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.

Students from the Chinese ethnic group had the highest entry rate into higher education in every year from 2006 to 2024.

In 2029, the projected number of White high school students enrolled in four-year colleges in the United States was around *********, a decrease when compared to ********* in 2019. For Hispanic high school students, however, the projected number of those enrolled in college in 2029 was approximately *******, an increase from ******* in 2019.

36.1% of white undergraduate students got a first class degree in the 2021 to 2022 academic year, compared with 17.3% of black students.

In 2021, about 20.6 percent of postsecondary students in the United States were Hispanic. This is a slight increase from 20.3 percent in the previous year. In that same year, White students made up more than half of postsecondary students, at 53.4 percent.

This dataset contains the total annual unduplicated enrollment headcount and percentages by race and gender for undergraduate and graduate students at public community colleges and state universities in Massachusetts since 2014.

This dataset is 1 of 2 datasets that is also published in the interactive Annual Enrollment dashboard on the Department of Higher Education Data Center:

Public Postsecondary Annual Enrollment Public Postsecondary Annual Enrollment by Race and Gender

Related datasets: Public Postsecondary Fall Enrollment Public Postsecondary Fall Enrollment by Race and Gender

Notes: - Data appear as reported to the Massachusetts Department of Higher Education. - Annual enrollment refers to a 12 month enrollment period over one fiscal year (July 1 through June 30). - Figures published by DHE may differ slightly from figures published by other institutions and organizations due to differences in timing of publication, data definitions, and calculation logic. - Data for the University of Massachusetts are not included due to unique reporting requirements. See Fall Enrollment for HEIRS data on UMass enrollment. -The most common measure of enrollment is headcount of enrolled students. Annual headcount enrollment is unduplicated, meaning any individual student is only counted once per institution and fiscal year, even if they are enrolled in multiple terms. Enrollment can also be measured as full-time equivalent (FTE) students, a calculation based on the sum of credits carried by all enrolled students. In a fiscal year, 30 undergraduate credits = 1 undergraduate FTE, and 24 graduate credits = 1 graduate FTE at a state university.

Graph and download economic data for Consumer Unit Characteristics: Percent College by Race: Black or African American (CXU980310LB0905M) from 1984 to 2023 about consumer unit, African-American, tertiary schooling, education, percent, and USA.

This dataset contains the total first-year retention rates and counts (Fall to Fall) for new first-time, full-time, degree-seeking undergraduate students, disaggregated by race. It covers all public community colleges and state universities in Massachusetts, and the University of Massachusetts since 2013.

This dataset is 1 of 3 datasets that is also published in the interactive Retention of First-Time, Full-Time Students dashboard on the Department of Higher Education Data Center:

Public Postsecondary First Year Retention: Summary Public Postsecondary First Year Retention by Race Public Postsecondary First Year Retention by Gender

Definitions: - Retention is characterized when a new first-time, full-time student who was enrolled in their first Fall semester is again enrolled in their second Fall semester. - Adjusted Cohort Count: the number of first-year students in a cohort, excluding those who graduated within the first year. - Retained Any Institution is determined by finding students enrolled in the next Fall at other MA Public Institutions using Massachusetts Department of Higher Education data or elsewhere using NSC data. - Cohort identification: These are the Fall Term Credit Students, identified with a cohort when their current registration = New; their New Student Type = Degree-seeking; and enrollment is full-time with >= 12 credits.

Notes: - To comply with data privacy laws, student groups with cohort sizes <= 6 are suppressed. - Data appear as reported to the Massachusetts Department of Higher Education.

The University of Washington - Beyond High School (UW-BHS) project surveyed students in Washington State to examine factors impacting educational attainment and the transition to adulthood among high school seniors. The project began in 1999 in an effort to assess the impact of I-200 (the referendum that ended Affirmative Action) on minority enrollment in higher education in Washington. The research objectives of the project were: (1) to describe and explain differences in the transition from high school to college by race and ethnicity, socioeconomic origins, and other characteristics, (2) to evaluate the impact of the Washington State Achievers Program, and (3) to explore the implications of multiple race and ethnic identities. Following a successful pilot survey in the spring of 2000, the project eventually included baseline and one-year follow-up surveys (conducted in 2002, 2003, 2004, and 2005) of almost 10,000 high school seniors in five cohorts across several Washington school districts. The high school senior surveys included questions that explored students' educational aspirations and future career plans, as well as questions on family background, home life, perceptions of school and home environments, self-esteem, and participation in school related and non-school related activities. To supplement the 2000, 2002, and 2003 student surveys, parents of high school seniors were also queried to determine their expectations and aspirations for their child's education, as well as their own educational backgrounds and fields of employment. Parents were also asked to report any financial measures undertaken to prepare for their child's continued education, and whether the household received any form of financial assistance. In 2010, a ten-year follow-up with the 2000 senior cohort was conducted to assess educational, career, and familial outcomes. The ten year follow-up surveys collected information on educational attainment, early employment experiences, family and partnership, civic engagement, and health status. The baseline, parent, and follow-up surveys also collected detailed demographic information, including age, sex, ethnicity, language, religion, education level, employment, income, marital status, and parental status.

Report on Demographic Data in New York City Public Schools, 2020-21Enrollment counts are based on the November 13 Audited Register for 2020. Categories with total enrollment values of zero were omitted. Pre-K data includes students in 3-K. Data on students with disabilities, English language learners, and student poverty status are as of March 19, 2021. Due to missing demographic information in rare cases and suppression rules, demographic categories do not always add up to total enrollment and/or citywide totals. NYC DOE "Eligible for free or reduced-price lunch” counts are based on the number of students with families who have qualified for free or reduced-price lunch or are eligible for Human Resources Administration (HRA) benefits. English Language Arts and Math state assessment results for students in grade 9 are not available for inclusion in this report, as the spring 2020 exams did not take place. Spring 2021 ELA and Math test results are not included in this report for K-8 students in 2020-21. Due to the COVID-19 pandemic’s complete transformation of New York City’s school system during the 2020-21 school year, and in accordance with New York State guidance, the 2021 ELA and Math assessments were optional for students to take. As a result, 21.6% of students in grades 3-8 took the English assessment in 2021 and 20.5% of students in grades 3-8 took the Math assessment. These participation rates are not representative of New York City students and schools and are not comparable to prior years, so results are not included in this report. Dual Language enrollment includes English Language Learners and non-English Language Learners. Dual Language data are based on data from STARS; as a result, school participation and student enrollment in Dual Language programs may differ from the data in this report. STARS course scheduling and grade management software applications provide a dynamic internal data system for school use; while standard course codes exist, data are not always consistent from school to school. This report does not include enrollment at District 75 & 79 programs. Students enrolled at Young Adult Borough Centers are represented in the 9-12 District data but not the 9-12 School data. “Prior Year” data included in Comparison tabs refers to data from 2019-20. “Year-to-Year Change” data included in Comparison tabs indicates whether the demographics of a school or special program have grown more or less similar to its district or attendance zone (or school, for special programs) since 2019-20. Year-to-year changes must have been at least 1 percentage point to qualify as “More Similar” or “Less Similar”; changes less than 1 percentage point are categorized as “No Change”. The admissions method tab contains information on the admissions methods used for elementary, middle, and high school programs during the Fall 2020 admissions process. Fall 2020 selection criteria are included for all programs with academic screens, including middle and high school programs. Selection criteria data is based on school-reported information. Fall 2020 Diversity in Admissions priorities is included for applicable middle and high school programs. Note that the data on each school’s demographics and performance includes all students of the given subgroup who were enrolled in the school on November 13, 2020. Some of these students may not have been admitted under the admissions method(s) shown, as some students may have enrolled in the school outside the centralized admissions process (via waitlist, over-the-counter, or transfer), and schools may have changed admissions methods over the past few years. Admissions methods are only reported for grades K-12. "3K and Pre-Kindergarten data are reported at the site level. See below for definitions of site types included in this report. Additionally, please note that this report excludes all students at District 75 sites, reflecting slightly lower enrollment than our total of 60,265 students

This graph shows the educational attainment of the U.S. population from in 2018, according to ethnicity. Around 56.5 percent of Asians and Pacific Islanders in the U.S. have graduated from college or obtained a higher educational degree in 2018.

This dataset contains the total annual FTE and unduplicated headcount enrollment for undergraduate and graduate students at public community colleges and state universities in Massachusetts since 2014.

This dataset is 1 of 2 datasets that is also published in the interactive Annual Enrollment dashboard on the Department of Higher Education Data Center:

Public Postsecondary Annual Enrollment Public Postsecondary Annual Enrollment by Race and Gender

Related datasets: Public Postsecondary Fall Enrollment Public Postsecondary Fall Enrollment by Race and Gender

Notes: - Data appear as reported to the Massachusetts Department of Higher Education. - Annual enrollment refers to a 12 month enrollment period over one fiscal year (July 1 through June 30). - Figures published by DHE may differ slightly from figures published by other institutions and organizations due to differences in timing of publication, data definitions, and calculation logic. - Data for the University of Massachusetts are not included due to unique reporting requirements. See Fall Enrollment for HEIRS data on UMass enrollment. -The most common measure of enrollment is headcount of enrolled students. Annual headcount enrollment is unduplicated, meaning any individual student is only counted once per institution and fiscal year, even if they are enrolled in multiple terms. Enrollment can also be measured as full-time equivalent (FTE) students, a calculation based on the sum of credits carried by all enrolled students. In a fiscal year, 30 undergraduate credits = 1 undergraduate FTE, and 24 graduate credits = 1 graduate FTE at a state university.

The purpose of this data collection was to provide a more accurate measure of the racial/ethnic enrollment in postsecondary institutions in the United States than was previously available. The National Center for Education Statistics (NCES) collects racial/ethnic enrollment data from higher education institutions on an annual basis. Some institutions do not report these data, and their "unknown" categories have previously been distributed in direct proportion to the "knowns." This resulted in lower than accurate figures for the racial/ethnic categories. With the advent of the Integrated Postsecondary Education Data System (IPEDS), NCES has attempted to eliminate this problem by distributing all "race/ethnicity unknown" students through a two-stage process. First, the differences between reported totals and racial/ethnic details were allocated on a gender and institutional basis by distributing the differences in direct proportion to reported distributions. The second-stage distribution was designed to eliminate the remaining instances of "race/ethnicity unknown." The procedure was to accumulate the reported racial/ethnic total enrollments by state, level, control, and gender, calculate the percentage distributions, and apply these percentages to the reported total enrollments of institutional respondents (in the same state, level, and control) that did not supply race/ethnicity detail. In addition, the original "race/ethnicity unknown" data were also left unaltered for those who wish to review the numbers actually distributed. The racial/ethnic status was broken down into nonresident alien, Black non-Hispanic, American Indian or Alaskan Native, Asian or Pacific Islander, Hispanic, and White non-Hispanic. There are six data files. Part 1, Institutional Characteristics, includes variables on control and level of institution, religious affiliation, highest level of offering, Carnegie classification, and state FIPS code and abbreviation. Variables in Part 2 cover total original enrollment by race/ethnicity and sex and by level and year of study of student. Race/ethnicity data were not imputed for institutions that only reported total enrollment. The "race ethnicity unknown" category was not distributed among the race/ethnicity categories. In Part 3, enrollment data are presented by race/ethnicity and sex of student, and by level and year of study for the following selected major field of studies: architecture, education, engineering, law, biological/life sciences, mathematics, physical sciences, dentistry, medicine, veterinary medicine, and business management and administrative services. This file contains data for four-year institutions only. Part 4 provides summary enrollment data by adjusted race/ethnicity and sex of student and by level and year of study of student. The "race/ethnicity unknown" category data were distributed across all known race categories in this file. Also, race data were imputed for institutions that did not report enrollment by race. Part 5, Residence and Migration, contains enrollment data for first-time freshmen, by state of residence. Part 6, Clarifying Questions on Enrollments, provides information on students enrolled in remedial courses, extension divisions, and branches of schools, and numbers of transfer students from in-state, out of state, and other countries. (Source: downloaded from ICPSR 7/13/10)

Please Note: This dataset is part of the historical CISER Data Archive Collection and is also available at ICPSR at https://doi.org/10.3886/ICPSR02447.v1. We highly recommend using the ICPSR version as they may make this dataset available in multiple data formats in the future.

The Higher Education General Information Survey (HEGIS) series was designed to provide comprehensive information on various aspects of postsecondary education in the United States and its territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands) and Department of Defense schools outside the United States. Data are available for both public and private two-year and four-year institutions. The HEGIS Fall Enrollment component for 1981 sought enrollment data from 3,294 institutions of higher education. Key data elements include number of full-time and part-time students by class level, sex, and race, as well as total number of students. Additional data include the institutions' type of accreditation and type of calendar system.

This dataset is accessed from https://www.kaggle.com/jessemostipak/college-tuition-diversity-and-pay and was downloaded on August 4, 2021.

The following excerpt is from Kaggle regarding the sources of this dataset:

The data this week comes from many different sources but originally came from the US Department of Education.

Tuition and fees by college/university for 2018-2019, along with school type, degree length, state, in-state vs out-of-state from the Chronicle of Higher Education. Diversity by college/university for 2014, along with school type, degree length, state, in-state vs out-of-state from the Chronicle of Higher Education. Example diversity graphics from Priceonomics. Average net cost by income bracket from TuitionTracker.org. Example price trend and graduation rates from TuitionTracker.org Salary potential data comes from payscale.com.

This dataset included the following files:

1. diversity_school.csv

2. historical_tuition.csv

3. salary_potential.csv

4. tuition_cost.csv

5. tuition_income.csv

After data cleaning, the data in diversity_school.csv and tuition_cost.csv were merged and the data in salary_potential.csv and tuition_income.csv were merged. The combined datasets were then split based on the US Census Regions into West, Midwest, Northeast and South (https://www2.census.gov/geo/pdfs/maps-data/maps/reference/us_regdiv.pdf).

Historical Dataset of Dayton Career Tech High School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2022-2023),Total Classroom Teachers Trends Over Years (2022-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2022-2023),Hispanic Student Percentage Comparison Over Years (2022-2023),Black Student Percentage Comparison Over Years (2022-2023),White Student Percentage Comparison Over Years (2022-2023),Two or More Races Student Percentage Comparison Over Years (2022-2023),Diversity Score Comparison Over Years (2022-2023),Math Proficiency Comparison Over Years (2022-2023),Overall School Rank Trends Over Years (2022-2023),Graduation Rate Comparison Over Years (2022-2023)

This dataset contains the total first-year retention rates and counts (Fall to Fall) for new first-time, full-time, degree-seeking undergraduate students, disaggregated by gender. It covers all public community colleges and state universities in Massachusetts, and the University of Massachusetts since 2013.

This dataset is 1 of 3 datasets that is also published in the interactive Retention of First-Time, Full-Time Students dashboard on the Department of Higher Education Data Center:

Public Postsecondary First Year Retention: Summary Public Postsecondary First Year Retention by Race Public Postsecondary First Year Retention by Gender

Definitions: - Retention is characterized when a new first-time, full-time student who was enrolled in their first Fall semester is again enrolled in their second Fall semester. - Adjusted Cohort Count: the number of first-year students in a cohort, excluding those who graduated within the first year. - Retained Any Institution is determined by finding students enrolled in the next Fall at other MA Public Institutions using Massachusetts Department of Higher Education data or elsewhere using NSC data. - Cohort identification: These are the Fall Term Credit Students, identified with a cohort when their current registration = New; their New Student Type = Degree-seeking; and enrollment is full-time with >= 12 credits.

Notes: - To comply with data privacy laws, Bucketing is used as a form of data suppression. If a gender category has <= 6 students, then its data is combined with the next largest gender category and the gender is labeled as "Other." - Data appear as reported to the Massachusetts Department of Higher Education.

About this dataset

Context

The dataset tabulates the population of College Park by race. It includes the population of College Park across racial categories (excluding ethnicity) as identified by the Census Bureau. The dataset can be utilized to understand the population distribution of College Park across relevant racial categories.

Key observations

The percent distribution of College Park population by race (across all racial categories recognized by the U.S. Census Bureau): 9.32% are white, 82.45% are Black or African American, 2.36% are Asian, 2.43% are some other race and 3.44% are multiracial.

Content

When available, the data consists of estimates from the U.S. Census Bureau American Community Survey (ACS) 2019-2023 5-Year Estimates.

Racial categories include:

• White
• Black or African American
• American Indian and Alaska Native
• Asian
• Native Hawaiian and Other Pacific Islander
• Some other race
• Two or more races (multiracial)

Variables / Data Columns

• Race: This column displays the racial categories (excluding ethnicity) for the College Park
• Population: The population of the racial category (excluding ethnicity) in the College Park is shown in this column.
• % of Total Population: This column displays the percentage distribution of each race as a proportion of College Park total population. Please note that the sum of all percentages may not equal one due to rounding of values.

Good to know

Margin of Error

Data in the dataset are based on the estimates and are subject to sampling variability and thus a margin of error. Neilsberg Research recommends using caution when presening these estimates in your research.

Custom data

If you do need custom data for any of your research project, report or presentation, you can contact our research staff at research@neilsberg.com for a feasibility of a custom tabulation on a fee-for-service basis.

Inspiration

Neilsberg Research Team curates, analyze and publishes demographics and economic data from a variety of public and proprietary sources, each of which often includes multiple surveys and programs. The large majority of Neilsberg Research aggregated datasets and insights is made available for free download at https://www.neilsberg.com/research/.

Recommended for further research

This dataset is a part of the main dataset for College Park Population by Race & Ethnicity. You can refer the same here

Total undergraduate Fall enrollment headcount and percentages by race and gender at all public Massachusetts institutions of higher education since 2014.

This dataset is 1 of 2 datasets that is also published in the interactive Fall Enrollment dashboard on the Department of Higher Education Data Center:

Public Postsecondary Fall Enrollment Public Postsecondary Fall Enrollment by Race and Gender

Related datasets: Public Postsecondary Annual Enrollment Public Postsecondary Annual Enrollment by Race and Gender

Notes: - Data appear as reported to the Massachusetts Department of Higher Education. - Figures published here may vary from those of individual institutions due to differences in calculation methodologies.

Introduction

College Dropout Statistics: Leaving College before finishing a degree happens more often than many people realise, and the numbers are surprising. Each year, millions of students drop out of College, which can lead to long-term financial difficulties, limited career options, and unfulfilled personal goals. Some of the main reasons include high tuition costs, challenging coursework, and inadequate support.

These dropout rates reveal serious issues within the education system that impact not only students but also their families and the U.S. economy. In this article,†College Dropout Statistics, we'll look at the latest college dropout stats, the most common reasons students quit, how dropout rates differ by gender and race, and how leaving College early can affect future income. Knowing these facts can help students, parents, and schools make better decisions about higher education.