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."

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.

This Private Schools feature dataset is composed of private elementary and secondary education facilities in the United States as defined by the Private School Survey (PSS, https://nces.ed.gov/surveys/pss/), National Center for Education Statistics (NCES, https://nces.ed.gov), US Department of Education for the 2017-2018 school year. This includes all prekindergarten through 12th grade schools as tracked by the PSS. 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 2675 new records, modifications to the spatial location and/or attribution of 19836 records, the removal of 254 records no longer applicable. Additionally, 10,870 records were removed that previously had a STATUS value of 2 (Unknown; not represented in the most recent PSS data) and duplicate records identified by ORNL.

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.

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.

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.

The National Center for Education Statistics' (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated point locations (latitude and longitude) for public elementary and secondary schools included in the NCES Common Core of Data (CCD). The CCD program annually collects administrative and fiscal data about all public schools, school districts, and state education agencies in the United States. The data are supplied by state education agency officials and include basic directory and contact information for schools and school districts, as well as characteristics about student demographics, number of teachers, school grade span, and various other administrative conditions. CCD school and agency point locations are derived from reported information about the physical location of schools and agency administrative offices. The point locations and administrative attributes in this data layer were developed from the 2021-2022 CCD collection. For more information about NCES school point data, see: https://nces.ed.gov/programs/edge/Geographic/SchoolLocations. For more information about these CCD attributes, as well as additional attributes not included, see: https://nces.ed.gov/ccd/files.asp.Notes:-1 or MIndicates that the data are missing.-2 or NIndicates that the data are not applicable.-9Indicates that the data do not meet NCES data quality standards.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

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

Internet Access in U.S. Public Schools, 2005 (FRSS 90), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 90 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides trend analysis on the percent of public schools and instructional rooms with internet access and on the ratio of students to instructional computers with Internet access. The study was conducted using mailed questionnaires or the option of completing the survey via the web. Principals of various public schools were sampled. The study's response rate was 86 percent. Key statistics produced from FRSS 90 were the number of instructional computers with access to the internet, the types of internet connections, technologies and procedures used to prevent student access to inappropriate material on the internet, and the availability of hand-held and laptop computers for students and teachers. Respondents also provided information on teacher professional development on how to integrate the use of the internet into the curriculum and on the use of the internet to provide opportunities and information for teaching and learning.

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.

The data file (SPSS file) contains data compiled from Peterson's Guide in spring 2014 about college applications, including college name, number of applicants (male and female), acceptance rate, the college's national ranking, and the college's student body size. The dataset is part of a project on gender and competition.

This layer was taken from a national data set of school locations. It includes public and private schools. . The private and public schools were designated private by researching their website or sites related to finding private schools. . The national dataset was clipped to only include schools within the boundary of the Regional Resources Inventory. Any schools designated as "historic" have been removed from this dataset to make it more efficient for modern day analysis. U.S. Geographic Names Information System Schools represents the Federal standard for geographic nomenclature and contains information about the proper names and locations of physical and cultural geographic features located throughout the United States and its Territories. The U.S. Geological Survey developed the Geographic Names Information System (GNIS) for the U.S. Board on Geographic Names, a Federal inter-agency body chartered by public law to maintain uniform feature name usage throughout the Government and to promulgate standard names to the public.

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 2023, there were 403 institutions of higher education in the state of California. Of these 403 institutions, 250 were four-year institutions and 153 were two-year institutions. California had the most higher education institutions of any state in that year.

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

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.

Teachers' Use of Educational Technology in U.S. Public Schools, 2009 (FRSS 95), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 95 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates on the availability and use of educational technology among teachers in public elementary and secondary schools during 2009. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. The study was conducted using surveys via the web or by mail. Telephone follow-up for survey non-response and data clarification was also used. Questionnaires and cover letters for the teacher survey were mailed to sampled teachers at their schools. Public schools and teachers within those schools were sampled. The weighted response rate for schools providing lists of teachers for sampling was 81 percent, and the weighted response rate for sampled teachers completing questionnaires was 79 percent. Key statistics produced from FRSS 95 were information on the use of computers and internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students' use of educational technology; teachers' preparation to use educational technology for instruction; and technology-related professional development activities.

About this Dataset

This Private Schools feature dataset is composed of private elementary and secondary education facilities in the United States as defined by the Private School Survey (PSS, https://nces.ed.gov/surveys/pss/), National Center for Education Statistics (NCES, https://nces.ed.gov), US Department of Education for the 2015-2016 school year. This includes all prekindergarten through 12th grade schools as tracked by the PSS. 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 3301 new records, modifications to the spatial location and/or attribution of 19127 records, and the retention of 8636 records from the previous PSS datasets that may or may not be closed (see STATUS field). The ADDRESS2 and DISTRICT_ID fields, previously populated with NOT AVAILABLE, have been removed. This feature class does not have a relationship class.

Category

Education

Keywords

private schools,school,Education

Row Count

31064

Price

$299.00