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.

In the academic year of 2023/24, around 21 million students were enrolled for undergraduate degrees in the United States. This was a slight increase from the previous year, when 20.6 million students were enrolled as undergraduates.

In 2018, the total percentage of female enrollment at women's colleges in the United States during the fall 2018 semester was 93.1 percent. 100 percent of students at Barnard College in New York were female.

In 2018, 18 to 21-year-olds, who were part of Generation Z were more likely to be enrolled in college in comparison to Millennials and Generation X cohorts at a corresponding age. 57 percent of Generation Z was enrolled in college in 2018 compared to 43 percent of Gen Xers in 1987.

The Colleges and Universities feature class/shapefile is composed of all Post Secondary Education facilities as defined by the Integrated Post Secondary Education System (IPEDS, http://nces.ed.gov/ipeds/), National Center for Education Statistics (NCES, https://nces.ed.gov/), US Department of Education for the 2018-2019 school year. Included are Doctoral/Research Universities, Masters Colleges and Universities, Baccalaureate Colleges, Associates Colleges, Theological seminaries, Medical Schools and other health care professions, Schools of engineering and technology, business and management, art, music, design, Law schools, Teachers colleges, Tribal colleges, and other specialized institutions. Overall, this data layer covers all 50 states, as well as Puerto Rico and other assorted U.S. territories. This feature class contains all MEDS/MEDS+ as approved by the National Geospatial-Intelligence Agency (NGA) Homeland Security Infrastructure Program (HSIP) Team. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the "Place Keyword" section of the metadata. This feature class does not have a relationship class but is related to Supplemental Colleges. Colleges and Universities that are not included in the NCES IPEDS data are added to the Supplemental Colleges feature class when found. This release includes the addition of 175 new records, the removal of 468 no longer reported by NCES, and modifications to the spatial location and/or attribution of 6682 records.

Provides information on population 3 years old and older on school enrollment, junior or regular college attendance, and high school graduation.

The enrollment at historically Black colleges and universities in the United States has fluctuated between 1976 and 2018. In 2018, there were a total of 291,767 students enrolled at a historically Black college or university.

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..The category "Not enrolled in college or graduate school" includes those who were not enrolled in school as well as those who were enrolled in levels other than college or graduate school..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....

Increase the number of Concurrent Enrollment hours that have been completed by incoming college freshman from 103,055 in 2014 to 105,979 by 2018.

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). IPEDS school point locations are derived from reported information about the physical location of schools. The NCES EDGE program collaborates with the U.S. Census Bureau's Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop point locations for schools reported in the annual IPEDS file. The point locations in this data layer were developed from the 2018-2019 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.

This dataset contains data on schools and school districts within the United States from 2000 through 2018. Key variables include district-level enrollment by race and ethnicity; numbers of teachers and counselors; teacher-student ratios; counts of public, private, and charter schools within districts; and expenditures and revenue, including per-pupil revenue.A curated version of this data is available through ICPSR at https://doi.org/10.3886/ICPSR38569.v1

The Integrated Postsecondary Education Data System (IPEDS) is a system of interrelated surveys conducted annually by the U.S. Department of Education's National Center for Education Statistics (NCES). IPEDS annually gathers information from about 6,400 colleges, universities, and technical and vocational institutions that participate in the federal student aid programs. Access Database: To eliminate the step of downloading IPEDS separately by survey component or select variables, IPEDS has made available the entire survey data for one collection year in the Microsoft Access format beginning with the 2004-05 IPEDS data collection year. Each database contains the relational data tables as well as the metadata tables that describe each data table, the variable titles, descriptions and variables types. Value codes and value labels are also available for all categorical variables. When downloading an IPEDS Access Database, the file is compressed using WinZip.

Norway NO: School Enrollment: Primary: Male: % Net data was reported at 99.916 % in 2016. This records an increase from the previous number of 99.905 % for 2015. Norway NO: School Enrollment: Primary: Male: % Net data is updated yearly, averaging 98.999 % from Dec 1976 (Median) to 2016, with 37 observations. The data reached an all-time high of 99.916 % in 2016 and a record low of 84.050 % in 1997. Norway NO: School Enrollment: Primary: Male: % Net data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Norway – Table NO.World Bank: Education Statistics. Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

This dataset contains college readiness information, by school district, for the state of Michigan. This dataset is reporting score information from the 2017-2018 school year. Students were considered ready for college if they scored at or above the benchmark scores. The SAT Benchmarks represent the likelihood of success in entry-level college courses. The benchmark for Evidenced-Based Reading and Writing (EBRW) is 480 and 530 for Math. The SAT total score reported for Michigan is the combined Evidenced-Based Reading and Writing, and Math Student Score. The Total Score range is 400 – 1600. Data Driven Detroit obtained this data from MiSchoolData.org in October 2018 at a building level and aggregated the data to a school district level.Click here for metadata (descriptions of the fields).

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, 2014-2018 American Community Survey 5-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..The category "Not enrolled in college or graduate school" includes those who were not enrolled in school as well as those who were enrolled in levels other than college or graduate school..While the 2014-2018 American Community Survey (ACS) data generally reflect the February 2013 Office of Management and Budget (OMB) definitions 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 definitions 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....

Indonesia Number of Student: Higher Education: West Java data was reported at 828,532.000 Person in 2018. This records a decrease from the previous number of 849,625.000 Person for 2017. Indonesia Number of Student: Higher Education: West Java data is updated yearly, averaging 391,765.000 Person from Mar 1995 (Median) to 2018, with 24 observations. The data reached an all-time high of 849,625.000 Person in 2017 and a record low of 179,884.000 Person in 1996. Indonesia Number of Student: Higher Education: West Java data remains active status in CEIC and is reported by Central Bureau of Statistics. The data is categorized under Global Database’s Indonesia – Table ID.GAC003: Number of Student: by Province.

Data about the number of students enrolled in second language courses. Information is specific to publicly funded secondary schools at the provincial level. Second language courses include:

• APD (Anglais pour debutant)
• ALF (Actualisation linguistique en français)
• PDF (Perfectionnement linguistique du français)
• ESL (English as a Second Language)
• ELD (English Literacy Development)
• FSL (French as a Second Language)
• NL (Native Languages)

Data includes:

• course code
• course description
• grade
• pathway or destination
• enrolment

Note: Students enrolled in a course more than once are counted each time they enroll.

Source: Course enrolment data is reported by schools to the Ontario School Information System. The following secondary schools are included:

• public
• Catholic

To protect privacy, numbers are suppressed in categories with less than 10 students.

Note:

• Starting 2018-2019, enrolment numbers have been rounded to the nearest five.
• Where sum/totals are required, actual totals are calculated and then rounded to the nearest 5. As such, rounded numbers may not add up to the reported rounded totals.

Related

• French as a Second Language enrolment
• College enrolment
• College enrolments - 1996 to 2011
• University enrolment
• Enrolment by grade in secondary schools
• School enrolment by gender
• Course enrolment in secondary schools
• Enrolment by grade in elementary schools

Contains data files (.csv format) related to compensation, salaries, diversity, and student academic performance at American colleges and universities. Data is from 2008-2023, with data primarily from 2018-2021. Each file has a related data dictionary in a .txt file.

This dataset contains college readiness information, by county, for the state of Michigan. This dataset is reporting score information from the 2017-2018 school year. Students were considered ready for college if they scored at or above the benchmark scores. The SAT Benchmarks represent the likelihood of success in entry-level college courses. The benchmark for Evidenced-Based Reading and Writing (EBRW) is 480 and 530 for Math. The SAT total score reported for Michigan is the combined Evidenced-Based Reading and Writing, and Math Student Score. The Total Score range is 400 – 1600. Data Driven Detroit obtained this data from MiSchoolData.org in October 2018 at a building level and aggregated the data to a county level.