This table contains data on the percent of population age 25 and up with a four-year college degree or higher for California, its regions, counties, county subdivisions, cities, towns, and census tracts. Greater educational attainment has been associated with health-promoting behaviors including consumption of fruits and vegetables and other aspects of healthy eating, engaging in regular physical activity, and refraining from excessive consumption of alcohol and from smoking. Completion of formal education (e.g., high school) is a key pathway to employment and access to healthier and higher paying jobs that can provide food, housing, transportation, health insurance, and other basic necessities for a healthy life. Education is linked with social and psychological factors, including sense of control, social standing and social support. These factors can improve health through reducing stress, influencing health-related behaviors and providing practical and emotional support. More information on the data table and a data dictionary can be found in the Data and Resources section. The educational attainment table is part of a series of indicators in the Healthy Communities Data and Indicators Project (HCI) of the Office of Health Equity. The goal of HCI is to enhance public health by providing data, a standardized set of statistical measures, and tools that a broad array of sectors can use for planning healthy communities and evaluating the impact of plans, projects, policy, and environmental changes on community health. The creation of healthy social, economic, and physical environments that promote healthy behaviors and healthy outcomes requires coordination and collaboration across multiple sectors, including transportation, housing, education, agriculture and others. Statistical metrics, or indicators, are needed to help local, regional, and state public health and partner agencies assess community environments and plan for healthy communities that optimize public health. More information on HCI can be found here: https://www.cdph.ca.gov/Programs/OHE/CDPH%20Document%20Library/Accessible%202%20CDPH_Healthy_Community_Indicators1pager5-16-12.pdf

The format of the educational attainment table is based on the standardized data format for all HCI indicators. As a result, this data table contains certain variables used in the HCI project (e.g., indicator ID, and indicator definition). Some of these variables may contain the same value for all observations.

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.

The Colleges and Universities feature class/shapefile is composed of all Post Secondary Education facilities as defined by the Integrated Post Secondary Education System (IPEDS, http://nces.ed.gov/ipeds/), National Center for Education Statistics (NCES, https://nces.ed.gov/), US Department of Education for the 2018-2019 school year. Included are Doctoral/Research Universities, Masters Colleges and Universities, Baccalaureate Colleges, Associates Colleges, Theological seminaries, Medical Schools and other health care professions, Schools of engineering and technology, business and management, art, music, design, Law schools, Teachers colleges, Tribal colleges, and other specialized institutions. Overall, this data layer covers all 50 states, as well as Puerto Rico and other assorted U.S. territories. This feature class contains all MEDS/MEDS+ as approved by the National Geospatial-Intelligence Agency (NGA) Homeland Security Infrastructure Program (HSIP) Team. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the "Place Keyword" section of the metadata. This feature class does not have a relationship class but is related to Supplemental Colleges. Colleges and Universities that are not included in the NCES IPEDS data are added to the Supplemental Colleges feature class when found. This release includes the addition of 175 new records, the removal of 468 no longer reported by NCES, and modifications to the spatial location and/or attribution of 6682 records.

In an impressive increase from years past, 39 percent of women in the United States had completed four years or more of college in 2022. This figure is up from 3.8 percent of women in 1940. A significant increase can also be seen in males, with 36.2 percent of the U.S. male population having completed four years or more of college in 2022, up from 5.5 percent in 1940.

4- and 2-year colleges

In the United States, college students are able to choose between attending a 2-year postsecondary program and a 4-year postsecondary program. Generally, attending a 2-year program results in an Associate’s Degree, and 4-year programs result in a Bachelor’s Degree.

Many 2-year programs are designed so that attendees can transfer to a college or university offering a 4-year program upon completing their Associate’s. Completion of a 4-year program is the generally accepted standard for entry-level positions when looking for a job.

Earnings after college

Factors such as gender, degree achieved, and the level of postsecondary education can have an impact on employment and earnings later in life. Some Bachelor’s degrees continue to attract more male students than female, particularly in STEM fields, while liberal arts degrees such as education, languages and literatures, and communication tend to see higher female attendance.

All of these factors have an impact on earnings after college, and despite nearly the same rate of attendance within the American population between males and females, men with a Bachelor’s Degree continue to have higher weekly earnings on average than their female counterparts.

The percentage of persons that have completed, graduated, or received a high school diploma or GED and also have taken some college courses or completed their Associate's degree. This is a standard indicator used to measure the portion of the population with a basic level of skills needed for the workplace. Persons under the age of 25 are not included in this analysis since many of these persons are still attending various levels of schooling. Source: American Community Survey Years Available: 2007-2011, 2008-2012, 2009-2013, 2010-2014, 2011-2015, 2012-2016, 2013-2017, 2014-2018, 2015-2019, 2016-2020, 2017-2021

Abstract (en): The American College Catalog Study Database (CCS) contains academic data on 286 four-year colleges and universities in the United States. CCS is one of two databases produced by the Colleges and Universities 2000 project based at the University of California-Riverside. The CCS database comprises a sampled subset of institutions from the related Institutional Data Archive (IDA) on American Higher Education (ICPSR 34874). Coding for CCS was based on college catalogs obtained from College Source, Inc. The data are organized in a panel design, with measurements taken at five-year intervals: academic years 1975-76, 1980-81, 1985-86, 1990-91, 1995-96, 2000-01, 2005-06, and 2010-11. The database is based on information reported in each institution's college catalog, and includes data regarding changes in major academic units (schools and colleges), departments, interdisciplinary programs, and general education requirements. For schools and departments, changes in structure were coded, including new units, name changes, splits in units, units moved to new schools, reconstituted units, consolidated units, departments reduced to program status, and eliminated units. The American College Catalog Study Database (CCS) is intended to allow researchers to examine changes in the structure of institutionalized knowledge in four-year colleges and universities within the United States. For information on the study design, including detailed coding conventions, please see the Original P.I. Documentation section of the ICPSR Codebook. The data are not weighted. Dataset 1, Characteristics Variables, contains three weight variables (IDAWT, CCSWT, and CASEWEIGHT) which users may wish to apply during analysis. For additional information on weights, please see the Original P.I. Documentation section of the ICPSR Codebook. ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Checked for undocumented or out-of-range codes.. Response Rates: Approximately 75 percent of IDA institutions are included in CCS. For additional information on response rates, please see the Original P.I. Documentation section of the ICPSR Codebook. Four-year not-for-profit colleges and universities in the United States. Smallest Geographic Unit: state CCS includes 286 institutions drawn from the IDA sample of 384 United States four-year colleges and universities. CCS contains every IDA institution for which a full set of catalogs could be located at the initiation of the project in 2000. CCS contains seven datasets that can be linked through an institutional identification number variable (PROJ_ID). Since the data are organized in a panel format, it is also necessary to use a second variable (YEAR) to link datasets. For a brief description of each CCS dataset, please see Appendix B within the Original P.I. Documentation section of the ICPSR Codebook.There are date discrepancies between the data and the Original P.I. Documentation. Study Time Periods and Collection Dates reflect dates that are present in the data. No additional information was provided.Please note that the related data collection featuring the Institutional Data Archive on American Higher Education, 1970-2011, will be available as ICPSR 34874. Additional information on the American College Catalog Study Database (CCS) and the Institutional Data Archive (IDA) database can be found on the Colleges and Universities 2000 Web site.

The Institutional Data Archive on American Higher Education (IDA) contains academic data on 384 four-year colleges and universities in the United States. The IDA is one of two databases produced by the Colleges and Universities 2000 project based at the University of California, Riverside. This release, the third compilation of the IDA, is updated through academic year 2010-2011, and includes longitudinal and cross-sectional data from multiple sources. The collection is organized into nine datasets based on the unit of analysis and whether identifiers linking the data to particular institutions are present; seven of the datasets can be linked by a common identifier variable (PROJ_ID), and two cannot be linked due to confidentiality agreements. The seven identifiable datasets contain information on institutions, university systems, programs and academic departments, earned degrees, graduate schools, medical schools, and institutional academic rankings over time. Data regarding student enrollments, average SAT and ACT scores, and tuition and fees has been recorded, as well as institutional information concerning libraries, research activity, revenue and expenditures, faculty salaries, and quality rankings for program faculty. The identifiable datasets also include census information for neighborhoods surrounding IDA colleges and universities. The two non-identifiable datasets contain confidential survey responses from IDA institution presidents, chancellors, provosts, and academic vice presidents; survey questions pertained to governance structures, institutional goals and achievements, and solicited opinions on current and future issues facing the respondent's institution and higher education in general.

This dataset provides population 25 years and over estimates by 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, Table B15003. Levels of educational attainment include the following: No schooling completed; Nursery school; Kindergarten; 1st grade; 2nd grade; 3rd grade; 4th grade; 5th grade; 6th grade; 7th grade; 8th grade; 9th grade; 10th grade; 11th grade; 12th grade, no diploma; Regular high school diploma; GED or alternative credential; Some college, less than 1 year; Some college, 1 or more years, no degree; Associate's degree; Bachelor's degree; Master's degree; Professional school degree; and Doctorate degree.

This dataset provides population 25 years and over estimates by sex 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, Table B15002.

Sex includes Male, Female and Both.

Educational Attainment includes the following: No School; PK to 4th Grade; 5th to 6th Grade; 7th to 8th Grade; 9th Grade; 10th Grade; 11th Grade; 12th Grade, No Diploma; High School Diploma or Equivalent; Some College, Less than Year; Some College, One Year or More; Associates Degree; Bachelors Degree; Masters Degree; Professional Degree; and Doctorate Degree.

Each have been placed in the following educational categories: Less than High School, High School Graduate; Some College or Associates Degree; and Bachelors Degree or Higher.

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

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

• 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

• 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

• 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

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

This measure reports the percentage of offenders who are currently living in residential facilities supervised by Iowa Community Based Corrections who have or are working towards a post-secondary education degree. It includes offenders where the highest level of education completed is one of the following: In College, Freshman level college, Sophomore level college, Junior level college, Vocational/Technical Student, Technical Training Completion, Vocational Program/Technical Certificate, Associate's Degree, Bachelor's Degree, Master's Degree, or Doctorate.

Thailand TH: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Total: % Cumulative data was reported at 14.810 % in 2016. This records an increase from the previous number of 13.125 % for 2013. Thailand TH: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Total: % Cumulative data is updated yearly, averaging 13.968 % from Dec 2013 (Median) to 2016, with 2 observations. The data reached an all-time high of 14.810 % in 2016 and a record low of 13.125 % in 2013. Thailand TH: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Total: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Thailand – Table TH.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.; ; UNESCO Institute for Statistics; ;

The percentage of persons that have completed, graduated, or received a high school diploma or GED and also have taken some college courses or completed their Associate's degree. This is a standard indicator used to measure the portion of the population with a basic level of skills needed for the workplace. Persons under the age of 25 are not included in this analysis since many of these persons are still attending various levels of schooling. Source: American Community Survey Years Available: 2007-2011, 2008-2012, 2009-2013, 2010-2014, 2011-2015, 2012-2016, 2013-2017, 2014-2018, 2015-2019, 2016-2020, 2017-2021, 2018-2022, 2019-2023

France FR: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Male: % Cumulative data was reported at 18.240 % in 2015. This records an increase from the previous number of 17.196 % for 2014. France FR: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Male: % Cumulative data is updated yearly, averaging 17.718 % from Dec 2014 (Median) to 2015, with 2 observations. The data reached an all-time high of 18.240 % in 2015 and a record low of 17.196 % in 2014. France FR: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: Male: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s France – Table FR.World Bank.WDI: Education Statistics. The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.; ; UNESCO Institute for Statistics; ;

Participation rate in education, population aged 18 to 34, by age group and type of institution attended, Canada, provinces and territories. This table is included in Section E: Transitions and outcomes: Transitions to postsecondary education of the Pan Canadian Education Indicators Program (PCEIP). PCEIP draws from a wide variety of data sources to provide information on the school-age population, elementary, secondary and postsecondary education, transitions, and labour market outcomes. The program presents indicators for all of Canada, the provinces, the territories, as well as selected international comparisons and comparisons over time. PCEIP is an ongoing initiative of the Canadian Education Statistics Council, a partnership between Statistics Canada and the Council of Ministers of Education, Canada that provides a set of statistical measures on education systems in Canada.

This layer shows education level for adults (25+) by veteran status. This is shown by county boundaries. This service is updated annually to contain the most currently released American Community Survey (ACS) 5-year data, and contains estimates and margins of error. There are also additional calculated attributes related to this topic, which can be mapped or used within analysis. This layer is symbolized to show the percent of veteran civilians age 25+ who have some college or an associate's degree as their highest education level.

Dataset that underlies the paper 'A population perspective on international students in Australian universities' by Heller and Leeder, where we explore the contribution to global educational equity through population rates of international student enrolment in Australian universities. Paper is submitted for publication.

This service shows the percentage of population aged 25 to 64 years in private households with a postsecondary certificate, diploma or degree by census division, 2016. The data is from the Census Profile, Statistics Canada Catalogue no. 98-316-X2016001. This data pertains to the population aged 25 to 64 years in private households by the highest level of education that a person has successfully completed. Persons with a post-secondary certificate, diploma or degree includes those with an apprenticeship or trades certificate or diploma; a college, CEGEP or other non-university certificate or diploma; a university certificate or diploma below bachelor level or a university certificate, diploma or degree at bachelor level or above.

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.

Vietnam VN: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: % Cumulative data was reported at 11.221 % in 2023. This records a decrease from the previous number of 11.520 % for 2022. Vietnam VN: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: % Cumulative data is updated yearly, averaging 10.358 % from Dec 2019 (Median) to 2023, with 5 observations. The data reached an all-time high of 11.520 % in 2022 and a record low of 10.250 % in 2019. Vietnam VN: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Vietnam – Table VN.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;