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This article examines the growth of adult enrollment in recent decades in the United States and its impact on the educational attainment of the population. First, in order to better understand the growth of adult enrollment, the change between 1970 and 1990 is decomposed into its demographic elements. Next, the projected growth of enrollment over the next decade is analyzed. Finally, the article examines the cumulative impact of adult enrollment on educational levels, as well as on race and sex differentials in educational attainment. The study draws on data from the Integrated Postsecondary Education Data Systems, the U.S. decennial censuses, and the School Enrollment Supplements of the October 1970, 1980, and 1990 Current Population Surveys. The results highlight the role of the baby-boom generation in spurring the growth of adult enrollment. They also show that adult enrollment contributes significantly to the educational attainment of the U.S. population.

Examines the growth of adult enrollment in US educational institutions in recent decades & its impact on the educational attainment of the population, drawing on data from the Integrated Postsecondary Education Data Systems, the US decennial censuses, & the School Enrollment Supplements of the Oct 1970-1990 Current Population Surveys. To better understand the growth of adult enrollment, the change between 1970 & 1990 is decomposed into its demographic elements. Next, the projected growth of enrollment over the next decade is analyzed. Examined in conclusion is the cumulative impact of adult enrollment on educational levels, as well as on race & sex differentials in educational attainment. Results highlight the role of the baby-boom generation in spurring the growth of adult enrollment. They also show that adult enrollment contributes significantly to the educational attainment of the US population. 1 Table, 10 Figures, 27 References. Adapted from the source document.

Recent reports have demonstrated that the United States has a dropout crisis of alarming proportions. In some large-city school systems, more than 50% of students leave high school without a diploma. A large proportion of these dropouts have not accumulated enough credits to be promoted beyond ninth grade. Using survey and student record data for a cohort of Philadelphia public school students, the authors find that ninth-grade academic outcomes are not simply proxies for student characteristics measured during the pre—high school years and that ninth-grade outcomes add substantially to the ability to predict dropout. An implication is that efforts to decrease the dropout rate would do well to focus on the critical high school transition year.