This layer shows Educational Attainment. This is shown by state and county boundaries. This service contains the 2018-2022 release of data from the American Community Survey (ACS) 5-year data, and contains estimates and margins of error. There are also additional calculated attributes related to this topic, which can be mapped or used within analysis. This layer is symbolized to show the Population 25 years and over - Bachelor's Degree or higher (%). To see the full list of attributes available in this service, go to the "Data" tab, and choose "Fields" at the top right. Current Vintage: 2018-2022ACS Table(s): DP02Data downloaded from: Census Bureau's API for American Community Survey Date of API call: January 18, 2022National Figures: data.census.govThe United States Census Bureau's American Community Survey (ACS):About the SurveyGeography & ACSTechnical DocumentationNews & UpdatesThis ready-to-use layer can be used within ArcGIS Pro, ArcGIS Online, its configurable apps, dashboards, Story Maps, custom apps, and mobile apps. Data can also be exported for offline workflows. Please cite the Census and ACS when using this data.Data Note from the Census:Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is represented through the use of a margin of error. The value shown here is the 90 percent margin of error. The margin of error can be interpreted as providing a 90 percent probability that the interval defined by the estimate minus the margin of error and the estimate plus the margin of error (the lower and upper confidence bounds) contains the true value. In addition to sampling variability, the ACS estimates are subject to nonsampling error (for a discussion of nonsampling variability, see Accuracy of the Data). The effect of nonsampling error is not represented in these tables.Data Processing Notes:Boundaries come from the Cartographic Boundaries via US Census TIGER geodatabases. Boundaries are updated at the same time as the data updates, and the boundary vintage appropriately matches the data vintage as specified by the Census. These are Census boundaries with water and/or coastlines clipped for cartographic purposes. For state and county boundaries, the water and coastlines are derived from the coastlines of the 500k TIGER Cartographic Boundary Shapefiles. The original AWATER and ALAND fields are still available as attributes within the data table (units are square meters). The States layer contains 52 records - all US states, Washington D.C., and Puerto Rico. The Counties (and equivalent) layer contains 3221 records - all counties and equivalent, Washington D.C., and Puerto Rico municipios. See Areas Published. Percentages and derived counts, and associated margins of error, are calculated values (that can be identified by the "_calc_" stub in the field name), and abide by the specifications defined by the American Community Survey.Field alias names were created based on the Table Shells.Margin of error (MOE) values of -555555555 in the API (or "*****" (five asterisks) on data.census.gov) are displayed as 0 in this dataset. The estimates associated with these MOEs have been controlled to independent counts in the ACS weighting and have zero sampling error. So, the MOEs are effectively zeroes, and are treated as zeroes in MOE calculations. Other negative values on the API, such as -222222222, -666666666, -888888888, and -999999999, all represent estimates or MOEs that can't be calculated or can't be published, usually due to small sample sizes. All of these are rendered in this dataset as null (blank) values.

This dataset provides population 25 years and over estimates by sex and educational attainment for State of Iowa, individual Iowa counties, Iowa places and census tracts within Iowa. Data is from the American Community Survey, Five Year Estimates, Table B15002. Sex includes Male, Female and Both. Educational Attainment includes the following: No School; PK to 4th Grade; 5th to 6th Grade; 7th to 8th Grade; 9th Grade; 10th Grade; 11th Grade; 12th Grade, No Diploma; High School Diploma or Equivalent; Some College, Less than Year; Some College, One Year or More; Associates Degree; Bachelors Degree; Masters Degree; Professional Degree; and Doctorate Degree. Each have been placed in the following educational categories: Less than High School, High School Graduate; Some College or Associates Degree; and Bachelors Degree or Higher.

This map answers the question "What is the most common, or predominant, education level for people in this area?" The map shows predominant educational attainment in each census tract. Darker colors indicate a greater gap between the predominant group and the next largest group.The U.S. Census Bureau asks citizens to indicate how far they went in formal education. The database includes seven different columns, each representing a count of population by that education level. A simple routine in compares the seven columns of information, and finds which one has the highest value, writing that to a string field. Each tract's transparency is set by a transparency field added to the data.Predominance maps can be created in ArcGIS Online by adding two fields, calculating their values, and setting up the renderer based on those two fields. See this blog by Jim Herries for details on how to create a predominance map in ArcGIS Online from any feature layer.See this GitHub repo by Jennifer Bell for a script you can run in ArcMap as a script tool, to calculate predominance for any columns of data you have.

In 2021, about 37.7 percent of the U.S. population who were aged 25 and above had graduated from college or another higher education institution, a slight decline from 37.9 the previous year. However, this is a significant increase from 1960, when only 7.7 percent of the U.S. population had graduated from college.

Demographics

Educational attainment varies by gender, location, race, and age throughout the United States. Asian-American and Pacific Islanders had the highest level of education, on average, while Massachusetts and the District of Colombia are areas home to the highest rates of residents with a bachelor’s degree or higher. However, education levels are correlated with wealth. While public education is free up until the 12th grade, the cost of university is out of reach for many Americans, making social mobility increasingly difficult.

Earnings

White Americans with a professional degree earned the most money on average, compared to other educational levels and races. However, regardless of educational attainment, males typically earned far more on average compared to females. Despite the decreasing wage gap over the years in the country, it remains an issue to this day. Not only is there a large wage gap between males and females, but there is also a large income gap linked to race as well.

The American Community Survey (ACS) is designed to estimate the characteristic distribution of populations* and estimated counts should only be used to calculate percentages. They do not represent the actual population counts or totals. Beginning in 2019, the Washington Student Achievement Council (WSAC) has measured educational attainment for the Roadmap Progress Report using one-year American Community Survey (ACS) data from the United States Census Bureau. These public microdata represents the most current data, but it is limited to areas with larger populations leading to some multi-county regions**.

*The American Community Survey is not the official source of population counts. It is designed to show the characteristics of the nation's population and should not be used as actual population counts or housing totals for the nation, states or counties. The official population count — including population by age, sex, race and Hispanic origin — comes from the once-a-decade census, supplemented by annual population estimates (which do not typically contain educational attainment variables) from the following groups and surveys:
-- Washington State Office of Financial Management (OFM): https://www.ofm.wa.gov/washington-data-research/population-demographics -- US Census Decennial Census: https://www.census.gov/programs-surveys/decennial-census.html and Population Estimates Program: https://www.census.gov/programs-surveys/popest.html

**In prior years, WSAC used both the five-year and three-year (now discontinued) data. While the 5-year estimates provide a larger sample, they are not recommended for year to year trends and also are released later than the one-year files.

Detailed information about the ACS at https://www.census.gov/programs-surveys/acs/guidance.html

TIGER, TIGER/Line, and Census TIGER are registered trademarks of the Bureau of the Census. The Redistricting Census 2000 TIGER/Line files are an extract of selected geographic and cartographic information from the Census TIGER data base. The geographic coverage for a single TIGER/Line file is a county or statistical equivalent entity, with the coverage area based on January 1, 2000 legal boundaries. A complete set of Redistricting Census 2000 TIGER/Line files includes all counties and statistically equivalent entities in the United States and Puerto Rico. The Redistricting Census 2000 TIGER/Line files will not include files for the Island Areas. The Census TIGER data base represents a seamless national file with no overlaps or gaps between parts. However, each county-based TIGER/Line file is designed to stand alone as an independent data set or the files can be combined to cover the whole Nation. The Redistricting Census 2000 TIGER/Line files consist of line segments representing physical features and governmental and statistical boundaries. The Redistricting Census 2000 TIGER/Line files do NOT contain the ZIP Code Tabulation Areas (ZCTAs) and the address ranges are of approximately the same vintage as those appearing in the 1999 TIGER/Line files. That is, the Census Bureau is producing the Redistricting Census 2000 TIGER/Line files in advance of the computer processing that will ensure that the address ranges in the TIGER/Line files agree with the final Master Address File (MAF) used for tabulating Census 2000. The files contain information distributed over a series of record types for the spatial objects of a county. There are 17 record types, including the basic data record, the shape coordinate points, and geographic codes that can be used with appropriate software to prepare maps. Other geographic information contained in the files includes attributes such as feature identifiers/census feature class codes (CFCC) used to differentiate feature types, address ranges and ZIP Codes, codes for legal and statistical entities, latitude/longitude coordinates of linear and point features, landmark point features, area landmarks, key geographic features, and area boundaries. The Redistricting Census 2000 TIGER/Line data dictionary contains a complete list of all the fields in the 17 record types.

Educational attainment rates for Washington State counties with populations greater than 65,000 according to US Census Bureau’s Data Profile. All values are the percent estimates of individuals 25 years of age or higher from the ACS 1 Year Survey. DP02_0063PE - Percent Associate's Degree DP02_0066PE - Percent High School Graduate or Higher DP02_0067PE - Percent Bachelor's Degree or Higher DP02_0065PE - Percent Graduate/Professional Degree

TIGER, TIGER/Line, and Census TIGER are registered trademarks of the Bureau of the Census. The Redistricting Census 2000 TIGER/Line files are an extract of selected geographic and cartographic information from the Census TIGER data base. The geographic coverage for a single TIGER/Line file is a county or statistical equivalent entity, with the coverage area based on January 1, 2000 legal boundaries. A complete set of Redistricting Census 2000 TIGER/Line files includes all counties and statistically equivalent entities in the United States and Puerto Rico. The Redistricting Census 2000 TIGER/Line files will not include files for the Island Areas. The Census TIGER data base represents a seamless national file with no overlaps or gaps between parts. However, each county-based TIGER/Line file is designed to stand alone as an independent data set or the files can be combined to cover the whole Nation. The Redistricting Census 2000 TIGER/Line files consist of line segments representing physical features and governmental and statistical boundaries. The Redistricting Census 2000 TIGER/Line files do NOT contain the ZIP Code Tabulation Areas (ZCTAs) and the address ranges are of approximately the same vintage as those appearing in the 1999 TIGER/Line files. That is, the Census Bureau is producing the Redistricting Census 2000 TIGER/Line files in advance of the computer processing that will ensure that the address ranges in the TIGER/Line files agree with the final Master Address File (MAF) used for tabulating Census 2000. The files contain information distributed over a series of record types for the spatial objects of a county. There are 17 record types, including the basic data record, the shape coordinate points, and geographic codes that can be used with appropriate software to prepare maps. Other geographic information contained in the files includes attributes such as feature identifiers/census feature class codes (CFCC) used to differentiate feature types, address ranges and ZIP Codes, codes for legal and statistical entities, latitude/longitude coordinates of linear and point features, landmark point features, area landmarks, key geographic features, and area boundaries. The Redistricting Census 2000 TIGER/Line data dictionary contains a complete list of all the fields in the 17 record types.

Graph and download economic data for High School Graduate or Higher (5-year estimate) in Lake County, OR (HC01ESTVC1641037) from 2010 to 2023 about Lake County, OR; secondary schooling; OR; secondary; educational attainment; education; 5-year; and USA.

This layer was developed by the Research & Analytics Group of the Atlanta Regional Commission, using data from the U.S. Census Bureau’s American Community Survey 5-year estimates for 2013-2017, to show levels of educational attainment by State of Georgia in the Atlanta region. The user should note that American Community Survey data represent estimates derived from a surveyed sample of the population, which creates some level of uncertainty, as opposed to an exact measure of the entire population (the full census count is only conducted once every 10 years and does not cover as many detailed characteristics of the population). Therefore, any measure reported by ACS should not be taken as an exact number – this is why a corresponding margin of error (MOE) is also given for ACS measures. The size of the MOE relative to its corresponding estimate value provides an indication of confidence in the accuracy of each estimate. Each MOE is expressed in the same units as its corresponding measure; for example, if the estimate value is expressed as a number, then its MOE will also be a number; if the estimate value is expressed as a percent, then its MOE will also be a percent. The user should also note that for relatively small geographic areas, such as census tracts shown here, ACS only releases combined 5-year estimates, meaning these estimates represent rolling averages of survey results that were collected over a 5-year span (in this case 2013-2017). Therefore, these data do not represent any one specific point in time or even one specific year. For geographic areas with larger populations, 3-year and 1-year estimates are also available. For further explanation of ACS estimates and margin of error, visit Census ACS website. Naming conventions: Prefixes:NoneCountpPercentrRatemMedianaMean (average)tAggregate (total)chChange in absolute terms (value in t2 - value in t1)pchPercent change ((value in t2 - value in t1) / value in t1)chpChange in percent (percent in t2 - percent in t1)Suffixes:NoneChange over two periods_eEstimate from most recent ACS_mMargin of Error from most recent ACS_00Decennial 2000 Attributes: SumLevelSummary level of geographic unit (e.g., County, Tract, NSA, NPU, DSNI, SuperDistrict, etc)GEOIDCensus tract Federal Information Processing Series (FIPS) code NAMEName of geographic unitPlanning_RegionPlanning region designation for ARC purposesAcresTotal area within the tract (in acres)SqMiTotal area within the tract (in square miles)CountyCounty identifier (combination of Federal Information Processing Series (FIPS) codes for state and county)CountyNameCounty NamePop25P_e# Population 25 years and over, 2017Pop25P_m# Population 25 years and over, 2017 (MOE)NoHS_e# Population 25 years and over, less than 9th grade education, 2017NoHS_m# Population 25 years and over, less than 9th grade education, 2017 (MOE)pNoHS_e% Population 25 years and over, less than 9th grade education, 2017pNoHS_m% Population 25 years and over, less than 9th grade education, 2017 (MOE)SomeHS_e# Population 25 years and over, 9th-12th grade, no diploma, 2017SomeHS_m# Population 25 years and over, 9th-12th grade, no diploma, 2017 (MOE)pSomeHS_e% Population 25 years and over, 9th-12th grade, no diploma, 2017pSomeHS_m% Population 25 years and over, 9th-12th grade, no diploma, 2017 (MOE)HSGrad_e# Population 25 years and over, high school graduate (includes GED), 2017HSGrad_m# Population 25 years and over, high school graduate (includes GED), 2017 (MOE)pHSGrad_e% Population 25 years and over, high school graduate (includes GED), 2017pHSGrad_m% Population 25 years and over, high school graduate (includes GED), 2017 (MOE)SomeColl_e# Population 25 years and over, some college, no degree, 2017SomeColl_m# Population 25 years and over, some college, no degree, 2017 (MOE)pSomeColl_e% Population 25 years and over, some college, no degree, 2017pSomeColl_m% Population 25 years and over, some college, no degree, 2017 (MOE)Associates_e# Population 25 years and over, associate's degree, 2017Associates_m# Population 25 years and over, associate's degree, 2017 (MOE)pAssociates_e% Population 25 years and over, associate's degree, 2017pAssociates_m% Population 25 years and over, associate's degree, 2017 (MOE)BA_e# Population 25 years and over, bachelor's degree, 2017BA_m# Population 25 years and over, bachelor's degree, 2017 (MOE)pBA_e% Population 25 years and over, bachelor's degree, 2017pBA_m% Population 25 years and over, bachelor's degree, 2017 (MOE)GradProf_e# Population 25 years and over, graduate or professional degree, 2017GradProf_m# Population 25 years and over, graduate or professional degree, 2017 (MOE)pGradProf_e% Population 25 years and over, graduate or professional degree, 2017pGradProf_m% Population 25 years and over, graduate or professional degree, 2017 (MOE)LtHS_e# Population 25 years and over, Less than high school graduate, 2017LtHS_m# Population 25 years and over, Less than high school graduate, 2017 (MOE)pLtHS_e% Population 25 years and over, Less than high school graduate, 2017pLtHS_m% Population 25 years and over, Less than high school graduate, 2017 (MOE)HSPlus_e# Population 25 years and over, high school graduate or higher, 2017HSPlus_m# Population 25 years and over, high school graduate or higher, 2017 (MOE)pHSPlus_e% Population 25 years and over, high school graduate or higher, 2017pHSPlus_m% Population 25 years and over, high school graduate or higher, 2017 (MOE)BAPlus_e# Population 25 years and over, bachelor's degree or higher, 2017BAPlus_m# Population 25 years and over, bachelor's degree or higher, 2017 (MOE)pBAPlus_e% Population 25 years and over, bachelor's degree or higher, 2017pBAPlus_m% Population 25 years and over, bachelor's degree or higher, 2017 (MOE)last_edited_dateLast date the feature was edited by ARC Source: U.S. Census Bureau, Atlanta Regional CommissionDate: 2013-2017 For additional information, please visit the Census ACS website.

The 2006 Second Edition TIGER/Line files are an extract of selected geographic and cartographic information from the Census TIGER database. The geographic coverage for a single TIGER/Line file is a county or statistical equivalent entity, with the coverage area based on the latest available governmental unit boundaries. The Census TIGER database represents a seamless national file with no overlaps or gaps between parts. However, each county-based TIGER/Line file is designed to stand alone as an independent data set or the files can be combined to cover the whole Nation. The 2006 Second Edition TIGER/Line files consist of line segments representing physical features and governmental and statistical boundaries. This shapefile represents the current State House Districts for New Mexico as posted on the Census Bureau website for 2006.

This dataset provides population 25 years and over estimates by educational attainment for State of Iowa, individual Iowa counties, Iowa places and census tracts within Iowa. Data is from the American Community Survey, Five Year Estimates, Table B15003. Levels of educational attainment include the following: No schooling completed; Nursery school; Kindergarten; 1st grade; 2nd grade; 3rd grade; 4th grade; 5th grade; 6th grade; 7th grade; 8th grade; 9th grade; 10th grade; 11th grade; 12th grade, no diploma; Regular high school diploma; GED or alternative credential; Some college, less than 1 year; Some college, 1 or more years, no degree; Associate's degree; Bachelor's degree; Master's degree; Professional school degree; and Doctorate degree.

The 2006 Second Edition TIGER/Line files are an extract of selected geographic and cartographic information from the Census TIGER database. The geographic coverage for a single TIGER/Line file is a county or statistical equivalent entity, with the coverage area based on the latest available governmental unit boundaries. The Census TIGER database represents a seamless national file with no overlaps or gaps between parts. However, each county-based TIGER/Line file is designed to stand alone as an independent data set or the files can be combined to cover the whole Nation. The 2006 Second Edition TIGER/Line files consist of line segments representing physical features and governmental and statistical boundaries. This shapefile represents the current State Senate Districts for New Mexico as posted on the Census Bureau website for 2006.

This dataset was developed by the Research & Analytics Group at the Atlanta Regional Commission using data from the U.S. Census Bureau.For a deep dive into the data model including every specific metric, see the Infrastructure Manifest. The manifest details ARC-defined naming conventions, field names/descriptions and topics, summary levels; source tables; notes and so forth for all metrics.Naming conventions:Prefixes: None Countp Percentr Ratem Mediana Mean (average)t Aggregate (total)ch Change in absolute terms (value in t2 - value in t1)pch Percent change ((value in t2 - value in t1) / value in t1)chp Change in percent (percent in t2 - percent in t1)s Significance flag for change: 1 = statistically significant with a 90% CI, 0 = not statistically significant, blank = cannot be computed Suffixes: _e19 Estimate from 2014-19 ACS_m19 Margin of Error from 2014-19 ACS_00_v19 Decennial 2000, re-estimated to 2019 geography_00_19 Change, 2000-19_e10_v19 2006-10 ACS, re-estimated to 2019 geography_m10_v19 Margin of Error from 2006-10 ACS, re-estimated to 2019 geography_e10_19 Change, 2010-19The user should note that American Community Survey data represent estimates derived from a surveyed sample of the population, which creates some level of uncertainty, as opposed to an exact measure of the entire population (the full census count is only conducted once every 10 years and does not cover as many detailed characteristics of the population). Therefore, any measure reported by ACS should not be taken as an exact number – this is why a corresponding margin of error (MOE) is also given for ACS measures. The size of the MOE relative to its corresponding estimate value provides an indication of confidence in the accuracy of each estimate. Each MOE is expressed in the same units as its corresponding measure; for example, if the estimate value is expressed as a number, then its MOE will also be a number; if the estimate value is expressed as a percent, then its MOE will also be a percent. The user should also note that for relatively small geographic areas, such as census tracts shown here, ACS only releases combined 5-year estimates, meaning these estimates represent rolling averages of survey results that were collected over a 5-year span (in this case 2015-2019). Therefore, these data do not represent any one specific point in time or even one specific year. For geographic areas with larger populations, 3-year and 1-year estimates are also available. For further explanation of ACS estimates and margin of error, visit Census ACS website.Source: U.S. Census Bureau, Atlanta Regional CommissionDate: 2015-2019Data License: Creative Commons Attribution 4.0 International (CC by 4.0)Link to the manifest: https://www.arcgis.com/sharing/rest/content/items/3d489c725bb24f52a987b302147c46ee/data

Abstract

Many theories of economic growth stress the role of human capital in the form of education, but empirical studies have been hampered by inadequate data. The authors describe a data set on educational attainment for 120 countries over five- year periods from 1960 to 1985. Census and survey figures fill over 40% of the cells, and the remainder are estimated from school-enrollment data by a perpetual- inventory method. The data refer to male and female attainment of the adult population at four levels: no schooling, primary, secondary, and higher. They also provide a rough breakdown into incomplete and complete attainment at the three levels of schooling.

Geographic coverage

The authors describe a data set on educational attainment for 120 countries over five- year periods from 1960 to 1985.

Kind of data

Aggregate data [agg]

Mode of data collection

Other [oth]

TIGER, TIGER/Line, and Census TIGER are registered trademarks of the Bureau of the Census. The Redistricting Census 2000 TIGER/Line files are an extract of selected geographic and cartographic information from the Census TIGER data base. The geographic coverage for a single TIGER/Line file is a county or statistical equivalent entity, with the coverage area based on January 1, 2000 legal boundaries. A complete set of Redistricting Census 2000 TIGER/Line files includes all counties and statistically equivalent entities in the United States and Puerto Rico. The Redistricting Census 2000 TIGER/Line files will not include files for the Island Areas. The Census TIGER data base represents a seamless national file with no overlaps or gaps between parts. However, each county-based TIGER/Line file is designed to stand alone as an independent data set or the files can be combined to cover the whole Nation. The Redistricting Census 2000 TIGER/Line files consist of line segments representing physical features and governmental and statistical boundaries. The Redistricting Census 2000 TIGER/Line files do NOT contain the ZIP Code Tabulation Areas (ZCTAs) and the address ranges are of approximately the same vintage as those appearing in the 1999 TIGER/Line files. That is, the Census Bureau is producing the Redistricting Census 2000 TIGER/Line files in advance of the computer processing that will ensure that the address ranges in the TIGER/Line files agree with the final Master Address File (MAF) used for tabulating Census 2000. The files contain information distributed over a series of record types for the spatial objects of a county. There are 17 record types, including the basic data record, the shape coordinate points, and geographic codes that can be used with appropriate software to prepare maps. Other geographic information contained in the files includes attributes such as feature identifiers/census feature class codes (CFCC) used to differentiate feature types, address ranges and ZIP Codes, codes for legal and statistical entities, latitude/longitude coordinates of linear and point features, landmark point features, area landmarks, key geographic features, and area boundaries. The Redistricting Census 2000 TIGER/Line data dictionary contains a complete list of all the fields in the 17 record types.

The 2006 Second Edition TIGER/Line files are an extract of selected geographic and cartographic information from the Census TIGER database. The geographic coverage for a single TIGER/Line file is a county or statistical equivalent entity, with the coverage area based on the latest available governmental unit boundaries. The Census TIGER database represents a seamless national file with no overlaps or gaps between parts. However, each county-based TIGER/Line file is designed to stand alone as an independent data set or the files can be combined to cover the whole Nation. The 2006 Second Edition TIGER/Line files consist of line segments representing physical features and governmental and statistical boundaries. This shapefile represents the current State Senate Districts for New Mexico as posted on the Census Bureau website for 2006.

TIGER, TIGER/Line, and Census TIGER are registered trademarks of the Bureau of the Census. The Redistricting Census 2000 TIGER/Line files are an extract of selected geographic and cartographic information from the Census TIGER data base. The geographic coverage for a single TIGER/Line file is a county or statistical equivalent entity, with the coverage area based on January 1, 2000 legal boundaries. A complete set of Redistricting Census 2000 TIGER/Line files includes all counties and statistically equivalent entities in the United States and Puerto Rico. The Redistricting Census 2000 TIGER/Line files will not include files for the Island Areas. The Census TIGER data base represents a seamless national file with no overlaps or gaps between parts. However, each county-based TIGER/Line file is designed to stand alone as an independent data set or the files can be combined to cover the whole Nation. The Redistricting Census 2000 TIGER/Line files consist of line segments representing physical features and governmental and statistical boundaries. The Redistricting Census 2000 TIGER/Line files do NOT contain the ZIP Code Tabulation Areas (ZCTAs) and the address ranges are of approximately the same vintage as those appearing in the 1999 TIGER/Line files. That is, the Census Bureau is producing the Redistricting Census 2000 TIGER/Line files in advance of the computer processing that will ensure that the address ranges in the TIGER/Line files agree with the final Master Address File (MAF) used for tabulating Census 2000. The files contain information distributed over a series of record types for the spatial objects of a county. There are 17 record types, including the basic data record, the shape coordinate points, and geographic codes that can be used with appropriate software to prepare maps. Other geographic information contained in the files includes attributes such as feature identifiers/census feature class codes (CFCC) used to differentiate feature types, address ranges and ZIP Codes, codes for legal and statistical entities, latitude/longitude coordinates of linear and point features, landmark point features, area landmarks, key geographic features, and area boundaries. The Redistricting Census 2000 TIGER/Line data dictionary contains a complete list of all the fields in the 17 record types.

Although the American Community Survey (ACS) produces population, demographic and housing unit estimates, it is the Census Bureau's Population Estimates Program that produces and disseminates the official estimates of the population for the nation, states, counties, cities, and towns and estimates of housing units for states and counties..Supporting documentation on code lists, subject definitions, data accuracy, and statistical testing can be found on the American Community Survey website in the .Technical Documentation.. section......Sample size and data quality measures (including coverage rates, allocation rates, and response rates) can be found on the American Community Survey website in the .Methodology.. section..Source: U.S. Census Bureau, 2018 American Community Survey 1-Year Estimates.Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is represented through the use of a margin of error. The value shown here is the 90 percent margin of error. The margin of error can be interpreted roughly as providing a 90 percent probability that the interval defined by the estimate minus the margin of error and the estimate plus the margin of error (the lower and upper confidence bounds) contains the true value. In addition to sampling variability, the ACS estimates are subject to nonsampling error (for a discussion of nonsampling variability, see .ACS Technical Documentation..). The effect of nonsampling error is not represented in these tables..While the 2018 American Community Survey (ACS) data generally reflect the July 2015 Office of Management and Budget (OMB) delineations of metropolitan and micropolitan statistical areas, in certain instances the names, codes, and boundaries of the principal cities shown in ACS tables may differ from the OMB delineations due to differences in the effective dates of the geographic entities..Estimates of urban and rural populations, housing units, and characteristics reflect boundaries of urban areas defined based on Census 2010 data. As a result, data for urban and rural areas from the ACS do not necessarily reflect the results of ongoing urbanization..Explanation of Symbols:..An "**" entry in the margin of error column indicates that either no sample observations or too few sample observations were available to compute a standard error and thus the margin of error. A statistical test is not appropriate..An "-" entry in the estimate column indicates that either no sample observations or too few sample observations were available to compute an estimate, or a ratio of medians cannot be calculated because one or both of the median estimates falls in the lowest interval or upper interval of an open-ended distribution, or the margin of error associated with a median was larger than the median itself..An "-" following a median estimate means the median falls in the lowest interval of an open-ended distribution..An "+" following a median estimate means the median falls in the upper interval of an open-ended distribution..An "***" entry in the margin of error column indicates that the median falls in the lowest interval or upper interval of an open-ended distribution. A statistical test is not appropriate..An "*****" entry in the margin of error column indicates that the estimate is controlled. A statistical test for sampling variability is not appropriate. .An "N" entry in the estimate and margin of error columns indicates that data for this geographic area cannot be displayed because the number of sample cases is too small..An "(X)" means that the estimate is not applicable or not available....

In an impressive increase from years past, 39 percent of women in the United States had completed four years or more of college in 2022. This figure is up from 3.8 percent of women in 1940. A significant increase can also be seen in males, with 36.2 percent of the U.S. male population having completed four years or more of college in 2022, up from 5.5 percent in 1940.

4- and 2-year colleges

In the United States, college students are able to choose between attending a 2-year postsecondary program and a 4-year postsecondary program. Generally, attending a 2-year program results in an Associate’s Degree, and 4-year programs result in a Bachelor’s Degree.

Many 2-year programs are designed so that attendees can transfer to a college or university offering a 4-year program upon completing their Associate’s. Completion of a 4-year program is the generally accepted standard for entry-level positions when looking for a job.

Earnings after college

Factors such as gender, degree achieved, and the level of postsecondary education can have an impact on employment and earnings later in life. Some Bachelor’s degrees continue to attract more male students than female, particularly in STEM fields, while liberal arts degrees such as education, languages and literatures, and communication tend to see higher female attendance.

All of these factors have an impact on earnings after college, and despite nearly the same rate of attendance within the American population between males and females, men with a Bachelor’s Degree continue to have higher weekly earnings on average than their female counterparts.