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 third 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. 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.

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

In 2023, seven percent of students strongly agreed that it was worthwhile for borrowers to take out loans for education after high school that is a predominantly online program in the United States. In comparison, 12 percent strongly disagreed with this belief.

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.

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.

Distribution of international student graduates, by level of tertiary education, institution type, Classification of Instructional Programs (CIP) 2021, STEM (science, technology, engineering and mathematics) and BHASE (business, humanities, health, arts, social science and education) groupings, gender and age group.

As of the academic year 2021/2022, the total number of enrolled students in higher education in Egypt corresponded to around *** million, which was a *** percent increase from the previous year. Throughout the previous decade, the number of students in higher education in Egypt decreased only on three occasions in 2010/2011, 2011/2012 and 2017/2018. In the academic year 2010/2011, the number of students decreased by over *** thousand.

Forecast mean total loan outlay per higher education undergraduate student, by course start year and number of years of funding across 2021/22 to 2027/28

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

This table gives an overview of government expenditure on regular education in the Netherlands since 1900. All figures presented have been calculated according to the standardised definitions of the OECD.

Government expenditure on education consists of expenditure by central and local government on education institutions and education. Government finance schools, colleges and universities. It pays for research and development conducted by universities. Furthermore it provides student grants and loans, allowances for school costs, provisions for students with a disability and child care allowances to households as well as subsidies to companies and non-profit organisations.

Total government expenditure is broken down into expenditure on education institutions and education on the one hand and government expenditure on student grants and loans and allowances for school costs to households on the other. If applicable these subjects are broken down into pre-primary and primary education, special needs primary education, secondary education, senior secondary vocational and adult education, higher professional education and university education. Data are available from 1900. Figures for the Second World War period are based on estimations due to a lack of source material.

The table also includes the indicator government expenditure on education as a percentage of gross domestic product (GDP). This indicator is used to compare government expenditure on education internationally. The indicator is compounded on the basis of definitions of the OECD (Organisation for Economic Cooperation and Development). The indicator is also presented in the StatLine table education; Education expenditure and CBS/OECD indicators. Figures for the First World War and Second World War period are not available for this indicator due to a lack of reliable data on GDP for these periods.

The statistic on education spending is compiled on a cash basis. This means that the education expenditure and revenues are allocated to the year in which they are paid out or received. However, the activity or transaction associated with the payment or receipt can take place in a different year.

Statistics Netherlands published the revised National Accounts in June 2018. Among other things, GDP has been adjusted upwards as a result of the revision. The revision has not been extended to the years before 1995. In the indicator “Total government expenditure as % of GDP”, a break occurs between 1994 and 1995 as a result of the revision.

Data available from: 1900

Status of the figures: The figures from 1995 to 2020 are final. The 2021 figures are revised provisional, the 2022 figures are provisional.

Changes on 7 December 2023: The revised provisional figures of 2021 and the provisional figures of 2022 have been added.

When will new figures be published? The final figures for 2021 will be published in the first quarter of 2024. The final figures for 2022 and the provisional figures for 2023 will be published in December 2024.

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 Enrolled Student: Higher Institution: Jilin: Songyuan data was reported at 5.740 Person th in 2022. This records a decrease from the previous number of 5.989 Person th for 2021. Number of Enrolled Student: Higher Institution: Jilin: Songyuan data is updated yearly, averaging 3.155 Person th from Dec 2005 (Median) to 2022, with 16 observations. The data reached an all-time high of 5.989 Person th in 2021 and a record low of 0.000 Person th in 2005. Number of Enrolled Student: Higher Institution: Jilin: Songyuan data remains active status in CEIC and is reported by Songyuan Municipal Bureau of Statistics. The data is categorized under China Premium Database’s Socio-Demographic – Table CN.GH: Number of Enrolled Student: Higher Education: Regular: Prefecture Level City.

India, traditionally one of the largest exporters of mobile students, has adopted wide-ranging policies to attract more international students. This research draws on a secondary analysis of published international student mobility (ISM) statistics for the 2012 to 2021 timeline and a text-based examination of Indian higher education (HE) policy discourses. The analysis reveals a comparatively measured increase in international student enrolments in Indian HE, given the global ISM wave and the increasingly significant receiver roles of other non-traditional Asian host countries. A closer examination reveals that the Indian inbound ISM landscape is increasingly risky given the significant and increasing dependence on a few South Asian countries. Against these observations, the possible reasons for the slow growth in inbound ISM and policy measures to help attract more international students are discussed. Finally, a framework-based assessment of countries in the East African region is illustrated as an initial step in advancing a diversification strategy.

The joint UNESCO-OECD-Eurostat (UOE) data collection on formal education systems provides annual data on student participation and completion of educational programmes as well as data on personnel, cost and type of resources devoted to education. The reference period for non-monetary education data is the school year and for monetary data it is the calendar year. The International Statistics of Education and Training Systems ÔÇô UNESCO-UIS/OECD/Eurostat (UOE) Questionnaire aims to provide the data required by international bodies, in addition to offering results at the national level. It is a synthesis and analysis operation that appears in the National Statistical Plan 2021-2024 (Prog. 8677) and is carried out by the S.G. of Statistics and Studies of the Ministry of Education and Vocational Training in collaboration with the Ministry of Universities and the National Institute of Statistics. Its purpose is to integrate the statistical information of the activity of the educational-training system in its different levels of education in order to meet the demands of international statistics, of the same name, requested by Eurostat, OECD and UNESCO-UIS. A selection of tables with data derived from this statistic is provided below, together with a presentation summary note:

In 2022, about 37.7 percent of the U.S. population who were aged 25 and above had graduated from college or another higher education institution, a slight decline from 37.9 the previous year. However, this is a significant increase from 1960, when only 7.7 percent of the U.S. population had graduated from college. Demographics Educational attainment varies by gender, location, race, and age throughout the United States. Asian-American and Pacific Islanders had the highest level of education, on average, while Massachusetts and the District of Colombia are areas home to the highest rates of residents with a bachelor’s degree or higher. However, education levels are correlated with wealth. While public education is free up until the 12th grade, the cost of university is out of reach for many Americans, making social mobility increasingly difficult. Earnings White Americans with a professional degree earned the most money on average, compared to other educational levels and races. However, regardless of educational attainment, males typically earned far more on average compared to females. Despite the decreasing wage gap over the years in the country, it remains an issue to this day. Not only is there a large wage gap between males and females, but there is also a large income gap linked to race as well.

This dataset includes the attendance rate for public school students PK-12 by town during the 2021-2022 school year. Attendance rates are provided for each town 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.