STATS IN BRIEF

U.S. DEPARTMENT OF EDUCATION MARCH 2014 NCES 2014-003rev

New College 

Graduates at Work

Employment Among 

1992–93, 1999–2000, and 

2007–08 Bachelor’s Degree 

Recipients 1 Year After 

Graduation

AUTHORS 

Sandra Staklis

Paul Skomsvold

RTI International

PROJECT OFFICER

Matthew Soldner

National Center for Education Statistics

Statistics in Brief publications present descriptive data in 

tabular formats to provide useful information to a broad audience, including members of the general public. They address 

simple and topical issues and questions. They do not investigate more complex hypotheses, account for inter-relationships 

among variables, or support causal inferences. We encourage 

readers who are interested in more complex questions and indepth analysis to explore other NCES resources, including publications, online data tools, and public- and restricted-use 

datasets. See nces.ed.gov and references noted in the body of 

this document for more information.

This Statistics in Brief was prepared for the National 

Center for Education Statistics under Contract No. EDIES-12-C-0095 with RTI International. Mention of trade 

names, commercial products, or organizations does 

not imply endorsement by the U.S. Government.

The economic recession that 

began in 2008 has affected employment

for all workers, including 4-year college 

graduates (Carnevale, Jayasundera, and 

Cheah 2012). Compared with graduates 

who received a bachelor’s degree in the 

early 2000s, current college graduates 

aged 21–24 are more likely to be unemployed and wages for all graduates are 

lower (Shierholz, Sabadish, and Wething 

2012). Those who find employment may 

be working in a job unrelated to their field 

of study (Carnevale, Jayasundera, and 

Cheah 2012; Roksa and Arum 2012). 

Moreover, the effects of graduating 

during a weak economy may have longlasting consequences in the form of depressed wages and slowed occupational 

advancement decades after graduation 

(Oreopoulos, von Wachter, and Heisz 

2012; Kahn 2010).

Although economic conditions have a 

large impact on the labor market outcomes of recent college graduates overall, 

some graduates may be harder hit than 

others. For example, unemployment rates 

during recessions tend to be higher 

among younger (aged 16–24), male, and 

Black and Hispanic workers than among 

older, female, and White workers (Carnevale, Hanson, and Gulish 2013; U.S. Bureau 

of Labor Statistics 2013; Shierholz, 

Sabadish, and Wething 2012; 
2 

Elsby, Hobijn, and Sahin 2010).1

1 See Hout (2012) for a review of studies on the economic and 

social outcomes associated with earning a bachelor’s degree 

and how these outcomes vary among individuals and groups.

Labor 

market outcomes are also associated 

with graduates’ college majors. In 

recent years, graduates who majored in 

technical fields aligned with specific 

occupations, such as health care and 

education, have experienced lower unemployment rates than graduates with 

more general majors in the liberal arts 

or humanities (Carnevale, Cheah, and 

Strohl 2013). Compensation also varies 

by major (Oreopolous and Petronijevic 

2013); for example, graduates who 

major in female-dominated fields (such 

as education and some health care professions) earn less than their peers who 

major in male-dominated fields such as 

engineering (Roksa 2005). Finally, 

graduates in occupations that align 

with their college major earn more 

than those with mismatches between 

major and occupation, particularly in 

technical fields (Bender and Heywood 

2011; Melguizo and Wolniak 2012; 

Robst 2007).

This Statistics in Brief examines the 

employment outcomes of college 

graduates 1 year after earning a bachelor’s degree.2

2 In this Brief, “college graduates” refers to graduates of 4-year 

postsecondary institutions who earned a bachelor’s degree.

It compares 2007–08 

bachelor’s degree recipients who 

graduated at the start of the recent 

recession with their peers who graduated in 1992–93 and 1999–2000. 

Different labor market conditions characterized these three time periods. The 

 

U.S. unemployment rate rose from 5.8 

percent in 2008 to 9.3 percent in 2009, 

dropped from 6.9 percent in 1993 to 

6.1 percent in 1994, and rose from 4.0 

percent in 2000 to 4.7 percent in 2001 

(U.S. Census Bureau 2013). The different labor market conditions of the 

years examined in this study meant 

that the three cohorts faced different 

employment prospects as they sought 

and began their first jobs as college 

graduates. The Brief begins by examining the employment and enrollment 

status of all college graduates 1 year 

after earning a bachelor’s degree and 

then examines their employment experiences in more detail, including 

employment intensity (whether employed full time, part time, or in 

multiple jobs), occupation, and salary 

of those who were employed and not 

enrolled 1 year after graduation. 

DATA

The data analyzed in this Statistics in 

Brief are from the 1993–94, 2000–01 

and 2008–09 administrations of the 

Baccalaureate and Beyond Longitudinal Study (B&B:93/94, B&B:00/01, and 

B&B:08/09). These studies followed 

1992–93, 1999–2000, and 2007–08 

bachelor’s degree recipients identified 

in the National Postsecondary Student 

Aid Study (NPSAS). The B&B studies 

focus on 4-year college graduates and 

do not include individuals who have 

not completed a bachelor’s degree. In 

addition to their base-year NPSAS interview, students in each cohort 

completed a follow-up interview 1 year 

after graduating. The Brief is based on 

data from the base-year and 1-year 

follow-up interviews. More information 

about the data collected for these 

cohorts can be found at 

http://nces.ed.gov/surveys/b&b. 

This Brief presents two approaches to 

measuring the relationship between 

bachelor’s degree recipients’ jobs and 

their undergraduate majors. The estimates in figures 2, 3, 6, 8, and 9 are 

based on study respondents’ subjective assessments of whether their 

current job was closely, somewhat, or 

not at all related to their undergraduate major. In contrast, table 1 matches 

graduates’ self-reported undergraduate degree field and occupational title. 

Although the latter approach avoids 

respondents’ subjective assessments of 

the match, it may not accurately reflect 

all of the skills that graduates might 

gain, particularly for majors that impart 

skills applicable to a range of occupations (Robst 2007). 

All comparisons of estimates were 

tested for statistical significance using 

the Student’s t statistic, and all differences cited are statistically significant 

at the p < .05 level.3

 

3 No adjustments for multiple comparisons were made. The 

standard errors for the estimates can be found at 

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014003. 
3 

STUDY QUESTIONS

1

What was the 

employment and 

enrollment status of 

2007–08 bachelor’s 

degree recipients 1 year 

after college? How did 

the employment and 

enrollment status of 

these recent college 

graduates compare with 

that of earlier cohorts?

2How did college graduates’ unemployment and 

employment in fields 

unrelated to their undergraduate majors vary with 

their demographic 

characteristics, including 

sex, race/ethnicity, and

age? Did these outcomes 

change over time?

3What were the relationships between college 

graduates’ major field 

of study and their employment outcomes, 

including unemployment 

rates, the relatedness of 

graduates’ majors and 

jobs, salary levels (among 

those employed full 

time), and occupations? 

How did these relationships vary over time?

KEY FINDINGS

• One year after graduation, the 

unemployment rate of 2007–08 

bachelor degree recipients (9 percent) was higher than for those who 

attained their degrees in 1992–93 

and 1999–2000 (4 percent and 

5 percent, respectively) (figure 1). 

• Eight percent of female graduates 

who earned their degrees in 

2007–08 were unemployed in 2009, 

compared with 10 percent of male 

graduates (figure 2). No femalemale differences were found in unemployment after 1 year among 

1992–93 and 1999–2000 graduates.

• One year after graduation, unemployment rates for some majors 

increased between 2001 and 2009, 

whereas for other majors there was 

no measurable change. For example, 2007–08 bachelor’s degree 

recipients who majored in social 

sciences, humanities, health care, 

business, education, and other 

applied fields had higher rates of 

unemployment than did 1999–2000 

graduates with the same majors. In 

contrast, the 1-year unemployment 

rates of 2007–08 graduates who 

majored in computer and information sciences, engineering, and 

other science, technology, engineering, and mathematics (STEM) 

fields were not statistically significant from 1999–2000 graduates 

who majored in the same fields 

(figure 5).4

 

4 Other STEM fields include biological and physical sciences, 

science technology, mathematics, and agricultural and natural 

sciences.

• In constant dollars, median annual 

salaries after 1 year were lower in 

2009 than in 2001 for graduates in 

computer and information sciences, 

social sciences, humanities, business, and other applied fields. 

In contrast, median annual salaries 

were higher in 2001 than in 1994 

for all majors except health care 

(figure 7).

• In 2009, recent graduates who reported that their jobs were closely 

related to their majors earned more 

than graduates reporting jobs that 

were either somewhat or unrelated

to their major ($40,000 vs. $35,100 

and $31,000, respectively) (figure 8).
4 

1 What was the employment and enrollment status of 2007–08 

bachelor’s degree recipients 1 year after college? How did the 

employment and enrollment status of these recent college 

graduates compare with that of earlier cohorts?

A higher proportion of bachelor’s 

degree recipients were enrolled in 

graduate or postbaccalaureate education 1 year after graduation in 2009 

and 2001 than in 1994 (22 and 21 percent in 2009 and 2001, respectively, vs. 

18 percent in 1994) (figure 1). 

Employment intensity and whether 

graduates worked in multiple jobs differed among the three cohorts 

examined. Among graduates not 

enrolled, relatively fewer had one fulltime job in 2009 than in the earlier 

cohorts (64 percent in 2009 vs. 79 and 

78 percent in 1994 and 2001, respectively) and relatively more had 

multiple jobs (14 percent in 2009 vs. 

3 and 7 percent in 1994 and 2001, 

respectively). Unemployment 1 year 

after graduation was higher in 2009 

than in 1994 and 2001 among graduates who were not enrolled. Nine 

percent of these 2007–08 graduates 

were unemployed in 2009, compared 

with 4 percent in 1994 and 5 percent 

in 2001. 

FIGURE 1.

EMPLOYMENT AND ENROLLMENT STATUS 

Employment and enrollment status of 1992–93, 1999–2000, and 

2007–08 bachelor degree recipients: 1994, 2001, and 2009

3 

9 

14

10

64

78

22

4 

5 

7 

5 

78

79

21

4 

4 

3 

10

79

82

18

0 20 40 60 80 100

1994

2001

2009

Employment and enrollment status

Enrolled1

One 

full-time job

One 

part-time job

Multiple jobs

Unemployed

Out of the 

labor force

Not 

enrolled

All bachelor’s 

degree 

recipients1

Bachelor’s degree recipients 

who were not enrolled2 

Percent

1 Includes bachelor’s degree recipients enrolled in a degree or certificate program 1 year later.

2 Graduates employed full time worked 35 or more hours per week. Graduates who were out of the labor force were not 

employed and were not looking for work. 

NOTE: Estimates include graduates who received bachelor’s degrees from Title IV eligible postsecondary institutions in the 

50 states, the District of Columbia, and Puerto Rico. Standard error tables are available at 

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014003. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993/94, 2000/01, and 2008/09 Baccalaureate and Beyond Longitudinal Studies (B&B: 93/94, B&B:2000/01, and B&B:08/09). 
5 

2 How did college graduates’ unemployment and employment 

in fields unrelated to their undergraduate majors vary with their 

demographic characteristics, including sex, race/ethnicity, 

and age? Did these outcomes change over time?

In 2009, the unemployment rate was 

lower for female than for male graduates (8 vs. 10 percent) (figure 2). In 

contrast, 4 and 5 percent of both men 

and women were unemployed in 1994 

and 2001, respectively.5

5 Graduates who are not working include unemployed 

graduates who are not working and actively looking for work 

and graduates who are out of the labor force, or not working 

and not looking for work. Out-of-the-labor-force graduates 

account for too small a proportion of graduates in each cohort 

(3 to 4 percent) to be disaggregated further.

Employed graduates were asked to indicate whether their current job was 

closely, somewhat, or not at all related 

to their undergraduate majors. Twentyseven percent of 2007–08 graduates 

reported that their jobs were unrelated 

to their undergraduate major in 2009, 

compared with 22 percent in 2001, and 

24 percent in 1994 (figure 2). The percentage of respondents who reported 

unrelated employment was higher in 

2009 than in 2001 and among both 

women (27 percent vs. 22 percent) and 

men (26 percent vs. 23 percent). Apparent differences in the levels of major-job 

relatedness between men and women 

were not statistically significant within 

any of the years that were examined.

FIGURE 2.

UNEMPLOYMENT AND JOB UNRELATED TO MAJOR BY SEX

Among those not enrolled, percentage of 1992–93, 1999–2000, 

and 2007–08 bachelor degree recipients who were unemployed and 

employed out of field, by sex: 1994, 2001, and 2009

27

26

27

8 

10

9 

22

23

22

5 

5 

5 

23

26

24

4 

4 

4 

0 10 20 30 40 50

Female

Male

Total

Female

Male

Total

Percent

1994

2001

2009

Employment status and sex Unemployed Job unrelated to major1

1 Includes bachelor’s degree recipients who reported working in an occupation that was not related to their undergraduate 

major field of study.

NOTE: Estimates include graduates who received bachelor’s degrees from Title IV eligible postsecondary institutions in the 

50 states, the District of Columbia, and Puerto Rico. Standard error tables are available at 

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014003. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993/94, 2000/01, and 2008/09 Baccalaureate and Beyond Longitudinal Studies (B&B: 93/94, B&B:2000/01, and B&B:08/09).
6 

Unemployment was higher in 2009 

than in 2001 for all racial/ethnic groups 

that were examined separately, including Asians (16 percent vs. 10 percent), 

Black graduates (12 percent vs. 

5 percent), Hispanics (12 percent vs. 

5 percent), and White graduates 

(8 percent vs. 4 percent) (figure 3). 

In addition, in 2009, White graduates’ 

unemployment was lower than the 

unemployment of all of the other 

racial/ethnic groups (8 percent vs. 12 to 

16 percent). In 2001, unemployment 

rates between White graduates and 

graduates from other racial/ethnic 

groups were not significantly different 

with one exception: unemployment 

was higher for Asian than for White 

graduates (10 percent vs. 4 percent). 

The proportion of graduates who reported employment unrelated to their 

majors was higher in 2009 than in 2001 

for all racial/ethnic groups except 

Asians (figure 3). Among Black graduates, for example, 30 percent of recent 

graduates reported unrelated employment in 2009, compared with 

19 percent in 2001.

FIGURE 3.

UNEMPLOYMENT AND JOB UNRELATED TO MAJOR BY RACE/ETHNICITY

Among those not enrolled, percentage of 1992–93, 1999–2000, 

and 2007–08 bachelor’s degree recipients who were unemployed and 

employed out of field, by race/ethnicity: 1994, 2001, and 2009

26

32

30

23

27

8 

12

12

16

9 

22

23

19

29!

22

4 

5 

5 

10

5 

24

23

26

25

24

3 

8 

8 

6 

4 

0 10 20 30 40 50

White

Hispanic

Black

 Asian or

Pacific Islander

Total

White

Hispanic

Black

 Asian or

Pacific Islander

Total

Percent

1994

2001

2009

Employment status and race/ethnicity Unemployed Job unrelated to major1

! Interpret data with caution. Estimate is unstable because the standard error represents more than 30 percent of the estimate.

1 Includes bachelor’s degree recipients who reported working in an occupation that was not related to their undergraduate 

major field of study. 

NOTE: Black includes African American and Hispanic includes Latino. Estimates for American Indian or Alaska Native, Other, 

or Two or more races are included in the totals but not shown separately. Estimates include graduates who received 

bachelor’s degrees from Title IV eligible postsecondary institutions in the 50 states, the District of Columbia, and Puerto 

Rico. Standard error tables are available at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014003. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993/94, 2000/01, and 2008/09 Baccalaureate and Beyond Longitudinal Studies (B&B: 93/94, B&B:2000/01, and B&B:08/09). 
7 

First-time bachelor’s degree recipients 

in the Baccalaureate and Beyond 

Longitudinal Study (B&B) include both 

traditional-age (23 or younger) and 

graduates 30 or older. In 2009, for 

example, 19 percent of first-time bachelor’s degree recipients were aged 

24–29 and 13 percent were 30 or older 

(Cataldi et al. 2011). A comparison of 

unemployment rates by age revealed 

no statistically significant differences in 

1-year unemployment among graduates aged 23 or younger, 24–29, and 30 

or older in any of the three cohorts 

(figure 4). In 2009, for example, 8 to 10 

percent of graduates in each age group 

were unemployed.6

 

6 Due to small sample sizes, data on jobs unrelated to majors by 

age over time are not available.

FIGURE 4.

UNEMPLOYMENT BY AGE

Among those not enrolled, percentage of 1992–93, 1999–2000, 

and 2007–08 bachelor’s degree recipients who were unemployed, 

by age: 1994, 2001, and 2009

9 

10

8 

9 

5 

5 

5 

5 

5 

5 

3 

4 

0 10 20 30 40 50

30 or older

24–29

23 or younger

Total

Percent

1994

2001

2009

Age

NOTE: Estimates include graduates who received bachelor’s degrees from Title IV eligible postsecondary institutions in the 

50 states, the District of Columbia, and Puerto Rico. Standard error tables are available at 

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014003. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993/94, 2000/01, and 2008/09 Baccalaureate and Beyond Longitudinal Studies (B&B: 93/94, B&B:2000/01, and B&B:08/09).
8 

3 What were the relationships between college graduates’ major field 

of study and their employment outcomes, including unemployment 

rates, the relatedness of graduates’ majors and jobs, salary levels 

(among those employed full time), and occupations? How did these 

relationships vary over time?

While unemployment rates were higher 

in 2009 than in 2001 overall, this difference was not found for graduates in 

each major field of study. No statistically significant differences were found in 

unemployment among the three categories of STEM majors (computer and 

information sciences, engineering, 

and other STEM fields) between the 

two cohorts (figure 5).7 In contrast, unemployment was higher in 2009 than in 

2001 for graduates in the social sciences, 

humanities, health care, business, education, and other applied field majors. 

For example, 12 percent of social science

majors were unemployed in 2009, 

7 Data on graduates’ undergraduate major field of study are not 

disaggregated by demographic characteristics due to small 

sample sizes.

compared with 7 percent in 2001. 

Between 1994 and 2001, the only significant difference in unemployment 

was found for graduates who majored 

in other applied fields; 3 percent of these

graduates were unemployed in 1994 

versus 6 percent in 2001.

FIGURE 5.

UNEMPLOYMENT AND MAJOR FIELD OF STUDY

Among those not enrolled, percentage of 1992–93, 1999–2000, and 2007–08 bachelor’s degree recipients who 

were unemployed, by major field of study: 1994, 2001, and 2009

4 4! 6 6 4 5 4! 3 3 3 5 5 4 6 7 6

2 5

2

6 9

6 5

8

12 13

6 8

5

11

0

10

20

30

40

50

Total Computer and

information

sciences

Engineering Other

STEM fields1

Social

sciences

Humanities2 Health care

fields

Business Education Other

applied3

Percent

1994 2001 2009

Major field of study

! Interpret data with caution. Estimate is unstable because the standard error represents more than 30 percent of the estimate.

1 Other science, technology, engineering, and mathematics (STEM) fields include biological and physical sciences, science technology, mathematics, andagricultural and natural sciences. 2 Humanities includes history. 3 Other applied includes architecture; communications; public administration and human services; design and applied arts; law and legal studies; library sciences; and theology and religious 

vocations.

NOTE: Data for the 1.6 percent (in 1994) and 2.9 percent (in 2001 and 2009) of graduates who majored in general studies; area, ethnic, cultural, and gender studies; and multidisciplinary 

studies are included in the total but not presented separately. Estimates include graduates who received bachelor’s degrees from Title IV eligible postsecondary institutions in the 50 states, the 

District of Columbia, and Puerto Rico. Standard error tables are available at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014003. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993/94, 2000/01, and 2008/09 Baccalaureate and Beyond Longitudinal Studies (B&B: 93/94, B&B:2000/01, 

and B&B:08/09).
9 

In addition to differences between 

cohorts, employment rates also differed 

by major within cohorts in each of the 

3 years examined.8 In 2009, for 

example, unemployment ranged from 

12 to 13 percent among social sciences 

and humanities majors to 5 and 6 percent among computer and information 

sciences, engineering, health care, and 

education majors (figure 5). On the 

other hand, apparent differences in unemployment rates across the three 

categories of STEM fields (computers 

and information sciences, engineering, 

and other STEM fields) in 2009 were not 

statistically significant.

8 Because STEM includes a range of major fields of study with 

different employment outlooks (Bender and Heywood 2011), 

these fields are disaggregated into three categories: computer 

and information sciences, engineering, and other STEM. The 

latter categoryincludes biological and physical sciences, science 

technology, mathematics, and agricultural and natural sciences.

A higher proportion of graduates 

reported employment unrelated to 

their undergraduate major in 2009 than 

in 2001 for six of the 10 major fields of 

study: computer and information 

sciences (17 percent vs. 7 percent), engineering (13 percent vs. 7 percent), 

social sciences (40 percent vs. 33 

percent), humanities (55 percent vs. 

44 percent), business (20 percent vs. 

15 percent), and other applied fields 

(32 percent vs. 21 percent) (figure 6). 

In each of the 3 years examined, crossmajor comparisons revealed that unrelated employment was highest for 

humanities majors (44 to 55 percent).

FIGURE 6.

JOB UNRELATED TO MAJOR AND MAJOR FIELD OF STUDY

Among those employed and not enrolled, percentage of 1992–93, 

1999–2000, and 2007–08 bachelor’s degree recipients who reported jobs 

that were unrelated to their undergraduate major field of study, 

by major field of study: 1994, 2001, and 2009

32

11

20

9

55

40

29

13

17

27

21

9

15

13

44

33

28

7

7

22

25

21

15

7

51

43

31

13

8

24

0 20 40 60 80 100

Percent

1994

2001

2009

Major field of study

Computer and 

information 

sciences

Engineering

Other STEM 

fields1

Social sciences

Humanities2

Health care 

fields

Business

Education

Other applied3

Total

1

 Other science, technology, engineering, and mathematics (STEM) fields include biological and physical sciences, science 

technology, mathematics, and agricultural and natural sciences. 2 Humanities includes history. 3 Other applied includes architecture; communications; public administration and human services; design and applied arts; 

law and legal studies; library sciences; and theology and religious vocations. 

NOTE: Data for the 1.6 percent (in 1994) and 2.9 percent (in 2001 and 2009) of graduates who majored in general studies; 

area, ethnic, cultural, and gender studies; and multidisciplinary studies are included in the total but not presented 

separately. Estimates include graduates who received bachelor’s degrees from Title IV eligible postsecondary institutions 

in the 50 states, the District of Columbia, and Puerto Rico. Standard error tables are available at 

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014003. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993/94, 2000/01, and 2008/09 Baccalaureate and Beyond Longitudinal Studies (B&B: 93/94, B&B:2000/01, and B&B:08/09).

 
10

Like unemployment rates, graduates’ 

salaries also differed between 2009 and 

2001 by field of study (figure 7). Median 

annual salaries were lower in 2009 than 

in 2001 for computer and information 

sciences ($48,000 vs. $59,400), 

social sciences ($32,000 vs. $36,300), 

humanities ($30,000 vs. $36,200), 

business ($40,000 vs. $44,800), and 

other applied fields ($32,000 vs. $36,300)

majors. In contrast, comparing the two 

earlier cohorts, median annual salaries 

were higher in the later cohort (2001) 

than in the earlier cohort (1994) for all 

majors except health care. 

In addition to salary differences over 

time, graduates’ salaries also varied by 

their major fields of study in all three 

cohorts. In 2009, for example, median 

annual salaries ranged from $30,000 to 

$32,000 for humanities, social sciences, 

and other applied majors. In contrast, 

the salary range for health care, computer and information sciences, and 

engineering majors was $46,000 to 

$55,000. 

FIGURE 7.

MEDIAN SALARIES AND UNDERGRADUATE MAJOR

Median annual salaries (in 2009 dollars) of 1992–93, 1999–2000, and 

2007–08 bachelor’s degree recipients who were working full time for pay 

and not enrolled, by major field of study: 1994, 2001, and 2009

32,000 

33,700 

40,000 

46,000 

30,000 

32,000 

35,000 

55,000 

48,000 

37,000 

36,300 

33,100 

44,800 

43,600 

36,200 

36,300 

36,300 

58,100 

59,400 

39,400 

28,000 

27,500 

34,700 

43,700 

26,900 

29,500 

30,100 

43,400 

39,100 

31,800 

0 10,000 20,000 30,000 40,000 50,000 60,000

Salary

1994

2001

2009

Major field of study

Computer and 

information 

sciences 

Engineering

Other STEM 

fields1

Social sciences 

Humanities2 

Health care 

fields 

Business 

Education 

Other applied3

Total

$0

1

 Other science, technology, engineering, and mathematics (STEM) fields include biological and physical sciences, science 

technology, mathematics, and agricultural and natural sciences. 2 Humanities includes history. 3 Other applied includes architecture; communications; public administration and human services; design and applied arts; 

law and legal studies; library sciences; and theology and religious vocations. 

NOTE: Data for the 1.6 percent (in 1994) and 2.9 percent (in 2001 and 2009) of graduates who majored in general studies; area, 

ethnic, cultural, and gender studies; and multidisciplinary studies are included in the total but not presented separately. 

Graduates employed full time worked 35 or more hours per week. Amounts for 1994 and 2000 have been adjusted for inflation 

using the U.S. Bureau of Labor Statistics Consumer Price Index for All Urban Consumers (CPI-U).Estimates include graduates 

who received bachelor’s degrees from TitleIV eligible postsecondary institutions in the 50 states, the District of Columbia, and 

Puerto Rico. Standard error tables are available at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014003. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993/94, 2000/01, and 2008/09 Baccalaureate and Beyond Longitudinal Studies (B&B: 93/94, B&B:2000/01, and B&B:08/09).
11

One year after graduation, 2009 graduates who reported that their jobs were 

related to their undergraduate majors 

had higher salaries than other graduates. In 2009, the annual median salary 

for those who reported that their job 

was closely related to their major was 

$40,000, compared with $35,100 for 

those reporting jobs that were somewhat related, and $31,000 for those 

reporting unrelated jobs (figure 8). 

The median salary of graduates with 

jobs closely related to their major 

($41,200) in 2001 exceeded that of 

their peers who reported unrelated 

jobs ($36,300). In 1994, graduates who

reported jobs closely related to their 

major had higher salaries ($34,700) 

than those with jobs that were not at 

all related ($26,300) or somewhat 

related ($31,300). 

FIGURE 8.

MEDIAN SALARIES AND EMPLOYMENT RELATED TO 

UNDERGRADUATE MAJOR

Median annual salaries (in 2009 dollars) of 1992–93, 1999–2000, and 

2007–08 bachelor’s degree recipients who were working full time for pay 

and not enrolled, by whether their occupation was not at all, somewhat, 

or closely related to their undergraduate major: 1994, 2001, and 2009 26,300 31,300 34,700 36,300 38,800 41,200 31,000 35,100 40,000

0

10,000

20,000

30,000

40,000

50,000

1994 2001 2009

Salary

Undergraduate major related to occupation

Not at all Somewhat Closely

$ 

NOTE: Graduates employed full time worked 35 or more hours per week. Amounts for 1994 and 2001 have been adjusted 

for inflation using the Consumer Price Index for urban households (CPI-U). Estimates include graduates who received 

bachelor’s degrees from Title IV eligible postsecondary institutions in the 50 states, the District of Columbia, and Puerto 

Rico. Standard error tables are available at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014003. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993/94, 2000/01, and 2008/09 Baccalaureate and Beyond Longitudinal Studies (B&B: 93/94, B&B:2000/01, and B&B:08/09).
12

Comparable data on the relationship 

between specific majors and salaries 

is not available over time. In 2009, 

graduates who reported jobs closely 

related to their major earned more 

than those reporting unrelated jobs in 

computer and information sciences 

($52,000 vs. $35,600), other STEM fields 

($36,500 vs. $24,700), health care 

($48,000 vs. $28,700), business 

($42,000 vs. $34,500), and other 

applied fields ($33,300 vs. $30,000) 

(figure 9).

FIGURE 9.

MEDIAN SALARIES AND EMPLOYMENT RELATED TO 

UNDERGRADUATE MAJOR FIELDS OF STUDY

Median annual salaries of 2007–08 bachelor’s degree recipients who 

were working full time for pay and not enrolled by whether their

occupation was not at all, somewhat, or closely related to their

undergraduate major, by major field of study: 2009

33,300

34,000

42,000

48,000

33,500

34,400

36,500

54,000

52,000

31,200

29,100

38,000

38,000

30,200

34,000

31,200

56,000

44,000

30,000

28,000

34,500

28,700

28,700

30,000

24,700

40,400

35,600

0 10,000 20,000 30,000 40,000 50,000 60,000

Salary

Not at all

Somewhat

Closely

Major field of study

Computer and 

information 

sciences 

Engineering

Other STEM 

fields1

Social sciences 

Humanities2 

Health care 

fields 

Business 

Education 

Other applied3

$0

Undergraduate 

major related 

to occupation:

1

 Other science, technology, engineering, and mathematics (STEM) fields include biological and physical sciences, science 

technology, mathematics, and agricultural and natural sciences.

2 Humanities includes history. 3 Other applied includes architecture; communications; public administration and human services; design and applied arts; 

law and legal studies; library sciences; and theology and religious vocations.

 

NOTE: The estimates exclude the 2.9 percent of graduates who majored in general studies; area, ethnic, cultural, and gender studies; and multidisciplinary studies. Graduates employed full time worked 35 or more hours per week. Amounts for 

1994 and 2000 have been adjusted for inflation using the Consumer Price Index for urban households (CPI-U). Estimates

include graduates who received bachelor’s degrees from Title IV eligible postsecondary institutions in the 50 states, the 

District of Columbia, and Puerto Rico. Standard error tables are available at 

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014003. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2008/09 Baccalaureate and Beyond Longitudinal Studies (B&B:08/09).
13

Among graduates who were not enrolled, a plurality (23 to 26 percent) 

worked in business/management occupations 1 year after graduation in all 

three cohorts (table 1). An examination 

of the alignment of occupations with 

graduates’ major field of study in each 

cohort revealed that about 50 percent 

or more of graduates who majored in 

computer and information sciences, 

engineering and engineering technology (53 to 59 percent); health care 

fields (65 to 81 percent); and education 

(51 to 81 percent) were working in 

occupational areas aligned with their 

majors (STEM, health care, and education, respectively). 

Table 1. OCCUPATION AND UNDERGRADUATE MAJOR 

Among those employed and not enrolled, percentage distribution of 1992–93, 1999–2000, and 2008–09 

bachelor’s degree recipients by occupational area and major field of study: 1994, 2001, and 2009

Occupation

Graduation year and 

undergraduate major

Business/

management STEM1

Pre K-12 

educators

Health

care Sales

Business

support/

administrative

Trades

and

technical2 Other3

2009

All fields 23.5 7.9 9.1 8.7 8.6 12.5 14.5 15.3

Computer and information 

sciences, engineering, and 

engineering technology4 25.4 53.0 ‡ 1.0 ! 1.7 5.6 9.2 3.6

Other STEM fields5 13.7 18.3 8.0 10.9 7.9 7.8 13.0 20.3

Social sciences 22.6 1.5 ! 3.4 4.5 8.7 15.6 18.0 25.7

Humanities6 10.8 1.0 ! 9.4 2.7 9.6 16.9 23.9 25.8

Health care fields 7.0 ‡ 0.9 ! 78.7 1.8 ! 3.9 3.4 3.2

Business 47.4 3.7 1.0 ! 1.2 13.5 16.8 11.8 4.5

Education 3.2 ‡ 68.7 0.9 ! 1.8 3.8 6.9 14.7

Other applied7 15.6 1.3 2.6 3.2 10.8 13.9 23.6 29.0

2001

All fields 25.8 9.9 13.8 7.1 8.7 8.7 11.7 14.4

Computer and information 

sciences, engineering, and 

engineering technology4 24.5 58.9 ‡ ‡ 2.8 ! 2.6 8.1 1.9 !

Other STEM fields5 13.2 21.2 12.9 6.5 8.0 5.4 15.1 17.7

Social sciences 26.8 1.4 10.5 2.7 8.4 11.0 13.0 26.2

Humanities6 18.3 2.4 ! 20.7 1.2 ! 8.6 13.8 12.7 22.2

Health care fields 8.3 1.2 ! 4.8 64.6 2.8 3.7 8.4 6.4

Business 53.9 5.7 1.0 ! 0.8 ! 15.1 11.0 8.8 3.7

Education 3.0 ‡ 80.5 ‡ 2.5 3.8 5.6 3.7

Other applied7 20.7 2.2 ! 4.8 1.8 9.6 9.0 18.0 33.9

See notes at end of table.
14

Table 1. OCCUPATION AND UNDERGRADUATE MAJOR 

Among those employed and not enrolled, percentage distribution of 1992–93, 1999–2000, and 2008–09 

bachelor's degree recipients by occupational area and major field of study: 1994, 2001, and 2009—continued

Occupation

Graduation year and 

undergraduate major

Business/

management STEM1

Pre K-12 

educators

Health

care Sales

Business

support/

administrative

Trades

and

technical2 Other3

1994

All fields 22.6 7.5 9.6 7.7 12.3 12.9 12.5 14.9

Computer and information 

sciences, engineering, and 

engineering technology4 17.3 57.5 0.8 ! 0.5 ! 4.6 4.8 10.4 4.0

Other STEM fields5 11.2 11.4 10.6 7.1 11.3 11.2 17.7 19.4

Social sciences 22.5 1.9 ! 3.3 2.7 15.5 17.8 15.7 20.7

Humanities6 18.7 1.2 ! 10.8 3.3 ! 10.5 16.2 16.8 22.5

Health care fields 5.6 ‡ 1.5 ! 80.8 2.3 ! 3.1 3.6 ! 3.2 !

Business 43.7 2.4 0.9 ! 1.0 20.1 18.6 9.3 4.0

Education 7.4 0.5 ! 50.8 3.0 5.8 7.3 7.3 17.9

Other applied7 18.3 3.1 1.6 1.2 ! 13.5 11.3 18.7 32.4

! Interpret data with caution. Estimate is unstable because the standard error represents more than 30 percent of the estimate.

‡ Reporting standards not met.

1 Science, technology, engineering, and mathematics (STEM) occupations include computer occupations; software developers and programmers; computer support specialists; mathematical 

science occupations; engineers; drafters, engineering technicians, and mapping technicians; life scientists; and physical scientists.

2 Trades and technical include supervisors and workers in media and communications equipment; protective service; food preparation and serving; building and groups cleaning; personal care 

and service; farming, fishing, and forestry; construction and extraction; installation, maintenance, and repair occupations; production occupations; transportation and material moving occupations; and military specific occupations.

3 Other include architects; socialscientists and related workers; life, physical, and social science technicians; legal occupations; postsecondary teachers; graduate teaching assistants; librarians, curators, 

and archivists; other education, training, and library occupations; art and design workers; entertainers and performers, sports, and related workers; and media and communication workers. 

4 Computer and information sciences and engineering and engineering technology are combined due to small sample sizes.

5 Other science, technology, engineering, and mathematics (STEM) majors include biological and physical sciences, science technology, mathematics, and agricultural and natural sciences.

6 Humanities includes history.

7 Other applied majors include architecture; communications; public administration and human services; design and applied arts; law and legal studies; library sciences; and theology and religious vocations. 

NOTE: Data for the 1.6 percent (in 1994) and 2.9 percent (in 2001 and 2009) of graduates who majored in general studies; area, ethnic, cultural, and gender studies; and multidisciplinary studies are 

included in the “all fields” categorybut not presented separately.Estimates include graduates who received bachelor’s degrees from Title IV eligible postsecondary institutions in the 50 states, 

the District of Columbia, and Puerto Rico. Detail may not sum to totals because of rounding. Standard error tables are available at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014003. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993/94, 2000/01, and 2008/09 Baccalaureate and Beyond Longitudinal Studies (B&B: 93/94, B&B:2000/01, 

and B&B:08/09).
15

FIND OUT MORE

For questions about content or to order additional copies of this Statistics in 

Brief or view this report online, go to:

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014003

More detailed information on postbaccalaureate 

employment of recent bachelor’s degree recipients 

can be found in Web Tables produced by the 

National Center for Education Statistics (NCES) using 

the Baccalaureate and Beyond Longitudinal Study 

data. The Web Tables provide information about 

demographic characteristics, educational experience, student loan borrowing, and employment 

experiences of recent bachelor’s degree recipients.

Web Tables—Profile of 2007–08 First-Time Bachelor’s 

Degree Recipients in 2009 (NCES 2013-150)

https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=

2013150 

Readers may also be interested in the following NCES 

products related to the topic of this Statistics in Brief:

2008–09 Baccalaureate and Beyond Longitudinal Study 

(B&B:08/09): A First Look at Recent College Graduates

(NCES 2011-236) 

https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=

2011236 

Early K–12 Teaching Experiences of 2007–08 Bachelor’s 

Degree Recipients (NCES 2013-154) 

https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=

2013154 

Ten Years After College: Comparing the Employment 

Experiences of 1992–93 Bachelor’s Degree Recipients With

Academic and Career-Oriented Majors (NCES 2008-155)

https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=

2008155 

Web Tables—Trends in Debt for Bachelor’s Degree 

Recipients a Year After Graduation: 1994, 2001, and 

2009 (NCES 2013-156)

https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=

2013156 
16

VARIABLES USED

All estimates presented in this Statistics in Brief were produced using 

PowerStats, a web-based software application that allows users to 

generate tables for many of the postsecondary surveys conducted by 

NCES. See “Run Your Own Analysis With DataLab” below for more 

information on PowerStats. The variables used in this Brief are listed 

below. Visit the NCES DataLab website http://nces.ed.gov/datalab to view 

detailed information on how these variables were constructed and their 

sources. Under Detailed Information About PowerStats Variables, 

Baccalaureate and Beyond Longitudinal Study, click by subject or by variable

name. The program files that generated the statistics presented in this 

Brief can be found at http://nces.ed.gov/pubsearch/pubs 

info.asp?pubid=2014003. 

Label Name

Baccalaureate and Beyond, B&B:93/03

Age group while enrolled 1992–93 AGEATBA

Enrollment status April 1994 B2EN9404

Job related to undergraduate major JBMAJREL

Labor force participation in April 1994 B1LFP94

Occupation in 1994, computed for trends B1OCCTREND

Race/ethnicity RETHNIC

Relationship between job and undergraduate degree AJOBRELT

Salary in 1994 APRANSAL

Sex GENDER

Undergraduate major field of study MAJORS

Baccalaureate and Beyond, B&B:2000/01

Age group while enrolled 1999–2000 AGEATBA

Current employment status EMPCUR

Job related to undergraduate major CERELMAJ

Post-BA degree: current enrollment ENRCUR

Labor force participation as of 2001 interview LFP2001

Occupation in 2001, computed for trends B1OCCTREND

Race/ethnicity RACE2

Salary in 2001 B1ANNERN

Sex GENDER

Undergraduate major field of study MAJORS

Baccalaureate and Beyond, B&B:08/09

Age group while enrolled 2007–08 AGEATBA

Job related to undergraduate major B1NSF19B

Employment and enrollment status in 2009 B1LFP09

Occupation in 2009, computed for trends B1OCCTREND

Race/ethnicity RACE

Salary in 2009 B1ERNINC

Sex GENDER

Undergraduate major field of study MAJORS4Y

TECHNICAL NOTES

Survey Methodology

The estimates provided in this Statistics 

in Brief are based on data collected 

through the first follow-up of each of 

the Baccalaureate and Beyond Longitudinal Studies of 1993, 2000, and 2008 

(B&B:93/94 , B&B:2000/01, and 

B&B:08/09). The B&B studies contain 

comprehensive data on enrollment, 

attendance, and student demographic 

characteristics and provide a unique 

opportunity to understand the immediate transitions of college graduates 

into work, graduate school, or other 

endeavors.

In B&B:93/94 and B&B:2000/01, students 

provided data through surveys administered over the telephone, and in 

B&B:08/09, through surveys administered over the Internet or by telephone. 

In addition to student responses, data 

were collected from the institutions that 

granted the bachelor’s degrees of sample students, and the U.S. Department 

of Education supplied respondent-level

data on student loan and grant programs (i.e., the National Student Loan 

Data System) and federal student financial aid applications (i.e., the Central 

Processing System), matching student 

records using a common identifier. 

The B&B studies follow bachelor’s 

degree recipients from the 1992–93, 

1999–2000, and 2007–08 National Postsecondary Student Aid Studies 

(NPSAS:93, NPSAS:2000, and NPSAS:08). 

NPSAS is based on a nationally representative sample of all students in 

postsecondary education institutions, 
17

including undergraduate and graduate 

students. For B&B, those members of the 

NPSAS sample who completed a bachelor’s degree between July 1 and June 30 

of the survey academic year were identified and contacted for a follow-up 

interview 1 year later. The studies included approximately 11,000 bachelor’s 

degree recipients, representing about 

1.2 million bachelor’s degree completers, in both 1992–93 and 1999–2000, 

and 17,000 bachelor’s degree recipients, 

representing about 1.6 million bachelor’s degree completersin 2007–08. 

Table A-1 provides detailed information 

about the B&B:93/94, B&B:2000/01, and 

B&B:08/09 data collections.

Two broad categories of error occur in 

estimates generated from surveys: 

sampling and nonsampling errors. 

Sampling errors occur when observations are based on samples rather than 

on entire populations. The standard 

error of a sample statistic is a measure 

of the variation due to sampling and 

indicates the precision of the statistic. 

The complex sampling design must be 

taken into account when calculating 

variance estimates such as standard 

errors. NCES’s online PowerStats, which 

generated the estimates in this Statistics in Brief, uses the balanced repeated 

replication (BRR) method to adjust variance estimation for complex sample 

designs (Kaufman 2004; Wolter 1985).

Table A-1. Selected statistics on B&B:93/94, B&B:2000/01, and B&B:08/09 data collections

Statistic B&B:93/94 B&B:2000/01 B&B:08/09

Target population BA recipients

in 1993–94 

BA recipients

in 1999–2000 

BA recipients

in 2008–09 

Target population size 1.2 million 1.2 million 1.6 million

IPEDS1 datafile(s) used as NPSAS sampling frame 1990–91

IPEDS IC file

1997–98

IPEDS IC file

2004–05 and 2005–06 

IPEDS IC, Fall Enrollment, 

and Completion files

Number of sampled institutions (unweighted) 1,386 1,083 1,960

Number of eligible institutions (unweighted) 1,243 1,072 1,940

Number of participating institutions (unweighted) 1,098 999 1,730

Institution response rate2 (unweighted) 98.3 93.0 89.0

Institution response rate2 (weighted) 96.9 90.0 90.1

Number of sampled students 12,731 11,700 18,500

Number of eligible students 11,192 11,630 17,160 for interview 

and transcript individual, 

17,060 for combined

(due to perturbation)

Interview response rate (unweighted) 90.0 86.0 87.7

Interview response rate (weighted) 89.7 82.0 78.3

Study response rate3 (unweighted) 88.5 80.0 78.0

Study response rate3 (weighted) 86.9 74.0 70.5

1 Integrated Postsecondary Education Data System, Institutional Characteristics file.

2Percentage of institutions that provided enrollment lists.

3 Institution response rate times the interview response rate.

SOURCE: Loft, J.D., Riccobono, J.A., Whitmore, R.W., Fitzgerald, R.A., and Berkner, L.K. (1995). Methodology Report for the 1993 National Postsecondary Student Aid Study (NCES 95-211). National Center for Education Statistics, U.S. Department of Education.Washington, DC. Green, P.J., Meyers, S.L., Giese, P., Law, J., Speizer, H.M., and Tardino, V.S. (1996). Baccalaureate and 

Beyond Longitudinal Study: 1993/94 First Follow-up Methodology Report (NCES 96-149). National Center for Education Statistics, U.S. Department of Education. Washington, DC. Riccobono, J.A., 

Cominole, M.B., Siegel, P.H., Gabel, T.J., Link, M.W., and Berkner, L.K. (2002). National Postsecondary Student Aid Study 1999–2000 (NPSAS:2000) Methodology Report (NCES 2002-152). National Center for Education Statistics, U.S. Department of Education. Washington, DC. Charleston, S., Riccobono, J., Mosquin, P., and Link, M. (2003). Baccalaureate and Beyond Longitudinal 

Study: 2000–01 (B&B: 2000/01) Methodology Report (NCES 2003-156). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. 

Henke, R.R., Cataldi, E.F., Green, C., Lew, T., Woo, J., Sheperd, B., and Siegel, P. (2011). 2008–09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09): A First Look at Recent College Graduates (NCES 2011-236). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
18

Nonsampling errors can be attributed to 

several sources: incomplete information 

about all respondents (e.g., some 

students or institutions refused to participate, or students participated but 

answered only certain items); differences among respondents in question 

interpretation; inability or unwillingness 

to give correct information; mistakes in 

recording or coding data; and other errors of collecting, processing, sampling, 

and imputing missing data.

Response Rates

NCES Statistical Standard 4-4-1 states 

that “[a]ny survey stage of data collection with a unit or item response rate 

less than 85 percent must be evaluated 

for the potential magnitude of nonresponse bias before the data or any 

analysis using the data may be released” 

(U.S. Department of Education 2002). 

In the case of B&B:08/09, this means that 

nonresponse bias analysis could be 

required at any of three levels: institutions, study respondents, or items. 

Because the institutional response rate 

for NPSAS:08 was 90 percent, nonresponse bias analysis was not required at 

that level.

Of 17,160 eligible sample students, the 

B&B:08/09 weighted interview response 

rate was 78 percent. Because the 

weighted rate is less than 85 percent for 

those who responded to the interview, 

nonresponse bias analysis was required 

for those variables based in whole or in 

part on the interview. None of the variables in this Statistics in Brief required 

nonresponse bias analyses.

For more detailed information on 

nonresponse bias analysis and an overview of the survey methodology for 

B&B:08/09, see 2008–09 Baccalaureate

and Beyond Longitudinal Study 

(B&B:08/09): A First Look at Recent 

College Graduates (NCES 2011-236) 

http://nces.ed.gov/pubsearch/pubsinfo

.asp?pubid=2011236. 

Nonresponse bias analyses were not 

conducted for the earlier B&B studies. 

For an overview of the survey methodology for B&B:93/03, see 1993/03 

Baccalaureate and Beyond Longitudinal 

Study (B&B:93/03) Methodology Report 

(NCES 2006-166)

http://nces.ed.gov/pubsearch/pubsinfo

.asp?pubid=2006166. 

For an overview of the survey methodology for B&B:2000/01, see 

Baccalaureate and Beyond Longitudinal 

Study: 2000/01 Methodology Report

(NCES 2003-156)

http://nces.ed.gov/pubsearch/pubsinfo.

asp?pubid=2003156. 

For more information, contact:

National Center for Education Statistics

NCES.Info@ed.gov

(800) 677-6987

Statistical Procedures

Comparisons of means, medians, and 

proportions were tested using Student’s t statistic. Differences between 

estimates were tested against the 

probability of a Type I error9

9 A Type I error occurs when one concludes that a difference 

observed in a sample reflects a true difference in the population 

from which the sample was drawn, when no such difference is 

present.

or significance level. The statistical significance 

of each comparison was determined by 

calculating the Student’s t value for the 

difference between each pair of means 

or proportions and comparing the 

t value with published tables of significance levels for two-tailed hypothesis 

testing. Student’s t values were computed to test differences between 

independent estimates using the following formula:

− =

+

1 2

2 2

1 2

E E

t

se se

where E1 and E2 are the estimates to be 

compared and se1 and se2 are their corresponding standard errors.

When making a part-to-whole comparison, e.g., comparing the percentage of 

a subgroup of graduates who borrowed 

to the percentage of all graduates who 

borrowed, the following formula was 

used. This formula takes the covariance 

of the two estimates into account when 

computing the t value. 

22 2 2

subgroup whole

subgroup whole subgroup

E E

t

SE SE pSE

− =

+ −
19

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 because the 

magnitude of the t statistic is related 

not only to the observed differences in 

means or percentages but also to the 

number of respondents in the specific 

categories used for comparison. Hence, 

a small difference compared across a 

large number of respondents would 

produce a large (and thus possibly 

statistically significant) t statistic.

A second hazard in reporting statistical 

tests is the possibility that one can 

report a “false positive” or Type I error. 

Statistical tests are designed to limit 

the risk of this type of error using a value

denoted by alpha. The alpha level of 

.05 was selected for findings in this 

report and ensures that a difference of 

a certain magnitude or larger would be 

produced when there was no actual 

difference between the quantities in 

the underlying population no more 

than 1 time out of 20.10 When analysts 

test hypotheses that show alpha values 

at the .05 level or smaller, they reject 

the null hypothesis that there is no 

difference between the two quantities. 

Failing to reject a null hypothesis 

(i.e., detect a difference), however, 

does not imply the values are the same 

or equivalent.

 

10 No adjustments were made for multiple comparisons.
20

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Estimation. New York: Springer-Verlag.
21

Cover artwork © iStockphoto.com/centauria. 

RUN YOUR OWN ANALYSIS WITH DATALAB

You can replicate or expand upon the figures and tables in this report, or even 

create your own. DataLab has several different tools that allow you to customize and generate output from a variety of different survey datasets. Visit 

DataLab at: 

http://nces.ed.gov/datalab/