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ERIC Number: ED672025
Record Type: Non-Journal
Publication Date: 2022-May
Pages: 61
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Grads on the Go: Measuring College-Specific Labor Markets for Graduates. EdWorkingPaper No. 22-580
Johnathan G. Conzelmann; Steven W. Hemelt; Brad J. Hershbein; Shawn Martin; Andrew Simon; Kevin M. Stange
Annenberg Institute for School Reform at Brown University
This paper introduces a new measure of the labor markets served by colleges and universities across the United States. About 50 percent of recent college graduates are living and working in the metro area nearest the institution they attended, with this figure climbing to 67 percent in-state. The geographic dispersion of alumni is more than twice as great for highly selective 4-year institutions as for 2-year institutions. However, more than one-quarter of 2-year institutions disperse alumni more diversely than the average public 4-year institution. In one application of these data, we find that the average strength of the labor market to which a college sends its graduates predicts college-specific intergenerational economic mobility. In a second application, we quantify the extent of "brain drain" across areas and illustrate the importance of considering migration patterns of college graduates when estimating the social return on public investment in higher education.
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Related Records: ED646218, ED624155, ED662991
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); Russell Sage Foundation; Institute of Education Sciences (ED)
Authoring Institution: Annenberg Institute for School Reform at Brown University
IES Funded: Yes
Grant or Contract Numbers: 1919387; R305B150012
Department of Education Funded: Yes
Author Affiliations: N/A