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.

The top-ranked university in the United States in 2024 according to Forbes was Princeton University in New Jersey. Students at Princeton graduate with an average debt of 7,559 U.S. dollars, but have a median 10-year salary of 189,400 U.S. dollars. The Forbes rankings are based on several categories, including alumni salary, student debt, graduation rate, return on investment, retention rate, and academic success.

Graph and download economic data for Net Change in Total Liabilities by Highest Education: Less Than College Graduate: Associate's Degree (CXUCHGLIABLB1406M) from 2012 to 2022 about no college, change, associate degree, liabilities, education, Net, and USA.

United States US: Adjusted Net Enrollment Rate: Primary: Male: % of Primary School Age Children data was reported at 93.137 % in 2015. This records an increase from the previous number of 92.551 % for 2014. United States US: Adjusted Net Enrollment Rate: Primary: Male: % of Primary School Age Children data is updated yearly, averaging 94.128 % from Dec 1986 (Median) to 2015, with 25 observations. The data reached an all-time high of 98.628 % in 1991 and a record low of 91.823 % in 2004. United States US: Adjusted Net Enrollment Rate: Primary: Male: % of Primary School Age Children data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United States – Table US.World Bank.WDI: Education Statistics. Adjusted net enrollment is the number of pupils of the school-age group for primary education, enrolled either in primary or secondary education, expressed as a percentage of the total population in that age group.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Abstract (en): The American College Catalog Study Database (CCS) contains academic data on 286 four-year colleges and universities in the United States. CCS is one of two databases produced by the Colleges and Universities 2000 project based at the University of California-Riverside. The CCS database comprises a sampled subset of institutions from the related Institutional Data Archive (IDA) on American Higher Education (ICPSR 34874). Coding for CCS was based on college catalogs obtained from College Source, Inc. The data are organized in a panel design, with measurements taken at five-year intervals: academic years 1975-76, 1980-81, 1985-86, 1990-91, 1995-96, 2000-01, 2005-06, and 2010-11. The database is based on information reported in each institution's college catalog, and includes data regarding changes in major academic units (schools and colleges), departments, interdisciplinary programs, and general education requirements. For schools and departments, changes in structure were coded, including new units, name changes, splits in units, units moved to new schools, reconstituted units, consolidated units, departments reduced to program status, and eliminated units. The American College Catalog Study Database (CCS) is intended to allow researchers to examine changes in the structure of institutionalized knowledge in four-year colleges and universities within the United States. For information on the study design, including detailed coding conventions, please see the Original P.I. Documentation section of the ICPSR Codebook. The data are not weighted. Dataset 1, Characteristics Variables, contains three weight variables (IDAWT, CCSWT, and CASEWEIGHT) which users may wish to apply during analysis. For additional information on weights, please see the Original P.I. Documentation section of the ICPSR Codebook. ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Checked for undocumented or out-of-range codes.. Response Rates: Approximately 75 percent of IDA institutions are included in CCS. For additional information on response rates, please see the Original P.I. Documentation section of the ICPSR Codebook. Four-year not-for-profit colleges and universities in the United States. Smallest Geographic Unit: state CCS includes 286 institutions drawn from the IDA sample of 384 United States four-year colleges and universities. CCS contains every IDA institution for which a full set of catalogs could be located at the initiation of the project in 2000. CCS contains seven datasets that can be linked through an institutional identification number variable (PROJ_ID). Since the data are organized in a panel format, it is also necessary to use a second variable (YEAR) to link datasets. For a brief description of each CCS dataset, please see Appendix B within the Original P.I. Documentation section of the ICPSR Codebook.There are date discrepancies between the data and the Original P.I. Documentation. Study Time Periods and Collection Dates reflect dates that are present in the data. No additional information was provided.Please note that the related data collection featuring the Institutional Data Archive on American Higher Education, 1970-2011, will be available as ICPSR 34874. Additional information on the American College Catalog Study Database (CCS) and the Institutional Data Archive (IDA) database can be found on the Colleges and Universities 2000 Web site.

This dataset contains data on the number of students in schools and universities categorized by level of education (Pre-primary, Primary, etc.), type of education (Government, Private), and gender (Male, Female). The data provides insight into the enrollment trends across different education levels and types of schools in the region. This dataset is essential for analyzing gender and educational distribution within both government and private institutions.

Graph and download economic data for Net Change in Total Assets and Liabilities by Education: High School Graduate with Some College (CXUCHGASLILB1305M) from 1995 to 2012 about no college, change, secondary schooling, secondary, liabilities, education, Net, assets, and USA.

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.

This dataset shows the the America's Top Online Colleges and America's Top Online Learning Providers in 2023 issued by the Newsweek and Statista.

Business certification and IT schools have increasingly positioned themselves as critical hubs for workforce reskilling and agile career transitions in a fast-changing economy. Recent trends showcase this, as following pandemic-driven layoffs, a booming tech sector and shifting labor market dynamics, these providers saw a surge in enrollment and revenue in 2021 and 2022 as more individuals sought to upgrade their skills or switch careers. However, as these trends began to settle, revenue growth softened significantly. The pandemic also profoundly shaped the industry’s operating model, forcing an initial rapid transition to online learning that has become permanent. By 2022, remote and hybrid formats were the norm, while demand grew for short, targeted certifications in high-growth areas like cybersecurity, cloud computing and digital marketing. Overall, revenue has been rising at a CAGR of 7.6% to an estimated $6.4 billion over the past five years, including expected growth of 3.0% in 2025. Artificial intelligence has emerged as the most transformative business and IT training trend. Since 2023, demand for AI and machine learning certifications has soared, and by 2025, the integration of AI-related topics will be standard practice. AI is also revolutionizing the delivery model for IT schools. Leading schools now leverage AI-driven tools for content creation, personalized learning pathways and real-time career coaching. Some institutions use AI to scan labor market trends and adjust curricula dynamically, leading AI to directly shift what is taught and how it is taught. Still, the rapid shift to AI in business certification and IT education requires schools to continuously update programs and retrain staff, straining resources and making it challenging to keep offerings relevant. Several key trends will define the industry moving forward. Modular, stackable credentials and flexible, on-demand learning are expected to become standard, catering mainly to working professionals seeking to upskill. An ongoing movement from traditional long-term programs toward shorter, quick-turnaround certificates will continue. As AI literacy moves from a specialized skill to a baseline expectation, it will be critical for them to offer recognized certificates in AI and related fields to individuals and for enterprise contracts. While the transition won’t be absolute, the labor market is increasingly shifting toward a skills-based model, particularly as AI transforms or automates many roles. IT schools can play a vital role in helping graduates adapt to an evolving job market by equipping them with in-demand skills. As more alternative training options enter the market, including free AI programs, IT schools must demonstrate their value and return on investment, particularly in an industry closely tied to fluctuations in the broader tech sector labor market. Revenue will continue expanding at a CAGR of 3.3% to an estimated $7.5 billion over the next five years.

This data resource is a layer in a map service. To download it, please go to the "Layers" section of this page and click the name of the dataset. This will open a new page that features a download button. Open the Map Service: https://gis.chesapeakebay.net/ags/rest/services/ChesapeakeProgress/cpSustainable_Schools_2021/MapServer This Chesapeake Bay Program indicator of progress toward the Sustainable Schools Outcome shows certified sustainable public and charter schools in the Chesapeake Bay watershed. Certified sustainable schools include public and charter schools that have been recognized as sustainable by the following programs: U.S. Green Ribbon Schools, National Wildlife Federation Eco-Schools USA (Bronze, Silver and Green Flag status), Maryland Green Schools, Pennsylvania Pathways to Green Schools and Virginia Naturally Schools.

The data were collected in October 2020 from classes across 30 rural schools in Gansu province, northwest China. Schools and classes were randomly selected following a two-stage sampling process. The survey covers student demographics, household characteristics, bullying experiences, mental health (measured using DASS), perceived social support (MSPSS), and a standardized math test of academic performance. The dataset is fully de-identified.

Dataset

This dataset was created by Shuhan Luo

Released under U.S. Government Works

Contents

Actual value and historical data chart for United States School Enrollment Tertiary Percent Gross

The dataset contains locations and attributes of Independent Schools, which includes private schools in the District of Columbia. OSSE is responsible for overseeing them in compliance with DC Code § 38–205, by collecting enrollment data for all students of compulsory age. The dataset also contains all of the schools which received a Certificate of Approval from OSSE for placement of students with disabilities. Under the Placement of Students with Disabilities in Nonpublic Special Education Schools Act (D.C. Law 16-269; D.C. Official Code §38-2561.01 et seq.), OSSE is responsible for issuing COAs to nonpublic special education schools and programs and to maintain oversight of these programs.

This study, Evaluation of an Intensive Truancy Reduction Program (ACT) within Communities In Schools, is a within-school, student-level randomized controlled trial evaluation of an intensive truancy reduction program (ACT) through Communities In Schools (CIS), within five schools in a large urban district in the Southwest. CIS has adapted the CIS Core model for case management (Core) with an adaption of a community-based psychiatric rehabilitation treatment model and named the new model ACT. The three-year longitudinal study, conducted during the 2016/17 - 2018/19 school years, included 2,136 6-8th grade students (1,152 ACT students and 984 Core students). Data was collected including student demographic information, implementation fidelity information, as well as baseline and outcome data related to student attendance, behavior, standardized test scores and on-track to graduate status (when applicable). Fidelity information includes the number of received CIS services by service type and overall total number of services as well as total hours of CIS services provided by student.

Colleges and universities in the United States are still a popular study destination for Chinese students, with around 277 thousand choosing to take courses there in the 2023/24 academic year. Although numbers were heavily affected by the coronavirus pandemic, China is still the leading source of international students in the U.S. education market, accounting for 24.6 percent of all incoming students. The education exodus Mathematics and computer science courses led the field in terms of what Chinese students were studying in the United States, followed by engineering and business & management programs. The vast majority of Chinese students were self-funded, wth the remainder receiving state-funding to complete their overseas studies. Tuition fees can run into the tens of thousands of U.S. dollars, as foreign students usually pay out-of-state tuition fees. What about the local situation? Although studying abroad attracts many Chinese students, the country itself boasts the largest state-run education system in the world. With modernization of the national tertiary education system being a top priority for the Chinese government, the country has seen a significant increase in the number of local universities over the last decade. Enrolments in these universities exceeded 37 million in 2023, and a record of more than ten million students graduated in the same year, indicating that China's education market is still expanding.

This layer serves as the authoritative geographic data source for California's K-12 public school locations during the 2024-25 academic year. Schools are mapped as point locations and assigned coordinates based on the physical address of the school facility. The school records are enriched with additional demographic and performance variables from the California Department of Education's data collections. These data elements can be visualized and examined geographically to uncover patterns, solve problems and inform education policy decisions.The schools in this file represent a subset of all records contained in the CDE's public school directory database. This subset is restricted to TK-12 public schools that were open in October 2024 to coincide with the official 2024-25 student enrollment counts collected on Fall Census Day in 2024 (first Wednesday in October). This layer also excludes nonpublic nonsectarian schools and district office schools.The CDE's California School Directory provides school location other basic school characteristics found in the layer's attribute table. The school enrollment, demographic and program data are collected by the CDE through the California Longitudinal Achievement System (CALPADS) and can be accessed as publicly downloadable files from the Data & Statistics web page on the CDE website. Schools are assigned X, Y coordinates using a quality controlled geocoding and validation process to optimize positional accuracy. Most schools are mapped to the school structure or centroid of the school property parcel and are individually verified using aerial imagery or assessor's parcels databases. Schools are assigned various geographic area values based on their mapped locations including state and federal legislative district identifiers and National Center for Education Statistics (NCES) locale codes.

The teaching of agriculture at the primary and secondary school levels of our educatumal tystem is a mixture of trained professumal teachers and others who have been saddled with the task hatically as a secondary responsibility by the school heads. Since agriculture revolver around man in rupality, the issue of tramed professionals to handle the subject at all formal educational levels becomes inevitable for the good image effective curriculum delivery, and the transmission of values and norma to the younger generations. This study was carried out determine the Challenger of Image of Agriculture in Schools and the inphoamora on future curriculum development and implementation in South-Beatern Nigeria. One research questi if 15 questionnaire tema guided the straty Thirty (30) students each from six Junior Secundary Schoola totaling 180 studenty and 72 non-agricultural science teachery randomly selected from the Junior Secondary Schools in Ogen State of Nigeria formed the sample of the shady. Detta rollected from the respondents on the research questionnaire items were analyses using frequency and mean. From the analysed data, the following findings were made, agriculture to the respondents is an energy sapping, very tedious school ralject, agriculture involves drudgery n which one puts in much and gets little or nothing in return that the respondents strongly believed that agricultare in zynonymous wah farming, that agriculture wastes much of the nudent's time on the school nime table including their leisure hours, and, that agriculture is mot easily divorced from the school punishment because of defective curriculum delivery Based on these, some recommendations like the baroduction of the sau of machinery on the farm to reduce budgery, reduction of the ume of period for practical lesom, beter education on agriculture and farting to tradenta sotal avoidance of of t the use of of school school, form for punishment ground, and the strengthening of curriculus development and effective delivery were made.

This dataset represents an inventory of research data services at 120 US colleges and universities. The data was collected using a systematic web content analysis process in late 2019. This dataset underlies the following report: Jane Radecki and Rebecca Springer, "Research Data Services in US Higher Education: A Web-Based Inventory," Ithaka S+R, Nov. 2020, https://doi.org/10.18665/sr.314397.

We defined research data services as any concrete, programmatic offering intended to support researchers (including faculty, postdoctoral researchers, and graduate students) in working with data, and identified services within the following campus units: library, IT department/research computing, independent research centers and facilities, academic departments, medical school, business school, and other professional schools. We also recorded whether the institution offered local high performance computing facilities. For detailed definitions, exclusions, and data collection procedures, please see the report referenced above.