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.

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 the academic year of 2022/2023, White students represented **** percent of U.S. study abroad students. Hispanic or Latino/Latina students comprised another **** percent of U.S. students in study abroad programs in that year.

This dataset includes the attendance rate for public school students PK-12 by student group and by district during the 2021-2022 school year. Student groups include: Students experiencing homelessness Students with disabilities Students who qualify for free/reduced lunch English learners All high needs students Non-high needs students Students by race/ethnicity (Hispanic/Latino of any race, Black or African American, White, All other races) Attendance rates are provided for each student group by district and for the state. Students who are considered high needs include students who are English language learners, who receive special education, or who qualify for free and reduced lunch. When no attendance data is displayed in a cell, data have been suppressed to safeguard student confidentiality, or to ensure that statistics based on a very small sample size are not interpreted as equally representative as those based on a sufficiently larger sample size. For more information on CSDE data suppression policies, please visit http://edsight.ct.gov/relatedreports/BDCRE%20Data%20Suppression%20Rules.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)

In 2023, the mean income of Black Bachelor's degree holders was ****** U.S. dollars, compared to ****** U.S. dollars for White Americans with a Bachelor's degree.

Massachusetts offers a variety of pathways and programs to ensure students graduate college and career ready. These include Career Technical Education (CTE) programs, Early College, and Innovation Pathways. For more information about these pathways and programs, visit the Office of College, Career, and Technical Education website.

This dataset contains student enrollment data for all public and charter schools and districts since 2022. It is a wide file with three groups of columns representing the following enrollment indicators:

• Number of students in CTE programs, Early College, and Innovation Pathways by grade, including grades 9-12 and special education beyond grade 12 (SP)
• Percent of students in CTE programs, Early College, and Innovation Pathways by race and gender
• Number and percent of students in CTE programs, Early College, and Innovation Pathways in student groups: First Language Not English, English Learners, Students with Disabilities, High Needs, Low Income, and Economically Disadvantaged

Economically Disadvantaged was used 2015-2021. Low Income was used prior to 2015, and a different version of Low Income has been used since 2022. Please see the DESE Researcher's Guide for more information.

After Dark Chapter 74 enrollment is a subset of Chapter 74 Program enrollment. Also, in 2022, some districts reported enrollment in additional Innovation Pathway sectors. This report includes only the five designated sectors.

This dataset contains the same data that is also published on our DESE Profiles site: Pathways/Programs Enrollment by Grade Pathways/Programs Enrollment by Race/Gender Pathways/Programs Enrollment by Selected Population

List of Pathways and Programs

Pathways

• After Dark
• Career Connections (Non-Chapter 74 Programs)
• Career Technical Education (Chapter 74 Programs)
• Early College
• Innovation Career Pathways

After Dark

• Advanced Manufacturing Technology
• Automotive Collision Repair & Refinishing
• Automotive Technology
• Carpentry
• Construction Craft Laborer
• Cosmetology
• Design & Visual Communications
• Electricity
• Exploratory
• Health Assisting
• Heating - Ventilation - Air Conditioning - Refrigeration
• Horticulture
• Information Support Services & Networking
• Metal Fabrication & Joining Technologies
• Plumbing

Career Connections (Non-Chapter 74 Programs)

• Airplane Mechanics and Aircraft Maintenance Technology/Technician
• Automotive Collision Repair & Refinishing
• Automotive Technology
• Biotechnology
• Building/Property Maintenance
• Business Technology
• Cabinetmaking
• Carpentry
• Construction Craft Laborer
• Criminal Justice
• Culinary Arts
• Design & Visual Communications
• Drafting
• Early Education and Care
• Engineering Technology
• Environmental Science & Technology
• Exploratory
• Family & Consumer Studies (formerly vocational home economics)
• Fashion Technology
• Graphic Communications
• Health Assisting
• Heating - Ventilation - Air Conditioning - Refrigeration
• Hospitality Management
• Information Support Services & Networking
• Marketing/Finance
• Medical Assisting
• Programming & Web Development
• Radio & Television Broadcasting
• Robotics and Automation Technology

Career Technical Education (Chapter 74 Programs)

• Advanced Manufacturing Technology
• Agricultural Mechanics
• Animal Science
• Automotive Collision Repair & Refinishing
• Automotive Technology
• Aviation Maintenance Technology
• Biotechnology
• Building/Property Maintenance
• Business Technology
• Cabinetmaking
• Carpentry
• Construction Craft Laborer
• Cosmetology
• Criminal Justice
• Culinary Arts
• Dental Assisting
• Design & Visual Communications
• Diesel Technology
• Drafting
• Early Education and Care
• Electricity
• Electronics
• Engineering Technology
• Environmental Science & Technology
• Exploratory
• Fashion Technology
• Graphic Communications
• Health Assisting
• Heating - Ventilation - Air Conditioning - Refrigeration
• Horticulture
• Hospitality Management
• Information Support Services & Networking
• Marine Service Technology
• Marketing
• Masonry & Tile Setting
• Medical Assisting
• Metal Fabrication & Joining Technologies
• Painting & Design Technologies
• Plumbing
• Programming & Web Development
• Radio & Television Broadcasting
• Robotics and Automation Technology
• Sheet Metalworking
• Stationary Engineering

Innovation Career Pathways

• Business and Finance
• Environmental and Life Science
• Health Care and Social Assistance
• Information
• Manufacturing

[Disclaimer: This application is a DRAFT and is still under development. Your feedback is welcome.]Data Use: This map showcases the educational attainment levels across Dallas, focusing on the percentage of the population that has graduated high school or achieved higher education. This data is crucial for identifying areas with high and low graduation rates, revealing disparities in educational opportunities. Understanding these variations can help policymakers and educators develop targeted interventions to improve educational outcomes, enhance economic opportunities, and reduce the long-term socioeconomic impacts of educational inequities.Data Source: U.S. Census Bureau, "Educational Attainment," American Community Survey, ACS 5-Year Estimates Subject Tables, Table S1501, 2022.Variables:S1501_C02_014E: Estimate Percent Population 25 years and over High school graduate or higher (%)S1501_C02_032E: Estimate Percent White, not Hispanic or Latino High school graduate or higher (%)S1501_C02_035E: Estimate Percent Black High school graduate or higher (%)S1501_C02_038E: Estimate Percent American Indian or Alaska Native High school graduate or higher (%)S1501_C02_041E: Estimate Percent Asian High school graduate or higher (%)S1501_C02_044E: Estimate Percent Native Hawaiian and Other Pacific Islander High school graduate or higher (%)S1501_C02_047E: Estimate Percent Some other race High school graduate or higher (%)S1501_C02_050E: Estimate Percent Two or more races High school graduate or higher (%)S1501_C02_053E: Estimate Percent Hispanic or Latino Origin High school graduate or higher (%)Education_Rank: Education RankRank Scoring Process: Census tracts were grouped into quintiles based on the percentage of high school graduates or higher (S1501_C02_014E).The scoring process categorizes each tract as follows:Score of 1: 98.1% - 100% (highest percentage of high school graduates or higher)Score of 2: 91.6% - 98.1%Score of 3: 78.4% - 91.5%Score of 4: 64.7% - 78.1%Score of 5: 31.9% - 64.6% (lowest percentage of high school graduates or higher)Year: 2022Provider: U.S. Census Bureau

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.

In California in 2022, 20.5 percent of students enrolled in K-12 public schools were white, 11.9 percent were Asian, and 56.2 percent were Hispanic. In the United States overall, 44.7 percent of K-12 public school students were white, 5.5 percent were Asian, and 28.7 percent were Hispanic.

This dataset includes the attendance rate for public school students PK-12 by student group and by district during the 2022-2023 school year.

Student groups include:

Students experiencing homelessness

Students with disabilities

Students who qualify for free/reduced lunch

English learners

All high needs students

Non-high needs students

Students by race/ethnicity (Hispanic/Latino of any race, Black or African American, White, All other races)

Attendance rates are provided for each student group by district and for the state. Students who are considered high needs include students who are English language learners, who receive special education, or who qualify for free and reduced lunch.

When no attendance data is displayed in a cell, data have been suppressed to safeguard student confidentiality, or to ensure that statistics based on a very small sample size are not interpreted as equally representative as those based on a sufficiently larger sample size. For more information on CSDE data suppression policies, please visit http://edsight.ct.gov/relatedreports/BDCRE%20Data%20Suppression%20Rules.pdf.

Splitgraph serves as an HTTP API that lets you run SQL queries directly on this data to power Web applications. For example:

See the Splitgraph documentation for more information.

Data for this study were collected at the University of California – Irvine (UCI) as part of the UCI-MUST (Measuring Undergraduate Success Trajectories) Project, a larger longitudinal measurement project aimed at improving understanding of undergraduate experience, trajectories and outcomes, while supporting campus efforts to improve institutional performance and enhance educational equity (Arum et. al. 2021). The project is focused on student educational experience at a selective large, research-oriented public university on the quarter system with half of its students first-generation and 85 percent Hispanic, Asian, African-American, Pacific Islander or Native American. Since Fall 2019, the project has tracked annually new cohorts of freshmen and juniors with longitudinal surveys administered at the end of every academic quarter. Data from the Winter 2023 end of term assessment, administered in the first week of April, was pooled for four longitudinal study cohorts for this study (i.e., Fall 2019-2022 cohorts). There was an overall response rate of 42.5 percent for the Winter 2023 end of term assessment. This allowed us to consider student responses from freshmen through senior years enrolled in courses throughout the university. Students completed questionnaire items about their knowledge and use of ChatGPT in and out of the classroom during the winter 2023 academic term. In total 1,129 students completed the questionnaire, which asked questions about: knowledge of ChatGPT (“Do you know what ChatGPT is?”); general use (“Have you used ChatGPT before?”); and instructor attitude (“What was the attitude of the instructor for [a specific course students enrolled in] regarding the use of ChatGPT?”). Of those 1,129 students, 191 had missing data for at least one variable of interest and were subsequently dropped from analysis, resulting in a final sample of 938 students. In addition, for this study we merged our survey data with administrative data from campus that encompasses details on student background, including gender, race, first-generation college-going, and international student status. Campus administrative data also provides course-level characteristics, including whether a particular class is a lower- or upper-division course as well as the academic unit on campus offering the course. In addition, we used administrative data on all students enrolled at the university to generate classroom composition measures for every individual course taken by students in our sample – specifically the proportion of underrepresented minority students in the class, the proportion of international students in the class and the proportion of female students in the class. For our student-level analysis [R1], we used binary logistic regressions to examine the association between individual characteristics and (1) individual awareness and (2) individual academic use of ChatGPT utilizing the student-level data of 938 students. Individual characteristics include gender, underrepresented minority student status, international student status, first generation college-going student status, student standing (i.e. lower or upper classmen), cumulative grade point average and field of study. Field of study was based on student major assigned to the broad categories of physical sciences (i.e. physical sciences, engineering, and information and computer science), health sciences (i.e. pharmacy, biological sciences, public health, and nursing), humanities, social sciences (i.e. business, education, and social sciences), the arts, or undeclared. We defined awareness of ChatGPT as an affirmative response to the question “Do you know what ChatGPT is?” Regarding ChatGPT use, we focused on academic use which was defined as an affirmative response of either “Yes, for academic use” or “Yes, for academic and personal use” to the question “Have you used ChatGPT before?” For our course-level analysis [R2], we constructed a measure – course-level instructor encouragement for ChatGPT use – based on student responses to the end of the term survey conducted at the completion of the Winter 2023 term. In the survey, students were asked to indicate the extent to which their instructors encouraged them to use ChatGPT in each of their enrolled courses. The response

Historical Dataset of Hatton High School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2023),Total Classroom Teachers Trends Over Years (1987-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1987-2023),American Indian Student Percentage Comparison Over Years (1993-2023),Asian Student Percentage Comparison Over Years (2013-2023),Hispanic Student Percentage Comparison Over Years (2011-2023),Black Student Percentage Comparison Over Years (2010-2023),White Student Percentage Comparison Over Years (1993-2023),Two or More Races Student Percentage Comparison Over Years (2015-2023),Diversity Score Comparison Over Years (1993-2023),Free Lunch Eligibility Comparison Over Years (1999-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2003-2023),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2012-2023),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2012-2023),Graduation Rate Comparison Over Years (2013-2023)

Historical Dataset of Channel Islands High School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2023),Total Classroom Teachers Trends Over Years (1990-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1990-2023),American Indian Student Percentage Comparison Over Years (1989-2005),Asian Student Percentage Comparison Over Years (1991-2023),Hispanic Student Percentage Comparison Over Years (1991-2023),Black Student Percentage Comparison Over Years (1990-2023),White Student Percentage Comparison Over Years (1991-2023),Native Hawaiian or Pacific Islander Student Percentage Comparison Over Years (2009-2014),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (1991-2023),Free Lunch Eligibility Comparison Over Years (1992-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2002-2023),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2012-2023),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2012-2023),Graduation Rate Comparison Over Years (2013-2023)

English domiciled higher-level learners in England by ethnicity, academic years 2015/16 to 2022/23.

In 2022, the high school drop out rate for American Indian/Alaska Natives in the United States was *** percent -- the highest rate of any ethnicity. In comparison, the high school drop out rate for Asians was *** percent.

This statistic shows the percentage of the Black, non-Hispanic population aged between 25 and 29 years with a high school diploma or higher in the United States from 1975 to 2022, by gender. In 2022, about **** percent of Black, non-Hispanic females had attained at least a high school diploma in the United States compared to **** percent of Black, non-Hispanic males.

This product has been archived in accordance with Federal Grant Compliance and is no longer actively updated. The site remains accessible for historical reference purposes.Data Source: U.S. Census Bureau, "ACS Demographic and Housing Estimates," American Community Survey, ACS 5-Year Estimates Data Profiles, Table DP05, 2022., U.S. Census Bureau, "Educational Attainment," American Community Survey, ACS 5-Year Estimates Subject Tables, Table S1501, 2022., U.S. Census Bureau, "Poverty Status in the Past 12 Months," American Community Survey, ACS 5-Year Estimates Subject Tables, Table S1701, 2022., U.S. Census Bureau, "Median Income in the Past 12 Months (in 2022 Inflation-Adjusted Dollars)," American Community Survey, ACS 5-Year Estimates Subject Tables, Table S1903, 2022., U.S. Census Bureau, "Selected Characteristics of Health Insurance Coverage in the United States," American Community Survey, ACS 5-Year Estimates Subject Tables, Table S2701, 2022.,Variables:DP05_0073PE: Percent Hispanic or Latino (of any race) %DP05_0079PE: White %DP05_0080PE: Black or African American %DP05_0081PE: American Indian and Alaskan Native %DP05_0082PE: Asian %DP05_0083PE: Native Hawaiian and Other Pacific Islander %DP05_0084PE: Some other race %DP05_0085PE: Two or more races %Race_Rank: Race and Ethnicity RankS1501_C02_014E: Estimate Percent Population 25 years and over High school graduate or higher (%)S1501_C02_032E: Estimate Percent White, not Hispanic or Latino High school graduate or higher (%)S1501_C02_035E: Estimate Percent Black High school graduate or higher (%)S1501_C02_038E: Estimate Percent American Indian or Alaska Native High school graduate or higher (%)S1501_C02_041E: Estimate Percent Asian High school graduate or higher (%)S1501_C02_044E: Estimate Percent Native Hawaiian and Other Pacific Islander High school graduate or higher (%)S1501_C02_047E: Estimate Percent Some other race High school graduate or higher (%)S1501_C02_050E: Estimate Percent Two or more races High school graduate or higher (%)S1501_C02_053E: Estimate Percent Hispanic or Latino Origin High school graduate or higher (%)Education_Rank: Education RankS1701_C01_001E: Estimate Total Population for whom poverty status is determinedS1701_C03_001E: Estimate Percent below poverty level Population for whom poverty status is determinedS1701_C03_021E: Estimate Percent below poverty level: White alone, not Hispanic or LatinoS1701_C03_014E: Estimate Percent below poverty level: Black or African American aloneS1701_C03_015E: Estimate Percent below poverty level: American Indian and Alaska Native aloneS1701_C03_016E: Estimate Percent below poverty level: Asian aloneS1701_C03_017E: Estimate Percent below poverty level: Native Hawaiian and Other Pacific Islander aloneS1701_C03_018E: Estimate Percent below poverty level: Some other race aloneS1701_C03_019E: Estimate Percent below poverty level: Two or more racesS1701_C03_020E: Estimate Percent below poverty level: Hispanic or Latino origin (of any race)S1701_C03_010E: Estimate Percent below poverty level: AGE 65 years and overPoverty_Rank: Poverty RankS1903_C03_001E: Estimate Median income (dollars) (general)S1903_C03_003E: Estimate Median income (dollars) Black or African AmericanS1903_C03_004E: Estimate Median income (dollars) American Indian and Alaska NativeS1903_C03_005E: Estimate Median income (dollars) AsianS1903_C03_006E: Estimate Median income (dollars) Native Hawaiian and Other Pacific IslanderS1903_C03_007E: Estimate Median income (dollars) Some other raceS1903_C03_008E: Estimate Median income (dollars) Two or more racesS1903_C03_009E: Estimate Median income (dollars) Hispanic or Latino origin (of any race)S1903_C03_010E: Estimate Median income (dollars) WhiteIncome_Rank: Income RankS2701_C05_001E: Estimate Percent Uninsured Civilian noninstitutionalized populationS2701_C03_017E: Estimate Percent Insured Black or African American aloneS2701_C03_018E: Estimate Percent Insured American Indian and Alaska Native aloneS2701_C03_019E: Estimate Percent Insured Asian aloneS2701_C03_020E: Estimate Percent Insured Native Hawaiian and Other Pacific Islander aloneS2701_C03_021E: Estimate Percent Insured Some other race aloneS2701_C03_022E: Estimate Percent Insured Two or more racesS2701_C03_023E: Estimate Percent Insured Hispanic or Latino (of any race)S2701_C03_024E: Estimate Percent Insured White alone, not Hispanic or LatinoInsurance_Rank: Insurance RankYear: 2022Provider: U.S. Census Bureau