Mobility Report Cards: Executive Summary
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of reductions in state support or tuition increases. The changes in access were not associated
with significant changes in success rates. Thus, the colleges that may have offered many low-
income students pathways to success are becoming less accessible to them.
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We caution that this study does not provide guidance on how a given child would do if he or
she were to attend a different college. The differences in outcomes across colleges we report
reflect both the causal effect of attending a college (a college’s “value-added”) and differences
in the abilities and ambitions of students who attend different colleges. In addition, our
estimates naturally do not capture the myriad contributions of higher education beyond
earnings. However, the data highlight certain colleges – such as California State–Los Angeles,
the City University of New York, and University of Texas–El Paso – that have high mobility rates
without being exceptionally selective. These colleges deserve further study as potential engines
of upward mobility.
While our analysis does not provide specific policy prescriptions, it yields a set of lessons that
can help guide efforts to increase upward mobility via higher education. First, low-income
students admitted to selective colleges do not appear over-placed, as their earnings outcomes
are similar to those of their peers from higher income families. This result mitigates the
concern that attending a selective institution may be detrimental for students from
disadvantaged backgrounds, providing support for policies that seek to bring more such
students to selective colleges.
Second, efforts to expand low-income access often focus on elite colleges, such as Ivy League
universities. Although these highly selective colleges have excellent outcomes, expanding
access to the high-mobility-rate colleges identified here may provide a more scalable model for
increasing upward mobility for large numbers of children. The colleges with the highest
mobility rates have annual instructional expenditures less than $6,500 per student on average,
far lower than the $87,000 per student spent on instruction at elite private colleges.
Finally, recent trends in access – a decline at colleges with the highest mobility rates and little
change at elite private colleges despite their efforts to increase financial aid – call for a re-
evaluation of policies at the national, state, and college level. For example, it may be worth
considering changes in admissions criteria or expansions of transfers from the community
college system. In addition, policies that reach students before they begin applying to college –
for example, targeted outreach and mentoring in elementary and middle school – may be
valuable, especially in light of previous evidence
from the Equality of Opportunity Project
demonstrating the importance of childhood environments and elementary education for
upward mobility. We hope the new college-level statistics constructed in this study will help
researchers and policy makers develop and test such policy solutions.