Released June 24, 2020
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As Americans consider how COVID-19 has disrupted their work, education, and daily lives, many are looking ahead to how education and training might shape their futures. One in three American workers say they would change careers if they lost their jobs, meaning many would need to reskill. But who is most interested in changing fields? What fields will they look to move into? And what do they want their education or training to look like?
This week’s data also shows what is motivating the workers looking to change fields—and for about half, the decision isn’t about finances or career advancement.
This nationally representative survey, based on more than 11,000 responses collected between March 25 and June 11, is intended to provide insights to the education and training providers, policymakers, employers, and individual Americans who are navigating the COVID-19 crisis.
One out of three workers (35%) say they would change their field of work if they lost their job.
Workers’ motivations for wanting to change fields are split evenly between those wanting to earn more money or climb a career ladder and nonfinancial motivations such as more autonomy, better fit, or more meaningful work.
For workers interested in changing job fields, the fields they are most likely to transition into are business fields (18%), information technology (14%), or finance (9%).
While many workers who are looking to make a career transition need to reskill, less than half (44%) of Americans say they have access to the education and training they want.
Americans strongly prefer nondegree programs and skills training over degree programs.
Amid all of this disruption, the number of U.S. workers leaving or changing their jobs sharply increased. Known variously as the Great Resignation, Reshuffle, or Realignment, the trend has been cast in the cultural imagination as a collective desire on the part of the American workforce for more rewarding or meaningful work.
Over the past 80 years, our nation has made great strides in improving access to college, and then ensuring that many more students could complete a college degree.
Spring 2022 enrollment numbers from the National Student Clearinghouse reveal a fifth straight semester of enrollment declines, with more than 1 million fewer students enrolled compared to spring 2020
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.
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.
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.
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?