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 2022, there were approximately 107,700 students with American Indian or Alaskan Native heritage enrolled at a university in the United States. This is a slight increase from the previous year, when there were 106,600 students with American Indian or Alaska Native heritage enrolled in postsecondary education.

The data here is from the report entitled Trends in Enrollment, Credit Attainment, and Remediation at Connecticut Public Universities and Community Colleges: Results from P20WIN for the High School Graduating Classes of 2010 through 2016.

The report answers three questions: 1. Enrollment: What percentage of the graduating class enrolled in a Connecticut public university or community college (UCONN, the four Connecticut State Universities, and 12 Connecticut community colleges) within 16 months of graduation? 2. Credit Attainment: What percentage of those who enrolled in a Connecticut public university or community college within 16 months of graduation earned at least one year’s worth of credits (24 or more) within two years of enrollment? 3. Remediation: What percentage of those who enrolled in one of the four Connecticut State Universities or one of the 12 community colleges within 16 months of graduation took a remedial course within two years of enrollment?

Notes on the data: School Credit: % Earning 24 Credits is a subset of the % Enrolled in 16 Months. School Remediation: % Enrolled in Remediation is a subset of the % Enrolled in 16 Months.

Data from the Ministry of Colleges and Universities' College Enrolment Statistical Reporting system. Provides aggregated key enrolment data for college students, such as: * Fall term headcount enrolment by campus, credential pursued and level of study * Fall term headcount enrolment by program and Classification of Instructional Program * Fall term headcount enrolment by student status in Canada and country of citizenship by institution * Fall term headcount enrolment by student demographics (e.g., gender, age, first language) To protect privacy, numbers are suppressed in categories with less than 10 students. ## Related * College enrolments - 1996 to 2011 * University enrolment * Enrolment by grade in secondary schools * School enrolment by gender * Second language course enrolment * Course enrolment in secondary schools * Enrolment by grade in elementary schools

In 2022, about **** million male students were enrolled in degree-granting postsecondary institutions as undergraduates. This is compared to **** million female undergraduate students who were enrolled in that same year. By 2031, these figures are projected to increase to **** million and *** million respectively.

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.

Of those aged 20 to 21 years of age in the United States, 52.8 percent were enrolled in higher education as of 2020, a considerable increase when compared to 31.9 percent in 1970. For those aged 18 to 19, 49 percent were enrolled in higher education in 2020.

College Completion Dataset

Graduation Rates, Race, Efficiency Measures and More

By Jonathan Ortiz [source]

About this dataset

This College Completion dataset provides an invaluable insight into the success and progress of college students in the United States. It contains graduation rates, race and other data to offer a comprehensive view of college completion in America. The data is sourced from two primary sources – the National Center for Education Statistics (NCES)’ Integrated Postsecondary Education System (IPEDS) and Voluntary System of Accountability’s Student Success and Progress rate.

At four-year institutions, the graduation figures come from IPEDS for first-time, full-time degree seeking students at the undergraduate level, who entered college six years earlier at four-year institutions or three years earlier at two-year institutions. Furthermore, colleges report how many students completed their program within 100 percent and 150 percent of normal time which corresponds with graduation within four years or six year respectively. Students reported as being of two or more races are included in totals but not shown separately

When analyzing race and ethnicity data NCES have classified student demographics since 2009 into seven categories; White non-Hispanic; Black non Hispanic; American Indian/ Alaskan native ; Asian/ Pacific Islander ; Unknown race or ethnicity ; Non resident with two new categorize Native Hawaiian or Other Pacific Islander combined with Asian plus students belonging to several races. Also worth noting is that different classifications for graduate data stemming from 2008 could be due to variations in time frame examined & groupings used by particular colleges – those who can’t be identified from National Student Clearinghouse records won’t be subjected to penalty by these locations .

When it comes down to efficiency measures parameters like “Awards per 100 Full Time Undergraduate Students which includes all undergraduate completions reported by a particular institution including associate degrees & certificates less than 4 year programme will assist us here while we also take into consideration measures like expenditure categories , Pell grant percentage , endowment values , average student aid amounts & full time faculty members contributing outstandingly towards instructional research / public service initiatives .

When trying to quantify outcomes back up Median Estimated SAT score metric helps us when it is derived either on 25th percentile basis / 75th percentile basis with all these factors further qualified by identifying required criteria meeting 90% threshold when incoming students are considered for relevance . Last but not least , Average Student Aid equalizes amount granted by institution dividing same over total sum received against what was allotted that particular year .

All this analysis gives an opportunity get a holistic overview about performance , potential deficits &

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How to use the dataset

This dataset contains data on student success, graduation rates, race and gender demographics, an efficiency measure to compare colleges across states and more. It is a great source of information to help you better understand college completion and student success in the United States.

In this guide we’ll explain how to use the data so that you can find out the best colleges for students with certain characteristics or focus on your target completion rate. We’ll also provide some useful tips for getting the most out of this dataset when seeking guidance on which institutions offer the highest graduation rates or have a good reputation for success in terms of completing programs within normal timeframes.

Before getting into specifics about interpreting this dataset, it is important that you understand that each row represents information about a particular institution – such as its state affiliation, level (two-year vs four-year), control (public vs private), name and website. Each column contains various demographic information such as rate of awarding degrees compared to other institutions in its sector; race/ethnicity Makeup; full-time faculty percentage; median SAT score among first-time students; awards/grants comparison versus national average/state average - all applicable depending on institution location — and more!

When using this dataset, our suggestion is that you begin by forming a hypothesis or research question concerning student completion at a given school based upon observable characteristics like financ...

Analysis of ‘College Enrollment, Credit Attainment and Remediation of High School Graduates Statewide’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/1330b4da-ad0c-4909-b8b6-47ba0fa956aa on 26 January 2022.

--- Dataset description provided by original source is as follows ---

The data here is from the report entitled Trends in Enrollment, Credit Attainment, and Remediation at Connecticut Public Universities and Community Colleges: Results from P20WIN for the High School Graduating Classes of 2010 through 2016.

The report answers three questions: 1. Enrollment: What percentage of the graduating class enrolled in a Connecticut public university or community college (UCONN, the four Connecticut State Universities, and 12 Connecticut community colleges) within 16 months of graduation? 2. Credit Attainment: What percentage of those who enrolled in a Connecticut public university or community college within 16 months of graduation earned at least one year’s worth of credits (24 or more) within two years of enrollment? 3. Remediation: What percentage of those who enrolled in one of the four Connecticut State Universities or one of the 12 community colleges within 16 months of graduation took a remedial course within two years of enrollment?

Notes on the data: CT Remed: % Enrolled in Remediation is a subset of the % Enrolled in 16 Months.

--- Original source retains full ownership of the source dataset ---

College enrolments, by detailed field of study, institution, institution type, registration status, program type, credential type, status of student in Canada and gender.

Metric scores are not reported for n-sizes under 10. Per OSSE's policy, secondary suppression is applied to all student groups when a complementary group has an n-size under 10 or is top/bottom suppressed to prevent the calculation of suppressed data.

Data Source: DC Office of the State Superintendent of Education

Why This Matters

A growing number of jobs require college degrees and people with college degrees tend to have higher incomes.

Although bachelor’s degree attainment has increased across all racial and ethnic groups, inequities persist and factors such as family income, parental education level, and neighborhood segregation continue to act as barriers to college enrollment.

Racial disparities in educational attainment perpetuate other racial inequities including in employment opportunities, wages earned, occupations held, and overall well-being.

The District Response

The Office of the State Superintendent of Education (OSSE)’s Division of Postsecondary and Career Education (PCE) helps residents transition into postsecondary programs. They offer career guidance, help students find and apply to grants, and assist residents in obtaining adult literacy proficiency and GED credentials.

The Office of College and Career Readiness (CCR) promotes college access for public school students by offering academically rigorous programs, providing funding for SAT and ACT college entrance exams, and promoting FAFSA and college application completion.

The Tuition Assistance Program Initiative for TANF (TAPIT) provides financial assistance for TANF customers to pursue postsecondary degrees of college certificate programs. This can lower the financial barrier low-income residents face in pursuing higher education.

Provide the enrollment quotas for university undergraduate day programs.

Vietnam University & College: Student data was reported at 2,118.500 Person th in 2015. This records a decrease from the previous number of 2,363.900 Person th for 2014. Vietnam University & College: Student data is updated yearly, averaging 1,131.022 Person th from Sep 1991 (Median) to 2015, with 25 observations. The data reached an all-time high of 2,363.900 Person th in 2014 and a record low of 106.900 Person th in 1991. Vietnam University & College: Student data remains active status in CEIC and is reported by General Statistics Office. The data is categorized under Global Database’s Vietnam – Table VN.G050: Education Statistics.

Explain the annual enrollment data of the Air Force Aviation Technical College.

As of fall 2021, the University of Central Florida had the largest on-campus population in the United States, with ****** undergraduates. Texas A&M University, College Station had the second largest on-campus population in that year, with ****** undergrads.

Historical Dataset of Emory University-Oxford College is provided by CommunityCollegeReview and contain statistics on metrics:Total Enrollment Trends Over Years (2018-2024),Full-Time Students Enrollment Trends Over Years (2018-2024),Part-Time Students Enrollment Trends Over Years (2018-2024),Full-Time Undergraduate Students Enrollment Trends Over Years (2018-2024),American Indian Student Percentage Comparison Over Years (2018-2023),Asian Student Percentage Comparison Over Years (2019-2023),Hawaiian Student Percentage Comparison Over Years (2023-2024),Hispanic Student Percentage Comparison Over Years (2019-2023),Black Student Percentage Comparison Over Years (2019-2023),White Student Percentage Comparison Over Years (2019-2023),Two or More Races Student Percentage Comparison Over Years (2019-2023),Non Resident Student Percentage Comparison Over Years (2019-2023),Diversity Score Comparison Over Years (2017-2023),Financial Aid Student Percentage Comparison Over the Years (2017-2023),Percentage Admitted Comparison Over the Years (2017-2023),SAT Reading Score Trends Over Years (2017-2023),SAT Math Score Trends Over Years (2017-2023),ACT Composite Score Trends Over Years (2017-2023),Dormitory Capacity Trends Over Years (2017-2023),Completion Rates For First-Time of Full-Time Students Comparison Over Years (2017-2024),Median Debt For Students Who Have Completed A Certificate Or Degree Trends Over Years (2017-2023),Median Debt For Students Who Have Not Completed A Certificate Or Degree Trends Over Years (2017-2023)

Historical Dataset of Truett McConnell University is provided by CommunityCollegeReview and contain statistics on metrics:Total Faculty Trends Over Years (2008-2023),Total Enrollment Trends Over Years (2007-2024),Student-Staff Ratio Trends Over Years (2008-2023),Full-Time Students Enrollment Trends Over Years (2007-2024),Part-Time Students Enrollment Trends Over Years (2007-2024),Full-Time Undergraduate Students Enrollment Trends Over Years (2007-2024),Full-Time Graduate Students Enrollment Trends Over Years (2014-2024),American Indian Student Percentage Comparison Over Years (2018-2024),Asian Student Percentage Comparison Over Years (2011-2023),Hawaiian Student Percentage Comparison Over Years (2018-2024),Hispanic Student Percentage Comparison Over Years (2008-2022),Black Student Percentage Comparison Over Years (2008-2023),White Student Percentage Comparison Over Years (2008-2023),Two or More Races Student Percentage Comparison Over Years (2022-2023),Non Resident Student Percentage Comparison Over Years (2008-2021),Diversity Score Comparison Over Years (2008-2023),Tuition Fees For an In-State Student Trends Over Years (2008-2024),Tuition Fees For an Out-Of-State Student Trends Over Years (2008-2024),Financial Aid Student Percentage Comparison Over the Years (2007-2023),Percentage Admitted Comparison Over the Years (2007-2023),SAT Reading Score Trends Over Years (2007-2023),SAT Math Score Trends Over Years (2007-2023),SAT Writing Score Trends Over Years (2009-2023),ACT Composite Score Trends Over Years (2007-2023),ACT English Score Trends Over Years (2007-2023),ACT Math Score Trends Over Years (2007-2023),Dormitory Capacity Trends Over Years (2008-2023),Completion Rates For First-Time of Full-Time Students At Four Year Institutions Comparison Over Years (2021-2024),Average Graduate Earnings (10 Years) Trends Over Years (2008-2013),Median Debt For Students Who Have Completed A Certificate Or Degree Trends Over Years (2008-2023),Median Debt For Students Who Have Not Completed A Certificate Or Degree Trends Over Years (2008-2023)

Historical Dataset of University of Arkansas Community College Rich Mountain is provided by CommunityCollegeReview and contain statistics on metrics:Total Faculty Trends Over Years (2008-2023),Total Enrollment Trends Over Years (2007-2024),Student-Staff Ratio Trends Over Years (2008-2023),Full-Time Students Enrollment Trends Over Years (2007-2024),Part-Time Students Enrollment Trends Over Years (2007-2024),Full-Time Undergraduate Students Enrollment Trends Over Years (2007-2024),American Indian Student Percentage Comparison Over Years (2008-2024),Asian Student Percentage Comparison Over Years (2007-2023),Hawaiian Student Percentage Comparison Over Years (2018-2024),Hispanic Student Percentage Comparison Over Years (2009-2022),Black Student Percentage Comparison Over Years (2014-2023),White Student Percentage Comparison Over Years (2008-2023),Two or More Races Student Percentage Comparison Over Years (2011-2023),Non Resident Student Percentage Comparison Over Years (2018-2024),Diversity Score Comparison Over Years (2008-2023),Tuition Fees For an In-State Student Trends Over Years (2008-2024),Tuition Fees For an Out-Of-State Student Trends Over Years (2008-2024),Financial Aid Student Percentage Comparison Over the Years (2007-2023),Percentage Admitted Comparison Over the Years (2014-2023),Dormitory Capacity Trends Over Years (2019-2023),Completion Rates For First-Time of Full-Time Students Comparison Over Years (2008-2024),Average Graduate Earnings (10 Years) Trends Over Years (2008-2013),Median Debt For Students Who Have Not Completed A Certificate Or Degree Trends Over Years (2020-2023)