Public policies designed to ensure that postsecondary programs are delivering economic returns for their students often rely on postcollege earnings as the measure of value. This approach is useful but may conflict with the goal of preparing workers for roles in fields such as education, health, the arts, and personal care. The value of some of the occupations in these fields—both to society and to individual workers—may depend on factors other than earnings. This report explores key questions related to higher education programs that offer a pathway to high-value, but lower-wage, careers.

Why This Matters

Earnings are one of the easiest measures of job quality to quantify. Data on earnings by occupation have long been available, and the development of College Scorecard data makes it possible to estimate earnings outcomes associated with specific postsecondary programs. Multiple efforts to evaluate postsecondary programs rely on these data. But a simple comparison of earnings across college graduates may be a misleading approach to evaluating the quality of some occupations and the success of programs enrolling some types of students and leading to some career paths.

Key Takeaways

Building on research, data, and input from other researchers, this report explores four key questions:

What types of occupations may be devalued by an exclusive focus on earnings?

It is difficult to define precisely the programs and careers that may need more careful consideration in accountability policies and in the provision of reliable consumer information. We consider the arguments for different types of careers that might fall into this category and present data on earnings and credentials for these industries.

Is median earnings the best metric for evaluating programs?

We discuss the history of formal and informal federal accountability metrics for higher education and some of the shortcomings of relying too heavily on earnings comparisons. Part of the challenge is distinguishing between weak programs not serving students well and successful programs in fields with low earnings in the labor market.

How can policymakers help students navigate program selection?

We look at a key juncture—students considering postsecondary education—and discuss approaches to ensuring that both information provision and accountability systems help students choose programs likely to lead to high-value, satisfying careers that meet a minimum pay standard.

How can policymakers support students into high-value careers?

Completion of a given program does not necessarily translate into pursuing a career aligned with the program. Here, we discuss how policymakers can ensure that students who pursue programs for a given occupation are better able to access those roles or are prepared for other successful pathways they might choose.

How We Did It

We base the discussion on a combination of our research and the insights of experts convened by the Urban Institute in June 2025. To understand the levers that programs and policymakers could pull, we use the framework of a student’s journey into a program and on to a career.