Graph and download economic data for Consumer Unit Characteristics: Percent Black or African American by Highest Education: Less Than College Graduate: Total (CXU980270LB1402M) from 2012 to 2023 about no college, consumer unit, secondary schooling, African-American, secondary, education, percent, and USA.

As of fall 2020, about ****** Black or African American women were employed as graduate assistants at degree-granting postsecondary institutions in the United States. This is compared to ***** Black or African American men who were employed as graduate assistants.

This statistic shows the percentage of the Black, non-Hispanic population aged between 25 and 29 years with a high school diploma or higher in the United States from 1975 to 2022, by gender. In 2022, about **** percent of Black, non-Hispanic females had attained at least a high school diploma in the United States compared to **** percent of Black, non-Hispanic males.

The 2011-12 school year marked the sixth year in which the Colorado Department of Education calculated and reported student mobility rates. In addition, this year the state began reporting stability rates. The stability rate represents the number and percent of students who remained at a school/district without interruption throughout the school year.

The percentage of Black/African American students of any grade that attend any Baltimore City Public School out of all public school students within an area in a school year. Source: Baltimore City Public School System Years Available: 2009-2010, 2010-2011, 2011-2012, 2012-2013, 2013-2014, 2014-2015, 2015-2016, 2016-2017, 2018-2019, 2019-2020, 2020-2021, 2021-2022, 2022-2023

Graph and download economic data for Expenditures: Education by Race: White and All Other Races, Not Including Black or African American (CXUEDUCATNLB0903M) from 2003 to 2023 about white, education, expenditures, and USA.

Financial overview and grant giving statistics of African American Male Educational Network and Development

In 2023, the mean income of Black Bachelor's degree holders was ****** U.S. dollars, compared to ****** U.S. dollars for White Americans with a Bachelor's degree.

Financial overview and grant giving statistics of African-American Caribbean Education Association Inc.

In California in 2022, 20.5 percent of students enrolled in K-12 public schools were white, 11.9 percent were Asian, and 56.2 percent were Hispanic. In the United States overall, 44.7 percent of K-12 public school students were white, 5.5 percent were Asian, and 28.7 percent were Hispanic.

Financial overview and grant giving statistics of African-American Academy for Accelerated Learning

BackgroundLeukocyte telomere length(LTL) has been associated with age, self-reported race/ethnicity, gender, education, and psychosocial factors, including perceived stress, and depression. However, inconsistencies in associations of LTL with disease and other phenotypes exist across studies. Population characteristics, including race/ethnicity, laboratory methods, and statistical approaches in LTL have not been comprehensively studied and could explain inconsistent LTL associations.MethodsLTL was measured using Southern Blot in 1510 participants from a multi-ethnic, multi-center study combining data from 3 centers with different population characteristics and laboratory processing methods. Main associations between LTL and psychosocial factors and LTL and race/ethnicity were evaluated and then compared across generalized estimating equations(GEE) and linear regression models. Statistical models were adjusted for factors typically associated with LTL(age, gender, cancer status) and also accounted for factors related to center differences, including laboratory methods(i.e., DNA extraction). Associations between LTL and psychosocial factors were also evaluated within race/ethnicity subgroups (Non-hispanic Whites, African Americans, and Hispanics).ResultsBeyond adjustment for age, gender, and cancer status, additional adjustments for DNA extraction and clustering by center were needed given their effects on LTL measurements. In adjusted GEE models, longer LTL was associated with African American race (Beta(β)(standard error(SE)) = 0.09(0.04), p-value = 0.04) and Hispanic ethnicity (β(SE) = 0.06(0.01), p-value = 0.02) compared to Non-Hispanic Whites. Longer LTL was also associated with less than a high school education compared to having greater than a high school education (β(SE) = 0.06(0.02), p-value = 0.04). LTL was inversely related to perceived stress (β(SE) = -0.02(0.003), p

Graph and download economic data for Employed full time: Median usual weekly nominal earnings (second quartile): Wage and salary workers: High School graduates, no college: 25 years and over: Black or African American: Men (LEU0252938700A) from 2000 to 2024 about no college, second quartile, secondary schooling, African-American, secondary, 25 years +, full-time, males, salaries, workers, earnings, education, wages, median, employment, and USA.

This map shows the percent of Black or African American females that have less than a high school diploma by state, county, and tract using American Community Survey data. The pop-up is configured to show the percent and count of Black or African American females that have less than a high school diploma, total number of Black or African American females, and a chart comparing female and male Black or African American education levels.Map notes: Tracts and Counties that have no Black or African American females have been filtered out of the layer. Remove the filter in the layer properties to draw these areas. Data is from the American Community Survey (ACS) 5 year estimates available in state, county, and tract geographies. This map uses these hosted feature layers containing the most recent American Community Survey data. These layers are part of ArcGIS Living Atlas, and are updated every year when the American Community Survey releases new estimates, so values in the map always reflect the newest data available.

Financial overview and grant giving statistics of American Association of Blacks in Higher Education Inc.

About Dataset

The dataset you provided, titled "Report Card Enrollment 2023-24 School Year," appears to be a comprehensive collection of information regarding student enrollment and demographics within educational institutions for the specified academic year. Here are some observations about the dataset:

1. Granularity: The dataset seems to be quite granular, providing detailed information not only about overall student enrollment but also about various demographic categories such as gender, race/ethnicity, English language learners, students with disabilities, and socioeconomic status.

2. Demographic Diversity: It captures the diversity of the student population by including counts for various racial/ethnic groups, as well as categories such as gender X, indicating a recognition of diverse gender identities.

3. Socioeconomic Indicators: The dataset includes indicators of socioeconomic status such as students in foster care, homeless students, and those from low-income families, which can provide insights into equity and access issues within the educational system.

4. Special Education and Gifted Programs: It tracks the enrollment of students with disabilities and those identified as highly capable, which are important metrics for evaluating the inclusivity and effectiveness of special education and gifted programs.

5. Geographical Context: The dataset includes information about the county, educational service district, and school district, providing a geographical context for the enrollment data.

6. Temporal Aspect: The "DataAsOf" column indicates that the data has a temporal aspect, suggesting that it may be periodically updated to reflect changes in enrollment and demographics throughout the academic year.

**columns : ** SchoolYear: Indicates the academic year for which the data is reported, in this case, it's 2023-24.

OrganizationLevel: Specifies the level of educational organization, which could be school, district, or any other relevant level within the educational system.

County: Refers to the county where the educational organization is located.

ESDName: Stands for Educational Service District Name, which represents the intermediate level of educational administration in some states.

ESDOrganizationID: ID assigned to the Educational Service District.

DistrictCode: Code assigned to the district within the educational system.

DistrictName: Name of the school district.

DistrictOrganizationId: ID assigned to the district organization.

SchoolCode: Code assigned to the school within the district.

SchoolName: Name of the school.

SchoolOrganizationID: ID assigned to the school organization.

CurrentSchoolType: Indicates the current type of the school, such as elementary, middle, or high school.

GradeLevel: Specifies the grade level(s) served by the school.

All Students: Total number of enrolled students in the school.

Female: Number of female students enrolled.

Gender X: Number of students who identify as gender X, indicating a non-binary or non-conforming gender identity.

Male: Number of male students enrolled.

American Indian/ Alaskan Native: Number of students identifying as American Indian or Alaskan Native.

Asian: Number of students identifying as Asian.

Black/ African American: Number of students identifying as Black or African American.

Hispanic/ Latino of any race(s): Number of students identifying as Hispanic or Latino of any race.

Native Hawaiian/ Other Pacific Islander: Number of students identifying as Native Hawaiian or other Pacific Islander.

Two or More Races: Number of students identifying as belonging to two or more races.

White: Number of students identifying as White.

English Language Learners: Number of students who are learning English as a second language.

Foster Care: Number of students in foster care.

Highly Capable: Number of students identified as highly capable or gifted.

Homeless: Number of students experiencing homelessness.

Low-Income: Number of students from low-income families.

Migrant: Number of students from migrant families.

Military Parent: Number of students with parents serving in the military.

Mobile: Number of students who frequently change residences.

Section 504: Number of students covered under Section 504 of the Rehabilitation Act, which provides accommodations for students with disabilities.

Students with Disabilities: Number of students with disabilities.

Non-English Language Learners: Number of students who are not learning English as a second language.

Non-Foster Care: Number of students who are not in foster care.

Non-Highly Capable: Number of students who are not identified as highly capable or gifted.

Non-Homeless: Number of students wh...

Financial overview and grant giving statistics of Jefferson School African American Heritage Center

With the enactment of the Higher Education Opportunity Act (HEOA) of 2008, five Predominantly Black Institutions are eligible to receive funding to improve graduate education opportunities at the master’s level in mathematics, engineering, physical or natural sciences, computer science, information technology, nursing, allied health or other scientific disciplines where African American students are underrepresented. Types of Projects Institutions may use federal funds for activities that include: Purchase, rental or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes; Construction, maintenance, renovation and improvement in classroom, library, laboratory and other instructional facilities, including purchase or rental of telecommunications technology equipment or services; Purchase of library books, periodicals, technical and other scientific journals, microfilm, microfiche, and other educational materials, including telecommunications program materials; Scholarships, fellowships, and other financial assistance for needy graduate students to permit the enrollment of students in, and completion of a master’s degree in mathematics, engineering, physical or natural sciences, computer science, information technology, nursing, allied health, or other scientific disciplines in which African Americans are underrepresented; Establishing or improving a development office to strengthen and increase contributions from alumni and the private sector; Assisting in the establishment or maintenance of an institutional endowment to facilitate financial independence pursuant to Section 331; Funds and administrative management, and the acquisition of equipment, including software, for use in strengthening funds management and management information systems; Acquisition of real property that is adjacent to the campus in connection with the construction, renovation, or improvement of, or an addition to, campus facilities; Education or financial information designed to improve the financial literacy and economic literacy of students or the students’ families, especially with regards to student indebtedness and student assistance programs under title IV; Tutoring, counseling, and student service programs designed to improve academic success; Faculty professional development, faculty exchanges, and faculty participation in professional conferences and meetings; and Other activities proposed in the application that are approved by the Secretary as part of the review and acceptance of such application.

United States - Employed full time: Wage and salary workers: High School graduates, no college: 25 years and over: Black or African American: Men was 2329.00000 Thous. of Persons in January of 2024, according to the United States Federal Reserve. Historically, United States - Employed full time: Wage and salary workers: High School graduates, no college: 25 years and over: Black or African American: Men reached a record high of 2376.00000 in January of 2022 and a record low of 1738.00000 in January of 2010. Trading Economics provides the current actual value, an historical data chart and related indicators for United States - Employed full time: Wage and salary workers: High School graduates, no college: 25 years and over: Black or African American: Men - last updated from the United States Federal Reserve on October of 2025.

This statistic shows cancer mortality rates in the U.S. in 2011, by ethnicity and educational attainment. ***** African-American males with less than 12 years of education per 100,000 inhabitants died of cancer.