Graduation Rate (expressed as a percentage)

Commencing 2000 to 2001, Graduation Rates are based on tracking individual students, where, for example, the 2022 to 2023 KPI Graduation Rate is based on students who started 1-year programs in 2020 to 2021, 2-year programs in 2018 to 2019, 3-year programs in 2016 to 2017 and 4-year programs in 2015 to 2016, and who had graduated by 2021 to 2022.

KPI Graduation Rates include changes resulting from the KPI Review and Adjustment process (where required).

In 2024, a record high of around ***** million students graduated from undergraduate programs at public colleges and universities in China. That number was more than double as high as the number of degrees earned at all levels of higher education in the United States. The vast number of graduates from Chinese universities originates from the increasing enrollment in colleges and universities across the country. Of the ***** million Chinese graduates of 2023, around **** million earned a bachelor's degree, whereas **** million earned a more practically oriented short-cycle degree. On a graduate and postgraduate level, around *** million master's and doctor's degree students graduated from public colleges and universities in China in 2023. What are the popular majors? In recent years, the most favored majors among Chinese bachelor students were *********************************************, while short-cycle degree students chose majors such as *****************************************************************. Meanwhile, ****************************************************************************************************** were among the least desirable subjects. However, even the popular, highly competitive fields of study do not always guarantee quick and successful employment after graduation. What are the labor market prospects for graduates? The graduate employment rate within half a year after graduation has been generally stable in China over the past seven years, exceeding ** percent on average. Those that struggle to find a job are usually graduates from less technical, quantitative majors who often lack both practical “hard skills” and “soft skills” such as communication, critical thinking, and managerial abilities. ********************************************** top employment rates as well as secure higher-starting salaries. The average monthly salary of a university graduate in China has increased by around ** percent in the last ten years. However, high rent and costs of living in cities like Beijing or Shanghai often force young graduates to return to their hometowns or to seek employment in the second and third tier cities.

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.

This study includes the federal graduation rate for all NCAA member institutions who participated in Division I or Division II sports. It also describes the Graduation Success Rate (GSR) for all Division I institutions and the Academic Success Rate (ASR) of all Division II institutions. The rates included in this study are based on championship sport student-athletes who first began their full-time postsecondary education in academic years 1995-96 through 2008-09.Each cohort was tracked for 6 years for college completion. For example, the graduation status for the latest cohort (2008-09 cohort) was tracked through the spring of 2014. At their core, all three measures are based on a comparison of the number of students who entered a college or university in a given year and the number of those who graduated within six years of their initial enrollment, though each measure has a slightly different cohort definition. Federal graduation rates are based on the Integrated Postsecondary Education Data System Graduation Rates (IPEDS-GRS) which is defined as a six-year proportion of those student-athletes who graduated versus those who entered an institution on institutional aid. Federal graduation rates are included for both an institution's student-athletes and its general student body. In addition to the student-athlete data in the graduation-rates data, the Division I Graduation Success Rate (GSR) accounts for student-athletes who transfer into an institution while discounting student-athletes who separate from the institution and would have been academically eligible to compete had they returned. The definition of the Division II Academic Success Rate (ASR) cohort is identical to that of the GSR with the exception that it also includes freshmen who did not receive athletics aid, but did participate in athletics.

The U.S. Department of Education’s graduation rate, which is reported through the Integrated Postsecondary Education Data System (IPEDS), is a nationally recognized and commonly used metric in higher education. Graduation rate is calculated as the percentage of first‐time, full‐time, degree/certificate seeking students that complete a CCC program within 150% of the estimated time it takes to complete the program.

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 number of graduates from various departments at universities and colleges in Taiwan (last academic year).

This statistic shows the higher education graduation rate in the United States from the 2000/01 academic year to 2016/17. The graduation rate includes all those who completed their higher education certificate or degree within 150% of normal completion time. The graduation rate has remained relatively constant over time and most recently in 2017/18 the graduation rate stood at 50 percent.

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.

Graph and download economic data for Unemployment Rate - College Graduates - Bachelor's Degree, 25 to 34 years (CGBD2534) from Jan 2000 to Jun 2025 about 25 to 34 years, tertiary schooling, education, unemployment, rate, and USA.

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.

Statistics on postsecondary graduates, including the number of graduates, the percentage of female graduates and age at graduation, are presented by the province of study and the level of study. Estimates are available at five-year intervals.

4-Year, 5-Year, and 6-Year Graduation Rates at Texas Public Universities 2021-2023. For additional years and the latest downloadable data, use the Accountability Interactive tool at: http://www.txhigheredaccountability.org/AcctPublic/InteractiveReport/ManageReports.

College completion rates declined from the 1970s to the 1990s. We document that this trend has reversed--since the 1990s, college completion rates have increased. We investigate the reasons for the increase in college graduation rates. Collectively, student characteristics, institutional resources, and institution attended do not explain much of the change. However, we show that grade inflation can explain much of the change in graduation rates. We show that GPA is a strong predictor of graduation rates and that GPAs have been rising since the 1990s. We also find that in national survey data and rich administrative data from 9 large public universities increases in college GPAs cannot be explained by student demographics, preparation, and school factors. Further, we find that at a public liberal arts college, grades have increased over time conditional on final exam performance.

Graph and download economic data for Wage and Salary Workers Paid Hourly Rates: 16 Years and Over: College Graduates: Bachelor's Degree and Higher (BDAHC5) from 2002 to 2024 about paid, tertiary schooling, salaries, workers, hours, 16 years +, education, wages, rate, and USA.

This indicator includes the high school graduation rates by district for the following districts with high schools within Champaign County: Champaign Community Unit School District #4, Fisher Community Unit School District #1, Mahomet-Seymour Community Unit School District #3, Rantoul Township High School District #193, St. Joseph-Ogden Community High School District #305, Tolono Community Unit School District #7, and Urbana School District #116.

Between 2010 and 2024, the graduation rates of the different districts fluctuated independently of each other, with no trend prevalent across the board. The Illinois Report Card states that there is a possible data impact on the 2020 and 2021 graduation rates due to the COVID-19 pandemic. This could explain the uncharacteristically low graduation rate in Tolono District #7 in 2021 compared to previous years. However, the graduation rate in Champaign Unit #4 and Urbana District #116 increased from 2019 to 2021, and the graduation rate in St. Joseph-Ogden District #305 was the same in 2019 and 2021.

The average graduation rate across all Champaign County high schools increased from 87.7% in 2019 before the COVID-19 pandemic to 88.1% in 2023 when the pandemic emergency ended. This rate increased again in 2024 to 89.2%. High school graduation rates are an apt measure of pre-college academic achievement in the county, and provide context for the other indicators in the education category.

This data, along with a variety of other school district data, is available on the Illinois Report Card, an Illinois State Board of Education and Northern Illinois University website.

Sources: Illinois Report Card. (2023-2024). Champaign CUSD 4. Illinois State Board of Education. (Accessed 6 December 2024). Illinois Report Card. (2023-2024). Fisher CUSD 1. Illinois State Board of Education. (Accessed 6 December 2024). Illinois Report Card. (2023-2024). Mahomet-Seymour CUSD 3. Illinois State Board of Education. (Accessed 6 December 2024). Illinois Report Card. (2023-2024). Rantoul Township HSD 193. Illinois State Board of Education. (Accessed 6 December 2024). Illinois Report Card. (2023-2024). St. Joseph Ogden CHSD 305. Illinois State Board of Education. (Accessed 6 December 2024). Illinois Report Card. (2023-2024). Tolono CUSD 7. Illinois State Board of Education. (Accessed 6 December 2024). Illinois Report Card. (2023-2024). Urbana SD 116. Illinois State Board of Education. (Accessed 6 December 2024).

In 2022, 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 number of postsecondary graduates, by Classification of Instructional Programs, Primary groupings (CIP_PG), International Standard Classification of Education (ISCED), age group and gender.

This data set contains graduation rates for Utah colleges and universities.

The total number of students who graduated from colleges in Canada decreased to 274,860 persons compared to the previous year. Nevertheless, the last two years recorded a significantly higher total number than the preceding years.