This feature layer provides the educational attainment levels in the City of Tempe by census tract. The feature layer was created by clipping the ACS Educational Attainment Variables - Boundaries 2014-18, downloaded from Esri's Living Atlas, to the City of Tempe boundary layer.https://tempegov.maps.arcgis.com/home/item.html?id=84e3022a376e41feb4dd8addf25835a3

The Educational Services sector comprises 13 subsectors of the US economy, ranging from public schools to testing and educational support services. Primary, secondary and postsecondary schools alone generate 92.0% of the sector's revenue. Most of these institutions rely entirely on government funding, and nearly three-quarters of the educational services revenue comes from public schools and public universities. Accordingly, strong federal, state and local support for all levels of education has driven revenue upward over the past five years. Expanding discretionary budgets made private schools and higher education more affordable for students and parents, but the Trump administration's changing policies have brought new complications. Still, substantial funding and skyrocketing investment returns for private nonprofit universities have elevated revenue. Revenue has climbed at a CAGR of 4.6% to an estimated $2.7 trillion through the end of 2025, when revenue will rise by 1.1%. Solid state and local government funding for education has helped support the sector's success despite fluctuating enrollment. Faltering birth rates are leading to lower headcounts in K-12 schools, and ballooning student debt has made many would-be college students skeptical of the return on investment of an expensive degree. While student loan forgiveness efforts slowed a decline in the number of college students, the new presidential administration's end to these efforts has begun to exacerbate price-based and quality-based competition among higher education institutions. President Trump's scrutiny of course curricula has made public funds harder to acquire for schools, and the administration's efforts to close the Department of Education have begun to deter would-be students from attending college. Trends in the domestic economy are set to move in the Educational Services sector's favor over the next five years as prospective students become better able to pay for rising tuition rates and premium education options. Government funding for primary, secondary and postsecondary institutions will continue to escalate through the next period, though lackluster enrollment will temper revenue growth. Public schools, which account for over half the sector's revenue, will continue to post losses and drag down the average profit for educational services. New school choice initiatives, including Texas's new, largest-ever voucher program, will make private schools more affordable for parents. However, heightened oversight and continued efforts to close the Department of Education will remain a significant pain point for many educational services. Overall, revenue is set to climb at a CAGR of 0.8% to $2.8 trillion through the end of 2030.

Context

The World Bank is an international financial institution that provides loans to countries of the world for capital projects. The World Bank's stated goal is the reduction of poverty. Source: https://en.wikipedia.org/wiki/World_Bank

Content

This dataset combines key education statistics from a variety of sources to provide a look at global literacy, spending, and access.

For more information, see the World Bank website.

Fork this kernel to get started with this dataset.

Acknowledgements

https://bigquery.cloud.google.com/dataset/bigquery-public-data:world_bank_health_population

http://data.worldbank.org/data-catalog/ed-stats

https://cloud.google.com/bigquery/public-data/world-bank-education

Citation: The World Bank: Education Statistics

Dataset Source: World Bank. This dataset is publicly available for anyone to use under the following terms provided by the Dataset Source - http://www.data.gov/privacy-policy#data_policy - and is provided "AS IS" without any warranty, express or implied, from Google. Google disclaims all liability for any damages, direct or indirect, resulting from the use of the dataset.

Banner Photo by @till_indeman from Unplash.

Inspiration

Of total government spending, what percentage is spent on education?

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all : Access to education has improved, shown through increased attendance levels in early childhood, primary and secondary school in the Pacific region. Goal 4 highlights the need to focus on improving the quality and relevance of education and cognitive learning outcomes, since literacy and numeracy improvements have not made the expected gains for all. There is also a renewed focus on lifelong learning with early childhood care education and post-secondary education and training needing priority attention; The quality of educational facilities in some countries in the region, especially for girls and students with disabilities, is below standard.

Find more Pacific data on PDH.stat.

Graph and download economic data for Government current expenditures: Education (G160291A027NBEA) from 1959 to 2023 about expenditures, education, government, GDP, and USA.

This table contains data on the percent of population age 25 and up with a four-year college degree or higher for California, its regions, counties, county subdivisions, cities, towns, and census tracts. Greater educational attainment has been associated with health-promoting behaviors including consumption of fruits and vegetables and other aspects of healthy eating, engaging in regular physical activity, and refraining from excessive consumption of alcohol and from smoking. Completion of formal education (e.g., high school) is a key pathway to employment and access to healthier and higher paying jobs that can provide food, housing, transportation, health insurance, and other basic necessities for a healthy life. Education is linked with social and psychological factors, including sense of control, social standing and social support. These factors can improve health through reducing stress, influencing health-related behaviors and providing practical and emotional support. More information on the data table and a data dictionary can be found in the Data and Resources section. The educational attainment table is part of a series of indicators in the Healthy Communities Data and Indicators Project (HCI) of the Office of Health Equity. The goal of HCI is to enhance public health by providing data, a standardized set of statistical measures, and tools that a broad array of sectors can use for planning healthy communities and evaluating the impact of plans, projects, policy, and environmental changes on community health. The creation of healthy social, economic, and physical environments that promote healthy behaviors and healthy outcomes requires coordination and collaboration across multiple sectors, including transportation, housing, education, agriculture and others. Statistical metrics, or indicators, are needed to help local, regional, and state public health and partner agencies assess community environments and plan for healthy communities that optimize public health. More information on HCI can be found here: https://www.cdph.ca.gov/Programs/OHE/CDPH%20Document%20Library/Accessible%202%20CDPH_Healthy_Community_Indicators1pager5-16-12.pdf

The format of the educational attainment table is based on the standardized data format for all HCI indicators. As a result, this data table contains certain variables used in the HCI project (e.g., indicator ID, and indicator definition). Some of these variables may contain the same value for all observations.

US: School Enrollment: Preprimary: % Gross data was reported at 69.492 % in 2015. This records a decrease from the previous number of 69.917 % for 2014. US: School Enrollment: Preprimary: % Gross data is updated yearly, averaging 60.389 % from Dec 1971 (Median) to 2015, with 27 observations. The data reached an all-time high of 70.965 % in 1996 and a record low of 37.734 % in 1972. US: School Enrollment: Preprimary: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.; ; 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).

Dataset from Ministry of Education. For more information, visit https://data.gov.sg/datasets/d_3c55210de27fcccda2ed0c63fdd2b352/view

Historical Dataset of Early Education Center is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2002-2023),Total Classroom Teachers Trends Over Years (1997-2023),Student-Teacher Ratio Comparison Over Years (2002-2023),Asian Student Percentage Comparison Over Years (2007-2023),Hispanic Student Percentage Comparison Over Years (2006-2023),Black Student Percentage Comparison Over Years (2006-2023),White Student Percentage Comparison Over Years (2002-2023),Two or More Races Student Percentage Comparison Over Years (2012-2023),Diversity Score Comparison Over Years (2006-2023),Free Lunch Eligibility Comparison Over Years (2014-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2014-2023)

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.

CO: Children Out of School: Primary data was reported at 289,295.000 Person in 2022. This records an increase from the previous number of 274,954.000 Person for 2021. CO: Children Out of School: Primary data is updated yearly, averaging 195,829.000 Person from Dec 1982 (Median) to 2022, with 35 observations. The data reached an all-time high of 1,135,892.000 Person in 1989 and a record low of 0.000 Person in 2002. CO: Children Out of School: Primary data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Colombia – Table CO.World Bank.WDI: Social: Education Statistics. Children out of school are the number of primary-school-age children not enrolled in primary or secondary school.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Sum;

The United States education market reached a value of approximately USD 1.25 Trillion in 2024. The market is projected to grow at a CAGR of 4.30% between 2025 and 2034, reaching a value of nearly USD 1.90 Trillion by 2034.

CL: Current Education Expenditure: Total: % of Total Expenditure in Public Institutions data was reported at 94.539 % in 2021. This records a decrease from the previous number of 94.907 % for 2020. CL: Current Education Expenditure: Total: % of Total Expenditure in Public Institutions data is updated yearly, averaging 94.539 % from Dec 1999 (Median) to 2021, with 15 observations. The data reached an all-time high of 97.229 % in 2008 and a record low of 85.272 % in 2004. CL: Current Education Expenditure: Total: % of Total Expenditure in Public Institutions data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Chile – Table CL.World Bank.WDI: Social: Education Statistics. Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Median;

Adults with the highest education level - particularly with a postgraduate degree - had the greatest level of familiarity with ChatGPT, or ** percent having some knowledge. The program, developed by startup OpenAI, was of far less concern to those with high school degrees or lower education. When looking at respondents with a little knowledge of ChatGPT, the ******* are far less drastically different. It is quite likely that the considerable coverage of the ChatGPT topic in media had an impact, giving most people some awareness of the topic.

Section 3

Survey Instrument:

Section 4

Survey Instrument:

Section 10

Survey Instrument:

Section 11

Survey Instrument:

Section 6

Survey Instrument:

Section 8

Survey Instrument:

Section 9

Survey Instrument:

Documentation

Guide to Datasets:

Full Project Name: Turning a Shove into a Nudge? A “Labeled Cash Transfer” for Education

PIs: Najy Benhassine, Florencia Devoto, Esther Duflo, Pascaline Dupas, Victor Pouliquen

Unique ID: 183

Location: Marrakech-Tensift-Al Haouz, Meknès-Tafilalet, l’Oriental, Souss-Massa-Draa, and Tadla-Azilal, Morocco

Sample: Households with children of primary school age from 636 communities

Timeline: 2008-2010

Target Group: Parents Rural population Students

Outcome of Interest: Dropout and graduation Enrollment and attendance Student learning

Published Papers:

More Information: https://www.povertyactionlab.org/evaluation/cash-transfers-education-morocco

Section 5

Survey Instrument:

Section 2

Description and codebook for subset of harmonized variables:

Section 12

Survey Instrument:

Section 7

Survey Instruments:

Section 13

This dataset was created on 2021-10-06 20:33:29.716 by merging multiple datasets together. The source datasets for this version were:

Morocco CCT Education Baseline Household: “cct_baseline_an.dta”: baseline household survey data

Morocco CCT Education Child Math Test Results: “cct_aser_an.dta”: data from tests in mathematics administered to one child per household during the endline household survey.

Morocco CCT Education Dropout Rate Correction: “cct_correction_dropout_date_an.dta”: database created to input corrections to the school visit data about dropout dates. When dropout dates were not consistent between two visits, data were manually checked to determine which data was the most accurate.

Morocco CCT Education Household Awareness: “cct_knowledge_households_year1_an.dta”: data from the awareness survey administered to a subset of households in 2009.

Morocco CCT Education Household Weights: “cct_hh_weights_an.dta”: Database with sampling weights for household surveys.

Morocco CCT Education School Prelim: “cct_preliminary_survey_an”: data from the school-level survey conducted in preparation for the study in 2008.

Morocco CCT Education School Strata: “cct_stratum_an.dta”: database at the school sector level with the stratum used for the randomization.

Morocco CCT Education School Visits: “cct_school_visits_an.dta”: Data from the 7 school visits done between 2008 and 2010.

Morocco CCT Education Tayssir Admin: “cct_tayssir_admin_data_an.dta”: Dataset with information on students enrolled in the Tayssir program, including number of days of absence by month and amount of transfer received by month.

Morocco CCT Education Teacher Awareness 1: “cct_knowledge_teachers_year1_an.dta”: data from awareness survey administered to a subset of teachers in 2009.

Morocco CCT Education Teacher Awareness 2: “cct_knowledge_teachers_year2_an.dta”: data from awareness survey administered to subset of teachers in 2010.

Morocco CCT Education Endline Household, Part 1: “cct_endline_an.dta”: endline household survey data First third of variables (1/3)

Morocco CCT Education Endline Household, Part 2: “cct_endline_an.dta”: endline household survey data Second third of variables (2/3)

Morocco CCT Education Endline Household, Part 3: “cct_endline_an.dta”: endline household survey data Final third of variables (3/3)

This dataset provides detailed information on the number of public schools and their students in Qatar, categorized by municipality, level of education, and type of school (Boys, Girls, or Mixed). The data allows for analysis of trends in education across various regions, school types, and educational levels, offering insights into the distribution of students and schools by gender and education level.

This table contains figures on schools and educational institutions by type of education, ideological basis and school size. It concerns schools and educational institutions financed by the government. Figures for the adult education are left out of this table, because the number of institutions is not available.

Data available from: School-/academic year 1990/91

Status of the figures: The figures up to and including school-/academic year 2023/24 are final and the figures of school-/academic year 2024/25 are provisional.

Changes on 14 April 2025: The final figures of school-/academic year 2023/24 and the provisional figures of school-/academic year 2024/25 have been added.

When will new figures be published? In the second quarter of 2026 the provisional figures of school-/academic year 2024/25 will be replaced by final figures and the provisional figures of school-/academic year 2025/26 will be added in this publication.

Historical chart and dataset showing U.S. education spending by year from 1972 to 2020.

This dataset includes the attendance rate for public school students PK-12 by student group and by district during the 2022-2023 school year.

Student groups include:

Students experiencing homelessness Students with disabilities Students who qualify for free/reduced lunch English learners All high needs students Non-high needs students Students by race/ethnicity (Hispanic/Latino of any race, Black or African American, White, All other races)

Attendance rates are provided for each student group by district and for the state. Students who are considered high needs include students who are English language learners, who receive special education, or who qualify for free and reduced lunch.

When no attendance data is displayed in a cell, data have been suppressed to safeguard student confidentiality, or to ensure that statistics based on a very small sample size are not interpreted as equally representative as those based on a sufficiently larger sample size. For more information on CSDE data suppression policies, please visit http://edsight.ct.gov/relatedreports/BDCRE%20Data%20Suppression%20Rules.pdf.