The National Survey of College Graduates is a repeated cross-sectional biennial survey that provides data on the nation's college graduates, with a focus on those in the science and engineering workforce. This survey is a unique source for examining the relationship of degree field and occupation in addition to other characteristics of college-educated individuals, including work activities, salary, and demographic information.

The Recent College Graduates (RCG) survey estimates the potential supply of newly qualified teachers in the United States and explores the immediate post-degree employment and education experiences of individuals obtaining bachelor's or master's degrees from American colleges and universities. The RCG survey, which focuses heavily, but not exclusively, on those graduates qualified to teach at the elementary and secondary levels, is designed to meet the following objectives: (1) to determine how many graduates become eligible or qualified to teach for the first time and how many are employed as teachers in the year following graduation, by teaching field, (2) to examine the relationship between courses taken, student achievement, and occupational outcomes, and (3) to monitor unemployment rates and average salaries of graduates by field of study. The RCG survey collects information on education and employment of all graduates (date of graduation, field of study, whether newly qualified to teach, further enrollment, financial aid, employment status, and teacher employment characteristics) as well as standard demographic characteristics such as earnings, age, marital status, sex, and race/ethnicity. The 1989-1990 survey (called RCG-91 because the data were collected in 1991) contains four data files. Part 1 contains variables from the main questionnaire and includes information on type of degree received, teaching eligibility, certification, salary, and whether the respondent was unemployed. Also included are transcripts for sampled bachelor degree recipients. Part 2 contains verbatim comments from graduates regarding fields of study, occupation, and parents' occupations. Replicate weights are contained in Part 3, and imputation flags are found in Part 4.

Key performance indicator (KPI) data for public colleges includes the latest feedback from current college students, graduates and employers. The values for each key performance indicator are expressed as a percentage.

The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. "Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.

The National Survey of Recent College Graduate (NSRCG) provides national data describing the employment and further education activities of recent recipients of bachelor's and master's degrees in the fields of science, engineering, and health.

The National Survey of College Graduates (NSCG) is a biennial dataset sponsored by the U.S. National Science Foundation (NSF) and conducted by the Census Bureau since the 1970s. It captures detailed information on U.S. residents aged under 76 with at least a bachelor’s degree, focusing on demographics, employment, salaries, work activities, and educational backgrounds. The survey emphasizes graduates in science and engineering (S&E) fields, though it includes all degree holders. Its primary purpose is to provide data for policymakers, researchers, and institutions to analyze workforce trends, evaluate educational outcomes, and inform decisions on workforce development and education policy. Key features include longitudinal tracking of degree-field-occupation relationships, detailed labor market insights, and public microdata files dating back to 1993. The dataset is released every two years, with 2023 being the most recent iteration, and includes specialized tools for examining the impact of factors like the COVID-19 pandemic on career trajectories. Unique aspects include its focus on S&E workforce dynamics and granular data on salary ranges and job activities, making it a critical resource for understanding the economic contributions of college-educated professionals.

The International STEM Graduate Student Survey assesses why international students are coming to the United States for their graduate studies, the challenges they have faced while studying in the US, their future career plans, and whether they wish to stay or leave the US upon graduation. According to the Survey of Earned Doctorates by the National Science Foundation and the National Center for Science and Engineering Statistics, international students accounted for over 40% of all US doctoral graduates in STEM in 2013. The factors that influence international students' decisions to study in the US and whether they will stay or leave are important to US economic competitiveness. We contacted graduate students (both domestic and international) in STEM disciplines from the top 10 universities ranked by the total number of enrolled international students. We estimate that we contacted approximately 15,990 students. Individuals were asked to taken an online survey regarding their background, reasons for studying in the US, and whether they plan to stay or leave the US upon graduation. We received a total of 2,322 completed surveys, giving us a response rate of 14.5%. 1,535 of the completed were from domestic students and 787 of which were from international students. Raw survey data are presented here.Survey participants were contacted via Qualtrics to participate in this survey. The Universe of this survey data set pertains to all graduate students (Master's and PhD) in STEM disciplines from the following universities: Columbia University, University of Illinois-Urbana Champaign, Michigan State University, Northeastern University, Purdue University, University of Southern California, Arizona State University, University of California at Los Angeles, New York University, University of Washington at Seattle. Data are broken into 2 subsets: one for international STEM graduate students and one for domestic STEM graduate students, please see respective files.

The National Survey of College Graduates (NSCG) provides data on the characteristics of the nation’s college graduates, with a focus on those in the science and engineering workforce. It samples individuals who are living in the United States during the survey reference week, have at least a bachelor’s degree, and are younger than 76. By surveying college graduates in all academic disciplines, the NSCG provides data useful in understanding the relationship between college education and career opportunities, as well as the relationship between degree field and occupation. The survey is sponsored by the National Center for Science and Engineering Statistics (NCSES) within the U.S. National Science Foundation.

The Survey of Canadian Career College Students was conducted to further understand student participation in the private post-secondary educational system. Students from 384 private career colleges participated in an in-school survey to ascertain socio-economic background, factors influencing selection of the private college system, debt levels, student satisfaction, work and educational transition plans. In total 13,721 students from private institutions receiving less than 50% government funding, with less than 30% enrollment in ESL or correspondence participated in the survey. Among those students that completed the survey 61% agreed to participate in a follow-up survey six to 12 months post-graduation to determine graduate outcomes. The Survey of Canadian Career College Graduates was undertaken to further understand graduate outcomes associated with Canada’s private post-secondary education system. It is a continuation of previous research which included an examination of Canada’s career college system (Phase I: Institutional Report) and a comprehensive survey of students enrolled in programs in private institutions (Phase II: In-School Survey). This new phase includes a review of career college outcomes six to nine months after graduation. The project is unique in that it provides a longitudinal perspective on each respondent’s experience: both as a student (In-School Survey) and as a graduate (the present survey). In total, 4,065 graduates participated in this research and agreed to link their responses to the In-School Survey. While attempts have been made to draw comparisons between private and public student bodies, it is important to note that there were some limitations in making such comparisons. As the last national public college survey of graduates was completed in 2002 (for college students who graduated in 2000), some comparisons have been made to recent public college outcomes for graduates in BC and Ontario only. Note 1 : The survey instrument for phase 2 is at the end of the Phase 2 report. Note 2: This project was divided into three phases. Three distinct reports were published at the end of each phase of the project. The dataset contains Phase II and Phase III data as well as the variables created for analysis (program type, region, post-program status etc.). The file also contains a weight variable which should be used when analyzing the data to ensure that the data aligns with the data presented in the Graduate Report. Note 3: The following labels have been applied to the database: • qa1 – q indicates that the question is from the In-School Survey • A1 – the capitalized ‘A’ (and no ‘q’) indicates it is from the Graduate Survey

Graph and download economic data for Unemployment Level - College Graduates - Doctoral Degree, 25 years and over, Men (CGDDUM25O) from Jan 2000 to Aug 2025 about doctoral degree, 25 years +, tertiary schooling, males, education, household survey, unemployment, and USA.

Abstract (en): This collection is based upon data from three national longitudinal surveys administered by the United States Census Bureau and is intended for research into career histories and decisions of young men and women who graduated from college between 1967 and 1985. Several research questions are explored including the following: (1) Who, among college graduates, entered teaching? (2) Of those who entered teaching, who stayed, and for how long? (3) What do teachers do when they leave teaching and from which occupations are they most likely to return to teaching? (4) Do the career patterns of teachers and potential teachers differ by race, gender, age, college major, or IQ score? (5) Have there been changes in teacher career patterns over time? This data file contains 154 variables in four categories: individual characteristics (birth year, race, IQ score, Armed Forces Qualifications Test, gender, and dependents), educational characteristics (year of graduation, major field of study), employment characteristics (employment status, job, job status, salary), and teaching status (whether the graduate taught within five years of graduation, year began teaching, career status, length of first teaching job, year left teaching, reason for leaving teaching, second teaching job length, year returned to teaching). All college graduates in the United States between 1967 and 1985. This data collection includes only those college graduates whose race was classified as black or white. The NATIONAL LONGITUDINAL SURVEYS OF LABOR MARKET EXPERIENCE data files, from which these data were taken, are available through ICPSR under study number 7610.

Each year the Ministry of Colleges and Universities, in cooperation with Ontario’s universities, administers the Ontario University Graduate Survey. The survey is administered to all graduates two years after graduation, and asks for information on their employment outcomes at six months and two years after graduation. The information is used to support policy development and analysis, and to ensure Ontario’s graduates are obtaining good, high quality jobs.

This collection is based upon data from three national longitudinal surveys administered by the United States Census Bureau and is intended for research into career histories and decisions of young men and women who graduated from college between 1967 and 1985. Several research questions are explored including the following: (1) Who, among college graduates, entered teaching? (2) Of those who entered teaching, who stayed, and for how long? (3) What do teachers do when they leave teaching and from which occupations are they most likely to return to teaching? (4) Do the career patterns of teachers and potential teachers differ by race, gender, age, college major, or IQ score? (5) Have there been changes in teacher career patterns over time? This data file contains 154 variables in four categories: individual characteristics (birth year, race, IQ score, Armed Forces Qualifications Test, gender, and dependents), educational characteristics (year of graduation, major field of study), employment characteristics (employment status, job, job status, salary), and teaching status (whether the graduate taught within five years of graduation, year began teaching, career status, length of first teaching job, year left teaching, reason for leaving teaching, second teaching job length, year returned to teaching).

The purpose of College and Beyond II (CBII) is to better understand how students' undergraduate experiences in and out of the classroom relate to their long-run development. The CBII Alumni Survey provides data collected from graduates ten years after earning their bachelor's degrees. It serves as the main source of information on students' long-run development for the study series. Domains covered by the CBII Alumni Survey include arts appreciation and engagement; health and well-being; labor market participation and wealth; civic engagement; beliefs about diversity and pluralism; and democratic participation. The survey also asks about respondents' recollections of their college experiences, as well as their current family structure, social identities, educational attainment, experiences with discrimination, and political and religious identification. The survey contains scales that are widely used in various disciplines such as education, economics, political science, and psychology. The CBII Alumni Survey data can be linked to other studies in the CBII series using the ID_PERSON anonymized student identifier. These CBII studies provide information about respondents' academic backgrounds, undergraduate course transcripts, descriptions of courses taken, and postsecondary enrollment and degree attainment. Contextual data about respondents' neighborhoods can be linked to the National Neighborhood Data Archive using current zip codes, and contextual data about the colleges respondents applied to can be linked to the Integrated Postsecondary Education Data System using U.S. Department of Education UNITID identifiers.

This graph shows recent college graduates responses to a survey question about their experience in finding a career-related job after graduating. The survey was conducted in the United States in 2012. 41 percent of graduates surveyed said that they were yet to find a career-related job.

Graph and download economic data for Unemployment Rate: College Graduates: Advanced Degree: Master's Degree and Higher, 20 to 24 years (CGAD2024) from Dec 2014 to Aug 2025 about master's degree, 20 to 24 years, tertiary schooling, education, household survey, unemployment, rate, and USA.

This graph shows recent university graduates responses to a survey question of how confident they were that they would reach a certain level of financial and employment security within the next 10 years. The survey was conducted in the United States in 2012. 32 percent of graduates surveyed said they thought they would have a job with good job security within the next few years.

This graph shows recent university graduates responses to a survey question about which major they would have chosen instead of the one they did in order improve their chances for success. The survey was coducted in the United States in 2012. 17 percent of graduates surveyed said they would have chosen a business major, like finance or accounting if they had it to do again.

These tables contain statistical information on Canadian post-secondary graduates gathered approximately three years after completing their education. The three tables in the dataset focus on the graduates’ pursuit of further studies after graduation, the relationship between their job and their field of study, and their satisfaction with their chosen field of study. The data was extracted by Statistics Canada and modified by Employment and Social Development Canada (ESDC). Statistical information on graduates is reported at the national level by type of post-secondary education and by field of study.

Graph and download economic data for Unemployment Level - College Graduates - Doctoral Degree, 25 to 34 years (CGDDU2534) from Jan 2000 to Aug 2025 about doctoral degree, 25 to 34 years, tertiary schooling, education, household survey, unemployment, and USA.