United States US: Educational Attainment: At Least Completed Primary: Population 25+ Years: Total: % Cumulative data was reported at 98.774 % in 2015. This records a decrease from the previous number of 98.793 % for 2014. United States US: Educational Attainment: At Least Completed Primary: Population 25+ Years: Total: % Cumulative data is updated yearly, averaging 98.677 % from Dec 1970 (Median) to 2015, with 13 observations. The data reached an all-time high of 98.867 % in 2013 and a record low of 94.500 % in 1970. United States US: Educational Attainment: At Least Completed Primary: Population 25+ Years: Total: % Cumulative 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. The percentage of population ages 25 and over that attained or completed primary education.; ; UNESCO Institute for Statistics; ;

Overall educational attainment measures the highest level of education attained by a given individual: for example, an individual counted in the percentage of the measured population with a master’s or professional degree can be assumed to also have a bachelor’s degree and a high school diploma, but they are not counted in the population percentages for those two categories. Overall educational attainment is the broadest education indicator available, providing information about the measured county population as a whole.

Only members of the population aged 25 and older are included in these educational attainment estimates, sourced from the U.S. Census Bureau American Community Survey (ACS).

Champaign County has high educational attainment: over 48 percent of the county's population aged 25 or older has a bachelor's degree or graduate or professional degree as their highest level of education. In comparison, the percentage of the population aged 25 or older in the United States and Illinois with a bachelor's degree in 2023 was 21.8% (+/-0.1) and 22.8% (+/-0.2), respectively. The population aged 25 or older in the U.S. and Illinois with a graduate or professional degree in 2022, respectively, was 14.3% (+/-0.1) and 15.5% (+/-0.2).

Educational attainment data was sourced from the U.S. Census Bureau’s American Community Survey 1-Year Estimates, which are released annually.

As with any datasets that are estimates rather than exact counts, it is important to take into account the margins of error (listed in the column beside each figure) when drawing conclusions from the data.

Due to the impact of the COVID-19 pandemic, instead of providing the standard 1-year data products, the Census Bureau released experimental estimates from the 1-year data in 2020. This includes a limited number of data tables for the nation, states, and the District of Columbia. The Census Bureau states that the 2020 ACS 1-year experimental tables use an experimental estimation methodology and should not be compared with other ACS data. For these reasons, and because data is not available for Champaign County, no data for 2020 is included in this Indicator.

For interested data users, the 2020 ACS 1-Year Experimental data release includes a dataset on Educational Attainment for the Population 25 Years and Over.

Sources: U.S. Census Bureau; American Community Survey, 2023 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (16 October 2024).; U.S. Census Bureau; American Community Survey, 2022 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (29 September 2023).; U.S. Census Bureau; American Community Survey, 2021 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (6 October 2022).; U.S. Census Bureau; American Community Survey, 2019 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2018 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2017 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018).; U.S. Census Bureau; American Community Survey, 2016 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018). U.S. Census Bureau; American Community Survey, 2015 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (19 September 2016).; U.S. Census Bureau; American Community Survey, 2014 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2013 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2012 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2011 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2010 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2009 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2008 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2007 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2006 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2005 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).

In 2020, in Mexico State, the dominant level of educational achievement was obtaining a middle school diploma, encompassing around **** percent of the population. Following closely behind were individuals who had completed high school, constituting approximately ** percent, as well as those who had finished elementary school.

This map shows the percentage of people age 25+ whose highest education level is some college. This is shown by state, county, and census tracts throughout the US. Zoom to any city to see the pattern there, or use one of the bookmarks to explore different areas.Some college education means that the individual has some college credits, but no degree. For more information from the Census Bureau, click here.The pop-up is configured to show the overall breakdown of educational attainment for the population 25+. The data shown is current-year American Community Survey (ACS) data from the US Census Bureau. The data is updated each year when the ACS releases its new 5-year estimates. For more information about the data, visit this page.To learn more about when the ACS releases data updates, click here.

In 2021, the District of Columbia had the most highly educated population in the United States, with **** percent of residents over the age of 25 having a Bachelor's degree or higher. Massachusetts followed closely behind, with **** percent of residents having completed a Bachelor's degree or higher. For the United States as a whole, this figure stood at **** percent of the population.

In 2023, there were *** institutions of higher education in the state of California. Of these *** institutions, *** were four-year institutions and *** were two-year institutions. California had the most higher education institutions of any state in that year.

United States US: Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: Female: % Cumulative data was reported at 11.989 % in 2015. This records an increase from the previous number of 11.617 % for 2014. United States US: Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: Female: % Cumulative data is updated yearly, averaging 11.617 % from Dec 2013 (Median) to 2015, with 3 observations. The data reached an all-time high of 11.989 % in 2015 and a record low of 11.208 % in 2013. United States US: Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: Female: % Cumulative 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. The percentage of population ages 25 and over that attained or completed Master's or equivalent.; ; UNESCO Institute for Statistics; ;

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: Female: % Gross data was reported at 68.891 % in 2015. This records a decrease from the previous number of 70.205 % for 2014. US: School Enrollment: Preprimary: Female: % Gross data is updated yearly, averaging 63.943 % from Dec 1981 (Median) to 2015, with 17 observations. The data reached an all-time high of 70.447 % in 1996 and a record low of 51.131 % in 1981. US: School Enrollment: Preprimary: Female: % 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).

This dataset shows the number of labour force by educational attainment for all states in Malaysia for year 1982 until 2021. The statistics is derived from Labour Force Survey (LFS) which is conducted every month using household approach. Labour force refers to those who during the reference week of LFS, are in the 15-64 years age group and who are either employed or unemployed. Educational attainment refers to the highest level in which a person has completed schooling or is currently attending school in a public or private educational institution that provides formal education and is categorised as follows: a. No formal education Refers to persons who have never attended school in any of the educational institutions that provide formal education. b. Primary Refers to those whose highest level of education attained is from Standard 1 to 6 or equivalent. c. Secondary Refers to those whose highest level of education attained is from Form 1 to 5 (including remove class), General Certificate of Education (GCE) O Level or equivalent. This includes basic skill programmes in specific trades and technical skills institutions whereby the training period is at least six months. d. Tertiary Refers to those whose highest level of education is above Form 5. W.P. Labuan is gazetted as a Federal Territory in 1984 while W.P. Putrajaya is gazetted as a Federal Territory in 2001. The statistics for W.P. Putrajaya for 2001-2010 is treated as part of Selangor. Statistics for W.P. Putrajaya is available separately since 2011 onwards. LFS was not conducted during the years 1991 and 1994.

This layer shows education level for adults (25+) by race by sex. This is shown by tract, county, and state boundaries. This service is updated annually to contain the most currently released American Community Survey (ACS) 5-year data, and contains estimates and margins of error. There are also additional calculated attributes related to this topic, which can be mapped or used within analysis. This layer is symbolized to show the percent of adults age 25+ who have a bachelor's degree or higher as their highest education level. To see the full list of attributes available in this service, go to the "Data" tab, and choose "Fields" at the top right. Current Vintage: 2019-2023ACS Table(s): B15002, C15002B, C15002C, C15002D, C15002E, C15002F, C15002G, C15002H, C15002I (Not all lines of these ACS tables are available in this layer.)Data downloaded from: Census Bureau's API for American Community Survey Date of API call: December 12, 2024National Figures: data.census.govThe United States Census Bureau's American Community Survey (ACS):About the SurveyGeography & ACSTechnical DocumentationNews & UpdatesThis ready-to-use layer can be used within ArcGIS Pro, ArcGIS Online, its configurable apps, dashboards, Story Maps, custom apps, and mobile apps. Data can also be exported for offline workflows. For more information about ACS layers, visit the FAQ. Please cite the Census and ACS when using this data.Data Note from the Census:Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is represented through the use of a margin of error. The value shown here is the 90 percent margin of error. The margin of error can be interpreted as providing a 90 percent probability that the interval defined by the estimate minus the margin of error and the estimate plus the margin of error (the lower and upper confidence bounds) contains the true value. In addition to sampling variability, the ACS estimates are subject to nonsampling error (for a discussion of nonsampling variability, see Accuracy of the Data). The effect of nonsampling error is not represented in these tables.Data Processing Notes:This layer is updated automatically when the most current vintage of ACS data is released each year, usually in December. The layer always contains the latest available ACS 5-year estimates. It is updated annually within days of the Census Bureau's release schedule. Click here to learn more about ACS data releases.Boundaries come from the US Census TIGER geodatabases, specifically, the National Sub-State Geography Database (named tlgdb_(year)_a_us_substategeo.gdb). Boundaries are updated at the same time as the data updates (annually), and the boundary vintage appropriately matches the data vintage as specified by the Census. These are Census boundaries with water and/or coastlines erased for cartographic and mapping purposes. For census tracts, the water cutouts are derived from a subset of the 2020 Areal Hydrography boundaries offered by TIGER. Water bodies and rivers which are 50 million square meters or larger (mid to large sized water bodies) are erased from the tract level boundaries, as well as additional important features. For state and county boundaries, the water and coastlines are derived from the coastlines of the 2020 500k TIGER Cartographic Boundary Shapefiles. These are erased to more accurately portray the coastlines and Great Lakes. The original AWATER and ALAND fields are still available as attributes within the data table (units are square meters). The States layer contains 52 records - all US states, Washington D.C., and Puerto RicoCensus tracts with no population that occur in areas of water, such as oceans, are removed from this data service (Census Tracts beginning with 99).Percentages and derived counts, and associated margins of error, are calculated values (that can be identified by the "_calc_" stub in the field name), and abide by the specifications defined by the American Community Survey.Field alias names were created based on the Table Shells file available from the American Community Survey Summary File Documentation page.Negative values (e.g., -4444...) have been set to null, with the exception of -5555... which has been set to zero. These negative values exist in the raw API data to indicate the following situations:The margin of error column indicates that either no sample observations or too few sample observations were available to compute a standard error and thus the margin of error. A statistical test is not appropriate.Either no sample observations or too few sample observations were available to compute an estimate, or a ratio of medians cannot be calculated because one or both of the median estimates falls in the lowest interval or upper interval of an open-ended distribution.The median falls in the lowest interval of an open-ended distribution, or in the upper interval of an open-ended distribution. A statistical test is not appropriate.The estimate is controlled. A statistical test for sampling variability is not appropriate.The data for this geographic area cannot be displayed because the number of sample cases is too small.

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.

United States US: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Male: % Cumulative data was reported at 32.313 % in 2015. This records an increase from the previous number of 31.906 % for 2014. United States US: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Male: % Cumulative data is updated yearly, averaging 31.953 % from Dec 2013 (Median) to 2015, with 3 observations. The data reached an all-time high of 32.313 % in 2015 and a record low of 31.906 % in 2014. United States US: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Male: % Cumulative 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. The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.; ; UNESCO Institute for Statistics; ;

This data set shows the number of employed persons by educational attainment for all states in Malaysia. The statistics is derived from Labour Force Survey (LFS) which is conducted every month using household approach.

Employed persons are those between the working age of 15-64 years old who at any time during the reference week of LFS had worked at least one hour for pay, profit or family gain (as an employer, employee, own-account worker or unpaid family worker).

Educational attainment refers to the highest level in which a person has completed schooling or is currently attending school in a public or private educational institution that provides formal education and is categorised as follows:

a. No formal education Refers to persons who have never attended school in any of the educational institutions that provide formal education.

b. Primary Refers to those whose highest level of education attained is from Standard 1 to 6 or equivalent.

c. Secondary Refers to those whose highest level of education attained is from Form 1 to 5 (including remove class), General Certificate of Education (GCE) O Level or equivalent. This includes basic skill programmes in specific trades and technical skills institutions whereby the training period is at least six months.

d. Tertiary Refers to those whose highest level of education is above Form 5.

W.P. Labuan is gazzeted as a Federal Territory in 1984 while W.P. Putrajaya is gazzeted as a Federal Territory in 2001. The statistics for W.P. Putrajaya for 2001-2010 is treated as part of Selangor. Statistics for W.P. Putrajaya is available separately since 2011 onwards.

LFS was not conducted during the years 1991 and 1994.

United States US: Educational Attainment: Doctoral or Equivalent: Population 25+ Years: Total: % Cumulative data was reported at 1.701 % in 2015. This records a decrease from the previous number of 1.769 % for 2014. United States US: Educational Attainment: Doctoral or Equivalent: Population 25+ Years: Total: % Cumulative data is updated yearly, averaging 1.701 % from Dec 2013 (Median) to 2015, with 3 observations. The data reached an all-time high of 1.769 % in 2014 and a record low of 1.677 % in 2013. United States US: Educational Attainment: Doctoral or Equivalent: Population 25+ Years: Total: % Cumulative 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. The percentage of population ages 25 and over that attained or completed Doctoral or equivalent.; ; UNESCO Institute for Statistics; ;

Graph and download economic data for Average Hourly Earnings of All Employees: Education and Health Services: Private Education and Health Services in California (SMU06000006500000003) from Jan 2007 to Apr 2025 about health, earnings, hours, education, CA, services, employment, and USA.

Graph and download economic data for All Employees, State Government Education (CEU9092161101) from Jan 1955 to Jun 2025 about establishment survey, education, government, employment, and USA.

This graph shows the percentages of students in special education in the United States in 2011, by state. Rhode Island was the state with the most students in special education in 2011 with a participation rate of 18.4%.

Includes data files and supplemental information. Supplemental information includes a reproducible RMarkdown file, an Excel sheet with metadata, and complete webpage files. Please note that CCD nonfiscal documentation files have been downloaded manually.From the Common Core of Data website:The Common Core of Data (CCD) is the Department of Education's primary database on public elementary and secondary education in the United States. CCD is a comprehensive, annual, national database of all public elementary and secondary schools and school districts.Information on the Common Core of Data (CCD)The primary purpose of the CCD is to provide basic information on public elementary and secondary schools, local education agencies (LEAs), and state education agencies (SEAs) for each state, the District of Columbia, and the outlying territories with a U.S. relationship. CCD is composed of two components: Nonfiscal CCD and Fiscal CCD.

The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what students in the United States know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, United States history, and beginning in 2014, in Technology and Engineering Literacy (TEL). Since NAEP assessments are administered uniformly using the same sets of test booklets across the United States, NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time and for teachers, principals, parents, policymakers, and researchers to use NAEP results to assess progress and develop ways to improve education in the United States. There are two types of assessments: main NAEP and long-term trend NAEP. Main NAEP is administered to fourth-, eighth-, and twelfth-graders across the United States in a variety of subjects. The Main NAEP is conducted between the last week of January and the first week in March every year. National results are available for all assessments and subjects. Results for states and select urban districts are available in some subjects for grades 4 and 8. The Trial Urban District Assessment (TUDA) is a special project developed to determine the feasibility of reporting district-level NAEP results for large urban districts. In 2009 a trial state assessment was administered at grade 12. Long-term trend NAEP is administered nationally every four years. During the same academic year, 13-year olds are assessed in the fall, 9-year olds in the winter, and 17-year olds in the spring. Long-term trend assessments measure student performance in mathematics and reading, and allow the performance of students from recent time periods to be compared with students since the early 1970s. The 1997 and 2008 NAEP arts assessments were part of the Main NAEP Assessments. The NAEP 1997 Arts Assessment was conducted nationally at grade 8. For music and visual arts, representative samples of public and nonpublic school students were assessed. A special "targeted" sample of students took the theatre assessment. Schools offering at least 44 classroom hours of a theatre course per semester, and offering courses including more than the history or literature of theatre, were identified. Students attending those schools who had accumulated 30 hours of theatre classes by the end of the 1996-97 school year were selected to take the theatre assessment. The NAEP 2008 Arts Assessment was administered to a nationally representative sample of 7,900 eighth-grade public and private school students. Approximately one-half of these students were assessed in music, and the other half were assessed in visual arts. The music portion of the assessment measured students' ability to respond to music in various ways. Students were asked to analyze and describe aspects of music they heard, critique instrumental and vocal performances, and demonstrate their knowledge of standard musical notation and music's role in society. The visual arts portion of the assessment included questions that measured students' ability to respond to art as well as questions that measured their ability to create art. Responding questions asked students to analyze and describe works of art and design. For example, students were asked to describe specific differences in how certain parts of an artist's self-portrait were drawn. Creating questions required students to create works of art and design of their own. For example, students were asked to create a self-portrait that was scored for identifying detail, compositional elements, and use of materials. In addition, NAEP has a number of special studies that are conducted periodically. These include research and development efforts such as the High School Transcript Study and the National Indian Education Study. More information on these special studies is available on the NAEP Web site.