U.S. Census Bureau 1

U.S. Department of Commerce

Economics and Statistics Administration

U.S. CENSUS BUREAU

Issued November 1999

1993-1994

P70-60

Financing the Future: Postsecondary

Students, Costs, and Financial Aid

Household Economic Studies

By

Jennifer Cheeseman Day

and Kristine Witkowski

U S C E N S U S B U R E A U

Helping You Make Informed Decisions

Current

Population

Reports

most of the discussion in this report will

focus on full-time postsecondary students.

Most full-time

postsecondary students are

young, dependent, and

undergraduates.

Of 20.5 million postsecondary students

enrolled at some point during the 1993-1994

school year, just under half (45 percent) were

enrolled full-time for the full year. Most of

the 9.2 million full-time students (74 percent)

were undergraduates in their first 4 years of

college (these figures include both 2-year and

4-year institutions), and about 1 in 7 were

enrolled in graduate school (Figure 1). The

remaining 11 percent were enrolled full-time

in noncollegiate schools, such as vocational,

technical, or business school.

Many students followed the traditional path

of enrolling in college shortly after high

school graduation. About two-thirds of fulltime students were concentrated in the 17 to

24 age group, and about 86 percent of these

students were enrolled in their first 4 years of

college (Table A). Almost one-third of the

nontraditional college-age students (ages 25

and over) were in their fifth year or higher,

compared with about 6 percent of younger

students. Nontraditional college-age students

were also more likely to be enrolled in some

type of noncollegiate postsecondary school

(about 20 percent) compared with less than

10 percent for traditional college-age

students.1

Finding a way to finance postsecondary

schooling (that is, schooling beyond high

school), may be as much of a challenge as

the course material! Fortunately, many

students — though not all — are able to

obtain financial assistance. The ability to

pay for, or finance, schooling has serious

implications for a student’s future.

This report using data collected in the

Survey of Income and Program Participation

(SIPP) examines the characteristics of

postsecondary students, their schooling

costs, and avenues of financing education

for the academic year 1993-1994. Unlike

typical cross-sectional analyses that focus on

students and their enrollment status as of a

given date, the SIPP provides information on

all students who were enrolled at any time,

for any duration, throughout the academic

year. Full-time students were identified as

those who were continuously enrolled fulltime throughout the year. Part-time students

were those who took less than a full-time

course load or did not attend the full year.

Some may have attended only one class or

dropped out before completing the term.

One of the driving factors influencing

schooling costs and financial aid received is

the extent of time a student is enrolled

during the year. For full-time students, who

basically have the same amount of time

enrolled during the year, variations in

schooling costs and aid received may be

examined more easily by differences in

social, economic, and demographic characteristics. For part-time students, the amount

of time enrolled, costs, and financial aid

receipt vary widely and are highly dependent

on each student’s unique experience. Hence,

Demographic Programs

1The percentage of traditional college-age students is

not significantly different from the percentage of traditional college-age noncollegiate students.
2 U.S. Census Bureau

Economically, many full-time students (47 percent) were still dependent on their parents. Almost all of

these dependent students (91

percent) were enrolled in the first 4

years of college. Independent

students, however, were distributed

more evenly across the four levels of

enrollment as shown in Table A (that

is, 27 percent in the first two college

years; 33 percent in the next two

college years; 24 percent in the fifth

or higher college years; and

17 percent in the vocational, technical, or business school, or other

programs).2 Most of the students

enrolled in their fifth year of college

or higher were classified as independent (88 percent), compared with

42 percent of undergraduates.

Many of the independent students

are likely to be in a graduate or a

professional degree program. They

are generally older and consequently

more independent of their parents.

Another group that is mostly independent of parents is full-time

noncollegiate school enrollees

(78 percent). People are more likely

to attend this type of school after

being employed and discovering

vocational opportunities.

More than 3 of 4 full-time students

had a job at some point during the

year. These arrangements include

working during the year, either fulltime or part-time, or just working

during the summer months. Almost

one-tenth of full-time students

worked full-time throughout the

year. About 69 percent of full-time

students worked part-time. The

remainder did not work at all during

the year.

The majority of full-time students

(63 percent) were from families with

an annual family income of less than

$50,000. A larger proportion of fulltime students had family incomes

less than $25,000 than had family

incomes in the middle range

($25,000 to $49,999). This unexpected pattern of enrollment is

partially explained by the opposing

patterns of enrollment and income

for independent and dependent

students, shown in Figure 2. For

independent students (who are

reporting only for themselves and

are not identified as still being a part

of their parents’ household), family

income tends to be low; thus, a

higher proportion of independent

students is in the lowest family

income group. For dependent

students (who are identified as still

being a part of their parents’ household), family income tends to be

higher; thus, a higher proportion of

dependent students come from

families in the highest income group.

About 3 in 4 full-time postsecondary

students were non-Hispanic White, 1

in 10 was non-Hispanic Black, and almost 1 in 10 was Hispanic.3 A

greater proportion of non-Hispanic

White full-time students were enrolled at the graduate level

(15 percent in the fifth year of college or more), than of either Hispanics or non-Hispanic Blacks (both at

7 percent). A greater proportion of

Hispanic full-time students were enrolled in noncollegiate schools

(17 percent) than of non-Hispanic

White full-time students (11 percent).

The proportion of non-Hispanic Black

full-time students enrolled in noncollegiate schools was not significantly

different than that for non-Hispanic

2 Whites or Hispanics. The percentages of college students in

years 1 and 2 and 5th year or higher are not

significantly different. 3Hispanics may be of any race.

Figure 1.

Characteristics of Full-Time Students: 1993-1994

(As a percent of all postsecondary students)

$50,000 and over

$25,000 to $49,999

Less than $25,000

Worked part-time

Worked full-time

Did not work

Independent student

Dependent student

Hispanic origin (of any race)

Non-Hispanic Black

Non-Hispanic White

Women

Men

35 years old and over

25 to 34 years

17 to 24 years

Vocational, technical business

College years 5+

College years 3-4

College years 1-2

Enrollment level

Age

Sex

Race/Hispanic origin

Dependency status

Labor force status

Annual family income

36

38

14

11

66

23

11

46

54

74

11

9

47

53

23

8

69

34

29

37

Source: U.S. Census Bureau, Survey of Income and Program Participation (SIPP), 

1992 Panel Wave 8 and 1993 Panel Wave 5.
U.S. Census Bureau 3

Women outnumbered men among

full-time students (5.0 million

compared with 4.2 million). Similar

percentages of women and men

were enrolled in all four levels.

However, women full-time students

were slightly more likely than men to

be enrolled in the first 2 years of

college (38 percent compared with

35 percent), and in vocational,

technical, business, or other schools

(12 percent compared with

10 percent). The higher college

enrollment of women in the first 2

years may reflect a higher enrollment

Figure 2.

Proportion of Full-Time Students by Family 

Income and Dependency: 1993-1994

(As a percent of students in the dependency category)

Source: U.S. Census Bureau, Survey of Income and Program Participation (SIPP), 

1992 Panel Wave 8 and 1993 Panel Wave 5.

Dependent students

Independent students

24.5

30.1

45.4

51.2

27.2

21.6

$50,000 and over

$25,000 to $49,999

Less than $25,000

[Numbers in thousands]

Characteristics Enrolled

full-time

Enrollment level

College year

1 to 2

College year

3 to 4

College year

5 or higher

Vocational,

technical,

business school

Number Percent Number Percent Number Percent Number Percent Number Percent

TOTAL, 17 years and older . . 9,194 100 3,352 36 3,493 38 1,321 14 1,028 11

AGE

17 to 24 years ............. 6,066 100 2,631 43 2,600 43 383 6 452 7

25 to 34 years ............. 2,151 100 468 22 682 32 656 30 344 16

35 years old and over . . . . . . 977 100 253 26 211 22 281 29 233 24

GENDER

Men . . . . . . . . . . . . . . . . . . . . . . 4,211 100 1,466 35 1,679 40 652 15 414 10

Women ................... 4,983 100 1,886 38 1,814 36 669 13 614 12

RACE/HISPANIC ORIGIN

Non-Hispanic White ........ 6,770 100 2,358 35 2,659 39 1,033 15 719 11

Non-Hispanic Black ........ 1,026 100 408 40 416 41 69 7 132 13

Hispanic origin . . . . . . . . . . . . 783 100 375 48 221 28 52 7 135 17

DEPENDENCY STATUS

Dependent student ......... 4,365 100 2,070 47 1,906 44 160 4 229 5

Independent student ....... 4,829 100 1,282 27 1,587 33 1,161 24 799 17

LABOR FORCE STATUS

Did not work .............. 2,105 100 760 36 764 36 363 17 218 10

Worked full-time . . . . . . . . . . . 735 100 198 27 249 34 172 23 115 16

Worked part-time .......... 6,355 100 2,393 38 2,480 39 786 12 695 11

ANNUAL FAMILY INCOME

Less than $25,000 ......... 3,135 100 1,112 35 1,022 33 559 18 441 14

$25,000 to $49,999 ........ 2,642 100 1,045 40 912 35 328 12 357 14

$50,000 and over .......... 3,417 100 1,194 35 1,559 46 434 13 230 7

FINANCIAL AID

None received ............. 3,622 100 1,422 39 1,415 39 437 12 347 10

Aid received .............. 5,572 100 1,929 35 2,078 37 884 16 681 12

Note: Hispanics may be of any race.

Source: U.S. Census Bureau, Survey of Income and Program Participation (SIPP), 1992 Panel Wave 8 and 1993 Panel Wave 5.

Table A.

Characteristics of Full-Time Postsecondary Students: 1993-1994
4 U.S. Census Bureau

by women in 2-year associate degree

programs. Although the type of

degree sought cannot be determined

from the data (associate or

bachelor’s), similar proportions of

men and women were enrolled in the

third and fourth years of college.

Postsecondary

schooling often is

expensive.

During the 1993-1994 school year,

full-time postsecondary students

paid an average of $3,905 for their

schooling.4 This sum consisted of

$2,432 for tuition and fees, $448 for

books and supplies, and (if they

lived away from home) $3,402 for

room and board (Table B).5 Not all

students report room and board,

particularly independent students

who may not live in school-related

housing. Thus, the total average

costs provided in this report should

be seen as a mixture of costs

reported for students who claim

room and board costs and those

who do not.

The cost of schooling varied by level

of enrollment. For full-time students, noncollegiate schools were

the least costly to attend ($1,705),

while students in the third and

4Average total costs is the total value of the

three components of tuition and fees, books

and supplies, and room and board and is computed before financial aid is taken into account. The average value is for all students,

including those who have no costs in one or

more of the components. In contrast, the average value for each component is only for the

students who had expenses in that category. 5These figures do not sum to the total because the amounts reported are summed over

all students including those who report no

room and board.

Characteristics

Enrolled full-time

Total costs

Tuition

and fees

Books

and supplies

Room

and board

TOTAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $3,905 $2,432 $448 $3,402

ENROLLMENT LEVEL

College years 1-2 ................................... 3,466 2,190 426 3,250

College years 3-4 ................................... 4,775 2,878 530 3,359

College years 5+ ................................... 4,427 2,664 521 4,146

Vocational, technical, business school, or other ........ 1,705 1,402 148 (B)

AGE

17 to 24 years ...................................... 4,334 2,551 465 3,350

25 to 34 years ...................................... 3,322 2,296 433 3,862

35 years old and over ............................... 2,519 1,988 378 (B)

SEX

Men . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4,251 2,588 476 3,538

Women ............................................ 3,613 2,300 425 3,261

RACE/HISPANIC ORIGIN

Non-Hispanic White ................................. 4,032 2,462 466 3,373

Non-Hispanic Black ................................. 3,815 2,635 393 3,245

Hispanic origin ..................................... 3,084 2,011 357 (B)

DEPENDENCY STATUS

Dependent student .................................. 4,569 2,606 482 3,379

Independent student ................................ 3,303 2,274 418 3,454

LABOR FORCE STATUS

Did not work ....................................... 3,798 2,311 450 3,661

Worked full-time .................................... 2,705 2,063 374 (B)

Worked part-time .................................... 4,079 2,514 456 3,349

ANNUAL FAMILY INCOME

Less than $25,000 .................................. 3,425 2,252 396 3,418

$25,000 to $49,999 ................................. 3,625 2,393 417 3,177

$50,000 and over ................................... 4,560 2,626 520 3,505

Note: Hispanics may be of any race. B Base is too small to show the derived estimate. Total costs include costs for students with and

without room and board costs. Room and board costs include only those students with these costs.

Source: U.S. Census Bureau, Survey of Income and Program Participation (SIPP), 1992 Panel Wave 8 and 1993 Panel Wave 5.

Table B.

Average Postsecondary Schooling Costs for Full-Time Students: 1993-1994
U.S. Census Bureau 5

fourth year of college had the

highest average total costs ($4,775).

This pattern holds for tuition. Of

those students who pay them, room

and board costs were significantly

higher for graduate students than

for undergraduates.

Average schooling costs varies

across the demographic characteristics of age, sex, race, and ethnicity.

For the most part, costs of schooling

decline with age. The costs for fulltime students 17 to 24 years old

were $4,334, compared with $3,322

for 25 to 34 year olds, and $2,519

for older students. Men who

attended school full-time had higher

total costs than women who attended school full-time ($4,251

compared with $3,613). The

differences in schooling costs by

gender were significant for undergraduate and graduate levels of

enrollment. Non-Hispanic Whites

($4,032) and non-Hispanic Blacks

($3,815) had higher schooling costs

than Hispanics ($3,084).6

The student’s ability to afford the

cost of schooling — through the

student’s financial resources such as

dependency on parents, family

income, and financial aid — and

choice of school are interrelated,

which partially explains cost variations across demographic groups.

Schooling costs were much higher

for full-time “dependent” students

($4,569) than for “independent” ones

($3,303). Financial support from

parents or other relatives may

enable dependent students (usually

young undergraduates) to attend

higher-cost colleges and universities.

Dependent students may be also

more likely to report room and board

costs, driving up their total school

costs even higher. In contrast,

independent students are supporting

6The schooling costs for non-Hispanic

Whites and non-Hispanic Blacks were not significantly different.

themselves and may also be supporting a family. Hence, they may

be more likely to look for low-cost

educational sources. Further, they

may be less likely to report room

and board expenses as “school

costs,” because they are not in

school-related housing but in private

housing off campus.

As expected, full-time students from

high-income families ($50,000 or

more) had the highest average total

school costs and highest cost for

tuition and books. On average, their

school costs during the 1993-1994

school year were $4,560, compared

with the costs for students from

“lower” (under $25,000 annually)

and “middle” ($25,000 to $49,999

annually) income families, which

were $3,435 and $3,625 respectively (and not significantly different).

Financial aid helps

many, but not all

students.

About 61 percent, or 5.6 million, fulltime postsecondary students

received some kind of financial aid

during the 1993-1994 school year

(Table C). On average, a full-time

student received $4,486 per year,

covering more than three-fourths

(77 percent) of the student’s total

expenses. For about 1 in 4 full-time

students, financial aid covered all of

their costs.

Full-time graduate students

(67 percent) and noncollegiate

students (66 percent)7 were more

likely than undergraduates (about

60 percent) to receive financial aid.

Full-time graduate students received

the largest average aid packages of

$7,465, while noncollegiate students

reported significantly smaller

packages of $2,859. Aid packages

were also higher for full-time students in the third and fourth year of

college (averaging $4,654) than for

full-time students in their first or

second year (averaging $3,528).

The highest proportions of costs

were covered at the graduate and

noncollegiate postsecondary levels

(84 percent and 87 percent, respectively; compared with 72 percent

and 74 percent for the college years

1-2 and 3-4, respectively, and not

significantly different from each

other).

Among full-time students, a slightly

greater proportion of women

(62 percent) than men (59 percent)

received aid. Men, however, received more aid (an average of

$4,861 compared with $4,190).

There was no difference between

men and women in the proportion of

costs that were covered (an average

of 77 percent).

Non-Hispanic Black full-time students

were more likely than non-Hispanic

White full-time students or Hispanic

full-time students to receive financial

aid (77 percent, 59 percent, and

57 percent, respectively).8 Yet, nonHispanic Black and Hispanic students

received smaller amounts of aid than

non-Hispanic Whites. Of those

receiving financial aid, non-Hispanic

Black students had lower proportions of their school costs covered

by aid, compared to students who

were non-Hispanic White or Hispanic.

Indeed, Hispanic students and nonHispanic White students were not

significantly different in terms of the

proportion who received financial

aid, the average amount received,

and the percent of costs covered by

financial aid.

7The percentages of full-time graduate students and noncollegiate students were not significantly different.

8The percentages of non-Hispanic White students and Hispanic students receiving financial

aid were not significantly different.
6 U.S. Census Bureau

Among full-time students, independent students were more likely to

receive financial aid (66 percent)

than dependent students

(55 percent). However, the amount

of aid to full-time independent and

dependent students did not differ

significantly. Of those receiving aid,

independent students had a higher

proportion of their costs covered

than dependent students (82 percent

compared with 69 percent).

The proportion of students receiving

aid declined as family income rose.

While 72 percent of those with “low”

annual family income (below

$25,000) got assistance, 49 percent

with “high” income ($50,000 or

more) were aid recipients. The

average amount did not vary

significantly by income group.

Among those receiving it, aid

covered 82 percent of low-income

students’ costs. For high-income

students, the figure was 70 percent.

The sources of

financial aid vary.

As one might expect, the actual

amount of aid received from

different sources varies greatly

(Figure 3), partially explained by

limits placed on some aid programs, loans, and grants.

The most common source of aid

for full-time students was student

loans with 2.4 million recipients.

The largest amounts of aid on

average were from student loans,

fellowship/scholarships, and

veterans’ programs of at least

$3,000 each (and were not statistically different from one another).

Yet, the least common type of aid

was from veterans’ programs

(280,000 recipients).

Characteristics

Enrolled full-time

Number of

recipients

(`000s)

Percent of

students

Average amount

of aid received

Percent of

costs covered

TOTAL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5,572 61 4,486 77

ENROLLMENT LEVEL

College years 1-2 ................................... 1,929 58 3,528 72

College years 3-4 ................................... 2,078 59 4,654 74

College years 5+ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 884 67 7,465 84

Vocational, technical, business school, or other . . . . . . . . . 681 66 2,859 87

AGE

17 to 24 years ...................................... 3,409 56 4,470 72

25 to 34 years ...................................... 1,530 71 4,726 84

35 years old and over. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 634 65 4,003 82

SEX

Men . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,464 59 4,861 76

Women ............................................ 3,109 62 4,190 77

RACE/HISPANIC ORIGIN

Non-Hispanic White ................................. 4,007 59 4,654 77

Non-Hispanic Black. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 792 77 3,505 73

Hispanic origin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 450 57 4,130 78

DEPENDENCY STATUS

Dependent student .................................. 2,391 55 4,443 69

Independent student ................................. 3,181 66 4,519 82

LABOR FORCE STATUS

Did not work ........................................ 1,256 60 4,391 78

Worked full time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418 57 3,930 79

Worked part time .................................... 3,898 61 4,577 76

ANNUAL FAMILY INCOME

Less than $25,000................................... 2,270 72 4,601 82

$25,000 to $49,999.................................. 1,615 61 4,179 76

$50,000 and over ................................... 1,687 49 4,626 70

Note: Hispanics may be of any race.

Source: U.S. Census Bureau, Survey of Income and Program Participation (SIPP), 1992 Panel Wave 8 and 1993 Panel Wave 5.

Table C.

Full-Time Postsecondary Students Who Received Financial Aid 

and Average Amount of Aid Received: 1993-1994
U.S. Census Bureau 7

The most common sources of aid

for full-time undergraduates were

Pell Grants (23 percent) and loans

(26 percent). For students in their

third and fourth year of college,

loans were even more common,

with about one-third receiving

them. About 35 percent of fulltime graduate students relied on

loans. Other common sources for

graduate students were fellowships/scholarships (31 percent),

other sources (22 percent), and

employer assistance (15 percent).

Full-time students in noncollegiate

schools received aid from other

sources (30 percent), Pell Grants

(23 percent), and loans (19 percent).

Aid from more than

one source is common.

About one-half of the full-time

students who received aid got it

from a single source, with the

remaining 48 percent (or 2.7 million

students) having more than one

source (Figure 4). Dependent

students were more likely to have

multiple sources than were independent students — 52 percent compared with 46 percent.

Source of the Data

The estimates in this report come

from the Survey of Income and

Program Participation (SIPP). The

SIPP is a longitudinal survey conducted at 4-month intervals by the

Census Bureau. Although the main

focus of SIPP is information on labor

force participation, jobs, income,

and participation in federal assistance programs, information on

other topics is also collected in

topical modules on a rotating basis.

Data shown in this report were

collected in the eighth interview of

the 1992 panel and the fifth interview of the 1993 panel (JuneSeptember 1994) and refer to the

1993-1994 school year.

Figure 3.

Full-Time Student Recipients of Financial Aid 

and Average Amount Received From 

Each Source: 1993-1994

1 Veterans' Educational Assistance Programs.

Source: U.S. Census Bureau, Survey of Income and Program Participation (SIPP), 

1992 Panel Wave 8 and 1993 Panel Wave 5.

Number of Percent

full-time student of

recipients full-time

(in thousands) students

All sources 5,572 61

Loan 2,422 26

Assistance from employer 748 8

Pell Grant 2,133 23

Fellowship/scholarship 1,778 19

SEOG/College work study 591 6

GI Bill/VEAP/1 280 3

Other 1,866 20

$4,486

$3,439

$2,444

$1,373

$3,508

$1,185

$3,123

$2,206

Average amount

Figure 4.

Proportion of Full-Time Students Who 

Received Financial Aid From More 

Than One Source: 1993-1994

(As a percent of full-time students)

$50,000 and over

$25,000 to $49,999

Less than $25,000

Independent student

Dependent student

Hispanic origin (of any race)

Non-Hispanic Black

Non-Hispanic White

Women

Men

Vocational, technical, business

College years 5+

College years 3-4

College years 1-2

TOTAL

Enrollment level

Sex

Race/Hispanic origin

Dependency status

Annual family income

Source: U.S. Census Bureau, Survey of Income and Program Participation (SIPP), 

1992 Panel Wave 8 and 1993 Panel Wave 5.

48

45

56

50

32

48

49

50

43

43

52

46

51

49

44
8 U.S. Census Bureau

Accuracy and

Reliability of the Data

Statistics from sample surveys are

subject to sampling and

nonsampling error. All comparisons

presented in this report have taken

sampling error into account and

meet Census Bureau standards for

statistical significance. Nonsampling

errors in surveys may be attributed

to a variety of sources, such as how

the survey was designed, how

respondents interpret questions,

how able and willing respondents

are to provide correct answers, and

how accurately answers are coded

and classified. The Census Bureau

employs quality control procedures

throughout the production process,

which includes designing the

surveys, testing the wording of

questions, reviewing the work of

interviewers and coders, and

statistical reviewing reports.

The SIPP employs ratio estimation,

whereby sample estimates are

adjusted to independent estimates

of the national population by age,

race, sex, and Hispanic origin. This

weighting partially corrects for bias

due to undercoverage, but how it

affects different variables in the

survey is not precisely known.

Moreover, biases may also be

present when people who are

missed in the survey differ from

those interviewed in ways other than

the categories used in weighting

(age, race, sex, and Hispanic origin).

All of these considerations affect

comparisons across different surveys

or data sources.

For further information on statistical

standards and the computation and

use of standard errors, contact Karen

King, Demographic Statistical

Methods Division, at 301-457-4192

or on the Internet at Karen.E. King@

ccmail.census.gov.

More Information

A detailed package of tables showing postsecondary school enrollment, costs, and financing by

various social and demographic

characteristics is available on paper

for $22.70 (PPL-75) from the Population Division’s Statistical Information

Office (301-457-2422). The table

package is also available on the

Internet (http://www.census.gov); in

the “Subjects A-Z” area, click on “S”

for “School: Postsecondary Costs

and Financial Aid.”

Contacts

Statistical Information Staff

pop@census.gov 301-457-2422

Jennifer Cheeseman Day

jday@census.gov 301-457-2464

User Comments

The Census Bureau welcomes the

comments and advice of users of its

data and reports.

If you have any suggestions or

comments, please write to:

Chief, Population Division

U.S. Census Bureau

Washington, DC 20233

or send e-mail to:

pop@census.gov