In 2021, about 174.9 billion U.S. dollars were funded by the government for postsecondary education programs in the United States. A further 92.07 billion U.S. dollars were funded by the government for elementary and secondary education in that year.

Financial information of public and private elementary and secondary education expenditures, by direct source of funds and geography.

This statistic shows the average state and local higher education funding per full-time equivalent (FTE) student in the United States for the 2015/2016 academic year, by state. In the academic year 2015/2016, with ****** U.S. dollars per FTE student, Wyoming had the highest average state and local funding for higher education in the United States.

School funding allocations for 2024-25. - Explore Education Statistics data set School funding allocations for 2024-25 from School funding statistics

In most countries basic education is nowadays perceived not only as a right, but also as a duty – governments are typically expected to ensure access to basic education, while citizens are often required by law to attain education up to a certain basic level.1

This was not always the case: the advancement of these ideas began in the mid-19th century, when most of today’s industrialized countries started expanding primary education, mainly through public finances and government intervention. Data from this early period shows that government funds to finance the expansion of education came from a number of different sources, but taxes at the local level played a crucial role. The historical role of local funding for public schools is important to help us understand changes – or persistence – in regional inequalities.

The second half of the 20th century marked the beginning of education expansion as a global phenomenon. Available data shows that by 1990 government spending on education as a share of national income in many developing countries was already close to the average observed in developed countries.2

This global education expansion in the 20th century resulted in a historical reduction in education inequality across the globe: in the period 1960-2010 education inequality went down every year, for all age groups and in all world regions. Recent estimates of education inequality across age groups suggest that further reductions in schooling inequality are still to be expected within developing countries.3

Recent cross-country data from UNESCO tells us that the world is expanding government funding for education today, and these additional public funds for education are not necessarily at the expense of other government sectors. Yet behind these broad global trends, there is substantial cross-country – and cross-regional – heterogeneity. In high-income countries, for instance, households shoulder a larger share of education expenditures at higher education levels than at lower levels – but in low-income countries, this is not the case.

Following the agreement of the Millennium Development Goals, the first decade of the 21st century saw an important increase in international financial flows under the umbrella of development assistance. Recent estimates show that development assistance for education has stopped growing since 2010, with notable aggregate reductions in flows going to primary education. These changes in the prioritization of development assistance for education across levels and regions can have potentially large distributional effects, particularly within low-income countries that depend substantially on this source of funding for basic education.4

When analyzing correlates, determinants and consequences of education consumption, the macro data indicates that national expenditure on education does not explain well cross-country differences in learning outcomes. This suggests that for any given level of expenditure, the output achieved depends crucially on the mix of many inputs.

The Education Stabilization Fund (ESF), established under the Coronavirus Aid, Relief, and Economic Security (CARES) Act, allotted $30.75 billion to the U.S. Department of Education to award grants to State Educational Agencies (SEAs), Local Educational Agencies (LEAs), and Institutions of Higher Education (IHEs) in response to COVID-19. The ESF Public Transparency Portal aggregates data on the grants and the associated grant recipients to help clarify where the funds were sent and how they were spent.

This chart shows the distribution of initial funding for education in France in 2020, according to the source of funding. Thus, local authorities accounted for about ** percent of the funding of education in France.

This dataset and do file can be used to replicate analyses presented in "State Higher Education Funding During COVID-19: Lessons from Prior Recessions and Implications for Equity." The final analytic dataset comes from three publicly available data sources: the National Center for Education Statistics' Integrated Postsecondary Education Data System (https://nces.ed.gov/ipeds, cleaned and collapsed into enrollment-weighted state-level values), State Higher Education Executive Officers' Association State Higher Education Finance Dataset (https://shef.sheeo.org/data-downloads/), and the National Association of State Student Grant and Aid Programs (NASSGAP) annual survey (https://www.nassgapsurvey.com). Financial figures have been adjusted for inflation using the Consumer Price Index.

Abstract This article aims to estimate the impact of lower tax revenues on the funding of basic education, in the context of the economic impact of the COVID-19 pandemic. Three hypothetical scenarios of lowering tax revenues are estimated and analyzed, along with their effects on the investment in education in the states and municipalities, per-pupil and overall, using a methodology that combines data on tax revenues, mandatory allocation in education, and enrollment numbers. In the most optimistic scenario, the reduction of 7% in the net tax revenues would lead to a decrease in investment in basic education of more than R$ 16.6 billion. The monthly per-pupil expenditure, which in 2018 was R$ 460 on average, could drop between 4.1% and 26.9% depending on which scenario is considered. This probable reduction in revenues requires urgent measures to attenuate the deepening of educational inequalities, converging to the transference of federal funds to sub-national governments. Finally, we highlight the economic virtue of investing in education, when considering the capillarity of education, and its character of intensive investment in personnel.

This data shows the funding received by individual mainstream schools, both through their core budgets and through several other revenue grants.

Graph and download economic data for Federal grants-in-aid to state and local governments: Education (G170691A027NBEA) from 1959 to 2024 about grants, state & local, education, federal, government, GDP, and USA.

Federal funds distributed to school districts and other Local Education Agencies to respond to the COVID-19 pandemic.

Out of the OECD countries, Luxembourg was the country that spent the most on educational institutions per full-time student in 2020. On average, 23,000 U.S dollars were spent on primary education, nearly 27,000 U.S dollars on secondary education, and around 53,000 U.S dollars on tertiary education. The United States followed behind, with Norway in third. Meanwhile, the lowest spending was in Mexico.

This report analyses government funding for primary and secondary school education. This includes funding from federal, state and local governments for both private and public schools. The data for this report is sourced from the Australian Bureau of Statistics and is measured in billions of current dollars over financial years.

Stata commands and data to replicate Park's "Public Education Funding Cuts and Enrollment Shift to Private Schools: Evidence from the Great Recession" Abstract:This paper examines whether public school funding affects private school enrollment. To identify causal effects, we exploit the fact that states historically more reliant on state appropriations and those without a state income tax experienced larger K-12 funding cuts after the Great Recession. These fiscal characteristics provide plausibly exogenous variation in public school resources. We find that a $1,000 decrease in per-pupil funding increases private school enrollment by 0.48 to 0.57 percentage points. The effect is strongest among middle- and upper-middle-income households, suggesting that budget cuts to public education may exacerbate socioeconomic inequality in educational opportunities. Keywords: Private school, K-12 appropriations, Great Recession JEL Classification: H75, I21, I22, I28

It provides information on the number of scholarships and grants, number of trainees and beneficiaries as well as the amount thereof.