U.S. citizens with a professional degree had the highest median household income in 2023, at 172,100 U.S. dollars. In comparison, those with less than a 9th grade education made significantly less money, at 35,690 U.S. dollars. Household income The median household income in the United States has fluctuated since 1990, but rose to around 70,000 U.S. dollars in 2021. Maryland had the highest median household income in the United States in 2021. Maryland’s high levels of wealth is due to several reasons, and includes the state's proximity to the nation's capital. Household income and ethnicity The median income of white non-Hispanic households in the United States had been on the rise since 1990, but declining since 2019. While income has also been on the rise, the median income of Hispanic households was much lower than those of white, non-Hispanic private households. However, the median income of Black households is even lower than Hispanic households. Income inequality is a problem without an easy solution in the United States, especially since ethnicity is a contributing factor. Systemic racism contributes to the non-White population suffering from income inequality, which causes the opportunity for growth to stagnate.

Refers only to the location municipal perspective of independent schools’ results. Prior to 2022, both graduated students and those who hold a certificate of 2,500 credits, 2022 and after, only those with a degree were included. The task is based on a regression model developed by Statistics Sweden and SKR to take into account the different socio-economic conditions of different municipalities. The explanatory variables include the level of education of the parents, the parents’ income, gender and the need for financial assistance. Municipalities whose assignments are based on fewer than 30 students have been subject to confidentiality. For more information, see the report Open Comparisons – Upper Secondary School. In 2019, no data will be published due to changes in the confidentiality rules of Statistics Sweden.

While current revenue figures have seen continued growth for the five years through 2024-25, inflation has meant that it has materially declined over the same period. Currently, revenue for the Government Schools industry sits at an estimated $70.5 billion, reflecting an annualised contraction of 1.2% since 2019-20 and a 2.5% drop compared to 2023-24 figures. As the Australian population aged between 5 and 18 grows, demand for public schools continues to swell. Government schools are mainly funded by state and federal governments, with education being a critical part of their budgets. Secondary to this, schools also receive funding from donations and fundraising. However, the cost-of-living crisis has threatened this additional revenue stream. Many parents perceive private schools as of a higher quality than government schools, partly because of marketing efforts to boost their reputation. This competition has meant that public schools have faced staff shortages as teachers move to private schools to receive the higher salaries offered. Private schools can offer these wages as, unlike public education providers, they receive sizable fees from parents. In contrast, public schools operate not-for-profit, limiting their ability to pay staff higher salaries. Looking to the future, government schools will continue to derive growing revenue from government funding. The 2024-25 Victorian budget contains $753.0 million for school maintenance and upgrades, and $139.0 million for getting more teachers into schools as the state attempts to fight staff shortages. The NSW 2024-25 budget includes $8.9 billion to continue the development of school infrastructure in both regional New South Wales and the rapidly growing Western Sydney. Overall, government schools' revenue is expected to climb at an annualised 1.5% through the end of 2029-30, to total $75.9 billion.

This dataset consists of a selection of variables extracted from the U.S. Department of Education's College Scorecard 2015/2016. For the original, raw data visit the College Scorecard webpage. This dataset includes variables about institution types, proportion of degree types awarded, student enrollments and demographics, and a number of price and revenue variables. For 2005-2006 data, see here.Note: Data is not uniformly available for all schools on all variables. Variables for which there is no data (NULL), or where data is suppressed for reasons of privacy, are indicated by 999999999.

ATTRIBUTE DESCRIPTION EXAMPLE

ID2 1

UNITIDUnit ID for institution 100654

OPEID 8-digit OPE ID for institution 100200

OPEID6 6-digit OPE ID for institution 1002

State FIPS

1

State

AL

Zip

35762

City

Normal

Institution Name

Alabama A & M University

Institution Type 1 Public 2 Private nonprofit 3 Private for-profit 1

Institution Level 1 4-year 2 2-year 3 Less-than-2-year 1

In Operation 1 true 0 false 1

Main Campus 1 true 0 false 1

Branches Count of the number of branches 1

Popular Degree 1 Predominantly certificate-degree granting 2 Predominantly associate's-degree granting 3 Predominantly bachelor's-degree granting 4 Entirely graduate-degree granting 3

Highest Degree 0 Non-degree-granting 1 Certificate degree 2 Associate degree 3 Bachelor's degree 4 Graduate degree 4

PCIP01 Percentage of degrees awarded in Agriculture, Agriculture Operations, And Related Sciences. 0.0446

PCIP03 Percentage of degrees awarded in Natural Resources And Conservation. 0.0023

PCIP04 Percentage of degrees awarded in Architecture And Related Services. 0.0094

PCIP05 Percentage of degrees awarded in Area, Ethnic, Cultural, Gender, And Group Studies. 0

PCIP09 Percentage of degrees awarded in Communication, Journalism, And Related Programs. 0

PCIP10 Percentage of degrees awarded in Communications Technologies/Technicians And Support Services. 0.0164

PCIP11 Percentage of degrees awarded in Computer And Information Sciences And Support Services. 0.0634

PCIP12 Percentage of degrees awarded in Personal And Culinary Services. 0

PCIP13 Percentage of degrees awarded in Education. 0.1268

PCIP14 Percentage of degrees awarded in Engineering. 0.1432

PCIP15 Percentage of degrees awarded in Engineering Technologies And Engineering-Related Fields. 0.0587

PCIP16 Percentage of degrees awarded in Foreign Languages, Literatures, And Linguistics. 0

PCIP19 Percentage of degrees awarded in Family And Consumer Sciences/Human Sciences. 0.0188

PCIP22 Percentage of degrees awarded in Legal Professions And Studies. 0

PCIP23 Percentage of degrees awarded in English Language And Literature/Letters. 0.0235

PCIP24 Percentage of degrees awarded in Liberal Arts And Sciences, General Studies And Humanities. 0.0423

PCIP25 Percentage of degrees awarded in Library Science. 0

PCIP26 Percentage of degrees awarded in Biological And Biomedical Sciences. 0.1009

PCIP27 Percentage of degrees awarded in Mathematics And Statistics. 0.0094

PCIP29 Percentage of degrees awarded in Military Technologies And Applied Sciences. 0

PCIP30 Percentage of degrees awarded in Multi/Interdisciplinary Studies. 0

PCIP31 Percentage of degrees awarded in Parks, Recreation, Leisure, And Fitness Studies. 0

PCIP38 Percentage of degrees awarded in Philosophy And Religious Studies. 0

PCIP39 Percentage of degrees awarded in Theology And Religious Vocations. 0

PCIP40 Percentage of degrees awarded in Physical Sciences. 0.0188

PCIP41 Percentage of degrees awarded in Science Technologies/Technicians. 0

PCIP42 Percentage of degrees awarded in Psychology. 0.0282

PCIP43 Percentage of degrees awarded in Homeland Security, Law Enforcement, Firefighting And Related Protective Services. 0.0282

PCIP44 Percentage of degrees awarded in Public Administration And Social Service Professions. 0.0516

PCIP45 Percentage of degrees awarded in Social Sciences. 0.0399

PCIP46 Percentage of degrees awarded in Construction Trades. 0

PCIP47 Percentage of degrees awarded in Mechanic And Repair Technologies/Technicians. 0

PCIP48 Percentage of degrees awarded in Precision Production. 0

PCIP49 Percentage of degrees awarded in Transportation And Materials Moving. 0

PCIP50 Percentage of degrees awarded in Visual And Performing Arts. 0.0258

PCIP51 Percentage of degrees awarded in Health Professions And Related Programs. 0

PCIP52 Percentage of degrees awarded in Business, Management, Marketing, And Related Support Services. 0.1479

PCIP54 Percentage of degrees awarded in History. 0

Admission Rate

0.6538

Average RetentionRate of retention averaged between full-time and part-time students. 0.4428

Retention, Full-Time Students

0.5779

Retention, Part-Time Students

0.3077

Completion Rate

0.1104

Enrollment Number of enrolled students 4505

Male Students Percentage of the student body that is male. 0.4617

Female Students Percentage of the student body that is female. 0.5383

White Percentage of the student body that identifies as white. 0.034

Black Percentage of the student body that identifies as African American. 0.9216

Hispanic Percentage of the student body that identifies as Hispanic or Latino. 0.0058

Asian Percentage of the student body that identifies as Asian. 0.0018

American Indian and Alaskan Native Percentage of the student body that identifies as American Indian or Alaskan Native. 0.0022

Native Hawaiian and Pacific Islander Percentage of the student body that identifies as Native Hawaiian or Pacific islander. 0.0018

Two or More Races Percentage of the student body that identifies as two or more races. 0

Non-Resident Aliens Percentage of the student body that are non-resident aliens. 0.0062

Race Unknown Percentage of the student body for whom racial identity is unknown. 0.0266

Percent Parents no HS Diploma Percentage of parents of students whose highest level of education is less than high school. 0.019298937

Percent Parents HS Diploma Percentage of parents of students whose highest level of education is high school 0.369436786

Percent Parents Post-Secondary Ed. Percentage of parents of students whose highest level of education is college or above. 0.611264277

Title IV Students Percentage of student body identified as Title IV 743

HCM2 Cash Monitoring Schools identified by the Department of Ed for Higher Cash Monitoring Level 2 0

Net Price

13435

Cost of Attendance

20809

In-State Tuition and Fees

9366

Out-of-State Tuition and Fees

17136

Tuition and Fees (Program) Tuition and fees for program-year schools NULL

Tution Revenue per Full-Time Student

9657

Expenditures per Full-Time Student

7941

Average Faculty Salary

7017

Percent of Students with Federal Loan

0.8159

Share of Students with Federal Loan

0.896382157

Share of Students with Pell Grant

0.860906217

Median Loan Principal Amount upon Entering Repayment

14600

Median Debt for Completed Students Median debt for student who completed a course of study 35000

Median Debt for Incompleted Students Median debt for student who did not complete a course of study 9500

Median Debt for Family Income $0K-$30K Median debt for students of families with less thank $30,000 income 14457

Median Debt for Family Income $30K-$75K Median debt for students of families with $30,000-$75,000 income 15000

Median Debt for Family Income over $75K Median debt for students of families with over $75,000 income 14250

Median Debt Female Students

16000

Median Debt Male Students

13750

Median Debt 1st Gen. Students Median debt for first generation college student 14307.5

Median Debt Not 1st Gen. Students Median debt for not first generation college students 14953

Cumulative Loan Debt Greater than 90% of Students (90th Percentile)

48750

Cumulative Loan Debt Greater than 75% of Students (75th Percentile)

32704

Cumulative Loan Debt Greater than 25% of Students (25th Percentile)

5500

Cumulative Loan Debt Greater than 10% of Students (10th Percentile)

3935.5

Accrediting Agency

Southern Association of Colleges and Schools Commission on Colleges

Website

www.aamu.edu/

Price Calculator

www2.aamu.edu/scripts/netpricecalc/npcalc.htm

Latitude

34.783368

Longitude

-86.568502

The Survey of Consumer Finances (SCF) is conducted annually to obtain work experience and income information from Canadian households. The Survey provides up-to-date information on the distribution and sources of income, before and after taxes, for families and individuals. With this file, users may identify specific family types, such as two-parent and lone-parent families. Information is also provided on earnings, transfers, and total income for the head and the spouse of the census family unit, as well as personal and labour-related characteristics. This reference year for this file is 1984. Commencing with the 1998 microdata files, annual cross-sectional income data will be sourced from the Survey of Labour and Income Dynamics (SLID).

The Survey of Consumer Finances (SCF) is conducted annually to obtain work experience and income information from Canadian households. The Survey provides up-to-date information on the distribution and sources of income, before and after taxes, for families and individuals. With this file, users may identify specific family types, such as two-parent and lone-parent families. Information is also provided on earnings, transfers, and total income for the head and the spouse of the census family unit, as well as personal and labour-related characteristics. This reference year for this file is 1982. Commencing with the 1998 microdata files, annual cross-sectional income data will be sourced from the Survey of Labour and Income Dynamics (SLID).

Re-interview of high school students after ca. 15 years on data on the course of private and occupational life as well as questions on attitudes.

Topics: conclusion of education; contacts with former students; detailed information on school and occupational training as well as activities after leaving high school; type of entitlement to university admission and average grade in high school graduation; reasons for not attending college; questions on sequence of college and vocational training; interest in other training occupations and additional vocational training; desired studies; college goal; planned activity instead of college; identity of original studies desired and actual studies; preferred subjects; conclusion or discontinuation of studies; attitude to studies; change of major; detailed information about preliminary examinations, intermediate examinations and final examinations and information on points in time; sources of income or financing of studies; employment alongside studies and influence of this activity on duration of studies; usable experiences for studies and later occupational career from activities during studies; connection between main focus of studies and first occupational activity; year of first full-time employment; detailed information about occupational development; activity description and changes as well as length of time and area of business of first jobs; occupational position and time worked each week; income changes between start and end of the job; reasons for change of position; satisfaction with occupational development and expected development of one´s own occupational position in the next few years; satisfaction with education up to now; interest in employment; assumed point in time for start of employment; preferred occupation; participation in measures for occupational further education; detailed information about form and content of these courses; judgement on these measures for further education for occupational career; detailed determination of occupational training examinations and final examinations according to topics and point in time as well as grades; detailed information on social origins; occupation of father or substitute father; year of death of father or mother; living together or separation of parents; financial support of parents for personal livelihood; year of setting up one´s own household and members or size of this household; detailed information on partnership relationship; marriage intent; type and length of partnership; attitude to a church wedding; occupation and income of partner; social origins of partner; age difference with partner; number of children; age and sex of children; responsibility for child care; desired number of children; questions on raising children and education style; education aspiration; importance of family; attitude to age; self-classification as young person or adult; judgement on prior course of life and biographical wrong decisions; significant events in life; identification with groups and movements; attribution of occupational success in general as well as relative to oneself; assessment of social class; the meaning of life; importance of areas of life; general private and occupational satisfaction.

Perceived equality of educational chances and general equal opportunities in the Federal Republic; attitude to environment, achievement and work; postmaterialism index; political interest; election biography since 1972; party preference of parents in youth of respondent; participation in demonstrations; and change of religious denomination.

Demography: date of birth; religious denomination; frequency of church attendance; housing conditions and possession of a telephone; consent of respondent to a later re-interview.

Interviewer rating: number of contact attempts; presence of third persons during interview and their influence on the conversation; judgement on reliability of responses; length of interview and date of interview.

Also encoded was: identification of interviewer.