In 2021, about *** million for-credit students were enrolled in community colleges in the United States. This figure was slightly lower for enrolled non-credit students, at *** million.

In 2022, around 757,060 undergraduate students were enrolled in public 2-year postsecondary institutions in the United States. A further 48,640 undergrads were enrolled in private 2-year postsecondary institutions.

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.

This dataset simulates student retention data for the 2021 academic year in a higher education institution. It contains 500 student records with information on demographics, socio-economic factors, academic performance, and external economic conditions. The dataset includes important predictors of student dropout and academic success, which can be analyzed to understand student outcomes and develop interventions for improving retention.

Key Features/Columns: Demographic Data: Age, gender, marital status, course chosen, application mode, and residence location.

Social-Economic Factors: Parental education, parental income level, employment status.

Academic Performance: Semester enrolled units, credited units, evaluated units, approved units, average grade, and retention status (target column).

Economic Conditions: Unemployment rate, inflation rate, and regional GDP for the student's location.

This dataset can be used to:

Analyze student success and dropout rates.

Investigate how demographic, socio-economic, and academic factors influence retention.

Explore the impact of external economic factors like unemployment and inflation on student outcomes.

Title School Demographics 2021 - SCHDEMO22

Summary All public, alternate and charter schools in New Mexico, Number active = 911, with data on official 40-day enrollment by sex, race & ethnicity, English ability, special education, disability, poverty and other factors. UPDATED 11.3.22

Source NMPED

Notes 6 'MISC PRESCHOOL PROGRAMS' omitted due to lack of location information, accounting for 190 preschool students, 18 locations lacking adequate identifying information accounting for 1,649 students, and 11 HOMEBOUND or HOSPITALIZED accounting for 0 students. Community Schools for Alamogordo, Albuquerque, Animas, Artesia, Aztec, Belen, Bernalillo, Bloomfield, Capitan, Carlsbad, Carrizozo, Central Consolidated, Chama, Cimarron, Clayton, Cloudcroft, Clovis, Corona, Cuba, Deming, Des Moines, Dexter, Dora, Dulce, Elida, Espanola, Estancia, Eunice, Farmington, Floyd, Ft. Sumner, Gadsden, Gallup, Grady, Grants, Hagerman, Hatch, Hobbs, Hondo, House, Jal, Jemez, Lake Arthur, Las Cruces, Las Vegas, Logan, Lordsburg, Los Alamos, Los Lunas, Loving, Lovington, Magdalena, Maxwell, Melrose, Mesa Vista, Mora, Moriarty-Edgewood, Mosquero, Mountainair, Pecos, Penasco, Pajoaque, Portales, Quemado, Questa, Raton, Rio Rancho, Roswell, Roy, Ruidoso, San Jon, Santa Fe, Santa Rosa, Silver City, Socorro, Springer, Taos, Tatum, Texaco, Truth or Consequences, Tucumcari, Tularosa, Vaughn, Wagon Mound, and Zuni Districts. New Community Schools added to master and feature layer Nov 3, 2022 - ALAMOGORDO: Chaparral Middle, Mountain View Middle, Sierra Elementary, Stepping Stones Preschool; ALBUQUERQUE: 21st Century Public Academy, Aces Technical Charter School, Alameda Elementary, Apache Elementary, Chaparral Elementary, Cochiti Elementary, Coral Community Charter, Coronado Elementary, Ecademy K-8, Gilbert L Sena Charter High, Kirtland Elementary, Navajo Elementary, New America School, Sierra Vista Elementary, Solare Collegiate Charter School, Voz Collegiate Preparatory Charter School, Zia Elementary; ANIMAS: Animas Elementary; ARTESIA: Artesia District Office, Central Elementary; BELEN: Central Elementary; BERNALILLO: Cochiti Elementary; CARLSBAD: Carlsbad Enrichment Center, Cottonwood Elementary, Monterrey Elementary, Sunset Elementary; CENTRAL CONSOLIDATED: Dream Dine, Kirtland Elementary; CLOVIS: CMS iAcademy at Lincoln Jackson, Zia Elementary; DEMING: Chaparral Elementary; DULCE: Dulce District Office; ESPANOLA: Headstart Chimayo Center, Holy Cross School, Los Ninos Elementary, Victory Christian; FARMINGTON: Animas Elementary, Apache Elementary; GADSDEN: Chaparral Elementary, Chaparral Middle, Desert Pride Academy; GALLUP: Navajo Elementary, GCCS Early College High, Middle College High School Charter; HATCH: Hatch Valley District Office; HOBBS: Coronado Elementary; LAS CRUCES: Alameda Elementary, Explore Academy Las Cruces, Raices Del Saber Xinachtli Community; LAS VEGAS CITY: Los Ninos Elementary, Sierra Vista Elementary; LORDSBURG: Central Elementary; LOS ALAMOS: Los Alamos District Office, Pinon Elementary; PORTALES: Portales District Office; RIO RANCHO: Joe Harris Elementary, Mountain View Middle, Sparkk Online Academy; ROSWELL: Monterrey Elementary, Sunset Elementary; ROY: Roy District Office; SANTA FE: Chaparral Elementary, Pinon Elementary; TRUTH OR CONSEQUENCES: Sierra Elementary.

Prepared by MASeeley_NMCDC3

Feature Service

Variable Definition

OBJECTID Suquential ID Number Listing

PERIOD Period

SNAPSHOT_d Snapshot Date

DISTRICT_C District Code

DISTRICT_N District Name

LOCATION_I Location ID

UID Unique Identifier

LOCATION_N Location Name

FIELD8 Miscellaneous Field

SCHOOL_TYP School Type

ALL_STUDEN All Students

MALES Male Students

PCT_MALES Percentage of Male Students

FEMALES Female Students

PCT_FEMALES Percentage of Female Students

SPED Special Education Students

PCT_SPED Percentage of Special Education Students

ELL Number of English Language Learner Students

PCT_ELL Percentage of English Language Language Learners

FRL Number of Free or Reduced Lunch Students

PCT_FRL Percentage of Free or Reduced Lunch Students

ASIAN Number of Asian American Students

PCT_ASIAN Percentage of Asian American Students

BLACK Number of African American Students

PCT_BLACK Percentage of African Americxan Students

CAUCASIAN Number of Caucasian Students

PCT_CAUCAS Percentage of Caucasian Students

HISPANIC Number of Hispanic American Students

PCT_HISPAN Percentage of Hispanic American Students

INDIAN Number of Native American Students

PCT_INDIAN Percentage of Native American Students

PACIFIC Number of Pacific Island Amerian Students

PCT_PACIFI Percentage of Pacific Island American Students

MULTI_RACE Number of Multi-Race Students

PCT_MULTI_ Percentage of Multi-Race Students

MIGRANT Number of Migrant Students

PCT_MIGRAN Percentage of Migrant Students

TITLE_I Number of Title 1 School Students

PCT_TITLE_ Percentage of Title 1 School Students

HOMELESS Number of Homeless Students

PCT_HOMELE Percentage of Homeless Students

GIFTED Number of Gifted Students

PCT_GIFTED Percentage of Gifted Students

ECONOMICAL

PCT_ECONOM

MILITARYFA Number of Military Family Students

PCT_MILIAR Percentage of Military Family Students

FOSTER_CAR Number of Foster Care Students

PCT_FOSTER Perentage of Foster Care Students

STATUS_20 Status as of 2020

ADDRESS Physical Street Address

CITY City

STATE State

ZIP Zip Code

LATITUDE Latitude

LONGITUDE Longitude

GEOCODE_ME Geocode origination

COMMUNITY_ Community Planning

This dataset tracks annual diversity score from 2021 to 2023 for Hill Country College Prep High School vs. Texas and Comal Independent School District

When the COVID-19 pandemic began, U.S. college students reported increased anxiety and depression. This study examines mental health among U.S college students during the subsequent 2020–2021 academic year by surveying students at the end of the fall 2020 and the spring 2021 semesters. Our data provide cross-sectional snapshots and longitudinal changes. Both surveys included the PSS, GAD-7, PHQ-8, questions about students’ academic experiences and sense of belonging in online, in-person, and hybrid classes, and additional questions regarding behaviors, living circumstances, and demographics. The spring 2021 study included a larger, stratified sample of eight demographic groups, and we added scales to examine relationships between mental health and students’ perceptions of their universities’ COVID-19 policies. Our results show higher-than-normal frequencies of mental health struggles throughout the 2020–2021 academic year, and these were substantially higher for female college students, but by spring 2021, the levels did not vary substantially by race/ethnicity, living circumstances, vaccination status, or perceptions of university COVID-19 policies. Mental health struggles inversely correlated with scales of academic and non-academic experiences, but the struggles positively correlated with time on social media. In both semesters, students reported more positive experiences with in-person classes, though all class types were rated higher in the spring semester, indicating improvements in college students’ course experiences as the pandemic continued. Furthermore, our longitudinal data indicate the persistence of mental health struggles across semesters. Overall, these studies show factors that contributed to mental health challenges among college students as the pandemic continued.

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, 2017-2021 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..The 2017-2021 American Community Survey (ACS) data generally reflect the March 2020 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 delineation lists 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:- The estimate could not be computed because there were an insufficient number of sample observations. For a ratio of medians estimate, one or both of the median estimates falls in the lowest interval or highest interval of an open-ended distribution. For a 5-year median estimate, the margin of error associated with a median was larger than the median itself.N The estimate or margin of error cannot be displayed because there were an insufficient number of sample cases in the selected geographic area. (X) The estimate or margin of error is not applicable or not available.median- The median falls in the lowest interval of an open-ended distribution (for example "2,500-")median+ The median falls in the highest interval of an open-ended distribution (for example "250,000+").** The margin of error could not be computed because there were an insufficient number of sample observations.*** The margin of error could not be computed because the median falls in the lowest interval or highest interval of an open-ended distribution.***** A margin of error is not appropriate because the corresponding estimate is controlled to an independent population or housing estimate. Effectively, the corresponding estimate has no sampling error and the margin of error may be treated as zero.

This dataset provides information for Academic Years 2017-2021 which included: By College and VCCS System:

1) Annual Headcount and FTEs 2) Gender (categories are: Female & Male; Unknown may be inferred) 3) Ethnicity (categories are: American Indian & Alaskan Native, Asian, Black & African-American, Native Hawaiian & Pacific Islander, Hispanic, Two or More Races, Unknown/Not Specified, and White) 4) Age (categories are: 17 and Under, 18-19, 20-21, 22-24, 25-29, 30-34, 35-39, 40-49, 50-64, & 65 and Over) 5) 18-Month Outcomes for Dual-Enrolled High School Grads by Year (categories are: Total Grads, Continued in any Higher Ed program, Employed with no Higher Ed, and Unknown) 6) 18-Month Outcomes for VCCS Graduates by Year (categories are: Total Grads, Continued at VCCS, Transferred to a 4yr college, Employed with no Higher Ed, and Unknown)

For Fiscal Years 2018-2021, by Service Area and VCCS System:

1) Fast Forward Credentialers Employed by Fiscal Year (categories are: Total Distinct Students, Employed within 6 Months, Employed within 12 Months, and Employed within 18 Months)

Notes:

1) Headcounts are Unduplicated student counts. 2) One FTE represents 30 credit hours of classes taken by a student over an academic year and is calculated on an annual basis by taking the total credit hours taught divided by 30. 3) 2017 Fiscal Year Fast Forward data was not included as it was considered incomplete- the Fast Forward program began in 2017 and did not encompass all areas for the entire year.
4) In Workforce (Fast Forward data) the service region for the Richmond Metro Area is called CCWA (Community College Workforce Alliance) and combines data for Brightpoint and J Sargeant Reynolds. 4a) Therefore, there are no Reynolds data entries for Fast Forward variables. All CCWA data is listed under Brightpoint for this portion of the data set.
5) 18-Month Outcomes for Fast Forward Credentialers are cumulative (6 months to 12 months to 18 months)

Rental apartments and student housing are a vital part of the housing market in college towns. Towns with high enrollment can be a promising investment choice due to the steady influx of new tenants. In 2021, Ann Arbor, MI had college enrollment amounting to about ****** students, while in Spokane, WA ****** students enrolled.

The experiences of first-generation college students (FGCS) can guide the development of effective practices for supporting and retaining this population in higher education settings. Multiple themes emerged via qualitative interviews with ten FCGS participants, including: challenges/barriers within instruction/classroom communication, financial struggles, academic strategies, and perseverance/motivations related to family and academics. Findings show needs for clear communication/expectations within higher education settings, social supports/relationships outside of the campus settings, as well as acknowledgment and reinforcement for academic successes. Additionally, these findings align with previous research showing FGCS to be underprepared and under-supported in applying for, enrolling in, and paying for college.

This dataset tracks annual diversity score from 2021 to 2023 for Gccs Early College High School vs. New Mexico and Grants School District

Data on course enrollment by College and Course Level. Display includes FTE distribution by Division of Student Major. Data are presented by Campus, College, and Domicile. When choosing a College, the Academic Course Department data are displayed. This data includes Summer 2021 census.

This dataset tracks annual diversity score from 2021 to 2023 for Kipp Antioch College Prep Middle School vs. Tennessee and Tennessee State Board Of Education School District

Historical Dataset of Hill Country College Prep High School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2021-2023),Total Classroom Teachers Trends Over Years (2021-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2021-2023),Asian Student Percentage Comparison Over Years (2021-2023),Hispanic Student Percentage Comparison Over Years (2021-2023),Black Student Percentage Comparison Over Years (2021-2023),White Student Percentage Comparison Over Years (2021-2023),Two or More Races Student Percentage Comparison Over Years (2021-2023),Diversity Score Comparison Over Years (2021-2023),Free Lunch Eligibility Comparison Over Years (2021-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2021-2023),Reading and Language Arts Proficiency Comparison Over Years (2021-2022),Math Proficiency Comparison Over Years (2021-2023),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2021-2023)

Downloaded from https://www.nacubo.org/Research/2021/Public-NTSE-Tables

U.S. and Canadian Institutions Listed by Fiscal Year (FY) 2021 Endowment Market Value and Change in Endowment Market Value1 from FY20 to FY21

The Change in Endowment Market Value is NOT the investment rate of return. See the footnote at the bottom of the table for a definition of the Change in Endowment Market Value.

Note: The data in this spreadsheet will NOT agree with data presented in any other tables or charts in the 2021 NACUBO-TIAA Study of Endowments (NTSE).

Source: 2021 NACUBO-TIAA Study of Endowments. This table was created in February 2022 and revised in March 2022.

1. The change in market values listed for the participating institutions DOES NOT represent the investment rate of return for the endowments’ investments. Rather, the change in the market value of an endowment from FY20 to FY21 reflects the net impact of: 1) withdrawals to fund institutional operations and capital expenses; 2) the payment of endowment management and investment fees; 3) additions from donor gifts and other contributions; and 4) investment gains or losses. The market values also include the estimated valuations of real estate and other “illiquid” assets, which may have large increases or decreases in value during a relatively short period of time. In addition, transfers to the endowment from other institutional budget accounts, and changes in foreign currency exchange rates for non-U.S. investments, may account for large changes in endowment market values. These factors suggest that any large increases or decreases in endowments over the past year may be exaggerated. As such, large percentage changes should be interpreted very cautiously.

2. The IPEDS Unit ID (Unitid) is available only for U.S. colleges, universities, and state university system offices. There are no IPEDS ID numbers for Canadian institutions or for non-profit higher education organizations that do not enroll students. The UnitID data are provided by the 2021 IPEDS (Integrated Postsecondary Education Data System) Institutional Characteristics Survey, conducted the National Center for Education Statistics. Missing/Not Applicable respnses indicate that the institution either did not participate in the IPEDS survey, or the IPEDS information was missing.

3. Fall 2020 FTE enrollment as provided by the participating institutions. FTE data include both undergraduate and graduate/professional students.

4 HBCU indicates the institution's Historically Black College or University status. HBCU data are provided by the 2021 IPEDS Institutional Characteristics Survey. Missing/Not Applicable respnses indicate that the institution either did not participate in the IPEDS survey, or the IPEDS information was missing.

5 The Carnegie Classification System identifies U.S. colleges and universities by their highest degree awarded and research intensity. For more information on the Carnegie Classification system, go to https://en.wikipedia.org/wiki/Carnegie_Classification_of_Institutions_of_Higher_Education Carnegie Classification data are provided by the 2021 IPEDS Institutional Characteristics Survey. Missing/Not Applicable respnses indicate that the institution either did not participate in the IPEDS survey, or the IPEDS information was missing.

ENDNOTES: iTotal includes the endowment assets from The Texas A&M University System and multiple supporting foundations, including the Texas A&M Foundation. The full 2021 NTSE report includes separate information for the Texas A&M University System, Texas A&M Foundation, and the Baylor Oral Health Foundation (which provides financial support to the Texas A&M University Baylor College of Dentistry).
ii Fiscal year end date for New York University is August 31 but the endowment market values are reported for the year ending June 30. iii Total includes the combined endowment assets from the Regents of the University of Minnesota endowment and the University of Minnesota Foundation. The full 2021 NTSE report provides information for the University of Minnesota Foundation only.
iv Total includes the combined endowment assets of Carnegie Mellon University and a portion of assets held by the Dietrich Foundation reflecting CMU’s allocation as a named beneficiary. The full 2021 NTSE report reflects information for the CMU endowment only.
v Total includes the combined endowment assets from the University of Illinois and the University of Illinois Foundation. The full 2021 NTSE report provides separate detailed information for each of these individual institutions.
vi University of Miami's fiscal year-end is 5/31. Endowment values for FY21 and FY20 are reported for May 31, 2021 and May 31, 2020, respectively. vii Total endowment includes data from all institutions in the Louisiana State University System. Howeve...

Data on course enrollment by College and Course Level. Display includes FTE distribution by Division of Student Major. Data are presented by Campus, College, and Domicile. When choosing a College, the Academic Course Department data are displayed. This data includes Fall 2021 census.

This dataset provides Census 2021 estimates that classify schoolchildren and full-time students aged 5 years and over in England and Wales by student accommodation and by age. The estimates are as at Census Day, 21 March 2021.

Estimates for single year of age between ages 90 and 100+ are less reliable than other ages. Estimation and adjustment at these ages was based on the age range 90+ rather than five-year age bands. Read more about this quality notice.

Area type

Census 2021 statistics are published for a number of different geographies. These can be large, for example the whole of England, or small, for example an output area (OA), the lowest level of geography for which statistics are produced.

For higher levels of geography, more detailed statistics can be produced. When a lower level of geography is used, such as output areas (which have a minimum of 100 persons), the statistics produced have less detail. This is to protect the confidentiality of people and ensure that individuals or their characteristics cannot be identified.

Coverage

Census 2021 statistics are published for the whole of England and Wales. Data are also available in these geographic types:

• country - for example, Wales
• region - for example, London
• local authority - for example, Cornwall
• health area – for example, Clinical Commissioning Group
• statistical area - for example, MSOA or LSOA

Student accommodation type

Combines the living situation of students and school children in full-time education, whether they are living:

• alone
• in a student household
• with parents
• in a communal establishment, split by university and other communal establishment type
• in other household types

It also includes whether these households contain one or multiple families.

This variable is comparable with the student accommodation variable but splits the communal establishment type into “university” and “other” categories.

Age

A person’s age on Census Day, 21 March 2021 in England and Wales. Infants aged under 1 year are classified as 0 years of age.

This dataset tracks annual diversity score from 2021 to 2023 for Bard High School Early College Dc (Bard Dc) vs. District Of Columbia and District Of Columbia Public Schools