College Graduation Rates in the United States: A Historical Perspective

The pursuit of higher education has long been considered a cornerstone of individual and societal advancement in the United States. Examining college graduation rates over time provides valuable insights into the evolving landscape of education, workforce demands, and socioeconomic factors. This article delves into the trends in college graduation rates, with a particular focus on the historical context, shifts in demographics, and fields of study.

The Post-War Expansion and Educational Attainment

The incredible post-war economic expansion in the US that lasted until the turn of the 21st century coincided with a substantial increase in educational attainment, especially for women. You can try to offer explanations about cause and effect if you wish. And you can extrapolate about our current disinvestment in education and what it might mean for the future. It could be a long, slow, spiral downward.

Overall Trends in College Graduation

The number of college graduates in the United States has seen a dramatic increase over the decades. From 1970 to 2021, there was a staggering 187% increase. In the academic year 2020/2021, the number of college graduates reached 4,001,000. This growth reflects a greater emphasis on higher education as a pathway to career opportunities and economic stability.

Graduation Rates Over Time

1970-1980: The number of college graduates increased by 25%, from 1,392,603 in 1970-1971 to 1,752,170 in 1980-1981.
1980-1990: A more substantial increase of 52% occurred, with the number rising from 1,752,170 to 2,678,927.
1970-2000: By 2000-2001, the number of college graduates had increased by 113% compared to 1970, reaching 2,968,626.
2000-2010: The growth continued, with a 54% increase from 2000/2001 to 2010, resulting in 4,584,785 graduates in 2010.
1970-2011/2012: The number of students that graduated from college in 2011/2012 experienced a growth of 239% - showing an increase of 3,336,523 from 1970.

Recent Improvements in Graduation Rates

Graduation rates have generally increased in recent years, particularly at public four-year institutions. Between 2010 and the present year, the six-year graduation rate at four-year institutions increased from 58% to 63%. This indicates improvements in student support systems, academic advising, and institutional efforts to help students succeed.

Factors Influencing Graduation Rates

Enrollment Status: Full-time students are more likely to graduate with a Bachelor’s degree after six years of enrollment compared to those who enroll part-time.
Institutional Type: Between 2010 and the present year, 6-year graduation rates decreased from 29% to 26% at private for-profit institutions, but increased from 56% to 62% at public institutions, and from 65% to 68% at private nonprofit institutions.
Time to Completion: In 2013, 41% of students seeking a bachelor’s degree at four-year postsecondary institutions graduated within four years of enrolling for first-time, full-time; 15% graduated within five years; and, 4% graduated within six years.

College Graduation by Major

The distribution of college graduates across different fields of study reflects evolving workforce demands and student interests.

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Humanities

Over 336,000 students earned degrees in Humanities. This field includes degrees in Area, ethnic, cultural, gender and group studies; English language and literature/letters; Foreign languages, literatures, and linguistics; Liberal arts and sciences, general studies, and humanities; Multi/interdisciplinary studies; Philosophy and religious studies; Theology and vocational and Visual and performing arts. A total of 269,934 students received a bachelor’s degree in Humanities, 57,952 students graduated with a master’s degree, and a total of 8,358 graduated with a doctor's degree. In comparison to the academic year of 1970/1971, the number of students that graduated with a bachelor’s degree in Humanities (143,549) increased by 88%. The number of master’s degrees awarded in the Humanities field was 34,510 in the academic year of 1970/1971 - showing an increase of 68% in the current number. From the academic year 1970/1971, the number of doctor’s degrees awarded in the field of Humanities has increased from 4,402 to 8,358 - showing an increase of 90%.

Psychology

Around 152,000 students earned degrees in Psychology. A total of 116,536 bachelor’s degrees were awarded in the field of Psychology, 29,135 is the number of master’s degrees awarded in the field of Psychology, and the number of doctor’s degrees awarded in the Psychology field is 6,214. From 1970/1971, the number of bachelor psychology graduates increased to 116,536 from 38,187- showing an increase of 205%. The number of master’s degrees awarded in the psychology field has increased to 29,135 from 5,717 as it was in 1970/1971 - showing an increase of 410%. There has been an increase of 190% in the number of doctor’s degrees awarded from the academic year of 1970/1971 - from 2,144 to 6,214.

Social Sciences and History

More than 185,000 students earned degrees in Social Sciences and History. 160,628 bachelor’s degrees were awarded in the Social Sciences and History field, the number of master’s degrees awarded in the Social Sciences and History field is 20,301, and 4,544 doctor’s degrees were awarded in the Social Sciences and History field. From 1970/1971 there has been an increase of 3% in the number of bachelor’s degrees in the field of Social Sciences and History (155,324 to 160,628). The number of master’s degrees awarded in the field of Social Sciences and History has increased from 16,539 to 20,301 from the academic year of 1970/1971 - showing an increase of 23%. There has been an increase of 24% in the number of doctor’s degrees awarded in the field of Social Sciences and History from 1970/1971 (3,660 to 4,544).

Natural Sciences and Mathematics

Approximately 231,000 students earned degrees in Natural Sciences and Mathematics 231,355. This field includes Biological and biomedical sciences; Mathematics and statistics; and Physical sciences and science technology. The number of bachelor’s degrees awarded in the field of Natural Sciences and Mathematics is 178,485. From the academic year of 1970/1971, the number of bachelor’s degrees awarded in the Natural Sciences and Mathematics field has increased by 118%. 36,591 master’s degrees were awarded in the Natural Sciences and Mathematics field. In 1970/1971, there were a total of 17,152 degrees conferred in the Natural Sciences and Mathematics field - showing an increase of 133% almost five decades later. A total of 16,279 doctor’s degrees were awarded in the Natural Sciences and Mathematics field. The number of doctor’s degrees awarded in the Natural Sciences and Mathematics field was 9,126 in the academic year of 1970/1971. There has been a 78% increase in the number of doctor's degrees awarded in the field of Natural Sciences and Mathematics from 1970/1971.

Computer Science

Over 137,000 students earned degrees in Computer Science. The number of bachelor’s degrees awarded in the field of Computer Science is 88,633. In 1970/1971 the number of bachelor’s degrees was 2,388 - showing an increase of 3611%. A total of 45,667 master’s degrees were awarded in the field of Computer Science. The number of master’s degrees conferred in the Computer Science field has increased by 2775% from 1970/1971 (1,588 to 45,667). In 1970/1971 there were only 128 doctor’s degrees awarded in the field of computer science. Currently, the number of computer science doctor’s degrees has risen to 2,224 showing an increase of 1637% from the academic year 1970/1971.

Engineering

Around 213,000 students earned degrees in Engineering. This field includes Engineering; Engineering technologies and engineering-related fields; Construction trades; and Mechanic and repair technologies/technicians. The number of bachelor’s degrees awarded in the field of Engineering is 146,307. From 1970/1971, there has been an increase of 191% in the number of bachelor’s degrees awarded in the Engineering field. Currently, there are 55,922 master’s degrees awarded in the field of Engineering. The number of master’s degrees conferred in the Engineering field has increased by 230% from 1970/1971 (16,947 to 55,922). 11,350 doctor’s degrees were awarded in the field of Engineering. In 1970/1971, the number of doctor’s degrees conferred in the Engineering field was 3,688. Since then, the number has increased to 11,350 - showing a 208% increase.

Education

More than 243,000 students earned degrees in Education. The number of students graduating in Education has undergone rises and downfalls across the years. Currently, there are a total of 83,946 bachelor’s degrees awarded in the Education field. In 1970/1971 there were a total of 176,307 bachelor’s degrees conferred in the Education field - showing a 52% decrease in the number of degrees earned in this category. There are currently 146,432 master’s degrees conferred in the Education field. In 1970/1971, there were a total of 87,666 master’s degrees awarded in the Education field. There has been an increase of 67% in the number of master’s degrees awarded in the Education field from 1970/1971 (87,666 to 146,432). The number of doctor’s degrees awarded in the Education field is 13,020. The number of doctor’s degrees awarded in the field of Education rose to 13,020 from 6,041 as it was in the academic year of 1970/1971 - showing an increase of 115%.

Business

At least 591,000 students earned degrees in Business. This field includes Business, management, marketing, and related support services; and Personal and culinary services. The number of bachelor’s degrees awarded in the Business field is 390,564. Five decades earlier, in the academic year 1970/1971, the number of bachelor’s degrees earned in the Business field was 115,396. From 1970/1971, there has been an increase of 238% in the number of degrees earned in the field of Business. Currently, there are a total of 197,089 master’s degrees awarded in the Business field. The number of master’s degrees awarded in the Business field has increased by 644% from the academic year 1970/1971. The number of doctor’s degrees awarded in the field of Business is 3,636. From 1970/1971, there has been an increase of 370% in the number of doctor’s degrees awarded in the Business field (774 to 3,636).

Health Professions and Related Programs

Nearly 466,000 students earned degrees in the Health Professions and Related Programs field. Currently, there are a total of 251,355 bachelor’s degrees awarded in the field of Health Professions and Related Programs. In 1970/1971, a total of 25,223 students earned bachelor’s degrees in the field of Health Professions and Related Programs - showing an increase of 896%. A total of 131,569 students earned master’s degrees in the field of Health Professions and Related Programs. From 1970/1971, there has been an increase of 2368% in the number of master’s degrees earned in the field of Health Professions and Related Programs (5,330 to 131,569). 82,895 students earned doctor’s degrees in the Health Professions and Related Programs field. The number of doctor’s degrees awarded in the field of Health Professions and Related Programs has increased significantly from the academic year of 1970/1971 - from 15,988 to 82,895 - showing an increase of 418%.

Other Fields

More than 478,000 students earned degrees in the “Other Fields” category. This field includes Agriculture, agriculture operations, and related sciences; Architecture and related services; Communication, journalism, and related programs; Communication technologies; Family and consumer sciences/ human sciences; Homeland security, law enforcement, and firefighting; Legal professions and studies; Library science; Military technologies and applied sciences; Natural resources and conservation; Parks, recreation, leisure, and fitness studies; Precision production; Public administration and services; Transportation and materials moving; and Not Classified by field of study. The number of graduates in the “Other Fields” category has increased significantly in the last five decades. In 1990, the number of students awarded a bachelor’s degree in this category (143,325) had increased by 180%, in comparison to 1970 when there were only 51,258 graduates. Four decades later, the number of bachelor’s degrees in this category has reached 326,466 - showing a 128% increase from 1990. Currently, there are a total of 326,466 bachelor’s degrees awarded in the “Other Fields” category. The number of master’s degrees awarded in the “Other Fields” category is 113,048. In comparison to the academic year of 1970/1971, there has been an increase of 378% in the number of master’s degrees awarded in the “Other Fields” category. The number of doctor’s degrees awarded in this category is 39,048. From 1970/1971, there has been an increase of 105% in the number of doctor’s degrees awarded in this category.

College Graduation by University

The distribution of degrees conferred varies significantly among US postsecondary institutions.

Associate's Degrees

The university with the highest number of associate’s degrees awarded in the United States is Miami Dade College - counting a total of 10,672 associate’s degrees conferred. The lowest number of associate’s degrees awarded is 2 - in both Pennsylvania State University, Main Campus and Indiana University, Bloomington.

Bachelor's Degrees

The highest number of bachelor’s degrees awarded is 20,211 at Western Governors University. The lowest number of bachelor’s degrees awarded is 9 at Cypress College.

Master's Degrees

Western Governors University counts the highest number of master’s degrees awarded - a total of 13,705. The University of North Georgia counts a total of 204 master’s degrees awarded - which is the lowest number of master’s degrees awarded in the United States.

Doctoral Degrees

University of Florida has the highest number of doctor’s degrees awarded - a total of 1,965. California State University, East Bay has the lowest number of doctor’s degrees awarded - a total of 3.

College Graduation by Degree Type

The number of awarded certificates below the associate’s degree is 713,706 at public institutions. At private institutions, the number of students that earned certificates below the associate’s degree is 286,290. There is a 85% difference between the number of awarded certificates below the associate’s degree at public institutions and private institutions - the higher number belonging to public institutions. The number of associate’s degrees earned at public institutions is 915,011. At private institutions, the number of associate’s degrees conferred is 121,651. There is a 153% difference between the number of associate’s degrees conferred at public institutions and private institutions - the higher number belonging to public institutions

High School Graduation Rates

The nation’s high school graduation rate is the highest since 1976, but more than a fifth of students are still failing to get their diploma in four years, the Education Department said in a study released Tuesday. Officials said the steady rise of students completing their education is a reflection of the struggling economy and a greater competition for new jobs. “If you drop out of high school, how many good jobs are there out there for you? None. That wasn’t true 10 or 15 years ago,” Education Secretary Arne Duncan said in an interview with The Associated Press. The national dropout rate was about 3 percent overall, down from the year before. Many students who don’t receive their diplomas in four years stay in school, taking five years or more to finish their coursework. Some 3.1 million students nationwide earned their high school diplomas in the spring of 2010, with 78 percent of students finishing on time. That’s the best since a 75 percent on-time graduation rate during the 1975-76 academic year. The only better rate was 79 percent in 1969-70, a figure the department wouldn’t vouch for. There were tremendous differences among the states in 2010. Fifty-eight percent of students in Nevada and 60 percent in Washington, D.C., completed their high school education in four years. By comparison, 91 percent of students in Wisconsin and Vermont did, according to the report. Graduation rates increased by more than a percentage point in 38 states between 2009 and 2010, the study found. Only the District of Columbia saw its graduation rates decline between by greater than a percentage point during those years. During the 2009-10 academic year, unemployment ranged from 9.4 percent to 10 percent.

“When I grew up on the South Side of Chicago it wasn’t great, but I had lots of friends who dropped out and they could go work in the stockyards or steel mills and they could buy a home, support a family, do OK,” Duncan said. But those jobs are gone and won’t come back, he said. California, the nation’s largest public school system by enrollment, led the nation in new graduates in 2010, turning out almost 405,000. It also produced the most dropouts: almost 93,000. That translated to a rate of about 5 percent, above the national average. During the 2009-10 academic year, some 514,000 students dropped out of high school nationwide. Still, the rate declined from 4 percent during the seven previous academic years, when data was sometimes incomplete or represented averages of states that reported figures. Nationally, students were most likely to drop out of high school during their senior year, with roughly one in 20 quitting before graduation day. In every state, males were more likely to drop out. Arizona had the highest dropout rate, at 8 percent, followed by Mississippi at 7 percent. Washington, D.C., schools also posted a 7 percent dropout rate, the Education Department projected based on previous years’ reporting. Mississippi, New Mexico and Wyoming had dropout rates rise more than one percentage point, while Delaware, Illinois and Louisiana saw noticeable decreases. Delaware dropped from about 5 percent to 4 percent. Illinois dropped from roughly 12 percent to 3 percent. And Louisiana dropped from 7 percent to 5 percent.

“The trends are hopeful but our high school dropout rate is still unsustainably high and it’s untenable in many of our African-American and Latino communities. We have a long way to go here,” Duncan said. Nationally, white and Asian and Pacific Islander students were among the least likely to leave school without a degree, with only 2 percent dropout rates. Hispanic students posted a 5 percent dropout rate, followed by blacks at 6 percent and American Indians and Alaska Natives at 7 percent. “There’s no young person who aspires to be a high school dropout,” Duncan said. “When someone drops out, it’s a symptom of a problem. It’s not the problem itself. Something has gone radically wrong.”

Educational Attainment of Women

The educational attainment of women ages 25 to 64 in the labor force rose substantially from 1970 to 2016. In 2016, 42 percent of these women held a Bachelor’s degree and higher, compared with 11 percent in 1970. In 2016, 6 percent of women had less than a high school diploma-that is, did not graduate from high school or earn a GED-down from 34 percent in 1970. In 1975, 26.5% of women had less than a high school diploma, 45.5% completed 4 years of high school, 13.9% completed 1 to 3 years of college, and 14.1% had a Bachelor's degree and higher.

Women’s earnings as a proportion of men’s earnings also have grown over time. In 1979, women working full time earned 62 percent of what men earned; in 2016, women’s earnings were 82 percent of men’s. Women’s-to-men’s earnings ratios were higher for Blacks and Hispanics (89 percent and 88 percent, respectively) than for Whites (81 percent) and Asians (78 percent).

Challenges and Considerations

Despite the overall increase in college graduation rates, challenges remain:

Delayed Graduation: College Graduation Statistics show that more than 50% of college students do not graduate on time
Dropout Rates: more than one million students drop out of college every year.
Disparities: There were tremendous differences among the states in 2010. Fifty-eight percent of students in Nevada and 60 percent in Washington, D.C., completed their high school education in four years. By comparison, 91 percent of students in Wisconsin and Vermont did, according to the report.
Limited data makes no significant representation of genders beyond the standard binary.
Demographic statistics are imperfect because many people do not fit easily into just one category. Not all races are represented and some historical data use obsolete definitions and terminology. Students who identify as two or more races are categorized as multiracial.

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