How this school serves students from different economic backgrounds, including Pell students, first-generation pathways, and long-term mobility outcomes.
St. Joseph's University-New York achieves above-average access performance, ranking at the 69.3rd percentile nationally. The institution enrolls 34.2% Pell-eligible students and 37.6% first-generation students, demonstrating meaningful commitment to serving underrepresented populations. Transfer students comprise 44.9% of enrollment, indicating openness to students beginning their education elsewhere. Despite moderately selective admission at 71.4%, the institution maintains strong academic standards with SAT performance at the 93rd percentile nationally, combining accessibility with quality preparation.
The institution successfully combines educational accessibility with strong economic outcomes for graduates. Earnings performance exceeding expectations by $13,444 enables meaningful economic advancement while serving diverse student populations including substantial first-generation and Pell-eligible enrollment. This balance supports upward mobility pathways for students who might otherwise lack college access while maintaining outcome quality.
St. Joseph's University-New York achieves typical mobility performance around the national average at the 48.1st percentile, earning Mobility Engine designation through the combination of strong access and outcomes. Low-income graduates earn $48,300, demonstrating solid economic advancement for students from disadvantaged backgrounds. The 0.7 percentage point positive gap between Pell completion rates (64.9%) and overall completion (64.2%) indicates effective institutional support for lower-income students. Earnings beyond expectations of $13,444 at the 89.6th percentile show exceptional uplift performance, enabling economic advancement despite moderate overall mobility rankings influenced by access and completion measures.
Pell-eligible students graduate at 64.9% compared to the overall 64.2% completion rate, creating a positive 0.7 percentage point gap. This advantage for lower-income students suggests effective institutional support systems that help economically disadvantaged students persist through degree completion.
