The Rising Tide: Educational Attainment Among Immigrant Groups in America

For decades, the United States has been a beacon for individuals seeking opportunities and a better life. Throughout U.S. history, immigrants have played a vital role in shaping the nation's social, economic, and cultural landscape. A notable trend in recent immigration patterns is the increasing number of immigrants arriving with advanced educational qualifications. This article delves into the educational attainment of immigrant groups in America, highlighting key statistics, trends, and factors influencing this phenomenon.

Educational Attainment: A General Overview

Nationwide, Black and white immigrants are more likely to hold a college degree than their US-born counterparts. In the United States, a significant portion of the population holds bachelor’s or higher degrees. According to recent data, one-third (33.4 percent) of the population aged 25 and older are college graduates. This reflects a continuing trend toward higher rates of bachelor’s degree and advanced (master’s, professional, and doctoral) degree attainment. Data from the Current Population Survey (CPS) indicates that, on average, rates of college completion are not significantly different between the foreign born and native born. In 2016, 32 percent of foreign born and 34 percent of native born had attained at least a bachelor’s degree by age 25, while 14 percent of foreign born and 12 percent of native born ages 25 and older had attained a master’s, professional, or doctoral degree by age 25.

However, it is essential to note that in 2016, the foreign born had lower rates of high school completion than the native born. About 27 percent of the foreign-born population had less than a high school or equivalent degree by age 25, compared with 8 percent of native born. The native born were more likely than the foreign born to have completed some college or to have completed an associate’s degree. The proportion of native born whose highest level of educational attainment by age 25 was “some college or associate’s degree” was 29 percent, compared to 16 percent of the foreign born.

While the foreign born have relatively low levels of high school completion, as stated above, their children-the second generation, have completed high school at a rate very similar to those in the third-and-higher generation (92 percent for the second and third-and-higher generations in 2016). In 2016, 38 percent of the second generation had attained a bachelor’s or higher degree, compared to 32 percent of the first generation, and 33 percent of the third-and-higher generation.

Taking the first and second generations together, their level of high school completion is below that of the native born with native parents. On the other hand, when it comes to bachelor’s and higher degrees, the foreign born and their children, combined, have higher attainment than the rest of the population.

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The Growth of Highly Educated Immigrants

The number of immigrants with university-level degrees has grown rapidly since 1990. This population increased by 89 percent between 1990 and 2000, 55 percent between 2000 and 2010, and 56 percent between 2010 and 2022. The native-born college-educated population also has grown, but at a slower pace, by 32 percent, 26 percent, and 40 percent, respectively. In 2022, immigrants accounted for 18 percent of all civilian employed workers.

One notable immigration trend is the rising number of immigrants who hold university-level degrees. This is particularly the case for recently arrived immigrants: 48 percent of those coming to the United States within the 2018-22 period had a college degree. These individuals may arrive as permanent residents, humanitarian migrants, or via other paths. Others obtain their education once already in the United States.

Factors Contributing to Increased Educational Attainment

Several factors have contributed to the rising educational attainment among immigrants in recent decades. These include:

Immigration Policies: The federal government’s H-1B visa and Optional Practical Training programs are two of the largest sources of new temporary high-skilled immigrant workers. Each requires some level of college education.
Global Investment in Education: Education levels have increased in many parts of the world as nations have invested in their educational systems.
Changing Immigration Patterns: The composition of immigrants has shifted, with increased immigration from countries with higher education levels. This is largely because immigration from India and China has increased steadily while immigration from Mexico has declined sharply.
Family Socioeconomic Circumstances and Youths’ English Language Skills: For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths’ English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States.

National Origin and Educational Attainment

The educational attainment of immigrants varies significantly based on their country of origin. More than half of immigrants from South and East Asian countries (52.1%) had a bachelor’s degree or more in 2016, which is in part explained by Asian countries being the largest source of foreign college graduates who stay to work in the United States. Asian immigrants also make up a majority of H-1B visa holders and foreign students.

By contrast, Latin American immigrants tend to have lower levels of education. For example, the share of Mexican immigrants with a bachelor’s degree or higher has increased by only a few percentage points since 1980, reaching 6.2% in 2016.

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Meanwhile, immigrants from Korea, which is second to India, have had the biggest increase in educational attainment among those ages 25 and older.

In 2022, the top countries of origin for all college-educated immigrants were India (14 percent), China (including Hong Kong; about 8 percent), the Philippines (7 percent), and Mexico (6 percent). These countries were among the top senders of immigrant college graduates who arrived from 2018 to 2022, but a larger share came from India (20 percent) while Venezuela was a larger origin than the Philippines (5 percent versus 4 percent).

Geographic Distribution

Thanks to its labor market mix and well-known universities and research centers, California had the largest number of immigrants with college degrees, with approximately 3.1 million (or 22 percent of all college-educated immigrants in the United States) in 2022. Florida, Texas, and New York were each home to about 1.4 million (10 percent). These four states accounted for 51 percent of the 14.1 million immigrant college graduates in the country.

In 2023, most of the nation’s 51.8 million immigrants lived in just four states. California was home to 11.3 million immigrants, or 28.4% of the national total. A majority of immigrants lived in only 12 metropolitan areas. The New York City metropolitan area was home to the largest population, accounting for 13% of all immigrants.

Age, Race, and English Proficiency

Immigrant college graduates tend to be younger and are more likely to be of prime working age (25 to 54) than their native-born counterparts. Non-Latino Asian American and Pacific Islander (AAPI) immigrants accounted for 46 percent of all college-educated immigrants, followed by non-Latino Whites (23 percent) and Latinos of all races (20 percent).

College-educated immigrants are likely to be proficient in English, with 74 percent reporting speaking only English or speaking English “very well” in 2022.

Labor Force Participation and Occupation

College-educated immigrants’ rate of civilian labor force participation was quite similar to that of their native-born counterparts (75 percent and 73 percent, respectively) in 2022. Both groups were more likely to participate in the labor force than peers without a college degree (63 percent and 57 percent, respectively). Unemployment rates in general were low in 2022.

College-educated immigrant workers are more likely than their native-born counterparts to be in high-tech, science, and engineering occupations. The top five occupational groups for immigrant college graduates were management (16 percent), computer and mathematical occupations (13 percent), health practitioners and technicians (11 percent), business and financial operations (10 percent), and education and related occupations (9 percent).

Challenges and Underemployment

Despite high levels of education, some college-educated immigrants face challenges in the U.S. labor market. Around 20 percent of college-educated immigrants were either unemployed or working in low-skilled jobs including as dishwashers, security guards, or taxi drivers, often because of difficulty getting their credentials recognized or other hurdles. However, college-educated immigrants were more likely to be in poverty (7 percent versus 4 percent) due to a combination of factors including larger family size and a higher level of underemployment. In contrast, 14 percent of the total foreign-born population and 12 percent of the total native-born population lived in poverty.

The Role of H-1B Visas and International Students

The H-1B program has been primarily used by information-technology companies, and the share of computer-related workers among all approved H-1B petitions has increased significantly since 2010, reaching a high of 70 percent in 2017, and remaining generally above 65 percent. In FY 2023, more than 72 percent of approved H-1B petitions were for workers from India, followed by those from China (nearly 12 percent), and the Philippines and Canada (about 1 percent apiece).

The number of international students enrolled in U.S. higher education institutions has more than doubled since 1990, from 408,000 in the 1990-91 school year to 1,057,000 in 2022-23, according to the Institute of International Education. Asia is the primary sending region of international students in the United States. Math and computer science, engineering, and business and management were the most popular fields of study for international students in 2022-23.

Many international students seek practical work experience related to their field of study. In 2022-23, about 19 percent of all international students were on OPT, down from 22 percent in 2020-21 but much higher than the 12 percent in 2013-14. OPT is a period during which undergraduate and graduate students with F-1 (foreign student) status who have completed or have been pursuing their degrees for more than nine months are permitted to work.

The "Immigrant Paradox" in Education

The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. A good deal of evidence points to an immigrant advantage in multiple indicators of academic progress, meaning that many youths from immigrant families outperform their peers in school. This is often referred to as the "immigrant paradox."

The immigrant paradox, however, is more pronounced among the children of Asian and African immigrants than other groups, and it is stronger for boys than for girls. Furthermore, evidence for the paradox is far more consistent in secondary school than in elementary school. Indeed, school readiness appears to be one area of potential risk for children from immigrant families, especially those of Mexican origin. For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths’ English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States.

Academic success in secondary school is often the only way by which immigrant youth can attain intergenerational socioeconomic mobility. In New York, for example, children of immigrants generally outperform their peers with native-born parents on achievement tests. These patterns are evidence of an “immigrant paradox” in education-the paradox being that immigrant youth enjoy academic advantages in the relative absence of the socioeconomic advantages, such as high parental education and income, that are usually associated with school success. And the evidence is by no means confined to New York. A study by Grace Kao reported that this pattern held in most regional and national origin groups in NELS, although evidence of the immigrant advantage was stronger and more consistent across subjects for youth from Asian immigrant families than for youth from Latin American (especially Mexican) immigrant families. Indeed, the children of Asian immigrants often outperformed all other student populations on standardized tests in secondary school, including the children of native whites.

Explanations for the observed immigrant paradox include circumstances relating to immigrants’ lives after migrating, before migrating, and during the migration. Research examining the educational outcomes of immigrants in secondary school is dominated by studies of their post-migration circumstances. Whether children of immigrants use their native language as well as English is a prime topic. Evidence suggests that mastering both a native language and English gives adolescents access to an array of community and institutional networks. Overall, strong family ties and parental attachment and support are resources for immigrant youth, providing the security and assistance they need to meet the challenges of school.

Undocumented Immigrants and Education

Highly educated immigrants, who finished college or higher education, are an integral part of the United States’ labor force, boosting productivity, innovation, and economic growth. The Center for Migration Studies of New York (CMS) estimates that there are 1,714,700 highly educated undocumented immigrants aged 18 and older who hold a Bachelor’s degree, a Master’s degree, a professional degree beyond a Bachelor’s degree, or a Doctoral degree living in the United States. Approximately 72 percent of the total highly-educated undocumented population in the United States come from just 10 countries. This population is mostly concentrated in four states: California (21 percent), Texas (12.8 percent), Florida (8.1 percent), and New York (7 percent).

Roughly half (48 percent) of the highly-educated undocumented immigrant population is female. Furthermore, half (50 percent) of the undocumented immigrants with at least a Bachelor’s degree are Asian (Non-Hispanic); 29 percent Hispanic; 12 percent white (Non-Hispanic); 7 percent Black (Non-Hispanic); and 2 percent other races. Asians are significantly more likely to hold a Master’s or Doctoral degree compared to others. While Hispanic immigrants comprise a large share of the highly-educated undocumented population with a Bachelor’s degree or additional professional degree beyond a Bachelor’s degree, they do not further pursue Master’s and Doctoral degrees at the same rate.

Highly-educated undocumented immigrants have similar employment rates to highly-educated documented immigrants and the US-born overall, but they are also more likely to be in the labor force. Among the highly-educated undocumented immigrants, 81 percent are in the labor force, as opposed to 75 percent of highly educated documented immigrants and the US-born. Among those highly-educated in the labor force, roughly 98 percent of the US-born and 97 percent of documented and undocumented immigrants are employed. The majority of highly-educated undocumented immigrants work in Management, business, science, and arts occupations while Natural resources, construction and maintenance occupations exhibit the lowest share of employment.

While the share of immigrants who are working in Management, business, science, and arts occupations increases from 59 percent to 73 percent when comparing undocumented immigrants to documented immigrants, the share of those in Service occupations decreases from 13 percent to 7 percent comparing undocumented to documented status. These findings indicate that immigrants who are documented are more likely to be employed in high-skilled occupations compared to undocumented immigrants with similar qualifications. This difference is reflected on wages and salaries as well. Low skilled occupations, such as Maids and housekeeping cleaners and Retail sales persons, being in the top 10 occupational groups for highly-educated undocumented immigrants could be an indicator of the difficulty for undocumented immigrants to find jobs that match their skill sets. The findings also suggest that the racial composition of immigrants varies among different occupations. For instance, among highly-educated undocumented immigrants, while 88 percent of Software developers and 78 percent of those in other Computer occupations are Asian, 71 percent of Maids and housekeeping cleaners, and 49 percent of Retail salespersons are Hispanic.

Legalization will not only promote fair return for highly-educated immigrants, but also stimulate productivity, innovation, and tax revenue. In addition, knowledge spillovers associated with increased education work as an engine of growth for local and national economies, because personal investment in education has been found to increase the productivity of others as well.

Each US state sets its own policies for providing in-state tuition and financial aid to undocumented immigrants. As of July 2022, 14 states and the District of Columbia have policies which provided statewide access to in-state tuition and at least some state financial aid and scholarships to undocumented residents. Four states provide statewide in-state tuition, but without access to financial aid or scholarships. Five states give undocumented residents access to in-states or reduced tuition at at least some state public institutions. Seven states only allow Deferred Action for Childhood Arrivals (DACA) recipients access to in-state tuition, but not other undocumented residents. Five states do not allow any undocumented students nor DACA recipients to access in-state tuition or financial aid, and three states (Alabama, Georgia, and South Carolina) bar undocumented students from enrolling in all or some public institutions, though exceptions may be made for DACA recipients. The remaining states do not have explicit policies regarding in-state tuition for undocumented students. State policies which provide access to in-state tuition and financial aid and scholarships to undocumented students have been shown to increased college enrollment and graduation rates among the undocumented, while not having any effect on the enrollment or graduation rates of US-born students.

CMS offers estimates of US foreign-born populations that are eligible for special legal status programs and those that would be eligible for permanent residence (legalization) under pending bills. Populations eligible for legalization and legal status under the programs displayed here can be eligible for more than one program. The Dream Act of 2021 provides conditional permanent residence and removal of conditions on permanent residence for undocumented immigrants who were younger than 18 years of age on their date of entry into the United States, have been continuously physically present in the United States for four years preceding the bill’s enactment, and meet educational and other requirements specified in the bill. The findings for highly-educated immigrants who would be eligible for conditional permanent residence and removal of conditions on permanent residence under the Dream Act of 2021 suggest that a large share of this population speak English well, very well, or only English and have a household income above poverty level.

The Citizenship for Essential Workers Act provides lawful permanent resident status to those who have worked essential jobs during the pandemic and their spouses, parents, and children, as well as to the spouses, parents, and children of immigrants who performed essential labor and died from COVID-19. Estimates show that a large number of highly-educated undocumented immigrants would be eligible for LPR status under this program.

Overall, highly-educated undocumented immigrants have high English proficiency, and a high percentage of them have a household income above poverty level. Even though this group is more likely to find a job due to their high education levels, their access to health insurance is still limited. The percentage of those who do not have health insurance varies from 21 percent to 38 percent. Less than half of this population own or are buying a house despite their high engagement in the labor market.

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