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Interactive Tools


ROI Tool

The National Center for Higher Education Management Systems (NCHEMS) partnered with the Center for Law and Social Policy (CLASP) to create models showing the return on investment that increasing the number of degrees would produce for the nation and each state. The model allows users to examine how changes in the numbers of different types of credentials impact state revenues, cost and per capita income.

Trends in Educational Attainment by State, Gender, Race/Ethnicity

Increasing the educational attainment of U.S. residents has become a primary goal of state and national higher education policy over the last decade. States can track their progress using annual updates from the American Community Survey, but these are often used without noting the often large margin of error associated with the results, especially for smaller states or race/ethnic groups.

This online tool uses Tableau public software to illustrate the trends in attainment rate, along with margin of error (at a 90% confidence level) from 2006-2013. Viewers should note both whether results have changed over time and whether current attainment rates are significantly different from those in the past.

Trends in Pell Grant Recipients and Awards by State, Sector and Institution

Pell grants are the federal government’s largest single investment in financial aid, and have expanded dramatically over the last fifteen years, with the largest growth occurring as a result of increases in maximum awards, expansion of eligibility criteria and the economic downturn since 2008. How has Pell grant expansion affected your state or institution?


Trends in Degrees Awarded by State, Sector, and Institution

The number of degrees and certificates awarded is the core output measure for higher education. While the U.S. total has steadily increased over the last 10 years, results have varied widely by state, sector, and institution. Use this tool to compare the trend in degree/certificate completion at your selection to the national trend.