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.

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.

The National Survey of College Graduates is a repeated cross-sectional biennial survey that provides data on the nation's college graduates, with a focus on those in the science and engineering workforce. This survey is a unique source for examining the relationship of degree field and occupation in addition to other characteristics of college-educated individuals, including work activities, salary, and demographic information.

Data product is provided by ASL Marketing. It contains current college students who are attending colleges and universities nationwide. Connect with this market by: Class Year Field of Study Home/School address College Attending Ethnicity School Type Region Sports Conference Gender eSports Email

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.

Context

This data set comes from the US Department of Education College Scorecard.

Content

What's inside is more than just rows and columns. Make it easy for others to get started by describing how you acquired the data and what time period it represents, too.

Acknowledgements

We wouldn't be here without the help of others. If you owe any attributions or thanks, include them here along with any citations of past research.

Inspiration

Your data will be in front of the world's largest data science community. What questions do you want to see answered?

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.

This Public Schools feature dataset is composed of all Public elementary and secondary education facilities in the United States as defined by the Common Core of Data (CCD, https://nces.ed.gov/ccd/ ), National Center for Education Statistics (NCES, https://nces.ed.gov ), US Department of Education for the 2017-2018 school year. This includes all Kindergarten through 12th grade schools as tracked by the Common Core of Data. Included in this dataset are military schools in US territories and referenced in the city field with an APO or FPO address. DOD schools represented in the NCES data that are outside of the United States or US territories have been omitted. This feature class contains all MEDS/MEDS+ as approved by NGA. 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 release includes the addition of 3065 new records, modifications to the spatial location and/or attribution of 99,287 records, and removal of 2996 records not present in the NCES CCD data.

Comprehensive dataset of 21,178 Colleges in United States as of July, 2025. Includes verified contact information (email, phone), geocoded addresses, customer ratings, reviews, business categories, and operational details. Perfect for market research, lead generation, competitive analysis, and business intelligence. Download a complimentary sample to evaluate data quality and completeness.

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.

New York City school level College Board AP results for 2010. Records with 5 or fewer students are suppressed. Students are linked to schools by identifying which school they attend when registering for a College Board exam. A student is only included in a school’s report if he/she self-reports being enrolled at that school. Data collected and processed by the College Board.

School enrollment data are used to assess the socioeconomic condition of school-age children. Government agencies also require these data for funding allocations and program planning and implementation.

Data on school enrollment and grade or level attending were derived from answers to Question 10 in the 2015 American Community Survey (ACS). People were classified as enrolled in school if they were attending a public or private school or college at any time during the 3 months prior to the time of interview. The question included instructions to “include only nursery or preschool, kindergarten, elementary school, home school, and schooling which leads to a high school diploma, or a college degree.” Respondents who did not answer the enrollment question were assigned the enrollment status and type of school of a person with the same age, sex, race, and Hispanic or Latino origin whose residence was in the same or nearby area.

School enrollment is only recorded if the schooling advances a person toward an elementary school certificate, a high school diploma, or a college, university, or professional school (such as law or medicine) degree. Tutoring or correspondence schools are included if credit can be obtained from a public or private school or college. People enrolled in “vocational, technical, or business school” such as post secondary vocational, trade, hospital school, and on job training were not reported as enrolled in school. Field interviewers were instructed to classify individuals who were home schooled as enrolled in private school. The guide sent out with the mail questionnaire includes instructions for how to classify home schoolers.

Enrolled in Public and Private School – Includes people who attended school in the reference period and indicated they were enrolled by marking one of the questionnaire categories for “public school, public college,” or “private school, private college, home school.” The instruction guide defines a public school as “any school or college controlled and supported primarily by a local, county, state, or federal government.” Private schools are defined as schools supported and controlled primarily by religious organizations or other private groups. Home schools are defined as “parental-guided education outside of public or private school for grades 1-12.” Respondents who marked both the “public” and “private” boxes are edited to the first entry, “public.”

Grade in Which Enrolled – From 1999-2007, in the ACS, people reported to be enrolled in “public school, public college” or “private school, private college” were classified by grade or level according to responses to Question 10b, “What grade or level was this person attending?” Seven levels were identified: “nursery school, preschool;” “kindergarten;” elementary “grade 1 to grade 4” or “grade 5 to grade 8;” high school “grade 9 to grade 12;” “college undergraduate years (freshman to senior);” and “graduate or professional school (for example: medical, dental, or law school).”

In 2008, the school enrollment questions had several changes. “Home school” was explicitly included in the “private school, private college” category. For question 10b the categories changed to the following “Nursery school, preschool,” “Kindergarten,” “Grade 1 through grade 12,” “College undergraduate years (freshman to senior),” “Graduate or professional school beyond a bachelor’s degree (for example: MA or PhD program, or medical or law school).” The survey question allowed a write-in for the grades enrolled from 1-12.

Question/Concept History – Since 1999, the ACS enrollment status question (Question 10a) refers to “regular school or college,” while the 1996-1998 ACS did not restrict reporting to “regular” school, and contained an additional category for the “vocational, technical or business school.” The 1996-1998 ACS used the educational attainment question to estimate level of enrollment for those reported to be enrolled in school, and had a single year write-in for the attainment of grades 1 through 11. Grade levels estimated using the attainment question were not consistent with other estimates, so a new question specifically asking grade or level of enrollment was added starting with the 1999 ACS questionnaire.

Limitation of the Data – Beginning in 2006, the population universe in the ACS includes people living in group quarters. Data users may see slight differences in levels of school enrollment in any given geographic area due to the inclusion of this population. The extent of this difference, if any, depends on the type of group quarters present and whether the group quarters population makes up a large proportion of the total population. For example, in areas that are home to several colleges and universities, the percent of individuals 18 to 24 who were enrolled in college or graduate school would increase, as people living in college dormitories are now included in the universe.

About this dataset

Context

The dataset tabulates the population of College Springs by gender, including both male and female populations. This dataset can be utilized to understand the population distribution of College Springs across both sexes and to determine which sex constitutes the majority.

Key observations

There is a majority of male population, with 56.68% of total population being male. Source: U.S. Census Bureau American Community Survey (ACS) 2019-2023 5-Year Estimates.

Content

When available, the data consists of estimates from the U.S. Census Bureau American Community Survey (ACS) 2019-2023 5-Year Estimates.

Scope of gender :

Please note that American Community Survey asks a question about the respondents current sex, but not about gender, sexual orientation, or sex at birth. The question is intended to capture data for biological sex, not gender. Respondents are supposed to respond with the answer as either of Male or Female. Our research and this dataset mirrors the data reported as Male and Female for gender distribution analysis. No further analysis is done on the data reported from the Census Bureau.

Variables / Data Columns

• Gender: This column displays the Gender (Male / Female)
• Population: The population of the gender in the College Springs is shown in this column.
• % of Total Population: This column displays the percentage distribution of each gender as a proportion of College Springs total population. Please note that the sum of all percentages may not equal one due to rounding of values.

Good to know

Margin of Error

Data in the dataset are based on the estimates and are subject to sampling variability and thus a margin of error. Neilsberg Research recommends using caution when presening these estimates in your research.

Custom data

If you do need custom data for any of your research project, report or presentation, you can contact our research staff at research@neilsberg.com for a feasibility of a custom tabulation on a fee-for-service basis.

Inspiration

Neilsberg Research Team curates, analyze and publishes demographics and economic data from a variety of public and proprietary sources, each of which often includes multiple surveys and programs. The large majority of Neilsberg Research aggregated datasets and insights is made available for free download at https://www.neilsberg.com/research/.

Recommended for further research

This dataset is a part of the main dataset for College Springs Population by Race & Ethnicity. You can refer the same here

It's no secret that US university students often graduate with debt repayment obligations that far outstrip their employment and income prospects. While it's understood that students from elite colleges tend to earn more than graduates from less prestigious universities, the finer relationships between future income and university attendance are quite murky. In an effort to make educational investments less speculative, the US Department of Education has matched information from the student financial aid system with federal tax returns to create the College Scorecard dataset.

Kaggle is hosting the College Scorecard dataset in order to facilitate shared learning and collaboration. Insights from this dataset can help make the returns on higher education more transparent and, in turn, more fair.

Data Description

Here's a script showing an exploratory overview of some of the data.

college-scorecard-release-*.zip contains a compressed version of the same data available through Kaggle Scripts.

It consists of three components:

• All the raw data files released in version 1.40 of the college scorecard data
• Scorecard.csv, a single CSV file with all the years data combined. In it, we've converted categorical variables represented by integer keys in the original data to their labels and added a Year column
• database.sqlite, a SQLite database containing a single Scorecard table that contains the same information as Scorecard.csv

New to data exploration in R? Take the free, interactive DataCamp course, "Data Exploration With Kaggle Scripts," to learn the basics of visualizing data with ggplot. You'll also create your first Kaggle Scripts along the way.

This dataset provides information for Academic Years 2017-2021 which included: By College and VCCS System:

1) Annual Headcount and FTEs 2) Gender (categories are: Female & Male; Unknown may be inferred) 3) Ethnicity (categories are: American Indian & Alaskan Native, Asian, Black & African-American, Native Hawaiian & Pacific Islander, Hispanic, Two or More Races, Unknown/Not Specified, and White) 4) Age (categories are: 17 and Under, 18-19, 20-21, 22-24, 25-29, 30-34, 35-39, 40-49, 50-64, & 65 and Over) 5) 18-Month Outcomes for Dual-Enrolled High School Grads by Year (categories are: Total Grads, Continued in any Higher Ed program, Employed with no Higher Ed, and Unknown) 6) 18-Month Outcomes for VCCS Graduates by Year (categories are: Total Grads, Continued at VCCS, Transferred to a 4yr college, Employed with no Higher Ed, and Unknown)

For Fiscal Years 2018-2021, by Service Area and VCCS System:

1) Fast Forward Credentialers Employed by Fiscal Year (categories are: Total Distinct Students, Employed within 6 Months, Employed within 12 Months, and Employed within 18 Months)

Notes:

1) Headcounts are Unduplicated student counts. 2) One FTE represents 30 credit hours of classes taken by a student over an academic year and is calculated on an annual basis by taking the total credit hours taught divided by 30. 3) 2017 Fiscal Year Fast Forward data was not included as it was considered incomplete- the Fast Forward program began in 2017 and did not encompass all areas for the entire year.
4) In Workforce (Fast Forward data) the service region for the Richmond Metro Area is called CCWA (Community College Workforce Alliance) and combines data for Brightpoint and J Sargeant Reynolds. 4a) Therefore, there are no Reynolds data entries for Fast Forward variables. All CCWA data is listed under Brightpoint for this portion of the data set.
5) 18-Month Outcomes for Fast Forward Credentialers are cumulative (6 months to 12 months to 18 months)

The College Scorecard project is designed to increase transparency, putting the power in the hands of students and families to compare how well individual postsecondary institutions are preparing their students to be successful. This project provides data to help students and families compare college costs and outcomes as they weigh the tradeoffs of different colleges, accounting for their own needs and educational goals.

New York City school level College Board SAT results for the graduating seniors of 2010. Records contain 2010 College-bound seniors mean SAT scores.

Records with 5 or fewer students are suppressed (marked ‘s’).

College-bound seniors are those students that complete the SAT Questionnaire when they register for the SAT and identify that they will graduate from high school in a specific year. For example, the 2010 college-bound seniors are those students that self-reported they would graduate in 2010. Students are not required to complete the SAT Questionnaire in order to register for the SAT. Students who do not indicate which year they will graduate from high school will not be included in any college-bound senior report.

Students are linked to schools by identifying which school they attend when registering for a College Board exam. A student is only included in a school’s report if he/she self-reports being enrolled at that school.

Data collected and processed by the College Board.

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.

Seeking a comprehensive database that encompasses high school students, college attendees, young professionals, or individuals interested in continuing education opportunities?

We offer unparalleled access to premium student data lists, including detailed information on students by name, their parents, college attendees, graduates, and much more. Whether you're aiming to spearhead a direct mail initiative for college readiness programs, further education courses, or even school dance attire, our comprehensive database positions you to seamlessly connect with your ideal customer.

What sort of data do we have?

• College Bound HS Students
• K-12 Data
• College Student Mailing lists
• Homeschool Mailing Lists

We understand the challenges marketers face when reaching prospective students. Our solutions provide a data-driven, results-oriented roadmap to enrollment success. Accurate, demographics-rich student marketing data is critical to your school’s successful marketing plan, especially in today’s competitive environment. Our data alliances enable us to bring to market the most robust portfolio of data lists, including students and their parents, young adults, and working professionals for continuing education programs.

Why Buy Leads From Us? With McGRAW’s student leads, you can build a robust pipeline, drive enrollment growth, and achieve your institution's educational and financial objectives. Our education leads offer:

Targeted Outreach: Connect with students interested in specific programs and fields of study. Comprehensive Data: Gain insights into students' academic interests, career goals, and preferred locations. High Engagement Rates: Reach students who are actively exploring educational options, ensuring higher response rates. Scalable Solutions: Access a wide range of leads to match your institution's enrollment goals and capacity. Quick Integration: Seamlessly integrate leads into your CRM for efficient follow-up and management. Compliance and Accuracy: Ensure all leads are generated through compliant and ethical methods, providing accurate and reliable data. What other industries can utilize the data? There are obvious ways to utilize education data and leads, but there may be some additional industries that could benefit.

Book publishers Colleges Universities Religious Organizations Education Supply Companies Office Supply Companies Fundraising Product Companies

Comprehensive dataset of 58 Government colleges in United States as of July, 2025. Includes verified contact information (email, phone), geocoded addresses, customer ratings, reviews, business categories, and operational details. Perfect for market research, lead generation, competitive analysis, and business intelligence. Download a complimentary sample to evaluate data quality and completeness.