This release includes more detail on higher education students than was published in the student statistics bulletin in January 2022.

There were approximately 18.58 million college students in the U.S. in 2022, with around 13.49 million enrolled in public colleges and a further 5.09 million students enrolled in private colleges. The figures are projected to remain relatively constant over the next few years.

What is the most expensive college in the U.S.? The overall number of higher education institutions in the U.S. totals around 4,000, and California is the state with the most. One important factor that students – and their parents – must consider before choosing a college is cost. With annual expenses totaling almost 78,000 U.S. dollars, Harvey Mudd College in California was the most expensive college for the 2021-2022 academic year. There are three major costs of college: tuition, room, and board. The difference in on-campus and off-campus accommodation costs is often negligible, but they can change greatly depending on the college town.

The differences between public and private colleges Public colleges, also called state colleges, are mostly funded by state governments. Private colleges, on the other hand, are not funded by the government but by private donors and endowments. Typically, private institutions are  much more expensive. Public colleges tend to offer different tuition fees for students based on whether they live in-state or out-of-state, while private colleges have the same tuition cost for every student.

This bulletin is the annual first release of HESA student data. It covers data about higher education students and qualifiers from the following types of providers within the UK: Higher education (HE) providers in England registered with the Office for Students (OfS) in the Approved (fee cap) or Approved categories; Publicly funded HE providers in Wales, Scotland and Northern Ireland; and Further education (FE) colleges in Wales. These providers submit data to HESA via either the Student record or the Student alternative record. This is the second year that data from both records have been combined together in the figures within this release to provide a more complete picture of higher education within the UK. Further details on coverage can be seen in the notes section of this release. For users wishing to undertake time-series analysis that make use of data drawn exclusively from the HESA Student record (and therefore comparable with the coverage of tables and charts published in previous issues of this bulletin) an option is provided to 'Download source data 051 record only (csv)' underneath each table and chart. Please note that this is the final year this option will be available. HESA do not intend to continue with the production of 051 record only source data. This bulletin also includes information from the HESA Aggregate offshore record and can be seen in figure 12. This separate record counts students studying wholly outside the UK who are either registered with the reporting HE provider or who are studying for an award of the reporting HE provider.

In financial year 2020, the number of students enrolled in higher education was about ** million across India. This was expected to increase in the financial year 2035 to ** million. Furthermore, the gross enrolment ratio in higher education in India was **** percent in financial year 2021.

This file contains information on the number of higher education students in the UK, broken down by sex, level of education, mode of study, subject group and domicile.

According to a survey conducted in 2020, ** percent of high school juniors and seniors in the U.S. looked for information on majors and academic programs when looking at college websites. A further ** percent of respondents looked for information on the cost of attendance when researching college choice via college websites.

The National Center for Education Statistics' (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated point locations (latitude and longitude) for postsecondary institutions included in the NCES Integrated Postsecondary Education Data System (IPEDS). The IPEDS program annually collects information about enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, and student financial aid from every college, university, and technical and vocational institution that participates in federal student financial aid programs under the Higher Education Act of 1965 (as amended). IPEDS school point locations are derived from reported information about the physical location of schools. The NCES EDGE program collaborates with the U.S. Census Bureau's Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop point locations for schools reported in the annual IPEDS file. The point locations in this data layer were developed from the 2020-2021 IPEDS collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

According to the source, it is estimated that about 23.8 million students worldwide are at risk of not returning to education institutions as a consequence of the coronavirus pandemic. The data from July 2020 forecasts that tertiary education students will be the most affected, with around 7.9 million students perhaps not going back to school.

Earlier higher education student statistics bulletins are available on the HESA website.

Supplementary data referring to students at alternative providers will be published on 29 January 2020.

Contains rounded student numbers for 2016-2019. Refer to links below for data quality statements. Data obtained on request from:

1. Australian Government Department of Education, Skills and Employment - Higher Education Student Data (current at December 2020); and

2. National Centre for Vocational Education Research - Total VET Students and Courses (current at March 2021).

Higher education data is based on student attendance at campus locations in Victoria and Melbourne LGA. More information: here.

NCVER data is based on student attendance at campus locations in Victoria and Melbourne LGA. The sum of students may not add to the total as students may have attended multiple campus locations in a calendar year. More information: here.

Australia Number of Students: Higher Education: Year to Date: Indonesia: Northern Territory data was reported at 36.000 Person in Dec 2024. This stayed constant from the previous number of 36.000 Person for Nov 2024. Australia Number of Students: Higher Education: Year to Date: Indonesia: Northern Territory data is updated monthly, averaging 34.000 Person from Jan 2002 (Median) to Dec 2024, with 276 observations. The data reached an all-time high of 46.000 Person in Dec 2020 and a record low of 6.000 Person in Jan 2005. Australia Number of Students: Higher Education: Year to Date: Indonesia: Northern Territory data remains active status in CEIC and is reported by Department of Education. The data is categorized under Global Database’s Australia – Table AU.G120: Education Statistics: Number of Enrolments.

Australia Number of Students: Higher Education: Year to Date: Other Nationalities: Tasmania data was reported at 591.000 Person in Dec 2024. This stayed constant from the previous number of 591.000 Person for Nov 2024. Australia Number of Students: Higher Education: Year to Date: Other Nationalities: Tasmania data is updated monthly, averaging 469.000 Person from Jan 2002 (Median) to Dec 2024, with 276 observations. The data reached an all-time high of 843.000 Person in Dec 2020 and a record low of 105.000 Person in Jan 2002. Australia Number of Students: Higher Education: Year to Date: Other Nationalities: Tasmania data remains active status in CEIC and is reported by Department of Education. The data is categorized under Global Database’s Australia – Table AU.G120: Education Statistics: Number of Enrolments.

Description: This data provides a summary of the total number of graduates – both undergraduate and postgraduate from 2018 to 2020. The dashboard also provides a breakdown for all graduates and STEMM graduates. STEMM graduates are based on student who graduated from ‘Natural sciences, mathematics and statistics’, ‘Information and Communication Technologies (ICTs)’, ‘Engineering, manufacturing and construction’, ‘Agriculture, forestry, fisheries and veterinary’ and ‘Health and welfare’ courses.The annual Key Facts & Figures dashboard from the HEA provides a thorough profile of the graduate population in higher education institutions. This data is available from the Higher Education Authority (HEA) Statistics Unit who are responsible for collecting, analysing and disseminating student and graduate data returned to the HEA from all HEA-funded institutions annually.Geography available in RDM: State, Regional Assembly, Strategic Planning Area (SPA) and Local Authority.Source: HEA Statistics UnitWeblink: https://hea.ie/statistics/data-for-download-and-visualisations/graduates/Date of last source data update: 2021Update Schedule: Annual update

Abstract To break with the traditional model of Basic Statistics classes in Higher Education, we sought on Statistical Literacy and Critical Education to develop an activity about graphic interpretation, which took place in a Virtual Learning Environment (VLE), as a complement to classroom meetings. Twenty-three engineering students from a public higher education institution in Rio de Janeiro took part in the research. Our objective was to analyze elements of graphic comprehension in an activity that consisted of identifying incorrect statistical graphs, conveyed by the media, followed by argumentation and interaction among students about these errors. The main results evidenced that elements of the Graphic Sense were present in the discussions and were the goal of the students' critical analysis. The VLE was responsible for facilitating communication, fostering student participation, and linguistic writing, so the use of digital technologies and activities favored by collaboration and interaction are important for statistical development, but such construction is a gradual process.

This dataset includes the attendance rate for public school students PK-12 by student group and by district during the 2020-2021 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.

Number of Students: Higher Education: Year to Date: Malaysia: Western Australia data was reported at 1,192.000 Person in Dec 2024. This records an increase from the previous number of 1,191.000 Person for Nov 2024. Number of Students: Higher Education: Year to Date: Malaysia: Western Australia data is updated monthly, averaging 2,061.500 Person from Jan 2002 (Median) to Dec 2024, with 276 observations. The data reached an all-time high of 3,160.000 Person in Dec 2004 and a record low of 694.000 Person in Jan 2023. Number of Students: Higher Education: Year to Date: Malaysia: Western Australia data remains active status in CEIC and is reported by Department of Education. The data is categorized under Global Database’s Australia – Table AU.G120: Education Statistics: Number of Enrolments.

Australia Number of Students: Higher Education: Year to Date: China: Northern Territory data was reported at 252.000 Person in Dec 2024. This records an increase from the previous number of 251.000 Person for Nov 2024. Australia Number of Students: Higher Education: Year to Date: China: Northern Territory data is updated monthly, averaging 73.000 Person from Jan 2002 (Median) to Dec 2024, with 276 observations. The data reached an all-time high of 349.000 Person in Dec 2020 and a record low of 15.000 Person in Jan 2005. Australia Number of Students: Higher Education: Year to Date: China: Northern Territory data remains active status in CEIC and is reported by Department of Education. The data is categorized under Global Database’s Australia – Table AU.G120: Education Statistics: Number of Enrolments.

This dataset includes the attendance rate for public school students PK-12 by district during the 2020-2021 school year. Attendance rates are provided for each district for the overall student population and for the high needs student population. 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.