In 2024, about four percent of the people with a Bachelor's degree or higher were living below the poverty line in the United States. This is far below the poverty rate of those without a high school diploma, which was 23.1 percent that year.

The 2020-2021 School Neighborhood Poverty Estimates are based on school locations from the 2020-2021 Common Core of Data (CCD) school file and income data from families with children ages 5 to 18 in the U.S. Census Bureau’s 2017-2021 American Community Survey (ACS) 5-year collection. The ACS is a continuous household survey that collects social, demographic, economic, and housing information from the population in the United States each month. The Census Bureau calculates the income-to-poverty ratio (IPR) based on money income reported for families relative to the poverty thresholds, which are determined based on the family size and structure. Noncash benefits (such as food stamps and housing subsidies) are excluded, as are capital gains and losses. The IPR is the percentage of family income that is above or below the federal poverty level. The IPR indicator ranges from 0 to a top-coded value of 999. A family with income at the poverty threshold has an IPR value of 100. The estimates in this file reflect the IPR for the neighborhoods around schools which may be different from the neighborhood conditions of students enrolled in schools.Collections are available for the following years: School Neighborhood Poverty Estimates, 2020-2021School Neighborhood Poverty Estimates, 2019-2020 School Neighborhood Poverty Estimates, 2018-2019 School Neighborhood Poverty Estimates, 2017-2018 School Neighborhood Poverty Estimates, 2016-2017 School Neighborhood Poverty Estimates, 2015-2016 All information contained in this file is in the public _domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

Will all children be able to read by 2030? The ability to read with comprehension is a foundational skill that every education system around the world strives to impart by late in primary school—generally by age 10. Moreover, attaining the ambitious Sustainable Development Goals (SDGs) in education requires first achieving this basic building block, and so does improving countries’ Human Capital Index scores. Yet past evidence from many low- and middle-income countries has shown that many children are not learning to read with comprehension in primary school. To understand the global picture better, we have worked with the UNESCO Institute for Statistics (UIS) to assemble a new dataset with the most comprehensive measures of this foundational skill yet developed, by linking together data from credible cross-national and national assessments of reading. This dataset covers 115 countries, accounting for 81% of children worldwide and 79% of children in low- and middle-income countries. The new data allow us to estimate the reading proficiency of late-primary-age children, and we also provide what are among the first estimates (and the most comprehensive, for low- and middle-income countries) of the historical rate of progress in improving reading proficiency globally (for the 2000-17 period). The results show that 53% of all children in low- and middle-income countries cannot read age-appropriate material by age 10, and that at current rates of improvement, this “learning poverty” rate will have fallen only to 43% by 2030. Indeed, we find that the goal of all children reading by 2030 will be attainable only with historically unprecedented progress. The high rate of “learning poverty” and slow progress in low- and middle-income countries is an early warning that all the ambitious SDG targets in education (and likely of social progress) are at risk. Based on this evidence, we suggest a new medium-term target to guide the World Bank’s work in low- and middle- income countries: cut learning poverty by at least half by 2030. This target, together with improved measurement of learning, can be as an evidence-based tool to accelerate progress to get all children reading by age 10.

For further details, please refer to https://thedocs.worldbank.org/en/doc/e52f55322528903b27f1b7e61238e416-0200022022/original/Learning-poverty-report-2022-06-21-final-V7-0-conferenceEdition.pdf

The U.S. Census Bureau's Small Area Income and Poverty Estimates (SAIPE) program provides annual estimates of income and poverty statistics for all school districts, counties, and states. The main objective of this program is to provide estimates of income and poverty for the administration of federal programs and the allocation of federal funds to local jurisdictions. In addition to these federal programs, state and local programs use the income and poverty estimates for distributing funds and managing programs. In order to implement provisions under Title I of the Elementary and Secondary Education Act as amended, we produce total population, number of children ages 5 to 17, and number of related children ages 5 to 17 in families in poverty estimates for school districts.

Finland - At Risk of Poverty-rate: Tertiary education (levels 5-8) was 5.10% in December of 2024, according to the EUROSTAT. Trading Economics provides the current actual value, an historical data chart and related indicators for Finland - At Risk of Poverty-rate: Tertiary education (levels 5-8) - last updated from the EUROSTAT on October of 2025. Historically, Finland - At Risk of Poverty-rate: Tertiary education (levels 5-8) reached a record high of 5.40% in December of 2020 and a record low of 4.40% in December of 2012.

During the observed period, the level of extreme poverty has increased in all groups mentioned. However, the group most at risk of extreme poverty in Poland were people with**************** education in 2024.

This statistic shows the percentage of the population aged 25 and over that live in households in poverty, as distinguished by their education level and household type. 47 percent of female householders with related children under the age of 18 who had never graduated from high school were living in poverty as of 2018.

Socioeconomic indicators like the poverty rate, population change, unemployment rate, and education levels vary across the nation. ERS has compiled the latest data on these measures into a mapping and data display/download application that allows users to identify and compare States and counties on these indicators.This record was taken from the USDA Enterprise Data Inventory that feeds into the https://data.gov catalog. Data for this record includes the following resources: Poverty Population Unemployment Education Web page with links to Excel files For complete information, please visit https://data.gov.

The educational level was directly related to the incidence of poverty in Angola from March 2018 to February 2019. Among people with no education, 56.5 percent lived with a level of consumption below the poverty line. Among individuals with primary education, the rate amounted to 54.9 percent. Even though the poverty incidence amid people with a higher education was the lowest, 17.3 percent of people with an upper secondary education or more was living above the poverty line. In December 2018, the total poverty line in Angola was estimated at roughly 12.2 thousand Kwanzas (approximately 22 U.S. dollars).

The 2018-2019 School Neighborhood Poverty Estimates are based on school locations from the 2018-2019 Common Core of Data (CCD) school file and income data from families with children ages 5 to 17 in the U.S. Census Bureau’s 2015-2019 American Community Survey (ACS) 5-year collection. The ACS is a continuous household survey that collects social, demographic, economic, and housing information from the population in the United States each month. The Census Bureau calculates the income-to-poverty ratio (IPR) based on money income reported for families relative to the poverty thresholds, which are determined based on the family size and structure. Noncash benefits (such as food stamps and housing subsidies) are excluded, as are capital gains and losses. The IPR is the percentage of family income that is above or below the federal poverty level. The IPR indicator ranges from 0 to a top-coded value of 999. A family with income at the poverty threshold has an IPR value of 100. The estimates in this file reflect the IPR for the neighborhoods around schools which may be different from the neighborhood conditions of students enrolled in schools.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

As of 2021, approximately *** percent of the Indian population was multidimensionally poor and deprived in years of schooling. This reflected a lower percentage of population living in multidimensional poverty and deprivation of years of schooling in India. According to the source, a multidimensional poor individual is deprived in one-third or more of ten indicators across three equally weighted dimensions: health, education, and standard of living. Years of schooling and school attendance are the two indicators of the education dimension.

France - At Risk of Poverty-rate: Tertiary education (levels 5-8) was 7.00% in December of 2024, according to the EUROSTAT. Trading Economics provides the current actual value, an historical data chart and related indicators for France - At Risk of Poverty-rate: Tertiary education (levels 5-8) - last updated from the EUROSTAT on December of 2025. Historically, France - At Risk of Poverty-rate: Tertiary education (levels 5-8) reached a record high of 7.40% in December of 2020 and a record low of 5.90% in December of 2018.

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?

The predecessor data, CHILDREN_POVERTY_2011_USCB_IN.SHP is a polygon shapefile of 2011 unified school districts in Indiana. It also contains 2011 census data showing percentages of children in poverty for each school district for the state of Indiana. Poverty data were provided by personnel of the Indiana Business Research Center (Rachel Strange, Geodemographic Analyst, Managing Editor, IBRC), which were obtained from the Web page of the U. S. Department of Commerce, U. S. Census Bureau, titled "Small Area Income and Poverty Estimates," http://www.census.gov/did/www/saipe/data/interactive/#. Discussion of these data, which are estimates produced under the Census Bureau's Small Area Income and Poverty Estimates (SAIPE) program, are provided at http://www.census.gov/did/www/saipe/about/index.html.The following is excerpted from an Adobe Acrobat PDF document named "TGRSHP2011_TECHDOC.PDF (U.S. Census Bureau) and also from the Web page of the SAIPE program:"School Districts are single-purpose administrative units within which local officials provide public educational services for the area's residents. The Census Bureau obtains school district boundaries, names, local education agency codes, grade ranges, and school district levels biennially from state school officials. The Census Bureau collects this information for the primary purpose of providing the U.S. Department of Education with annual estimates of the number of children in poverty within each school district, county, and state. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to states and school districts."The 2011 TIGER/Line Shapefiles include separate shapefiles for elementary, secondary, and unified school districts. The 2011 shapefiles contain information from the 2009-2010 school year. The 2009-2010 school districts represent districts in operation as of January 1, 2010."The elementary school districts provide education to the lower grade/age levels and the secondary school districts provide education to the upper grade/age levels. The unified school districts are districts that provide education to children of all school ages. In general, where there is a unified school district, no elementary or secondary school district exists (see exceptions described below), and where there is an elementary school district the secondary school district may or may not exist (see explanation below)."The U.S. Census Bureau's Small Area Income and Poverty Estimates (SAIPE) program provides annual estimates of income and poverty statistics for all school districts, counties, and states. The main objective of this program is to provide estimates of income and poverty for the administration of federal programs and the allocation of federal funds to local jurisdictions. In addition to these federal programs, state and local programs use the income and poverty estimates for distributing funds and managing programs."The SAIPE program produces the following county and state estimates: Total number of people in poverty. Number of children under age 5 in poverty (for states only). Number of related children ages 5 to 17 in families in poverty. Number of children under age 18 in poverty. Median household income."

Dataset replaced by: http://data.europa.eu/euodp/data/dataset/7lCxY0628A2QHXhMTo3ccQ This indicator is defined as the share of persons with an equivalised disposable income below the risk-of-poverty threshold, which is set at 60 % of the national median equivalised disposable income (after social transfers).

The 2015-2016 School Neighborhood Poverty Estimates are based on school locations from the 2015-2016 Common Core of Data (CCD) school file and income data from families with children ages 5 to 18 in the U.S. Census Bureau’s 2012-2016 American Community Survey (ACS) 5-year collection. The ACS is a continuous household survey that collects social, demographic, economic, and housing information from the population in the United States each month. The Census Bureau calculates the income-to-poverty ratio (IPR) based on money income reported for families relative to the poverty thresholds, which are determined based on the family size and structure. Noncash benefits (such as food stamps and housing subsidies) are excluded, as are capital gains and losses. The IPR is the percentage of family income that is above or below the federal poverty level. The IPR indicator ranges from 0 to a top-coded value of 999. A family with income at the poverty threshold has an IPR value of 100. The estimates in this file reflect the IPR for the neighborhoods around schools which may be different from the neighborhood conditions of students enrolled in schools.

The files in the data directory contain estimates of population and poverty.

The school districts for which we have estimates were 
identified in the **2022 school district mapping survey**,
which asked about all school districts as of January 1, 2023 and 
used school district boundaries for the 2021-2022 school year.

The 2022 estimates are consistent with the population controls and 
income concepts used in the American Community Survey single-year 
estimates.  

There is one file for each of the states, the District of Columbia, and 
the entire United States. Each file contains the FIPS state code, 
Department of Education Common Core of Data (CCD) ID numbers, District names, 
the total population, population of school-age children, and estimated 
number of school-age children in poverty related to the head of the household.

CHILDREN_POVERTY_2013_USCB_IN.SHP is a polygon shapefile showing 2013 census data showing percentages of children in poverty for each 2013-2014 school district within Indiana. Poverty data were provided by personnel of the Indiana Business Research Center (Rachel Strange, Geodemographic Analyst, Managing Editor, IBRC), which were obtained from the Web page of the U. S. Department of Commerce, U. S. Census Bureau, titled "Small Area Income and Poverty Estimates," http://www.census.gov/did/www/saipe/data/interactive/#. Discussion of these data, which are estimates produced under the Census Bureau's Small Area Income and Poverty Estimates (SAIPE) program, are provided at http://www.census.gov/did/www/saipe/about/index.html. The following is excerpted from metata of the U.S. Census Bureau (2013-2014 School Districts) and also from the Web page of the SAIPE program ( http://www.census.gov/did/www/saipe/downloads/sd13/README.txt ) : "School Districts are single-purpose administrative units within which local officials provide public educational services for the area's residents. The Census Bureau obtains school district boundaries, names, local education agency codes, grade ranges, and school district levels biennially from state school officials. The Census Bureau collects this information for the primary purpose of providing the U.S. Department of Education with annual estimates of the number of children in poverty within each school district, county, and state. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to states and school districts. "The 2014 TIGER/Line Shapefiles include separate shapefiles for elementary, secondary, and unified school districts. The 2014 shapefiles contain information from the 2013-2014 school year. The 2013-2014 school districts represent districts in operation as of January 1, 2014. "The elementary school districts provide education to the lower grade/age levels and the secondary school districts provide education to the upper grade/age levels. The unified school districts are districts that provide education to children of all school ages. In general, where there is a unified school district, no elementary or secondary school district exists (see exceptions described below), and where there is an elementary school district the secondary school district may or may not exist (see explanation below). "The U.S. Census Bureau's Small Area Income and Poverty Estimates (SAIPE) program provides annual estimates of income and poverty statistics for all school districts, counties, and states. The main objective of this program is to provide estimates of income and poverty for the administration of federal programs and the allocation of federal funds to local jurisdictions. In addition to these federal programs, state and local programs use the income and poverty estimates for distributing funds and managing programs. "The SAIPE program produces the following county and state estimates: Total number of people in poverty. Number of childer under age 5 in poevery (for states only). â¢number of related children ages 5 to 17 in families in poverty. Number of children under age 18 in poverty. Median household income."

The 2016-2017 School Neighborhood Poverty Estimates are based on school locations from the 2016-2017 Common Core of Data (CCD) school file and income data from families with children ages 5 to 17 in the U.S. Census Bureau’s 2013-2017 American Community Survey (ACS) 5-year collection. The ACS is a continuous household survey that collects social, demographic, economic, and housing information from the population in the United States each month. The Census Bureau calculates the income-to-poverty ratio (IPR) based on money income reported for families relative to the poverty thresholds, which are determined based on the family size and structure. Noncash benefits (such as food stamps and housing subsidies) are excluded, as are capital gains and losses. The IPR is the percentage of family income that is above or below the federal poverty level. The IPR indicator ranges from 0 to a top-coded value of 999. A family with income at the poverty threshold has an IPR value of 100. The estimates in this file reflect the IPR for the neighborhoods around schools which may be different from the neighborhood conditions of students enrolled in schools.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.