Context

The students in the USA are seeking Loans on a regular basis for their post-secondary education through certifications or college degrees. Different types of income status students’ pursue Federal Loans and grants like PELL for low-income students to fulfill their objectives. In deciding which institution is better for the students whether it is linked with affording, education, market opportunities or repaying loans after completion, the answer is the IPEDS numeric data. IPEDS is the Integrated Postsecondary Education Data System. It is a system of interrelated surveys conducted annually by the U.S. Department of Education’s National Center for Education Statistics (NCES). IPEDS gathers information from every college, university, and technical and vocational institution that participates in the federal student financial aid programs. All the IPEDS data is based on 5.05% interest rate. We will use the respective data from Loan perspective.

Inspiration

Predicting Loan applications as "Approved or Rejected" for the applicants. The focus is mostly on Low-income students (who have earnings up to 48000 dollars per annum) to check whether they will be able to pay their loans as they face difficulties in paying their tuition fees and other related expenses.

Dataset contains information on Tempeans receiving post-secondary education, licenses, certificates. Data supports City's Achieve65Tempe goal that 65 percent of Tempe’s adult population access post-secondary education, resulting in a certification to an advanced degree by 2030.This page provides data for the Post-Secondary School Achievement Rate performance measure. Information on Tempe resident post-secondary attainment including 2-year degrees, 4-year degrees, and graduate degrees. Data supports City's Achieve65 Tempe goal that 65 percent of Tempe’s adult population access post-secondary education, resulting in a certification to an advanced degree by 2030. Data shows breakdown of post-secondary attainment by degree, by gender, for individuals 25 years and older.The performance measure dashboard is available at 3.09 Post-Secondary Achievement Rate.Additional InformationSource: US Census 1-year ACSContact: Marie RaymondContact E-Mail: Marie_Raymond@tempe.govData Source Type: ExcelPreparation Method: Numbers retrieved from US Census and entered into a detailed spreadsheet.Publish Frequency: AnnuallyPublish Method: ManualData Dictionary

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.

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.

description: This dataset is imported from the US Department of Commerce, National Telecommunications and Information Administration (NTIA) and its "Data Explorer" site. The underlying data comes from the US Census 1. dataset: Specifies the month and year of the survey as a string, in "Mon YYYY" format. The CPS is a monthly survey, and NTIA periodically sponsors Supplements to that survey. 2. variable: Contains the standardized name of the variable being measured. NTIA identified the availability of similar data across Supplements, and assigned variable names to ease time-series comparisons. 3. description: Provides a concise description of the variable. 4. universe: Specifies the variable representing the universe of persons or households included in the variable's statistics. The specified variable is always included in the file. The only variables lacking universes are isPerson and isHouseholder, as they are themselves the broadest universes measured in the CPS. 5. A large number of *Prop, *PropSE, *Count, and *CountSE columns comprise the remainder of the columns. For each demographic being measured (see below), four statistics are produced, including the estimated proportion of the group for which the variable is true (*Prop), the standard error of that proportion (*PropSE), the estimated number of persons or households in that group for which the variable is true (*Count), and the standard error of that count (CountSE). DEMOGRAPHIC CATEGORIES 1. us: The usProp, usPropSE, usCount, and usCountSE columns contain statistics about all persons and households in the universe (which represents the population of the fifty states and the District and Columbia). For example, to see how the prevelance of Internet use by Americans has changed over time, look at the usProp column for each survey's internetUser variable. 2. age: The age category is divided into five ranges: ages 3-14, 15-24, 25-44, 45-64, and 65+. The CPS only includes data on Americans ages 3 and older. Also note that household reference persons must be at least 15 years old, so the age314 columns are blank for household-based variables. Those columns are also blank for person-based variables where the universe is "isAdult" (or a sub-universe of "isAdult"), as the CPS defines adults as persons ages 15 or older. Finally, note that some variables where children are technically in the univese will show zero values for the age314* columns. This occurs in cases where a variable simply cannot be true of a child (e.g. the workInternetUser variable, as the CPS presumes children under 15 are not eligible to work), but the topic of interest is relevant to children (e.g. locations of Internet use). 3. work: Employment status is divided into "Employed," "Unemployed," and "NILF" (Not in the Labor Force). These three categories reflect the official BLS definitions used in official labor force statistics. Note that employment status is only recorded in the CPS for individuals ages 15 and older. As a result, children are excluded from the universe when calculating statistics by work status, even if they are otherwise considered part of the universe for the variable of interest. 4. income: The income category represents annual family income, rather than just an individual person's income. It is divided into five ranges: below $25K, $25K-49,999, $50K-74,999, $75K-99,999, and $100K or more. Statistics by income group are only available in this file for Supplements beginning in 2010; prior to 2010, family income range is available in public use datasets, but is not directly comparable to newer datasets due to the 2010 introduction of the practice of allocating "don't know," "refused," and other responses that result in missing data. Prior to 2010, family income is unkown for approximately 20 percent of persons, while in 2010 the Census Bureau began imputing likely income ranges to replace missing data. 5. education: Educational attainment is divided into "No Diploma," "High School Grad," "Some College," and "College Grad." High school graduates are considered to include GED completers, and those with some college include community college attendees (and graduates) and those who have attended certain postsecondary vocational or technical schools--in other words, it signifies additional education beyond high school, but short of attaining a bachelor's degree or equivilent. Note that educational attainment is only recorded in the CPS for individuals ages 15 and older. As a result, children are excluded from the universe when calculating statistics by education, even if they are otherwise considered part of the universe for the variable of interest. 6. sex: "Male" and "Female" are the two groups in this category. The CPS does not currently provide response options for intersex individuals. 7. race: This category includes "White," "Black," "Hispanic," "Asian," "Am Indian," and "Other" groups. The CPS asks about Hispanic origin separately from racial identification; as a result, all persons identifying as Hispanic are in the Hispanic group, regardless of how else they identify. Furthermore, all non-Hispanic persons identifying with two or more races are tallied in the "Other" group (along with other less-prevelant responses). The Am Indian group includes both American Indians and Alaska Natives. 8. disability: Disability status is divided into "No" and "Yes" groups, indicating whether the person was identified as having a disability. Disabilities screened for in the CPS include hearing impairment, vision impairment (not sufficiently correctable by glasses), cognitive difficulties arising from physical, mental, or emotional conditions, serious difficulty walking or climbing stairs, difficulty dressing or bathing, and difficulties performing errands due to physical, mental, or emotional conditions. The Census Bureau began collecting data on disability status in June 2008; accordingly, this category is unavailable in Supplements prior to that date. Note that disability status is only recorded in the CPS for individuals ages 15 and older. As a result, children are excluded from the universe when calculating statistics by disability status, even if they are otherwise considered part of the universe for the variable of interest. 9. metro: Metropolitan status is divided into "No," "Yes," and "Unkown," reflecting information in the dataset about the household's location. A household located within a metropolitan statistical area is assigned to the Yes group, and those outside such areas are assigned to No. However, due to the risk of de-anonymization, the metropolitan area status of certain households is unidentified in public use datasets. In those cases, the Census Bureau has determined that revealing this geographic information poses a disclosure risk. Such households are tallied in the Unknown group. 10. scChldHome: 11.

We know that students at elite universities tend to be from high-income families, and that graduates are more likely to end up in high-status or high-income jobs. But very little public data has been available on university admissions practices. This dataset, collected by Opportunity Insights, gives extensive detail on college application and admission rates for 139 colleges and universities across the United States, including data on the incomes of students. How do admissions practices vary by institution, and are wealthy students overrepresented?

Motivation

Education equality is one of the most contested topics in society today. It can be defined and explored in many ways, from accessible education to disabled/low-income/rural students to the cross-generational influence of doctorate degrees and tenure track positions. One aspect of equality is the institutions students attend. Consider the “Ivy Plus” universities, which are all eight Ivy League schools plus MIT, Stanford, Duke, and Chicago. Although less than half of one percent of Americans attend Ivy-Plus colleges, they account for more than 10% of Fortune 500 CEOs, a quarter of U.S. Senators, half of all Rhodes scholars, and three-fourths of Supreme Court justices appointed in the last half-century.

A 2023 study (Chetty et al, 2023) tried to understand how these elite institutions affect educational equality:

Do highly selective private colleges amplify the persistence of privilege across generations by taking students from high-income families and helping them obtain high-status, high-paying leadership positions? Conversely, to what extent could such colleges diversify the socioeconomic backgrounds of society’s leaders by changing their admissions policies?

To answer these questions, they assembled a dataset documenting the admission and attendance rate for 13 different income bins for 139 selective universities around the country. They were able to access and link not only student SAT/ACT scores and high school grades, but also parents’ income through their tax records, students’ post-college graduate school enrollment or employment (including earnings, employers, and occupations), and also for some selected colleges, their internal admission ratings for each student. This dataset covers students in the entering classes of 2010–2015, or roughly 2.4 million domestic students.

They found that children from families in the top 1% (by income) are more than twice as likely to attend an Ivy-Plus college as those from middle-class families with comparable SAT/ACT scores, and two-thirds of this gap can be attributed to higher admission rates with similar scores, with the remaining third due to the differences in rates of application and matriculation (enrollment conditional on admission). This is not a shocking conclusion, but we can further explore elite college admissions by socioeconomic status to understand the differences between elite private colleges and public flagships admission practices, and to reflect on the privilege we have here and to envision what a fairer higher education system could look like.

Data

The data has been aggregated by university and by parental income level, grouped into 13 income brackets. The income brackets are grouped by percentile relative to the US national income distribution, so for instance the 75.0 bin represents parents whose incomes are between the 70th and 80th percentile. The top two bins overlap: the 99.4 bin represents parents between the 99 and 99.9th percentiles, while the 99.5 bin represents parents in the top 1%.

Each row represents students’ admission and matriculation outcomes from one income bracket at a given university. There are 139 colleges covered in this dataset.

The variables include an array of different college-level-income-binned estimates for things including attendance rate (both raw and reweighted by SAT/ACT scores), application rate, and relative attendance rate conditional on application, also with respect to specific test score bands for each college and in/out-of state. Colleges are categorized into six tiers: Ivy Plus, other elite schools (public and private), highly selective public/private, and selective public/private, with selectivity generally in descending order. It also notes whether a college is public and/or flagship, where “flagship” means public flagship universities. Furthermore, they also report the relative application rate for each income bin within specific test bands, which are 50-point bands that had the most attendees in each school tier/category.

Several values are reported in “test-score-reweighted” form. These values control for SAT score: they are calculated separately for each SAT score value, then averaged with weights based on the distribution of SAT scores at the institution.

Note that since private schools typically don’t differentiate between in-...