Released April 22, 2020
Report | Webinar | Charts
The economic impact of COVID-19 is widespread, but the ramifications are felt disproportionately among people of color.
In the fourth week of this nationally representative survey*, disparities among how different racial and ethnic groups are affected by the crisis are emerging. The survey of now more than 4,000 adults is updated weekly and designed to track the impact of the pandemic on American lives, work, and education. Its intent is to provide insights to the education and training providers, policymakers, employers, and individual Americans who are navigating the crisis.
The survey findings capture how this period is affecting people’s jobs and earnings across different races and ethnicities— as well as perspectives on the role of education as they look to recover financially.
Most Americans (62%) are worried they will lose their jobs, but people of color are more worried.
In the last month, the majority of Americans in the workforce (54%) have lost jobs or income during this crisis, but various groups are affected differently.
Higher education’s measurement of student success is in the midst of an evolution. For nearly five decades, success efforts focused on access, then two decades with completion as the horizon for success, and now the focus is extending to student outcomes beyond completion.
Applied connections between education and work are increasingly a part of undergraduate education in the United States.
Two centuries after the first historically Black colleges and universities were founded, the 101 accredited HBCUs in operation today continue to deliver on their legacy of expanding educational opportunity for Black students that leads to successful and fulfilling lives.
As a field, higher education has experienced a continuing evolution in how to measure success. For nearly five decades success efforts were focused on access, followed by the past decade and a half pursuing completion, and the field now has a growing focus on the value of a degree and student outcomes beyond completion.
Strada’s prior research on undergraduate perceptions of the value of their education demonstrates that students value their education most when they receive support to connect their education and career interests.
In the wake of historic pandemic-related enrollment declines, postsecondary institutions have responded by developing and expanding innovative approaches to engaging learners.
The baccalaureate degree remains the surest path to economic mobility, employment stability, and a host of associated social benefits.
Steep declines in undergraduate enrollment during 2020 and 2021 threaten to widen existing equity gaps in college completion and career opportunities.
Nondegree credentials have been growing rapidly for decades. During the COVID-19 economic crisis, interest in nondegree credentials and skills training options was especially high. Questions about their quality and value, however, remain.
The high school classes of 2020 and 2021 have endured massive disruption to their education.
The pandemic has led to a national crisis of widespread disruption to both work and education for millions of adults in the U.S., especially those from historically marginalized groups.
From its onset in early 2020, the Coronavirus (COVID-19) pandemic has upended life across the world, leading to uncertainty around health, work, finances, education, and a host of other issues.
Over the past 15 years, the number of student loan recipients has increased by 51 percent and the debt associated with those loans has more than doubled.
We asked alumni nationwide who had borrowed money to go to school if their loans were worth it. Strada Education Network and Gallup surveyed a nationally representative sample of more than 6,000 student loan holders.
Our mission is to improve lives by forging clearer and more purposeful pathways between education and employment.
How Intermediaries Can Connect Education and Work in a Postpandemic World
How is COVID-19 affecting college students currently enrolled at American four-year institutions?