Media Mentions

Richard Whitmire writes in this Hill op-ed about how poor, talented students do not succeed at the same rate as rich, less talented students. Whitmire cites CEW’s report “Born to Win, Schooled to Lose” in arguing about what can be done to change this widespread inequity.

In this New York Times article, Thomas Chatterton Williams critiques the College Board’s possible use of a new tool that would measure a student’s economic hardship along with SAT scores. Williams quotes CEW Director Anthony P. Carnevale on the racial implications of the adversity score.

In this NPR article, Bobby Allyn writes about the College Board’s possible use of a new tool that would measure a student’s economic hardship along with SAT scores. Allyn quotes CEW Director Anthony P. Carnevale on the backlash against a similar program piloted in the 1990s, and what would be different this time.

In this Inside Higher Ed article, Rick Seltzer writes about how the Gates Foundation is backing a panel to examine the value of postsecondary credentials. Seltzer quotes CEW Director Anthony P. Carnevale on how the Gates Foundation is catching up to the current political climate.

Catherine Gewertz writes in this Education Week article about a Gates Foundation initiative aiming to better inform prospective students and their parents of the value of their degree. Gewertz notes that CEW has published several studies that explore earnings for different certificates and degrees.

In this Washington Post opinion piece, Jay Matthews writes about KIPP’s recent report that explores ways in which low-income college students are insufficiently supported. Matthews quotes CEW Director Anthony P. Carnevale, who argues that high schools should better prepare students for their future careers.

Douglas Belkin writes in the Wall Street Journal about the College Board’s plan to assign students an “adversity score” for consideration in college admissions. Belkin quotes CEW Director Anthony P. Carnevale on the purpose of the score.

In this Bloomberg article, Justin Fox writes about declining enrollment at less selective and for-profit colleges. Fox cites the CEW report “Three Educational Pathways to Good Jobs” to explain how some students can pursue a good job without attending college.

Jillian Berman writes in MarketWatch about how the Class of 2019 is not doing as well as the Class of 2000—but has better prospects than the Class of 2009. Berman quotes CEW Research Professor and Chief Economist Nicole Smith.

Esther Cepeda writes in this Chicago Tribune op-ed about the ways she believes money would fall short in addressing racial disparities in education. Cepeda cites the CEW report “Born to Win, Schooled to Lose.”

In this Inside Higher Ed article, Scott Jaschik writes about the recent CEW report “Born to Win, Schooled to Lose.” Jaschik highlights the finding that even disadvantaged, academically talented students have a lower chance of success than their less talented, advantaged peers.

Erin Richards writes in USA Today about how nature and nurture affect children’s academic and career outcomes. Richards covers the CEW report “Born to Win, Schooled to Lose” and quotes CEW Director Anthony P. Carnevale.

In this Education Week article, Sasha Jones writes about the CEW report “Born to Win, Schooled to Lose.” Jones quotes CEW Director Anthony P. Carnevale on the growing role of higher education in the labor market.

In this MarketWatch article, Jillian Berman explores whether the education system is a meritocracy. Berman cites the CEW report “Born to Win, Schooled to Lose” and quotes CEW Director Anthony P. Carnevale, who explains how report findings show it more closely resembles an aristocracy.

Pearl Stewart writes in Diverse Issues in Higher Ed about how socioeconomic disparities are at play for students as early as in kindergarten. Stewart cites the CEW report “Born to Win, Schooled to Lose” and quotes CEW Assistant Research Professor and Research Economist Megan Fasules.

In this CNBC article, Abigail Hess writes about the debt that PhD students take on—and how that compares to their future wages. Hess cites the CEW report “Recovery: Job Growth and Education Requirements Through 2020.”

In this CNBC article, Abigail Hess writes about ways the gender pay gap could be closed. Hess quotes CEW Chief Economist Nicole Smith on what contributes to occupational segregation.

Annie Nova writes in this CNBC article about how federal student loan rates are dropping. Nova cites the CEW report “The Economic Value of College Majors.”

In this Education Dive article, James Paterson writes about how changing perceptions of the practical value of higher education is shifting colleges’ role in work-study. Paterson cites the CEW reports “Balancing Work and Learning” and “Learning While Earning: The New Normal.”

This article in The Lily cites the recent CEW report “May the Best Woman Win? Education and Bias Against Women in American Politics” to evaluate the potential role of gender bias in the upcoming 2020 election.

Justin Fox writes in Bloomberg about students’ new college major preferences. Fox cites the CEW report “The Economic Value of College Majors.”

In this Education Dive article, Riia O’Donnell writes about a state network aiming to expand work-based learning. O’Donnell quotes CEW Chief Economist Nicole Smith on the role of colleges and universities in skills training.

In this Education Dive article, Hallie Busta writes about how colleges and companies can work together to address the skills gap. Busta quotes CEW Chief Economist Nicole Smith about changing views of higher education.

In this op-ed, Arthur Rizer and Jesse Kelley make the case for educating incarcerated individuals who will eventually join the workforce. Rizer and Kelley cite the CEW report “Recovery: Job Growth and Education Requirements Through 2020.”

In this New York Times op-ed, Richard D. Kahlenberg argues that the underfunding of community colleges is the real college scandal. Kahlenberg cites a recommendation for funding community colleges from the CEW report “Educational Adequacy in the Twenty-First Century.”

In this Wall Street Journal article, Sarah Chaney and Michelle Hackman write about how higher education increasingly continues to attract students, despite ample job opportunities.

In this CNBC article, Jessica Dickler offers prospective college students advice about the value of elite schools. Dickler cites the CEW report “The College Payoff” to explain the lifetime value of a college degree.

Tiffany Pennamon writes in Diverse Issues in Higher Education about practices that can help Black and Latino men persist in higher education. Pennamon cites the CEW report “Latino Education and Economic Progress.”

In this Bloomberg article, Noah Smith writes about what many recent closures of for-profit colleges mean for higher education. Smith cites the CEW report “The Economic Value of College Majors.”