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.

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

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.

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.

Progression to HE by Ethnic Group - Explore Education Statistics data set Ethnicity from Widening participation in higher education

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.

As of fall 2020, about ****** employees in higher education management in the United States were of Asian origin. Of these employees, about ***** administrators were female, and ***** administrators were male.

A detailed explanation of how this dataset was put together, including data sources and methodologies, follows below.Please see the "Terms of Use" section below for the Data DictionaryDATA ACQUISITION AND CLEANING PROCESSThis dataset was built from 5 separate datasets queried during the months of April and May 2023 from the Census Microdata System (link below):https://data.census.gov/mdat/#/All datasets include information on Property Value (VALP) by: Educational Attainment (SCHL), Gender (SEX), a specified race or ethnicity (RAC or HISP), and are grouped by Public Use Microdata Areas (PUMAS). PUMAS are geographic areas created by the Census bureau; they are weighted by land area and population to facilitate data analysis. Data also Included totals for the state of New Mexico, so 19 total geographies are represented. Datasets were downloaded separately by race and ethnicity because this was the only way to obtain the VALP, SCHL, and SEX variables intersectionally with race or ethnicity data. Datasets were downloaded separately by race and ethnicity because this was the only way to obtain the VALP, SCHL, and SEX variables intersectionally with race or ethnicity data. Cleaning each dataset started with recoding the SCHL and HISP variables - details on recoding can be found below.After recoding, each dataset was transposed so that PUMAS were rows and SCHL, VALP, SEX, and Race or Ethnicity variables were the columns.Median values were calculated in every case that recoding was necessary. As a result, all Property Values in this dataset reflect median values.At times the ACS data downloaded with zeros instead of the 'null' values in initial query results. The VALP variable also included a "-1" variable to reflect N/A values (details in variable notes). Both zeros and "-1" values were removed before calculating median values, both to keep the data true to the original query and to generate accurate median values.Recoding the SCHL variable resulted in 5 rows for each PUMA, reflecting the different levels of educational attainment in each region. Columns grouped variables by race or ethnicity and gender. Cell values were property values.All 5 datasets were joined after recoding and cleaning the data. Original datasets all include 95 rows with 5 separate Educational Attainment variables for each PUMA, including New Mexico State totals.Because 1 row was needed for each PUMA in order to map this data, the data was split by Educational Attainment (SCHL), resulting in 110 columns reflecting median property values for each race or ethnicity by gender and level of educational attainment.A short, unique 2 to 5 letter alias was created for each PUMA area in anticipation of needing a unique identifier to join the data with. GIS AND MAPPING PROCESSA PUMA shapefile was downloaded from the ACS site. The Shapefile can be downloaded here: https://tigerweb.geo.census.gov/arcgis/rest/services/TIGERweb/PUMA_TAD_TAZ_UGA_ZCTA/MapServerThe DBF from the PUMA shapefile was exported to Excel; this shapefile data included needed geographic information for mapping such as: GEOID, PUMACE. The UIDs created for each PUMA were added to the shapefile data; the PUMA shapfile data and ACS data were then joined on UID in JMP.The data table was joined to the shapefile in ARC GiIS, based on PUMA region (specifically GEOID text).The resulting shapefile was exported as a GDB (geodatabase) in order to keep 'Null' values in the data. GDBs are capable of including a rule allowing null values where shapefiles are not. This GDB was uploaded to NMCDCs Arc Gis platform. SYSTEMS USEDMS Excel was used for data cleaning, recoding, and deriving values. Recoding was done directly in the Microdata system when possible - but because the system is was in beta at the time of use some features were not functional at times.JMP was used to transpose, join, and split data. ARC GIS Desktop was used to create the shapefile uploaded to NMCDC's online platform. VARIABLE AND RECODING NOTESTIMEFRAME: Data was queried for the 5 year period of 2015 to 2019 because ACS changed its definiton for and methods of collecting data on race and ethinicity in 2020. The change resulted in greater aggregation and les granular data on variables from 2020 onward.Note: All Race Data reflects that respondants identified as the specified race alone or in combination with one or more other races.VARIABLE:ACS VARIABLE DEFINITIONACS VARIABLE NOTESDETAILS OR URL FOR RAW DATA DOWNLOADRACBLKBlack or African American ACS Query: RACBLK, SCHL, SEX, VALP 2019 5yrRACAIANAmerican Indian and Alaska Native ACS Query: RACAIAN, SCHL, SEX, VALP 2019 5yrRACASNAsian ACS Query: RACASN, SCHL, SEX, VALP 2019 5yrRACWHTWhite ACS Query: RACWHT, SCHL, SEX, VALP 2019 5yrHISPHispanic Origin ACS Query: HISP ORG, SCHL, SEX, VALP 2019 5yrHISP RECODE: 24 original separate variablesThe Hispanic Origin (HISP) variable originally included 24 subcategories reflecting Mexican, Central American, South American, and Caribbean Latino, and Spanish identities from each Latin American counry. 7 recoded VariablesThese 24 variables were recoded (grouped) into 7 simpler categories for data analysis: Not Spanish/Hispanic/Latino, Mexican, Caribbean Latino, Central American, South American, Spaniard, All other Spanish/Hispanic/Latino Female. Not Spanish/Hispanic/Latino was not really used in the final dataset as the race datasets provided that information.SCHLEducational Attainment25 original separate variablesThe Educational Attainment (SCHL) variable originally included 25 subcategories reflecting the education levels of adults (over 18) surveyed by the ACS. These include: Kindergarten, Grades 1 through 12 separately, 12th grade with no diploma, Highschool Diploma, GED or credential, less than 1 year of college, more than 1 year of college with no degree, Associate's Degree, Bachelor's Degree, Master's Degree, Professional Degree, and Doctorate Degree.SCHL RECODE: 5 recoded variablesThese 25 variables were recoded (grouped) into 5 simpler categories for data analysis: No High School Diploma, High School Diploma or GED, Some College, Bachelor's Degree, and Advanced or Professional DegreeSEXGender2 variables1 - Male, 2 - FemaleVALPProperty Value1 variableValues were rounded and top-coded by ACS for anonymity. The "-1" variable is defined as N/A (GQ/ Vacant lots except 'for sale only' and 'sold, not occupied' / not owned or being bought.) This variable reflects the median value of property owned by individuals of each race, ethnicity, gender, and educational attainment category.PUMAPublic Use Microdata Area18 PUMAsPUMAs in New Mexico can be viewed here:https://nmcdc.maps.arcgis.com/apps/mapviewer/index.html?webmap=d9fed35f558948ea9051efe9aa529eafData includes 19 total regions: 18 Pumas and NM State TotalsNOTES AND RESOURCESThe following resources and documentation were used to navigate the ACS PUMS system and to answer questions about variables:Census Microdata API User Guide:https://www.census.gov/data/developers/guidance/microdata-api-user-guide.Additional_Concepts.html#list-tab-1433961450Accessing PUMS Data:https://www.census.gov/programs-surveys/acs/microdata/access.htmlHow to use PUMS on data.census.govhttps://www.census.gov/programs-surveys/acs/microdata/mdat.html2019 PUMS Documentation:https://www.census.gov/programs-surveys/acs/microdata/documentation.2019.html#list-tab-13709392012014 to 2018 ACS PUMS Data Dictionary:https://www2.census.gov/programs-surveys/acs/tech_docs/pums/data_dict/PUMS_Data_Dictionary_2014-2018.pdf2019 PUMS Tiger/Line Shapefileshttps://www.census.gov/cgi-bin/geo/shapefiles/index.php?year=2019&layergroup=Public+Use+Microdata+Areas Note 1: NMCDC attemepted to contact analysts with the ACS system to clarify questions about variables, but did not receive a timely response. Documentation was then consulted.Note 2: All relevant documentation was reviewed and seems to imply that all survey questions were answered by adults, age 18 or over. Youth who have inherited property could potentially be reflected in this data.Dataset and feature service created in May 2023 by Renee Haley, Data Specialist, NMCDC.

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.

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.

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.

Graph and download economic data for Consumer Unit Characteristics: Percent White, Asian, and All Other Races, Not Including African American by Highest Education: College Graduate: Master's, Professional, Doctoral Degree (CXUWHTNDOTHLB1409M) from 2012 to 2023 about doctoral degree, asian, consumer unit, white, professional, tertiary schooling, education, percent, and USA.

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.

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 1968 sought enrollment data from institutions of higher education. Key data elements, presented for up to five record types for each institution, include total enrollments of full-time and part-time students by class level, sex, race, and first-time enrollment status, as well as information on the institutions' type of accreditation, type of calendar system, and total number of students.

This study contains data obtained from one-third of a national sample of college and university faculty surveyed under the sponsorship of the Carnegie Commission on Higher Education (see CARNEGIE COMMISSION NATIONAL SURVEY OF HIGHER EDUCATION: FACULTY STUDY, 1969 [ICPSR 7501]). The original data were collected by the Survey Research Center, University of California at Berkeley, while the subsample was provided by the Social Science Data Center at the University of Connecticut. The subsample for the present study was randomly drawn and the 20,008 selected respondents were weighted to 148,372. The variables provide information on the faculty's social and educational backgrounds and professional activities, their views on a wide range of social and political issues, and opinions on educational policy. Demographic data cover age, sex, race, marital status, number of children, religion, income, and parents' levels of education and occupations. In addition to the original survey data, this study includes a number of derived measures in the form of indexes and scales.

As of fall 2020, about ****** employees in higher education administration in the United States were of Asian origin. This is compared to ******* higher education administrators who were white, and *** who were Pacific Islanders.

This dataset provides population 25 years and over estimates by sex, race and educational attainment for State of Iowa, individual Iowa counties, Iowa places and census tracts within Iowa. Data is from the American Community Survey, Five Year Estimates, Tables C15002A, C15002B, C15002C, C15002D, C15002E, C15002F, and C15002G.

Sex categories: Male, Female, and Both.

Race categories: White Alone, Black or African American Alone, American Indian and Alaska Native, Asian Alone, Native Hawaiian and Other Pacific Islander Alone, Some Other Race, and Two or More Races.

Educational attainment categories: Less than High School, High School Graduate, Some College or Associates Degree, and Bachelors Degree or Higher.

The Higher Education Randomized Controlled Trial (THE-RCT) study aims to capitalize on existing data from postsecondary education RCTs to foster substantive and methodological scholarship and encourage teaching and learning opportunities. The cornerstone of THE-RCT is a restricted access file (RAF). The initial version contains individual-participant data from more than 25 of MDRC's higher education RCTs covering 50 institutions and over 50,000 students. The data were originally collected as part of different randomized controlled trial evaluations of a variety of higher education interventions. The data were collected for different student samples, at different times, and in different locations for each study. The data were collected from four data sources: 1. Baseline: Baseline student demographic data (e.g., gender, race/ethnicity, age, etc.) were gathered, either via a survey administered to students upon joining the study (but prior to random assignment) or from study colleges' administrative records; 2. College Transcript: Student transcript data (e.g., enrollment, credits attempted, credits earned, GPA) were provided by the study colleges or state higher education agencies; 3. College Credential Attainment: Student credential attainment data were provided by the study colleges or state higher education agencies; 4. National Student Clearinghouse: Student enrollment and credential attainment data were provided by the National Student Clearinghouse via their StudentTracker database. This includes enrollment and credential attainment data at colleges beyond the colleges where the study took place. The RAF contains student-level data, including baseline demographics (e.g., gender, race/ethnicity), outcomes (e.g., enrollment, credits earned, credentials), an indicator of experimental group (e.g., program or control group), and study variables (e.g., a variable that allows users to link to the RCT-level database).

This study consists of data on earned degrees and other awards conferred by institutions of higher education in the United States and its outlying areas. Part of the Higher Education General Information Survey (HEGIS) Series, this survey provides complete data on earned degrees for the nation, the states, and individual institutions, which are widely used by planners and researchers. Data are provided for professional degrees, baccalaureate and higher degrees, and subbaccalaureate degrees awarded. Additional data specify number of degrees granted by level of degree, institutional control and type, academic disciplines and specialty, student enrollment, and state. Demographic items specify sex and race of recipients.

Enrollment trends by SUNY Sector for home institution students by their racial/ethnic group beginning Fall 2002.