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Washington State workers in the early 1990s. Not surprisingly, these individuals suffered an earnings decline prior to entering these programs, and they continue to suffer an earnings loss compared to comparison groups' between $146 and $293 per credit, a substantial amount given that those enrolled completed 26 to 30 credits.
Thereafter earnings increased steadily, though the long-run increases in earnings were only 1.5 percent in the Pittsburgh sample and 5 percent in the Washington sample, considerably lower than the returns to about one year or 30 credits in Table 5.
However, this overall effect masked substantial differences among fields of study, with substantial positive returns to health-related credits, science and math (in the Pittsburgh sample) and trades and repair (in the Washington sample), while basic or remedial education and the humanities had negative effects. If, for example, an individual took one year's worth of healthrelated and technical credits in Washington, the long-run increase in earnings would be about 15 percentclose to the effects found by Surette for the NLSY data (Table 5). The results confirm the importance of establishing programs in particular fields of study.
Leigh and Gill (1997) raised the same questions, using NLS-Youth data results up to the 1993 survey when individuals were age 28 to 35. They distinguish "continuing" from "adult" students 25 years old or over, who were 31 percent of those with Associate degrees, 35 percent of those with some community college but no degree, and almost 37 percent of those attending technical institutes. Receiving a degree at age 25 or over made no significant difference to the returns to sub-baccalaureate education for women (though it increased the value of a B.A. from 46 percent to 73 percent).
The value of attending a community college without receiving a credential was higher for older men than for younger men, suggesting that older men are more likely to enroll for specific employment-related purposes. Effects for those earning Associate degrees were insignificant, and were negative for those with baccalaureate degrees.
In addition, I carried out a similar test with the SIPP data (Grubb, 1995d, Table 4). Those receiving credentials after age 30 did not have statistically different returns than did those earning credentials between age 24 and 30and for women, "late" Associate and baccalaureate degrees have significantly higher returns. Overall, these results indicate that returns to sub-baccalaureate education do not decline for older students and are actually higher for some groups though there is not any consensus about precisely which older groups benefit most from formal schooling.
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