Postsecondary education provides an opportunity to increase the economic potential of individuals. Earnings for individuals with cognitive disabilities are a major concern, as occupational outcomes are often dire. The prevalence of individuals with cognitive disabilities in postsecondary education settings is increasing, but little is known about how postsecondary attendance may relate to post-graduation earnings for this population. This article presents findings from the 2017 U.S. Census Bureau’s American Community Survey on the prevalence of individuals with cognitive disabilities who have attended various levels of postsecondary education and a series of linear regressions identifies the relationship between varying degrees and earnings while controlling for age, sex, race, ethnicity, public support systems, weeks worked each year, and hours worked each week. Results indicated that some college without a degree (14.815%), an associate’s degree (35.831%), a bachelor’s degree (68.267%), and advanced degrees (106.063%) all provide substantial earnings increases over individuals who received a high school degree or less. Findings include policy and practice implications to improve supports and services to increase access to postsecondary education for individuals with cognitive disabilities
