New Brunswick Institute for Research, Data and Training

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The New Brunswick Institute for Research, Data and Training (NB-IRDT) is a leading research institute at the University of New Brunswick with several locations throughout the province. NB-IRDT transforms provincial data into actionable insights to inform public policy, enhance community well-being, and drive prosperity. Leveraging comprehensive data sets across health, education, social sciences, and other sectors, NB-IRDT collaborates with government agencies, academic institutions, and industry leaders to create impactful research that contributes to effective public policies and societal improvement.

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Academic, health and healthcare utilization outcomes in New Brunswick grade school students prescribed long-acting stimulants for the management of ADHD: An administrative data study
(New Brunswick Institute for Research, Data and Training, 2024-04-01) Folkins, Chris; McDonald, Ted
Attention-deficit/hyperactivity disorder, also known as ADHD, is a common neurodevelopmental disorder that interferes with individual functioning or development and is often characterized by an ongoing pattern of three particular symptoms: inactivity, hyperactivity and impulsivity. ADHD is the most commonly diagnosed mental disorder among children and youth. Research shows that school-aged children and youth are being diagnosed with ADHD with increasing frequency, and with this rise in diagnoses comes an increase in prescription medications used to treat the symptoms of this disorder. To help alleviate symptoms, many families turn to long-acting stimulants as a prescribed treatment method. Unlike short-acting stimulants, which typically start working within 30-45 minutes and wear off in 3-6 hours, long-acting stimulants are designed to work in phases, through an extended release into the bloodstream throughout the day. Long-acting stimulants have been the topic of extensive research, and studies show they improve core symptoms of ADHD – such as inattention and hyperactivity – making them the gold standard for medical treatment of ADHD. However, their ability to improve functional outcomes associated with ADHD – such as reduced academic achievement or increased risk of injury – is less well understood. Children and youth with ADHD face challenges that could inhibit their ability to excel academically or make them more likely to be hospitalized. To help measure the impacts of ADHD and of treatment with long-acting stimulants, this study uses linked administrative data records to examine academic, health and healthcare utilization outcomes in New Brunswick grade school students (Kindergarten through Grade 12) with ADHD. It compares outcomes between students with ADHD who are being treated with long-acting stimulants, students with ADHD who are not being treated and students without ADHD.
College and university graduate retention in New Brunswick: 2010 - 2018
(2021-03) McDonald, Ted; Bhuiyan, Erfan; Daigle, Bethany; Miah, Pablo
New Brunswick (NB) invests substantially in educating post-secondary students. When qualified graduates leave the province, much of that investment is lost, as they take their human capital (and potential earnings) with them when they relocate. Understanding what kinds of graduates are leaving and what kinds of graduates are staying can help inform targeted policies that encourage graduates to stay and contribute to the local economy, and estimating graduate retention rates can help determine if NB is seeing a high or low return on its investments. The objective of this report is to present a statistical description of individuals who have graduated from the following publicly funded colleges and universities in NB*: The University of New Brunswick (UNB) Université de Moncton (UdeM) Mount Allison University (MTA) St. Thomas University (STU) New Brunswick Community College (NBCC) Collège communautaire du Nouveau-Brunswick (CCNB) The New Brunswick College of Craft and Design (NBCCD) *The Maritime College of Forest Technology is excluded from this study.
Comparisons of high school equivalency and high school diplomas in NB
(New Brunswick Institute for Research, Data and Training, 2019) Leonard, Philip; McDonald, Ted; Balzer, Andy
Is getting a GED as “good” as getting a high school diploma? New Brunswickers who drop out of high school but later complete their high school education commonly receive a General Equivalency Diploma – otherwise known as a GED. Some may assume that having a GED or other equivalency degree is comparable to having a high school diploma. Meanwhile, others ask if having a GED is better than having no degree at all. To shed light on this issue, researchers at NB-IRDT look at the evidence surrounding labour market outcomes. This report uses data from the New Brunswick Institute for Research, Data and Training (NB-IRDT) from the 2016 General Social Survey to examine labour market outcomes – including employment and average income – for New Brunswickers possessing a high school equivalency diploma, a traditional high school diploma, or less than a high school education. New Brunswickers with levels of education beyond high school are not included in this comparison. Findings show that while employment rates and average incomes for individuals with an equivalency diploma are not as high as for those with a high school diploma, they are considerably higher than those of individuals who did not complete a high school education. At the time of the survey, 51% of individuals with an equivalency diploma were employed, versus 60% with a high school diploma and 31% without a high school education. Individuals with an equivalency diploma were earning approximately $31,742 a year, compared to $32,381 for those with a high school diploma and $19,893 for those without a high school education. Previous studies have asked whether there is any advantage to getting a GED over not getting one at all. The results suggest the answer is “yes” – in the labour market, at least.
Graduate retention in New Brunswick: 2019 and 2020 cohort update
(New Brunswick Institute for Research, Data and Training, 2023-01) Balzer, Andy; McDonald, Ted; Miah, Pablo; Mokhtar, Rawia
This report is the first in a series of annual updates on post-secondary graduates’ retention in New Brunswick (NB) that will be released by the New Brunswick Institute for Research, Data and Training (NB-IRDT) each year. These reports provide an overview of NB graduates’ retention patterns since the previous reporting period, and these periodic updates on graduates’ retention trends can help guide public policy discussions around education and training strategies to attract youth to study, work, and live in NB. The current study, which looks at 2019 and 2020 graduate cohorts, updates the graduate retention results published by Bhuiyan et al. (2020), which considered individuals who graduated as recently as 2018. However, two changes in methodology used in this report mean that results presented here are not directly comparable to the previous results (Bhuiyan et al., 2020). The first change is that in this report, the data on university graduates come from the Maritime Provinces Higher Education Commission (MPHEC), rather than the universities themselves. Though graduation numbers are very close between the two sources, data matching rates are lower with the new source. Second, a more conservative definition of retention is adopted in this report, whereby changes in Medicare status prior to an individual’s graduation date are used to assess retention post-graduation. These methodological changes are discussed in more detail in the report, but the net result is that estimated retention rates in this report are somewhat lower than comparable results in the previous report. We therefore present the full historical series of retention rates so that changes over time can be assessed using a consistent methodology.
Graduate retention in New Brunswick: 2021 graduate cohort update
(New Brunswick Institute for Research, Data and Training, 2024-06) McDonald, Ted; Miah, Pablo; Beykzadeh, Ali; Gorman-Asal, Madeleine
This report is the third in a series of annual updates on post-secondary graduates’ retention in New Brunswick (NB) by the New Brunswick Institute for Research, Data and Training (NB-IRDT). These reports provide an overview of the retention patterns of graduates from post-secondary institutions in NB since the previous reporting period, and their updates on graduates’ retention trends can help guide public policy discussions around education and training strategies to attract younger individuals to study, work and live in NB. The current study, which includes data on the 2021 graduate cohort, provides an update to the graduate retention results released by NB-IRDT in 2023 (Balzer et al., 2023), which included data on individuals who graduated in 2019 and 2020. The methodology followed by Balzer et al. (2023) was replicated for this cohort update.
Graduate retention in New Brunswick: Supplementary report on graduates in social work
(New Brunswick Institute for Research, Data and Training, 2023-05) Jones, Bethany; McDonald, Ted; Miah, Pablo
In January 2023, the New Brunswick Institute for Research, Data and Training released a report called Graduate retention in New Brunswick: 2019 and 2020 cohort update (Balzer et al.), 1 which gave an overview of post-secondary graduates’ retention patterns, disaggregated by their field of study. While this provided many valuable insights into graduates’ education and mobility decisions, the fields of study examined were purposely broad. This allowed for comparison between graduates of programs in arts, science, business, and healthcare, for instance, but it did not allow for a narrower focus on the outcomes of graduates of specific fields of interest. In New Brunswick, social work is one such field of interest. The retention of social work graduates 2 is an important topic in the public sphere, as social work has been identified as the second highest profession in need of a recruitment and retention strategy in New Brunswick, and pre-pandemic projections suggest the province could have a shortage of 272 social workers by 2030 (New Brunswick Association of Social Workers [NBASW], 2022). Given the increased demand for social workers since the start of COVID-19, this shortage could be even greater (NBASW, 2022). This study focuses on the retention of social work graduates in New Brunswick and acts as a supplement to the earlier work by Balzer et al. (2023), using the same data and methodology but further breaking down the field of study category to examine social work specifically. The findings in this report provide an overview of social work graduates’ demographic backgrounds and mobility decisions and can help guide public policy discussions around education and training strategies to retain social workers in NB. 1 Graduate retention in New Brunswick: 2019 and 2020 cohort update (Balzer et al., 2023) 2 In this report, we refer to graduates of university social work programs and college social service community worker programs as “social work graduates.”
Mobility and retention of labour market training program participants
(New Brunswick Institute for Research, Data and Training, 2022-02) Balzer, Andy; Bhuiyan, Erfan Mahmood; Leonard, Philip; McDonald, Ted
This report measures the retention in New Brunswick of participants in programs designed and implemented by the Government of New Brunswick’s Department of Post-Secondary Education, Training and Labour (PETL) to help individuals prepare for, obtain, and maintain employment in New Brunswick. Information pertaining to these programs and their participants is captured in the ContactNB database, housed on the secure platform at the New Brunswick Institute for Research, Data and Training (NB-IRDT). These programs – also referred to as “interventions” – were analyzed to determine whether trained individuals remained in New Brunswick after program completion. 1-year, 3-year, and 5-year retention rates are presented for individuals who completed these interventions between 1999 and 2018, inclusive.
Post-graduation earnings of NBCC graduates: 2015 to 2017 graduate cohorts
(New Brunswick Institute for Research, Data and Training, 2023-06) Boco, Eton; Emery, Herb; McDonald, Ted
This report investigates the post-secondary decisions and outcomes of New Brunswick Community College (NBCC) graduates. The presence of a post-secondary institution can be a valuable contributor to the economy of the region in which it is located. The expenditures and employment of post-secondary institutions directly contribute to local GDP, while the graduates contribute to the growth of the supply of skilled labour available to the regional economy. Put together, these play a role in a region’s economic growth. NBCC is an integral part of New Brunswick (NB), and, once graduated, NBCC students who choose to remain local become an important element in workforce development. Therefore, studying these graduates’ outcomes is not only beneficial to NBCC for designing in-house policies for students but also to the province in determining how to better serve such an important demographic. This study reports on the post-graduation median earnings of NBCC graduates by their demographic and background characteristics. It looks at the median earnings of graduates 1, 2, and 3 years after graduation.
Post-secondary graduates' province of study post-graduation residence in New Brunswick and labour market outcomes (2011-2016)
(New Brunswick Institute for Research, Data and Training, 2023-02) Boco, Eton; Emery, Herb; McDonald, Ted
As New Brunswick (NB) continues to invest in the retention and attraction of university and college graduates, it is important to know what proportion of its residents who leave for post-secondary studies are returning to the province and contributing to the local economy. Based on an analysis of registrar data from Canadian post-secondary institutions linked with tax data from T1 tax returns, this report sets out the mobility and earnings patterns of NB residents who leave the province for their post-secondary studies, comparing them to residents who choose to stay and study in NB. Counts, return rates, and median incomes after graduation are presented by gender, field of study, level of study, and region of study for the 2011 to 2016 tax years.
Retention and labour market outcomes of registered apprentices in New Brunswick: 2009 to 2017
(New Brunswick Institute for Research, Data and Training, 2021-09) Boco, Eton; Emery, Herb; Mokhtar, Rawia
As the second phase of a two-part analysis looking at retention rates and labour market outcomes of post-secondary graduates in New Brunswick (NB), this report examines the trends, retention, and incomes of those who receive apprenticeship certificates in the province. Using the Canada Research Data Centre Network’s Education and Labour Market Longitudinal Platform (ELMLP), it analyzes cohorts of trade certificate holders from 2009 to 2017. Highlight of Findings - Roughly 11,000 trades certificates were granted in NB between 2009 and 2019, the majority of which went to males rather than females, apprentices rather than trade qualifiers, and individuals in Red Seal trades rather than non-Red Seal trades. - Compared to 2009, there were 15% more registrations and 8% more certificates granted in 2019. Roughly 60% of these are in one of the following major trade groups: Automotive service technician, Plumber/Pipefitter/Steamfitter, Carpenter, Welder, or Electrician. Two of these trades, Automotive service technician and Plumber/Pipefitter/Steamfitter, have compulsory certification in NB. - The largest increase in registrations was among Heavy duty equipment mechanics (86%), while the largest increase in certifications was in the Exterior finishing (300%) trade group. - Retention is higher among completers than trade qualifiers. A possible reason behind this is the difference in requirements before a certificate is awarded to either group. - Crane operators, Iron workers, or Power line technicians are usually the highest earners (see Table 8). However, data are not always available for these groups. When they are excluded from the equation due to data limitations, the next highest earning groups are the Industrial instrumentation and Control technician trade groups. Meanwhile, income is lowest among the Cook grade group. - More years since certification does not necessarily translate into higher earnings for all trade groups. For instance, Plumbers in the 2010, 2011, and 2012 cohorts of certificate holders had a lower average income five years after certification compared to two years after certification, sometimes by as much as 18%. - The amount of money paid to later cohorts of most trade groups has declined. Two-year post-certification incomes decreased between the earliest and most recent cohorts in the study period.1 The largest decrease in income was among the Construction electrician trade group, while the largest increase in two-year post-certification median income was in the Cook trade group. - Non-Red Seal trade certificate holders earn considerably more on average than Red Seal trade certificate holders for most cohorts. The higher number of Red Seal trade certified tradespersons compared to non-Red Seal Trade tradespersons might mean more competition for jobs among the - Red Seal trades, creating less competitive wages being offered for this group. Income growth is also sometimes higher among cohorts of non-Red Seal trade certificate holders, which means smaller chances of a ‘catch-up’ for Red Seal trade certificate holders. While Red Seal endorsed certificate holders have an average two-year retention rate of 92%, non-Red Seal endorsed certificate holders have an average two-year retention rate of 65%. Red Seal endorsed certificate holders also earn less on average, sometimes by as much as 20%.
Retention and Mobility of NBCC Graduates: 2017 to 2019 Graduate Cohorts
(New Brunswick Institute for Research, Data and Training, 2023-05) Boco, Eton; Emery, Herb
Migration from rural and small-town areas to larger urban centers has been a long-standing trend, and as of July 2021, more than half of New Brunswick’s total population lives in either Moncton, Saint John, or Fredericton.This is part of a global migration trend whereby people, mostly young adults, are choosing to leave rural and small towns for larger urban areas. With a median age of 27, New Brunswick Community College (NBCC) graduates comprise the demographic most likely to make this migration decision. The locations of NBCC campuses – three in larger cities and three in small-town areas – also make its graduates a good sample to observe when investigating rural to urban migration decisions. As such, this study reports on the intra-provincial migration trends of NBCC graduates by their campus for the 2017 to 2019 graduation cohorts. Graduate mobility is discussed 1 and 3 years after graduation, showing which NBCC campus’s graduates are more or less likely to remain in or migrate from New Brunswick after graduation.
Rétention des diplômés collégiaux et universitaires au Nouveau-Brunswick
(l’Institut de recherche, de données et de formation du Nouveau-Brunswick, 2021-03) McDonald, Ted; Bhuiyan, Erfan; Daigle, Bethany; Miah, Pablo
Le Nouveau-Brunswick investit considérablement dans l’éducation des étudiants de niveau postsecondaire. Lorsque les diplômés qualifiés quittent la province, beaucoup de cet investissement est perdu, pendant qu’ils apportent avec eux le capital humain et (les gains potentiels) lorsqu’ils se réinstallent. Comprendre quelles sortes de diplômés partent et quelles sortes de diplômés restent, cela peut éclairer les politiques ciblées qui encouragent les diplômés à rester et à contribuer à l’économie locale. De plus, l’estimation des taux de rétention des diplômés peut permettre de déterminer si le N.-B. voit un rendement élevé ou faible de ses investissements. L’objectif du rapport est de présenter une description statistique des personnes qui ont obtenu un diplôme dans les collèges et les universités publics au Nouveau-Brunswick1 : • L’Université du Nouveau-Brunswick (UNB) • L’Université de Moncton (UdeM) • L’Université Mount Allison (MTA) • L’Université St. Thomas (STU) • Le New Brunswick Community College (NBCC) • Le Collège communautaire du Nouveau-Brunswick (CCNB) • Le New Brunswick College of Craft and Design (NBCCD) *Le Collège de technologie forestière est exclus de l’étude.
Retention, attraction, and labour market outcomes of post-secondary graduates in New Brunswick
(New Brunswick Institute for Research, Data and Training, 2021-05) Boco, Eton; Leonard, Philip; McDonald, Ted
Executive summary This report examines the retention/attraction rates and labour market outcomes of graduates from New Brunswick’s public post-secondary educational institutions. It uses Post-Secondary Information System (PSIS) data and tax data, linked through the Canadian Research Data Centre Network’s Education and Labour Market Longitudinal Platform. Graduate counts, retention rates, and annual incomes are presented according to sex, province of permanent residence, immigration status, level of study, field of study, and institution for the 2009-2016 study period. Counts About 7,000 to 8,000 students graduate from NB public post-secondary institutions each year – a number that has slowly been decreasing. Around 3,000 students graduate from college programs. Between 3,000 to 4,000 students graduate from undergraduate university programs. About 600 to 700 students graduate from graduate-level university programs. Retention rates On average, 78% of graduates remain in NB by the December of their graduation year, and 72% remain two years later. College graduates have the highest retention rates (92% in the year of graduation and 87% two years later). Retention is slightly lower for graduate students (70% and 64%) and undergraduate students (69% and 61%). Students residing in NB prior to admission have the highest retention (92% in graduation year; 84% two years later). The similarity in retention rates for college graduates and students living in NB prior to admission could be due to the attraction that community colleges have for students from surrounding communities. Domestic students have higher retention (77% in graduation year and 73% two years later) than international students (60% file taxes in NB at the end of their graduation year, and 38% do so two years after). Graduate income On average, graduates have a mean taxable income of around $36,000 in their first full year and $40,000 in their second full year after graduation (nominal dollars). Differences in taxable graduate incomes are primarily driven by differences in level and field of study, with undergraduate degree holders having more taxable income than college graduates, and graduate degree holders having the most. Following the presentation and discussion of results, this report compares its findings to those of a similar NB-IRDT report that utilized different data and demonstrates the impact of varying data sources and methodologies on study outcomes.
Student transition to post-secondary education in New Brunswick: 2014-2019 high school graduates
(New Brunswick Institute for Research, Data and Training, 2022-05) Gorman-Asal, Madeleine; McDonald, Ted; Miah, Pablo; Mokhtar, Rawia
This study examines the transition of NB high school graduates to post-secondary education (PSE) in New Brunswick from 2014-2017, drawing on enrolment and graduation data from the Department of Education and Early Childhood Development (EECD) and seven public post-secondary institutions. The study considers both students who enter post-secondary education shortly after high school graduation and those who delay entry. It also estimates high school graduation rates and the retention rate of non-pursuers in the province. Understanding the transition decisions of NB high school graduates can help identify where barriers to higher education exist in the province so that investments in PSE can support reducing barriers to educational attainment for New Brunswickers.
Summary Report: Academic, health and healthcare utilization outcomes in New Brunswick grade school students prescribed longacting stimulants for the management of ADHD: An administrative data study
(New Brunswick Institute for Research, Data and Training, 2024-04) Folkins, Chris; McDonald, Ted; Somayaji, Chandy; Gill, Somerpal K.
Attention-deficit/hyperactivity disorder, also known as ADHD, is a common neurodevelopmental disorder that interferes with individual functioning or development and is often characterized by an ongoing pattern of three particular symptoms: inactivity, hyperactivity and impulsivity. ADHD is the most commonly diagnosed mental disorder among children and youth. Research shows that school-aged children and youth are being diagnosed with ADHD with increasing frequency, and with this rise in diagnoses comes an increase in prescription medications used to treat the symptoms of this disorder. To help alleviate symptoms, many families turn to long-acting stimulants as a prescribed treatment method. Unlike short-acting stimulants, which typically start working within 30-45 minutes and wear off in 3-6 hours, long-acting stimulants are designed to work in phases, through an extended release into the bloodstream throughout the day. Long-acting stimulants have been the topic of extensive research, and studies show they improve core symptoms of ADHD – such as inattention and hyperactivity – making them the gold standard for medical treatment of ADHD. However, their ability to improve functional outcomes associated with ADHD – such as reduced academic achievement or increased risk of injury – is less well understood. Children and youth with ADHD face challenges that could inhibit their ability to excel academically or make them more likely to be hospitalized. To help measure the impacts of ADHD and of treatment with long-acting stimulants, this study uses linked administrative data records to examine academic, health and healthcare utilization outcomes in New Brunswick grade school students (Kindergarten through Grade 12) with ADHD. It compares outcomes between students with ADHD who are being treated with long-acting stimulants, students with ADHD who are not being treated and students without ADHD.
Summary Report: Graduate retention in New Brunswick: 2019 and 2020 cohort update
(New Brunswick Institute for Research, Data and Training, 2023) Balzer, Andy; McDonald, Ted; Miah, Pablo; Mokhtar, Rawia
This report is the first in a series of annual updates on post-secondary graduates’ retention in New Brunswick (NB) that will be released by the New Brunswick Institute for Research, Data and Training (NB-IRDT) each year. These reports provide an overview of NB graduates’ retention patterns since the previous reporting period, and these periodic updates on graduates’ retention trends can help guide public policy discussions around education and training strategies to attract youth to study, work, and live in NB. The current study, which looks at 2019 and 2020 graduate cohorts, updates the graduate retention results published by Bhuiyan et al. (2020), which considered individuals who graduated as recently as 2018. However, two changes in methodology used in this report mean that results presented here are not directly comparable to the previous results (Bhuiyan et al., 2020). The first change is that in this report, the data on university graduates come from the Maritime Provinces Higher Education Commission (MPHEC), rather than the universities themselves. Though graduation numbers are very close between the two sources, data matching rates are lower with the new source. Second, a more conservative definition of retention is adopted in this report, whereby changes in Medicare status prior to an individual’s graduation date are used to assess retention post-graduation. These methodological changes are discussed in more detail in the report, but the net result is that estimated retention rates in this report are somewhat lower than comparable results in the previous report. We therefore present the full historical series of retention rates so that changes over time can be assessed using a consistent methodology.
Summary Report: Graduate retention in New Brunswick: Supplementary report on graduates in social work
(New Brunswick Institute for Research, Data and Training, 2023-05) Jones, Bethany; McDonald, Ted; Miah, Pablo
In January 2023, the New Brunswick Institute for Research, Data and Training released a report called Graduate retention in New Brunswick: 2019 and 2020 cohort update (Balzer et al.), 1 which gave an overview of post-secondary graduates’ retention patterns, disaggregated by their field of study. While this provided many valuable insights into graduates’ education and mobility decisions, the fields of study examined were purposely broad. This allowed for comparison between graduates of programs in arts, science, business, and healthcare, for instance, but it did not allow for a narrower focus on the outcomes of graduates of specific fields of interest. In New Brunswick, social work is one such field of interest. The retention of social work graduates 2 is an important topic in the public sphere, as social work has been identified as the second highest profession in need of a recruitment and retention strategy in New Brunswick, and pre-pandemic projections suggest the province could have a shortage of 272 social workers by 2030 (New Brunswick Association of Social Workers [NBASW], 2022). Given the increased demand for social workers since the start of COVID-19, this shortage could be even greater (NBASW, 2022). This study focuses on the retention of social work graduates in New Brunswick and acts as a supplement to the earlier work by Balzer et al. (2023), using the same data and methodology but further breaking down the field of study category to examine social work specifically. The findings in this report provide an overview of social work graduates’ demographic backgrounds and mobility decisions and can help guide public policy discussions around education and training strategies to retain social workers in NB. 1 Graduate retention in New Brunswick: 2019 and 2020 cohort update (Balzer et al., 2023) 2 In this report, we refer to graduates of university social work programs and college social service community worker programs as “social work graduates.”
Summary Report: Post-graduation earnings of NBCC graduates: 2015 to 2017 graduate cohorts
(New Brunswick Institute for Research, Data and Training, 2023-06) Boco, Eton; Emery, Herb; McDonald, Ted
This report investigates the post-secondary decisions and outcomes of New Brunswick Community College (NBCC) graduates. The presence of a post-secondary institution can be a valuable contributor to the economy of the region in which it is located. The expenditures and employment of post-secondary institutions directly contribute to local GDP, while the graduates contribute to the growth of the supply of skilled labour available to the regional economy. Put together, these play a role in a region’s economic growth. NBCC is an integral part of New Brunswick (NB), and, once graduated, NBCC students who choose to remain local become an important element in workforce development. Therefore, studying these graduates’ outcomes is not only beneficial to NBCC for designing in-house policies for students but also to the province in determining how to better serve such an important demographic. This study reports on the post-graduation median earnings of NBCC graduates by their demographic and background characteristics. It looks at the median earnings of graduates 1, 2, and 3 years after graduation.
Summary Report: Post-secondary graduates' province of study post-graduation residence in New Brunswick and labour market outcomes (2011-2016)
(New Brunswick Institute for Research, Data and Training, 2023-02) Boco, Eton; Emery, Herb; McDonald, Ted
As New Brunswick (NB) continues to invest in the retention and attraction of university and college graduates, it is important to know what proportion of its residents who leave for post-secondary studies are returning to the province and contributing to the local economy. Based on an analysis of registrar data from Canadian post-secondary institutions linked with tax data from T1 tax returns, this report sets out the mobility and earnings patterns of NB residents who leave the province for their post-secondary studies, comparing them to residents who choose to stay and study in NB. Counts, return rates, and median incomes after graduation are presented by gender, field of study, level of study, and region of study for the 2011 to 2016 tax years.
Summary Report: Retention and Mobility of NBCC Graduates: 2017 to 2019 Graduate Cohorts
(New Brunswick Institute for Research, Data and Training, 2023-05) Boco, Eton; Emery, Herb
Migration from rural and small-town areas to larger urban centers has been a long-standing trend, and as of July 2021, more than half of New Brunswick’s total population lives in either Moncton, Saint John, or Fredericton.This is part of a global migration trend whereby people, mostly young adults, are choosing to leave rural and small towns for larger urban areas. With a median age of 27, New Brunswick Community College (NBCC) graduates comprise the demographic most likely to make this migration decision. The locations of NBCC campuses – three in larger cities and three in small-town areas – also make its graduates a good sample to observe when investigating rural to urban migration decisions. As such, this study reports on the intra-provincial migration trends of NBCC graduates by their campus for the 2017 to 2019 graduation cohorts. Graduate mobility is discussed 1 and 3 years after graduation, showing which NBCC campus’s graduates are more or less likely to remain in or migrate from New Brunswick after graduation.

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