In 2024, the average student loan debt of graduates of Northwestern University, ranked as the 6th best college in the United States, amounted to 36,425 U.S. dollars. For students at Princeton University, classified as the best U.S. college in that year, they left college with student loan debt totaling 17,494 U.S. dollars on average.

In the academic year of 2021/22, students who took out student loans for private, nonprofit four-year colleges had an average of 33,600 U.S. dollars worth of debt upon completion of their degree. The per borrower category shows the average amount of debt amongst bachelor's degree recipients who had taken student loans.

Graph and download economic data for Student Loans Owned and Securitized (SLOAS) from Q1 2006 to Q4 2024 about student, securitized, owned, loans, and USA.

Statistics on student debt, including the average debt at graduation, the percentage of graduates who owed large debt at graduation and the percentage of graduates with debt who had paid it off at the time of the interview, are presented by the province of study and the level of study. Estimates are available at five-year intervals.

Presents statistics on student loan borrower status and repayments by repayment cohort and tax year, produced by the Student Loans Company

Source agency: Business, Innovation and Skills

Designation: Official Statistics not designated as National Statistics

Language: English

Alternative title: Student loan repayments

Graph and download economic data for Federal Government; Consumer Credit, Student Loans; Asset, Level (FGCCSAQ027S) from Q4 1945 to Q4 2024 about student, IMA, consumer credit, federal, assets, loans, government, consumer, and USA.

For those graduating college in the United States in 2020, five-figure debt was the norm across all states. Students in New Hampshire had the highest debt levels in the country, at 39,928 U.S. dollars on average. The lowest average amount of debt that students had was in the state of Utah at 18,344 U.S. dollars.

Direct combined loans, also called Stafford loans, accounted for 856 billion U.S. dollars of outstanding student loan debt in the United States in 2024. Stafford loans are a type of federal student loans offered to eligible university students at a lower interest rate than private loans. In the first quarter of 2024, outstanding student loan debt in the United States totaled over 1.75 trillion U.S. dollars.

The value of outstanding student loans in the United States has ballooned since the first quarter of 2006. As of the fourth quarter of 2024, American students owed over 1.77 trillion U.S. dollars in student loans. In the first quarter of 2006, this figure stood at 480.9 billion U.S. dollars.

Statistics on postsecondary graduates who owed money for their education to government-sponsored student loans at graduation, including the average debt at graduation, the percentage of graduates who owed large debt at graduation and the percentage of debt paid off at the time of the interview, are presented by the province of study and the level of study. Estimates are available at five-year intervals.

In the academic year 2023-24, around 26 percent of students in the United States borrowed money for college in the form of federal student loans. This is a slight increase from the previous year, when 24 percent of students borrowed money in the form of federal student loans.

Required qualitative dataset for Ph.D. thesis submission: · The dataset consists of forty-one respondents who participated in in-depth semi-structured interviews. · Respondents were recruited from eight educational institutions: three 4-year public universities, two 3-year public technical colleges, two 4-year private colleges (independent second-tier schools), and one 3-year private vocational college. · In detail, twenty-two respondents were female, and four were from minority ethnic groups. · All interviews were audio-recorded and later transcribed. · Interviews were conducted in Chinese, and Word files ( .docx) transcripts were imported into NVivo 11 Plus (Windows) to create nodes (two-layer coding), memos, and thematic maps in NVivo format through reflexive thematic analysis.

This material is based upon work supported by the National Science Foundation under Grant No. 2049358. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.Income-driven repayment plans lower required payments for student loan borrowers when their income decreases. This helps to reduce student loan defaults. Despite universal availability, only a minority of student loan borrowers in the U.S. are in an income-driven repayment plan. In this study, I test whether a student’s choice of repayment plan is related to their expectations of earning a low income. Using an information experiment in a web survey, I create two groups of college seniors with an exogenous difference in low-income expectations. I find that respondents who see the major specific income information believe they, on average, have a higher probability of earning a low income. However, those respondents are not any more likely to choose the income-driven repayment plan. I conclude that students’ repayment plan preferences are not strongly related to their expectations of earning a low income. This may be due to students caring about things other than minimizing monthly payments when choosing a repayment plan.

In 2024, students graduating from English universities will have incurred an average of 48,470 British pounds of student loan debt, compared with 37,360 pounds in Wales, 25,730 pounds in Northern Ireland, and around 16,680 pounds in Scotland.

This table gives an overview of government expenditure on regular education in the Netherlands since 1900. All figures presented have been calculated according to the standardised definitions of the OECD. Government expenditure on education consists of expenditure by central and local government on education institutions and education. The government finances schools, colleges and universities. It pays for research and development conducted by universities. Furthermore it provides student grants and loans, allowances for school costs, provisions for students with a disability and child care allowances to households as well as subsidies to companies and non-profit organisations. Total government expenditure is broken down into expenditure on education institutions and education on the one hand and government expenditure on student grants and loans and allowances for school costs to households on the other. If applicable these subjects are broken down into pre-primary and primary education, special needs primary education, secondary education, senior secondary vocational and adult education, higher professional education and university education. Data are available from 1900. Figures for the Second World War period are based on estimations due to a lack of source material. The table also includes the indicator government expenditure on education as a percentage of gross domestic product (GDP). This indicator is used to compare government expenditure on education internationally. The indicator is compounded on the basis of definitions of the OECD (Organisation for Economic Cooperation and Development). The indicator is also presented in the StatLine table Education; Education expenditure and CBS /OECD indicators. Figures for the First World War and Second World War period are not available for this indicator due to a lack of reliable data on GDP for these periods. The statistic on Education spending is compiled on a cash basis. This means that the education expenditure and revenues are allocated to the year in which they are paid out or received. However, the activity or transaction associated with the payment or receipt can take place in a different year. Statistics Netherlands published the revised National Accounts in June 2024. Among other things, GDP has been adjusted upwards as a result of the revision. The revision has not been extended to the years before 1995. In the indicator 'Total government expenditure as % of GDP', a break occurs between 1994 and 1995 as a result of the revision. Data available from: 1900 Status of the figures: The figures from 1995 to 2022 are final. The 2023 figures are provisional. Changes on 31 December 2024: The final figures of 2021 and 2022 and the provisional figures of 2023 have been added. As a result of the revision of the National Accounts, among other things, GDP has been adjusted upwards. The indicator ‘Total government expenditure as % of GDP’ in this table has been updated on the basis of the revised figures for the entire time series since 1995. A break occurs in the indicator between 1994 and 1995. When will new figures be published? The final figures for 2023 and the provisional figures for 2024 will be published in December 2025. More information on the revision policy of National Accounts can be found under 'relevant articles' under paragraph 3.

Abstract copyright UK Data Service and data collection copyright owner.

Next Steps (also known as the Longitudinal Study of Young People in England (LSYPE1)) is a major longitudinal cohort study following a nationally representative group of around 16,000 who were in Year 9 attending state and independent schools in England in 2004, a cohort born in 1989-90.

The first seven sweeps of the study were conducted annually (2004-2010) when the study was funded and managed by the Department for Education (DfE). The study mainly focused on the educational and early labour market experiences of young people.

In 2015 Next Steps was restarted, under the management of the Centre for Longitudinal Studies (CLS) at the UCL Faculty of Education and Society (IOE) and funded by the Economic and Social Research Council. The Next Steps Age 25 survey was aimed at increasing the understanding of the lives of young adults growing up today and the transitions out of education and into early adult life.

The Next Steps Age 32 Survey took place between April 2022 and September 2023 and is the ninth sweep of the study. The Age 32 Survey aimed to provide data for research and policy on the lives of this generation of adults in their early 30s. This sweep also collected information on many wider aspects of cohort members' lives including health and wellbeing, politics and social participation, identity and attitudes as well as capturing personality, resilience, working memory and financial literacy.

Next Steps survey data is also linked to the National Pupil Database (NPD), the Hospital Episode Statistics (HES), the Individualised Learner Records (ILR) and the Student Loans Company (SLC).

There are now two separate studies that began under the LSYPE programme. The second study, Our Future (LSYPE2) (available at the UK Data Service under GN 2000110), began in 2013 and will track a sample of over 13,000 young people annually from ages 13/14 through to age 20.

Further information about Next Steps may be found on the CLS website.

Secure Access datasets:

Secure Access versions of Next Steps have more restrictive access conditions than Safeguarded versions available under the standard End User Licence (see 'Access' section).

Secure Access versions of the Next Steps include:

• sensitive variables from the questionnaire data for Sweeps 1-9. These are available under Secure Access SN 8656.
  
• National Pupil Database (NPD) linked data at Key Stages 2, 3, 4 and 5, England. These are available under SN 7104.
• Linked Individualised Learner Records learner and learning aims datasets for academic years 2005 to 2014, England. These are available under SN 8577.
  
• detailed geographic indicators for Sweep 1 and Sweep 8 (2001 Census Boundaries) - available under SN 8189 and geographic indicators for Sweep 8 (2011 Census Boundaries) - available under SN 8190. The Sweep 1 geography file was previously held under SN 7104.
• Linked Health Administrative Datasets (Hospital Episode Statistics) for years 1998-2017 held under SN 8681.
• Linked Student Loans Company Records for years 2007-2021 held under SN 8848.

When researchers are approved/accredited to access a Secure Access version of Next Steps, the Safeguarded (EUL) version of the study - Next Steps: Sweeps 1-9, 2004-2023 (SN 5545) - will be automatically provided alongside.

The Student Loans Company (SLC) is a non-profit making government-owned organisation that administers loans and grants to students in colleges and universities in the UK. The Next Steps: Linked Administrative Datasets (Student Loans Company Records), 2007 - 2021: Secure Access includes data on higher education loans for those Next Steps participant who provided consent to SLC linkage in the age 25 sweep. The matched SLC data contains information about participant's applications for student finance, payment transactions posted to participant's accounts, repayment details and overseas assessment details.

The study includes four datasets:

Applicant: SLC data on cohort member’s application for student finance between academic years 2007 and 2020

Payments: SLC data on payment transactions made to cohort member between financial years 2007 and 2021.

Repayments: SLC data on cohort member’s repayment transactions between financial years 2009 and 2021.

Overseas: SLC data on overseas assessment for cohort member between 2007 and 2020

This paper studies the patterns of individuals’ student loan repayment for up to 12 years, tracking borrowers through formative ages from early 20s to late 30s. Using social sequence and cluster analysis to understand these longitudinal repayment histories, we identify five archetypes of loan repayment that describe borrowers’ experiences: persistent defaulters, perpetual payers, rapid full payers, late full payers, and consolidators. We find significant stratification by race/ethnicity, social class, and institutional sector into repayment clusters, with minoritized borrowers and those attending for-profit institutions more likely to experience adverse borrowing outcomes and to experience them for longer.

Data on the average amount of OSAP debt owed by students. The data is specific to those who attended programs with typical durations.

Data is for:

• 4-year undergraduate university students
• 2-year college diploma students
• 1-year private career college students

The data fields are:

• academic year of completion
• postsecondary sector (university, publicly-assisted college, or private career college)
• program duration (1 year, 2 years or 4 years)
• average repayable debt after loan forgiveness applied through the Ontario Student Opportunity Grant

Debt is in nominal dollars with no adjustment for inflation.

*[OSAP]: Ontario Student Assistance Program

This table gives an overview of expenditure on regular education within the Netherlands.

Government finance schools, colleges and universities. It pays for research which is done by universities on its behalf. Furthermore it provides student grants and loans, allowances for school costs, provisions for students with a disability and child care allowances as well as subsidies to companies and non-profit organisations. The government reclaims unjustified payments for student grants and loans and allowances for school costs. It also receives interest and repayments on student loans as well as EU grants for education.

Parents and/or students have to pay tuition fees for schools, colleges and universities, parent contributions and contributions for school activities. They also have to purchase books and materials, pay for transport from home to school and back for students who are not eligible for subsidised transport, pay for private tutoring, pay interest and repayments on student loans, and repay wrongfully received student grants, loans and allowances for school costs. Parents and/or students receive child care allowances, provisions for students with a disability and an allowance for school costs as well as student grants and loans and scholarships of companies.

Companies and non-profit organisations incur costs for supervising trainees and apprentices who combine learning with work experience. They also contribute to the cost of work related education of their employees and spend money on research that is outsourced to colleges for higher professional education and universities. Furthermore they contribute to the childcare allowances given to households and provide scholarships to students. Companies receive subsidies and tax benefits for the creation of apprenticeship places and trainee placements and for providing transport for pupils.

Organisations abroad contract universities in the Netherlands to undertake research for them. The European Union provides funds and subsidies for education to schools, colleges and universities as well as to the Dutch government. Foreign governments contribute to international schools in the Netherlands that operate under their nationality.

The table also contains various indicators used nationally and internationally to compare expenditure on education and place it in a broader context. The indicators are compounded on the basis of definitions of Statistics Netherlands and/or the OECD (Organisation for Economic Cooperation and Development). All figures presented have been calculated according to the standardised definitions of the OECD.

In this table tertiary education includes research and development, except for the indicator Expenditure on education institutions per student, excluding R & D.

The statistic on education spending is compiled on a cash basis. This means that the education expenditure and revenues are allocated to the year in which they are paid out or received. However, the activity or transaction associated with the payment or receipt can take place in a different year.

Statistics Netherlands published the revised National Accounts in June 2018. Among other things, GDP and total government expenditures have been adjusted upwards as a result of the revision.

Data available from: 1995

Status of the figures: The figures from 1995 to 2020 are final. The 2021 figures are revised provisional, the 2022 figures are provisional.

Changes as of 7 December 2023: The revised provisional figures of 2021 and the provisional figures of 2022 have been added.

When will new figures be published? The final figures for 2021 will be published in the first quarter of 2024. The final figures for 2022 and the provisional figures for 2023 will be published in December 2024.

The National Postsecondary Student Aid Survey (NPSAS) collected data from students, former students, parents, and institutions in order to determine how postsecondary student financial aid is targeted, received, and used. The survey, which focused on Guaranteed Student Loan (GSL) recipients, was designed to address such basic questions as who received financial aid, how financial aid was distributed among different types of students and institutions, how much students borrowed to finance their education expenses, and what sources of support students used to pay for postsecondary education. The NPSAS-Student Loan Recipient Survey (SLRS) gathered information on education of respondents, loan received, employment history, and background characteristics such as sex, age, race, citizenship, residence, marital status, and current employment. A parent survey was also conducted, and data were collected on relationship to student, total number of children in family, how much respondents spent on clothing, food, and books and supplies for students, other loans taken out, when respondents started saving for their children's college expenses, and what type of savings accounts they used. The NPSAS-Student Loan Recipient Transcript Survey was designed to gather postsecondary school transcripts for the GSL recipients who were surveyed in the SLRS. The Transcript Survey utilized four levels of inquiry: student, transcript, term, and course. In order to update records on GSL recipients, postsecondary institutions attended by former loan recipients were surveyed. The survey contacted all types of institutions, including public, private nonprofit, and private for-profit two- and four-year institutions, along with schools offering only occupational programs of less than two years. Data were collected concerning financial aid award amounts, student characteristics, educational activities, programs of study elected by loan recipients, classes taken, and financial aid and registrar records.