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.

Colleges and UniversitiesThis feature layer, utilizing data from the National Center for Education Statistics (NCES), displays colleges and universities in the U.S. and its territories. NCES uses the Integrated Postsecondary Education Data System (IPEDS) as the "primary source for information on U.S. colleges, universities, and technical and vocational institutions." According to NCES, this layer "contains directory information for every institution in the 2021-22 IPEDS universe. Includes name, address, city, state, zip code and various URL links to the institution's home page, admissions, financial aid offices and the net price calculator. Identifies institutions as currently active, institutions that participate in Title IV federal financial aid programs for which IPEDS is mandatory. It also includes variables derived from the 2021-22 Institutional Characteristics survey, such as control and level of institution, highest level and highest degree offered and Carnegie classifications."Gallaudet UniversityData currency: 2021Data source: IPEDS Complete Data FilesData modification: Removed fields with coded values and replaced with descriptionsFor more information: Integrated Postsecondary Education Data SystemSupport documentation: IPEDS Complete Data Files > Directory Information > DictionaryFor feedback, please contact: ArcGIScomNationalMaps@esri.comU.S. Department of Education (ED)Per ED, "ED's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.ED was created in 1980 by combining offices from several federal agencies." ED's employees and budget "are dedicated to:Establishing policies on federal financial aid for education, and distributing as well as monitoring those funds.Collecting data on America's schools and disseminating research.Focusing national attention on key educational issues.Prohibiting discrimination and ensuring equal access to education."

India has the most universities worldwide. According to data from July 2023, there were an estimated 5,350 universities in India. Indonesia had the second most universities, counting 3,300, followed by the United States with 3,200 universities.

Expert industry market research on the Colleges & Universities in the US (2005-2030). Make better business decisions, faster with IBISWorld's industry market research reports, statistics, analysis, data, trends and forecasts.

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.

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 dataset represents an inventory of research data services at 120 US colleges and universities. The data was collected using a systematic web content analysis process in late 2019. This dataset underlies the following report: Jane Radecki and Rebecca Springer, "Research Data Services in US Higher Education: A Web-Based Inventory," Ithaka S+R, Nov. 2020, https://doi.org/10.18665/sr.314397.

We defined research data services as any concrete, programmatic offering intended to support researchers (including faculty, postdoctoral researchers, and graduate students) in working with data, and identified services within the following campus units: library, IT department/research computing, independent research centers and facilities, academic departments, medical school, business school, and other professional schools. We also recorded whether the institution offered local high performance computing facilities. For detailed definitions, exclusions, and data collection procedures, please see the report referenced above.

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

In the years 2014 through 2019, three U.S. universities, Michigan State University, the University of Minnesota, Twin Cities, and The University of Utah, received Language Proficiency Flagship Initiative grants as part of the larger Language Flagship, which is a National Security Education Program (NSEP) and Defense Language and National Security Education Office (DLNSEO) initiative to improve language learning in the United States. The goal of the three universities' Language Proficiency Flagship Initiative grants was to document language proficiency in regular tertiary foreign language programs so that the programs, and ones like them at other universities, could use the proficiency-achievement data to set programmatic learning benchmarks and recommendations, as called for by the Modern Language Association in 2007. This call was reiterated by the National Standards Collaborative Board in 2015.During the first three years of the three, university-specific five-year grants (Fall 2014 through Spring 2017), each university collected language proficiency data during academic years 2014-2015, 2015-2016, and 2016-2017, from language learners in selected, regular language programs to document the students' proficiency achievements.University A tested Chinese, French, Russian, and Spanish with the NSEP grant funding, and German, Italian, Japanese, Korean, and Portuguese with additional (in-kind) financial support from within University A.University B tested Arabic, French, Portuguese, Russian, and Spanish with the NSEP grant funding, and German and Korean with additional (in-kind) financial support from University B.University C tested Arabic, Chinese, Portuguese, and Russian with the NSEP grant funding, and Korean with additional (in-kind) financial support from University C.Each university additionally provided the students background questionnaires at the time of testing. As stipulated by the grant terms, at the universities, students were offered to take up to three proficiency tests each semester: speaking, listening, and reading. Writing was not assessed because the grants did not financially cover the costs of writing assessments. The universities were required by grant terms to use official, nationally recognized, and standardized language tests that reported scores out on one of two standardized proficiency test scales: either the American Councils of Teaching Foreign Languages (ACTFL, 2012) proficiency scale, or the Interagency Language Roundtable (ILR: Herzog, n.d.) proficiency scale. The three universities thus contracted mostly with Language Testing International, ACTFL's official testing subsidiary, to purchase and administer to students the Oral Proficiency Interview - computer (OPIc) for speaking, the Listening Proficiency Test (LPT) for listening, and the Reading Proficiency Test (RPT) for reading. However, earlier in the grant cycling, because ACTFL did not yet have tests in all of the languages to be tested, some of the earlier testing was contracted with American Councils and Avant STAMP, even though those tests are not specifically geared for the specific populations of learners present in the given project.Students were able to opt out of testing in certain cases; those cases varied from university to university. The speaking tests occurred normally within intact classes that came into computer labs to take the tests. Students were often times requested to take the listening and reading tests outside of class time in proctored language labs on the campuses on walk-in bases, or they took the listening and reading tests in a language lab during a regular class setting. These decisions were often made by the language instructors and/or the language programs. The data are cross-sectional, but certain individuals took the tests repeatedly, thus, longitudinal data sets are nested within the cross-sectional data.The three universities worked mostly independently during the initial year of data collection because the identities of the three universities receiving the grants was not announced until weeks before testing was to begin at all three campuses. Thus, each university independently designed its background questionnaire. However, because all three were guided by the same set of grant-rules to use nationally-recognized standardized tests for the assessments, combining all three universities' test data was

The schools, districts, and other educational institutions in the Detroit Educational Institutions datasets were identified from the State of Michigan Center for Educational Performance and Information (CEPI) Educational Entity Master (EEM) database. Schools of all statuses (Open - Active; Open - Pending; Open - Inactive; Open - Under construction/remodeling; Open - Vacant/empty; Closed – Pending; Closed) are included in the dataset to provide access to information about schools that currently and previously operated in Detroit. Educational institutions with a mailing address in Detroit but a physical location outside the City are not included in this dataset. Each record in the dataset represents an educational entity, which may be a school, a district, or other entity directly associated with an educational institution. The word, "entity" is used in field (i.e., column) names and descriptions when a field is applicable to multiple types units associated with an educational entity (e.g., if applicable to schools, districts, and other facilities).Link to metadata: https://cepi.state.mi.us/eem/Documents/ColumnDescriptions.pdf

This project examined different aspects of campus crime -- specifically, the prevalence of crimes among college students, whether the crime rate was increasing or decreasing on college campuses, and the factors related to campus crime. Researchers made the assumption that crimes committed by and against college students were likely to be related to drug and alcohol use. Specific questions designed to be answered by the data include: (1) Do students who commit crimes differ in their use of drugs and alcohol from students who do not commit crimes? (2) Do students who are victims of crimes differ in their use of drugs and alcohol from students who are not victims? (3) How do multiple offenders differ from single offenders in their use of drugs and alcohol? (4) How do victims of violent crimes differ from victims of nonviolent crimes in their use of drugs and alcohol? (5) What types of student crimes are more strongly related to drug or alcohol use than others? (6) Other than drug and alcohol use, in what ways can victims and perpetrators of crimes be differentiated from students who have had no direct experiences with crime? Variables include basic demographic information, academic information, drug use information, and experiences with crime since becoming a student.

About this dataset

Context

The dataset presents the the household distribution across 16 income brackets among four distinct age groups in University Park: Under 25 years, 25-44 years, 45-64 years, and over 65 years. The dataset highlights the variation in household income, offering valuable insights into economic trends and disparities within different age categories, aiding in data analysis and decision-making..

Key observations

• Upon closer examination of the distribution of households among age brackets, it reveals that there are 45(16.85%) households where the householder is under 25 years old, 117(43.82%) households with a householder aged between 25 and 44 years, 81(30.34%) households with a householder aged between 45 and 64 years, and 24(8.99%) households where the householder is over 65 years old.
• In University Park, the age group of 25 to 44 years stands out with both the highest median income and the maximum share of households. This alignment suggests a financially stable demographic, indicating an established community with stable careers and higher incomes.

Content

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

Income brackets:

• Less than $10,000
• $10,000 to $14,999
• $15,000 to $19,999
• $20,000 to $24,999
• $25,000 to $29,999
• $30,000 to $34,999
• $35,000 to $39,999
• $40,000 to $44,999
• $45,000 to $49,999
• $50,000 to $59,999
• $60,000 to $74,999
• $75,000 to $99,999
• $100,000 to $124,999
• $125,000 to $149,999
• $150,000 to $199,999
• $200,000 or more

Variables / Data Columns

• Household Income: This column showcases 16 income brackets ranging from Under $10,000 to $200,000+ ( As mentioned above).
• Under 25 years: The count of households led by a head of household under 25 years old with income within a specified income bracket.
• 25 to 44 years: The count of households led by a head of household 25 to 44 years old with income within a specified income bracket.
• 45 to 64 years: The count of households led by a head of household 45 to 64 years old with income within a specified income bracket.
• 65 years and over: The count of households led by a head of household 65 years and over old with income within a specified income bracket.

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 University Park median household income by age. You can refer the same here

About this dataset

Context

The dataset tabulates the University Place population over the last 20 plus years. It lists the population for each year, along with the year on year change in population, as well as the change in percentage terms for each year. The dataset can be utilized to understand the population change of University Place across the last two decades. For example, using this dataset, we can identify if the population is declining or increasing. If there is a change, when the population peaked, or if it is still growing and has not reached its peak. We can also compare the trend with the overall trend of United States population over the same period of time.

Key observations

In 2023, the population of University Place was 35,049, a 1.20% increase year-by-year from 2022. Previously, in 2022, University Place population was 34,633, a decline of 0.88% compared to a population of 34,940 in 2021. Over the last 20 plus years, between 2000 and 2023, population of University Place increased by 4,941. In this period, the peak population was 35,049 in the year 2023. The numbers suggest that the population has not reached its peak yet and is showing a trend of further growth. Source: U.S. Census Bureau Population Estimates Program (PEP).

Content

When available, the data consists of estimates from the U.S. Census Bureau Population Estimates Program (PEP).

Data Coverage:

• From 2000 to 2023

Variables / Data Columns

• Year: This column displays the data year (Measured annually and for years 2000 to 2023)
• Population: The population for the specific year for the University Place is shown in this column.
• Year on Year Change: This column displays the change in University Place population for each year compared to the previous year.
• Change in Percent: This column displays the year on year change as a percentage. 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 University Place Population by Year. You can refer the same here

About this dataset

Context

The dataset tabulates the University Park population distribution across 18 age groups. It lists the population in each age group along with the percentage population relative of the total population for University Park. The dataset can be utilized to understand the population distribution of University Park by age. For example, using this dataset, we can identify the largest age group in University Park.

Key observations

The largest age group in University Park, IA was for the group of age 15 to 19 years years with a population of 91 (12.93%), according to the ACS 2019-2023 5-Year Estimates. At the same time, the smallest age group in University Park, IA was the 80 to 84 years years with a population of 1 (0.14%). 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

Age groups:

• Under 5 years
• 5 to 9 years
• 10 to 14 years
• 15 to 19 years
• 20 to 24 years
• 25 to 29 years
• 30 to 34 years
• 35 to 39 years
• 40 to 44 years
• 45 to 49 years
• 50 to 54 years
• 55 to 59 years
• 60 to 64 years
• 65 to 69 years
• 70 to 74 years
• 75 to 79 years
• 80 to 84 years
• 85 years and over

Variables / Data Columns

• Age Group: This column displays the age group in consideration
• Population: The population for the specific age group in the University Park is shown in this column.
• % of Total Population: This column displays the population of each age group as a proportion of University Park 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 University Park Population by Age. You can refer the same here

About this dataset

Context

The dataset tabulates the University Place population distribution across 18 age groups. It lists the population in each age group along with the percentage population relative of the total population for University Place. The dataset can be utilized to understand the population distribution of University Place by age. For example, using this dataset, we can identify the largest age group in University Place.

Key observations

The largest age group in University Place, WA was for the group of age 5 to 9 years years with a population of 2,488 (7.14%), according to the ACS 2019-2023 5-Year Estimates. At the same time, the smallest age group in University Place, WA was the 85 years and over years with a population of 546 (1.57%). 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

Age groups:

• Under 5 years
• 5 to 9 years
• 10 to 14 years
• 15 to 19 years
• 20 to 24 years
• 25 to 29 years
• 30 to 34 years
• 35 to 39 years
• 40 to 44 years
• 45 to 49 years
• 50 to 54 years
• 55 to 59 years
• 60 to 64 years
• 65 to 69 years
• 70 to 74 years
• 75 to 79 years
• 80 to 84 years
• 85 years and over

Variables / Data Columns

• Age Group: This column displays the age group in consideration
• Population: The population for the specific age group in the University Place is shown in this column.
• % of Total Population: This column displays the population of each age group as a proportion of University Place 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 University Place Population by Age. You can refer the same here

"The Social Security Administration (SSA) suggested to USC to survey members of the public around these topics: What do people know about Social Security? How do people learn about Social Security and how do they want to learn about Social Security? How do adults use financial products as they age? How do adults make their financial decisions and where do they turn for advice? What are adults' main sources of financial stress? The results of the survey are available at the USC website below after logging in and being granted access by USC."

About this dataset

Context

The dataset tabulates the population of University Park by gender across 18 age groups. It lists the male and female population in each age group along with the gender ratio for University Park. The dataset can be utilized to understand the population distribution of University Park by gender and age. For example, using this dataset, we can identify the largest age group for both Men and Women in University Park. Additionally, it can be used to see how the gender ratio changes from birth to senior most age group and male to female ratio across each age group for University Park.

Key observations

Largest age group (population): Male # 10-14 years (425) | Female # 0-4 years (490). Source: U.S. Census Bureau American Community Survey (ACS) 2018-2022 5-Year Estimates.

Content

When available, the data consists of estimates from the U.S. Census Bureau American Community Survey (ACS) 2018-2022 5-Year Estimates.

Age groups:

• Under 5 years
• 5 to 9 years
• 10 to 14 years
• 15 to 19 years
• 20 to 24 years
• 25 to 29 years
• 30 to 34 years
• 35 to 39 years
• 40 to 44 years
• 45 to 49 years
• 50 to 54 years
• 55 to 59 years
• 60 to 64 years
• 65 to 69 years
• 70 to 74 years
• 75 to 79 years
• 80 to 84 years
• 85 years and over

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.

Variables / Data Columns

• Age Group: This column displays the age group for the University Park population analysis. Total expected values are 18 and are define above in the age groups section.
• Population (Male): The male population in the University Park is shown in the following column.
• Population (Female): The female population in the University Park is shown in the following column.
• Gender Ratio: Also known as the sex ratio, this column displays the number of males per 100 females in University Park for each age group.

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 University Park Population by Gender. You can refer the same here

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.

How many people are staying at home? How far are people traveling when they don’t stay home? Which states and counties have more people taking trips? The Bureau of Transportation Statistics (BTS) now provides answers to those questions through our mobility statistics program.

The "Trips by Distance" data and number of people staying home and not staying home are estimated for the Bureau of Transportation Statistics by the Maryland Transportation Institute and Center for Advanced Transportation Technology Laboratory at the University of Maryland. The travel statistics are produced from an anonymized national panel of mobile device data from multiple sources. All data sources used in the creation of the metrics contain no personal information. Data analysis is conducted at the aggregate national, state, and county levels. A weighting procedure expands the sample of millions of mobile devices, so the results are representative of the entire population in a nation, state, or county. To assure confidentiality and support data quality, no data are reported for a county if it has fewer than 50 devices in the sample on any given day.

Trips are defined as movements that include a stay of longer than 10 minutes at an anonymized location away from home. Home locations are imputed on a weekly basis. A movement with multiple stays of longer than 10 minutes before returning home is counted as multiple trips. Trips capture travel by all modes of transportation. including driving, rail, transit, and air.

The daily travel estimates are from a mobile device data panel from merged multiple data sources that address the geographic and temporal sample variation issues often observed in a single data source. The merged data panel only includes mobile devices whose anonymized location data meet a set of data quality standards, which further ensures the overall data quality and consistency. The data quality standards consider both temporal frequency and spatial accuracy of anonymized location point observations, temporal coverage and representativeness at the device level, spatial representativeness at the sample and county level, etc. A multi-level weighting method that employs both device and trip-level weights expands the sample to the underlying population at the county and state levels, before travel statistics are computed.

These data are experimental and may not meet all of our quality standards. Experimental data products are created using new data sources or methodologies that benefit data users in the absence of other relevant products. We are seeking feedback from data users and stakeholders on the quality and usefulness of these new products. Experimental data products that meet our quality standards and demonstrate sufficient user demand may enter regular production if resources permit.

These data are made available under a public domain license. Data should be attributed to the "Maryland Transportation Institute and Center for Advanced Transportation Technology Laboratory at the University of Maryland and the United States Bureau of Transportation Statistics."

Daily data for a given week will be uploaded to the BTS website within 9-10 days of the end of the week in question (e.g., data for Sunday September 17-Saturday September 23 would be updated on Tuesday, October 3). All BTS visualizations and tables that rely on these data will update at approximately 10am ET on days when new data are received, processed, and uploaded.

The methodology used to develop these data can be found at: https://rosap.ntl.bts.gov/view/dot/67520.

Several soil science education studies over the last 15 years have focused on the number of students enrolled in soil science programs. However, no studies have quantitatively addressed the number of undergraduate soil science preparatory programs that exist in the United States, which means we do not have solid data concerning whether overall program numbers are declining, rising, or holding steady. This also means we do not have complete data on the same trends for total undergraduate soil science students in the United States. This study used the US Office of Personnel Management (OPM) Soil Science Series 0470 standards to determine if a bachelor's degree met soil science preparatory criteria. Lists of the approximately 3,500 regionally accredited colleges and universities were obtained from the regional accrediting agencies and the website of each of the colleges and universities was visited to determine if they had a degree program that met the OPM 0470 criteria. A total of 92 soil science preparatory degree programs were identified at 86 colleges and universities. These programs were primarily linked to 1) agriculture, 2) environmental science, and 3) soil and water science based on number of degree occurrences. This study creates a baseline for future studies that can investigate trends in soil science programs. It also provides insight into the institutions and degree programs that should be included in soil science education studies.