There were approximately 18.58 million college students in the U.S. in 2022, with around 13.49 million enrolled in public colleges and a further 5.09 million students enrolled in private colleges. The figures are projected to remain relatively constant over the next few years.

What is the most expensive college in the U.S.? The overall number of higher education institutions in the U.S. totals around 4,000, and California is the state with the most. One important factor that students – and their parents – must consider before choosing a college is cost. With annual expenses totaling almost 78,000 U.S. dollars, Harvey Mudd College in California was the most expensive college for the 2021-2022 academic year. There are three major costs of college: tuition, room, and board. The difference in on-campus and off-campus accommodation costs is often negligible, but they can change greatly depending on the college town.

The differences between public and private colleges Public colleges, also called state colleges, are mostly funded by state governments. Private colleges, on the other hand, are not funded by the government but by private donors and endowments. Typically, private institutions are  much more expensive. Public colleges tend to offer different tuition fees for students based on whether they live in-state or out-of-state, while private colleges have the same tuition cost for every student.

Abstract copyright UK Data Service and data collection copyright owner.The purpose of this study was to investigate the factors which influence young people in their demand for higher education in its various forms - at universities, colleges of education (teacher training colleges), polytechnics and colleges of further education. Six of these eight surveys are the main study which was carried out on (a) the schools and the fifth-formers and the sixth-formers in them, and (b) the colleges of further education and their home students studying A' level subjects full-time. The material from the young people includes that given by them at two stages, first from the main survey which took place before they sat GCE examinations and before the results of higher education applications were available and secondly, from the follow-up survey after the results of the GCE examinations were known and the young people already embarked on courses the following session. For the fifth and sixth-form surveys (67001, 67002 and 68005) there is also incorporated the form teachers' broad assessment of ability (three categories) examination prospects and higher education and career aspirations. For the schools the main survey was carried out in the Spring term 1967 with the follow-up in the autumn. The equivalent dates in the colleges of further education were May 1967 and January 1968. (The remaining two surveys are subsidiary to the project; 66023 is the pilot stage of the main survey part of 68004, i.e. home students studyingA' levels full-time in the further education colleges, whilst 67005 (fifth-formers in the fast stream in schools) comprises a sub-set of material from the main fifth-form survey for an enlarged sample of those pupils in schools with fast streams). The six surveys in the main study are interlinked with information from the school or college complementing that from the pupil or student. In addition there is standardisation - as far as was practicable - between sections of the questionnaire used for the fifth-formers, lower and upper sixth-formers and students in further education (e.g. general background). The contents of the questionnaire for the upper sixth-formers and further education students corresponded particularly closely. Copies of all reports on the surveys are in the Library of the Royal Statistical Society. Mainly they deal with specific aspects of the data e.g. 'Subject commitments and the demand for higher education', G. A. Barnard and M. D. McCreath (1970) Journal of the Royal Statistical Society Series A (General) 133 (3) 358 - 408, 'Report of the surveys of full-time 'A' level students (home) in colleges of further education', by M. D. McCreath (1970). All the material which is available is listed in the most recent report written in 1972, Factors influencing choice of higher education: surveys carried out by Margaret D McCreath under the direction of Professor G A Barnard, Department of Mathematics, University of Essex. This 1972 report includes data from both the school and further education surveys. The extensive tables are based on the following variables: social class, expectations about leaving school and reasons for doing so, source of the most useful discussion on what to do after school, family experience of higher education, O' andA' level attempts and passes, knowledge of higher education entry requirements and with whom these were discussed, as well as intended and actual destinations in higher education. The technical note on the sample design by Judith Doherty was published in 1970 as Appendix 1 of Volume 1 of the Schools Council Sixth-Form Survey, Sixth-Form Pupils and Teachers. Details of the response rates are given in the 1972 report mentioned above.

This study consists of data on earned degrees and other awards conferred by institutions of higher education in the United States and its outlying areas. Part of the Higher Education General Information Survey (HEGIS) Series, this survey provides complete data on earned degrees for the nation, the states, and individual institutions, which are widely used by planners and researchers. Data are provided for professional degrees, baccalaureate and higher degrees, and subbaccalaureate degrees awarded. Additional data specify number of degrees granted by level of degree, institutional control and type, academic disciplines and specialty, student enrollment, and state. Demographic items specify sex and race of recipients.

In an impressive increase from years past, 40.1 percent of women in the United States had completed four years or more of college in 2024. This figure is up from 3.8 percent of women in 1940. A significant increase can also be seen in males, with 37.1 percent of the U.S. male population having completed four years or more of college in 2024, 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.

Graph and download economic data for Consumer Unit Characteristics: Percent College by Generation: Birth Year from 1965 to 1980 (CXU980310LB1603M) from 2016 to 2023 about consumer unit, birth, tertiary schooling, education, percent, and USA.

Korea Number of Teacher: College and University data was reported at 66,795.000 Person in 2017. This records an increase from the previous number of 65,300.000 Person for 2016. Korea Number of Teacher: College and University data is updated yearly, averaging 35,175.000 Person from Dec 1965 (Median) to 2017, with 53 observations. The data reached an all-time high of 68,034.000 Person in 2012 and a record low of 5,305.000 Person in 1965. Korea Number of Teacher: College and University data remains active status in CEIC and is reported by Statistics Korea. The data is categorized under Global Database’s Korea – Table KR.G069: Education Statistics: Number of Schools, Teachers, Classroom and Students (Annual).

The National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimates (EDGE) program develops annually updated point locations (latitude and longitude) for postsecondary institutions included in the NCES Integrated Postsecondary Education Data System (IPEDS). The IPEDS program annually collects information about enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, and student financial aid from colleges, universities, and technical and vocational institutions that participate in federal student financial aid programs under the Higher Education Act of 1965 (as amended). The NCES EDGE program uses address information reported in the annually updated IPEDS directory file to develop point locations for all institutions reported in IPEDS. The point locations in this data layer were developed from the 2021-2022 IPEDS collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

Korea Number of Teacher: Teachers College data was reported at 841.000 Person in 2017. This records a decrease from the previous number of 844.000 Person for 2016. Korea Number of Teacher: Teachers College data is updated yearly, averaging 725.000 Person from Dec 1965 (Median) to 2017, with 53 observations. The data reached an all-time high of 857.000 Person in 2006 and a record low of 305.000 Person in 1965. Korea Number of Teacher: Teachers College data remains active status in CEIC and is reported by Statistics Korea. The data is categorized under Global Database’s Korea – Table KR.G069: Education Statistics: Number of Schools, Teachers, Classroom and Students (Annual).

Korea Number of Enrolled Student: ow: College and University data was reported at 2,050,619.000 Person in 2017. This records a decrease from the previous number of 2,084,807.000 Person for 2016. Korea Number of Enrolled Student: ow: College and University data is updated yearly, averaging 1,052,140.000 Person from Dec 1965 (Median) to 2017, with 53 observations. The data reached an all-time high of 2,130,046.000 Person in 2014 and a record low of 105,643.000 Person in 1965. Korea Number of Enrolled Student: ow: College and University data remains active status in CEIC and is reported by Statistics Korea. The data is categorized under Global Database’s South Korea – Table KR.G068: Education Statistics: Number of Schools, Teachers, Classroom and Students (Annual).

The National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimates (EDGE) program develops annually updated point locations (latitude and longitude) for postsecondary institutions included in the NCES Integrated Postsecondary Education Data System (IPEDS). The IPEDS program annually collects information about enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, and student financial aid from colleges, universities, and technical and vocational institutions that participate in federal student financial aid programs under the Higher Education Act of 1965 (as amended). The NCES EDGE program uses address information reported in the annually updated IPEDS directory file to develop point locations for all institutions reported in IPEDS. The point locations in this data layer represent the most current IPEDS collection available. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations. Collections are available for the following years: 2022-23 2021-22 2020-21 2019-20 2018-19 2017-18 2016-17 2015-16 All information contained in this file is in the public _domain. Data users are ad vised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

Korea Number of School: College and University data was reported at 189.000 Unit in 2017. This stayed constant from the previous number of 189.000 Unit for 2016. Korea Number of School: College and University data is updated yearly, averaging 115.000 Unit from Dec 1965 (Median) to 2017, with 53 observations. The data reached an all-time high of 189.000 Unit in 2017 and a record low of 67.000 Unit in 1968. Korea Number of School: College and University data remains active status in CEIC and is reported by Statistics Korea. The data is categorized under Global Database’s Korea – Table KR.G068: Education Statistics: Number of Schools, Teachers, Classroom and Students (Annual).

Abstract copyright UK Data Service and data collection copyright owner. The purpose of this study was to construct a data base as a preliminary to the multivariate analysis of the inter-relationship between local education authority resources and policies, the education provision they make, and the attainment of children in their areas. Data utilized include: census data on the socio-economic class structure of LEAs; census data on housing conditions; data on the financial behaviour of LEAs drawn from rating returns; a variety of measures of educational provision drawn from the Institute of Municipal Treasurers and Accountants' Education Statistics; the Dept of Education and Science's Statistics of Education; and data relating to rates of `staying on' and uptake of further and higher education derived from the Dept of Education and Science Statistics of Education, vols 1 and 5. Main Topics: Variables Local education authority, rates of girls and boys remaining at school over 16 and over 17 in 1970, proportion of 13 year old girls and boys in secondary modern/grammar schools in 1970, entrance to university/further education or teacher training. Pupil/teacher ratios for primary and secondary schools in 1970, teachers' salaries per pupil for primary and secondary schools, non-teaching staff salaries per pupil for primary and secondary schools. Expenditure in primary and secondary schools: fuel and light, repairs, furnishings, rent and rates, textbook and library, educational equipment, stationery, other supplies, miscellaneous, debt charges and total costs (expressed as cost per pupil). Industrialisation index, total rateable value, resources element of rate support grant, population size and density, Labour control (i.e. proportion of the years 1957 - 70 during which LEA was controlled by the Labour party). Proportion of males and females of 25 years and over who left school at the age of 15 or under in 1961. Class structure of LEAs (Registrar General's socio-economic groups). Proportion of owner occupiers, council tenants and private tenants in LEAs. Household density, amenities. 16 plus, 17 plus and 19 plus cohorts; proportion of 13 year old girls and boys in secondary modern/comprehensive or grammar schools in 1967; pupil/teacher ratio in primary schools between 1959 and 1965. Total expenditure, teachers' salaries and debt charges in primary schools between 1959 and 1965. Pupil/teacher ratio in secondary schools between 1966 and 1969. Total expenditure, teachers' salaries and debt charges in secondary schools between 1966 and 1969. Overcrowding in both secondary and primary schools, percentage of teachers in each LEA who were graduates 1964/1967/1970.

Barnes & Noble Education, Inc. operates bookstores for college and university campuses, and K-12 institutions in the United States. It operates through three segments: Retail, Wholesale, and Digital Student Solutions. The company sells and rents new and used print textbooks, digital textbooks, and publisher hosted digital courseware through physical and virtual bookstores, as well as directly to students through Textbooks.com. It also offers First Day and First Day Complete access programs; BNC OER+, a turnkey solution for colleges and universities, that offers digital content, such as videos, activities, and auto-graded practice assessments; and general merchandise, including collegiate and athletic apparel, school spirit products, lifestyle products, technology products, supplies, graduation products, and convenience items. In addition, the company sources, sells, and distributes new and used textbooks; and sells hardware and a software suite of applications that provides inventory management and point-of-sale solutions to approximately 350 college bookstores. Further, it offers direct-to-student subscription-based writing services; and bartleby, a direct-to-student subscription-based offering that includes textbook solutions, expert questions and answers, and writing and tutoring services. The company operates 805 physical college and university bookstores; 622 virtual bookstores; 8 True Spirit e-commerce websites; pop-up retail locations; 73 customized cafés and 11 stand-alone convenience stores; and a media channel for brands targeting the college demographic. Barnes & Noble Education, Inc. was founded in 1965 and is headquartered in Basking Ridge, New Jersey.

The National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimates (EDGE) program develops annually updated point locations (latitude and longitude) for postsecondary institutions included in the NCES Integrated Postsecondary Education Data System (IPEDS). The IPEDS program annually collects information about enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, and student financial aid from colleges, universities, and technical and vocational institutions that participate in federal student financial aid programs under the Higher Education Act of 1965 (as amended). The NCES EDGE program uses address information reported in the annually updated IPEDS directory file to develop point locations for all institutions reported in IPEDS. The point locations in this data layer were developed from the 2022-2023 IPEDS collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations.All information contained in this file is in the public _domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

The National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated point locations (latitude and longitude) for postsecondary institutions included in the NCES Integrated Postsecondary Education Data System (IPEDS). The IPEDS program annually collects information about enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, and student financial aid from every college, university, and technical and vocational institution that participates in federal student financial aid programs under the Higher Education Act of 1965 (as amended). The NCES EDGE program uses address information reported in the annually updated IPEDS directory file and collaborates with the U.S. Census Bureau’s Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop point locations for all institutions reported in IPEDS. The point locations in this data layer were developed from the 2016-2017 IPEDS collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations. All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

The largest source of data comes from IPEDS. IPEDS has institutional-level data on every college, university, and technical/vocational institution that participates in the federal student financial aid programs (Title IV-eligible institutions) as required by the Higher Education Act of 1965. The dataset is a series of 12 interrelated survey components covering 9 major areas: Academic Libraries, Admissions, Completions, Enrollment (Fall), Finance, Graduation Rates and Outcome Measures, Human Resources, Institutional Characteristics and Student Financial Aid. The scope of the data has grown over time and as a result, there is often inconsistent time coverage of each of the variables. Similarly, some data are only required in alternate years. The Department of Education has institutional-level data on the total amount and number of students receiving a Pell Grant since 1999.

Korea Number of Enrolled Student: ow: Junior College data was reported at 677,721.000 Person in 2017. This records a decrease from the previous number of 697,214.000 Person for 2016. Korea Number of Enrolled Student: ow: Junior College data is updated yearly, averaging 359,049.000 Person from Dec 1965 (Median) to 2017, with 53 observations. The data reached an all-time high of 963,129.000 Person in 2002 and a record low of 23,159.000 Person in 1965. Korea Number of Enrolled Student: ow: Junior College data remains active status in CEIC and is reported by Statistics Korea. The data is categorized under Global Database’s Korea – Table KR.G068: Education Statistics: Number of Schools, Teachers, Classroom and Students (Annual).

This study was based on interviews conducted in 1965 at several universities in Latin America (University of Chile and Facultad Latinoamericana de Ciencias Sociales [FLACSO], Chile, University of Buenos Aires, Argentina, and University of Minas Gerais, Brazil) as well as at a university in Oslo, Norway. Respondents were asked a series of questions to ascertain their level of knowledge about 20 Latin American countries. Students were asked to name the capital and head of state for each country and to estimate the population of each, the per capita income, rates of illiteracy and industrialization, and race categories in each country. Respondents were also asked to rate each country's prestige and importance within the Latin American system and to consider which criteria were relevant for defining the position of a country: its size, average education, industrialization, political stability, degree of urbanization, and/or scientific development. Demographic variables cover nationality, age, sex, field of study, and number of years spent at the university.

This data collection contains information gathered in the Survey of Income and Education (SIE) conducted in April-July 1976 by the Census Bureau for the United States Department of Health, Education, and Welfare (HEW). Although national estimates of the number of children in poverty were available each year from the Census Bureau's Current Population Survey (CPS), those estimates were not statistically reliable on a state-by-state basis. In enacting the Educational Amendments of 1974, Congress mandated that HEW conduct a survey to obtain reliable state-by-state data on the numbers of school-age children in local areas with family incomes below the federal poverty level. This was the statistic that determined the amount of grant a local educational agency was entitled to under Title 1, Elementary and Secondary Education Act of 1965. (Such funds were distributed by HEW's Office of Education.) The SIE was the survey created to fulfill that mandate. Its questions include those used in the Current Population Survey regarding current employment, past work experience, and income. Additional questions covering school enrollment, disability, health insurance, bilingualism, food stamp recipiency, assets, and housing costs enabled the study of the poverty concept and of program effectiveness in reaching target groups. Basic household information also was recorded, including tenure of unit (a determination of whether the occupants of the living quarters owned, rented, or occupied the unit without rent), type of unit, household language, and for each member of the household: age, sex, race, ethnicity, marital history, and education.

Korea Number of School: Teacher's College data was reported at 10.000 Unit in 2017. This stayed constant from the previous number of 10.000 Unit for 2016. Korea Number of School: Teacher's College data is updated yearly, averaging 11.000 Unit from Dec 1965 (Median) to 2017, with 53 observations. The data reached an all-time high of 16.000 Unit in 1977 and a record low of 10.000 Unit in 2017. Korea Number of School: Teacher's College data remains active status in CEIC and is reported by Statistics Korea. The data is categorized under Global Database’s Korea – Table KR.G069: Education Statistics: Number of Schools, Teachers, Classroom and Students (Annual).