Secretary King and senior officials got on the bus and went back to school this week during #OpportunityTour, which visited exemplary PK-12 schools and institutions of higher education and celebrated local ideas and initiatives across several southern states, including Alabama. This week’s edition of Voice from the Classroom brings us perspective from the 2008 Alabama Teacher of the Year, Dr. Pamela Harman.
After teaching for more than 20 years, I can say that everything about a new school year is exciting (except maybe having to wear shoes).
When I was a new teacher, the beginning of the school year intimidated me. I was nervous about both my content knowledge and my pedagogy. So my goals for the year focused on improving my practice and strengthening my teaching skills. I worked to deepen my science content knowledge, and I developed a repertoire of instructional skills and habits of mind necessary to promote my students’ success and capacity for life-long learning. It was difficult for me to push students’ learning because I was still honing the skills I needed to teach and evaluate it.
Now, with 20 years under my belt, I still want to improve my teaching, but my primary objective for the year is about my students — how I can push them beyond what they think they can learn. As a science teacher, I want to help my students develop the skills to master the Next Generation Science Standards. These standards require students to critically evaluate content, data and ideas, and communicate their learning through argument-driven inquiry. My primary goal is to create a classroom culture that supports students as they ask questions, collect data, summarize the evidence, and craft arguments to justify their answers to their questions.
The pressure is on me, but it’s an exciting, positive pressure. This is not how I learned science. It is more rigorous and challenging. Many students are not accustomed to taking ownership of their learning in this way. Some are reluctant to accept that they have something valuable to contribute.
From experience, I have learned that every student has untapped learning potential. This potential is released when students gain confidence in their abilities, as I continually support their learning. My hope is that I will be able to help my students move ever closer to their best version of themselves; that they will learn more than they thought they could; and they will come to expect even more from themselves. My hope for this year is that students will recognize the potential I already see in them — and strive to exceed it.
Dr. Pamela Harman is the 2008 Alabama Teacher of the Year and a member of the National Network of State Teachers of the Year (NNSTOY). Dr. Harman holds a Doctorate in Teacher Leadership, a Master of Geosciences from Mississippi State University, and a Bachelor’s Degree in Biology, Earth and Space Science from the University of Alabama at Birmingham. She has been teaching in the Hoover City School system for 20 years. She is a former member of the U.S. Marine Corps and a National Board Certified Teacher.
Even though my father was a guidance counselor, choosing a college was still an overwhelming process. There were few independent reviews of colleges and no real way of knowing if the information I found was accurate. Unearthing lesser known, high quality colleges outside of my region was tough. It was even tougher to figure out if a college’s students found jobs after graduating or even graduated at all. In short, I didn’t know what I didn’t know.
The College Scorecard, called for by President Obama, solves this challenge by giving everyone – students, families, guidance counselors and non-profits – access to a whole host of data verified by the U.S. Department of Education on thousands of institutions across the nation in an easy-to-use online tool. College is still the best investment a person can make in them self—bachelor’s degree-holders earn roughly $1 million more over their lifetimes than high school graduates. The College Scorecard makes choosing between thousands of institutions easier by providing simple to understand information on institutions’ incoming students and the graduating students’ outcomes. Along with 1.5 million other folks, I’m using the Scorecard as I help my daughter in her college search.
Today, we updated the Scorecard as a part of our first annual data refresh. It includes updates to our data on college completion, debt and repayment statistics, and post-college earnings. This refresh now brings the College Scorecard to 19 years of higher education data that is made available, encompassing over 1,700 data points across 7,000 institutions. Also, we highlighted key efforts to measure accurate completion rates and other student outcomes, including the Student Achievement Measure and the Voluntary Framework of Accountability.
Since its redesign in September 2015, the Department has improved the Scorecard to make it better for you. For example:
- In December 2015, we held a Technical Review Panel with representatives of institutions, researchers, web developers, higher education associations, and other experts, where we talked about improvements to the College Scorecard website, data, and Application Programming Interface (API) – a tool to make our data more easily accessible for the development of new applications and tools by outside developers (to date, over 600 developers have accessed the Scorecard API).
- In January 2016, we added nearly 700 additional institutions that predominately grant certificates to the Scorecard for users to have even more options when searching the website.
- In March 2016, through an interim data update, we removed closed institutions and updated our “caution flags” for schools facing financial or federal compliance issues. Providing information about institutions under review by the Department helps ensure accountability for schools and protect the interests of students.
And we’re not done yet. The higher education landscape is changing, and this tool will itself change over time. We’re working to integrate the College Scorecard into the FAFSA; considering other cautionary indicators that students should be aware of before enrolling in an institution, and continuously improving the quality of our data, particularly around completion rates.
We’re working hard to make sure the Scorecard keeps up with students’ needs. Check out the updated College Scorecard and stay tuned for more!
Ted Mitchell is U.S. Under Secretary of Education.
The post Choosing a College Easier with the College Scorecard appeared first on ED.gov Blog.
The National Research Center for Distance Education and Technological Advancements (DETA) is wrapping up its second year of a national U.S. Department of Education funded effort to conduct rigorous research to identify key factors influencing student success in blended, online, and competency-based education.
The DETA Research Toolkit was launched in 2015 intended to help overcome the lack of research literacy in distance education practice and the methodological disciplinary divisions by providing a common language for educators to conduct research. It contains guides on designing experimental and survey research, support for data collection through institutional warehoused data and student surveys, a student survey instrumentation packet for dozens of meaningful measures, data codebooks to facilitate merging of data sets, and more. Notably, the DETA Research Toolkit has been downloaded by almost 600 individuals in every state of the U.S. and in over 20 countries throughout the world in less than a year. These research tools facilitate cross-institutional empirical data collection examining students, courses, programs, and institutions to identify instructional and institutional practices that influence student outcomes, in particular for underrepresented students.
As shared on the WCET Frontiers blog last fall, DETA Subgrant Awards included a competitive proposal process to identify and fund faculty and institutional partners to employ these research designs to address top questions in distance education as outlined in toolkit. These top research questions were developed at a national summit held last year bringing 50 experts from across the country to guide the DETA research agenda. Since last fall, several institutions have partnered with DETA to conduct research at their institutions, including Oregon State University, University of Central Florida, California State University Fullerton, Milwaukee Area Technical College, Florida SouthWestern State College, San Diego Community College District, Montana State University, and WCET. Each of these institutions collected student data in survey or quasi-experimentally designed studies in the Spring 2016 semester and completed preliminary analysis over the summer months. Several were part of cross-institutional studies. With a good foundation of national research, we look forward to bringing on several new partners this fall.What’s Coming Up?
We still have several studies in which we are looking for institutional partners for a fall data collection. Interested in being a DETA Partner? The data collection consists of DETA gathering institutionally warehoused data, most likely from your student information system, and the administration of a survey to your blended, online, or competency-based education students. Please complete this form to show your interest.
We are working on preparing a series of DETA Research Briefs and DETA Webinars to help share the findings of our research. The research briefs will be 2-page documents that contain an abstract, introduction, methods, results, and conclusions. The webinars will go into much more detail explaining the university or college demographics, particulars about their online courses and programs, description of the intervention, if applicable, recommendations for future research, and implications for practice. This series will be coming later this fall.
We are putting together a special edition of the Online Learning Journal of DETA-supported research that will be released in 2017. The special edition will contain 8 peer-reviewed journal articles highlighting DETA research designs. Each article will discuss implications for future research and practice.
We are looking to release DETA Research Toolkit 2.0 this fall. We are currently looking for contributors and reviewers. Feel free to email us to express your interest.
Learn More about DETA at the WCET Annual Meeting
Join the DETA Community in Minneapolis! We will be at the WCET Annual Meeting next month holding sessions to bring folks together, share research, and discuss challenges and opportunities in conducting research in an effort to build a community to increase awareness of research being conducted, build collaborations in research and funding, and support each other in conducting rigorous research. If you are interested in attending our sessions, helping facilitate a session, or presenting at one of the sessions, check out more details. There will be primarily 3 sessions that you can attend:
- A workshop: Creating and Diffusing Online Instructional & Institutional Practices From Data & Evidence. With a goal of discovering how we turn our research findings into practice, this workshop is a roundtable brainstorming discussions that takes findings from a cross-institutional study and challenges the participants on determining how to interpret these findings, turn them into practice, and develop diffusion processes across the institution.
- A lightning round session: Research in Distance Education and Technological Advancements (DETA) (Part 1/2). With a goal to increase everyone’s awareness of research being conducted, we will hear from awardees and others who are conducting research in distance education at their respective institutions. Each researcher will briefly describe their study in a lightning round format of 5 minutes and 5 slides per presenter.
Note: If you are interested in presenting, please contact DETA via email. We encourage all folks conducting research no matter how big or how small to come share.
- A small group discussion: Research in Distance Education and Technological Advancements (DETA) (Part 2/2). With a goal of better understanding how DETA can support research in this area, participants will gather in small groups to discuss a) challenges in conducting research and needs of the research community, b) possible solutions or resources to meet needs and overcome challenges, and c) opportunities for funding and collaboration. In previous DETA community discussions, we identified some of the top challenges in conducting research. We have been working to identify and implement recommendations to increase each individual’s and institution’s capacity to carry out DETA Research. Come ready to ask questions, pose problems, brainstorm solutions, share opportunities for funding or collaboration, and more!
Tanya Joosten, PhD
Director, eLearning Research and Development, Academic Affairs
Co-Director, National Research Center for Distance Education and Technological Advancements
University of Wisconsin-Milwaukee
You might have heard that the next FAFSA® will be available on October 1, 2016 as opposed to January 1, 2017. Well, it’s not a myth! If you (or your child) are planning to go to college during the 2017–18 academic year, you’ll want to make sure you have your facts straight. Check out the 7 myths about the FAFSA below.MYTH 1:
I used 2015 tax information last year and didn’t get any aid, so it’s pointless to fill out the FAFSA again.
FACT: Not pointless! Your aid award could be different this year.
If you filed a 2016–17 FAFSA and received an award letter from your school, don’t assume that next year’s financial aid award will be the same. We ask you to complete the FAFSA annually because the factors used to calculate your aid could change each year. Things like your year in school, family income, and cost of attendance at your school are just a few factors used to determine your aid. You never know what aid you may get if you don’t complete the FAFSA, so don’t let last year’s award deter you from potential aid you may receive this year. Even if you did not get the Federal Pell Grant last year, you could still be eligible for other types of aid this year. This includes work-study and low-interest loans. Also, many states, schools, and private scholarships require you to submit the FAFSA to be considered for their aid as well.
I have to update my 2017–18 FAFSA with 2016 data after I file taxes.
FACT: Nope! You won’t need to update your FAFSA since you will be using your 2015 tax information.
Unlike the FAFSA in the past, you won’t have to use estimates or make updates after filing taxes. The 2017–18 FAFSA will ask for 2015 income and tax information which you should already have. Moving forward, the FAFSA will always ask for older tax information. For instance, the 2018–19 FAFSA will ask for 2016 income and tax info.
I can choose which year’s tax information I provide on the FAFSA.
FACT: No, you won’t be able to choose.
The FAFSA has always asked for one specific tax year to be reported. The 2017–18 FAFSA will ask for 2015 tax information, and that’s what you have to provide. You can’t choose to provide 2016 information if you feel it’ll benefit you in some way. If your income was lower in 2016 than in 2015, you still need to provide 2015 tax information, and then you can contact the financial aid office at the school you plan to attend and let them know your situation has changed. They have the ability to review your situation and consider making adjustments to your FAFSA.
I will get an award letter from my school earlier.
FACT: That’s really up to the school.
Some schools may send you an award letter earlier, while other schools may stick to the timeline they have used in the past. Remember that your school disburses your aid, not FAFSA, and each school has a different schedule. Contact your school for details.
I can re-use my 2016–17 FAFSA since my 2015 income and tax information will be the same.
FACT: No, you still need to submit a renewal or a new 2017–18 FAFSA.
But, there’s a bonus this year! You will be able to use the IRS Data Retrieval Tool to electronically import your 2015 taxes right away. If you’re eligible to use the IRS DRT, this will speed up your FAFSA completion process.
Doesn’t matter to me that the FAFSA is available in October, I still have plenty of time to file.
FACT: States, schools, and the federal government each have their own financial aid deadlines.
While the 2017–18 FAFSA deadline for federal aid is June 30, 2018, your state and school probably have earlier deadlines to receive their aid. For some states, their deadline won’t be a date, but it’ll be “as soon as possible after October 1” which means they have a limited pool of funds that may run out if you wait until the last minute to apply! If you want to maximize your potential aid, you should submit a FAFSA as early as possible after October 1.
I can’t file my FAFSA in October because I haven’t applied to any schools.
FACT: You can still file as long as you list at least one school on your FAFSA.
It’s OK to complete your FAFSA before turning in college applications. On the FAFSA, add every school you’re considering, even if you haven’t applied or been accepted yet. If you’re on the fence about a particular school, add it anyway. Doing so will hold your place in line for financial aid in case you end up applying for that school. You can also add or remove schools to your FAFSA later.
Sandra Vuong is a Digital Engagement Strategist at Federal Student Aid.
These public, two-year (community) colleges enroll over 40% low-income students at the school, and have relatively high outcomes for those students. In total, low-income students at these schools averaged at least $30,000 in earnings 10 years after they first enrolled at the school. In addition, over 70% of all borrowers at these schools were successfully repaying their loans three years after they left school. It’s important to know that both the college you select and the program you enroll in can have an impact on your post-college earnings – schools that offer more technical or health programs, or where a lot of students transfer to a four-year college, often have higher earnings. Ask the colleges you are considering attending for more information.State Community College Share of Low-Income Students Average Net Price Percentage Repaying Loans Average Earnings California Glendale Community College 41% $3,057 77% $34,800 Connecticut Naugatuck Valley Community College 41% $6,802 75% $34,100 Connecticut Three Rivers Community College 45% $4,044 74% $31,700 Kansas Colby Community College 62% $7,822 80% $30,300 Kansas Manhattan Area Technical College 44% $13,409 78% $35,100 Kansas North Central Kansas Technical College 47% $10,933 72% $35,200 Massachusetts North Shore Community College 46% $8,150 71% $30,900 Massachusetts Quinsigamond Community College 49% $7,221 73% $32,700 Massachusetts Springfield Technical Community College 56% $8,754 73% $31,200 Maine York County Community College 46% $10,266 71% $31,300 Minnesota Minnesota State Community and Technical College 41% $11,684 70% $30,400 Minnesota Ridgewater College 43% $10,402 73% $33,300 Minnesota South Central College 48% $11,757 71% $31,700 Minnesota St Cloud Technical and Community College 45% $9,443 73% $34,400 Missouri State Technical College of Missouri 40% $9,141 83% $39,100 New Jersey Middlesex County College 44% $5,828 77% $38,600 New Jersey Union County College 44% $4,473 71% $33,200 Pennsylvania Community College of Beaver County 42% $8,893 71% $36,700 Pennsylvania Lancaster County Career and Technology Center 56% $11,589 74% $33,900 Pennsylvania Luzerne County Community College 42% $7,121 73% $31,200 Pennsylvania Thaddeus Stevens College of Technology 56% $6,968 76% $33,400 Rhode Island Community College of Rhode Island 47% $6,598 76% $30,300 South Dakota Lake Area Technical Institute 43% $11,403 87% $35,500 South Dakota Southeast Technical Institute 47% $13,644 79% $34,200 Wisconsin Chippewa Valley Technical College 44% $10,111 72% $32,400
Note: These data include only public institutions identified as less-than-four-year schools in IPEDS. In addition, calculations exclude:
- Institutions that do not appear on the College Scorecard consumer website (e.g., institutions that do not award associate or bachelor’s degrees).
- Institutions where fewer than 40% of students are Pell Grant recipients.
- Institutions with fewer than 250 undergraduate degree-seeking students enrolled.
- Institutions with missing data or small n-sizes on repayment, earnings, or graduation rate.
The list is constructed of the remaining community colleges that have a repayment rate of at least 70 percent and average earnings of at least $30,000 for students in the lowest income category (tercile). Average earnings reflect the average earnings of federal financial aid recipients 10 years after they first enrolled at the institution for the lowest income category. Repayment rate reflects the share of undergraduate student borrowers who had paid down at least $1 of their principal balance at three years after entering repayment. Net price reflects the sticker price, less any grant or scholarship aid, for all low-income federal financial aid recipients at the school. Share of low-income students enrolled reflects the share of undergraduate students at the school who received Pell Grants. While the share of undergraduate students who received Pell Grants in a given year is a measure of the access an institution provides to low-income students, it may not capture all low-income students. Students who are undocumented immigrants or foreign nationals are not eligible to receive Pell Grants, and some low-income students may not have completed the FAFSA to receive federal aid, but those students may have similar financial circumstances to Pell recipients, or may be just on the other side of Pell eligibility, creating a cliff effect. Additionally, in some states (such as California), state financial aid may be sufficient to cover costs at community colleges, in particular; so those students may not seek or receive a Pell Grant.
The post 25 Community Colleges that Advance Opportunities for Low-Income Students appeared first on ED.gov Blog.
These four-year public and private nonprofit colleges enroll over 40% low-income students at the school, and have good outcomes for those students. All of them boast above-average Pell enrollment, an affordable net price, and good graduation rates for their students (including their low-income students). That’s important, because graduating from college has been shown to lead to higher earnings, lower unemployment, and a lower likelihood of defaulting on their loans.
The Department of Education highlighted these schools in its recent report, Fulfilling the Promise, Serving the Need, which identified institutions that were doing well in enrolling and graduating low-income students.College State Share of Low-Income Students Enrolled Average Net Price Graduation Rate Typical Earnings Agnes Scott College Georgia 44% $18,517 73% $38,800 Blue Mountain College Mississippi 56% $9,284 48% $29,200 California Baptist University California 48% $27,813 57% $40,300 California State University-Stanislaus California 60% $6,759 53% $43,400 Converse College South Carolina 44% $18,163 61% $31,200 CUNY Bernard M Baruch College New York 44% $6,841 66% $54,900 Florida International University Florida 56% $11,845 53% $43,700 Georgia State University Georgia 52% $15,853 53% $40,800 Howard University District of Columbia 48% $23,191 60% $46,000 Massachusetts College of Liberal Arts Massachusetts 46% $14,884 54% $34,800 Mills College California 50% $25,161 67% $39,000 Monmouth College Illinois 42% $16,661 57% $39,500 Rutgers University-Newark New Jersey 52% $12,497 67% $54,500 Salem College North Carolina 58% $14,669 65% $31,900 Spelman College Georgia 48% $34,308 71% $46,000 Spring Arbor University Michigan 45% $17,194 55% $38,100 The Sage Colleges New York 49% $16,521 58% $38,900 University of California-Irvine California 45% $12,771 86% $54,500 University of California-San Diego California 40% $14,136 86% $59,000 University of Illinois at Chicago Illinois 51% $13,811 58% $51,100 University of La Verne California 45% $22,696 59% $50,200 University of Michigan-Dearborn Michigan 43% $12,227 51% $45,600 University of North Carolina at Greensboro North Carolina 44% $12,186 56% $36,000 University of Pittsburgh-Bradford Pennsylvania 44% $16,811 52% $48,800 Western Illinois University Illinois 44% $17,988 55% $41,100 William Carey University Mississippi 65% $16,740 60% $34,700
Typical earnings reflect the median earnings of federal financial aid recipients 10 years after they first enrolled at the institution. Repayment rate reflects the share of undergraduate students who had paid down at least $1 of their principal balance at three years after entering repayment. Net price reflects the sticker price, less any grant or scholarship aid. Graduation rate reflects the share of first-time, full-time students at the school who completed within six years. For schools where Education Trust was able to collect data, we also used the graduation rates of first-time, full-time Pell Grant recipients at the school to identify the institutions. While the share of undergraduate students who received Pell Grants in a given year is a measure of the access an institution provides to low-income students, it may not capture all low-income students. Students who are undocumented immigrants or foreign nationals are not eligible to receive Pell Grants, and some low-income students may not have completed the FAFSA to receive federal aid, but those students may have similar financial circumstances to Pell recipients, or may be just on the other side of Pell eligibility, creating a cliff effect. Additionally, in some states (such as California), state financial aid may be sufficient to cover costs at community colleges, in particular; so those students may not seek or receive a Pell Grant. More information is available in Appendix A of the Department of Education report.
The post 26 Four-Year Public Colleges with Low Costs and High Salaries appeared first on ED.gov Blog.
These public, two-year (community) colleges have the highest earnings of any community college in the state. Note that earnings might vary significantly depending on the program you study – for instance, some of these schools offer a large number of technical or health programs that tend to be higher-earning majors. Students who transfer to a four-year college and graduate with a bachelor’s degree may also earn more after college. Ask the colleges you are considering attending for more information.State Community College Typical Earnings Average Net Price Alabama Jefferson State Community College $29,400 $9,207 Alaska AVTEC-Alaska’s Institute of Technology $33,500 N/A Arizona Chandler-Gilbert Community College $39,700 $8,536 Arkansas Arkansas State University-Beebe $36,300 $6,859 California Foothill College $43,800 $4,640 Colorado Arapahoe Community College $35,600 $9,238 Connecticut Naugatuck Valley Community College $34,100 $6,802 Delaware Delaware Technical Community College-Stanton/Wilmington $34,000 $7,575 Florida Hillsborough Community College $32,400 $5,368 Georgia Gwinnett Technical College $33,400 $5,034 Hawaii Kapiolani Community College $34,100 $4,415 Idaho North Idaho College $29,600 $7,945 Illinois Oakton Community College $36,600 $5,959 Indiana Ivy Tech Community College $29,400 $7,186 Iowa Northwest Iowa Community College $37,200 $11,257 Kansas Johnson County Community College $35,800 $7,534 Kentucky Southcentral Kentucky Community and Technical College $31,100 $6,079 Louisiana Baton Rouge Community College $32,600 $7,625 Maine Southern Maine Community College $35,400 $11,232 Maryland Montgomery College $40,700 $8,381 Massachusetts Massachusetts Bay Community College $37,400 $12,347 Massachusetts Quincy College $37,400 $12,122 Michigan Schoolcraft College $31,000 $4,650 Minnesota Anoka Technical College $38,600 $13,961 Mississippi Northeast Mississippi Community College $28,300 $5,887 Missouri State Technical College of Missouri $37,500 $9,141 Montana Highlands College of Montana Tech $40,600 $9,177 Nebraska Southeast Community College Area $34,900 $7,503 Nevada Truckee Meadows Community College $32,100 $7,148 New Hampshire NHTI-Concord’s Community College $38,000 $17,162 New Jersey County College of Morris $38,400 $7,219 New Mexico University of New Mexico-Taos Campus $34,900 $9,937 New York SUNY Westchester Community College $37,400 $6,068 North Carolina Wake Technical Community College $31,600 $9,586 North Dakota North Dakota State College of Science $41,300 $10,573 Ohio Ohio State University Agricultural Technical Institute $42,900 $18,333 Oklahoma Oklahoma City Community College $32,200 $6,916 Oregon Portland Community College $34,200 $8,552 Pennsylvania Thaddeus Stevens College of Technology $38,900 $6,968 Rhode Island Community College of Rhode Island $29,400 $6,598 South Carolina University of South Carolina-Lancaster $42,200 $9,149 South Dakota Mitchell Technical Institute $37,000 $10,551 Tennessee Nashville State Community College $30,800 $8,246 Texas Lamar Institute of Technology $39,100 $9,498 Utah Salt Lake Community College $36,900 $7,267 Virginia Northern Virginia Community College $40,800 $9,488 Washington Cascadia College $43,700 $10,935 West Virginia West Virginia Northern Community College $24,000 $4,113 Wisconsin Waukesha County Technical College $37,400 $10,481 Wyoming Casper College $34,800 $6,861
Note: These data include only public institutions identified as less-than-four-year schools in IPEDS. In addition, calculations exclude:
- Institutions that do not appear on the College Scorecard consumer website (e.g., institutions that do not award associate or bachelor’s degrees).
- Institutions that are campuses sharing their earnings data with a four-year college campus (i.e., institutions that share a 6-digit OPE ID).
- Institutions with fewer than 500 degree/certificate seeking undergraduates.
The list is constructed of the remaining institutions in each state with the highest median earnings. Typical earnings reflect the median earnings of federal financial aid recipients 10 years after they first enrolled at the institution. Net price reflects the sticker price, less any grant or scholarship aid, for all federal financial aid recipients at the school. There are two institutions represented for the state of Massachusetts because two different institutions had the same median earnings in that state, which are the highest among the comparison institutions.
The post Find a Community College in Your State with High Salaries appeared first on ED.gov Blog.
These four-year public colleges offer their students an affordable higher education, with relatively high salaries. As students weigh the costs and benefits of higher education, it’s especially important to find schools that can offer them the best possible outcomes. For students looking for a high return on investment, these institutions may offer good opportunities.College State Average Net Price Typical Earnings California State Polytechnic University-Pomona California $11,085 $50,700 California State University-East Bay California $10,340 $51,200 CUNY Bernard M Baruch College New York $6,841 $54,900 CUNY Queens College New York $5,998 $47,500 Georgia Institute of Technology-Main Campus Georgia $10,994 $74,500 Iowa State University Iowa $14,100 $47,800 New Mexico Institute of Mining and Technology New Mexico $11,451 $54,300 San Diego State University California $12,567 $47,400 San Jose State University California $12,862 $53,700 Stony Brook University New York $13,519 $55,000 Texas A & M University-College Station Texas $11,315 $53,900 The University of Texas at Dallas Texas $12,050 $49,700 United States Merchant Marine Academy New York $5,538 $82,000 University of Baltimore Maryland $14,180 $56,500 University of California-Berkeley California $13,707 $60,800 University of California-Irvine California $12,771 $54,500 University of California-Los Angeles California $13,399 $59,600 University of California-San Diego California $14,136 $59,000 University of Colorado Denver/Anschutz Medical Campus Colorado $13,774 $57,400 University of Florida Florida $11,778 $51,100 University of Houston Texas $13,028 $48,900 University of Illinois at Chicago Illinois $13,811 $51,100 University of Maryland-University College Maryland $10,558 $49,900 University of North Carolina at Chapel Hill North Carolina $13,243 $51,000 University of Utah Utah $13,874 $49,500 University of Washington-Seattle Campus Washington $13,566 $53,700
Note: These data include only public institutions identified as predominantly four-year institutions by the College Scorecard. In addition, calculations exclude institutions with fewer than 500 undergraduate degree-seeking students enrolled. The list is constructed of the remaining public four-year institutions that fall in the top 25 percent of all predominantly four-year institutions for median earnings 10 years after beginning enrollment and for low net price. Typical earnings reflect the median earnings of federal financial aid recipients 10 years after they first enrolled at the institution. Net price reflects the sticker price, less any grant or scholarship aid, for all federal financial aid recipients at the school. Percentile calculations are derived using institutions’ Unitid as the unit of analysis. List includes only institutions also featured in College Navigator and excludes institutions that are not main campus locations.