In 2022, there were approximately 107,700 students with American Indian or Alaskan Native heritage enrolled at a university in the United States. This is a slight increase from the previous year, when there were 106,600 students with American Indian or Alaska Native heritage enrolled in postsecondary education.

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.

College Completion Dataset

Graduation Rates, Race, Efficiency Measures and More

By Jonathan Ortiz [source]

About this dataset

This College Completion dataset provides an invaluable insight into the success and progress of college students in the United States. It contains graduation rates, race and other data to offer a comprehensive view of college completion in America. The data is sourced from two primary sources – the National Center for Education Statistics (NCES)’ Integrated Postsecondary Education System (IPEDS) and Voluntary System of Accountability’s Student Success and Progress rate.

At four-year institutions, the graduation figures come from IPEDS for first-time, full-time degree seeking students at the undergraduate level, who entered college six years earlier at four-year institutions or three years earlier at two-year institutions. Furthermore, colleges report how many students completed their program within 100 percent and 150 percent of normal time which corresponds with graduation within four years or six year respectively. Students reported as being of two or more races are included in totals but not shown separately

When analyzing race and ethnicity data NCES have classified student demographics since 2009 into seven categories; White non-Hispanic; Black non Hispanic; American Indian/ Alaskan native ; Asian/ Pacific Islander ; Unknown race or ethnicity ; Non resident with two new categorize Native Hawaiian or Other Pacific Islander combined with Asian plus students belonging to several races. Also worth noting is that different classifications for graduate data stemming from 2008 could be due to variations in time frame examined & groupings used by particular colleges – those who can’t be identified from National Student Clearinghouse records won’t be subjected to penalty by these locations .

When it comes down to efficiency measures parameters like “Awards per 100 Full Time Undergraduate Students which includes all undergraduate completions reported by a particular institution including associate degrees & certificates less than 4 year programme will assist us here while we also take into consideration measures like expenditure categories , Pell grant percentage , endowment values , average student aid amounts & full time faculty members contributing outstandingly towards instructional research / public service initiatives .

When trying to quantify outcomes back up Median Estimated SAT score metric helps us when it is derived either on 25th percentile basis / 75th percentile basis with all these factors further qualified by identifying required criteria meeting 90% threshold when incoming students are considered for relevance . Last but not least , Average Student Aid equalizes amount granted by institution dividing same over total sum received against what was allotted that particular year .

All this analysis gives an opportunity get a holistic overview about performance , potential deficits &

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How to use the dataset

This dataset contains data on student success, graduation rates, race and gender demographics, an efficiency measure to compare colleges across states and more. It is a great source of information to help you better understand college completion and student success in the United States.

In this guide we’ll explain how to use the data so that you can find out the best colleges for students with certain characteristics or focus on your target completion rate. We’ll also provide some useful tips for getting the most out of this dataset when seeking guidance on which institutions offer the highest graduation rates or have a good reputation for success in terms of completing programs within normal timeframes.

Before getting into specifics about interpreting this dataset, it is important that you understand that each row represents information about a particular institution – such as its state affiliation, level (two-year vs four-year), control (public vs private), name and website. Each column contains various demographic information such as rate of awarding degrees compared to other institutions in its sector; race/ethnicity Makeup; full-time faculty percentage; median SAT score among first-time students; awards/grants comparison versus national average/state average - all applicable depending on institution location — and more!

When using this dataset, our suggestion is that you begin by forming a hypothesis or research question concerning student completion at a given school based upon observable characteristics like financ...

University Student Enrollment Data

Demographics and Academic Details of University Student Enrollments

By Gove [source]

About this dataset

This dataset represents a comprehensive collection of valuable and relevant information regarding student registration across a multitude of universities. It provides an in-depth insight into various aspects of this subject matter, making it an indispensable tool for any research related to university student registrations.

The information contained within this particular dataset offers extensive details about each individual student. This rich, individual data includes demographic particulars such as their age, gender and nationality - details which could yield interesting points of analysis when correlated against other factors within the data.

Additionally, this dataset maintains academic records for each registered student, providing detailed descriptions like course of study and year of enrollment. This formative data aids in understanding students' registration patterns over the years or tracking their academic progression throughout their tenure at university.

Moreover, the dataset is also expected to contain vital statistics tied to individual universities where these students are enrolled. Such expected details include each institution's location which can provide geo-political or socio-economic insights pertaining to university selection trends amongst students.

Further enriching the body of knowledge available within this repository is potential data related to specific course offerings by these universities – a feature useful for assessing popular disciplines or identifying shifts in educational trends based on subject popularity.

Another significant set of information which might be found inside this repository pertains to faculty specifics including number and qualifications alongside overall ranking standings – these can serve as additional metrics in gauging perceived quality or reputation among the registered student bodies with respect to selecting universities for further studies.

In sum, whether you’re interested in mapping out educational trends over time; analyzing demographic profiles against choice courses; studying correlations between nationality and select colleges; or looking into institutional rankings’ sway over enrollments – this amalgamation holds invaluable keys that unlock numerous possibilities through exploration via different combinations making it versatile enough for diverse investigatory needs while offering deep analytical potentials for those willing explore its depths

How to use the dataset

• Student Demographic Analysis: You can use this dataset to understand the demographic distribution of students across universities. This involves analyzing information related to age, nationality, and gender among others. For example, you might want to find out which university has the highest number of international students or what is the gender ratio in a specific course of study.

• Analysis on Courses & Faculties: Data from this dataset can be used for insightful exploration into various courses and faculties offered by different universities. You may want to investigate questions like What is the most popular course?or Which university has a larger faculty for science stream?.

• University Comparison: The data allows for comparison between different universities based on their student population, diversity, departments/faculties and courses being offered etc.. In doing so, you could discern trends or patterns linked with university ranking and location that may play role in student enrollment decisions.

• Tracking Enrollment Trends: By examining factors such as year of enrollment and course selections over time, it becomes possible to track trends within each school's student body population or wider academic field at large scale over multiple years; potentially even predicting future movements.

• The dataset also provides excellent resources for machine learning applications such as predictive models for student academic performance or building recommender systems capable off suggesting best suited unversities or courses based on individual characterstics.

• This data set can also aid administrative decision making processes around things like budget allocation (based on number of students per faculty), policy changes related with improving diversity within campus etc., providing valuable quantitative backing towards making such important decisions.

Remember that while using this dataset correctly respecting privacy norms is paramount given sensitive nature involved with personal details included here; always adhere...

In 2022, about **** million male students were enrolled in degree-granting postsecondary institutions as undergraduates. This is compared to **** million female undergraduate students who were enrolled in that same year. By 2031, these figures are projected to increase to **** million and *** million respectively.

Data from the Ministry of Colleges and Universities' College Enrolment Statistical Reporting system. Provides aggregated key enrolment data for college students, such as: * Fall term headcount enrolment by campus, credential pursued and level of study * Fall term headcount enrolment by program and Classification of Instructional Program * Fall term headcount enrolment by student status in Canada and country of citizenship by institution * Fall term headcount enrolment by student demographics (e.g., gender, age, first language) To protect privacy, numbers are suppressed in categories with less than 10 students. ## Related * College enrolments - 1996 to 2011 * University enrolment * Enrolment by grade in secondary schools * School enrolment by gender * Second language course enrolment * Course enrolment in secondary schools * Enrolment by grade in elementary schools

In an impressive increase from years past, 40.1 percent of women in the United States had completed four years or more of college in 2024. This figure is up from 3.8 percent of women in 1940. A significant increase can also be seen in males, with 37.1 percent of the U.S. male population having completed four years or more of college in 2024, 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.

Key demographics of the first-year college students’ who were included, and excluded, from the roommate analysis.

mean ± SD (standard deviation).Effect size: Cramer's V for chi-square test.**Numbers may not add up due to missing data for selected variables.Demographic and lifestyle characteristics of college students according to county.

In the 6 years to July 2021, the number and percentage of White undergraduate entrants went down – they went up for all other ethnic groups.

This dataset, titled "Global College Statistics Dataset", is a synthetic dataset designed to provide a comprehensive overview of academic and demographic data across 50,000 records. It includes key features such as college IDs (e.g., "College 1" to "College 100"), countries, total students, male and female student counts, CGPA, annual family income, academic branches, sports participation, research papers published, placement rates, and faculty counts. The dataset reflects simulated correlations, such as higher family income influencing CGPA and research output impacting placement rates. Created for analytical purposes, this synthetic dataset offers valuable insights into global education trends, student demographics, and institutional performance in a controlled and reproducible environment.

This dataset provides data on the number of students enrolled in public colleges and universities in Qatar, categorized by nationality, country of origin, and gender. The dataset includes students from the Gulf Cooperation Council (G.C.C.) countries, such as Qatar, the United Arab Emirates, Bahrain, Kuwait, Saudi Arabia, and Oman, as well as students from other Arab countries, such as Iraq. This dataset helps in understanding the distribution of students from different countries and genders in Qatar’s higher education institutions.

This dataset offers a comprehensive overview of student enrollment across various academic programs, integrating a wide range of variables related to personal demographics, academic performance, and macroeconomic indicators. It includes attributes such as marital status, application mode, and age at enrollment, providing valuable insights into student diversity and application preferences.

The dataset further explores educational backgrounds, encompassing prior academic qualifications and parental education levels, which may influence students’ academic trajectories. Additional features such as attendance preferences, nationality, and special needs status contribute to a nuanced understanding of the student population.

Academic data is detailed through curricular units from both the first and second semesters, capturing information on credits, evaluation outcomes, approvals, and grades. Moreover, the inclusion of economic indicators—such as the unemployment rate, inflation rate, and GDP—enables analysis of potential correlations between economic conditions and educational outcomes.

A key component of the dataset is the 'Target' variable, which serves as the focal point for predictive modeling or classification tasks. This label may represent student success, dropout risk, or another critical educational outcome, offering significant value for researchers and data analysts.

Overall, this dataset supports in-depth exploration of the multifaceted relationship between student attributes, academic performance, and broader socio-economic contexts.

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.

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US Community College Market Size 2025-2029

The US community college market size is forecast to increase by USD -7825.8 million, at a CAGR of -2.7% between 2024 and 2029.

The Community College market in the US is experiencing significant shifts driven by the growing emphasis on non-traditional learning and the evolving education marketing process. This trend is fueled by the increasing number of adults returning to education and the need for flexible learning options. However, community colleges face challenges in securing adequate funding, which may hinder their ability to meet the demands of an expanding student population. The education landscape is transforming, with community colleges playing a pivotal role in catering to the needs of non-traditional learners. The marketing process has become increasingly important as institutions compete for students in a crowded market.
Yet, reduced funding poses a significant challenge. Community colleges must navigate this financial obstacle by exploring innovative funding models and cost-effective solutions to maintain their competitiveness and continue providing accessible, affordable education. Adapting to these market dynamics and addressing funding constraints will be crucial for community colleges seeking to capitalize on opportunities and thrive in the evolving educational landscape.

What will be the size of the US Community College Market during the forecast period?

Explore in-depth regional segment analysis with market size data - historical 2019-2023 and forecasts 2025-2029 - in the full report.
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The community college market in the US is characterized by a shift towards hybrid learning and competency-based education, as resource management and curriculum mapping gain prominence. Student recruitment strategies are increasingly data-driven, with mobile learning and learning analytics playing crucial roles. Institutional advancement efforts include compliance regulations, capital campaigns, and board of trustees engagement. Budget allocation and information technology investments are key areas of focus for administrators, with technology infrastructure and program review shaping the future of education. Faculty governance, endowment management, and professional development are essential components of institutional success.
Skills gap analysis and blended learning are critical in addressing workforce needs, while accreditation standards ensure academic rigor. Personalized learning and alumni relations strengthen student engagement, and faculty recruitment and shared governance foster a collaborative learning environment.

How is this market segmented?

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

Revenue Stream

  Government funds
  Tuition and fees
  Grants and contracts
  Others


Courses

  Associate degree
  TVET certification
  Continuing education
  Bachelors degree


Student Type

  Traditional
  Non-Traditional
  Online
  Recent High School Graduates
  Adult Learners
  Career Changers


Delivery Mode

  On-Campus
  Online
  Hybrid


Subject Area

  STEM
  Healthcare
  Business
  Liberal Arts


Geography

  North America

    US

By Revenue Stream Insights

The government funds segment is estimated to witness significant growth during the forecast period.

Community colleges in the US receive the majority of their revenue from government funds, primarily from state, local, and central sources. These funds support various aspects of college operations, including instructor salaries, staff compensation, and infrastructure improvements. Thirty-two out of the fifty states in the US employ funding formulas to distribute resources to their respective colleges. Some states, such as Washington and Ohio, have adopted performance-based funding models to incentivize enrollment growth and expedite graduation rates. Educational technology plays a significant role in community colleges, with online learning platforms and classroom technology enhancing the learning experience. Dual enrollment programs enable high school students to earn college credits, while GED preparation courses help adults attain their diplomas.

Faculty development and program assessment ensure academic rigor and continuous improvement. International students contribute to campus diversity, with career services and student affairs providing support. Campus safety and accessibility compliance are essential considerations, as are technical skills training, workforce development, certificate programs, and continuing education. Transfer agreements facilitate seamless transitions to four-year institutions, while ESL programs cater to non-native English speakers. Associate degrees and bachelor's degrees

This dataset provides information on the number of students enrolled in public colleges and universities in Qatar, categorized by college and gender. It includes various colleges such as Education, Arts and Sciences, Sharia and Islamic Studies, Engineering, Business and Economics, and Law. This dataset helps in analyzing the distribution of male and female students across different academic disciplines in public higher education institutions in Qatar.

This large, international dataset contains survey responses from N = 12,570 students from 100 universities in 35 countries, collected in 21 languages. We measured anxieties (statistics, mathematics, test, trait, social interaction, performance, creativity, intolerance of uncertainty, and fear of negative evaluation), self-efficacy, persistence, and the cognitive reflection test, and collected demographics, previous mathematics grades, self-reported and official statistics grades, and statistics module details. Data reuse potential is broad, including testing links between anxieties and statistics/mathematics education factors, and examining instruments’ psychometric properties across different languages and contexts. Note that the pre-registration can be found here: https://osf.io/xs5wf

Having a secure sense of belonging at school supports students’ academic achievement and well-being. However, little research has examined how students’ personalities relate to their feelings of school belonging. We address this gap in the literature by leveraging data from a large sample of first-year college students (N = 4,753) from a diverse set of North American colleges and universities (N = 12). We found that both extraversion and agreeableness were positively associated with belonging, while neuroticism was negatively associated with belonging. In an exploratory analysis, we examined differences between large and small schools. Students who were more extraverted, less neurotic, and less open were more likely to attend large schools. Additionally, the association between extraversion and belonging was stronger for students at large schools. These findings advance our understanding of who comes to feel like they belong at college and how school context may influence these relationships. We emphasize the need for continued research on the relationship between personality and belonging. Additionally, we highlight the implications of these results for higher education institutions.

Undergraduate enrollment levels varied widely across the 13 countries in 2022 because population size, higher education accessibility, and national investment in universities were different across regions. Brazil was the largest contributor with 8.99 million undergraduates, reflecting its large population and expanding public university system. Indonesia, with 5.17 million students, was supported by demographic strength and increasing adoption of tertiary education among young adults. The United Kingdom had 1.73 million students, backed by a mature higher education sector and strong international student participation. Countries such as Australia, Sweden, and the Netherlands maintained sizable enrollment figures relative to their population, indicating strong educational infrastructure and high tertiary participation. In contrast, Iceland, Mexico, and the UAE reported lower numbers because their smaller populations, limited university capacity, and differing levels of higher education demand were major constraints. These patterns highlighted how demographics, economic development, and investment levels shaped each nation’s undergraduate student base.