The dataset contains Academic-year-, Region- and Country-wise historically compiled data on the Number of International Students who have enrolled for pursuing different types of programmes and courses of studies in the United States of America (U.S.A) from the year 1949-50 to 2020-21

In the academic year 2023/24, there were 331,602 international students from India studying in the United States. International students The majority of international students studying in the United States are originally from India and China, totaling 331,602 students and 277,398 students respectively in the 2023/24 school year. In 2022/23, there were 467,027 international graduate students , which accounted for over one third of the international students in the country. Typically, engineering and math & computer science programs were among the most common fields of study for these students. The United States is home to many world-renowned schools, most notably, the Ivy League Colleges which provide education that is sought after by both foreign and local students. International students and college Foreign students in the United States pay some of the highest fees in the United States, with an average of 24,914 U.S. dollars. American students attending a college in New England paid an average of 14,900 U.S. dollars for tuition alone and there were about 79,751 international students in Massachusetts . Among high-income families, U.S. students paid an average of 34,700 U.S. dollars for college, whereas the average for all U.S. families reached only 28,026 U.S. dollars. Typically, 40 percent of families paid for college tuition through parent income and savings, while 29 percent relied on grants and scholarships.

There were 1,126,690 international students studying in the United States in the 2023/24 academic year. This is an increase from the previous year, when 1,057,188 international students were studying in the United States.

The dataset contains Academic-year-wise compiled data on number of newly enrolled International Students in the United States of America (U.S.A) for pursuing Under Graduate, Graduate and Non-Degree studies.

The dataset contains Academic-year- and Country-wise historically compiled data on the total number of International students enrolled for studying Undergraduate, Graduate, Non-Degree and Optional Practical Training (OPT) courses in the United States of America (USA).

This Dataset goes deeper into profile and acceptance details of international student applying to US Universities to pursue their bachelors. US is the biggest study abroad destination for international students and admission processes are very random from what everyone tells us. This data will help analyze patterns in the same process.

The dataset presents the year-wise share of international students from the top five leading places of origin hosted by each of the top 15 U.S. states with the highest international student populations. The share represents the percentage of international students from each origin relative to the total international student population in that state. For example, a 20% share of Indians in California for 2023-24 indicates that 20% of all international students in California were from India.

The U.S. currently enjoys a position among the world’s foremost innovative and scientifically advanced economies but the emergence of new economic powerhouses like China and India threatens to disrupt the global distribution of innovation and economic competitiveness. Among U.S. policy makers, the promotion of advanced education, particularly in the STEM (Science, Technology, Engineering and Mathematics) fields, has become a key strategy for ensuring the U.S.’s position as an innovative economic leader. Since approximately one third of science and engineering post-graduate students in the U.S. are foreign born, the future of the U.S. STEM educational system is intimately tied to issues of global competitiveness and American immigration policy. This study utilizes a combination of national education data, a survey of foreign-born STEM graduate students, and in-depth interviews of a sub-set of those students to explain how a combination of scientists’ and engineers’ educational decisions, as well as their experience in school, can predict a students’ career path and geographical location, which can affect the long-term innovation environment in their home and destination country. This study highlights the fact that the increasing global competitiveness in STEM education and the complex, restrictive nature of U.S. immigration policies are contributing to an environment where the American STEM system may no longer be able to comfortably remain the premier destination for the world’s top international students.

Colleges and universities in the United States are still a popular study destination for Chinese students, with around 277 thousand choosing to take courses there in the 2023/24 academic year. Although numbers were heavily affected by the coronavirus pandemic, China is still the leading source of international students in the U.S. education market, accounting for 24.6 percent of all incoming students. The education exodus Mathematics and computer science courses led the field in terms of what Chinese students were studying in the United States, followed by engineering and business & management programs. The vast majority of Chinese students were self-funded, wth the remainder receiving state-funding to complete their overseas studies. Tuition fees can run into the tens of thousands of U.S. dollars, as foreign students usually pay out-of-state tuition fees. What about the local situation? Although studying abroad attracts many Chinese students, the country itself boasts the largest state-run education system in the world. With modernization of the national tertiary education system being a top priority for the Chinese government, the country has seen a significant increase in the number of local universities over the last decade. Enrolments in these universities exceeded 37 million in 2023, and a record of more than ten million students graduated in the same year, indicating that China's education market is still expanding.

This Cost of International Education dataset compiles detailed financial information for students pursuing higher education abroad. It covers multiple countries, cities, and universities around the world, capturing the full tuition and living expenses spectrum alongside key ancillary costs. With standardized fields such as tuition in USD, living-cost indices, rent, visa fees, insurance, and up-to-date exchange rates, it enables comparative analysis across programs, degree levels, and geographies. Whether you’re a prospective international student mapping out budgets, an educational consultant advising on affordability, or a researcher studying global education economics, this dataset offers a comprehensive foundation for data-driven insights.

Description

Potential Uses

• Budget Planning Prospective students can filter by country, program level, or university to forecast total expenses and compare across destinations.
• Policy Analysis Educational policymakers and NGOs can assess the affordability of international education and design support programs.
• Economic Research Economists can correlate living-cost indices and tuition levels with enrollment rates or student demographics.
• University Benchmarking Institutions can benchmark their fees and ancillary costs against peer universities worldwide.

Notes on Data Collection & Quality

• Currency Conversions All monetary values are unified to USD using contemporaneous exchange rates to facilitate direct comparison.
• Living Cost Index Derived from reputable city-index publications (e.g., Numbeo, Mercer) to standardize disparate cost-of-living metrics.
• Data Currency Exchange rates and fee schedules should be periodically updated to reflect market fluctuations and policy changes.

Feel free to explore, visualize, and extend this dataset for deeper insights into the true cost of studying abroad!

ICT has profound implications for education, both because ICT can facilitate new forms of learning and because it has become important for young people to master ICT in preparation for adult life. But how extensive is access to ICT in schools and informal settings and how is it used by students? Drawing on data from the OECD’s Programme for International Student Assessment (PISA), Are Students Ready for a Technology-Rich World? What PISA Studies Tell Us, examines whether access to computers for students is equitable across countries and student groups; how students use ICT and what their attitudes are towards ICT; the relationship between students’ access to and use of ICT and their performance in PISA 2003; and the implications for educational policy.

The Trends in International Mathematics and Science Study, 2015 (TIMSS 2015) is a data collection that is part of the Trends in International Mathematics and Science Study (TIMSS) program; program data are available since 1999 at . TIMSS 2015 (https://nces.ed.gov/timss/) is a cross-sectional study that provides international comparative information of the mathematics and science literacy of fourth-, eighth-, and twelfth-grade students and examines factors that may be associated with the acquisition of math and science literacy in students. The study was conducted using direct assessments of students and questionnaires for students, teachers, and school administrators. Fourth-, eighth-, and twelfth-graders in the 2014-15 school year were sampled. Key statistics produced from TIMSS 2015 provide reliable and timely data on the mathematics and science achievement of U.S. students compared to that of students in other countries. Data are expected to be released in 2018.

There are many resources available to students to search for scholarships, and there are also many services that charge students for either access to their scholarship database or to conduct a scholarship search on a student’s behalf. If you have the time and available resources, most of the scholarship searches can be found online for free. InternationalScholarships.com is one that offers a free scholarship search, and with a little research you can find many more out there. Take your time, do your homework and you will be able to find all the information you need. For international students hoping to study in the US, scholarships can be an invaluable help toward financing your goals. Whether you are an incoming first year, a student going on to graduate school, or simply returning to college for a new year, there is financial assistance out there for you. Ask Your School No matter where you live or attend school, your first step when searching for scholarships should be your school’s financial aid office. Most colleges offer scholarship programs specifically for international students attending the institution. Check out your school’s financial aid website, or call or email the office if you can’t find what you’re looking for. Am I eligible for a scholarship? Eligibility for a scholarship depends entirely on the scholarship; there is no general rule of thumb on whether you are eligible for a financial award. Some scholarships require students to have a certain TOEFL score; some ask that you are from a certain country; some ask for you to have a certain grade point average. You will need to do your own research to see if you are eligible for a scholarship. It can be confusing, but remember that college admissions officers and financial aid experts are there to help you find as much money as you qualify for. How do I apply? As with eligibility, there is no set rule on how to apply for scholarships. While some just require you to complete an application form, others may require a specially written piece of work, or for you to be pursuing studies in a certain field. If you find a scholarship for which you think that you may be eligible, contact the award administrator of that award. All the scholarships found in the InternationalStudent.com Scholarship search contain contact details of the award administrator.

Abstract: While the U.S. currently enjoys a position among the world’s foremost innovative and scientifically advanced economies, the emergence of new economic powerhouses like China and India threatens to disrupt the global distribution of innovation and economic competitiveness. Among U.S. policy makers, the promotion of advanced education, particularly in the STEM (Science, Technology, Engineering and Mathematics) fields, has become a key strategy for ensuring the U.S.’s position as an innovative economic leader. Since approximately one third of science and engineering post-graduate students in the U.S. are foreign born, the fate of the U.S. STEM educational system is intimately tied to issues of global competitiveness and American immigration policy. This study utilizes a combination of national education data, a survey of foreign-born STEM graduate students, and in-depth interviews of a sub-set of those students to explain how a combination of scientists’ and engineers’ educational decisions, as well as their experience in school, can predict a students’ career path and geographical location, which can affect the long-term innovation environment in their home and destination country. This study highlights the fact that the increasing global competitiveness in STEM education and the complex, restrictive nature of U.S. immigration policies are contributing to an environment where the American STEM system may no longer be able to comfortably remain the premier destination for the world’s top international students. Methods: Survey design and implementation The primary goals of our study were threefold: to determine which factors influenced foreign STEM students to pursue their education in the United States; their plans to remain or return home after graduation; and their decision to pursue academic or business-oriented careers. To accomplish this, we emailed international graduate students in STEM fields at the University of California, Santa Barbara (UCSB) with an introduction to the study and a survey link, assuring anonymity for their responses. UCSB is a public research university with a total enrollment of approximately 22,000 students, of which about 3,000 students are those at the graduate level. The survey consisted of four categories of questions: (1) basic background information (e.g., age, gender, major, year of study); (2) reasons for studying in the U.S.; (3) perceptions of their graduate education in the U.S.; and (4) plans after graduation. The online survey was active from May 2-24, 2013, and resulted in a 42% completion rate.[1] Students were given an option at the end of the survey to specify their interest in conducting any follow-up interviews. A total of 12 follow-up interviews were conducted between January 27 and February 21, 2014. Data: Complete survey results (N=166) are provided in this dataset along with metadata.

The dataset presents the total number of international students hosted by each US state over the years. An international student is defined in the report as anyone studying at an institution of higher education in the United States on a temporary visa that allows for academic coursework. These include primarily holders of F (student) visas and J (exchange visitor) visas. For the purposes of Open Doors, students at institutions other than accredited colleges and universities are not counted, such as secondary schools or vocational schools. Individuals who have permanent residency are not counted.

Context

The Programme for International Student Assessment (PISA) is a test given every three years to 15-year-old students from around the world to evaluate their performance in mathematics, reading, and science. This test provides a quantitative way to compare the performance of students from different parts of the world. In this homework assignment, we will predict the reading scores of students from the United States of America on the 2009 PISA exam.

The datasets pisa2009train.csv and pisa2009test.csv contain information about the demographics and schools for American students taking the exam, derived from 2009 PISA Public-Use Data Files distributed by the United States National Center for Education Statistics (NCES). While the datasets are not supposed to contain identifying information about students taking the test, by using the data you are bound by the NCES data use agreement, which prohibits any attempt to determine the identity of any student in the datasets.

Each row in the datasets pisa2009train.csv and pisa2009test.csv represents one student taking the exam. The datasets have the following variables:

Content

grade: The grade in school of the student (most 15-year-olds in America are in 10th grade)

male: Whether the student is male (1/0)

raceeth: The race/ethnicity composite of the student

preschool: Whether the student attended preschool (1/0)

expectBachelors: Whether the student expects to obtain a bachelor's degree (1/0)

motherHS: Whether the student's mother completed high school (1/0)

motherBachelors: Whether the student's mother obtained a bachelor's degree (1/0)

motherWork: Whether the student's mother has part-time or full-time work (1/0)

fatherHS: Whether the student's father completed high school (1/0)

fatherBachelors: Whether the student's father obtained a bachelor's degree (1/0)

fatherWork: Whether the student's father has part-time or full-time work (1/0)

selfBornUS: Whether the student was born in the United States of America (1/0)

motherBornUS: Whether the student's mother was born in the United States of America (1/0)

fatherBornUS: Whether the student's father was born in the United States of America (1/0)

englishAtHome: Whether the student speaks English at home (1/0)

computerForSchoolwork: Whether the student has access to a computer for schoolwork (1/0)

read30MinsADay: Whether the student reads for pleasure for 30 minutes/day (1/0)

minutesPerWeekEnglish: The number of minutes per week the student spend in English class

studentsInEnglish: The number of students in this student's English class at school

schoolHasLibrary: Whether this student's school has a library (1/0)

publicSchool: Whether this student attends a public school (1/0)

urban: Whether this student's school is in an urban area (1/0)

schoolSize: The number of students in this student's school

readingScore: The student's reading score, on a 1000-point scale

Acknowledgements

MITx ANALYTIX

The number of foreign full-time university students in Hungary showed a steady increase between 2009 and 2020, with their number slightly dropping in the school year of 2020/2021. In that year, over *******international students were enrolled at Hungarian universities. By the school year of 2024/2025, their number increased to ******. Stipendium Hungaricum holders Stipendium Hungaricum is a scholarship program sponsored by the Hungarian government. It was established to attract top-performing international students who would contribute to the country’s international recognition by building economic, political, and civil relationships. In the fall semester of 2020, there were nearly *******Stipendium Hungaricum scholarship holders in the country, compared to ***** recorded in 2015. Leading Universities Hungary is home to several internationally recognized higher educational institutions. According to the Times Higher Education World University Ranking, in 2024, the research-led medical school, Semmelweis University, achieved the highest score of all higher educational institutions in the country. At the same time, based on the QS World University Rankings, the University of Szeged was the top-ranked University in Hungary.

List of programs, by country, that promotes the return of Science, Technology, Engineering, and Mathematics (STEM) talent back to their home country.

Abstract for Journal of Teaching in International Business, forthcoming.To function in the global business world, managers must have global business knowledge, complemented by the skills and attitudes to deal with different cultural patterns. Business schools thus face the challenge of developing the global business literacy of their students. It is still not clear what factors determine the development of dimensions of global business literacy and what role country differences play. This study compares the global business literacy of 505 business students in four Central European countries and 157 in the U.S.A. Besides testing country differences, it applies regression analysis to determine whether these differences can be explained by variations in the course of study, language training, and other characteristics. The Central European students score higher in self-efficacy and international business knowledge compared to Americans, which differences can be explained by factors such as international course work, study abroad participation, foreign language competence, and interactions with foreigners. However, there are no significant differences in willingness to learn and American students are better in relationship development. It appears that while most dimensions of global business literacy can be developed universally, some dimensions require culture-specific approaches.