how does college education work

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College 101: U.S. Colleges Explained

Whether you’re a high school student looking to understand what college or university is all about, or you’re an international student looking to study abroad in the United States, American colleges can seem confusing. There are so many types of degrees, majors, and colleges to choose from. Plus, navigating course codes, credits, and financial aid can seem like you’re learning a whole new language. Just how does college work in the U.S. exactly? All the questions you have about college are answered here.

College is the next step of education after high school for most United States students. College is used interchangeably with the word university ( more on that here ). At United States colleges, there are several degree programs including associate degrees, bachelor’s degrees, master’s degrees and PhDs.

Photo by  Tim Gouw  on  Unsplash

How does college work.

We know that the U.S. college system can be a bit confusing at times. With so many types of schools, ways to earn credits, and financial aid options, it’s no wonder that potential students end up scratching their heads from college websites.

Here’s our all inclusive list of how college works in the U.S.

Degrees and Credits

1. how many credits do i need for a bachelor’s degree.

For a bachelor’s degree, you need to complete 120 credits. Colleges also may have specific education requirements such as 1 math course, 1 English course, and 1 art course. Finally, each major has stipulations about how many credits of each type of course you may need.

2. What Level of Education Do You Need?

To find out what level of education you need, all you need to do is a bit of research. You may be able to get away with a bachelor’s degree now, but to reach your full career potential, a higher degree may be required.

3. What Are General Education Requirements?

General education requirements are what is required from your college or university in order to graduate. They are usually basic courses and you may have the flexibility to choose what you want to take within those gen ed requirements.

4. Bachelor’s of Arts vs. Bachelor’s of Science

A bachelor’s of arts requires more courses from humanities and arts departments, and bachelor’s of science will require more courses from science and math departments. To determine which is the best degree option for you, look at what field you are interested in, and what is commonly accepted or preferred when you will enter the workforce.

What is Dual Credit?

Dual credit is an option for students in high school in the United States to earn college credit and high school credit simultaneously. This can either happen at a high school, or at a local community college.

How Many Dual Credits Should You Take?

Too many dual credits that don’t ultimately work towards your degree will be a waste of time. Be smart about which dual credit classes you decide to take. Taking dual credits will save you from paying for college classes later on, but you may have to take introductory classes in college anyways. Also, before you get too excited signing up for several dual credits, check what is the maximum number of credits you are allowed to transfer into your college.

What’s the Difference Between AP and Dual Enrollment?

Advanced placement (AP) classes are classes for high school students meant to give them college credit after passing a test. At the end of the course, a student can take the test and depending on their score, they can get college credit for the class. The score is the credit, not the class. Students can take the test without taking any classes, but they might not pass.

Dual enrollment, on the other hand, is when high school students take college classes on college campuses during their junior or senior year of high school, and they earn dual credit at their high school.

When Transfer Credits Don’t Transfer

It isn’t uncommon for transfer students to complain that they have lost credit after their transfer. This can be due to the course not being advanced enough, or attempting to transfer duplicate courses. Check out what courses will apply to your new school before you transfer, to avoid loss of time and money.

Transfer Credit Without Losing Credit

You should check out transfer policies before enrollment, and make sure you are able to transfer a majority of your credits. Some colleges are more transfer-friendly than others. For example, some have a cap on the amount of credits they will receive.

Common Course Codes That Transfer

An easy way to check if your credits will transfer is to look at the 3-letter prefix and the numbers. Generally, business (BUS) will transfer to business, and communication (COM) will transfer to communication credits. There is not much wiggle room.

Commonly used number codes are more likely to transfer, such as 101, 201, 301, 100, 200, 300, etc. For example, Psych 101 is likely to transfer, while Graphic Arts 293 might not.

How to Transfer Community College Credits to University

Send your transcript to your new major advisor and ask them which credits will transfer. Sometimes the credits will transfer, but your past classes won’t substitute future classes. This is important to keep in mind when budgeting your time and money after the transfer.

Paying for College

Photo by  caleb minear  on  unsplash, financial aid explained.

The FAFSA, or Free Application for Federal Student Aid, is an application that all U.S. citizens and residents with a green card are eligible to apply for. The application includes questions regarding your income, and your guardians’ income(s), if you are a dependent. Students only receive student financial aid if they are deemed by the U.S. Department of Education to be in financial need. They will then determine whether to hand the student loans or grants. Grants are very difficult to obtain, and federal loans each have different interest levels. Students need to reapply for financial aid every year that they are in school.

The 529 Plan

The 529 plan allows you to pre-pay for college years early. This is often done by parents who want to lock in lower rates before their kids go to school.

Student Debt is a Killer

College sets you ahead in your life in many ways, but one of the ways it sets you far back is financially. The average student debt is $37,172 . There are ways to avoid student debt though, or to be smart about paying it off. Don’t let the fear of student loan debt hold you back from going to college, but make smart financial choices and don’t take the loans lightly.

Things to Consider About Student Loans

Before you apply for a student loan, investigate ways to save on tuition so you can take out less loans. For example, maybe transfer credit is available. If you plan on working part time, you may be able to take out less loans and pay some of your tuition upfront as well.

Calculate your ROI

Before you choose a school or a degree program, look at the school and program’s return on investment. Look at starting salaries for majors you might choose, and if that brand name school is really worth the extra tuition.

College is Expensive, Here’s How to Save

College is expensive, but there are some ways to make is less so. Take full-time credits each semester, as taking part-time can make you ineligible for financial aid. Try not to switch majors as you’ll end up taking extra classes, and take advantage of alternative credit such as dual credits in high school and work-study opportunities.

Choosing a Major

To find out what you should major in, ask yourself the following questions:

1. What kind of lifestyle do you want?

2. What career paths interest you?

3. What experience and knowledge do you need to support your dreams after graduation?

Why Majors Don’t Matter

While majors can help you get certain specific knowledge, a major usually doesn’t matter too much for undergraduate studies. It is more important what you do with your time in college.

The STEM Majors

STEM combines all of its parts (science, technology, engineering, and mathematics) into one discipline to create a well-rounded field of study. STEM is much different than majoring in just one of those departments and can be much more challenging as well, as it offers a new way to learn and think.

A STEM major (as opposed to majoring in STEM), is to major in one of those four disciplines of science, technology, engineering and mathematics. Within each of these majors, there may be some overlap but not as much as majoring in STEM itself.

Highest Paying Majors

Across the board, the consistently highest-paying majors are in engineering (mechanical, industrial, materials, aerospace, systems, electrical, nuclear, chemical, computer, and petroleum). Other high-paying majors are in business and political science.

Most Common Majors

1. Accounting: Accountants aren’t just good at finance and math. They also must be highly organized and self-disciplined.

2. Liberal Arts Music: If you love music, why not get a degree in it? There are plenty of music careers where you can pursue your passion.

3. Marketing: Graduates with marketing degrees are in high demand, and this is a great area of business to enter.

4. Communications: This major is not just for those going into journalism, it can be the perfect major for you if you are considering a career of any kind.

5. English: English majors are excellent at writing, love literature and language and have a broad range of careers waiting for them at graduation.

Choosing a College

Photo by  jasmine coro  on  unsplash, is this the best way for you to get an education.

Don’t just go to college because you think you should. Education comes in many forms, and college is only one of them. Do your research and find out if college is the best way to get you where you need to be.

What Every Dropout Should Know

Not going to college is a legitimate option, but know that you are taking a risk by dropping out of college. Remember that you can always go to college later in life, but it may be more difficult.

Should You Go to College?

This is a big question you should ask yourself before you enroll. Check out our full guide to find out if college is right for you.

How College Admission Works

Undergraduate college admissions are based on several factors: SAT scores, personal essays, high school grades/transcripts, and recommendation letters. Check deadlines far in advance to make sure you have enough time to take tests, ask for recommendation letters, and write your essays. Make sure to double check everything before you submit your application.

How Does College Accreditation Work?

What is accreditation .

Accreditation of higher education institutions is done by a private organization to ensure that the school meets acceptable levels of education quality.

The Involvement of the Department of Education

There is a U.S. law that states that any educational institution receiving financial aid must meet certain education quality criteria. This can often be proved through accreditation.

How Colleges and Universities Get Accredited

Getting accredited is optional and may take 1-2 years to show eligibility. Schools may show eligibility by submitting information on faculty, class syllabi, financial viability, graduation and degree requirements, and sample student work.

The Consequences of Attending a Non-Accredited School

When a student attends a non-accredited college or university, they may be ineligible for student aid, may not have credits transferred, other universities may not recognize the degree for further education, and a non-accredited degree may not be taken seriously by employers post-graduation.

How to Find out if an Online School is Accredited

Online schools should have accreditation information posted on their website. From there, you can look into the accreditation organization.

Accreditation Red Flags

Red flags for schools include having a similar name and logo to another university, few graduation requirements, promises completion in an unusually short time, and automatic acceptance.

Types of Colleges: The Basics

Photo by  michael marsh  on  unsplash, community college: truth and fiction.

Check your facts. Common misconceptions about community colleges are that it is a stepping stone to university (it’s not!), your credits will definitely transfer, and that it will help you decide what to do next.

Don’t Waste Money on Community College

Community college isn’t guaranteed to save you money. But if you’re smart about it, you may be able to save big by attending a community college for general credits, then transferring to a large public school for your major. However, as some credits may not transfer, you may not be saving in the end.

Public, Private, and For-Profit Colleges

Public colleges are state funded and owned, while private colleges are funded by another organization, such as a religious institution. Some colleges are for-profit. This may mean higher tuition rates and sometimes credits may not transfer to other colleges.

Four-Year and Two-Year Colleges

Four-year colleges offer bachelor’s degrees and include liberal arts colleges and universities. Two-year colleges offer associate’s degrees and certificates and include community colleges, vocational, and technical schools.

Liberal Arts Colleges

Usually private, these colleges tend to focus on the arts and humanities, and are oftentimes smaller than universities.

Universities

Universities usually have a collection of smaller colleges and may offer graduate degree programs, and research programs as well.

Vocational, Technical, and Career Colleges

These kinds of colleges offer specialized training in a particular field and prepare students for entry into that field. Examples include healthcare management, medical assistance, food and beverage management, and office management.

Specialized Colleges

These are colleges that are for specific people or purposes and include:

• Arts Colleges
• Single-Sex Colleges
• Religiously Affiliated Colleges
• Specialized Mission Colleges

Your College Degree Options

• Associates Degree: 2 years
• Bachelor’s Degree: 4 years
• Graduate Degree: 1-4+ years
• Professional Degree: 3+ years
• Joint Degrees: Getting a bachelor’s degree that goes straight into a graduate degree
• Teacher Certification: 1 year

How Does Online College Work?

Photo by  dan dimmock  on  unsplash, what is online college like.

Online college is very similar to on-campus college. They both offer the same coursework, materials, assignments, tests and deadlines. The difference is that online students may watch video lectures instead of in-person lectures.

What Does an Online Classroom Look Like?

For a live classroom, students may use a platform where they log on and can listen live while other online students listen as well, and in-class students are in person. Online college platforms typically include a discussion section, lectures, grades, and groups sections.

Is Online College Hard?

Online college is the same as traditional college in terms of its coursework, assignments, exams, and deadlines. So the course content and requirements is the same level of difficulty. However, online students need to be much more self-motivated and accountable for their grades and participation.

If you are looking for a flexible, fully online, and accredited American university, check out our degree programs from University of the People (UoPeople). Not only is University of the People an accredited online school, but it is also tuition-free! Meaning you’ll get the most value for your education given that the only fees charged are for assessments to help the operation of UoPeople to continue. Degrees offered include associate’s bachelor’s and master’s degrees in fields of Computer Science , Business , Education , and Health Sciences .

Hopefully, we’ve cleared up any confusion there was about U.S. colleges. How does college work? Now you know!

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Understanding the American Education System

The American education system offers a rich field of choices for international students. There is such an array of schools, programs and locations that the choices may overwhelm students, even those from the U.S. As you begin your school search, it’s important to familiarize yourself with the American education system. Understanding the system will help you narrow your choices and develop your education plan.

The Educational Structure

Primary and secondary school.

Prior to higher education, American students attend primary and secondary school for a combined total of 12 years. These years are referred to as the first through twelfth grades.

Around age six, U.S. children begin primary school, which is most commonly called “elementary school.” They attend five or six years and then go onto secondary school.

Secondary school consists of two programs: the first is “middle school” or “junior high school” and the second program is “high school.” A diploma or certificate is awarded upon graduation from high school. After graduating high school (12th grade), U.S. students may go on to college or university. College or university study is known as “higher education.”

Grading System

Just like American students, you will have to submit your academic transcripts as part of your application for admission to university or college. Academic transcripts are official copies of your academic work. In the U.S. this includes your “grades” and “grade point average” (GPA), which are measurements of your academic achievement. Courses are commonly graded using percentages, which are converted into letter grades.

The grading system and GPA in the U.S. can be confusing, especially for international students. The interpretation of grades has a lot of variation. For example, two students who attended different schools both submit their transcripts to the same university. They both have 3.5 GPAs, but one student attended an average high school, while the other attended a prestigious school that was academically challenging. The university might interpret their GPAs differently because the two schools have dramatically different standards.

Therefore, there are some crucial things to keep in mind:

• You should find out the U.S. equivalent of the last level of education you completed in your home country.
• Pay close attention to the admission requirements of each university and college, as well as individual degree programs, which may have different requirements than the university.
• Regularly meet with an educational advisor or guidance counselor to make sure you are meeting the requirements.

Your educational advisor or guidance counselor will be able to advise you on whether or not you must spend an extra year or two preparing for U.S. university admission. If an international student entered a U.S. university or college prior to being eligible to attend university in their own country, some countries’ governments and employers may not recognize the students’ U.S. education.

Academic Year

The school calendar usually begins in August or September and continues through May or June. The majority of new students begin in autumn, so it is a good idea for international students to also begin their U.S. university studies at this time. There is a lot of excitement at the beginning of the school year and students form many great friendships during this time, as they are all adjusting to a new phase of academic life. Additionally, many courses are designed for students to take them in sequence, starting in autumn and continuing through the year.

The academic year at many schools is composed of two terms called “semesters.” (Some schools use a three-term calendar known as the “trimester” system.) Still, others further divide the year into the quarter system of four terms, including an optional summer session. Basically, if you exclude the summer session, the academic year is either comprised of two semesters or three quarter terms.

The U.S. Higher Education System: Levels of Study

• First Level: Undergraduate

"The American system is much more open. In Hong Kong you just learn what the teacher writes on the board. In America, you discuss the issues and focus more on ideas."

Paolo Kwan from Hong Kong: Studying English and Business Administration at Sierra College in California

A student who is attending a college or university and has not earned a bachelor’s degree, is studying at the undergraduate level. It typically takes about four years to earn a bachelor’s degree. You can either begin your studies in pursuit of a bachelor’s degree at a community college or a four-year university or college.

Your first two years of study you will generally be required to take a wide variety of classes in different subjects, commonly known as prerequisite courses: literature, science, the social sciences, the arts, history, and so forth. This is so you achieve a general knowledge, a foundation, of a variety of subjects prior to focusing on a specific field of study.

Many students choose to study at a community college in order to complete the first two years of prerequisite courses. They will earn an Associate of Arts (AA) transfer degree and then transfer to a four-year university or college.

A “major” is the specific field of study in which your degree is focused. For example, if someone’s major is journalism, they will earn a Bachelor of Arts in Journalism. You will be required to take a certain number of courses in this field in order to meet the degree requirements of your major. You must choose your major at the beginning of your third year of school.

A very unique characteristic of the American higher education system is that you can change your major multiple times if you choose. It is extremely common for American students to switch majors at some point in their undergraduate studies. Often, students discover a different field that they excel in or enjoy. The American education system is very flexible. Keep in mind though that switching majors may result in more courses, which means more time and money.

• Second Level: Graduate in Pursuit of a Master’s Degree

Presently, a college or university graduate with a bachelor’s degree may want to seriously think about graduate study in order to enter certain professions or advance their career. This degree is usually mandatory for higher-level positions in library science, engineering, behavioral health and education.

Furthermore, international students from some countries are only permitted to study abroad at a graduate level. You should inquire about the credentials needed to get a job in your country before you apply to a postgraduate university in the USA.

A graduate program is usually a division of a university or college. To gain admission, you will need to take the GRE (graduate record examination). Certain master’s programs require specific tests, such as the LSAT for law school, the GRE or GMAT for business school, and the MCAT for medical school.

Graduate programs in pursuit of a master’s degree typically take one to two years to complete. For example, the MBA (master of business administration) is an extremely popular degree program that takes about two years. Other master’s programs, such as journalism, only take one year.

The majority of a master’s program is spent in classroom study and a graduate student must prepare a long research paper called a “master’s thesis” or complete a “master’s project.”

• Third Level: Graduate in Pursuit of a Doctorate Degree

Many graduate schools consider the attainment of a master’s degree the first step towards earning a PhD (doctorate). But at other schools, students may prepare directly for a doctorate without also earning a master’s degree. It may take three years or more to earn a PhD degree. For international students, it may take as long as five or six years.

For the first two years of the program most doctoral candidates enroll in classes and seminars. At least another year is spent conducting firsthand research and writing a thesis or dissertation. This paper must contain views, designs, or research that have not been previously published.

A doctoral dissertation is a discussion and summary of the current scholarship on a given topic. Most U.S. universities awarding doctorates also require their candidates to have a reading knowledge of two foreign languages, to spend a required length of time “in residence,” to pass a qualifying examination that officially admits candidates to the PhD program, and to pass an oral examination on the same topic as the dissertation.

Characteristics of the U.S. Higher Education System

Classroom Environment

Classes range from large lectures with several hundred students to smaller classes and seminars (discussion classes) with only a few students. The American university classroom atmosphere is very dynamic. You will be expected to share your opinion, argue your point, participate in class discussions and give presentations. International students find this one of the most surprising aspects of the American education system.

Each week professors usually assign textbook and other readings. You will be expected to keep up-to-date with the required readings and homework so you can participate in class discussions and understand the lectures. Certain degree programs also require students to spend time in the laboratory.

Professors issue grades for each student enrolled in the course. Grades are usually based upon:

• Each professor will have a unique set of class participation requirements, but students are expected to participate in class discussions, especially in seminar classes. This is often a very important factor in determining a student’s grade.
• A midterm examination is usually given during class time.
• One or more research or term papers , or laboratory reports must be submitted for evaluation.
• Possible short exams or quizzes are given. Sometimes professors will give an unannounced “pop quiz.” This doesn’t count heavily toward the grade, but is intended to inspire students to keep up with their assignments and attendance.
• A final examination will be held after the final class meeting.

Each course is worth a certain number of credits or credit hours. This number is roughly the same as the number of hours a student spends in class for that course each week. A course is typically worth three to five credits.

A full-time program at most schools is 12 or 15 credit hours (four or five courses per term) and a certain number of credits must be fulfilled in order to graduate. International students are expected to enroll in a full-time program during each term.

If a student enrolls at a new university before finishing a degree, generally most credits earned at the first school can be used to complete a degree at the new university. This means a student can transfer to another university and still graduate within a reasonable time.

Types of U.S. higher education

Xujie Zhao from China: Studying Computer Networking at Wentworth Institute of Technology in Boston

1. State College or University

A state school is supported and run by a state or local government. Each of the 50 U.S. states operates at least one state university and possibly several state colleges. Many of these public universities schools have the name of the state, or the actual word “State” in their names: for example, Washington State University and the University of Michigan.

2. Private College or University

These schools are privately run as opposed to being run by a branch of the government. Tuition will usually be higher than state schools. Often, private U.S. universities and colleges are smaller in size than state schools.

Religiously affiliated universities and colleges are private schools. Nearly all these schools welcome students of all religions and beliefs. Yet, there are a percentage of schools that prefer to admit students who hold similar religious beliefs as those in which the school was founded.

3. Community College

Community colleges are two-year colleges that award an associate’s degrees (transferable), as well as certifications. There are many types of associate degrees, but the most important distinguishing factor is whether or not the degree is transferable. Usually, there will be two primary degree tracks: one for academic transfer and the other prepares students to enter the workforce straightaway. University transfer degrees are generally associate of arts or associate of science. Not likely to be transferrable are the associate of applied science degrees and certificates of completion.

Community college graduates most commonly transfer to four-year colleges or universities to complete their degree. Because they can transfer the credits they earned while attending community college, they can complete their bachelor’s degree program in two or more additional years. Many also offer ESL or intensive English language programs, which will prepare students for university-level courses.

If you do not plan to earn a higher degree than the associate’s, you should find out if an associate’s degree will qualify you for a job in your home country.

4. Institute of Technology

An institute of technology is a school that provides at least four years of study in science and technology. Some have graduate programs, while others offer short-term courses.

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How Important Is a College Degree Compared to Experience?

• Soren Kaplan

Is getting a college degree outdated?

The converging trends of a competitive labor market, ballooning university tuitions, new online learning alternatives, and fast-changing job roles has created a tipping point in the perceived value of college degrees. The percentage of jobs requiring a college degree fell from 51% in 2017 to 44% percent in 2021. And according to Gallup, the percentage of U.S. adults ages 18 to 29 who view college education as “very important” dropped from 74% to 41% in just six years. What does this mean for you?

• In today’s fast-changing world, a university degree isn’t the only road to success. In fact, data shows that only 25% of college graduates would choose to pursue the same educational path if they could do it again.
• On top of that, 41% say they would instead get a certificate that would instantly qualify them for an in-demand job.
• Whether you’re considering college, about to graduate, or already have your degree, many more options exist for finding success than ever before.
• Just be sure to give yourself practical experiences. That’s the key to continuous learning, and which can open the door to your next opportunity.

Twenty-one-year-old Eyal Bloom had almost zero business experience and only a high-school diploma. Nothing on her résumé said she could lead a remote project team with members in the United States, India, and Africa. But by applying what she learned leading a small unit when in the military, Eyal has done just that in her role at San Francisco-based startup Praxie.com.

• Soren Kaplan is a co-founder of Praxie.com , author of Experiential Intelligence , and an affiliate at the Center for Effective Organizations at USC’s Marshall School of Business.

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The Admissions Strategist

How does college work the ultimate guide.

If you’re a high school student, you’ve probably spent a lot of time thinking about college applications. You’ve endlessly considered where to apply, how to make your application as competitive as possible, which scholarships to go for, and the list goes on.

But what happens once you’re enrolled in a college? What are the requirements to earn a bachelor’s degree? Do you know exactly what a college credit is? Or how to meet General Education requirements? And what if you decide to go for a master’s degree, or even a PhD ?

If you’re wondering “Wait—how does college work?”, then we’ve got you covered! In this guide, we’ll break down the process of earning a bachelor’s, a master’s, and a PhD. We’ll even explain all those confusing terms that people just assume you already know. We have a lot to talk about, so let’s get started!

Click above to watch a video on what is college.

Undergraduate (Bachelor’s Degree)

The bachelor’s degree is an undergraduate degree that typically takes four years to complete. When you apply to colleges during high school, you’re applying for bachelor’s degree programs. In these programs, you select a major and meet credit and course requirements for that major to graduate. You will need 120 credits to earn a bachelor’s degree.

The two most common bachelor’s degree are the Bachelor of Arts (B.A.) and the Bachelor of Science (B.S.). Some students also choose to pursue a Bachelor of Fine Arts (B.F.A.).

College Majors

Your college major is the area of study you’ll focus on as you pursue your bachelor’s degree. It determines your program of study, or the courses you’ll have to take to earn your degree. The major you choose should prepare you for the career you’d like to go into in the future. Examples of popular college majors include Business, Engineering , Biology, Psychology , and Communication & Journalism.

Some colleges require you to select a major when you apply. Others require you to apply to a specific undergraduate college (like the College of Arts and Sciences). And some schools don’t ask you to make any of these decisions during the application process.

In most cases, these early choices are not binding. Most colleges ask students to declare their major by the end of sophomore year at the latest. You declare your major by filling out a simple form, either online or in the school’s advising center. If you realize the major you chose isn’t a good fit for you, you do have the option to change it later. (But don’t wait too long—changing your major late in your undergraduate career can delay the completion of your degree.)

College Credits

Regardless of your major, you will need to complete 120 credits to earn a bachelor’s degree. Most college courses last for one semester and are worth three credits. This means you’ll need to take about 40 classes to earn your degree, at a rate of around five classes per semester.

You earn credits by passing your classes. If you fail a class, of course, you don’t earn those credits. In college, the concept of “passing” gets a bit complicated. Some schools require you to earn a C or better to pass a class. Others accept a D as passing, but may require a C or higher for the class to count toward your major. And you typically need to have an overall GPA of 2.0 (C average) or better to graduate. Simply put, it’s best not to earn below a C.

It’s important to note that you can’t graduate by passing 40 classes at random. You will have to follow a program of study based on the major you declare. The program of study is generally divided into three parts:

General Education Requirements

• Major Requirements

All colleges require General Education courses , which are designed to give you a broad and well-rounded education. You will spend most of your first two years of college completing these requirements.

Also known as “Gen Ed,” these are low-level courses in subjects like Composition, Humanities, Natural Sciences, and Social and Behavioral Sciences. Your school may require additional subject areas.

You will have to earn a certain amount of credits in each required subject area, as determined by your school. Typically, you’ll need around 36-60 credits total of Gen Ed courses. High scores on AP and IB exams can count toward some of your General Education requirements, meaning you won’t have to take as many Gen Ed classes.

Your college will make it easy to identify which courses can count toward your General Education requirements. For instance, if you can earn Humanities credits for a course, you might see an “H” next to the course’s name in parentheses.

Although you do have to stick to the categories your school requires, you can choose any class you want within those guidelines. Usually, you’ll have plenty of interesting options to choose from!

Degree Requirements

Degree requirements are the specific courses required by your major. For instance, Psychology majors may be required to take classes like Introduction to Psychology, Abnormal Psychology, Statistics, Developmental Psychology, Research in Experimental Psychology, etc. in order to earn their degree.

Many of these degree requirements are upper-level classes. That means you can’t take them right away; you’ll need to earn a certain amount of credits first. Some of these classes will also have prerequisites , or other classes you must pass first. For example, you’ll likely be required to pass Introduction to Psychology before you can sign up for Abnormal Psychology.

Similar to Gen Ed requirements, you can expect your degree requirements to total about 40-60 credits. You can use leftover credits for free electives , which basically translates to “whatever you want.” That means even a Physics major can take Basket Weaving, History of Jazz, and Introduction to Popular Film to get the last of those 120 credits (as long as there are no prerequisites keeping you out).

If this all sounds complicated, don’t worry. Your college will clearly outline the General Education requirements, degree requirements, and free electives you need to earn your degree. Most likely, you’ll also have access to an online portal that shows you which requirements you’ve completed, and which classes you still need to take. And if you ever have questions, professors and advisors are there to help.

Once you’ve met all the necessary requirements, you’ll graduate with your bachelor’s degree! Then, you can start your career or continue with your education.

Get personalized advice!

Graduate (master’s degree).

After you finish your bachelor’s, the next degree you can choose to earn is a master’s degree . The application process for master’s programs is very similar to the application process for bachelor’s programs and may involve an interview. It’s worthwhile to earn a master’s degree if it’s required for your dream job, or if you’ll earn significantly more money in your future career with a higher degree.

Master’s programs build upon the foundational knowledge you learned in your bachelor’s degree program. You gain the in-depth skills and knowledge needed to become an expert or specialist in your field. Most master’s degrees require 30-40 credits and take about two years to complete.

Since the master’s program is more accelerated, all or most of these credits will consist of specific degree requirements. You may also be required to complete practicums, internships, and/or research projects. Some programs require you to present your research at seminars or submit it for publication in journals and periodicals. During graduate school, you can expect smaller class sizes, more discussions, and significantly more reading.

Final Projects

Many master’s programs require you to submit an extensive final research paper known as a master’s thesis . You may have the option to choose between a “thesis track” and a “non-thesis track.” If you choose the non-thesis track, you’ll still have a final project, but it may be a field experience or a capstone project instead.

Capstone project is a broad term for a culminating assignment that requires you to apply what you’ve learned during the master’s program. Depending on your area of study, it might involve creating a portfolio, conducting original research, or presenting your solution to a common problem in the field.

When you’ve completed the requirements for your master’s degree, it’s time to graduate! This time, you get to wear a fancy hood in addition to the traditional cap and gown. Then, you’re once again faced with the decision to launch your career or continue down the path to academia.

Doctoral Degrees

Doctoral degrees are called terminal degrees, meaning they’re the highest degree you can earn in the field. Most careers do not require this level of education, but you may need a PhD for a career in academia or research. PhD programs vary widely, with most requiring 60-120 credits and taking 5-8 years to complete. This time is typically divided between coursework and the dissertation.

The application process is again similar. Requirements may include a resume, three letters of recommendation, competitive scores on graduate exams, a statement of purpose, and an interview. These programs admit a small number of applicants and are highly competitive.

There are two main types of doctoral degrees: applied doctorates and research-based doctorates. Here, we’ll focus on research-based doctorates (PhDs), as each applied doctorate has its own unique path.

In general, the first 2-3 years of a PhD program are spent on highly specialized coursework. You can expect even more discussion and reading than you experienced in your master’s program.

Many PhD students also work as Teacher Assistants , or TAs. They assist professors with teaching classes and grading papers. Depending on your subject area, you may also conduct research and spend time in labs for the duration of the program.

Most PhD programs require students to pass exams at various points in the program. At the end of the first year, students may take a comprehensive exam to test their knowledge. They must pass this exam before they can be admitted to the next level of the program. Some schools give students a certain number of chances to pass this exam, while others have a time limit.

Later in the program, students will take a candidacy exam to progress to the dissertation. This exam is sometimes known as a “qualifying exam.” The exam generally includes both a written and oral portion and is evaluated by a committee. Students must pass the exam to continue to the dissertation portion of the PhD program. Many programs give students two opportunities to pass; if they do not, they are removed from the program.

Dissertation

The dissertation is the final requirement of the PhD program. It takes 2-3 years to complete, and sometimes even longer. It’s a book-like document that contributes new research to the PhD candidate’s field and demonstrates expert knowledge.

After extensive research and writing, candidates present the dissertation to a committee. This is called “defending” the dissertation. Defending the dissertation also involves answering questions from the committee, thus defending that the assertions in the dissertation are valid and stand up to examination.

Once you’ve completed required coursework, passed the candidacy exam, and successfully defended your dissertation, you earn your PhD. At this graduation, you’ll wear an elaborate gown, typically with velvet trim. Now that you’ve earned the highest degree possible, you can work in research, academia, or a highly paid position in another field.

Final Thoughts: How Does College Work?

Whether you’re planning to earn a bachelor’s, master’s, or PhD, we hope we’ve cleared up any confusion about how college works.

It’s not as complicated or as overwhelming as you might think. Your school will help you navigate requirements and ensure you’re able to successfully travel the path to graduation!

Learn how we can help you with college and career guidance! Check out our YouTube channel!

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Admit-a-bull // official admissions blog, why a college education is important.

By Joe Emerson | Last Updated: Jul 15, 2022

Defining why a college education is important involves more than just identifying the superficial benefits of more career opportunities. At a deeper level, college is where you will map a path through life that can take you to places you never expected to go.

The beauty of postsecondary education is that college can yield tangible and intangible benefits for you that in turn benefit others – even if school doesn’t awaken your sleeping Pablo Picasso, Stephen Hawking, or Bill Gates.

Tangible Benefits of a College Education

It’s well established that a college education delivers measurable material benefits. If you were to rattle off the list of reasons you’re attending school, chances are these are the first ones you’ll mention.

College Education and Wages

A handful of money definitely qualifies as a tangible benefit, and research has matched levels of education to payroll expectations and the ability to find a job:

• In 2015, bachelor’s degree holders earned 64 percent more than those with a high school diploma.
• Bachelor’s degree recipients can expect to earn about $1 million more over a lifetime than a person who doesn’t go to college.
• A postsecondary education is expected to be required for about two-thirds of available jobs by 2020.

A recent study broke the higher education benefits down even further, finding among other things, that a bachelor’s degree now means the holder will earn 84 percent more than someone with no postsecondary education. The report went even further, projecting lifetime earnings based on virtually all education levels:

• Lifetime wages of a high school dropout – $973,000
• Lifetime wages of a high school graduate – $1.3 million
• Lifetime wages of someone with some college but no degree – $1.5 million
• Lifetime wages of an associate degree holder – $1.7 million
• Lifetime wages of a bachelor’s degree holder – $2.3 million
• Lifetime wages of a master’s degree holder – $2.7 million
• Lifetime wages of a person with a doctorate – $3.3 million
• Lifetime wages of a professional degree holder –$3.6 million

Based on U.S. Census Bureau data , the usual median weekly earnings in 2017 for people of varying education levels was:

• Doctoral degree holder’s median weekly earnings – $1,743
• Professional degree holder’s median weekly earnings – $1,836
• Master’s degree holder’s median weekly earnings – $1,401
• Bachelor’s degree holder’s median weekly earnings – $1,173
• Associate degree holder’s median weekly earnings – $836
• Person with some college (no degree) median weekly earnings – $774
• High school diploma (only) holder’s median weekly earnings – $712
• Person without high school diploma median weekly earnings – $520

The unemployment rates in 2017 for people in those education categories was 1.5 percent for doctoral degree holders, 1.5 percent for professional degree holders, 2.2 percent for master’s degree holders, 2.5 percent for bachelor’s degree holders, 3.4 percent for associate degree holders, 4 percent for people with some college, 4.6 percent for people with a high school diploma, and 6.5 percent for people without a high school diploma.

Better Jobs Equal Better Benefits, Perks

A college education also usually translates to great benefits and perks as well:

• Typical white-collar benefits: health insurance, eyecare insurance, vacation and other paid time off, dental insurance, maternity/paternity leave, pension plan, 401(k)
• Potential white-collar perks: transportation and parking reimbursement and/or company car, free food and beverages, flexible schedules and freedom to work from home (or elsewhere), concierge services, golden parachutes (high-dollar severance packages)

For Some, College Is the First Real Adventure

College takes you out of familiar surroundings and presents new challenges. But college doesn’t only pave the way for intangible experiences. Adapting to new faces in a fresh place is just the start. The education process can mean internships, overseas travel, exciting research opportunities, and exploration of multiple career paths, all of which can lead to some very tangible results when you start working.

And academic success opens doors to careers where, quite literally in some cases, even the sky and moon aren’t the limits. Think aerospace engineering.

Connections that Can Last a Lifetime

The thousands of people you meet, study with, and work alongside in college will range from peers to mentors, along with power players in your chosen field and others. These are connections you will make note of and potentially use to advance yourself and your ideas.

And as far as relationships go, the only romantic label as common as “high school sweetheart” is “college sweetheart.”

Intangible Benefits of a College Education

A college education can open doors for your career and your own personal growth. For example, college helps develop many important skills, such as self-awareness, global-mindedness, critical thinking, and more.

People by Nature Desire Knowledge

That is a paraphrase of a premise that the Greek philosopher Aristotle states in his Metaphysics . It is affirmed by the connection of head and heart when the study of history helps you forecast the future, when math adds up to real-life solutions, and when the development of skills allows you to produce a masterpiece worthy of the Library of Congress, Metropolitan Museum of Art, or U.S. Patent Office.

In Pursuit of Critical Thinking

Results are in on colleges and critical thinking. During one recent study , researchers began with the notion that everyone wants colleges to teach critical-thinking skills and that the challenge routinely is accepted. Here’s a key finding: Data show that a student who begins college with critical thinking skills in the 50 th percentile can expect to be in the 72 nd percentile after four years.

Critical thinking is, according to the Foundation for Critical Thinking , “that mode of thinking — about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it.” Developing that skill yields endless opportunities to enrich your life both personally and professionally.

College Advances Self-Realization

A college education, if pursued honestly and earnestly, gives you the knowledge and skills needed to pursue a career and your passions. The degree also can bring hard-to-match personal satisfaction. A huge part of ensuring that self-realization process is finding a school that is right for you , where you’ll feel safe and comfortable enough to let yourself grow and explore.

Our USF admissions advisors are happy to answer your questions about the USF admissions process, so contact us online or by phone at 813-974-3350 .

About Joe Emerson

Joe Emerson spent 30 years as a magazine and newspaper reporter, editor and copyeditor who turned to freelancing after 20 years with The Tampa Tribune, which closed in 2016 after 125 years of serving the Tampa Bay area. Writing and delivering valuable information remain his passion.

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College: What It's All About and Why It Matters

Find the right college for you..

You might think that college is just high school continued, but it’s not. College opens doors for you that high school doesn’t. And college can change you and shape you in ways that you might not imagine.

Unlock Opportunities

Thanks to all the knowledge, skills and experience you’ll gain in college, you’ll be able to adapt to a greater variety of jobs and careers. Statistics show that a college diploma can help you:

• Make more money

Become More Independent

College work will challenge and inspire you. In college, you will:

• Explore subjects in greater depth than you did in high school
• Choose your own courses and class schedule
• Decide which extracurricular activities you’ll focus on — and how much time you’ll give them

College helps students develop into mature, responsible and independent adults. But you’re not entirely on your own: colleges offer students many kinds of help making this transition, such as  tutoring and academic advising as well as  counseling and other support .

Explore Your Options

One of the great things about being able to choose your own courses is that you get the opportunity to explore. You can try classes in a lot of different subjects, or you can dive right into a favorite subject. You may choose to begin training for a career right away. Or you may pick a major after taking some time to check out your options. Colleges offer classes and majors in subjects you’ve studied in high school — plus many more that you haven’t.

Explore Outside the Classroom

College is about much more than just course work. A campus is its own world, and students have the chance to experience a wide range of activities. For example, college students may be able to:

• Publish newspapers
• Create TV and radio broadcasts
• Run their own government
• Stage performances
• Play sports
• Volunteer to improve their communities

The list goes on. And you don’t have to live on campus to experience campus life.

Invest in Yourself

As you take on college work and participate in college life, you’ll encounter new ideas and challenges. Along the way, you’ll:

• Build knowledge, skills and brainpower
• Discover new passions
• Follow and satisfy your curiosity
• Learn more about yourself
• Bond with new friends
• Prepare for a future in which you’re better equipped to give back

Whatever your destination, college can help you get there — even if you don’t know where “there” is yet. Whether you’ve mapped out a long-term plan or you see new possibilities every day, college can help you become your future self.

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5. the value of a college education.

An extensive body of research has argued that obtaining a college diploma is a good deal for graduates on almost any measure – from higher earnings to lower unemployment rates. By the same token, those without a college degree can find their upward mobility in the job market limited by a lack of educational credentials: This survey finds that one-third of Americans who lack a four-year college degree report that they have declined to apply for a job they felt they were qualified for, because that job required a bachelor’s degree.

But despite the potential benefits and opportunities available to college graduates – and the potential challenges faced by those who lack a college diploma – Americans have somewhat mixed attitudes about the effectiveness of traditional four-year colleges and other higher education institutions. On a personal level, many college graduates describe their own educational experience as having a generally positive impact on their personal and professional development. Roughly six-in-ten (62%) college graduates with two- or four-year degrees think their degree was very useful for helping them grow personally and intellectually, while roughly half think it was very useful for opening up job opportunities (53%) or for providing them with useful job-related skills and knowledge (49%).

Yet even as many college graduates view their own educational experience in positive terms, the public as a whole – including a substantial share of college graduates – expresses reservations about the extent to which various higher education institutions prepare students for the workforce more generally. Just 16% of Americans think that a four-year degree prepares students very well for a well-paying job in today’s economy, and 51% say this type of degree prepares students “somewhat well” for the workplace. Some 12% think that a two-year associate degree prepares students very well (46% say somewhat well), and 26% feel that certification programs in a professional, technical, or vocational field prepare students very well (52% say somewhat well).

The purpose of college: Americans view workforce-relevant skills and knowledge as more important than personal and intellectual growth

Americans’ views of what a college education should be tend to prioritize specific, workplace-related skills and knowledge rather than general intellectual development and personal growth. Half of Americans say that the main purpose of college should be to teach specific skills and knowledge that can be used in the workplace, while 35% think its main purpose should be to help students grow and develop personally and intellectually and 13% volunteer that these objectives are equally important. The public’s views on this issue have shifted slightly in favor of skills development since the last time Pew Research Center asked this question in 2011. At that point, 47% said main purpose of college should be to teach specific skills and knowledge and 39% said it should be to promote personal and intellectual growth.

Americans who have engaged in additional schooling beyond a bachelor’s degree are especially likely to say that the main purpose of college should be personal and intellectual growth, rather than the acquisition of specific skills and knowledge. Some 47% of those with a postgraduate or professional degree think the main purpose of college should be personal and intellectual growth, while 35% think it should be teaching workplace-relevant skills.

In contrast, those with limited college experience (or no college experience at all) are more likely to prioritize the development of specific skills over general intellectual improvement. For instance, 56% of Americans with a high school diploma or less say college should be primarily a place to develop specific work-oriented knowledge and skills, while just 31% see it primarily as a place for personal and intellectual growth.

There is also a partisan element to these views, with Republicans and Democrats expressing highly differing opinions on the purpose of college. Democrats (including Democratic-leaning independents) are about evenly split on which of these objectives is more important: 42% say colleges should prioritize personal and intellectual growth, while 43% say they should prioritize the development of workforce-relevant skills. But among Republicans and Republican leaners, 58% say that the main purpose of college should be teach specific skills – while just 28% feel that the main purpose should be general personal and intellectual growth.

These partisan differences hold true even after accounting for differences in educational attainment. Democrats and Democratic leaners with high levels of educational attainment are more likely to prioritize personal and intellectual growth relative to Democrats and Democratic leaners with lower levels of educational attainment.

But Democrats and Democratic-leaning independents at all educational levels are more likely than Republicans and Republican-leaning independents with similar levels of education to believe that personal and intellectual growth should be the main purpose of college.

Along with Democrats and those who have progressed beyond a bachelor’s degree, younger adults (those ages 18 to 29) are more likely than older adults to feel that personal and intellectual growth should be the primary purpose of college: some 43% of 18- to 29-year olds feel this way, compared with roughly one-third of those in older age groups.

In addition, Americans who themselves work in the education field tend to place a greater emphasis on personal and intellectual growth as the primary purpose of college: 46% believe that this should be the main purpose of a college degree, while 35% believe that college should mainly be a place to develop specific skills and knowledge (19% of those who work in the education industry consider them equally important).

Most college graduates regard their college experience as very useful for intellectual growth; views are more mixed when it comes to job opportunities and marketable skills

When asked to assess certain aspects of their own educational experience, about six-in-ten (62%) college graduates (including those who graduated from a two-year degree program) feel that their time in college was very useful in helping them grow personally and intellectually. About half say their college experience was very useful in helping them access job opportunities (53%) or in helping them develop skills and knowledge they could use in the workplace (49%).

The further people have progressed in their college career, the more likely they are to consider their experience very useful. Those with a postgraduate or professional degree are more likely to say that their college education was very useful in each of these respects compared with four-year degree holders, who are in turn more likely than those with a two-year associate degree to say that their education was very useful across each of these measures. For example, while two-thirds of those with a postgraduate or professional degree say their college education was very useful in opening doors to job opportunities, 56% of those with a four-year degree, and an even smaller share (40%) among those with a two-year degree, say the same. And while 57% of those with more than a bachelor’s degree say college was very useful in helping them develop marketable skills, about half or a smaller share among those with a four- or two-year degree hold this view (49% and 43%, respectively).

When it comes to helping them grow professionally and intellectually, majorities of those with a postgraduate or professional degree (77%) and those with a bachelor’s degree (64%) say college was very useful, compared with 46% of those with a two-year college degree.

Americans have mixed views about the extent to which college prepares students for a well-paying job in today’s economy

When asked a broader set of questions about the impact of college more generally, the public expresses somewhat mixed views about the extent to which a college education prepares students for success in the workforce.

Two-thirds of Americans (67%) think that a traditional four-year degree prepares students for a well-paying job in today’s economy at least somewhat well, but just 16% think it prepares them very well, and 29% think it does not prepare them well. A somewhat smaller share of Americans (58%) think that a two-year community college degree prepares students for a well-paying job either very (12%) or somewhat (46%) well, while 38% think that these programs do not prepare students well.

Interestingly, Americans with a four-year college degree are generally no more positive – or negative – than those with less education about the relationship between a four-year degree and a well-paying job: 13% of those with a bachelor’s degree or more education say a four-year degree prepares people very well, as do 11% of those with a two-year associate degree, 12% of those with some college experience but no degree, and 17% of those with a high school diploma. Among those who did not complete high school, however, 40% believe that a four-year college degree does a very good job of preparing people for a well-paying job.

When it comes to assessments of a two-year college degree, about one-in-six (16%) Americans who hold this type of degree say it prepares workers very well for a well-paying job. This is considerably larger than the share of those with at least a bachelor’s degree (7%) who say a two-year degree prepares people very well, but not necessarily more positive than the views of those with less education.

Blacks and Hispanics are more likely than whites to say four- and two-year degrees prepare people very well for a job in today’s economy. For example, about three-in-ten (29%) Hispanics and about a quarter (24%) of blacks say this about a four-year degree, compared with 12% of whites. And while about one-in-five blacks and Hispanics (18% each) say a two-year associate degree prepares people very well, one-in-ten whites share this view.

These findings are consistent with previous Pew Research Center surveys that found that black and Latino parents view college as more essential for their children’s success than do white parents.

A substantially larger share of the public has positive attitudes towards certification programs in a professional, technical or vocational field in the context of workforce development. Some 78% of Americans think that these programs prepare students well for a job in today’s economy, including 26% who think they prepare students very well. Just roughly one-in-five (19%) think they do not prepare students well. It is important to note, however, that respondents were not asked about the effectiveness of certification programs instead of a college education.

Positive assessments of certificate programs as a way to prepare workers for jobs in today’s economy are particularly widespread among those who did not complete high school; 44% in this group say these types of programs prepare people very well, compared with about a quarter (27%) of those with a high school diploma and a similar share of those with some college, but no degree (22%), a two-year degree (28%), or a four-year degree or more education (22%). Certificate programs are also particularly well-regarded among Hispanics, 39% of whom say they prepare people very well for a good job in today’s economy. About a quarter of blacks (25%) and whites (23%) say the same.

One-third of Americans without a bachelor’s degree have elected to not apply for a job they felt they were qualified for because it required a four-year degree

Recent research has argued that there is a “ credentials gap ” in today’s workforce, as employers increasingly require a bachelor’s degree for positions that did not demand this level of schooling in the past. And the survey finds that 33% of Americans who do not have a four-year college degree report that they have declined to apply for a job they felt they were qualified for, because it required a bachelor’s degree.

Americans who have engaged in some type of formal education beyond high school (short of obtaining a bachelor’s degree) are particularly likely to believe they’ve been adversely affected by credentialing requirements as they work their way up the educational ladder. Some 25% of Americans with a high school diploma or less and no additional schooling beyond that have not applied for a job because of a bachelor’s degree requirement. But that figure rises to 34% among those with a high school diploma plus additional vocational schooling, to 38% among those with some college experience but no degree, and to 44% among those with a two-year associate degree. Put somewhat differently, as people receive additional formal education without actually obtaining a bachelor’s degree, they may develop relevant skills without the on-paper credentials to match.

In addition, adults younger than 50 are much more likely than older adults to have refrained from applying to a job they felt they were qualified for because they didn’t meet the formal educational requirements. About four-in-ten non-college graduates ages 18 to 29 (41%) and ages 30 to 49 (44%) say this has happened, compared with 31% of those ages 50 to 64 and just 12% of those 65 and older.

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About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

Everything you need to know about studying in the US

Want to study abroad in the us learn about the us college system and how to apply for university in the us as an international student, .css-76pyzs{margin-right:0.25rem;} ,, grace mccabe.

Key Points 

What kinds of universities are there in the us .

• How do you apply to study in the US? 

Is it possible to transfer credits from a university in my home country to a US university? 

• English language requirements for US universities 
• How much does it cost to study in the US? 
• What scholarships are available for international students in the US? 

How do I apply for a student visa for the US? 

As an international student in the us, can i work during my studies , what can i do after i graduate in the us , are there any special health insurance rules for international students , what does the term "major" mean in us universities , what is gpa .

The US is home to more than 4,000 higher education institutions, including eight of the top 10 universities in the Times Higher Education World University Rankings 2022.  

Its size and global reputation has made the US the number one study-abroad destination in the world for international students, with the biggest numbers moving from China, India, Saudi Arabia and Canada for their studies. The most popular subjects for international students in the US are business and management, engineering, maths, computer science and the social sciences. 

Get free support to study in the United States

But with thousands of universities, huge differences in the style and the cost of institutions plus a rigorous college application process, many prospective international students find the idea of applying to study in the US overwhelming. 

If that sounds like you, use this guide to help demystify the process of applying to university in the US.  

There is a broad range of types of higher education institutions in the US, with something to suit every student’s interests. Before you begin, one thing to note about the US: the words “college” and “university” tend to be used interchangeably. 

The most prestigious collective of colleges, the Ivy League , includes Harvard University , Brown University , Cornell University , Dartmouth College , Columbia University , Yale University , Princeton University and the University of Pennsylvania . Together, these eight schools received more than 300,000 applicants for the Class of 2021, and the average acceptance rate was 6.1 per cent. 

US colleges can be either privately or publicly funded. Most of the well-known institutions in the US, such as Harvard University , Stanford University and Yale University , are private non-profit institutions that will have higher tuition fees, but usually more financial aid opportunities to go along with the added costs. 

Another type of institution is the liberal arts college. Examples include Pomona College in California and Amherst College in Massachusetts. These schools offer a broad education in arts and sciences subjects that are designed to give undergraduates academic range as well as depth. 

Then there are the historically black colleges and universities, or HBCUs , such as Howard University and Spelman College , which have majority black and ethnic minority student populations. These institutions were originally established to provide higher education to the African American community where it was previously denied. 

In every state, there is at least one government-funded public college, which tends to have lower tuition fees for students who reside in that state. Community colleges, also known as junior colleges, technical colleges or city colleges, are similar to state colleges but primarily offer shorter courses leading to qualifications such as diplomas and associate degrees. Community colleges often have very strong links to four-year institutions and can be a good entry into prestigious four-year degree programmes. 

Additionally, each US state has one or two systems of public universities that are governed by a system-wide governing body but have multiple affiliated campuses. Each of these different locations is considered an individual university in its own right. One such example is the University of California system, which includes the University of California, Berkeley and the University of California, Los Angeles . 

Beyond the highest-ranked and well-known schools, there is a huge array of quality colleges in the US with different values, goals, teaching styles and costs. You can use the Wall Street Journal/Times Higher Education College Rankings 2022 to compare colleges on everything from engagement, interaction with teachers and overall student satisfaction. 

Most undergraduate programmes in the US are four years long and often include studying multiple subjects before specialising in the second half of your degree. Subjects you study alongside your specialisation are known as minors, and your specialisation is your major, or special concentration. 

Extracurricular activities – including social societies such as sororities and fraternities , clubs and some of the world’s best university-level sports teams – are a central part of university social life on US campuses. They’re a good way for students to make friends with common interests. 

How do you apply to study in the US?  

The US is perhaps the most rigorous country in the world when it comes to college application criteria. American universities will consider your academic record over the last four years of your schooling, as well as your involvement in extracurricular activities and leadership positions and your personal characteristics when you apply. 

There are three kinds of applications you can make to a US university: early decision, common application and the regular application. Some early decision applications can also go through the common application. 

Early decision application deadlines are usually about 10 months before your course starts. Applying via the early decision route can increase the likelihood winning acceptance for some universities. However, it’s important to be aware that some colleges have agreements that state that if you win a place via an early decision application, you must attend that college and you must withdraw or halt all your other college applications. In some cases, US colleges will want you to also withdraw any applications to universities outside the US if they accept you on early decision, so be sure to check in with your college of choice on the details before applying through this route. 

The Common Application (Common App), meanwhile, is a centralised process for more than 900 US universities, which means you can apply to multiple colleges through one online account. Common applications open on 1 August. 

For all other universities, you can apply to them directly. The application deadline is often in January – seven months before you intend to start university – although the latest deadlines are in March. 

Many US universities will expect you to sit a standardised test like the SAT or the ACT for undergraduates , or the Graduate Record Examinations (GRE) for postgraduates. 

You should aim to complete these exams a year before you want to start university, usually in the month of August. 

Admission requirements vary depending on the university. However, your submission will almost always require an application fee ($43 on average), a completed application form, a personal essay, references, a transcript of grades and academic achievements, standardised test results and financial statements. 

Depending on which kind of university and course you are looking at, you may need to declare your major when applying, which means that you need to have an idea of the subject you wish to concentrate on in the final two years of your course. In most cases, you can switch majors if you discover a new passion for a subject once at university, but it’s useful to have in mind at the application stage some idea of the route you are most likely to follow. 

If you are put on the wait list of a college, this means the university liked your application but has chosen to make offers to other candidates first. The likelihood of moving from the wait list to a definite offer from your chosen college depends on several factors. These include how many students with offers choose to confirm their place, how the school wishes to balance the different chosen majors in its freshmen class, and how strong your application is compared with those of other applicants. In some cases, you are more likely to get off the wait list of a college if you have listed it as your first choice. 

Watch: How to apply to university in the US 

Yes, it's possible to transfer credits from your previous school in your home country to one in the US. This process is called credit transfer, and it lets you get credit for the courses you've already taken so that you don't have to start from the beginning at your new university. 

But whether you can transfer credits depends on a few things. Each US institute has its own rules for credit transfer, and they'll look at things like the similarity of your previous courses to the ones they offer and how well you did in those courses. Some of your credits might count, while others might not. 

To start the credit transfer process, you'll need to give the US university your official transcript. This will allow them to see a record of all the classes you've taken and the grades you earned. 

The US university will then review your transcript and decide which of your credits can transfer over. If your old classes are similar to what your new university offers, they might accept them, and you won't have to retake those classes. 

Keep in mind that not all of your credits might transfer, and some might only count as elective credits. That means they won't necessarily fulfil specific requirements for your degree, but they can still count toward your total credits needed to graduate. 

It's important to talk to the admissions team or academic advisors at your chosen US university. They can explain their policies and help you figure out which of your credits can transfer, so you can make the most of your previous hard work and start on the right track.

Do I need to take a language test to study in the US? 

Most universities in the US require international applicants to take a test to demonstrate their competence in English as a second language, such as the TOEFL or the IELTS academic. 

Many US institutions are now accepting English language tests adapted to be taken from home, including the TOEFL Special Home Edition and the IELTS Indicator. Many US colleges are also accepting the Duolingo English test, which can also be taken from home. 

You can use this guide to find out the average scores for English language tests for Ivy League schools as a good benchmark, but most universities will have their specific requirements and list of accepted tests on their websites. If not, contact the international office of your college to check. 

How much does it cost to study in the US?  

Given the great diversity of universities in the US, there is also a huge variation in cost and typically tuition fees for international students are higher than those for domestic students. 

US tuition fees range from $5,000 to $50,000 (£4,074-£40,746) per year. On average, students graduate with $132,860 (£101,505) worth of debt. 

But before you faint at these numbers and rule out studying in the US altogether, it’s crucial to know that there’s a difference between what’s known as the “sticker price” (the costs advertised on university websites) and the amount that students actually end up paying once all sources of funding have been considered.  

It’s worth remembering that about 85 per cent of full-time undergraduate students at four-year public universities and 89 per cent at private non-profit universities benefit from some type of financial aid. Although the most prestigious US universities tend to have the highest sticker price, these colleges also tend to have the widest range of funding opportunities. 

Accommodation options are varied for students at US universities. You’ll probably be able to choose from on-campus residential buildings, fraternity and sorority houses or private renting. Many financial aid opportunities and scholarships will consider accommodation needs alongside help with tuition costs, but it’s important to have a clear financial plan in mind to see you through four or more years of study. 

And don’t forget cost of lifestyle. This will depend on where you study and your own personal preferences, but it is another factor you must consider realistically to avoid any financial troubles later on. 

Many universities guarantee on-campus paid employment for students while they study, and international students with M-1 and F-1 visas are allowed to work in such roles. Many shops, cinemas and museums in the US will also offer discounts to students. 

Best public universities in the US   A guide to student bank accounts in the US   Nine things every student should know about studying in the United States   A day in the life of a US university student  

What scholarships or financial aid are available for international students in the US?  

Several high-ranking universities in the US operate a “needs-blind” admission policy, meaning the financial background of candidates is disregarded during the admission process, and the university promises to financially support students so every successful applicant can attend. 

Financial aid comes in many forms: scholarships, grants, assistantships and work-study schemes, and many of these options will be open to international students. For example, the University of Pennsylvania sets aside $6 million each year to fund graduates from outside the US and in neighbouring Canada and Mexico. 

Funding information is available on each university’s website. Often, applications for funding and financial aid are made as part of your general college application, so it’s important to do your research early to avoid missing any opportunities. 

There are also a few well-known government-funded US scholarship programmes for international students, for example, including the Fulbright Foreign Student Program and the Hubert Humphrey Fellowship Program. 

There are three types of visas for international students in the US : F-1 for academic studies; J-1 for practical training not available in your home country; and M-1 for vocational studies. 

To study at a US college, you need to apply for the F-1 visa. Once accepted at a US college approved by the Student and Exchange Visitor Program (SEVP), you will be registered for the Student and Exchange Visitor Information System (SEVIS) and you must pay the SEVIS I-901 fee of $350. After that, you’ll receive the Form I-20 and register within SEVIS. 

Once you’ve completed these steps, you can apply for your visa at a US embassy or consulate – find your nearest one here . The fee to apply for your visa is $160, often with an additional small administration fee, depending on where you’re applying from. 

You’ll also have to complete an additional form (DS-160), provide a photo and book an appointment at the US consulate of your home country for an interview. Bring your passport and copies of all your documents with you to the interview. At the interview, you must show proof that you have sufficient funds to support your stay in the US, and that you have strong ties to your home country through family connections, assets, bank accounts or some other means. 

As an incoming student, you can apply for your visa up to 120 days before your course begins, but you can only enter the US on your student visa a maximum of 30 days before your start date. 

As an international student with an F1 visa , you can work on-campus for up to 20 hours per week during the school term and full-time during semester breaks. You'll need permission from the international student office to work on campus and they will have a list of available positions throughout the year. 

For off-campus work, there are two types of training: Optional Practical Training (OPT) and Curricular Practical Training (CPT). OPT allows you to work off-campus during and after your studies for up to 12 months. CPT lets you work off-campus while you study and is authorised by your university. 

If you're not on OPT or CPT, most F1 visa students can't work off-campus, but you can volunteer up to 20 hours per week during the semester in certain educational environments. 

Just make sure to follow the rules and explore on-campus and authorised off-campus work opportunities through your student services office.

If you want to stay in the US after studying, there are options. 

The Optional Practical Training (OPT) programme allows international students on F-1 visas to remain in the country if employed in their field of study. F-1 visa students are eligible for OPT after completing their first academic year. OPT can be done both before or after completing your studies, but it’s important to remember that you are allowed to work only 12 months in total. 

Graduates with science, technology, engineering or mathematics degrees may extend their OPT by 24 months and stay for just over two years to work in these fields. You must apply for OPT before completing your studies. 

Top US institutions have a track record of excellence in the eyes of esteemed US employers, including Wall Street, technology and media companies. Colleges are also fertile ground for networking; obtaining internships and work experience in the US market may help you gain employment later on. 

If you’re interested in pursuing a career in academia, the US can be a great place to start. You can browse academic openings in the US on THE Unijobs.  

Health insurance is essential for international students studying in the US because the country doesn't have a universal healthcare system. Medical expenses can be really expensive, so having insurance can help cover the costs and keep you protected. Some universities offer health insurance plans specifically for students, but if not, you can find other options to get the coverage you need. 

Health insurance plans can vary in cost depending on where you study and what kind of cover you want. It's important to compare different plans to find one that fits your budget and covers the medical services you might need. Some plans pay for your medical bills directly, while others may need you to pay upfront and will reimburse you later. 

To find the right insurance plan , think about how much you can afford to pay for insurance and what kind of medical care you might need. Some plans may cover sports injuries or have extra cover which you may need to consider if you are involved in sports or active hobbies. Once you figure out what you need, you can compare different plans and choose the one that suits you best. 

Having health insurance can give you peace of mind during your time in the US. It ensures that you'll have access to medical care if you get sick or injured, and it can save you from unexpected high medical expenses. So, make sure to get the right health insurance plan to stay protected while studying abroad.

In US universities, a major is your main academic focus or the subject you specialise in during your studies. It's the area of study that you choose to become an expert in. For example, if you love computers, you might major in computer science, or if you're interested in animals, you could major in biology. 

Picking a major is an important decision because it shapes the classes you take and the knowledge you gain throughout your university experience. The courses you choose within your major will teach you everything you need to know about that subject and help prepare you for future career paths or further studies. 

GPA, which stands for Grade Point Average, is a way to measure how well you're doing academically in high school and university. It's a score that shows how good your grades are overall. In the US, GPA is usually calculated on a scale of 0 to 4. Getting an A usually means you get four points, while an F gives you zero points. 

Your GPA is important if you're thinking about going to university, especially in the US. Universities often look at your GPA when deciding whether to offer you a place. Having a good GPA can increase your chances of getting into your dream university. But don't worry, there's no single "good" GPA for all universities. Each school may have different expectations but aiming for a GPA of 3 or higher is generally a good idea. 

Remember that there are two types of GPA: unweighted and weighted. Unweighted GPA is based on your regular grades, while weighted GPA takes into account harder classes you may have taken. This means if you challenge yourself with advanced courses, you can boost your GPA even higher. 

Improving your GPA is possible if you feel your grades could be better. You can ask your teachers for help, change your study habits, or take more challenging classes. Remember, GPA isn't the only thing that matters. Universities also consider your extracurricular activities and personal achievements. 

GPA can also come into play when applying for scholarships and even jobs in the future. 

Please note all costs and conversion rates were correct at the time of publication. These may vary over time. 

Q. How many higher education institutions are there in the US, and how many of them are among the top 10 universities in the world? 

A. There are over 4,000 higher education institutions in the US, and eight of them are ranked in the top 10 worldwide. 

Q. Which countries are the biggest sources of international students studying in the US? 

A. The biggest numbers of international students in the US come from China, India, Saudi Arabia, and Canada. 

Q. What are the most popular subjects for international students studying in the US? 

A. The most popular subjects for international students in the US, based on current data, are business and management, engineering, maths, computer science, and social sciences. 

Q. Why do many prospective international students find the idea of applying to study in the US overwhelming? 

A. With a high number of universities to choose from, differences in institution style and cost, along with a thorough application process, applying to study in the US can be overwhelming for many prospective international students. 

Q. What are the different types of universities in the US? 

A. The US has a broad range of higher education institutions, including Ivy League colleges, private and public universities, liberal arts colleges, historically black colleges and universities (HBCUs), community colleges, and state university systems. 

Q. Which universities are part of the Ivy League? 

A. Harvard, Brown, Cornell, Dartmouth, Columbia, Yale, Princeton, and the University of Pennsylvania are part of the Ivy League. 

Q. Are US colleges publicly or privately funded, and how does this affect tuition fees and financial aid opportunities? 

A. US colleges can be privately or publicly funded. Private colleges generally have higher tuition fees, but more financial aid opportunities compared to public colleges. 

Q. What are historically black colleges and universities (HBCUs), and what is their historical significance? 

A. HBCUs, such as Howard University and Spelman College , were established to provide higher education to the African American community, where it was previously denied. 

Q. What are community colleges, and how do they differ from state colleges and four-year institutions? 

A. Community colleges, also known as junior colleges, primarily offer shorter courses leading to diplomas and associate degrees, with strong links to four-year institutions for further education. 

Q. How do you apply to study in the US, and what are the three types of applications available? 

A. To apply to study in the US, you can choose from early decision, common application, or regular application processes.

Q. What are the English language proficiency tests required for international students to study in the US? 

A. Most US universities require international students to take tests like TOEFL, IELTS, or Duolingo English test to demonstrate English proficiency. Each university will have a certain score they require, and you can find that in the individual admissions details. 

Q. How much does it cost to study in the US, and how do tuition fees and financial aid options vary? 

A. Tuition fees in the US range from $5,000 to $50,000 per year, with international students usually paying higher fees, but many universities offer financial aid to help with costs. 

Q. What are the accommodation options for students at US universities? 

A. Accommodation options for US university students include on-campus residential buildings, fraternity/sorority houses, private renting, and financial aid may cover accommodation costs.

Q. What scholarships are available for international students in the US, and are there any government-funded scholarship programmes? 

A. US universities offer various scholarships, grants, and work-study programmes for international students, and government-funded options include the Fulbright Foreign Student Program and the Hubert Humphrey Fellowship Program. 

Q. What are the types of student visas available for international students in the US, and what are the application requirements? 

A. International students can apply for F-1, J-1, or M-1 visas, depending on their academic or vocational studies, with specific application requirements and procedures. 

Q. What can international students do after they graduate in the US? Are there options for staying and working in the country after completing their studies? 

A. After graduation, international students can apply for an extended work visa, also known as an Optional Practical Training (OPT) to work in their field of study, and graduates with certain degrees may extend OPT for an extended period. The US offers employment opportunities and networking for further career advancement. 

Q. What are the admission requirements for US universities? 

A. Admission requirements for US universities vary, but they typically consider academic records, standardised test scores (SAT/ACT), letters of recommendation, personal statements, extracurricular activities, and sometimes interviews. 

Q. How do I apply to universities in the US? 

A. You can apply to US universities through various application methods, including early decision, common application, or direct applications to specific institutions. Each university will have its application process on its website. 

Q. What standardized tests are required for US university admissions (e.g., SAT, ACT, TOEFL, IELTS)? 

A. Standardised tests commonly required for US university admissions include the SAT or ACT for undergraduate programmes and the TOEFL or IELTS for international students to demonstrate English proficiency. 

Q. Are there any scholarships or financial aid options available for international students? 

A. Yes, many US universities offer scholarships, grants, and financial aid options for international students to help with tuition costs. You can check each university's website for specific scholarships and opportunities. 

Q. How long does it typically take to complete a degree programme in the US? 

A. Undergraduate programmes in the US typically take four years to complete, while graduate programmes, such as master's degrees, can take one to two years. Doctoral programmes may take several years to finish. 

Q. Can I transfer credits from a university in my home country to a US university? 

A. Yes, some US universities accept transfer credits from international institutions. The evaluation process varies by university, and you should check with the specific institution to see how your credits can be transferred. 

Q. How do I obtain a student visa to study in the US? 

A. To obtain a student visa, you need to be accepted by a US university approved by the Student and Exchange Visitor Program (SEVP). After acceptance, you'll receive a Form I-20 and apply for an F-1 visa at a US embassy or consulate in your home country. 

Q. Are there any specific health insurance requirements for international students? 

A. Many US universities require international students to have health insurance coverage while studying in the country. Some institutions offer health insurance plans for students, but you can also purchase private insurance that meets the university's requirements. 

Q. Can I work while studying as an international student in the US? Are there opportunities for work-study programs to help with expenses? Are there opportunities for international students to work on-campus? How can I find part-time job opportunities off-campus as an international student? 

A. International students on F-1 visas can work on-campus for up to 20 hours per week during the academic year and full-time during breaks. Some universities offer work-study programmes, and off-campus work opportunities may be available, but there are regulations to follow. You should consult your university's international student office for guidance. 

Q. What is a major? 

A. In a US university, a major refers to a student's primary area of academic focus. It is the subject or field in which a student completes the majority of coursework to earn their degree. 

Q. What is a GPA? 

A. GPA stands for Grade Point Average, a numerical representation of a student's academic performance. It is calculated based on the grades earned in coursework and provides an indication of a student's overall academic standing. 

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From Associate to Doctorate: A Complete Guide to College Degree Levels

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Updated January 4, 2024

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Are you ready to discover your college program?

Considering a college degree? First, you'll have to understand the types of degrees and college degree levels.

Different degrees prepare you for different career paths. For example, you can't become a psychologist with just a bachelor's degree — you'd need a master's or doctorate in psychology. And you usually can't become an engineer without at least a bachelor's degree.

Typically, as your university degree level rises, your earning potential increases, and the unemployment rate decreases. That's one more reason it's important to understand the different types of degrees.

What Types of Degrees Are There in College?

There are many types of degrees you can earn in college. College degree levels can be broken down into two categories: undergraduate degrees and graduate degrees.

Here are the college degrees in order, from lowest ranking to highest:

• Associate degree (undergraduate)
• Bachelor's degree (undergraduate)
• Master's degree (graduate)
• Doctoral degree (graduate)

While a doctorate is the highest education level, some fields may stop at a master's. The phrase "terminal degree" refers to the highest degree in a field.

A professional degree is a type of graduate degree — often a doctorate — that prepares you for a professional career in fields like law and medicine.

Popular Online Programs

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

Associate Degree

• Typical Program Length: 1-2 years
• Typical Number of Credits: 60

Most associate degrees prepare you to enter the workforce immediately upon graduation. These programs can be found at community and technical colleges and typically last 1-2 years.

An associate degree can also serve as the foundation for a bachelor's program. You may even be able to transfer some of the credits you earned for your associate degree toward a four-year degree.

Some associate degrees require you to complete an internship or practicum in addition to taking classes. This is particularly common among healthcare and tech degrees.

To apply for an associate degree program , you'll need a high school diploma or equivalent, like a GED certificate. Some schools may require you to submit standardized test scores, such as the ACT or the SAT, as well.

Featured Associate Programs

What can you do with an associate degree.

An associate degree prepares you for vocational, allied health, and support roles. For example, you can become a medical assistant , paralegal , or vet tech with an associate degree.

The highest-paying careers with an associate degree pay over $80,000 per year. See the table below for salary information on other popular associate degree jobs.

Source: BLS

Types of Associate Degrees

Colleges can offer three kinds of associate degrees:

• Associate of Arts (AA)
• Associate of Science (AS)
• Associate of Applied Science (AAS)

Arts, humanities, and creative fields typically offer an AA, whereas social sciences and natural sciences fields often award an AS. Many applied and vocational programs offer an AAS degree.

The type of degree matters if you're planning to transfer into a bachelor's program. Colleges normally offer fewer transfer credits for an AAS degree.

Popular Associate Degrees

• Business Administration
• Business Management
• Computer Science
• Criminal Justice
• Cybersecurity
• Early Childhood Education
• Graphic Design
• Healthcare Management
• Information Technology
• Medical Assisting
• Medical Billing and Coding
• Pre-Nursing
• Social Work

Bachelor's Degree

• Typical Program Length: 4 years
• Typical Number of Credits: 120

A bachelor's degree prepares you for many career paths. You'll generally spend four years earning a bachelor's degree at a college or university. You'll take general education classes and courses in your major . You can also choose a minor.

Some colleges offer accelerated bachelor's programs , which take less time — often 2-3 years. Degree-completion programs can also speed up the timeline by awarding you credit for previous college coursework.

You can earn your bachelor's degree online as well. An online degree from an accredited college meets the same standards as that of an in-person degree.

You'll need a high school diploma for admission and may also need to submit SAT or ACT scores.

Featured Bachelor's Programs

What can you do with a bachelor's degree.

In diverse industries like business, tech, and education, a bachelor's degree can prepare you for many entry-level careers. Some of the highest-paying jobs with a bachelor's degree include roles in finance, management, and tech.

Graduates with a four-year degree can also benefit from high demand in many lucrative fields, like software development and engineering. The table below introduces some popular jobs with a bachelor's degree.

Types of Bachelor's Degrees

You can earn a bachelor's degree in many fields. Some of the most common types of bachelor's degrees you'll see include:

• Bachelor of Arts (BA)
• Bachelor of Science (BS)
• Bachelor of Applied Arts (BAA)
• Bachelor of Applied Science (BAS)
• Bachelor of Architecture (B.Arch.)
• Bachelor of Business Administration (BBA)
• Bachelor of Fine Arts (BFA)
• Bachelor of Science in Nursing (BSN)

The two most popular degrees are a BA and a BS. These degrees cover all arts and sciences majors and some education and engineering degrees.

Popular Bachelor's Degrees

• Civil Engineering
• Communication
• Computer Programming
• Health Informatics
• Health Sciences
• Human Resources
• Mathematics
• Organizational Psychology
• Political Science
• Public Policy
• Supply Chain and Logistics

Master's Degree

• Typical Program Length: 1-3 years
• Typical Number of Credits: 30

A master's degree can help you gain specialized skills and qualify for higher-paying roles. As a graduate student, you'll work closely with experts in your field to explore advanced topics.

While a master's degree typically takes two years, some universities offer accelerated one-year master's programs. You can also enroll in a bachelor's-to-master's program to earn both a bachelor's and master's degree in less time.

Most master's programs require a minimum of 30 credits. Admission and graduation requirements vary depending on the program. For example, many arts and sciences master's programs require GRE scores , while business programs typically require GMAT scores .

Featured Master's Programs

What can you do with a master's degree.

With a master's degree, you can qualify for management-level careers and specialized roles in industries like healthcare, research, and social services. The highest-paying master's degrees include MBAs and nurse practitioner degrees.

Learn more about the earning potential and demand for popular master's degree jobs below.

Types of Master's Degrees

Here are some of the most common types of master's degrees you can earn:

• Master of Arts (MA)
• Master of Science (MS)
• Master of Business Administration (MBA)
• Master of Education (M.Ed.)
• Master of Fine Arts (MFA)
• Master of Laws (LL.M.)
• Master of Public Administration (MPA)
• Master of Public Health (MPH)
• Master of Public Policy (MPP)
• Master of Science in Nursing (MSN)
• Master of Social Work (MSW)

An MA and an MS are among the most popular master's degrees. Humanities, social sciences, and natural sciences fields typically award an MA or an MS. Other popular options include an MBA and an M.Ed.

Popular Master's Degrees

• Creative Writing
• Data Science
• Engineering
• Healthcare Administration
• Library and Information Science
• Network Security
• Public Health
• Supply Chain Management

Doctoral Degrees

• Typical Program Length: 2-10 years
• Typical Number of Credits: Varies

A doctorate represents the highest degree you can get in academia. There are a few types of doctoral degrees you can get.

Professional doctorates train you for a professional career. For example, law school and med school are two common professional paths. A Ph.D., on the other hand — by far one of the most common types of doctorates — emphasizes theory and research.

In a doctoral program, you'll take graduate-level seminars and courses, take comprehensive exams, conduct original research, and defend a dissertation in front of a faculty committee.

Most applied doctorates take 3-5 years, while a Ph.D. typically requires 4-6 years of coursework. In certain fields, you can earn your doctorate online.

Some doctoral programs require a master's degree for admission, whereas others admit applicants with just a bachelor's degree. You may need to submit standardized test scores depending on the program.

Featured Doctoral Programs

What can you do with a doctorate.

If you want to become a physician , professor , or lawyer, you'll need a doctorate. In many fields, a doctorate translates into higher salaries. Lawyers, pharmacists , and physicists all report median salaries of over $125,000 per year, according to the Bureau of Labor Statistics (BLS).

The following table shows the earning potential and demand for popular doctoral degree jobs.

Types of Doctoral Degrees

A doctorate is the highest education level, but there are still several types of doctoral degrees. Here are some of the most common you can get:

• Doctor of Philosophy (Ph.D.)
• Doctor of Business Administration (DBA)
• Doctor of Education (Ed.D.)
• Doctor of Medicine (MD)
• Doctor of Nursing Practice (DNP)
• Doctor of Pharmacy (Pharm.D.)
• Doctor of Psychology (Psy.D.)
• Juris Doctor (JD)

A Ph.D. is the most popular doctorate. You can earn a Ph.D. in many arts and sciences fields. Other doctorates take their names from the career path associated with the degree.

Popular Doctoral Degrees

• Curriculum and Instruction
• Educational Administration
• Educational Leadership
• Human Services
• Legal Studies
• Organizational Leadership
• Public Administration

Frequently Asked Questions About College Degree Levels

What are the four types of college degrees.

The four types of college degrees are associate degrees, bachelor's degrees, master's degrees, and doctoral degrees. Colleges classify associate and bachelor's degrees as undergraduate degrees and master's and doctoral degrees as graduate degrees.

Within those categories, you can earn many types of degrees. For instance, at the bachelor's level, you could earn a bachelor of arts (BA), a bachelor of science (BS), or a bachelor of fine arts (BFA) degree.

What is a four-year college degree called?

A four-year college degree is called a bachelor's degree. Another term for this degree type is a baccalaureate degree.

Many careers require a bachelor's degree for entry-level roles. For example, most careers in business require you to hold a bachelor's degree. Many roles in tech, education, the public sector, and engineering also require you to have a four-year degree.

Some career paths require a specific major. In many states, you'll need a bachelor of science in nursing (BSN) to become a registered nurse . In other fields, your specific major matters less than the quality of your skills.

What is the highest degree?

The highest degree is a doctorate, also called a doctoral degree. In terms of university degree levels, both master's and bachelor's degrees rank below doctorates.

You can earn a doctorate in a wide array of fields, including the social sciences, business, the humanities, education, engineering, and healthcare.

In some fields, however, a master's degree represents the terminal, or highest, degree. For instance, a master of fine arts (MFA) is the terminal degree for creative writing.

What is the hardest college degree?

Most would agree that the hardest college degree is a doctorate. As the highest education level, a doctorate requires significant expertise in the field.

Many Ph.D. programs take six years or more and require you to write a book-length dissertation based on original research.

Because a doctorate represents the top of the university degree levels, it's a relatively uncommon degree. Only around 2% of U.S. adults held a doctorate in 2022, according to the U.S. Census Bureau .

What is the quickest degree?

The fastest degree you can get is either a one-year associate degree or a one-year master's degree. While other types of degrees typically take a minimum of two years, you can earn a master's degree in one year with an accelerated or fast-track program.

You can sometimes add a master's degree to your bachelor's through a 4+1 program, also known as a bachelor's-to-master's program. In this case, some of your coursework counts toward both your undergraduate and graduate degrees, meaning you'll spend an additional year in college to leave with a master's degree.

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Why We Must Connect Education and the Future of Work

A lack of alignment among K–12, higher education, and the world of work threatens to compromise our resilience and success as a country. Education leaders at the Corporation argue that we must redesign our educational systems to reach a broader set of students

Fundamental goals for American public education are to ensure that each student is prepared to be an active participant in a robust democracy and to be successful in the global economy. This requires coordinated efforts among government, philanthropy, the business community, and the education sector. However, as our nation’s economic and labor market opportunities evolve, the lack of alignment among K–12, higher education, and the world of work is further exposed and compromises our resilience and success. Our institutions are working to meet the opportunities and demands of the future of work in relative isolation. We must encourage systematic connections that reach across the educational, political, and economic domains to holistically prepare students for life, work, and citizenship. This demands a redesign of educational and employment options for all students. We must ask tough questions about what contributions are needed from each sphere today to prepare the workforce of tomorrow. 

Today’s high school students are arriving at college underprepared: 40 percent fail to graduate from four-year institutions, and 68 percent fail to graduate from two-year institutions. [1] Yet the future of work will require higher — not lower — college graduation rates. Already, our economy has 16 million recession-and automation-resistant middle-income jobs that require some postsecondary credential, as well as 35 million jobs that require a bachelor’s degree or higher. [2] Nearly half of American employers say they are struggling to fill positions — the highest number in more than a decade — citing dearths of applicants, experience, and both technical and soft skills as their biggest challenges. [3]

As our nation’s economic and labor market opportunities evolve, this lack of alignment among K–12, higher education, and the world of work will become further exposed and will compromise our resilience and success as a country. At present, students without access to higher education already experience less mobility and lower lifetime salaries. [4] Looking forward, if K–12 and higher education do not redesign their approaches to reach a broader set of students, we might experience even greater labor shortages and income disparities. If we want to alleviate these issues and prepare students for the careers of the future, it is imperative that we close the chasm between K–12 and higher education. 

Those attempting to reform the education system are familiar with the ways in which it is fragmented. Many have experienced the unintended consequences that come from working in isolation and proceeding with untested assumptions, especially during efforts to scale innovations or foster long-term sustainability. We believe the solution is to work more integratively: to resist the temptation to tackle siloed, singular components and instead collaborate on large-scale transformations designed around a unified vision. 

Looking for­ward, if K–12 and higher education do not redesign their approaches to reach a broader set of students, we might experience even greater labor shortages and income disparities.

That vision, when considering American public education, is to prepare each student for active participation in a robust democracy and success in an advanced global economy. Accomplishing this demands an approach that reaches across educational, political, and economic domains to seamlessly prepare students for life, work, and citizenship. It demands the redesign of educational and career pathways to allow for cross-pollination among all sectors, from business to government to philanthropy — and it demands asking tough questions about what each sphere must contribute today to prepare the workforce of tomorrow. 

Higher education can play a unique role because it has the ability to reach in several directions: toward both K–12 schools and educators, and businesses and future employers. Since it is often under the control of the state, higher education can also reach across to the governor, mayor, and other decision- and policymakers. As such, higher education can do more than effect change within a single institution; instead, it can help to enact networks and policies across an entire city or state. In short, to prepare students to become citizens of the world — who also have economic opportunities in the future workplace — stakeholders must abandon their traditional silos and work together to achieve coherence. 

The Case for Coherence 

Linear, laser-focused strategies are appropriate when consequences are predictable, contexts are similar, and results are easily measured and few in number. But in the world of education, where contexts are diverse, the level of transformation needed is enormous, and the number of stakeholders is high, linear approaches to change do not work. They accomplish superficial, rather than meaningful, improvements and can lead to missteps and frustration. 

To create longer-term solutions at scale, we must accept that education is a complex social system, and design strategies for change around that fundamental fact. If our goal is to move toward 21st-century teaching and learning that better prepares young people for the dynamic world of work, traditional top-down, isolated, programmatic approaches will not succeed. Rather, to effect broad change, we must be thoughtful, flexible, and inclusive, and we must consider myriad factors, including the vantage points and resources of all stakeholders. 

Three Design Principles for Coherence 

In one attempt to catalyze this shift, Carnegie Corporation of New York launched the Integration Design Consortium in 2017. The corporation extended grants to five organizations to design and implement two-year projects aimed at reducing fragmentation in education and advancing equity. During our collaboration with these initiatives — each focused on different disciplines, such as human-centered design, systems thinking, and change management — we saw several themes emerge again and again. Irrespective of the project or context, these principles seemed to be influential in making progress toward coherence. For those striving for educational change, we believe these three principles can serve as a foundation upon which to design innovative solutions, and a lens through which to envision ways of thinking and working differently.

Cultivating a Shared Purpose  Rather than assuming that everyone engaged in educational improvement has similar priorities, deliberate attempts must be made to develop a shared understanding of what students need most during their journeys through the system. The work of defining this purpose cannot be done in an isolated manner; instead, a collective vision should be cocreated by various stakeholders, then anchored by thoughtful implementation planning. Developing a cohesive vision has multiple benefits, including increasing broad buy-in and helping individuals understand how their actions can lead to change at scale. 

One promising initiative that exemplifies this approach is the Cowen Institute at Tulane University, which shares its purpose of advancing youth success with a multitude of stakeholders in its home city of New Orleans. In addition to disseminating salient research and implementing several direct service programs, the Cowen Institute develops and leads citywide collaboratives focused on promoting access to and persistence in college and careers. These include the New Orleans College Persistence Collaborative and the College and Career Counseling Collaborative, bringing together counselors and practitioners from high schools and community-based organizations across New Orleans under the common goal of increasing students’ access to and persistence in college and careers. 

Rather than assuming that everyone engaged in educational improvement has similar priorities, deliberate attempts must be made to develop a shared understanding of what students need most during their journeys through the system.

By engaging in a shared review and understanding of data centered on the needs of all students, these communities of learning play an important role in cultivating a shared sense of purpose across a diversity of organizations and institutions. At the same time, they provide members with professional development, the opportunity to share best practices, and a means of engaging in collective problem-solving centered on improving college and career success for New Orleans youth. 

Cocreating Inclusive Environments  This principle, which has its roots in user-centered design, encourages the consideration of various points of view when developing policies, prioritizing input from those who will be directly affected by the outcome. It also urges individuals to assess their own beliefs before creating policies that reverberate through the entire system, and advocates the shifting of power structures so that those most affected have the opportunity to share their perspectives and play a role in the decision-making process. It is only by identifying the actors in the system, understanding their perspectives, and using their input that we can create inclusive and effective programs. 

Transforming Postsecondary Education in Mathematics (TPSE Math) is one example of a movement to create an inclusive postsecondary environment. It focuses on a discipline that has traditionally been a barrier to student success: math. 

In one study of 57 community colleges across several states, 59 percent of students were assigned to remedial math courses upon enrollment, and, of those, only 20 percent completed a college-level math course within three years. [5] Through TPSE Math, leading mathematicians have convened stakeholders across the country to change mathematics education at community colleges, four-year colleges, and research universities so that it better meets the needs of a diverse student body and their diverse future careers. 

For example, TPSE has provided significant support in the national movement to develop multiple mathematics pathways for students. The goal is for every student to have the opportunity to take a rigorous entry-level mathematics course relevant to his or her field of study and future career and to significantly reduce the time for underprepared students to complete their first college-level math course. This results in more inclusive math departments and courses that focus on success for all students, not only those who will go on to be math majors or to remain in academia. 

TPSE has also promoted cross-sector engagement by facilitating conversations about effective and innovative practices — including the connections between college mathematics and the world of work — and then sharing those learnings across institutions. These math departments are supporting a rich set of interdisciplinary academic experiences and pathways designed to prepare students with the mathematical knowledge and skills needed for engagement in society and the workforce. 

Building Capacity That Is Responsive to Change  To create infrastructure and processes that will be effective over the long term, it is crucial to acknowledge and accept the dynamic nature of the education system. This means prioritizing relationships and trust, and viewing a project’s initial implementation as the first of multiple iterations and trials, each of which considers the potential impact on different stakeholders. This is crucial because achieving broader coherence across the education system can seem daunting, so it is more manageable to identify a specific gap or disconnect to address, such as the transition from college to career.

Focusing on particular barriers and trying out solutions before prescribing them at scale acknowledges the dynamism of the sector and the complexities of coherence, while making meaningful progress on issues that matter. 

The University Innovation Alliance (UIA), for instance, takes an agile, human-centered approach to increasing the number and diversity of college graduates in the United States. Since its founding in 2014, this national coalition of 11 public research universities has produced 29.6 percent more low-income bachelor’s degree graduates per year, amounting to nearly 13,000 graduates annually. The UIA estimates that the total will reach 100,000 by the 2022–2023 academic year. [6] *

True to the nature of the research institutions leading the work, the UIA accomplishes this through experimentation and iteration. One area of focus for the network has been ensuring student success beyond graduation through redesigning college-to-career supports to better ensure students find gainful employment upon graduation. The project uses design thinking, with its rapid prototyping of ideas and short feedback cycles, in service of reimagining career services to better support low-income students, first-generation students, and students of color. 

The process of innovation starts with understanding the perspective of students and the current practices on campuses; providing career services professionals with the capacity, time, and connections they need to generate new campus solutions; and engaging employers and other stakeholders in the redesign. This approach is consistent with the vision of the UIA, that “by piloting new interventions, sharing insights about their relative cost and effectiveness, and scaling those interventions that are successful [,] . . . [its] collaborative work will catalyze systemic changes in the entire higher education sector. [7]

An Integrative Pathway to the Future 

Strides in educational coherence are being made on a regional level, too. Tennessee and Colorado, for example, have adopted holistic cradle-to-career solutions that intentionally plan for the duration of their residents’ lifetimes, and the Central Ohio Compact has mobilized K–12, higher education, community-based organizations, and local industry with the goal of helping 65 percent of local adults earn a postsecondary credential by 2025. [8] Each of these initiatives exemplifies the design principles described earlier, by considering the experiences of key actors and employing a multistakeholder approach that includes policymakers — factors crucial to enacting change on a systemic level.

In most of the country, education, employment, and economic reform remain isolated in both policy and practice. If we continue down this path, limiting ourselves to what is possible within each of our silos, our mutual interests will soon be consumed by our differences.

Though these projects are promising, they are not enough. In most of the country, education, employment, and economic reform remain isolated in both policy and practice. If we continue down this path, limiting ourselves to what is possible within each of our silos, our mutual interests will soon be consumed by our differences. For the revolutionary changes that the future demands, we must move beyond this fragmented way of thinking and working, and accept that history’s boundaries no longer apply. We must take a coherent approach to connecting education and the future of work, harnessing integrative design principles to foster progress, flexibility, and inclusivity. To improve today and prepare for the future, we must build on these ideas together. We must embrace a user-centered approach that is designed around our ultimate goal: empowering and preparing our nation’s youth for fulfilling, engaged lives and productive careers, now and for decades to come.

[1] National Center for Education Statistics, “Undergraduate Retention and Graduation Rates,” May 2019, https://nces.ed.gov/programs/coe/indicator_ctr.asp .

[2] Anthony P. Carnevale, Jeff Strohl, Neil Ridley, and Artem Gulish, “Three Educational Pathways to Good Jobs,” Georgetown University, 2018, https://cew.georgetown.edu/cew-reports/3pathways/ , 10.

[3] Manpower Group, “Solving the Talent Shortage: Build, Buy, Borrow and Bridge,” 2018, https://go.manpowergroup.com/talent-shortage-2018#thereport , 5–7.

[4] Jennifer Ma, Matea Penda, and Meredith Welch, “Education Pays 2016: The Benefits of Higher Education for Individuals and Society,” College Board, 2016, https://trends.collegeboard.org/sites/default/files/education-pays-2016-full-report.pdf , 3–4.

[5] T. Bailey, D. W. Jeong, and S. W. Cho, “Referral, Enrollment, and Completion in Developmental Education Sequences in Community Colleges, Economics of Education Review 29, no. 2 (2010): 255–70.

[6] The University Innovation Alliance, “Our Results,” http://www.theuia.org/#about .

[7] The University Innovation Alliance, “Vision and Prospectus,” http://www.theuia.org/sites/default/files/UIA-Vision-Prospectus.pdf .

[8] Central Ohio Compact, “Central Ohio’s Most Critical Challenge,” http://centralohiocompact.org/what-is-the-compact/our-challenge/ .

Excerpted from The Great Skills Gap: Optimizing Talent for the Future of Work (Stanford Business Books, 2021), edited by Jason Wingard, Dean Emeritus and Professor of Human Capital Management at Columbia University School of Professional Studies. Reprinted with permission.

*Note: Since the publication of the book, UIA reports an increase of annual degrees to low-income students by 46 percent since launch. Overall annual bachelor's degrees have increased 30 percent, and annual bachelor's degrees to students of color have increased 85 percent. They have exceeded 100,000 degrees.

LaVerne Srinivasan is vice president of Carnegie Corporation of New York’s National Program and program director of Education, Farhad Asghar is the Education program officer of the Pathways to Postsecondary Success portfolio, and Elise Henson is a former program analyst at the Corporation.

TOP: (Credit: SolStock/Getty Images)

In 2020, one in three students in the U.S. attended a new public school created during the last three decades. A new Corporation-commissioned report provides a quantitative review of the number, geographic distribution, and characteristics of new public schools with implications for the broader education system

A new Corporation-commissioned report outlines recommendations and best practices to build effective family-school partnerships with immigrant families

Is free college a good idea? Increasingly, evidence says yes

Subscribe to the brown center on education policy newsletter, douglas n. harris douglas n. harris nonresident senior fellow - governance studies , brown center on education policy , professor and chair, department of economics - tulane university @douglasharris99.

May 10, 2021

• 10 min read

In just a few short years, the idea of free college has moved from a radical idea to mainstream Democratic thinking. President Biden made free college one of his core campaign planks , and one that the first lady has been promoting for years. In his recent address to Congress, the president also signaled that he is ready for legislative action on a scaled-back version of the idea as part of his American Families Plan .

Two weeks ago, the nonprofit College Promise (CP)—led by Martha Kanter, who served as President Obama’s undersecretary for education—also released a proposal that will influence the free college debate. (Full disclosure: I previously advised the Biden campaign and presently advise CP, but have received no compensation for these efforts.)

In today’s polarized environment, the free college idea stands out for its bipartisan support. A majority of self-identified Republicans has supported the notion of free college in some polls. In fact, one of the first such statewide programs was put in place by Bill Haslam, the former Republican governor of Tennessee. While this could go the way of Obamacare, which faced strong GOP congressional opposition despite the law’s origins with Republican Mitt Romney, free college seems different. Biden’s latest plan only applies to community colleges, which focus on career and vocational education of the sort Republicans support, as opposed to universities, which many Republicans view as hostile battlegrounds in a culture war.

But I am less interested in the politics than the evidence of effectiveness. I have studied college access for many years and run two randomized control trials of financial aid , which produced some of the first causal evidence on free college in Milwaukee. Two years ago, Brookings released the first installment of the Milwaukee work, which I carried out with a team of researchers. Since then, we have collected more data and learned more about how students responded over time. Below, I summarize our just-released study (co-authored with Jonathan Mills), compare our results to other financial aid programs, and then discuss implications for the Biden and CP proposals. Consequently, I conclude that the evidence increasingly favors free college and “open access aid” more generally.

What Did We Learn in Milwaukee?

I developed The Degree Project (TDP) in 2009 as a demonstration program in partnership between the nonprofit Ascendium (then known as the Great Lakes Higher Education Corporation and Affiliates) and Milwaukee Public Schools (MPS). TDP offered all first-time 9 th graders in half of MPS high schools $12,000 for college as “last-dollar” aid. Students could use the funds for college if they graduated from high school on time with a GPA of 2.5 and a class attendance rate of 90%. Also, as is the norm with free college programs, students had to fill out the FAFSA and have at least one dollar of unmet need. The aid could be used to attend any of the 66 public, in-state, two- or four-year colleges in Wisconsin. Ascendium provided up to $31 million to fund the grant and, as the main program administrator, sent regular letters to remind students about the program and its requirements. The organization also worked with school counselors to support students becoming eligible for the funds and preparing for college.

TDP was announced to students in the fall of 2011. Using anonymized data, we then tracked students’ high school, college, and life outcomes for eight years, and we recently received data extending through when students were roughly 22 years old. As a rare randomized trial, we could estimate the effects by comparing the control and treatment group outcomes. Here is what we found:

• For students who met the performance requirements, the program increased graduation from two-year colleges by 3 percentage points . This might seem small, but the denominator here is comprised of low-income 9 th graders. Half of the control group did not even graduate from high school, let alone college. The effect amounts to a 25% increase in two-year degrees.
• The framing and design of the program as free two-year college changed student decisions in ways consistent with what free college advocates suggest. The $12,000 maximum award amount was selected because it was sufficient to cover tuition and fees for a two-year college degree. The fact that TDP made two-year college free, but only reduced the cost of four-year college, was clearly communicated to students. This appears to explain one of our main results: Student enrollments shifted from four-year to two-year colleges. This is noteworthy given that students could use the funds at either two- or four-year colleges. In fact, students likely would have been able to use more of the $12,000 if they had shifted to four-year colleges. The only plausible reason for shifting to two-year colleges is that they were really attracted to the idea of free college.
• The “early commitment” nature of the program had some modest positive effects on some high school outcomes . Students learned about TDP in their 9 th grade year, giving them time to change their high school behaviors and college plans. Although it did not improve high school academic achievement, we find that TDP increased college expectations and the steps students took to prepare for college. TDP recipients also reported working harder because of the program (even though this did not show up in the academic measures). This highlights the fact that free college might also help address not only college-going rates, but the long-term stagnancy in high school outcomes.
• The merit requirements undermined the program’s effectiveness . Though the 2.5 GPA and 90% attendance and other requirements were arguably modest, only 21% of eligible students ended up meeting them. So, they ended up excluding many students. We also tested the two main ways that the merit requirements could have been helpful: (a) merit requirements might provide incentives for students to work hard during high school and better prepare for college, and (b) merit requirements might target aid to students who respond to it most. We find no evidence of either benefit. While students did work harder (see point [3] above), this appears to be due to other elements of the program, not the merit requirements.

Overall, these results suggest that aid is most effective when it is “open access”—that is, aid with early commitment and free college framing, but no merit requirements.

What about the evidence beyond Milwaukee?

Our study also reviews other research on financial aid, including federal aid, state merit aid programs, and the newer “promise scholarship” programs that mimic free college. Our study is not alone in finding that financial aid improves student outcomes. In fact, the vast majority of the most rigorous studies find positive effects on college attendance and college graduation. Given the strong average benefits of college, we can expect follow-up studies to show effects on employment earnings, voting, and other outcomes.

What about the costs? Open access aid is more expensive to be sure. More students receive aid and the aid levels per students are larger than traditional financial aid. Is it worth it? Our analysis suggests it is. We carried out new cost-benefit analyses of multiple programs, including TDP, but also other actively studied programs in: Kalamazoo, Michigan; Knox County, Tennessee; Pittsburgh, Pennsylvania; and one statewide program in Nebraska. We also used estimates of the average effects of aid taken from prior literature reviews. All of these programs pass a cost-benefit test. That is, the effects on college outcomes, and the effects of college outcomes on future earnings, is much larger than the cost to the government and society as a whole. Moreover, it appears that benefits-per-dollar-of-cost are at least as high with open access aid as with more restricted programs. This means that open access aid provides greater total benefits to the community as a whole.

Back to the Free College Proposals

What do these results mean for President Biden’s and CP’s proposals? The table below provides a side-by-side comparison. The main difference is the level of detail. This reflects that the CP plan was designed to align with, and flesh out, the Biden campaign proposal. Perhaps the only substantive difference is that the CP proposal (and the Milwaukee program) includes private colleges. The Biden campaign documents exclude private colleges, though the American Families Plan just says “free community college,” signaling alignment with the CP plan. Both proposals are clearly in the category of open access aid.

There are numerous similarities between these provisions and the Milwaukee program that my team and I studied. All three programs make two-year college free (or nearly so) for all students without income requirements and through early commitment of aid. All three require the FAFSA and high school graduation. Importantly, unlike both the Biden and CP proposals, the Milwaukee program had merit requirements, which undermined its success. This is partly why our evidence is so relevant to the current debate.

Some might wonder why the president has scaled back the proposal to just free community college. This reflects that the idea of free college—even the “scaled back” version—is such a marked departure from past policy, especially at the federal level. Free community college alone would still be arguably the largest shift in federal higher education policy in the past half-century.

Caveats and Concluding Thoughts

We cannot make policy from evidence alone, but it can and should play a key role. Sometimes, policy ideas have such limited evidence of effectiveness that it is difficult to make any plausible case for a large-scale, national program. In other cases, there is enough promise for pilot studies and competitive grants to establish efficacy. With free college, we seem to be well beyond that point. In addition to decades of results on general financial aid programs, we have a growing number of studies on state and local programs that all show positive evidence—the “laboratory of democracy” at work. The idea of a large, federal free-college program therefore has more and more credibility.

A decade ago, it was not at all obvious that this is what the evidence would show. There was really no evidence on free college programs when we started this project back in 2009. Also, there were good reasons to expect that such a large increase in aid would suffer from “diminishing returns”—the idea that the next dollar is less effective than the previous one. This could have made free college more costly than the benefits could justify. Now, we know better.

I do still worry a bit about other factors and challenges. For example, the above analyses can only capture the immediate effects of financial aid, yet a federal free college program is such a marked departure in policy that it could alter political and market forces operating on higher education in unpredictable ways, perhaps even lowering college spending and quality. Also, if the proposal remains focused on community colleges, then this will shift students out of four-year colleges and into colleges that currently have very low completion rates. There are also other ways to increase college affordability and access that do not require free college (e.g., increased Pell Grants and income-based loan repayment), some of which target funds more narrowly to the most disadvantaged students. And there are many details to be worked out as the president’s allies in Congress try to generate sufficient support without (a) sacrificing core principles, or (b) creating new problems that can arise when grafting new federal programs on to widely varying state contexts.

Still, it is not often that an idea comes around that addresses a widely acknowledged problem and has both research support and a fair degree of bipartisan political support. The stars seem aligned to make some form of national free college a reality. The more evidence we see, the more that would seem to be a step forward.

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Understanding University Endowments

University endowments today, types of endowments.

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The Bottom Line

• Trust & Estate Planning

How Do University Endowments Work?

University endowments are comprised of money or other financial assets that are donated to academic institutions. They have a specific legal structure that is intended to indefinitely perpetuate a pool of investments for a specific purpose. University endowments work by act as a self-sustaining source of funding by intentionally not paying out the entire fund balance.

Key Takeaways

• University endowment funds are an important source of revenue for many higher education institutions.
• Endowment funds support the teaching, research, and public service missions of colleges and universities.
• In addition to a general university endowment fund, institutions may also maintain a number of restricted endowments that are intended to fund specific areas within the institution, including professorships, scholarships, and fellowships.
• Sometimes, colleges and universities pool together many individual endowments into a single investment fund which allows for a consistent investment approach; in this way, a university endowment may resemble a mutual fund.

Charitable donations are the primary source of funds for endowments. Endowment funds support the teaching, research, and public service missions of colleges and universities.

Typically, endowment funds follow a fairly strict set of long-term guidelines that dictate the asset allocation that will yield the targeted return without taking on too much risk.

In the case of endowment funds for academic institutions, the income generated is intended to finance a portion of the operating or capital requirements of the institution. In addition to a general university endowment fund, institutions may also maintain a number of restricted endowments that are intended to fund specific areas within the institution, including professorships, scholarships, and fellowships.

Sometimes, colleges and universities pool together many individual endowments into a single investment fund which allows for a consistent investment approach. In this way, a university endowment may resemble a mutual fund.

Some endowment funds have guidelines stating how much of each year's investment income can be spent. For many universities, this amount is approximately 5% of the endowment's total asset value. Some elite institutions, such as Harvard, have endowments that are worth billions of dollars, so this 5% amount can end up equaling a large sum of money. In the context of the U.S. higher educational system, the presence of endowment funds are often integral to the financial health of educational institutions.

History of University Endowments

In general, an endowment is a donation of money or property to a non-profit organization, which uses the resulting investment income for a specific purpose. An endowment can also refer to the total of a non-profit institution's investable assets which is meant to be used for operations or programs that are consistent with the wishes of the donor. Most endowments are designed to keep the principal amount intact while using the investment income for charitable efforts.

The Roman emperor and Stoic philosopher Marcus Aurelius established the first recorded endowed professorships in Athens in A.D. 176. He created one endowed professorship for each of the major schools of philosophy at that time. Later, more educational endowments were created at different schools throughout the Roman empire.

The practice of endowing professorships officially began in the modern European university system in England in approximately 1502. The Countess of Richmond (and grandmother to the future King Henry VIII, Lady Margaret Beaufort, created the first endowed professorships in divinity at Oxford and Cambridge University. Then later, in approximately 1550, King Henry VIII also established endowed professorships at both universities in five different subjects: divinity, civil law, Hebrew, Greek, and physic.

In the modern era, endowment donors can sometimes restrict how the schools spend this money with an investment policy statement (ISP). For example, donors can decide to use a portion of an endowment's scheduled income on a merit-based or need-based scholarship. Another standard restrictive use of an endowment's income is to provide funding for endowed professorships.

Other than these restrictions, universities can use the rest of the allotted spending amount as standard income. Decisions about whether it should be spent on hiring professors, upgrading/repairing facilities, or funding more scholarships are typically left up to school administrators. An endowment's investment income can also significantly lower tuition costs for students.

For example, if a university's endowment yields a total of $150 million and has a 5% spending limit, this would provide $7.5 million of available income. If the university had originally budgeted $5.5 million in endowment funds, this would mean that the excess $2 million could be used to pay other debts/expenses; ultimately, the savings could be passed on to institution's enrolled students. 

However, because universities depend on investment returns for supplementary income, there could be trouble if the investments do not yield a suitable amount of returns. Therefore, most endowments are run by professionals to ensure the investments made are in line with the aforementioned policy allocation.

Endowments and Taxes

It's important to note that most private nonprofit colleges and universities are exempt from taxes due to their status as 501(c)(3) organizations. However, as stipulated in the Tax Cuts and Jobs Act of 2017, there is an excise tax of 1.4%

on endowment income at universities with at least 500 tuition-paying students and net assets of at least $500,000 per student. As the $500,000 is not adjusted for inflation, the cutoff number is essentially lowered over time.

There are four different types of endowments: unrestricted, term, quasi and restricted. 

• Term endowments usually stipulate that only after a period of time or a certain event can the principal be expended.
• Unrestricted endowments are assets that can be spent, saved, invested, and distributed at the discretion of the institution receiving the gift.
• A quasi-endowment is a donation by an individual or institution, given with the intent of having that fund serve a specific purpose. The principal is typically retained while the earnings are expended or distributed per specifications of the donor. These endowments are usually started by the institutions that benefit from them via internal transfers or by using unrestricted endowments already given to the institution.
• Restricted endowments have their principal held in perpetuity, while the earnings from the invested assets are expended per the donor’s specification.

Except in a few circumstances, the terms of these endowments cannot be violated. Drawing down the corpus of the endowment to pay debts or operating expenses is known as "invading" or "endowment invasion." However, there are some instances where it may be legally allowed. If an institution is near bankruptcy or has declared bankruptcy–but still has assets in endowments–a court can issue a  doctrine of cy-près  that allows the institution to use those assets toward better financial health (permitting they are still honoring the wishes of the donor as closely as possible).

Criticisms of Endowments

Harvard University and other elite higher educational institutions have, at times, come under criticism for the size of their endowments. Critics have questioned the utility of large, multi-billion-dollar endowments, likening it to hoarding, especially as tuition costs began rising at the end of the 20th century.

Large endowments had been thought of as rainy-day funds for educational institutions, but during the 2008 recession, many endowments cut their payouts. Researchers have looked closely at the incentives behind this behavior and found that there has been a trend toward an overemphasis on the health of an endowment rather than the institution as a whole.  

It’s not unusual for student activists to look with a critical eye at where their colleges and universities invest their endowments. In 1977, Hampshire College divested from South African investments in protest of apartheid, a move that a large number of educational institutions in the United States followed.

Advocating for divestment from industries and countries that students find morally compromising is still common among student activists; more recently, the act of divestment has evolved and become a more efficient and effective practice.

Limitations of University Endowments

The criticism of endowments do bring light to some of the limitations of university endowments. For example, the way university endowments work is to accumulate funds based on donor restrictions. These restrictions limit the flexibility of institutions in responding to evolving needs or unforeseen emergencies, as the funds are earmarked for designated purposes. There are legal and accounting implications to following these rules.

Endowments are susceptible to market volatility since the funds are invested. Therefore, they can go up and down in value. Though endowments are expected to not necessarily decrease in value, they can if investments go awry. Universities must also be mindful of excessive spending, as it is possible (and allowable) to spend down an endowment. You'll note this in some figures below related to Harvard's 2022 and 2023 endowment values.

On a related note, endowment spending faces the risk of erosion due to inflation if investment returns do not outpace inflation rates over time. A core premise in finance is that a dollar today is worth more than a dollar in the future because you can generate income and growth from the dollar today. With an endowment, universities simply sit on much of the cash, meaning they lose purchasing power when investment growth does not keep up with inflation.

Do All Universities Have Endowments?

While many private colleges and universities have substantial endowments, most public universities have very small endowments or none at all. Instead, these receive funding from state governments, which is not available to private institutions.

Which University Has the Largest Endowment?

Harvard University has the largest endowment of any university . At the end of 2022, Harvard's endowment stood at $50.9 billion. Harvard's endowment then slightly decreased in 2023, ending the year at $50.7 billion.

What Do University Endowments Fund?

Depending on the university's charter and investment policy statement, the endowment can fund several different aspects of operations. Endowments commonly support teaching, research, student scholarships, maintenance and construction, and public service, among others.

Endowments are funds or assets donated to universities (or other institutions) to provide ongoing financial support. These assets are typically invested, and the returns are used to fulfill the organization's mission or support specific programs in perpetuity. However, there's usually limitations to endowments, and they may be a little controversial.

Harvard University. " Endowment ."

Cornell University. " Endowed Chairs: A Meeting of Minds and Means ."

Encyclopedia Britannica. " Margaret Beaufort ."

Cambridge University Library. " Regius Professorships ."

IRS. " Tax Cuts and Jobs Act - EO Provision ."

American Economic Association. " How University Endowments Respond to Financial Market Shocks: Evidence and Implications ."

Hampshire College. " Chapter 6: Divestment ."

Academia.edu. " Understanding College and University Endowments ."

Harvard. " Financial Report Fiscal Year 2023 ."

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How Does College Work? [2023 Guide]

Are you soon to enter college? Are you perplexed by how college works? Learn all there is to know about college in the following paragraphs!

It’s essential to comprehend the American higher education system if you want to study abroad in America. It’s crucial to understand how it operates if you want to attend one of the numerous universities in the USA to earn a bachelor’s or master’s degree.

Continue reading to learn how to make the most of your chance to pursue post-secondary education in the US.

Table of Contents

How Does College Work?

The overall objective is the same, but every university or college will have a different way of teaching and studying. There are various classifications for the educational level you’ll receive within that. You’re more likely to succeed in college if you work on a project that you enjoy!

Starting from the smallest achievable goal, we’ll work our way up.

Undergraduate

Studies of this nature can begin right after secondary or high school. There are primarily two choices within that. The two-year associate’s degree is the first option, followed by the four-year bachelor’s degree.

Don’t forget that while bachelor’s degrees can be obtained from universities and other four-year institutions, associate’s degrees are only offered by community or technical colleges. Students select a focus for their studies, known as a major, regardless of the area or circumstance.

In addition, students will be expected to enroll in general education courses or other required core classes to broaden and improve their communication and critical thinking abilities.

After receiving a bachelor’s degree, people enroll in graduate school, also known as grad school. In many other nations, it may take up to five years or longer to achieve this level of income.

In the US, a master’s degree is used to describe any degree earned after a four-year undergraduate program. Even though many schools offer a fast-track program, this can frequently take two to three years to complete. You should be aware that these can be taxing.

Studying in this manner enables you to delve deeply into your subject and maybe more academically or professionally oriented. One option is a master’s degree in philosophy, which is aimed at academics. Others might decide to pursue a master’s degree in marine biology, which would give them a specialty and increase their employment options.

Post-Graduate

In the US, post-graduate education includes doctoral studies and is defined as anything that occurs after receiving a master’s degree. The actual length of the doctorate will depend on two key things:

• Finished a master’s degree in a related field, if applicable?
• What is the projected completion date for their dissertation?

This process typically takes 2-3 years. Classes will come first, and the final product of your study will be a dissertation or lengthy research paper. To accomplish your objectives, you’ll collaborate closely with a faculty member who will serve as your advisor.

What Should I Know About Courses of Study and Choosing a Major?

Regardless of the career path students take after graduating, the US educational system is built to teach them life skills. As a result, students attending colleges or universities will enroll in a variety of courses to earn a degree.

Taking courses outside of one’s intended academic field of study is a foreign concept for many international students.

However, liberal arts courses in math, social studies, and natural sciences are valued by US colleges and universities, along with courses in history, English literature, and foreign languages.

These classes are regarded as crucial building blocks for developing critical thinking, logical reasoning, and communication abilities.

Majors, Minors, and Concentrations

When we were discussing undergraduate studies, we briefly discussed what a major is but we didn’t get too into it. They lay the groundwork for your degree and are crucial to the university process. Despite this, the majority of schools won’t let you take more than half of your classes in your university major.

Although these represent your areas of interest, other subjects must be taken into consideration if you are to graduate with a skill set that is well-rounded.

College minors are helpful in this situation. These are academic specializations that can improve your soft skills and make it easier for you to comprehend your coursework.

You have more choices for the field of study because concentrations are additional specializations within a given major. You could major in history, for instance, with a focus on Latin America or North Africa, or even a specialized field like the history of politics or religion.

BA Vs BS Vs BFA Degrees

Bachelor of Arts (BA), Bachelor of Science (BS), and Bachelor of Fine Arts (BFA) degrees are the three most popular bachelor’s degrees in the United States.

While BS degrees cover business, math, science, engineering, health sciences, and other tech fields, BA degrees are more focused on liberal arts majors in the humanities and social sciences. The creative arts, like dance or music, are aligned with BFA degrees.

Accreditation

The question of which US colleges and universities have government approval may arise for international students. Keep in mind that there is no Ministry of Higher Education in America, and neither does the federal government have the authority to regulate which colleges and universities may exist.

There are six regional accreditation organizations that allow almost all public and private nonprofit colleges and universities to function in the US educational system. (National accrediting organizations have accredited the majority of private for-profit colleges.)

Several academic programs may be accredited by a national organization within a single institution (e.g., ABET, which concentrates on the caliber of STEM (science, technology, engineering, and math) programs). Program accreditations are also indicators of high academic standards.

How Do Transfer Credits Work?

The requirements for applying to study in the US may change if you are considered a transfer student if you have completed some undergraduate coursework already.

With regard to standardized test requirements and deadlines, the application process for transfer students is a little bit different. While other colleges and universities permit transfer students to begin in the spring or even the summer, some only accept transfer undergraduate or graduate applicants for the fall semester.

You might be able to apply the courses you’ve already taken toward your bachelor’s degree requirements. Transfer credits are what they are called.

US colleges and universities have transfer programs for students who haven’t completed more than two years of study, and at many colleges, only two years’ worth of course credit can be used to satisfy degree requirements.

Conclusion: How Does College Work?

International students have access to opportunities at US colleges and universities that can change their lives. How then does college operate? Now that you know more about it, you should be prepared and eager to take on the world of higher education.

Qualifications are frequently required in the professional world, but they don’t have to be burdensome.

Is a University the Same as a College?

Colleges and universities primarily differ in program offerings and degree types . “University” refers to larger institutions offering both undergraduate and graduate programs. “College” refers to community colleges, technical schools, and liberal arts colleges.

How Does College Work in the UK?

Universities are where higher education is offered in the UK. Students may apply to universities to pursue bachelor’s degree programs after completing their two years of secondary school or college. So one of the main differences between university and college is that college in the UK is usually pre-university .

How Does College Work in the Philippines?

Colleges typically offer 1 or more specialized programs while universities must offer at least 8 different undergraduate degree programs in a wide array of subjects and at least 2 graduate programs. Public universities all offer a wide variety of programs and use English as their primary language of instruction. They are also all nonsectarian.

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More high schoolers are seeing greater value in on-the-job training than college: Study

Top reasons for not attending college include an unwillingness to take on debt, the pressure that college brings and the fact that it may not be worth the money.

Fewer high schoolers are motivated to go to college and are prioritizing on-the-job training and certificate programs that can land them jobs faster, cheaper and easier, according to a new survey.

College enrollment has decreased by 8% since 2019, previous reporting by USA TODAY shows. According to a new survey published this month, top reasons include an unwillingness to take on debt, the pressure that college brings and the fact that it may not be worth the money it costs to attend.

Information for the survey, conducted by the Bill and Melinda Gates Foundation, was collected from both high school juniors and seniors and young adults ages 18 to 30 who chose not to go to college. Respondents were asked in focus groups and online whether they see "excellent/good value" in a four-year degree, as well as other educational and vocational paths.

This was their response.

How the data breaks down

College value is "middle of the pack" for high schoolers and non-enrolled adults, the survey found, with 72% of students saying four-year degrees have an "excellent/good" value and 57% of non-enrolled graduates saying so. That's down from 60% when non-enrolled graduates were surveyed the previous year.

On-the-job training seems to be more valuable to both high school students and non-enrolled graduates, with 83% of the former indicating it is excellent or good and 77% of the latter saying so. Favor for trade and vocational schools are up 63% from 58% for non-enrolled graduates from the previous year.

A two-year degree ranked at just under 70% and 63% for its value being excellent or good.

Other findings

The top two reasons for pursuing a four-year degree, according to both groups, are the ability to make more money and the opportunity to get a better job with a greater chance for promotion.

The survey revealed that 58% of high schoolers and 51% of non-enrolled graduates agree that "these days, a good job requires a college degree," but the barriers in doing so may be tougher than ever to get around.

High school students said encouragement from counselors, teachers and parents to attend college is mostly positive, but talk around continuing education is less positive among peers. Here's how that breaks down:

• School counselors (47% said mostly positive)
• Parents (44% said mostly positive)
• Teachers (34% said mostly positive)
• Classmates (29% said mostly positive)
• Social media (16% said mostly positive)

The research found that most college info sources target high schoolers and not young adults moving farther away from "college age."

The proposed solutions

High schoolers are more uncertain than ever about whether they should spend money on a degree, especially if there isn't a topic of study they are particularly interested in pursuing. Young adults are unsure how to reengage with school if they do become interested, especially with the added responsibilities they likely now have.

The proposed solutions for high schoolers, according to the survey, are:

• Debt relief, expert help with financing
• Expert assistance charting a solid college path to a career
• Ensure return on investment

The proposed solutions for non-enrolled grads, according to the survey, are:

• Help with connecting dots between interests, college options and career paths
• Help with coming up with some sort of on-ramp to completing a degree

Browse the full report in greater depth here .

How to use new NYC jobs website to start career, get paid training and more

N EW YORK (PIX11) — New York City released the newest version of its job board , which aims to help people find out about job opportunities, training, internships, and even earn college credits.

But how does it all work?

Once on the Jobs NYC “jobseekers” homepage, you will be greeted with a button to explore the 80 programs offered . Some programs are offered directly from the city, such as job matching services offered by New York City’s Human Resources Administration and paid training for asylum seekers by nonprofits like Emma’s Torch .

If you click the “Find Jobs” tab at the top right, you will be directed to the city’s job board. Here, you can find jobs in various career fields, such as education and health care, along with options to view positions in the New York City government or look by borough.

At the bottom of the website, you can sign up for the Jobs NYC: Jobseeker newsletter. The city will ensure you are up to date with all the open positions , training and events, depending on the options you select while signing up.

You can also use the website to learn about announcements such as hiring events throughout the five boroughs.

To view all of the opportunities New York City has to offer, you can visit the Jobs NYC website here .

Jonathan Rizk is a digital journalist who has covered local news in New York City and Washington, D.C. He has been with PIX11 since August 2022. See more of his work here, and follow him on  X and Facebook @OfficialRizk . Get in touch at [email protected] .

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