workforce skills gap – Public Policy Institute of California

California’s Brain Gain Continues

[vc_row][vc_column][vc_column_text]California’s heyday of rapid population growth—the post-World War II era—was fueled by millions of migrants coming to the state from the rest of the country. Those days are long gone. California’s population continues to grow (through births and international migration), but every year it loses tens of thousands of people to other states. And yet there is one group that California continues to attract: college graduates.

This interstate migration pattern—gaining large numbers of college graduates while losing large numbers of less educated adults—doesn’t happen anywhere else in the country. Over the past five years, California has attracted 162,000 more college graduates (adults with at least a bachelor’s degree) from other states than it has lost. Over the same period, the University of California (UC) awarded about 300,000 bachelor’s degrees at its nine undergraduate campuses. In other words, interstate migration provides California with half as many college graduates as the entire UC system.

College graduates come to California from all over, but eight states send California substantially more college graduates than they get in return. Between 2012 and 2017, net gains of college graduates from New York (51,000), Illinois (31,000), Pennsylvania (24,000), New Jersey (20,000), Massachusetts (20,000), Florida (16,000), Michigan (13,000), and Ohio (11,000) totaled more than 186,000. California experienced smaller but still sizable net losses (totaling 80,000) to five states: Texas (29,000), Oregon (16,000), Nevada (13,000), Arizona (12,000), and Washington (10,000).

In fact, college graduates moving to California are more likely to be employed than those leaving the state. The largest gains are primarily in majors that are in relatively high demand in the labor market, including engineering (33,000), communications (18,000), business (18,000), and computer science (17,000).

The migration of young college graduates to California is a consequence of the state’s growing demand for highly skilled and highly educated workers. But the numbers are not high enough to fully meet the state’s changing needs. Although many college graduates move to California from other states, the most important source of highly educated workers in California are the state’s own colleges and universities. Policies and practices to improve college access and completion in the state will ensure that more Californians are able to help create and benefit from a strong economy.[/vc_column_text][/vc_column][/vc_row]

Skills-based Immigration and California’s Workforce

[vc_row][vc_column][vc_column_text]The White House recently issued a summary of an immigration plan that would shift the nation’s largely family-based immigration system toward a skills-based approach that would probably prioritize immigrants with higher levels of formal education. Given that the education levels of new immigrants are already on the rise, what impact might a skills-based system have on in California, the state with the largest immigrant population?

The proposed new system would increase the percentage of skills-based legal immigrants from 12% to 57%, leaving the total number of immigrants at 1.1 million per year.

In recent years, about two-thirds of immigrants with lawful permanent residence status (or “Green Cards”) have been admitted to the US through family-based preferences. The proposed new system would reduce this by half, to 33%. The White House statement emphasizes that priority would still be given to immediate family members of both US citizens and lawful permanent residents.

Past PPIC research suggests that family-preference immigrants have historically been high- and low-skilled. And California’s economy relies on immigrants at both ends of the educational spectrum. Nearly a third of the state’s working-age immigrants lack a high school diploma, and they make up a large portion of the workforce in industries requiring less formal education. However, the foreign-born now constitute 31% of California workers who have at least a BA, and they are overrepresented in high-skill industries like technology and health care.

Recent PPIC research finds that new immigrants in California are increasingly well-educated. In 2017, a slight majority (52%) of the state’s working-age immigrants with fewer than five years in the US had a bachelor’s or graduate degree, compared to only 22% in 1990. Only 17% had not graduated from high school, down from 47% in 1990. Indeed, recently arrived immigrants are more likely than US-born Californians to have college or graduate degrees.

It is impossible to know exactly how a skills-based immigration system would affect California. But given the trend toward higher education levels among new immigrants and state economy’s reliance on both high- and low-skilled workers, a shift toward such a system might not be necessary to meet California’s workforce needs.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][/vc_column][/vc_row]

How Changes in Immigration Affect California’s Workforce

[vc_row][vc_column][vc_column_text]Immigrants are essential to California’s workforce. In the past two decades, as labor market needs have shifted, the composition of recent immigrants (those arriving in the last five years) has changed dramatically. Today, recent immigrants to California are much more likely to hold a bachelor’s or more advanced degree than in the past—and in fact are now more likely than US-born Californians to do so.

While the number of recent immigrants to California fell by 24% between 2000 and 2016, the number of highly educated immigrants rose by 41%. In 2016, about half of recent immigrants held at least a bachelor’s degree. Highly educated immigrants work in every major industry in the state and comprise about 30% of the highly educated workforce.

These changes in educational attainment coincide with other shifts in immigration patterns. A large portion of the decline in immigration to California can be attributed to the falling numbers of immigrants arriving from Mexico. In 2000, over half a million recent immigrants came from Mexico. By 2016, that number fell by more than 70% to less than 150,000 people.

Now, China has slightly edged out Mexico as the leading country of origin, and these top two countries are followed by India, the Philippines, and Vietnam. Immigrants from China and India tend to be highly educated: in 2016, 47% of recent immigrants from China—and around 80% of recent immigrants from India—had at least a bachelor’s degree. The interactive below allows you to further explore changes in education levels over time among recent immigrants overall and from these five countries.

The sharp increase in highly educated immigrants and the decline in less-educated immigrants reflect the changing labor market in California. Unemployment rates for workers with at least a bachelor’s degree (3.3%) are about half those of less-educated workers (6.5%). With California expected to face a shortfall of 1.1 million college graduates by 2030, highly educated immigrants are a key component to helping the state address the workforce skills gap.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_raw_html]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[/vc_raw_html][/vc_column][/vc_row]

Testimony: Transfer Is Key to Closing the Workforce Skills Gap

Hans Johnson, director and senior fellow at the PPIC Higher Education Center, testified March 20, 2018, before the Senate Select Committee on Student Success.

Here are his prepared remarks.

California faces a shortage of highly educated workers. Specifically, economic projections to 2030 show that about two in five jobs will require at least a bachelor’s degree, while demographic projections suggest that only about one in three Californians will attain this level of education. This shortfall equates to 1.1 million workers. To close the gap, all higher education systems will need to play a role, increasing access, transfer, and completion. Improving access and outcomes among groups historically underrepresented in higher education—including low-income students, first-generation college students, Latinos, and African Americans—is essential if we are to close the workforce skills gap.

The good news is that California’s students are rising to the challenge. College preparation among high school graduates has increased, with the share of students completing the college preparatory requirements of UC and CSU now at an all-time high. Strong demand for UC and CSU is likely to continue as college preparation improves and the transfer pathway becomes more efficient and effective. In addition, new initiatives, including reforms in remedial education at the community colleges and CSU, have the potential to substantially improve student success rates and boost transfer. Finding ways to accommodate all these students remains a central challenge, but one that must be met in order to ensure a better future for all Californians.

In this testimony, I will focus on the importance of transfer. California enrolls a disproportionate share of students in community college. We rank 47th in the nation in the share of recent high school graduates enrolling in four-year colleges and 5th in the nation in the share enrolling in community colleges. This means that we must do more to ensure that community college students reach their educational goals—since the vast majority of recent high school graduates attending community colleges say that they want to transfer and earn a bachelor’s degree. As shown in the chart below, there is a lot of room for improvement—only 40% of recent high school graduates who go to community college will end up transferring to a four-year institution.

PPIC has identified ambitious targets that would close the workforce skills gap. As shown in the table below, doing so will require large increases in access to UC and CSU, both for first time freshmen and for transfer students. In its Vision for Success, a blueprint for improving student outcomes, the community colleges have established new goals for transfer that align exactly with the PPIC targets. Those targets include a 35% increase in the number of transfer students at UC and CSU, increasing from about 72,000 combined in 2015 to almost 100,000 by 2020.

I’m pleased to say that the colleges are currently on track to meet those targets. We are now two years into PPIC’s projections, and both UC and CSU have met the closing-the-gap targets (see charts below). The concerted efforts of policymakers, higher education officials—including staff and faculty—and, of course, students have led to these early gains. State general fund allocations for each system have increased since the Great Recession, allowing for increased enrollment. At UC, those budget allocations were partially tied to increasing enrollment, hence the sharp rise in transfers from 2015 to 2016. New articulation agreements, such as the Associate Degree for Transfer (ADT), have streamlined the pathway from community colleges to four-year colleges, especially CSU. And an increased focus on improving student outcomes in the community colleges has led to multiple substantive reforms designed to increase persistence and completion (including transfer).

These early successes are very promising. Still, California needs to build on them if it is to close the degree gap. We offer the following recommendations for moving forward:

First, the state should work with the systems to ensure that students who are eligible for transfer successfully make the transition. Some students who are eligible to transfer never even apply to do so. More work needs to be done to understand factors that prevent those students from moving on, including an assessment of equity implications. At the same time, many transfer-eligible students do apply to transfer, but are not admitted because of insufficient resources at UC and CSU. Because of budget constraints, CSU reports turning away more than 32,000 transfer applicants from 2013–14 through 2016–17, even though they had met CSU admission requirements (based on systemwide unduplicated counts of California resident applications). UC does not report how many qualified applicants have been turned away, partly because UC eligibility is less clearly defined. UC has general transfer requirements, including courses and grade point average requirements, but advises students that “meeting these basic requirements doesn’t guarantee admission to the campus or major of your choice.” Enrolling more students will almost certainly require more funding, either from the state via the general fund or from students and their families through tuition increases.
Second, the pathway from community college to UC and CSU needs to become systematically and comprehensively streamlined. The Associate Degree for Transfer is a step in the right direction. Students earning an ADT are guaranteed admission to CSU in a major aligned to their course of study. But these degrees are offered only in some majors at some colleges. While the number of students earning an ADT has grown rapidly, it is still the case that the majority of transfers to CSU do not have the degree. As shown in the chart below, institutional participation in the program varies by college and by major. Some majors, including engineering, have no ADT at all. Moreover, UC does not formally participate in the ADT guarantee. At UC, transfer admission requirements vary by campus and by majors within campuses. For example, UC Berkeley’s College of Engineering has much higher standards than the UC minimum requirements for transfer, including a 3.5 grade point average and the completion of courses that are not offered at all community colleges.

Third, the state and its higher education institutions need to plan for potentially large increases in the number of community college students prepared and ready to transfer. New reforms in the community colleges hold the promise of dramatically increasing persistence and completion. Assessment and placement reform, spurred by AB 705, is likely to lead to an enormous increase in the number of students placed directly into college-level English and math courses—bypassing traditional remedial classes that have been the single largest impediment to student success. Other new initiatives, including “guided pathways” intended to provide a clear road map to students on courses of study and the supports needed to succeed, could lead to further gains. Because most transfer students enroll in CSU and UC, capacity issues at those institutions must be addressed. The state’s private nonprofit colleges are also an important destination for transfer students, and continued efforts should seek to gain greater participation and enrollment in that vital sector.

Through thoughtful planning—and yes, additional funding—closing the workforce skills gap is possible. Improving the transfer pathway is a necessary and critical component. And because community colleges are highly representative of California’s economic and demographic diversity, improving transfer pathways will ensure that more low-income, first-generation, and underrepresented students have access to a four-year degree.

Testimony: How Can California Produce More College Graduates?

Hans Johnson, director and senior fellow at the PPIC Higher Education Center, testified today, February 6, 2018, before the Assembly Budget Subcommittee No. 2 on Education Finance and the Assembly Higher Education Committee. The master plan defined a strategy to meet the state’s education needs in 1960—but today, California faces new challenges. The topic of today’s hearing: how to meet the state’s future economic need for more college graduates. Here are his prepared remarks.

PPIC’s work has revealed a serious gap between the number of highly educated workers that California’s future economy will need and the number the state is on pace to produce. We call this the workforce skills gap—and it’s quite large. To meet economic demand and secure a more prosperous future for our state, California’s higher education institutions will need to produce 1.1 million more college graduates by 2030.

Admittedly, doing so is an ambitious goal. But there is significant room for improving how many students graduate from college—especially if we consider that currently only about 30 percent of California’s 9th graders will earn a bachelor’s degree.

PPIC has quantified the role of each university segment—the University of California, the California State University, and private nonprofit colleges in California—in closing the workforce skills gap. Overall, the number of bachelor’s degrees would need to increase by about one-third over baseline projections. Almost half of the gains would need to occur at CSU, the nation’s largest public university system. UC and private nonprofit colleges would also play an important role.

Most immediate to today’s conversation about goal setting for the state’s public systems, PPIC has identified the combination of increases in freshman eligibility, transfer, and completion rates necessary to close the gap.

Our preferred approach—a closing-the-gap scenario—combines increases in eligibility, transfer, and graduation rates, as shown below. Along with increases in enrollment and completion at private institutions, reaching these targets would fully close the workforce skills gap.

In our scenario, each target would be reached gradually through a phase-in period. In the first few years, projected increases would be minimal as the systems would enroll more students and implement policies to improve completion and transfer. But within five years, the increases would become quite large. By 2020–21, CSU would award almost 25,000 additional bachelor’s degrees; UC would award more than 12,000.

For the purposes of setting annual goals, we are identifying annual targets in new freshmen enrollment, transfer, and completion rates that would match the closing-the-skills gap degree targets. Enrollment and transfer targets depend on graduation rates and time to degree—meaning that enrollment increases could be lower if graduation rates improve and students complete their degrees more quickly. For example, students who take 12 units per semester will take five years of continuous enrollment to earn the 120 units necessary for graduation. If those students instead took 15 units per semester, they would graduate in four years and free up additional space for other students.

It has been a couple years since PPIC first developed our projections, and we’ve now been able to chart early progress by the systems. Later you will hear in detail from the segments about their plans, but right now I am happy to report some good news: the number of bachelor’s degrees awarded at UC and CSU is actually higher than our initial scenario called for.

Of course, we are just at the start of our projection period, and to close the gap the numbers must ramp up quickly after the first few years. Nonetheless, growth in graduation rates and enrollment has led to a notable expansion in degrees awarded at both systems. Over the past two years, UC and CSU combined have awarded 295,000 bachelor’s degrees—21,000 more than in our closing-the-gap-scenario and 23,000 more than in our baseline scenario. In addition, the number of transfer students has increased 8%, also higher than in our closing-the-gap scenario.

In addition, community colleges and CSU have adopted new goals for student success that are entirely consistent with PPIC’s closing-the-gap scenario. CSU’s new graduation initiative calls for reducing time to degree and increasing both four-year and six-year graduation rates. CSU’s goal of a 70% six-year graduation rate by 2025 is in line with and in fact slightly more ambitious than our scenario. In their new “Vision for Success,” the community colleges have adopted a goal to increase transfer to UC and CSU by 35% over the next five years, a goal that is entirely consistent with our work.

There is an important additional benefit of meeting these goals: reducing equity gaps. Today, students who have been underrepresented in higher education—including Latino, African American, low-income, and first-generation students—make up a majority of California’s high school graduates. Strong increases in college preparation among the state’s high school graduates are expanding the pool of potential college graduates, with the share of students—including African American and Latino students—completing the college preparatory requirements of UC and CSU reaching an all-time high. Ensuring that the growing number of prepared high school graduates have meaningful access to and success in higher education will not only help California meet its economic challenges, it will ensure that higher education continues to serve as a ladder of economic and social mobility.

Our focus at PPIC has been on college graduates with at least a bachelor’s degree, but we acknowledge the importance of other postsecondary training. We have a series of reports and ongoing projects that identify successful vocational pathways and high value awards (certificates and associate degrees) offered by the state’s community colleges. Lande Ajose of California Competes will discuss in more detail the need for sub-baccalaureate post-secondary education. We also acknowledge the importance of post-baccalaureate education, including professional and academic graduate degrees offered primarily by UC and the state’s private nonprofit colleges. Those degree holders have the best labor market outcomes in the state.

Figuring out how to pay for all these increases is no easy task and will be discussed later in this hearing. Let me alert you to two projects underway at PPIC that will help shed light on this issue. One will examine the role that tuition policy could play and the other will focus on capital finance. In addition, we will continue to monitor affordability issues, including student debt, identified by respondents to the PPIC Statewide Survey as the number one higher education issue.

Finally, it is worth noting that the governor has proposed a funding formula for the community colleges that for the first time will provide additional funding based on student outcomes and enrolling low-income students. PPIC has argued that this approach has the potential to incentivize investment by the state’s higher education systems in areas that further state priorities.

California’s Brain Gain

Recently released data from the US Census Bureau show that even as California continues to experience large net losses of residents moving out of state, the state is still a net importer of college graduates from other states. This interstate migration pattern—gaining large numbers of college graduates while losing large numbers of less educated adults—is unique among the states. Over the past five years, California has attracted 137,000 more college graduates (adults with at least a bachelor’s degree) from other states than it has sent to those states. For comparison purposes, the University of California (UC) awarded about 250,000 bachelor’s degrees at its nine undergraduate campuses over this same time period. In other words, interstate migration provides California with half as many college graduates as the entire UC system.

College graduates come to California from all over, but seven states send California substantially more college graduates than they get in return. Between 2011 and 2016, net gains of college graduates from New York (45,000), Illinois (32,000), New Jersey (20,000), Pennsylvania (17,000), Michigan (15,000), Florida (14,000), and Massachusetts (14,000) totaled more than 150,000. California experienced sizable net losses of college graduates to just four states: Texas (-26,000), Oregon (-20,000), Nevada (-14,000), and Arizona (-11,000).

The new migrants to California tend to be quite young. Indeed, college graduates age 20–29 account for almost all of the net gains. (In contrast, California experiences small net losses of older college graduates.) From a labor market perspective, attracting young college graduates is especially advantageous. Young adults with college degrees are at the start of their careers and provide the state with much-needed highly educated workers. The largest gains are in majors that are in relatively high demand in the labor market, including engineering (22,000), social sciences (19,000; mostly economics and political science), computer science (17,000), communications (17,000), biology and health sciences (14,000), and business (13,000).

The migration of young college graduates to California is a consequence of the state’s growing demand for highly skilled and highly educated workers. But the numbers are not high enough to meet the state’s changing needs. PPIC’s research has shown that by 2030 California will face a shortfall of 1.1 million college graduates. Failing to keep up with the demand for skilled workers could curtail economic growth and limit economic mobility—resulting in a less productive economy, lower incomes, less tax revenue, and increased dependence on the social safety net. Although many college graduates move to California from other states, the most important source of highly educated workers in California are the state’s colleges and universities. Policies and practices to improve college access and completion in the state will ensure that more Californians are able to help create and benefit from a strong economy.

Learn more
Read the report Higher Education in California: Addressing California’s Skills Gap
Visit the PPIC Higher Education Center

College Graduates and California’s Future

The University of California Board of Regents invited Mark Baldassare, PPIC president and CEO, and Hans Johnson, PPIC senior fellow and director of the PPIC Higher Education Center, to present their perspectives on the role of higher education in California’s future, November 16, 2017. Here are their prepared remarks:

Good morning, I am Mark Baldassare, president and CEO of the Public Policy Institute of California (PPIC). I am here with my colleague and PPIC’s higher education center director Hans Johnson to present the institute’s research findings on the need for college graduates in California’s future economy. To kick off this session, I am going to make a few remarks about public opinion to place this issue in perspective.

The November PPIC Statewide Survey points to the importance of this topic for most Californians. Eighty percent of California adults say that the state’s higher education system is very important to the quality of life and economic vitality of the state, and another 14% say it is somewhat important. Strong majorities across political, regional, racial/ethnic, and demographic groups say that the state’s higher education system is very important. In fact, strong majorities of Californians have been saying that higher education is very important to the state’s future since we first asked this question in 2007.

In the context of the 2018 governor’s race, 63% of California adults say that candidate positions on higher education are very important, and another 28% say they are somewhat important to them. Majorities across political, regional, racial/ethnic, and demographic groups hold this view.

When asked about the current workforce, 83% of Californians say that a four-year degree from a college and university prepares someone very well (30%) and somewhat well (53%) for a well-paying job in today’s economy. Fifty percent of Californians think that a college education is necessary for a person to be successful in today’s work world, with majorities of Latinos (67%), Asian Americans (54%), and African Americans (51%) and fewer whites (35%) holding this view. Moreover, about half of Californians, with pluralities across the state’s major regions, say that California will not have the college-educated residents needed for the jobs and skills likely to be in demand 20 years from now.

In sum, the importance of a higher education and the need for college graduates are issues on the minds of many residents today. Hans will provide the demographic and workforce analysis that demonstrates why the state’s higher education system is essential for a better future for all Californians.

PPIC has produced a series of reports on California’s future population and economy. Our report Will California Run Out of College Graduates? provides projections of the demand for and supply of workers across all levels of educational attainment to 2030. Our primary finding is that California faces a shortage of highly educated workers. Specifically, economic projections to 2030 show that about two in five jobs will require at least a bachelor’s degree, while demographic projections suggest only about one in three Californians will have at least a bachelor’s degree. This shortfall equates to 1.1 million workers.

In this presentation, I first describe how California’s population and economy are changing and then identify how the state and its higher education institutions can increase college enrollment and completion to produce more college graduates.

California’s economy increasingly demands highly educated workers

To develop our economic projections, we apply trends in educational attainment levels to occupational projections developed by the California Employment Development Department. We examine changes in labor market demand that are occurring due to shifts both in occupational structure and changes in educational attainment within occupations. Our primary finding is that the state’s economy will continue along a well-established trajectory, with a growing share of jobs requiring at least a bachelor’s degree.

There are two key drivers of increasing demand for college graduates: (1) faster growth in occupations that commonly require a college degree (e.g., computer technology), and (2) increases in demand for highly educated workers within occupations (e.g., nursing). In recent years, most (74%) of the increased demand for highly educated workers has occurred because of faster job growth in occupations that commonly require a college degree. Among occupations with at least 100,000 full-time year-round workers, there have been especially rapid growth rates for software developers (56% increase between 2010 and 2015), computer scientists and systems analysts (42% increase), and managers (35% increase). These and other highly skilled occupations have experienced faster growth than most occupations that require lower levels of education.

That said, the increase in educational attainment within occupations has been significant. For example, the share of registered nurses with a bachelor’s degree has grown from 57% in 2000 to 68% in 2015. From 2010 to 2015, about 26% of the increase in jobs for college graduates was attributable to growing demand for highly educated workers within specific occupations.

Are college degrees really necessary for these jobs? To answer this question, we examined a number of labor market outcomes. Within and across occupations, we find that workers with bachelor’s degrees have higher labor force participation rates, lower unemployment rates, and higher wages than those without—and that, in general, as educational attainment increases, wages also increase. Overall, the wage premium for college graduates relative to less-educated workers has grown. By 2015, the average annual wage for full-time year-round workers was more than twice as high for workers with a bachelor’s degree than for those with only a high school diploma.

Within each of 51 occupational groupings we see higher wages for college graduates than for high school graduates. Among registered nurses, for example, those with a bachelor’s degree earned 12% more than those with an associate degree.

California’s educational institutions are not keeping up with demand

Too few Californians are graduating from college. At current college enrollment and completion rates, only 30.5% of 9th graders in California will eventually earn a bachelor’s degree either in California or elsewhere in the United States. Among all states, California ranks 47th in the share of high school graduates who enroll in four-year colleges and 5th in the share who go to community colleges. Low rates of transfer from community colleges to four-year colleges exacerbate the problem.

A critical challenge is the retirement of the baby boom generation. Called the “silver tsunami” by some, this is the first time in California’s history that such a large and well-educated group is exiting the labor force. In contrast, the number of young adults in California is projected to increase only modestly.

Not all degrees are equal

On average, college graduates have very strong labor market outcomes. At any point in time, some college graduates are working in jobs that do not necessarily require a college degree, but over the course of their careers the vast majority of college graduates will move into occupations that reward their educational training. Our estimates show that students who earn bachelor’s degrees in engineering and computer science fare very well in the labor market, but even those with less remunerative majors, such as education and the liberal arts, will earn far more in wages than less-educated workers, even after taking into account all the costs of going to college.

How to close the degree gap

To close the degree gap, California and its higher education institutions need to establish new policies and practices to enroll more students, especially in our four-year colleges and universities, and improve graduation rates among students already in college. In previous testimony, PPIC has identified targets for each of the state’s public systems with respect to admission, transfer (from community colleges to four-year colleges), and improved graduation rates.

The University of California (UC) will play a central role. In our scenario, UC would need to award approximately one-quarter of the additional degrees necessary to close the gap. This is an ambitious target, but the increase over current levels (and over the baseline projection) would not be without precedent. For example, between the 1999–2000 and 2016–17 academic years, the number of bachelor’s degrees awarded by UC increased 62% (from slightly more than 33,000 to almost 54,000). Our closing-the-gap scenario would require UC to award about 81,000 degrees by 2029–30, a 51% increase over current levels.

Improving access and success among groups historically underrepresented in higher education—including low-income students, first-generation college students, Latinos, and African Americans—is essential if we are to close the degree gap. Compared to other public research universities, UC has an impressive record in enrolling low-income and first-generation students.

The California State University (CSU) system and the California Community College system have adopted new goals that are entirely consistent with PPIC’s targets. New initiatives, including remediation reform at the community colleges and at CSU, have the potential to substantially improve student success rates. CSU’s new graduation initiative aims to increase graduation rates and eliminate gaps between groups of students. College preparation among the state’s high school graduates has also increased, with the share of students completing the college preparatory requirements of UC and CSU reaching an all-time high. Strong demand for UC is likely to continue as college preparation continues to improve and the transfer pathway is better articulated. UC has seen consistent increases in graduation rates for many years, and new efforts to improve on-time graduation are likely to continue this trend.

Finding ways to accommodate all these students remains a central challenge, but one we must meet in order to ensure a better future for all Californians.

Testimony: The Need for College Graduates in California’s Future Economy

Hans Johnson, director and senior fellow at the PPIC Higher Education Center, testified today, November 1, 2017, before the Assembly Select Committee on the Master Plan for Higher Education in California. The master plan defined a strategy to meet the state’s education needs in 1960—but today, California faces new challenges. The topic of today’s hearing: ensuring that the master plan meets workforce needs.

Here are his prepared remarks.

PPIC has produced a series of reports on California’s future population and economy. Our report Will California Run Out of College Graduates?, provides projections of the demand for and supply of workers by educational attainment to 2030. Our primary finding is that California faces a shortage of highly educated workers. Specifically, economic projections to 2030 show that about two in five jobs will require at least a bachelor’s degree, while demographic projections suggest only about one in three Californians will have at least a bachelor’s degree. This shortfall equates to 1.1 million workers.

In this testimony, I first describe how California’s population and economy are changing, and then identify how the state and its higher education institutions can increase college enrollment and completion to produce more college graduates.

California’s economy is increasingly demanding highly educated workers

To develop our economic projections, we apply trends in educational attainment levels within occupations to occupational projections developed by the California Employment Development Department. We examine changes in labor market demand that are occurring due to shifts in the distribution of occupations and changes in educational attainment within occupations. Our primary finding is that the state’s economy will continue along a well-established trajectory, with a growing share of jobs requiring at least a bachelor’s degree.

The two key drivers of increasing demand for college graduates are: 1) faster growth in occupations that commonly require a college degree (e.g., computer technology occupations), and 2) increases in demand for highly educated workers within occupations (e.g., nursing). While both drivers are important, in recent years most of the increased demand (74%) for highly educated workers has occurred because of faster job growth in occupations that commonly require a college degree. Among large occupations (with at least 100,000 full-time year-round workers), those with especially rapid growth rates over the past five years include software developers (56% increase between 2010 and 2015), computer scientists and systems analysts (42% increase), and managers (35% increase). These and other highly skilled occupations have experienced faster growth than most less skilled occupations.

The second key driver of demand has been an increase in educational attainment within occupations. For example, the share of registered nurses with a bachelor’s degree has grown from 57% in 2000 to 68% in 2015. Altogether, over a five year period (from 2010 to 2015) about 26% of the increase in jobs for college graduates has occurred as demand for highly educated workers has grown within specific occupations.

Are college degrees really necessary for these jobs? We examine a number of labor market outcomes to answer this question. Within and across occupations, we find higher labor force participation rates, lower unemployment rates, and higher wages for workers with a bachelor’s degree than for those without. And in general, as educational attainment increases, wages also increase. Overall, the wage premium for college graduates relative to less educated workers has grown. By 2015, the average annual wage for full-time year-round workers was more than twice as high for workers with a bachelor’s degree than for those with a high school diploma.

California’s educational institutions are not keeping up with demand

Too few Californians are graduating from college. At current college enrollment and completion rates, only 30.5% of 9th graders in California will eventually earn a bachelor’s degree either in California or elsewhere in the United States. Compared to other states, California ranks 47th in the share of high school graduates that enroll in four-year colleges and 5th in the share that go to community colleges. Low rates of transfer from community colleges to four-year colleges exacerbates the problem.

A critical challenge is the retirement of the large and relatively well-educated baby boom. Called the “silver tsunami” by some, this aging out of the labor force of millions of older adults is the first time in the history of California that such a large and well-educated group is exiting the labor force. In contrast, the number of young adults in California is projected to increase only modestly.

Not all degrees are equal

On average, college graduates have very strong labor market outcomes. While at any point in time, some college graduates are working in jobs that do not necessarily require a college degree, over the course of their careers the vast majority of college graduates will move into occupations that reward their educational training. Our estimates show that students who earn bachelor’s degree in engineering and computer science fare very well in the labor market, but even those in less remunerative majors such as education and the liberal arts will still earn far more in wages than less educated workers, even after taking into account all the costs of going to college.

How to close the degree gap

To close the gap, California and its higher education institutions will need to establish new policies and practices to enroll more students, especially in our four-year colleges and universities, and ensure greater success of students already in college. In previous testimony, PPIC has identified targets for each of the state’s public systems with respect to admission, transfer (from community colleges to four-year colleges), and improved graduation rates. Improving access and success among groups historically underrepresented in higher education, including low-income students, first-generation college students, Latinos, and African Americans is essential if we are to close the degree gap.

The good news is that new goals adopted by the California State University (CSU) system and the California Community College system are entirely consistent with PPIC’s identified targets. New initiatives, including remediation reform at the community colleges and at CSU, have the potential to substantially increase student success. CSU’s new graduation initiative aims to substantially increase graduation rates and eliminate gaps between groups of students. Strong increases in college preparation among the state’s high school graduates are also a positive sign, with the share of students completing the college preparatory requirements of UC and CSU reaching an all-time high.

Finding ways to accommodate all these students remains a central challenge, but one we must meet in order to ensure a better future for all Californians.

Learn moreVisit the PPIC Higher Education Center

DACA and California’s Future

President Trump’s administration has announced the end of the Deferred Action for Childhood Arrivals (DACA) program, which allowed some undocumented immigrants who were brought to the United States as children to avoid deportation, obtain work permits, and continue their schooling. California is home to about 223,000 “Dreamers,” as DACA recipients are known, more than one-fourth of the national total. According to estimates cited by EdSource, about 70,000 Dreamers and other undocumented immigrants attend public colleges in California. The president gave Congress six months to come up with a legislative solution to address the issue before the decision takes full effect. Because California is home to a large share of the nation’s immigrants, including undocumented immigrants, changes in federal immigration policies are particularly important in the state.

In California, as in the rest of the nation, a central economic challenge over the next couple decades will be to ensure an adequately sized and skilled workforce to meet the demands of a growing economy. This challenge is especially daunting in the face of unprecedented increases in the number of retirees. As the baby boomers—a large group that is highly educated—exit the labor market, California and the nation will be hard pressed to find an adequate supply of workers to replace them and help provide for their healthcare and other needs. According to the California Department of Finance, over the next 15 years, the number of people age 65 and over will increase by 3.4 million, while the number of young adults age 20 to 34 will decline by almost 200,000. Requiring the Dreamers to leave the country will deepen this decline. Many of the older adults, about one-third, have a bachelor’s or graduate degree. Largely as a consequence of this demographic certainty, PPIC has projected that the state will see a shortfall of 1.1 million workers with at least a bachelor’s degree by 2030. Were it not for highly educated immigrants, the skills gap would be even larger.

The solution to this demographic, economic, and educational challenge is to make sure that more young Californians acquire the skills necessary to replace those exiting the labor market and to ensure that California’s economy can continue to grow with high-skilled and high-wage jobs. Increasing the number of young Californians going to and graduating from college is essential to closing this workforce skills gap. Because DACA recipients must be high school graduates or attending school, the program helps increase the number of Californians who are on the educational trajectory we need. The large number of Dreamers in college is evidence that they hold promise for helping the state meet its future need for educated workers.

Learn more

Read Higher Education in California: Addressing California’s Skills Gap

Visit the PPIC Higher Education Center.

College Graduates Have Higher Net Worth

Compared to less educated adults, college graduates generally see much stronger labor market outcomes, including greater labor force participation, more employment, and higher wages. This holds true across every demographic group—age, gender, ethnicity, and nativity. These differences are well-measured and well-documented.

But what about wealth? Wealth is one of the most important indicators of economic well-being, but it is difficult to measure and therefore information on wealth is much less widely available. Using recently released data from the US Census Bureau’s Survey of Income and Program Participation (SIPP), PPIC has developed new estimates of wealth for Californians. We focus on household net worth, the difference in value between all assets (including retirement accounts, savings accounts, investments, and real estate) and all liabilities (including mortgages, loans, and credit card debt).

The estimates show that Californians are wealthier than adults in the rest of the nation. In 2013, median household net worth among adults age 25 and over was $135,000 in California compared to $105,000 in the rest of the United States. While many have expressed growing concern about income inequality, the distribution of wealth is even more uneven—a fact that is especially apparent when we examine wealth by educational attainment. In California, median household net worth is almost four times higher for adults with at least a bachelor’s degree ($356,000) than for high school graduates ($95,000). (In the rest of the nation, the difference is slightly more than threefold.) One in four college graduates in California is a millionaire, compared to one in fourteen high school graduates.

For most people, wealth accumulates over time. As college graduates consistently earn relatively high incomes year after year, their wealth grows. One in five young college graduates (age 25–34) in California has negative net worth—meaning they have more debt, including student loan debt, than assets. But over time, debt recedes and wealth increases. Among college graduates who recently retired (those age 65–74) in California, half are millionaires.

Higher education has long been key to economic progress for individuals and for the state. In future research, PPIC will explore the role of higher education in promoting social and economic mobility. Ensuring that higher education continues to put people on the path toward economic well-being is a central policy issue.

Learn more

Read Higher Education in California: Addressing California’s Skills Gap
Visit the PPIC Higher Education Center