondary education 37.2 1.3 7.4 6.5 2.4 

 Bachelor’s degree 39.5 1.3 6.9 6.1 3.1 

 Advanced degree 42.2 1.3 7.2 6.3 3.7 

Marital status in 1997

 Never married 44.5 1.4 7.8 6.8 3.9 

 Married/cohabit as married 36.1 1.3 6.8 6.1 2.1 

 Divorced/separated/widowed 36.4 1.3 7.9 7.1 2.1 

Number of children in 1997

 No children 42.0 1.3 7.2 6.4 3.1 

 One 36.1 1.3 7.4 6.6 2.2 

 Two or more children 31.5 1.3 8.0 7.3 2.0 

Age received bachelor’s degree

 22 or younger 42.1 1.3 7.0 6.1 2.9 

 23–24 41.9 1.3 6.9 6.0 3.2 

 25–29 39.0 1.4 7.6 6.6 3.7 

 30 or older 31.1 1.3 9.1 8.2 1.6 

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 40.7 1.3 7.7 6.8 2.6 

 Doctorate-granting 40.5 1.3 7.1 6.3 2.7 

 Private, not-for-profit 4-year

 Nondoctorate-granting 38.3 1.3 7.3 6.4 2.7 

 Doctorate-granting 40.2 1.3 7.3 6.5 4.2 

 Other 32.6 1.4 8.7 7.7 3.5 

_________

62
Table I.6—Percentage of 1992–93 bachelor’s degree recipients who had experienced any unemployment

Table I.6—since graduation, the average number of unemployment spells, the average number of months

Table I.6—unemployed, and the unemployment rate for April 1997, by selected characteristics—Continued

 Average Average total Average longest

 Any number of number of period of Unemployment

 unemployment unemploy- months unemployment rate in 

spells1 ment spells2 unemployed2, 3 (in months)2 April 1997

Total undergraduate debt4

 Did not borrow 39.0 1.3 7.5 6.7 3.0 

 Borrowed, total 41.2 1.3 7.0 6.2 2.7 

 Less than $1,000 39.3 1.3 7.0 6.1 1.2 

 $1,000–4,999 37.7 1.3 6.6 5.8 2.3 

 $5,000–9,999 41.8 1.3 7.6 6.7 3.6 

 $10,000–19,999 43.0 1.3 6.6 5.8 2.3 

 $20,000 or more 46.5 1.3 8.7 7.9 2.7 

Baccalaureate degree major

 Professional fields 38.0 1.3 7.0 6.3 2.2 

 Business and management 36.2 1.2 7.1 6.5 2.2 

 Education 46.8 1.4 6.9 6.0 2.3 

 Engineering 39.2 1.2 7.5 6.9 1.2 

 Health professions 27.9 1.2 6.6 6.1 2.8 

 Public affairs/social services 35.8 1.3 6.8 6.1 2.1 

 Arts and sciences 41.4 1.4 8.0 7.0 4.2 

 Biological sciences 39.4 1.4 8.6 7.5 7.2 

 Mathematics and other sciences 36.3 1.3 8.4 7.5 2.7 

 Social science 43.7 1.4 7.5 6.5 3.8 

 History 44.3 1.3 7.5 6.4 3.3 

 Humanities 43.6 1.4 7.9 6.6 4.4 

 Psychology 39.2 1.4 9.2 8.4 5.1 

 Other 43.1 1.4 6.8 5.9 2.5 

Highest degree attained by 1997

 Bachelor’s degree 38.7 1.3 6.7 5.9 2.5 

 Postbaccalaureate certificate 48.1 1.4 9.4 8.4 3.4 

 Master’s degree 47.3 1.3 9.7 8.9 4.9 

 First-professional degree 41.9 1.2 14.9 13.9 11.3 

 Doctoral degree —————

Employment status in April 1997

 Full-time 39.4 1.3 6.5 5.8 (*)

 Part-time 40.0 1.3 9.0 8.0 (*)

 Unemployed 100.0 1.7 15.9 13.1 100.0 

 Out of the labor force 27.3 1.2 6.6 6.1 —

_________

63
Table I.6—Percentage of 1992–93 bachelor’s degree recipients who had experienced any unemployment

Table I.6—since graduation, the average number of unemployment spells, the average number of months

Table I.6—unemployed, and the unemployment rate for April 1997, by selected characteristics—Continued

 Average Average total Average longest

 Any number of number of period of Unemployment

 unemployment unemploy- months unemployment rate in 

spells1 ment spells2 unemployed2, 3 (in months)2 April 1997

April 1997 occupation

 Business and management 35.5 1.2 5.8 5.3 1.5 

 Educator 49.7 1.4 7.5 6.5 2.8 

 Engineering 40.8 1.2 6.5 6.1 0.7 

 Health professions 28.3 1.3 7.6 6.9 3.8 

 Other professions 43.7 1.3 8.2 7.3 3.9 

 Computer science, programming 35.7 1.3 6.8 6.2 1.8 

 Noncomputer technician 35.1 1.3 6.3 5.3 3.4 

 Administrative, clerical, support 43.5 1.4 7.9 6.8 4.7 

 Mechanic, operator, laborer 32.7 1.3 7.5 6.7 1.2 

 Sales 41.2 1.3 5.7 4.9 2.2 

 Service 49.8 1.4 8.4 7.4 5.6 

 Military, protective services 32.8 1.2 7.7 7.1 0.8 

 Other, uncodeable 59.1 1.3 6.3 5.6 5.9 

Enrollment/employment status in April 1994

 Full-time enrolled, employed 37.8 1.3 7.4 6.7 3.9 

 Full-time enrolled, not employed 42.7 1.3 13.8 12.8 7.1 

 Part-time enrolled 32.2 1.2 7.3 6.5 1.4 

 Not enrolled, employed 38.4 1.3 5.8 5.1 2.5 

 Not enrolled, not employed 64.2 1.5 14.0 12.5 5.5 

—Too few cases for a reliable estimate.

*Not applicable.

1

Employment spells were measured in calendar months. The respondent could have been unemployed for a period of almost

8 weeks and still be counted as 1 month.

2

Only includes respondents who have ever experienced unemployment spells.

3

Across all spells.

4

Federal loan programs only.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

_________

64
65

SECTION II—Characteristics of Job

General Job Characteristics

• Among 1992–93 bachelor’s degree recipients who were working in April 1997, at least

half reported that their job was closely related to their degree or that it had definite career potential (56 percent and 57 percent, respectively). About 7 in 10 reported that

their April job incorporated skills they had used or learned in their previous jobs (table

II.1).

• Among employed college graduates, 7 percent reported that they had a part-time job

and 9 percent that they worked less than 35 hours a week. Women were more likely

than men to report having a part-time job (9 percent versus 4 percent) (table II.1).

• Students who had majored in professional fields were more likely to say that their jobs

were closely related to their undergraduate field of study (64 percent) than were those

majoring in arts and sciences (44 percent). Those majoring in professional fields and

the arts and sciences were equally likely to indicate that they had jobs with definite career potential (table II.1).

• Among 1992–93 bachelor’s degree recipients who had majored in professional fields,

the group most likely to say that their 1997 job was closely related to their degree was

those who had majored in health professions (85 percent), followed by those majoring

in education (68 percent), engineering (61 percent), public affairs/social services (60

percent), and business and management (58 percent). Among those who had majored

in arts and sciences, the percentage indicating that their job was closely related to their

degree ranged from 31 percent of those in social sciences, to 49 percent of those in

biological sciences, to 66 percent of those in mathematics and other sciences (table

II.1).

• Forty-six percent of those employed part time in April 1997 indicated that they preferred to work full time (table II.1).

Employer Benefits

• Most 1992–93 bachelor’s degree recipients indicated that they received various benefits from their jobs in 1997. Eighty-eight percent reported receiving health insurance,

87 percent paid vacation, and 86 percent paid sick leave. Slightly fewer (80 percent)

were offered retirement benefits by their employers (table II.2).

• 1992–93 bachelor’s degree recipients who were employed part time in April 1997

were far less likely than their full-time employed counterparts to receive health insurance (39 percent versus 91 percent), paid sick leave (38 percent versus 89 percent),
Section II—Characteristics of Job

66

paid vacation (41 percent versus 91 percent), and retirement benefits (40 percent versus 83 percent) (table II.2).

Satisfaction With Various Employment Characteristics

• Most 1992–93 bachelor’s degree recipients (80 percent) were very satisfied with their

co-workers at their 1997 jobs. Six in 10 were very satisfied with their supervisor, and

slightly fewer (56 percent) were very satisfied with working conditions at their place

of employment (table II.3).

• Respondents who had earned first-professional degrees since graduating from college

were more likely than those who had earned master’s or bachelor’s degrees (75 percent

versus 59 and 60 percent, respectively) to say that they were very satisfied with their

supervisor at their 1997 job (table II.3).

• The proportion of respondents who indicated that they were very satisfied with working conditions at their 1997 jobs ranged from about 4 in 10 for those in military or

protective services occupations to about two-thirds for those in engineering occupations (table II.3).

Satisfaction With Current Opportunities and Compensation

• With respect to their 1997 jobs, respondents who had earned their bachelor’s degrees

in 1992–93 were most likely to say that they were very satisfied with job security (64

percent), followed by job challenge (58 percent), fringe benefits (55 percent), and educational benefits (48 percent). About 4 in 10 indicated that they were very satisfied

with promotion opportunity, and about 1 in 3 were very satisfied with the pay from

their current jobs (table II.4).

• The proportions of respondents who were very satisfied with their job security varied

among members of different racial–ethnic groups. Black, non-Hispanics (49 percent)

were less likely than Asian/Pacific Islanders (63 percent), white, non-Hispanics (65

percent), or Hispanics (67 percent) to indicate that they were very satisfied with this

aspect of their job (table II.4).

• Males were more likely than females to indicate that they were very satisfied with opportunities for promotion at their jobs (42 percent versus 36 percent) (table II.4).

• Respondents who had majored in professional fields were more likely than those who

had majored in arts and sciences to indicate that they were very satisfied with the job

challenge at their current jobs (60 percent versus 55 percent) (table II.4).

• The percentage of respondents saying that they were very satisfied with the pay their

1997 jobs offered them ranged from 24 percent for those in service occupations to 44

percent for those in engineering jobs (table II.4).

• The 1992–93 bachelor’s degree recipients who worked part time in April 1997 were

less likely than their counterparts working full time to be very satisfied with job security (52 percent versus 65 percent) and fringe benefits (30 percent versus 57 percent).
Section II—Characteristics of Job

67

However, there was no significant difference between the two groups with respect to

their satisfaction with pay (33 percent each) (table II.4).

Reasons for Taking Current Job

• About one in five 1992–93 bachelor’s degree recipients indicated that they took their

1997 job because it was related to their field of study or because it was interesting

work. Fewer indicated that they took their current position because it was intellectual

work (9 percent) or because they had previous work experience in that field (8 percent)

(table II.5).

• Females were more likely than males to say that they had taken their current position

because it was related to their field of study (22 percent versus 16 percent) (table II.5).

• Respondents who had earned master’s degrees or postbaccalaureate certificates (28

percent each) were more likely than those who had not pursued graduate education (17

percent) to say that they took their current job because it was related to their field of

study. While it also appears that students who had earned first-professional degrees

were more likely than those who had not pursued graduate education to indicate this as

a reason for taking their job, there was not enough statistical evidence to make this

conclusion (table II.5).

Financial Reasons for Taking Current Job

• Sixteen percent of 1992–93 bachelor’s degree recipients said that they took their job

because it was a better advancement opportunity for them. About 1 in 10 took their job

because it provided a good income to start or had good income potential, while 5 percent said that they chose the job because it provided good job security (table II.6).

• Males were more likely than females to indicate that they took their current positions

for a variety of financial reasons: that the job provided a better advancement opportunity (18 percent versus 14 percent), good income to start (13 percent versus 10 percent), or good income potential (13 percent versus 8 percent). Males and females were

equally likely to indicate that they took their current job because it offered good job

security (table II.6).

• Graduates who were working full time in April 1997 were more likely than those

working part time to indicate that they took their current position because of better advancement opportunities (17 percent versus 7 percent) and good income potential (11

percent versus 2 percent) (table II.6).

How Respondents Found Jobs

• Roughly one-third of 1992–93 bachelor’s degree recipients indicated that they had

found their 1997 jobs through referrals. About one-fifth said that they had found their

jobs through want ads, and fewer (8 percent) said that they had found their current employment through an employment agency (table II.7).
Table II.1—Percentage of employed1

 1992–93 bachelor’s degree recipients who reported various job

Table II.1—characteristics for primary job held in April 1997, by selected characteristics

April job has Works

Closely Has definite built on skills fewer than Is a Part-time,

related career from previous 35 hours part-time full-time

to degree potential job(s) a week job preferred

 Total 56.0 57.3 69.2 8.9 6.9 4.6 

Gender

 Male 51.4 60.6 68.4 5.2 4.1 3.0 

 Female 59.9 54.5 69.9 12.0 9.3 5.9 

Race–ethnicity

 American Indian/Alaskan Native 45.1 67.6 70.6 18.8 17.5 —

 Asian/Pacific Islander 53.6 58.1 69.7 8.3 7.6 —

 Black, non-Hispanic 49.5 46.8 72.9 6.4 3.6 0 

 Hispanic 57.6 54.1 65.3 11.5 9.4 13.2 

 White, non-Hispanic 56.6 58.3 69.0 8.9 6.9 4.0 

Parents’ educational attainment

 Less than high school 57.1 54.1 66.1 12.4 6.9 —

 High school or equivalency 58.0 56.2 68.0 8.6 7.4 5.5 

 Some postsecondary education 55.8 56.3 68.9 8.3 5.9 5.6 

 Bachelor’s degree 55.1 58.9 70.4 7.1 5.8 2.4 

 Advanced degree 54.7 57.7 69.4 10.2 8.3 2.9 

Marital status in 1997

 Never married 50.9 55.6 68.5 7.2 5.2 4.0 

 Married/cohabit as married 59.9 59.6 69.7 10.2 8.3 5.2 

 Divorced/separated/widowed 58.9 50.6 70.8 9.5 6.9 4.8 

Number of children in 1997

 No children 53.8 58.0 69.1 7.2 5.4 4.2 

 One 59.3 54.2 71.0 13.1 11.2 2.3 

 Two or more children 65.9 56.9 67.7 14.1 11.2 11.8 

Age received bachelor’s degree

 22 or younger 53.9 59.5 67.8 6.9 5.1 3.4 

 23–24 54.2 58.4 67.7 8.9 6.4 2.8 

 25–29 55.5 54.4 69.3 9.3 7.8 9.6 

 30 or older 64.3 52.4 74.7 13.9 11.7 8.6 

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 56.8 55.9 70.3 10.5 7.6 5.6 

 Doctorate-granting 57.1 58.7 68.7 8.2 6.7 4.6 

 Private, not-for-profit 4-year

 Nondoctorate-granting 54.6 53.9 69.9 9.7 7.4 4.5 

 Doctorate-granting 52.8 59.2 67.2 7.1 5.8 2.9 

 Other 56.8 61.5 71.7 8.2 7.6 —

_________

68
Table II.1—Percentage of employed1

 1992–93 bachelor’s degree recipients who reported various job

Table II.1—characteristics for primary job held in April 1997, by selected characteristics—Continued

April job has Works

Closely Has definite built on skills fewer than Is a Part-time,

related career from previous 35 hours part-time full-time

to degree potential job(s) a week job preferred

Total undergraduate debt2

 Did not borrow 55.1 58.7 68.8 8.9 6.8 3.0 

 Borrowed, total 56.7 54.9 69.5 8.7 6.9 7.2 

 Less than $1,000 56.6 48.4 79.9 11.5 7.9 —

 $1,000–4,999 56.5 55.2 70.5 8.8 6.3 3.8 

 $5,000–9,999 55.5 53.7 68.6 10.5 8.3 12.6 

 $10,000–19,999 57.0 56.5 68.1 7.0 6.4 4.4 

 $20,000 or more 63.1 53.7 72.4 6.9 4.7 —

Baccalaureate degree major

 Professional fields 64.3 57.5 68.2 8.0 6.1 5.1 

 Business and management 57.6 60.0 69.7 4.9 3.4 4.2 

 Education 67.7 51.4 63.5 13.4 9.6 7.1 

 Engineering 61.2 65.0 62.3 2.0 2.2 —

 Health professions 85.0 58.4 78.0 14.8 12.0 2.1 

 Public affairs/social services 59.6 47.1 66.3 6.7 7.1 —

 Arts and sciences 43.6 56.2 69.4 10.2 8.3 4.3 

 Biological sciences 49.0 50.1 68.5 11.8 8.1 —

 Mathematics and other sciences 65.6 64.6 65.4 3.8 5.3 —

 Social science 31.2 58.2 70.1 8.0 6.2 1.7 

 History 34.6 55.8 64.9 16.0 6.8 —

 Humanities 41.0 52.2 71.2 15.4 13.3 9.6 

 Psychology 46.3 50.6 73.6 10.7 7.9 —

 Other 50.1 59.0 72.7 9.3 7.1 3.6 

Highest degree attained by 1997

 Bachelor’s degree 54.0 57.2 68.8 8.6 6.7 4.5 

 Postbaccalaureate certificate 61.1 51.7 71.6 9.4 7.4 —

 Master’s degree 69.8 58.6 72.4 11.7 8.6 4.2 

 First-professional degree 79.3 69.4 66.7 7.9 8.1 —

 Doctoral degree ——————

Employment status in April 1997

 Full-time 56.6 58.9 69.6 3.2 0 0.3 

 Part-time 48.5 36.2 64.0 86.8 100.0 45.6 

_________

69
Table II.1—Percentage of employed1

 1992–93 bachelor’s degree recipients who reported various job

Table II.1—characteristics for primary job held in April 1997, by selected characteristics—Continued

April job has Works

Closely Has definite built on skills fewer than Is a Part-time,

related career from previous 35 hours part-time full-time

to degree potential job(s) a week job preferred

April 1997 occupation

 Business and management 54.5 63.4 72.2 5.1 4.0 1.9 

 Educator 76.7 53.8 65.9 14.5 9.4 8.1 

 Engineering 67.6 68.0 66.4 1.7 1.7 —

 Health professions 80.4 56.4 74.3 16.8 13.0 3.9 

 Other professions 60.4 58.8 74.3 8.9 6.5 2.4 

 Computer science, programming 49.9 66.4 72.3 1.5 1.4 —

 Noncomputer technician 59.7 46.9 70.0 6.0 9.9 —

 Administrative, clerical, support 37.8 45.7 64.6 11.0 10.4 7.7 

 Mechanic, operator, laborer 40.3 52.2 65.8 7.7 6.9 —

 Sales 40.8 64.8 69.7 5.1 3.4 5.6 

 Service 27.3 39.9 70.4 18.2 12.3 5.0 

 Military, protective services 48.1 61.2 56.3 2.6 2.2 —

 Other, uncodeable 37.4 59.1 76.4 6.7 3.8 —

—Too few cases for a reliable estimate. 1

Includes all respondents who were employed and not enrolled full time as of April 1997.

2

Federal loan programs only.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1997 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

_________

70
Table II.2—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who received health

Table II.2—insurance, sick leave, vacation, and retirement benefits, by selected characteristics

 Health Paid Paid Retirement

 insurance sick leave vacation benefits

 Total 87.6 85.3 87.2 80.0 

Gender

 Male 88.9 84.8 88.7 80.1 

 Female 86.5 85.7 85.9 80.0 

Race–ethnicity

 American Indian/Alaskan Native 73.5 75.5 71.3 70.7 

 Asian/Pacific Islander 90.8 90.5 92.5 82.8 

 Black, non-Hispanic 92.8 90.0 92.0 86.8 

 Hispanic 86.6 88.1 85.4 82.2 

 White, non-Hispanic 87.2 84.5 86.8 79.3 

Parents’ educational attainment

 Less than high school 85.2 84.5 86.9 83.4 

 High school or equivalency 88.0 85.9 87.8 80.4 

 Some postsecondary education 88.8 85.9 88.7 81.1 

 Bachelor’s degree 89.2 85.6 88.0 81.0 

 Advanced degree 84.9 84.5 85.0 77.2 

Marital status in 1997

 Never married 87.2 83.6 86.7 78.2 

 Married/cohabit as married 88.0 86.6 87.6 81.6 

 Divorced/separated/widowed 87.9 86.8 87.7 80.5 

Number of children in 1997

 No children 87.6 85.1 87.8 79.4 

 One 87.7 86.7 85.4 80.0 

 Two or more children 87.2 84.8 85.9 83.4 

Age received bachelor’s degree

 22 or younger 89.0 87.2 88.8 80.1 

 23–24 87.2 84.0 86.2 78.8 

 25–29 86.3 81.5 87.1 79.4 

 30 or older 85.3 84.8 84.6 82.0 

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 86.6 85.2 86.7 80.3 

 Doctorate-granting 88.4 86.3 87.4 80.8 

 Private, not-for-profit 4-year

 Nondoctorate-granting 87.0 82.7 86.4 77.7 

 Doctorate-granting 86.7 84.5 87.8 79.1 

 Other 91.8 89.1 90.8 85.3 

_________

71
Table II.2—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who received health

Table II.2—insurance, sick leave, vacation, and retirement benefits, by selected characteristics—Continued

 Health Paid Paid Retirement

 insurance sick leave vacation benefits

Total undergraduate debt*

 Did not borrow 88.2 85.6 87.2 80.0 

 Borrowed, total 86.6 84.6 87.2 79.9 

 Less than $1,000 85.9 87.4 93.8 77.7 

 $1,000–4,999 84.8 84.1 86.5 78.6 

 $5,000–9,999 86.8 83.6 85.2 80.3 

 $10,000–19,999 88.4 85.2 88.5 81.4 

 $20,000 or more 84.8 87.8 88.8 75.9 

Baccalaureate degree major

 Professional fields 89.8 86.8 89.0 83.3 

 Business and management 90.4 86.4 92.2 82.7 

 Education 86.1 86.6 79.0 81.0 

 Engineering 94.2 86.1 95.2 88.7 

 Health professions 89.7 88.3 90.4 83.6 

 Public affairs/social services 91.1 89.1 90.1 85.8 

 Arts and sciences 84.5 83.5 84.9 75.2 

 Biological sciences 78.7 80.8 81.4 70.9 

 Mathematics and other sciences 91.5 88.9 87.9 84.7 

 Social science 87.4 86.2 87.1 76.9 

 History 85.0 83.9 82.9 67.0 

 Humanities 77.8 77.5 80.6 69.0 

 Psychology 85.5 84.0 88.5 77.7 

 Other 85.9 82.9 85.1 77.5 

Highest degree attained by 1997

 Bachelor’s degree 88.1 85.3 87.6 80.0 

 Postbaccalaureate certificate 84.9 83.7 82.0 82.2 

 Master’s degree 85.8 87.0 86.1 81.3 

 First-professional degree 74.1 76.6 80.3 63.8 

 Doctoral degree ————

Employment status in April 1997

 Full-time 91.2 88.8 90.7 83.0 

 Part-time 39.1 38.0 41.0 40.3 

_________

72
Table II.2—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who received health

Table II.2—insurance, sick leave, vacation, and retirement benefits, by selected characteristics—Continued

 Health Paid Paid Retirement

 insurance sick leave vacation benefits

April 1997 occupation

 Business and management 92.2 88.8 93.6 82.9 

 Educator 87.0 89.9 76.5 84.8 

 Engineering 95.5 91.3 98.4 90.1 

 Health professions 84.8 85.4 86.2 80.2 

 Other professions 83.7 82.1 85.2 73.9 

 Computer science, programming 94.9 93.0 95.7 89.9 

 Noncomputer technician 89.3 82.3 84.3 70.7 

 Administrative, clerical, support 85.3 82.9 87.2 74.4 

 Mechanic, operator, laborer 78.4 68.9 80.2 65.8 

 Sales 89.1 82.9 89.2 80.9 

 Service 73.8 67.6 79.6 65.7 

 Military, protective services 96.2 95.4 97.4 96.7 

 Other, uncodeable 81.5 76.3 84.3 72.4 

—Too few cases for a reliable estimate.

*Federal loan programs only.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

_________

73
Table II.3—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who were very

Table II.3—satisfied with various aspects of their work environment, by selected characteristics

 Co-workers Supervisor Working conditions

 Total 79.9 60.3 55.9

Gender

 Male 79.8 61.0 56.2

 Female 79.9 59.7 55.6

Race–ethnicity

 American Indian/Alaskan Native 77.5 64.1 62.0

 Asian/Pacific Islander 76.0 62.1 53.1

 Black, non-Hispanic 71.0 48.5 42.2

 Hispanic 79.8 56.9 55.2

 White, non-Hispanic 80.7 61.2 57.1

Parents’ educational attainment

 Less than high school 78.4 54.0 56.4

 High school or equivalency 80.2 61.8 56.2

 Some postsecondary education 79.1 60.7 52.6

 Bachelor’s degree 80.5 59.7 56.7

 Advanced degree 80.5 59.4 57.9

Marital status in 1997

 Never married 79.0 59.5 55.6

 Married/cohabit as married 80.8 61.3 56.6

 Divorced/separated/widowed 78.7 57.3 53.0

Number of children in 1997

 No children 80.0 60.4 56.4

 One 81.6 62.5 56.0

 Two or more children 77.2 57.1 52.6

Age received bachelor’s degree

 22 or younger 80.8 61.5 56.7

 23–24 81.3 61.8 58.6

 25–29 78.0 58.1 51.0

 30 or older 76.4 56.2 53.7

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 79.8 61.3 54.6

 Doctorate-granting 79.9 58.8 56.8

 Private, not-for-profit 4-year

 Nondoctorate-granting 78.2 59.8 54.0

 Doctorate-granting 81.8 62.2 55.8

 Other 82.5 65.9 63.9

Very satisfied with:

_________

74
Table II.3—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who were very

Table II.3—satisfied with various aspects of their work environment, by selected characteristics—Continued

 Co-workers Supervisor Working conditions

Total undergraduate debt*

 Did not borrow 80.8 61.2 57.4

 Borrowed, total 78.5 58.9 53.6

 Less than $1,000 75.1 63.4 57.7

 $1,000–4,999 80.3 59.8 52.5

 $5,000–9,999 76.4 57.5 51.9

 $10,000–19,999 79.3 60.5 55.6

 $20,000 or more 76.7 48.6 53.4

Baccalaureate degree major

 Professional fields 80.9 60.0 54.9

 Business and management 81.4 59.3 57.9

 Education 81.2 62.9 54.5

 Engineering 84.1 63.0 56.9

 Health professions 77.4 53.4 47.4

 Public affairs/social services 78.4 61.4 47.7

 Arts and sciences 77.8 60.4 56.5

 Biological sciences 74.9 58.2 55.4

 Mathematics and other sciences 77.0 63.5 59.8

 Social science 76.3 60.9 55.8

 History 75.0 60.7 54.4

 Humanities 79.1 59.9 56.7

 Psychology 84.6 56.9 54.6

 Other 80.3 61.0 58.3

Highest degree attained by 1997

 Bachelor’s degree 79.8 60.2 55.8

 Postbaccalaureate certificate 78.8 59.8 58.5

 Master’s degree 79.6 59.3 55.6

 First-professional degree 87.6 74.7 59.2

 Doctoral degree ———

Employment status in April 1997

 Full-time 79.9 59.9 55.9

 Part-time 79.3 64.8 55.9

Very satisfied with:

_________

75
Table II.3—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who were very

Table II.3—satisfied with various aspects of their work environment, by selected characteristics—Continued

 Co-workers Supervisor Working conditions

April 1997 occupation

 Business and management 80.9 61.2 58.3

 Educator 77.7 61.9 53.0

 Engineering 82.9 63.6 66.0

 Health professions 76.5 54.3 49.2

 Other professions 81.3 60.1 57.3

 Computer science, programming 79.4 60.9 64.9

 Noncomputer technician 84.5 60.3 58.9

 Administrative, clerical, support 78.5 61.5 56.9

 Mechanic, operator, laborer 81.6 60.0 45.3

 Sales 83.7 59.5 58.0

 Service 78.0 57.9 50.1

 Military, protective services 76.2 56.2 41.8

 Other, uncodeable 85.5 45.9 74.6

—Too few cases for a reliable estimate.

*Federal loan programs only.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Very satisfied with:

_________

76
Table II.4—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who were very

Table II.4—satisfied with benefits and advancement opportunities, by selected characteristics

 Job Job Fringe Educational Promotion

 security challenge benefits benefits opportunity Pay

 Total 64.1 57.9 54.9 48.4 38.8 33.3 

Gender

 Male 63.5 56.4 54.8 47.4 41.9 34.0 

 Female 64.6 59.2 54.9 49.2 36.2 32.7 

Race–ethnicity

 American Indian/Alaskan Native 55.7 74.4 55.4 60.3 41.7 52.4 

 Asian/Pacific Islander 63.0 55.4 47.6 44.6 33.5 25.8 

 Black, non-Hispanic 48.9 45.1 49.2 50.9 29.6 25.0 

 Hispanic 67.1 61.3 58.8 56.9 41.3 33.3 

 White, non-Hispanic 65.2 58.7 55.4 47.8 39.7 34.1 

Parents’ educational attainment

 Less than high school 57.2 57.0 55.2 53.6 32.9 31.5 

 High school or equivalency 62.8 60.6 54.5 50.7 37.4 35.7 

 Some postsecondary education 65.0 58.6 55.4 47.8 39.2 30.9 

 Bachelor’s degree 64.7 56.7 55.1 47.4 40.4 33.8 

 Advanced degree 65.9 56.2 55.2 47.1 39.1 32.5 

Marital status in 1997

 Never married 63.3 54.8 55.3 47.0 39.5 31.7 

 Married/cohabit as married 65.1 60.9 55.1 50.0 38.9 35.2 

 Divorced/separated/widowed 60.4 55.4 49.0 45.3 33.0 28.5 

Number of children in 1997

 No children 65.2 57.4 55.3 47.2 40.0 33.5 

 One 62.6 58.8 55.5 50.4 37.1 34.0 

 Two or more children 58.6 60.1 51.0 53.0 34.0 31.2 

Age received bachelor’s degree

 22 or younger 67.4 58.2 56.4 46.7 40.7 35.3 

 23–24 67.5 60.1 56.8 48.5 41.5 31.8 

 25–29 61.2 54.0 51.3 50.0 38.2 32.0 

 30 or older 52.8 57.1 50.9 51.3 30.5 30.7 

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 63.5 59.4 54.3 49.3 39.3 32.1 

 Doctorate-granting 65.7 58.9 55.7 48.8 39.3 33.8 

 Private, not-for-profit 4-year

 Nondoctorate-granting 59.3 53.1 52.5 48.3 34.7 32.9 

 Doctorate-granting 64.8 56.7 54.8 43.8 40.4 33.8 

 Other 71.0 65.4 61.5 55.9 45.3 35.2 

Very satisfied with:

_________

77
Table II.4—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who were very

Table II.4—satisfied with benefits and advancement opportunities, by selected characteristics—Continued

 Job Job Fringe Educational Promotion

 security challenge benefits benefits opportunity Pay

Total undergraduate debt*

 Did not borrow 65.7 58.9 56.3 50.1 40.0 34.2 

 Borrowed, total 61.7 56.6 52.8 45.9 37.1 32.0 

 Less than $1,000 69.9 54.9 56.2 57.1 40.9 31.3 

 $1,000–4,999 61.2 57.1 53.4 47.6 37.0 33.2 

 $5,000–9,999 58.9 55.2 52.1 43.2 37.4 30.6 

 $10,000–19,999 64.0 58.0 53.2 46.0 37.4 32.6 

 $20,000 or more 60.6 53.0 48.3 44.5 30.7 28.9 

Baccalaureate degree major

 Professional fields 64.4 59.6 55.5 49.7 39.3 34.5 

 Business and management 64.3 54.6 58.0 48.7 44.3 34.7 

 Education 67.1 66.3 50.4 52.6 32.6 27.9 

 Engineering 61.4 61.0 59.1 51.1 42.5 42.0 

 Health professions 60.7 63.5 52.3 49.0 32.7 41.2 

 Public affairs/social services 68.0 57.5 57.5 44.2 37.3 29.5 

 Arts and sciences 63.8 54.9 53.1 46.5 38.7 31.4 

 Biological sciences 59.5 52.7 47.9 42.5 32.2 29.0 

 Mathematics and other sciences 64.5 57.7 61.0 54.9 43.4 38.6 

 Social science 64.8 54.3 50.6 47.8 41.1 31.9 

 History 70.6 59.2 45.2 43.5 40.3 28.1 

 Humanities 62.0 54.0 51.3 42.0 35.9 30.5 

 Psychology 64.9 53.8 60.1 44.7 35.4 23.6 

 Other 63.3 58.0 56.1 47.5 37.4 32.6 

Highest degree attained by 1997

 Bachelor’s degree 64.3 56.8 54.8 48.0 39.0 33.6 

 Postbaccalaureate certificate 62.7 62.4 52.8 52.9 31.7 28.6 

 Master’s degree 62.4 64.6 56.5 51.3 38.3 31.7 

 First-professional degree 64.3 75.0 51.8 43.7 50.6 36.6 

 Doctoral degree ——————

Employment status in April 1997

 Full-time 65.0 58.5 56.6 49.0 39.7 33.3 

 Part-time 51.6 50.9 30.2 40.6 27.4 32.5 

Very satisfied with:

_________

78
Table II.4—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who were very

Table II.4—satisfied with benefits and advancement opportunities, by selected characteristics—Continued

 Job Job Fringe Educational Promotion

 security challenge benefits benefits opportunity Pay

April 1997 occupation

 Business and management 68.1 57.8 58.7 48.2 48.0 37.0 

 Educator 66.9 72.4 50.2 56.8 30.0 25.1 

 Engineering 67.3 68.7 63.8 58.4 44.3 44.3 

 Health professions 59.6 63.6 49.8 50.8 31.7 39.6 

 Other professions 61.2 61.1 56.4 42.8 39.1 30.7 

 Computer science, programming 64.1 57.3 62.7 52.6 46.8 37.8 

 Noncomputer technician 55.4 52.7 60.3 68.0 33.9 32.5 

 Administrative, clerical, support 62.6 45.0 53.8 45.0 34.2 30.9 

 Mechanic, operator, laborer 59.4 46.2 46.9 38.4 38.5 31.1 

 Sales 60.3 50.6 54.6 40.7 43.1 37.1 

 Service 60.8 34.8 43.5 38.6 27.7 24.3 

 Military, protective services 71.5 63.9 61.7 50.4 40.3 29.3 

 Other, uncodeable 63.4 57.3 67.3 65.9 38.3 40.1 

—Too few cases for a reliable estimate.

*Federal loan programs only.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Very satisfied with:

_________

79
Table II.5—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who indicated

Table II.5—various reasons for taking their current positions that were related to the nature of the work

Table II.5—itself, by selected characteristics

 Related to Was interesting Was intellectual Had previous

 field of study work work work experience

 Total 18.8 18.3 9.1 7.7 

Gender

 Male 15.5 17.0 8.0 7.0 

 Female 21.7 19.4 10.0 8.3 

Race–ethnicity

 American Indian/Alaskan Native 15.6 13.8 5.3 2.7 

 Asian/Pacific Islander 19.3 26.2 18.5 5.9 

 Black, non-Hispanic 14.7 15.2 7.4 8.1 

 Hispanic 20.8 17.9 7.0 6.9 

 White, non-Hispanic 19.1 18.3 8.9 7.8 

Parents’ educational attainment

 Less than high school 16.8 15.4 7.1 7.5 

 High school or equivalency 18.6 16.7 8.3 8.8 

 Some postsecondary education 19.2 16.7 8.4 7.0 

 Bachelor’s degree 18.3 20.2 9.9 6.6 

 Advanced degree 19.5 19.4 9.7 7.7 

Marital status in 1997

 Never married 18.3 19.3 10.7 7.5 

 Married/cohabit as married 19.3 17.7 7.4 7.6 

 Divorced/separated/widowed 18.0 15.9 12.6 10.3 

Number of children in 1997

 No children 19.0 18.8 9.6 7.7 

 One 17.8 17.0 8.5 7.0 

 Two or more children 19.3 16.4 6.7 7.8 

Age received bachelor’s degree

 22 or younger 19.3 19.5 10.1 7.2 

 23–24 19.9 18.0 7.6 7.6 

 25–29 16.0 16.1 8.2 8.2 

 30 or older 18.1 16.8 9.2 8.8 

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 19.6 16.3 7.9 7.3 

 Doctorate-granting 19.0 17.3 8.6 7.7 

 Private, not-for-profit 4-year

 Nondoctorate-granting 17.4 18.6 9.3 8.3 

 Doctorate-granting 18.2 22.7 11.2 6.9 

 Other 22.5 26.6 15.8 11.1 

_________

80
Table II.5—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who indicated

Table II.5—various reasons for taking their current positions that were related to the nature of the work

Table II.5—itself, by selected characteristics—Continued

 Related to Was interesting Was intellectual Had previous

 field of study work work work experience

Total undergraduate debt*

 Did not borrow 18.8 18.9 9.4 7.0 

 Borrowed, total 18.7 17.5 9.0 8.7 

 Less than $1,000 24.5 15.5 4.2 5.9 

 $1,000–4,999 17.9 19.4 8.7 10.0 

 $5,000–9,999 17.1 16.7 9.0 7.7 

 $10,000–19,999 19.8 17.6 9.5 8.9 

 $20,000 or more 21.5 10.6 10.2 6.9 

Baccalaureate degree major

 Professional fields 20.3 17.1 8.6 8.3 

 Business and management 15.4 17.8 9.7 7.9 

 Education 24.8 15.0 5.6 6.9 

 Engineering 22.3 18.6 9.8 8.0 

 Health professions 23.5 15.8 9.6 9.7 

 Public affairs/social services 27.0 20.6 8.8 13.6 

 Arts and sciences 17.6 20.0 10.4 6.9 

 Biological sciences 21.2 16.4 8.6 5.9 

 Mathematics and other sciences 20.2 18.6 10.5 7.0 

 Social science 15.6 20.1 10.8 7.8 

 History 12.4 25.1 8.1 3.7 

 Humanities 14.8 19.5 11.5 6.9 

 Psychology 25.5 24.7 8.7 6.9 

 Other 15.7 19.0 8.3 7.3 

Highest degree attained by 1997

 Bachelor’s degree 17.3 18.1 8.9 7.6 

 Postbaccalaureate certificate 28.3 14.4 7.6 10.9 

 Master’s degree 28.4 21.4 12.1 6.7 

 First-professional degree 27.2 13.9 3.2 10.9 

 Doctoral degree ————

Employment status in April 1997

 Full-time 19.0 18.4 9.3 7.8 

 Part-time 17.0 16.6 6.1 6.7 

_________

81
Table II.5—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who indicated

Table II.5—various reasons for taking their current positions that were related to the nature of the work

Table II.5—itself, by selected characteristics—Continued

 Related to Was interesting Was intellectual Had previous

 field of study work work work experience

April 1997 occupation

 Business and management 14.4 18.3 10.3 8.1 

 Educator 27.3 13.8 7.2 7.7 

 Engineering 23.7 20.6 9.0 8.4 

 Health professions 23.2 15.9 8.3 9.4 

 Other professions 27.2 23.7 10.0 8.0 

 Computer science, programming 14.0 15.5 15.2 6.7 

 Noncomputer technician 19.7 22.5 13.8 1.8 

 Administrative, clerical, support 13.3 20.2 9.4 7.6 

 Mechanic, operator, laborer 13.7 16.8 6.5 8.5 

 Sales 11.7 19.1 9.2 5.8 

 Service 11.9 19.3 3.2 9.7 

 Military, protective services 22.4 23.1 7.9 3.7 

 Other, uncodeable 22.5 7.7 9.1 9.5 

—Too few cases for a reliable estimate.

*Federal loan programs only.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

_________

82
Table II.6—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who indicated

Table II.6—various financial reasons for taking their current positions, by selected characteristics1

 Better advance- Good income Good income Good job

 ment opportunity to start potential security

 

 Total 16.1 11.2 10.2 5.4 

Gender

 Male 18.4 13.1 12.9 5.9 

 Female 14.1 9.7 7.9 5.0 

Race–ethnicity

 American Indian/Alaskan Native 19.4 11.9 13.5 3.6 

 Asian/Pacific Islander 21.8 11.0 10.2 6.8 

 Black, non-Hispanic 12.4 11.0 6.1 4.9 

 Hispanic 14.0 10.8 7.3 5.3 

 White, non-Hispanic 16.1 11.3 10.6 5.4 

Parents’ educational attainment

 Less than high school 10.7 9.0 4.2 6.9 

 High school or equivalency 16.2 10.6 10.0 5.6 

 Some postsecondary education 15.0 11.6 10.1 5.3 

 Bachelor’s degree 17.2 11.6 11.0 5.8 

 Advanced degree 16.0 10.9 10.2 4.2 

Marital status in 1997

 Never married 17.9 11.3 12.0 5.8 

 Married/cohabit as married 14.9 11.2 8.8 4.9 

 Divorced/separated/widowed 13.2 11.9 8.6 7.5 

Number of children in 1997

 No children 16.8 11.4 11.2 5.3 

 One 14.5 11.2 7.8 5.3 

 Two or more children 13.9 10.4 6.8 6.1 

Age received bachelor’s degree

 22 or younger 17.1 11.8 10.2 4.9 

 23–24 16.4 11.3 11.8 5.8 

 25–29 16.2 10.1 11.6 6.9 

 30 or older 12.6 10.0 6.7 5.2 

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 15.6 10.5 10.2 6.1 

 Doctorate-granting 16.7 11.5 10.2 5.2 

 Private, not-for-profit 4-year

 Nondoctorate-granting 14.7 10.5 8.5 5.5 

 Doctorate-granting 16.1 12.5 11.1 4.3 

 Other 19.8 11.9 15.3 7.2 

_________

83
Table II.6—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who indicated

Table II.6—various financial reasons for taking their current positions, by selected characteristics1

Table II.6——Continued

 Better advance- Good income Good income Good job

 ment opportunity to start potential security

Total undergraduate debt2

 Did not borrow 16.8 10.7 10.7 5.7 

 Borrowed, total 14.8 12.0 9.6 5.1 

 Less than $1,000 15.3 8.2 10.2 8.2 

 $1,000–4,999 15.8 11.2 11.8 4.5 

 $5,000–9,999 14.3 11.6 10.7 5.3 

 $10,000–19,999 14.6 12.3 6.8 5.2 

 $20,000 or more 13.3 20.2 8.4 4.1 

Baccalaureate degree major

 Professional fields 16.5 12.0 11.0 5.5 

 Business and management 23.6 12.8 15.0 5.5 

 Education 5.2 7.3 5.4 3.5 

 Engineering 17.0 15.9 12.7 6.1 

 Health professions 14.9 12.7 7.5 6.2 

 Public affairs/social services 12.8 15.1 7.5 10.0 

 Arts and sciences 15.1 10.8 9.2 5.4 

 Biological sciences 9.1 7.3 6.5 8.2 

 Mathematics and other sciences 18.1 9.6 9.5 4.8 

 Social science 17.3 12.1 10.8 5.3 

 History 9.3 9.0 3.9 2.1 

 Humanities 13.1 12.4 9.2 5.2 

 Psychology 17.4 9.4 9.7 6.8 

 Other 16.7 9.2 9.2 5.2 

Highest degree attained by 1997

 Bachelor’s degree 16.8 11.3 10.7 5.4 

 Postbaccalaureate certificate 12.5 9.3 6.2 6.1 

 Master’s degree 11.6 11.2 7.2 5.3 

 First-professional degree 8.8 12.2 6.7 7.7 

 Doctoral degree ————

Employment status in April 1997

 Full-time 16.8 11.6 10.8 5.7 

 Part-time 7.3 6.1 2.4 1.7 

_________

84
Table II.6—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who indicated

Table II.6—various financial reasons for taking their current positions, by selected characteristics1

Table II.6——Continued

 Better advance- Good income Good income Good job

 ment opportunity to start potential security

April 1997 occupation

 Business and management 24.9 12.7 13.7 5.7 

 Educator 5.0 5.9 2.6 3.3 

 Engineering 19.9 15.6 15.6 5.2 

 Health professions 14.2 13.4 8.0 5.5 

 Other professions 14.0 13.3 8.2 5.8 

 Computer science, programming 19.4 11.8 13.5 4.4 

 Noncomputer technician 4.3 16.8 6.6 0 

 Administrative, clerical, support 15.8 10.2 9.4 6.8 

 Mechanic, operator, laborer 14.1 9.0 9.5 4.8 

 Sales 24.8 14.8 20.0 4.9 

 Service 8.5 7.0 8.4 4.7 

 Military, protective services 7.4 10.4 7.3 15.7 

 Other, uncodeable 13.4 10.8 6.5 4.9 

—Too few cases for a reliable estimate. 1

Respondents were asked a series of questions about specific reasons why they selected their current jobs. These answers were

the most common reasons relating to finances that were mentioned by respondents.

2

Federal loan programs only.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

_________

85
Table II.7—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who indicated that

Table II.7—they had found their jobs through various information channels, by selected characteristics1

 Found job through Found job through Found job through

 referrals want ad employment agency

 Total 34.8 22.0 8.0 

Gender

 Male 36.1 21.0 9.3 

 Female 33.6 22.8 7.0 

Race–ethnicity

 American Indian/Alaskan Native 40.4 7.3 10.1 

 Asian/Pacific Islander 26.8 23.4 10.5 

 Black, non-Hispanic 31.0 21.8 7.6 

 Hispanic 33.4 19.6 7.6 

 White, non-Hispanic 35.5 22.2 8.0 

Parents’ educational attainment

 Less than high school 29.2 23.1 8.9 

 High school or equivalency 33.2 23.5 7.4 

 Some postsecondary education 35.8 23.5 8.0 

 Bachelor’s degree 34.2 20.9 9.6 

 Advanced degree 38.4 19.4 7.5 

Marital status in 1997

 Never married 35.7 22.5 9.1 

 Married/cohabit as married 34.3 21.3 7.2 

 Divorced/separated/widowed 31.6 24.4 7.6 

Number of children in 1997

 No children 34.4 22.4 8.6 

 One 39.6 20.8 7.1 

 Two or more children 31.6 21.1 5.9 

Age received bachelor’s degree

 22 or younger 34.8 22.3 8.4 

 23–24 37.5 22.1 7.3 

 25–29 35.1 20.2 9.2 

 30 or older 30.5 22.4 7.5 

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 35.6 23.9 7.0 

 Doctorate-granting 33.8 21.1 8.1 

 Private, not-for-profit 4-year

 Nondoctorate-granting 34.1 23.3 8.3 

 Doctorate-granting 38.2 18.3 9.8 

 Other 31.0 26.0 6.2 

_________

86
Table II.7—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who indicated that

Table II.7—they had found their jobs through various information channels, by selected characteristics1

Table II.7——Continued

 Found job through Found job through Found job through

 referrals want ad employment agency

Total undergraduate debt2

 Did not borrow 35.7 21.4 7.8 

 Borrowed, total 33.4 23.1 8.3 

 Less than $1,000 26.6 32.4 11.8 

 $1,000–4,999 31.9 22.4 8.9 

 $5,000–9,999 35.4 22.9 8.0 

 $10,000–19,999 33.3 23.5 8.3 

 $20,000 or more 36.2 18.5 3.4 

Baccalaureate degree major

 Professional fields 34.0 20.6 7.9 

 Business and management 37.9 22.3 10.4 

 Education 32.2 17.7 4.6 

 Engineering 29.5 22.7 9.2 

 Health professions 27.6 19.1 6.9 

 Public affairs/social services 37.5 20.4 3.7 

 Arts and sciences 34.9 24.4 7.9 

 Biological sciences 33.7 24.8 8.4 

 Mathematics and other sciences 32.7 19.7 10.2 

 Social science 34.8 26.2 7.7 

 History 41.8 29.6 7.1 

 Humanities 36.1 23.4 7.1 

 Psychology 33.6 27.0 6.0 

 Other 37.3 22.3 8.8 

Highest degree attained by 1997

 Bachelor’s degree 34.9 22.5 8.2 

 Postbaccalaureate certificate 28.9 18.1 10.5 

 Master’s degree 35.2 20.6 6.0 

 First-professional degree 32.6 6.8 5.7 

 Doctoral degree ———

Employment status in April 1997

 Full-time 34.5 22.2 8.2 

 Part-time 38.3 19.6 5.2 

_________

87
Table II.7—Percentage of 1992–93 bachelor’s degree recipients employed in April 1997 who indicated that

Table II.7—they had found their jobs through various information channels, by selected characteristics1

Table II.7——Continued

 Found job through Found job through Found job through

 referrals want ad employment agency

April 1997 occupation

 Business and management 36.6 21.7 11.2 

 Educator 30.9 16.7 3.6 

 Engineering 29.7 21.2 8.6 

 Health professions 31.0 21.0 5.8 

 Other professions 31.6 22.3 7.1 

 Computer science, programming 33.4 23.1 13.3 

 Noncomputer technician 33.7 19.0 11.5 

 Administrative, clerical, support 37.8 28.1 8.2 

 Mechanic, operator, laborer 42.2 26.5 4.8 

 Sales 40.3 21.9 12.5 

 Service 45.5 19.2 5.1 

 Military, protective services 26.2 20.5 6.2 

 Other, uncodeable 23.4 29.8 3.6 

—Too few cases for a reliable estimate. 1

Respondents were asked a series of questions about specific ways they found their current jobs. These answers were the most

common reasons that were mentioned by respondents.

2

Federal loan programs only.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

_________

88
89

Appendix A—Glossary

This glossary describes the variables used in this report. The variables were taken directly from the B&B:97 Data

Analysis System (DAS), an NCES software application that generates tables from the B&B:97 data. A description

of the DAS software can be found in appendix B. The labels are in bold capital letters and correspond to the names

of the variables in the DAS.

The glossary index is organized into eight sections: Student Characteristics; Post-Baccalaureate Application Characteristics; Postbaccalaureate Enrollment as of 1997; Employment Status as of April 1997; General Characteristics

of April 1997 Job; Satisfaction with Various Employment Characteristics at April 1997 Job; Reasons For Taking

April 1997 Job; and How Respondents Found April 1997 Jobs. In the index below, the variables in each section are

listed in the order they appear in the compendium tables; the glossary is in alphabetical order by variable name (displayed in the right-hand column).

GLOSSARY INDEX

STUDENT CHARACTERISTICS

Age received bachelor’s degree..............B2AGATBA

Baccalaureate degree major....................B2BAMAJR

Race–ethnicity ......................................... B2ETHNIC

Highest degree earned after

bachelor’s degree ................................B2HDGPRG

Marital status April 1997 ......................... B2MAR497

Number of children.......................................B2NDEP

Employment/enrollment

status April 1994 ...................................B2NM9404

Gender ..........................................................B2RSEX

Panel weight for NPSAS and B&B ........BNBPANEL

Total undergraduate debt .......................... BORFEDR

Parents’ educational attainment ................ PAREDUC

Degree-granting institution for

bachelor’s degree .................................SECTOR_B

POST-BACCALAUREATE APPLICATION

CHARACTERISTICS

Number of acceptances to graduate or

professional school..............................B2GRACCT

Whether the respondent ever applied to

graduate or professional school.............. B2GRAPP

Quartile rank on composite score of all

three general exam subtests.................B2GRESUM

Graduate or professional exams taken ....B2GREXMS

Normalized undergraduate

GPA on a 4.0 scale...............................NORMGPA

POST-BACCALAUREATE ENROLLMENT AS OF 1997

Highest level of education ever

expected to complete 1993.................. ANYHILVL

Aid package received for graduate study....B2AIDGR

Attainment and enrollment ..................... B2ATTENR

Status of graduate coursework................ B2CURCRS

Respondent enrolled at time of B&B:97

interview..............................................B2CURENR

Status of graduate exams ....................... B2CUREXM

Status of graduate thesis ......................... B2CURTHS

Enrollment status April 1997.....................B2EN9704

Number of months between receipt of

bachelor’s degree and graduate school

enrollment ...........................................B2GRDENR

Carnegie classification for highest postbaccalaureate enrollment........................B2HENCC

Major field of highest post-baccalaureate

degree enrollment................................B2HENMAJ

Highest degree program enrolled in after

earning a bachelor’s degree................. B2HENPRG

Highest degree expected in 1997 ................ B2HIEXP

Degree program for most recent postbaccalaureate enrollment..................... B2RCNPRG

Weekly attendance, most recent postbaccalaureate enrollment......................B2RCNTIM

Highest level of education ever

expected to complete 1994.....................HIGHDEG
Appendix A—Glossary

90

EMPLOYMENT STATUS AS OF APRIL 1997

April 1997 occupation type......................B2AJOBOC

Annual salary at April 1997 job...............B2APRSAL

Employment status April 1997 ................. B2EM9704

Number of jobs held since bachelor’s......... B2JOBN1

Employment/enrollment status April

1997.......................................................B2NM9704

Longest period of continuous unemployment

since earning bachelor’s degree ......... B2UNEMOS

Total number of months unemployed

since earning bachelor’s degree ......... B2UNEMPD

Number of unemployment spells............B2UNEMSP

GENERAL CHARACTERISTICS OF APRIL 1997 JOB

Average number of hours worked per

week at job ........................................... B2AJBHRS

Health insurance at job ............................. B2AJBN01

Retirement benefits at job......................... B2AJBN02

Paid vacation at job................................... B2AJBN03

Paid sick leave at job ................................ B2AJBN04

Degree of career potential at job.............. B2AJBPOT

Part-time status and preference for

full-time work at April 1997 or

most recent job ...................................... B2AJFTPT

Job involved skills from other job ........... B2AJPREV

Relationship between job and field

of study..................................................B2AJRELT

SATISFACTION WITH VARIOUS EMPLOYMENT

CHARACTERISTICS AT APRIL 1997 JOB

Satisfaction with pay..................................B2AJST01

Satisfaction with fringe benefits ................B2AJST02

Satisfaction with job challenge ..................B2AJST03

Satisfaction with working conditions.........B2AJST04

Satisfaction with promotion

opportunity .............................................B2AJST05

Satisfaction with job security.....................B2AJST06

Satisfaction with supervisor.......................B2AJST07

Satisfaction with co-workers......................B2AJST08

Satisfaction with educational

benefits...................................................B2AJST09

REASONS FOR TAKING APRIL 1997 JOB

Took job because had previous work

experience ..............................................B2AJRE03

Took job because it was related to field of

study.......................................................B2AJRE04

Took job because it offered good income to

start.........................................................B2AJRE05

Took job because it offered good income

potential..................................................B2AJRE06

Took job because it offered good

job security.............................................B2AJRE07

Took job because it offered better

advancement opportunity .......................B2AJRE08

Took job because it was interesting

work .......................................................B2AJRE10

Took job because it was intellectual

work .......................................................B2AJRE11

HOW RESPONDENTS FOUND APRIL 1997 JOBS

Found job through referrals .......................B2AJFN01

Found job through want ad ........................B2AJFN03

Found job through employment

agency ....................................................B2AJFN06
Appendix A—Glossary

91

Highest level of education ever expected to complete 1993 ANYHILVL

Indicates highest level of education respondent expected to complete when asked in 1993. Degrees expected were

classified as follows:

Bachelor’s degree or less

Master’s

First-professional

Doctoral

All others

Age received bachelor’s degree B2AGATBA

Indicates the respondent’s age when he or she received a bachelor’s degree. Age was defined in the following categories:

22 or younger

23–24

25–29

30 or older

Aid package received for graduate study B2AIDGR

Identifies the type(s) of aid (if any) a respondent received for graduate or professional study in the most recent academic year enrolled (July through June). Grants include fellowships and tuition remission. Campus jobs include

assistantships. Aid package was defined in the following categories:

Package included loan, no grant (may have included other sources of aid)

Package included grant, no loan (may have included other sources of aid)

Package included grant and loan (may have included other sources of aid)

Campus job only

Employee benefits only

Other aid package

Did not receive aid

Average number of hours worked per week at job B2AJBHRS

Indicates self-reported number of hours worked per week at April 1997 job.

Health insurance at job B2AJBN01

Indicates whether respondent received health insurance at April 1997 job.

Retirement benefits at job B2AJBN02

Indicates whether respondent received retirement benefits at April 1997 job.
Appendix A—Glossary

92

Paid vacation at job B2AJBN03

Indicates whether respondent received paid vacation at April 1997 job.

Paid sick leave at job B2AJBN04

Indicates whether respondent received paid sick leave at April 1997 job.

Degree of career potential at job B2AJBPOT

Indicates the degree of career potential respondents reported for their April 1997 job.

Does not have much career potential

Has definite career potential

Found job through referrals B2AJFN01

Respondent response to question: “How did you find out about this April 1997 job?”

Respondent answers include the following categories:

Referred by family, friends, professors

Started own business or brought into family business

Want ad

Campus job placement office

Explored possible job opportunities through interview

Was recruited by headhunter/employment agency/recruiter

Advancement in organization/employer where previously employed

Volunteer/internship work in field

Contacted in response to blind resume

Recruiting fair

Professional or trade journal

Job announcement in unemployment office

Professional meeting

Other

Respondents who owned or co-owned a business were skipped out of this question, as were respondents who had no

jobs.

Found job through want ad B2AJFN03

Indicates respondent’s self-reported answer for finding April 1997 job. See B2AJFN01 for more information.

Found job through employment agency B2AJFN06

Indicates respondent’s self-reported answer for finding April 1997 job. See B2AJFN01 for more information.
Appendix A—Glossary

93

Part-time status and preference for full-time work at April 1997 or most recent job B2AJFTPT

For those employed part time at April 1997 job, indicates whether or not they would prefer to work full time. Variable also includes categories for respondents who work full time or who work part time, but whose preference for

full-time work is unknown. Categories are as follows:

Part-time, full-time preferred

Part-time, full-time not preferred

Part-time, preference unknown

Full-time

April 1997 occupation type B2AJOBOC

Indicates respondent’s occupation type in April 1997 job. Responses were coded as follows:

Business and management Managers - Executive (36); Managers - Mid-level (37); Managers - Supervisory, Office, other (38); Financial Services Professionals (16)

Educator Educators - K–12 Teachers (24); Educators - Instructors other

than K–12 (25)

Engineering Engineers, Architects, Software Engineers (27)

Health professions Medical Practice Professionals (21); Medical Licensed Professionals (22); Medical Services (23)

Other professions Skilled Operative (11); Legal Professionals (19); Human

Services Professionals (26); Scientists, Statistician Professionals (28); Technical/Professional Workers, other (30); Editors,

Writers, Reporters, Public Relations (34); Performers/Artists

(35)

Computer science, programming Computer Systems/Related Professional/Technical Workers

(31); Computer Programmers (32); Computer and Computer

Equipment Operators (33)

Noncomputer technician Research Assistant/Lab Technicians (29)

Administrative, clerical, support Secretaries, Specialized Secretary, Receptionist (1); Cashiers,

Tellers, Sales Clerks (2); Clerks - Data Entry (3); Clerical,

other (4); Business/Financial Support Services (15); Legal

Support (20)

Mechanic, operator, laborer Farmers, Foresters, Farm/Forest Laborers (5); Cooks, Chefs,

Bakers, Cake Decorators (7); Laborer (other than Farm) (8);

Mechanics, Repairers, Service Technicians (9); Craftsmen

(10); Transport Operatives (other than pilots) (12)

Sales Sales/Purchasing (17)

Service Personal Services (6); Customer Service (18);

Health/Recreation Services (39)
Appendix A—Glossary

94

Military, protective services Protective Services, Criminal Justice Administration (13);

Military (14)

Other, uncodeable Uncodeable (0); Uncodeable, other employed (40)

Job involved skills from other job B2AJPREV

Indicates whether or not respondent felt that April 1997 job built on specific skills or knowledge acquired in previous jobs.

Took job because had previous work experience B2AJRE03

Indicates respondent’s self–reported reasons for accepting April 1997 job. Responses were coded as follows:

Only job I could find

Needed a job/money

Previous work experience in the area

Related to field of study

Good income to start

Good income potential over career

Job security

Better opportunity for advancement

Prestige and status

Interesting work

Intellectually challenging work

Freedom to make own decisions at work

Interaction with people

Opportunity to help people/be useful to society

Convenience

Able to work independently of others

Allows for a great deal of travel

Allows for roots to be established/don’t have to move around

Allows time for non-work-related activities

Other

Took job because it was related to field of study B2AJRE04

Indicates respondent’s self–reported reasons for accepting April 1997 job. See B2AJRE03 for more information.

Took job because it offered good income to start B2AJRE05

Indicates respondent’s self–reported reasons for accepting April 1997 job. See B2AJRE03 for more information.

Took job because it offered good income potential B2AJRE06

Indicates respondent’s self–reported reasons for accepting April 1997 job. See B2AJRE03 for more information.
Appendix A—Glossary

95

Took job because it offered good job security B2AJRE07

Indicates respondent’s self–reported reasons for accepting April 1997 job. See B2AJRE03 for more information.

Took job because it offered better advancement opportunity B2AJRE08

Indicates respondent’s self–reported reasons for accepting April 1997 job. See B2AJRE03 for more information.

Took job because it was interesting work B2AJRE10

Indicates respondent’s self–reported reasons for accepting April 1997 job. See B2AJRE03 for more information.

Took job because it was intellectual work B2AJRE11

Indicates respondent’s self–reported reasons for accepting April 1997 job. See B2AJRE03 for more information.

Relationship between job and field of study B2AJRELT

Indicates respondent’s answer to question about how closely April 1997 job was related to his or her undergraduate

or graduate field of study. Responses were coded as follows:

Closely related to degree

Somewhat related to degree

Not at all related to degree

Satisfaction with pay B2AJST01

Indicates respondent’s answer to question about satisfaction with various aspects of April 1997 job.

(Are/were) you very satisfied, somewhat satisfied, or dissatisfied

with the following aspects of your employment at (April 1997 job)?

the pay

the fringe benefits

the importance and challenge of your job

the working conditions

your opportunity for promotion

your job security

your supervisor

your relationship with co-workers

your opportunity for further education

Satisfaction with fringe benefits B2AJST02

Indicates respondent’s answer to question about satisfaction with various aspects of April 1997 job. See B2AJST01

for more information.
Appendix A—Glossary

96

Satisfaction with job challenge B2AJST03

Indicates respondent’s answer to question about satisfaction with various aspects of April 1997 job. See B2AJST01

for more information.

Satisfaction with working conditions B2AJST04

Indicates respondent’s answer to question about satisfaction with various aspects of April 1997 job. See B2AJST01

for more information.

Satisfaction with promotion opportunity B2AJST05

Indicates respondent’s answer to question about satisfaction with various aspects of April 1997 job. See B2AJST01

for more information.

Satisfaction with job security B2AJST06

Indicates respondent’s answer to question about satisfaction with various aspects of April 1997 job. See B2AJST01

for more information.

Satisfaction with supervisor B2AJST07

Indicates respondent’s answer to question about satisfaction with various aspects of April 1997 job. See B2AJST01

for more information.

Satisfaction with co–workers B2AJST08

Indicates respondent’s answer to question about satisfaction with various aspects of April 1997 job. See B2AJST01

for more information.

Satisfaction with educational benefits B2AJST09

Indicates respondent’s answer to question about satisfaction with various aspects of April 1997 job. See B2AJST01

for more information.

Annual salary at April 1997 job B2APRSAL

Total annual salary of April 1997 job was calculated using items on pay rate and salary. A few cases that had a total

salary of greater than $500,000 were set to 500,000.

Note: although the source salary variables were collected for the job held in April 1997 or current/most recent job,

B2APRSAL was created only for those respondents who held a job during April 1997.
Appendix A—Glossary

97

Less than $10,000

$10,000–14,999

$15,000–19,999

$20,000–24,999

$25,000–34,999

$35,000–49,999

$50,000–74,999

$75,000 or more

Attainment and enrollment B2ATTENR

Indicates respondent’s degree enrollment and attainment status when interviewed in 1997. Categories are as follows:

No graduate/first-professional degree, not enrolled

Attained graduate/first-professional degree or currently enrolled

No graduate/first-professional degree, enrolled

Attained, not enrolled

Attained and enrolled

Baccalaureate degree major B2BAMAJR

B2BAMAJR identifies a respondent’s undergraduate major field of study. Responses were classified as follows:

Professional fields

Business and management

Education

Engineering

Health professions

Public affairs/social services

Arts and sciences

Biological sciences

Mathematics and other sciences

Social science

History

Humanities

Psychology

Other

Status of graduate coursework B2CURCRS

Indicates respondent’s graduate program status concerning courses for each graduate program (master’s, firstprofessional, or doctoral) in which respondent was enrolled at the time of the interview. The interviews took place

between April and December 1997. Responses were defined in the following categories:

Haven’t started

Working on

Completed

Not completed

Not required
Appendix A—Glossary

98

Respondent enrolled at time of B&B:97 interview B2CURENR

Indicates respondents who were enrolled in school at the time of the B&B:93/97 interview.

Status of graduate exams B2CUREXM

Indicates respondent’s graduate program status concerning exams for each graduate program (master’s, firstprofessional, or doctoral) in which respondent was enrolled in the time of the interview. The interviews took place

between April and December 1997. Responses were defined in the following categories:

Haven’t started

Working on

Completed

Not completed

Not required

Status of graduate thesis B2CURTHS

Indicates respondent’s graduate program status concerning thesis for each graduate program (master’s, firstprofessional, or doctoral) in which respondent was enrolled at the time of the interview. The interviews took place

between April and December 1997. Responses were defined in the following categories:

Haven’t started

Working on

Completed

Not completed

Not required

Employment status April 1997 B2EM9704

Respondents were asked to provide information for all their jobs since graduating from college, including the beginning and ending dates. Based on these dates, monthly indicators were constructed characterizing the employment

status of each respondent. Respondents were asked to provide additional information for their April job. A job was

considered full time if the respondent reported working 35 or more hours. For respondents with more than one job,

the status variable characterizes the job they reported as their primary employment—i.e., the job in which they

worked the most hours. Thus, if they were employed in a full-time job and a part-time job, they were coded as full

time. If they worked in two or more part-time jobs, they were coded as part time even if their hours totaled 35 or

more per week.

Full-time

Part-time

Unemployed

Out of the labor force

Note: Unemployment implies that the respondent reported looking for work. This differs from being out of the labor

force, which implies that the respondent was not available for work and not looking for work. Most respondents who

were out of the labor force were enrolled in further schooling.

Enrollment status April 1997 B2EN9704

Indicates respondent’s enrollment status in April 1997. Categories are defined as follows:
Appendix A—Glossary

99

Enrolled full time

Enrolled part time

Race–ethnicity B2ETHNIC

Indicates the race and ethnicity of the respondent. Created by combining two items respondents reported, their race

(American Indian/Alaskan Native, Asian/Pacific Islander, black, white, other) and whether or not they were of Hispanic origin.

American Indian/Alaskan Native

Asian/Pacific Islander

Black, non–Hispanic

Hispanic

White, non–Hispanic

Number of acceptances to graduate or professional school B2GRACCT

Combines data from the First and Second Follow–up surveys on the number of acceptances to graduate or professional school since earning the bachelor’s degree.

Whether the respondent ever applied to graduate or professional school B2GRAPP

Combines data from the First and Second Follow–up surveys on applications for admission to graduate or professional school since the B&B student earned the bachelor’s degree.

Number of months between receipt of bachelor’s degree and graduate school enrollment B2GRDENR

Gives the total number of months between the date the respondent received the bachelor’s degree and the date she or

he first enrolled in a graduate program after receiving the bachelor’s degree. Responses were classified as follows:

12 months or fewer

13–24 months

25–36 months

More than 36 months

Quartile rank on composite score of all three GRE general exam subtests B2GRESUM

Summarizes student’s quartile rank on composite score of all three GRE general exam subtest scores (verbal, quantitative, and analytic). Quartiles were labeled as follows:

Top 25 percent on all three

Top 25 percent on two of three

Top 25 percent on one of three

Middle 50 percent on all three

All others
Appendix A—Glossary

100

Graduate or professional exams taken B2GREXMS

Combines data from the First and Second Follow–up surveys on which exams the respondent took for admission to

graduate/professional school since receiving the bachelor’s degree. Categories are as follows:

Total (took any test)

GRE

GMAT

LSAT

MCAT

All others

Highest degree earned after bachelor’s degree B2HDGPRG

Identifies degree type for the highest degree a student earned after completing the bachelor’s degree. If a respondent

held only one post–baccalaureate degree, B2HDGPRG is set to that degree. If a respondent was in a dual degree

program, B2HDGPRG was set to the highest degree. Degree types were classified as follows:

Bachelor’s degree No post–baccalaureate degree/enrollment; bachelor’s degree

only

Postbaccalaureate certificate Post–baccalaureate certificate; certificate or license; non–degree program

Master’s degree Master’s degree; MBA; post–master’s certificate

First-professional degree Medicine, law, theology, or other health science degree

Doctoral degree Doctor of Philosophy, Doctor of Education, or other doctoral

degree

Carnegie classification for highest post–baccalaureate enrollment B2HENCC

Carnegie classification for the institution in which respondent enrolled for highest level of post-baccalaureate studies. Institutions were categorized as follows:

Research university Includes Research Universities I and II. These institutions offer a full range of baccalaureate programs, are committed to

graduate education through the doctorate, and give high priority to research. They award 50 or more doctoral degrees24

each year. Research Universities I receive between $15.5 million and $40 million in annual federal support, while Research

Universities II receive $40 million or more.25

Doctoral university Includes Doctoral Universities I and II. These institutions offer a full range of baccalaureate programs and are committed

to graduate education through the doctorate. Doctoral Universities I award at least 40 doctoral degrees annually in five or

 

24 Doctoral degrees include Doctor of Education, Doctor of Juridical Science, Doctor of Public Health, and the Ph.D in any

field.

25 Total federal obligation figures are available from the National Science Foundation’s annual report called Federal Support to

Universities, Colleges, and Nonprofit Institutions. The years used in averaging total federal obligations are 1989, 1990, and 1991.
Appendix A—Glossary

101

more disciplines. Doctoral Universities II award at least ten

doctoral degrees in three or more disciplines, or 20 or more

doctoral degrees in one or more disciplines.26

Master’s college or university Includes Master’s (Comprehensive) Colleges and Universities

I and Master’s (Comprehensive) Colleges and Universities II.

These institutions offer a full range of baccalaureate programs

and are committed to graduate education through the master's

degree. Master’s (Comprehensive) Colleges and Universities I

award 40 or more master’s degrees annually in three or more

disciplines. Master’s (Comprehensive) Colleges and Universities II award 20 or more master’s degrees annually in one or

more disciplines.

All others Includes Baccalaureate (Liberal Arts) Colleges I; Baccalaureate Colleges II; Associate of Arts Colleges; professional and

specialized institutions; theological seminaries, Bible colleges,

and others; medical schools and medical centers; other separate health profession schools; schools of engineering and

technology; schools of business and management; schools of

art, music, and design; schools of law, teachers colleges; other

specialized institutions; and tribal colleges and universities.

Major field of highest post–baccalaureate degree enrollment B2HENMAJ

Identifies the field of study for the highest program in which respondent enrolled after receiving a bachelor’s degree.

Programs were classified as follows:

Business and management

Education

Medicine/dentistry

Other health services

Law

Engineering/mathematics/computer science

Life and physical sciences

Social and behavioral sciences

Arts and humanities

All other

Highest degree program enrolled in after earning a bachelor’s degree B2HENPRG

Identifies degree type for the highest degree program in which respondent enrolled after earning a bachelor’s degree.

Degrees are defined as follows:

Master’s other than MBA

MBA

First-professional

Doctorate

Other (includes nondegree programs)

 

26 Distinct disciplines are determined by the U.S. Department of Education’s Classification of Instructional Programs 4-digit

series.
Appendix A—Glossary

102

Highest degree expected in 1997 B2HIEXP

Indicates highest level of education respondent expects to complete when asked in 1997. Degrees were classified as

follows:

Master’s

First-professional

Doctoral

All others

Number of jobs held since bachelor’s B2JOBN1

Indicates number of jobs respondent has held since earning the bachelor’s degree. Combines data from First and

Second Follow–up surveys. Includes jobs begun before the degree if respondent continued in that job after the respondent received a bachelor’s degree. Categories are as follows:

0 jobs

One job

Two jobs

Three jobs

Four jobs or more

Marital status April 1997 B2MAR497

Indicates respondent’s marital status as of April 1997. Categories are defined as follows:

Never married Single, never been married

Married/cohabit as married Married; living in a marriage–like relationship

Divorced/separated/widowed Divorced; separated; widowed

Number of children B2NDEP

The number of children for whom respondent was financially responsible (provided at least half the children’s support) at the time of their interview.

Note: only respondents who indicated that they had children were asked this question; all others were considered a

legitimate skip. In the tables, the legitimate skip codes were combined with the zero codes (i.e., had children but

were not financially responsible for at least half their support) to form the “no children” category.

No children

One

Two or more
Appendix A—Glossary

103

Employment/enrollment status April 1994 B2NM9404

Indicates respondent’s employment and/or enrollment status as of April 1994. Categories are defined as follows:

Full-time enrolled, employed

Full-time enrolled, not employed

Part-time enrolled

Not enrolled, employed

Not enrolled, not employed

Employment/enrollment status April 1997 B2NM9704

Indicates respondent’s employment and/or enrollment status as of April 1997. For all respondents, these characteristics are grouped as follows:

Employed

Enrolled

In part of the analysis, they are also grouped according to more specific enrollment and employment characteristics

that take part-time/full-time status into account.

Not enrolled, employed

Not enrolled, not employed

Part-time enrolled, employed

Part-time enrolled, not employed

Full-time enrolled, employed

Full-time enrolled, not employed

Degree program for most recent post–baccalaureate enrollment B2RCNPRG

Identifies degree type for the current or most recent degree for which the respondent enrolled (after earning bachelor’s degree). Degrees are defined as follows:

Master’s other than MBA

MBA

First-professional

Doctoral

Other (includes nondegree programs)

Weekly attendance, most recent post–baccalaureate enrollment B2RCNTIM

Indicates time of the week when respondents attended post–baccalaureate program. Time of week was defined as

follows:

Weekdays

Weeknights

Weekends
Appendix A—Glossary

104

Gender B2RSEX

Respondent’s gender.

Male

Female

Longest period of continuous unemployment since earning bachelor’s degree B2UNEMOS

The longest period of continuous unemployment (in months) since graduation.

Total number of months unemployed since earning bachelor’s degree B2UNEMPD

Total number of months unemployed since receiving baccalaureate degree.

Number of unemployment spells B2UNEMSP

The total number of spells (continuous month[s]) of unemployment since graduation.

Panel weight for NPSAS and B&B BNBPANEL

Panel weight for NPSAS, B&B:93/94, and B&B:93/97 response. This is the panel weight for B&B:93/97, which is

adjusted for nonresponse (nonrespondents have PANEL2=0). Panel respondents are those who responded to all

three surveys: NPSAS:93, B&B:93/94, and B&B:93/97. Therefore, the panel category is greater than 0 for only

those persons who responded to all three surveys.

Total undergraduate debt BORFEDR

Cumulative amount of federal student loans borrowed through 1992–93, revised after a record match of NPSAS:93

students with the National Student Loan Data System (NSLDS) in 1997. Comparable to BORFED in NPSAS:96.

The original variable BORFED was based on responses in the student interview, the institutional record of loans in

1992–93, and a match with the federal student loan tape dump (the precursor to NSLDS) for loans in 1992–93.

BORFEDR assumes that students without an interview and with no NSLDS record did not borrow, although this is

not necessarily the case.

Highest level of education ever expected to complete 1994 HIGHDEG

Indicates highest level of education respondent expected to complete when asked in 1994. Degrees expected were

classified as follows:

Master’s

First-professional

Doctoral

All others
Appendix A—Glossary

105

Normalized undergraduate GPA on a 4.0 scale NORMGPA

Respondent’s normalized calculated undergraduate GPA, based on recorded grades at sample school (4.0 scale).

GPA was categorized as follows:

Under 2.5

2.5 to 2.99

3.0 to 3.49

3.5 or above

Parents’ educational attainment PAREDUC

The highest level of education completed by either parent.

Less than high school

High school or equivalency

Some postsecondary education (including associate’s degree)

Bachelor’s degree

Advanced degree

Degree–granting institution for bachelor’s degree SECTOR_B

Identifies the type of institution that awarded the bachelor’s degree.

Public institution 4-year nondoctorate-granting (institution that grants up to

master’s degrees)

4-year doctorate-granting

Private, not-for-profit

 (independent) institution 4-year nondoctorate-granting (institution that grants up to

master’s degrees)

4-year doctorate-granting

Other Private, for-profit institutions and institutions whose type

could not be determined (a small number of 1992–93 bachelor’s degree recipients were sampled at an institution other

than the one where they received the degree).

107

Appendix BTechnical Notes and Methodology

The Baccalaureate and Beyond Longitudinal Study27

The Baccalaureate and Beyond Longitudinal Study (B&B:93) tracks the experiences of a

cohort of college graduates who received their baccalaureate degree during the 1992–93 academic year and were first interviewed as part of the National Postsecondary Student Aid Study

(NPSAS:93). The survey collects information about this group in terms of their demographic

background characteristics, academic enrollments, degree completions, employment, and public

service activities. The data derived from this survey permit a variety of analyses concerning the

outcomes of postsecondary education, graduate and professional program access, and rates of

return on investment in education.

The B&B:93/97 survey is the Second Follow-up interview of persons who received a

bachelor’s degree in the 1992–93 academic year. Baseline data for the B&B cohort were collected as part of NPSAS:93. The First Follow-up interview (B&B:93/94) collected information

from respondents 1 year after they received their bachelor’s degree; the Second Follow-up

(B&B:93/97) collected data 4 years after they received their bachelor’s degree.

Data collection for the Second Follow-up of Baccalaureate and Beyond took place from

April through December of 1997. The B&B cohort was made up of 11,192 individuals who were

determined eligible for follow-up in 1997. For the Second Follow-up, the number of interviews

completed was 10,093. Eighty-three percent of the sample responded to all three rounds; these

9,274 respondents are classified as the B&B panel.

The NPSAS:93 sample, while representative and statistically accurate, was not a simple

random sample. Instead, the survey sample was selected using a more complex three-step procedure with stratified samples and differential probabilities of selection at each level. First, postsecondary institutions were initially selected within geographic strata. Once institutions were

organized by zip code and state, they were further stratified by control (i.e., public; private, notfor-profit; or private, for-profit) and degree offering (less-than-2-year, 2- to 3-year, 4-year non-

 

27The text in this section is based on excerpts from the Baccalaureate and Beyond Longitudinal Study: 1993/97 Methodology

Report (Washington, DC: U.S. Department of Education, National Center for Education Statistics, forthcoming).
Appendix BTechnical Notes and Methodology

108

doctorate-granting, and 4-year doctorate-granting).28 For more detailed information about the

NPSAS:93 survey, refer to the Methodology Report for the National Postsecondary Student Aid

Study, 1992–93 (Washington, DC: U.S. Department of Education, National Center for Education

Statistics, 1995). For more information on procedures for the Baccalaureate and Beyond First

Follow-up Study (B&B:93/94), consult the Baccalaureate and Beyond Longitudinal Study:

1993/94 Methodology Report (Washington, DC: U.S. Department of Education, National Center

for Education Statistics, 1996). For more information on procedures for the Baccalaureate and

Beyond Second Follow-up Study (B&B:93/97), consult the Baccalaureate and Beyond Longitudinal Study: 1993/97 Methodology Report (Washington, DC: U.S. Department of Education,

National Center for Education Statistics, forthcoming).

Sample weights. B&B:93/97 final weights were calculated by making a nonresponse adjustment to the baseline B&B weight calculated for B&B:93/94. This baseline B&B weight is an

adjustment of the baseline NPSAS:93 weight. All analyses in this report are weighted to compensate for unequal probability of selection into the B&B sample and to adjust for nonresponse.

The B&B panel weight, based on respondents who participated in all three surveys, is used in

both the report and compendium analyses.

Accuracy of Estimates

The statistics in this report are estimates derived from a sample. Two broad categories of

error occur in such estimates: sampling and nonsampling errors. Sampling errors occur because

observations are made only on samples of students, not on entire populations. Nonsampling errors occur not only in sample surveys but also in complete censuses of entire populations. Nonsampling errors can be attributed to a number of sources: inability to obtain complete

information about all students in all institutions in the sample (some students or institutions refused to participate, or students participated but answered only certain items); ambiguous definitions; differences in interpreting questions; inability or unwillingness to give correct information;

mistakes in recording or coding data; and other errors of collecting, processing, sampling, and

imputing missing data.

Data Analysis System

The estimates presented in this report were produced using the B&B:93/97 Data Analysis

System (DAS). The DAS software makes it possible for users to specify and generate their own

 

28The NPSAS universe excludes institutions offering only correspondence courses, institutions enrolling only their own employees, and U.S. service academies.
Appendix BTechnical Notes and Methodology

109

tables from the B&B:93/97 data. With the DAS, users can replicate or expand upon the tables

presented in this report. In addition to the table estimates, the DAS calculates proper standard

errors29 and weighted sample sizes for these estimates. For example, table B1 contains standard

errors that correspond to table I.1 in the compendium of this report, and was generated by the

B&B:93/97 DAS. If the number of valid cases is too small to produce a reliable estimate (fewer

than 30 cases), the DAS prints the message “low N” instead of the estimate.

All variables in the DAS are integers. To preserve decimal precision for certain variables,

values in the DAS have been multiplied by a factor of 10. For example, grade point averages

were multiplied by 100, and therefore range from 0–400 in the DAS. When averages for such

variables appear in this report, estimates and standard errors were divided by the appropriate

factor of 10 to restore the original scale.

In addition to tables, the DAS will also produce a correlation matrix of selected variables to

be used for linear regression models. Included in the output with the correlation matrix are the

design effects (DEFTs) for each variable in the matrix. Since statistical procedures generally

compute standard errors based on an assumption of simple random sampling, the standard errors

must be adjusted with the design effects to take into account B&B’s complex sample design.

(See discussion under “Statistical Procedures” below for the adjustment procedure.)

For more information about the B&B:93/97 and other Data Analysis Systems, consult the

NCES DAS website (www.nces.ed.gov/das) or its West Coast mirror site (www.pedar-das.org),

or contact:

Aurora D’Amico

Postsecondary Studies Division

National Center for Education Statistics

555 New Jersey Avenue, NW

Washington, DC 20208-5652

(202) 219-1365

Internet address: Aurora_D’Amico@ed.gov

 

29The B&B sample is not a simple random sample, and therefore simple random sample techniques for estimating sampling error

cannot be applied to these data. The DAS takes into account the complexity of the sampling procedures and calculates standard

errors appropriate for such samples. The method for computing sampling errors used by the DAS involves approximating the

estimator by the linear terms of a Taylor series expansion. The procedure is typically referred to as the Taylor series method.
Appendix BTechnical Notes and Methodology

110

Table B1—Standard errors for compendium table I.1: Percentage distribution of 1992–93 bachelor’s degree

Table B1—recipients according to employment and enrollment status in April 1997, and percentages

Table B1—employed and enrolled, by selected student characteristics

Not Not Not 

 Employed employed Employed employed Employed employed Employed1 Enrolled2

 

 Total 0.61 0.32 0.37 0.08 0.28 0.31 0.45 0.54

Gender

 Male 0.86 0.39 0.50 0.14 0.41 0.47 0.64 0.76

 Female 0.79 0.50 0.50 0.11 0.35 0.35 0.58 0.69

Race–ethnicity

 American Indian/Alaskan

 Native 6.40 4.81 3.18 2.42 0.00 2.47 5.78 4.56

 Asian/Pacific Islander 2.81 2.00 1.66 0.59 0.67 1.50 2.35 2.38

 Black, non-Hispanic 2.26 0.90 1.49 0.41 1.20 0.93 1.33 2.07

 Hispanic 2.62 1.52 2.01 0.46 1.38 1.28 1.91 2.57

 White, non-Hispanic 0.64 0.35 0.40 0.09 0.30 0.31 0.47 0.56

Parents’ educational attainment

 Less than high school 2.64 1.42 1.88 0.61 0.75 1.04 1.97 2.25

 High school or equivalency 1.03 0.65 0.64 0.12 0.45 0.35 0.74 0.83

 Some postsecondary education 1.33 0.74 0.80 0.15 0.69 0.52 0.91 1.13

 Bachelor’s degree 1.12 0.60 0.78 0.11 0.53 0.51 0.76 1.03

 Advanced degree 1.22 0.75 0.72 0.25 0.59 0.72 1.00 1.12

Marital status in 1997

 Never married 0.92 0.43 0.50 0.13 0.46 0.50 0.67 0.82

 Married/cohabit as married 0.76 0.51 0.52 0.10 0.31 0.29 0.59 0.64

 Divorced/separated/widowed 2.49 1.13 1.83 0.81 1.22 1.24 1.80 2.36

Number of children in 1997

 No children 0.70 0.31 0.42 0.09 0.34 0.40 0.50 0.64

 One 1.37 0.97 0.89 0.35 0.51 0.50 1.12 1.13

 Two or more children 1.80 1.45 1.27 0.20 0.48 0.19 1.48 1.35

Age received bachelor’s degree

 22 or younger 0.86 0.39 0.51 0.07 0.44 0.56 0.66 0.81

 23–24 1.12 0.71 0.73 0.21 0.34 0.45 0.85 0.92

 25–29 1.63 1.11 0.94 0.17 0.96 0.30 1.16 1.34

 30 or older 1.44 0.93 1.10 0.34 0.51 0.36 1.06 1.22

Degree-granting institution (undergraduate)

 Public 4-year

 Nondoctorate-granting 1.21 0.62 0.75 0.22 0.43 0.50 0.88 0.97

 Doctorate-granting 0.98 0.43 0.59 0.12 0.49 0.51 0.68 0.91

 Private, not-for-profit 4-year

 Nondoctorate-granting 1.26 0.64 0.87 0.13 0.63 0.48 0.79 1.16

 Doctorate-granting 1.66 1.16 0.92 0.27 0.67 1.23 1.58 1.44

 Other 3.44 3.45 1.50 0.00 1.10 0.50 3.47 2.00

Not enrolled Part-time enrolled Full-time enrolled

Total
Appendix BTechnical Notes and Methodology

111

Table B1—Standard errors for compendium table I.1: Percentage distribution of 1992–93 bachelor’s degree

Table B1—recipients according to employment and enrollment status in April 1997, and percentages

Table B1—employed and enrolled, by selected student characteristics—Continued

Not Not Not 

 Employed employed Employed employed Employed employed Employed1 Enrolled2

Total undergraduate debt3

 Did not borrow 0.83 0.44 0.50 0.12 0.37 0.43 0.61 0.73

 Borrowed 0.81 0.44 0.51 0.13 0.41 0.33 0.56 0.73

 Less than $1,000 5.51 1.57 3.66 0.00 3.73 1.80 2.42 5.30

 $1,000–4,999 1.56 0.81 1.04 0.22 0.73 0.71 1.05 1.43

 $5,000–9,999 1.39 0.95 0.86 0.37 0.54 0.53 1.14 1.12

 $10,000–19,999 1.32 0.70 0.84 0.08 0.77 0.46 0.85 1.18

 $20,000 or more 2.91 1.64 2.02 0.76 1.28 0.91 1.96 2.55

Baccalaureate degree major

 Professional fields 0.75 0.42 0.50 0.08 0.31 0.30 0.53 0.63

 Business and management 1.17 0.68 0.72 0.12 0.47 0.45 0.81 0.91

 Education 1.38 0.79 1.15 0.19 0.62 0.48 0.92 1.29

 Engineering 1.82 0.51 1.36 0.10 0.87 0.73 0.97 1.75

 Health professions 2.09 1.49 1.00 0.16 0.89 0.96 1.74 1.64

 Public affairs/social services 3.15 1.26 2.14 0.28 1.55 0.32 1.31 2.76

 Arts and sciences 1.00 0.60 0.57 0.21 0.52 0.62 0.85 0.92

 Biological sciences 2.78 1.28 1.31 0.44 1.74 2.43 2.60 2.86

 Mathematics and other sciences 2.23 1.11 1.35 0.17 1.15 1.19 1.63 2.04

 Social science 1.69 0.99 1.32 0.47 0.76 0.82 1.31 1.60

 History 4.37 1.29 2.52 0.76 1.31 2.93 3.15 4.06

 Humanities 1.84 1.39 0.99 0.54 1.04 0.63 1.51 1.58

 Psychology 3.44 2.53 1.24 0.49 2.32 1.91 2.99 2.96

 Other 1.29 0.74 0.96 0.19 0.66 0.36 0.84 1.20

 

Highest degree attained by 1997

 Bachelor’s degree 0.62 0.34 0.40 0.10 0.28 0.31 0.56 0.46

 Postbaccalaureate certificate 3.44 1.97 2.34 0.00 1.54 1.77 3.06 2.56

 Master’s degree 1.89 1.18 1.02 0.22 1.07 0.78 1.60 1.47

 First-professional degree 4.28 3.31 0.61 0.00 2.51 3.78 4.18 4.12

 Doctoral degree — — — — — — — —

Employment status in April 1997

 Full-time 0.48 (*) 0.43 (*) 0.24 (*) 0.00 0.48

 Part-time 2.13 (*) 1.16 (*) 2.10 (*) 0.00 2.13

 Unemployed (*) 4.00 (*) 1.94 (*) 3.90 (*) 4.00

 Out of the labor force (*) 2.38 (*) 0.81 (*) 2.42 (*) 2.38

Total

Not enrolled Part-time enrolled Full-time enrolled
Appendix BTechnical Notes and Methodology

112

Table B1—Standard errors for compendium table I.1: Percentage distribution of 1992–93 bachelor’s degree

Table B1—recipients according to employment and enrollment status in April 1997, and percentages

Table B1—employed and enrolled, by selected student characteristics—Continued

Not Not Not 

 Employed employed Employed employed Employed employed Employed1 Enrolled2

April 1997 occupation

 Business and management 1.01 (*) 0.91 (*) 0.47 (*) 0.00 1.01

 School teacher 1.43 (*) 1.26 (*) 0.80 (*) 0.00 1.43

 Engineering 1.94 (*) 1.65 (*) 1.08 (*) 0.00 1.94

 Health professions 1.65 (*) 1.12 (*) 1.24 (*) 0.00 1.65

 Other professions 1.28 (*) 0.94 (*) 0.97 (*) 0.00 1.28

 Computer science, programming 1.92 (*) 1.85 (*) 0.59 (*) 0.00 1.92

 Noncomputer technician 6.45 (*) 4.98 (*) 5.41 (*) 0.00 6.45

 Administrative, clerical, support 1.20 (*) 0.83 (*) 0.82 (*) 0.00 1.20

 Mechanic, operator, laborer 1.97 (*) 1.60 (*) 1.29 (*) 0.00 1.97

 Sales 1.05 (*) 1.02 (*) 0.30 (*) 0.00 1.05

 Service 3.12 (*) 1.60 (*) 2.84 (*) 0.00 3.12

 Military, protective services 3.76 (*) 3.66 (*) 1.39 (*) 0.00 3.76

 Other, uncodeable 3.94 (*) 2.51 (*) 3.11 (*) 0.00 3.94

Enrollment/employment status in April 1994

 Full-time enrolled, employed 2.26 1.29 1.71 0.21 1.42 1.20 1.70 2.12

 Full-time enrolled, not employed 2.31 1.55 0.94 0.32 0.93 1.90 2.22 2.15

 Part-time enrolled 2.54 1.05 2.19 0.31 1.09 1.20 1.58 2.46

 Not enrolled, employed 0.62 0.32 0.39 0.09 0.30 0.28 0.44 0.56

 Not enrolled, not employed 2.59 2.22 1.19 0.64 1.40 0.80 2.33 1.98

—Too few cases for a reliable estimate.

*Not applicable.

1

Includes employed respondents who are also enrolled. Only those who were enrolled and/or employed were included in this 

table. Therefore, all those with an occupation other than student were employed. Therefore, the standard errors are 0.

2

Includes enrolled respondents who are also employed.

3

Federal loan programs only.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond

Longitudinal Study, Second Follow-up (B&B:93/97), Data Analysis System.

Not enrolled Part-time enrolled Full-time enrolled

Total

Statistical Procedures

Two types of statistical procedures were used in this report: testing differences between

means (or proportions) and testing for linear trends. Each procedure is described below.

Differences Between Means

Most descriptive comparisons in this report were tested using Student’s t statistic. Statistical significance was determined by calculating t values for differences between pairs of means or
Appendix BTechnical Notes and Methodology

113

proportions and comparing these with published values of t for two-tailed hypothesis testing,

using a 5 percent probability of a Type I error (a significance level of .05).30

Student’s t values may be computed to test the difference between estimates with the following formula:

se +se

E - E t = 2

2

2

1

1 2 (1)

where E1 and E2 are the estimates to be compared and se1 and se2 are their corresponding standard errors. Note that this formula is valid only for independent estimates. When the estimates

are not independent (for example, when comparing a total percentage with that for a subgroup

that is included in the total), a covariance term must be added to the denominator of the t-test

formula. When comparing the estimate for a total with that of a subgroup, the following formula

was used:

2 2 sub

2

2

2

1

1 2

se +se p se

E - E t =

− (2)

where p is the proportion of the total contained in the subgroup.

There are hazards in reporting statistical tests for each comparison. First, comparisons

based on large t statistics may appear to merit special attention. This can be misleading since the

magnitude of the t statistic is related not only to the observed differences in means or percentages

but also to the number of students in the specific categories used for comparison. Hence, a small

difference compared across a large number of students would produce a large t statistic.

A second hazard in reporting statistical tests for each comparison occurs when making

multiple comparisons between categories of an independent variable. For example, when making

paired comparisons between different levels of income, the probability of a Type I error for these

comparisons taken as a group is larger than the probability for a single comparison. When more

than one difference between groups of related characteristics or “families” are tested for statistical significance, one must apply a standard that assures a level of significance for all of those

comparisons taken together.

Comparisons were made in this report only when p < .05/k for a particular pairwise comparison, where that comparison was one of k tests within a family. This guarantees both that the

 

30A Type I error occurs when one erroneously concludes that a difference observed in a sample reflects a true difference in the

population from which the sample was drawn.
Appendix BTechnical Notes and Methodology

114

individual comparison would have p < .05 and that for k comparisons within a family of possible

comparisons, the significance level for all the comparisons would sum to p < .05.31

For example, when comparing males and females, only one comparison is possible. In this

family, k=1, and there is no need to adjust the significance level. When students are divided into

five racial–ethnic groups and all possible comparisons are made, then k=10 and the significance

level for each test within this family of comparisons must be p < .05/10, or p < .005. The formula

for calculating family size (k) is as follows:

k = j j ( ) −1

2 (3)

where j is the number of categories for the variable being tested. For example, in the case of a

variable with five categories such as race–ethnicity, one substitutes 5 for j in equation 3:

k = 5 5( ) −1

2 =10

Different schools of thought exist on the application of the Bonferroni adjustment: while

some would use an experiment-wise calculation of k, where all the dependent variables were

considered simultaneously in selecting a critical value, here the calculation of k and the accompanying critical value were restricted to a single dependent variable at a time, since the Bonferroni adjustment is already a conservative strategy.

Linear Trends

Some comparisons across categories of an ordered variable with three or more levels involved a test for a linear trend across all categories, rather than a series of tests between pairs of

categories. Two procedures were used to test the statistical significance of an apparent linear

trend, depending upon whether the estimates being examined were proportions (such as percentages) or averages.

Linear trends in proportions. When proportions were examined relative to a variable with

ordered categories, Student’s t-test was applied to a measure of linear trend. The test involves

estimating a simple linear regression with a variable representing the order of the categories as

 

31The standard that p < .05/k for each comparison is more stringent than the criterion that the significance level of the comparisons should sum to p < .05. For tables showing the t statistic required to ensure that p < .05/k for a particular family size and degrees of freedom, see Olive Jean Dunn, “Multiple Comparisons Among Means,” Journal of the American Statistical Association

56 (1961): 52–64.
Appendix BTechnical Notes and Methodology

115

the independent variable (e.g., SES), and the proportion of interest (e.g., the percentage who

completed at least 30 credits) as the dependent variable. Before estimating the regression, the

data must be adjusted by design effects to account for the complex sample design. The t statistic

is calculated as the ratio of the regression coefficient to its standard error. If t is greater than 1.96

(the critical value of t at a significance level of .05), there is evidence of a linear relationship

between the two variables.32

Linear trends in averages. When averages of a continuous variable were examined relative

to a variable with ordered categories, Analysis of Variance (ANOVA) was used to test for a linear relationship between the two variables. To do this, ANOVA models included orthogonal linear contrasts corresponding to successive levels of the independent variable. The squares of the

Taylorized standard errors (that is, standard errors that were calculated by the Taylor series

method), the variance between the means, and the unweighted sample sizes were used to partition total sum of squares into within- and between-group sums of squares. These were used to

create mean squares for the within- and between-group variance components and their corresponding F statistics, which were then compared with published values of F for a significance

level of .05.33 Significant values of both the overall F and the F associated with the linear contrast term were required as evidence of a linear relationship between the two variables. Means

and Taylorized standard errors were calculated by the DAS. Unweighted sample sizes are not

available from the DAS and were provided by NCES.

 

32For more information about this modification of Student’s t-test, see George W. Snedecor and William G. Cochran, Statistical

Methods (Ames, IA: Iowa State University Press, 1967), 246–247. For more information about linear regression, see Michael

Lewis-Beck, Applied Regression: An Introduction, vol. 22 (Beverly Hills, CA: Sage Publications, Inc., 1980).

33More information about ANOVA and significance testing using the F statistic can be found in any standard textbook on statistical methods in the social and behavioral sciences.