United States US: Government Expenditure on Primary Education: % of Government Expenditure on Education data was reported at 30.965 % in 2014. This records a decrease from the previous number of 31.109 % for 2013. United States US: Government Expenditure on Primary Education: % of Government Expenditure on Education data is updated yearly, averaging 31.109 % from Dec 2010 (Median) to 2014, with 5 observations. The data reached an all-time high of 32.422 % in 2010 and a record low of 30.963 % in 2012. United States US: Government Expenditure on Primary Education: % of Government Expenditure on Education data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Expenditure on primary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

College Scorecard

The College Scorecard dataset is provided by the U.S. Department of Education and contains information on nearly every college and university in the United States. The dataset includes data on student loan repayment rates, graduation rates, affordability, earnings after graduation, and more. The goal of this dataset is to help students make informed decisions about their college choice by providing them with clear and concise information about each school's performance

How to use the dataset

This dataset can help understand the cost of attending college in the United States, as well as the average debt load for students. It can also be used to compare different schools in terms of their graduation rates and repayment rates

Columns

• UNITID: Unit ID for institution
• INSTNM: Institution name
• CITY: City
• STABBR: State
• ZIP: Zip code
• OPEID: OPE ID for institution
• OPEID6: OPE ID for institution (6-digit)
• ACCREDAGENCY: Accrediting Agency
• INSTURL: Institution URL
• NPCURL: Net Price Calculator URL
• SCH_DEG: Highest degree awarded
• HCM2: Carnegie Classification 2010:** Basic
• MAIN: Carnegie Classification 2010:** Main
• NUMBRANCH: Number of branch campuses
• PREDDEG: Predominant degree awarded
• HIGHDEG: Highest degree awarded
• CONTROL: Control of institution
• ST_FIPS: State FIPS code
• REGION: Region
• LOCALE: Locale code
• LOCALE2: Locale code (multiple categories per state)
• CCBASIC: Carnegie Classification 2010:** Basic
• CCMAIN: Carnegie Classification 2010:** Main
• CCUGPROF: Carnegie Classification 2010:** Undergraduate Profile
• CCSIZSET: Carnegie Classification 2010:** Size and Setting
• HBCU: Historically Black College or University
• PBI: Predominantly Black Institution
• ANNHI: Tribal College or University
• TRIBAL: Tribal College or University (Public)
• AANAPII: Asian American and Native American Pacific Islander-Serving Institution
• HSIP: Hispanic-Serving Institution (HSI)
• NANTI: Native American-Serving Nontribal Institution
• MENONLY: Men only
• WOMENONLY: Women only
• RELAFFIL: Religious affiliation
• DISTANCEONLY: Distance-only
• CURROPER: Currently operating
• VETERAN: Veteran-supportive
• LIMDEP: Limited-degree-granting
• HIGHDEG_GRANTED: Highest degree granted
• PS: Predominantly two-year public
• UGRD_ENRL_TOTAL: Undergraduate total enrollment
• GRAD_ENRL_TOTAL: Graduate total enrollment
• UGRD_ENRL_ORIG_YR2_RT: Undergraduate, first-time, first-year retention rate (%)

Acknowledgements

This data was originally collected by the US Department of Education and made available on their website. Thank you to the US Department of Education for making this data available!

Time series data for the statistic Government expenditure on education not specified by level, constant US$ (millions) and country United States. Indicator Definition:Total general (local, regional and central) government expenditure on education (current, capital, and transfers) not specified by level in millions US$ in constant value (taking into account inflation). It includes expenditure funded by transfers from international sources to government. Total government expenditure for a given level of education (e.g. primary, secondary, or all levels combined) in national currency is converted to US$, and where it is expressed in constant value, uses a GDP deflator to account for inflation. The constant prices base year is normally three years before the year of the data release. For example, in the July 2017 data release, constant US$ values are expressed in 2014 prices. Limitations: In some instances data on total government expenditure on education refers only to the Ministry of Education, excluding other ministries which may also spend a part of their budget on educational activities. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/

United States US: Government Expenditure on Tertiary Education: % of Government Expenditure on Education data was reported at 27.502 % in 2014. This records an increase from the previous number of 27.227 % for 2013. United States US: Government Expenditure on Tertiary Education: % of Government Expenditure on Education data is updated yearly, averaging 27.227 % from Dec 2010 (Median) to 2014, with 5 observations. The data reached an all-time high of 28.463 % in 2012 and a record low of 25.653 % in 2010. United States US: Government Expenditure on Tertiary Education: % of Government Expenditure on Education data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Expenditure on tertiary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

United States US: Government Expenditure on Education: Total: % of GDP data was reported at 4.989 % in 2014. This records an increase from the previous number of 4.944 % for 2013. United States US: Government Expenditure on Education: Total: % of GDP data is updated yearly, averaging 5.195 % from Dec 2010 (Median) to 2014, with 5 observations. The data reached an all-time high of 5.420 % in 2010 and a record low of 4.944 % in 2013. United States US: Government Expenditure on Education: Total: % of GDP data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United States – Table US.World Bank.WDI: Education Statistics. General government expenditure on education (current, capital, and transfers) is expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

United States US: Government Expenditure on Secondary Education: % of Government Expenditure on Education data was reported at 34.555 % in 2014. This records a decrease from the previous number of 35.168 % for 2013. United States US: Government Expenditure on Secondary Education: % of Government Expenditure on Education data is updated yearly, averaging 35.168 % from Dec 2010 (Median) to 2014, with 5 observations. The data reached an all-time high of 35.872 % in 2011 and a record low of 33.985 % in 2012. United States US: Government Expenditure on Secondary Education: % of Government Expenditure on Education data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Expenditure on secondary education is expressed as a percentage of total general government expenditure on education. General government usually refers to local, regional and central governments.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

This dataset contains school-level expenditures reported by major functional spending category starting with fiscal year 2019. It also includes school-level enrollment, demographic, and performance indicators as well as teacher salary and staffing data.

The dataset shows school-level per pupil expenditures by major functional expenditure categories and funding sources, including state and local funds (general fund and state grants) and federal funds.

School districts only report instructional expenditures by school. This report attributes other costs to each school on a per pupil basis to show a full resource picture. The three cost centers are:

1. Non-instructional per pupil spending reported at the school district level;
2. Instructional per pupil spending reported at the district level; and
3. Instructional per pupil spending reported at the school level

Economically Disadvantaged was used 2015-2021. Low Income was used prior to 2015, and a different version of Low Income has been used since 2022. Please see the DESE Researcher's Guide for more information.

This dataset is one of three containing the same data that is also published in the School Finance Dashboard: District Expenditures by Spending Category District Expenditures by Function Code School Expenditures by Spending Category

List of Indicators by Category

Student Enrollment

• In-District FTE Pupils
• Out-of-District FTE Pupils
• Total FTE Pupils

Student Demographics

• Student Headcount
• Low-Income % Headcount
• English Learner % Headcount
• Students with Disabilities % Headcount

Teacher Salaries

• Teacher FTE
• Teachers per 100 FTE Students
• Average Teacher Salary

Other Staff

• Instructional Coach FTE
• Instructional Support FTE
• Special Education Instructional Support FTE
• Paraprofessional FTE

MCAS Performance

• ELA Grades 3-8 % Meets Exceeds
• Math Grades 3-8 % Meets Exceeds
• ELA Grade 10 % Meets Exceeds
• Math Grade 10 % Meets Exceeds

District-Level FTE Pupils

District-Level State and Local Non-Instructional Expenditures Per Pupil

• Administration
• Benefits and Fixed Costs
• Operations and Maintenance
• Pupil Services

District-Level Federal Non-Instructional Expenditures Per Pupil

• Administration
• Benefits and Fixed Costs
• Operations and Maintenance
• Pupil Services

Sub-total A

District-Level State and Local Instructional Expenditures Per Pupil

• Guidance and Psychological Services
• Instructional Leaders
• Instructional Materials
• Other Teaching Services
• Professional Development
• Teachers

District-Level Federal Instructional Expenditures Per Pupil

• Guidance and Psychological Services
• Instructional Leaders
• Instructional Materials
• Other Teaching Services
• Professional Development
• Teachers

Sub-total B

School-Level State and Local Instructional Expenditures Per Pupil

• Guidance and Psychological Services
• Instructional Leaders
• Instructional Materials
• Other Teaching Services
• Professional Development
• Teachers

School-Level Federal Instructional Expenditures Per Pupil

• Guidance and Psychological Services
• Instructional Leaders
• Instructional Materials
• Other Teaching Services
• Professional Development
• Teachers

Sub-total C

Total A+B+C

During the academic year of 2021, around 18,614 constant 2022-23 U.S. dollars were spent on each pupil in public elementary and secondary schools in the United States. This is an increase from 1990, when 12,206 constant 2022-23 U.S. dollars were spent per pupil.

Higher Education Institutions in the United States of America Dataset

This repository contains a dataset of higher education institutions in the United States of America. This dataset was compiled in response to a cybersecurity research of American higher education institutions' websites [1]. The data is being made publicly available to promote open science principles [2].

Data

The data includes the following fields for each institution:

• Id: A unique identifier assigned to each institution.
• Region: The federal state in which the institution is located.
• Name: The full name of the institution.
• Category: Indicates whether the institution is public or private.
• Url: The website of the institution.

Methodology

The dataset was obtained from the Higher Education Integrated Data System (IPEDS) website [3], which is administered by the National Center for Education Statistics (NCES). NCES serves as the primary federal entity for collecting and analyzing education-related data in the United States. The data was collected on February 2, 2023.

The initial list of institutions was derived from the IPEDS database using the following criteria: (1) US institutions only, (2) degree-granting institutions, primarily bachelor's or higher, and (3) industry classification, which includes: public 4 - year or above, private not-for-profit 4 years or more, private for-profit 4 years or more, public 2 years, private not-for-profit 2 years, private for-profit 2 years, public less than 2 years, private not-for-profit for-profit less than 2 years and private for-profit less than 2 years.

The following variables have been added to the list of institutions: Control of the institution, state abbreviation, degree-granting status, Status of the institution, and Institution's internet website address. This resulted in a report with 1,979 institutions.

The institution's status was labeled with the following values: A (Active), N (New), R (Restored), M (Closed in the current year), C (Combined with another institution), D (Deleted out of business), I (Inactive due to hurricane-related issues), O (Outside IPEDS scope), P (Potential new/add institution), Q (Potential institution reestablishment), W (Potential addition outside IPEDS scope), X ( Potential restoration outside the scope of IPEDS) and G (Perfect Children's Campus).

A filter was applied to the report to retain only institutions with an A, N, or R status, resulting in 1,978 institutions. Finally, a data cleaning process was applied, which involved removing the whitespace at the beginning and end of cell content and duplicate whitespace. The final data were compiled into the dataset included in this repository.

Usage

This data is available under the Creative Commons Zero (CC0) license and can be used for any purpose, including academic research purposes. We encourage the sharing of knowledge and the advancement of research in this field by adhering to open science principles [2].

If you use this data in your research, please cite the source and include a link to this repository. To properly attribute this data, please use the following DOI: 10.5281/zenodo.7614862

Contribution

If you have any updates or corrections to the data, please feel free to open a pull request or contact us directly. Let's work together to keep this data accurate and up-to-date.

Acknowledgment

We would like to acknowledge the support of the Norte Portugal Regional Operational Programme (NORTE 2020), under the PORTUGAL 2020 Partnership Agreement, through the European Regional Development Fund (ERDF), within the project "Cybers SeC IP" (NORTE-01-0145-FEDER-000044). This study was also developed as part of the Master in Cybersecurity Program at the Instituto Politécnico de Viana do Castelo, Portugal.

References

1. Pending.
2. S. Bezjak, A. Clyburne-Sherin, P. Conzett, P. Fernandes, E. Görögh, K. Helbig, B. Kramer, I. Labastida, K. Niemeyer, F. Psomopoulos, T. Ross-Hellauer, R. Schneider, J. Tennant, E. Verbakel, H. Brinken, and L. Heller, Open Science Training Handbook. Zenodo, Apr. 2018. [Online]. Available: [https://doi.org/10.5281/zenodo.1212496]
3. Integrated Postsecondary Education Data System, "Compare Institutions", Fev 2023. [online]. Available: https://nces.ed.gov/ipeds/use-the-data

VBA EDUCATION PROGRAM BENEFITS to provide educational opportunities to the dependents of certain disabled and deceased veterans. Spouses, surviving spouses, and children (including stepchild or adopted child) between age 18 and 26 of veterans who died from service-connected disabilities, of living veterans whose service-connected disabilities are considered permanently and totally disabling, of those who died from any cause while such service-connected disabilities were in existence, of servicepersons who have been listed for a total of more than 90 days as currently missing in action, or as currently prisoners of war, a service member who VA determines has a service connected permanent and total disability and at the time of VA’s determination is a member of the Armed Forces who is hospitalized or receiving outpatient medical care, services, or treatment; and is likely to be discharged or released from service for this service-connected disability. Children under the age of 18 may be eligible under special circumstances.

Most parents know instinctively that spending more time with their children and being actively involved in their education will give their children a good head-start in life. But since most parents have to juggle competing demands at work and home, there never seems to be enough time or they feel ill-equipped to help. This book from OECD's Programme for International Student Assessment (PISA) has some good news for concerned parents: it does not require a Ph.D or unlimited hours for parents to make a difference in their children's education. In fact, many parent-child activities that are associated with better reading performance among students involve relatively little time and no specialised knowledge. What these activities do demand is genuine interest and active engagement. "I enjoyed reading Let's Read Them a Story! The wide sample of countries shows the universality of the conclusions - conclusions which reassure parents that it is important to simply transmit the pleasure of reading to our children. No need to exhaust oneself finding the latest trendy children's books or educational toys; parents should simply read to children, enjoy reading themselves, and make family time to discuss what we've read."

This table contains data on the percent of population age 25 and up with a four-year college degree or higher for California, its regions, counties, county subdivisions, cities, towns, and census tracts. Greater educational attainment has been associated with health-promoting behaviors including consumption of fruits and vegetables and other aspects of healthy eating, engaging in regular physical activity, and refraining from excessive consumption of alcohol and from smoking. Completion of formal education (e.g., high school) is a key pathway to employment and access to healthier and higher paying jobs that can provide food, housing, transportation, health insurance, and other basic necessities for a healthy life. Education is linked with social and psychological factors, including sense of control, social standing and social support. These factors can improve health through reducing stress, influencing health-related behaviors and providing practical and emotional support. More information on the data table and a data dictionary can be found in the Data and Resources section. The educational attainment table is part of a series of indicators in the Healthy Communities Data and Indicators Project (HCI) of the Office of Health Equity. The goal of HCI is to enhance public health by providing data, a standardized set of statistical measures, and tools that a broad array of sectors can use for planning healthy communities and evaluating the impact of plans, projects, policy, and environmental changes on community health. The creation of healthy social, economic, and physical environments that promote healthy behaviors and healthy outcomes requires coordination and collaboration across multiple sectors, including transportation, housing, education, agriculture and others. Statistical metrics, or indicators, are needed to help local, regional, and state public health and partner agencies assess community environments and plan for healthy communities that optimize public health. More information on HCI can be found here: https://www.cdph.ca.gov/Programs/OHE/CDPH%20Document%20Library/Accessible%202%20CDPH_Healthy_Community_Indicators1pager5-16-12.pdf The format of the educational attainment table is based on the standardized data format for all HCI indicators. As a result, this data table contains certain variables used in the HCI project (e.g., indicator ID, and indicator definition). Some of these variables may contain the same value for all observations.

Context

This Public Schools feature dataset is composed of all Public elementary and secondary education facilities in the United States.

Content

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 2014-2015 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 1830 new records and modifications to the spatial location and/or attribution of 100540 records. The ADDRESS2 field has been removed. Where applicable, values previously in ADDRESS2 have been concatenated to ADDRESS. This feature class does not have a relationship class.

Acknowledgements

This dataset was downloaded on March 23, 2019 from: https://hifld-geoplatform.opendata.arcgis.com/datasets/87376bdb0cb3490cbda39935626f6604_0

This dataset is provided by the Homeland Infrastructure Foundation-Level Data (HIFLD) without a license and for Public Use.

HIFLD Open GP - Education Shared By: jrayer_geoplatform Data Source: services1.arcgis.com

Users are advised to read the data set's metadata thoroughly to understand appropriate use and data limitations.

Author's Note 2019/04/20: Revisiting this project, I recently discovered the incredibly comprehensive API produced by the Urban Institute. It achieves all of the goals laid out for this dataset in wonderful detail. I recommend that users interested pay a visit to their site.

Context

This dataset is designed to bring together multiple facets of U.S. education data into one convenient CSV (states_all.csv).

Contents

• states_all.csv: The primary data file. Contains aggregates from all state-level sources in one CSV.

• output_files/states_all_extended.csv: The contents of states_all.csv with additional data related to race and gender.

Column Breakdown

Identification

• PRIMARY_KEY: A combination of the year and state name.
• YEAR
• STATE

Enrollment

A breakdown of students enrolled in schools by school year.

• GRADES_PK: Number of students in Pre-Kindergarten education.

• GRADES_4: Number of students in fourth grade.

• GRADES_8: Number of students in eighth grade.

• GRADES_12: Number of students in twelfth grade.

• GRADES_1_8: Number of students in the first through eighth grades.

• GRADES 9_12: Number of students in the ninth through twelfth grades.

• GRADES_ALL: The count of all students in the state. Comparable to ENROLL in the financial data (which is the U.S. Census Bureau's estimate for students in the state).

The extended version of states_all contains additional columns that breakdown enrollment by race and gender. For example:

• G06_A_A: Total number of sixth grade students.

• G06_AS_M: Number of sixth grade male students whose ethnicity was classified as "Asian".

• G08_AS_A_READING: Average reading score of eighth grade students whose ethnicity was classified as "Asian".

The represented races include AM (American Indian or Alaska Native), AS (Asian), HI (Hispanic/Latino), BL (Black or African American), WH (White), HP (Hawaiian Native/Pacific Islander), and TR (Two or More Races). The represented genders include M (Male) and F (Female).

Financials

A breakdown of states by revenue and expenditure.

• ENROLL: The U.S. Census Bureau's count for students in the state. Should be comparable to GRADES_ALL (which is the NCES's estimate for students in the state).

• TOTAL REVENUE: The total amount of revenue for the state.

  • FEDERAL_REVENUE
  • STATE_REVENUE
  • LOCAL_REVENUE

• TOTAL_EXPENDITURE: The total expenditure for the state.

  • INSTRUCTION_EXPENDITURE

  • SUPPORT_SERVICES_EXPENDITURE

  • CAPITAL_OUTLAY_EXPENDITURE

  • OTHER_EXPENDITURE

Academic Achievement

A breakdown of student performance as assessed by the corresponding exams (math and reading, grades 4 and 8).

• AVG_MATH_4_SCORE: The state's average score for fourth graders taking the NAEP math exam.

• AVG_MATH_8_SCORE: The state's average score for eight graders taking the NAEP math exam.

• AVG_READING_4_SCORE: The state's average score for fourth graders taking the NAEP reading exam.

• AVG_READING_8_SCORE: The state's average score for eighth graders taking the NAEP reading exam.

Data Processing

The original sources can be found here:

# Enrollment
https://nces.ed.gov/ccd/stnfis.asp
# Financials
https://www.census.gov/programs-surveys/school-finances/data/tables.html
# Academic Achievement
https://www.nationsreportcard.gov/ndecore/xplore/NDE

Data was aggregated using a Python program I wrote. The code (as well as additional project information) can be found [here][1].

Methodology Notes

• Spreadsheets for NCES enrollment data for 2014, 2011, 2010, and 2009 were modified to place key data on the same sheet, making scripting easier.

• The column 'ENROLL' represents the U.S. Census Bureau data value (financial data), while the column 'GRADES_ALL' represents the NCES data value (demographic data). Though the two organizations correspond on this matter, these values (which are ostensibly the same) do vary. Their documentation chalks this up to differences in membership (i.e. what is and is not a fourth grade student).

• Enrollment data from NCES has seen a number of changes across survey years. One of the more notable is that data on student gender does not appear to have been collected until 2009. The information in states_all_extended.csv reflects this.

• NAEP test score data is only available for certain years

• The current version of this data is concerned with state-level patterns. It is the author's hope that future versions will allow for school district-level granularity.

Acknowledgements

Data is sourced from the U.S. Census Bureau and the National Center for Education Statistics (NCES).

Licensing Notes

The licensing of these datasets state that it must not be us...

United States US: Current Education Expenditure: Secondary: % of Total Expenditure in Secondary Public Institutions data was reported at 92.287 % in 2014. This records an increase from the previous number of 92.205 % for 2013. United States US: Current Education Expenditure: Secondary: % of Total Expenditure in Secondary Public Institutions data is updated yearly, averaging 91.205 % from Dec 2010 (Median) to 2014, with 5 observations. The data reached an all-time high of 92.287 % in 2014 and a record low of 90.274 % in 2010. United States US: Current Education Expenditure: Secondary: % of Total Expenditure in Secondary Public Institutions data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

The National Public Education Financial Survey, 2012-13 (NPEFS 2012-13), is a study that is part of the Common Core of Data's National Public Education Financial Survey program; program data is available since 1987 at https://nces.ed.gov/ccd/stfis.asp. CCD-NPEFS 2012-13 [https://nces.ed.gov/ccd/stfis.asp] is a cross-sectional survey that gathers data on the financing of education. NPEFS data are used in calculating states' Title I grants. The study was conducted using responding agencies' existing administrative records. The universe of state education agencies was sampled. The study's response rate is TBD. Key statistics produced from CCD-NPEFS 2012-13 will collect data on attendance, revenue, and expenditure data from which NCES determines a State's 'average per-pupil expenditure' (SPPE) for elementary and secondary education.

United States US: Current Education Expenditure: Total: % of Total Expenditure in Public Institutions data was reported at 91.288 % in 2014. This records a decrease from the previous number of 91.399 % for 2013. United States US: Current Education Expenditure: Total: % of Total Expenditure in Public Institutions data is updated yearly, averaging 90.444 % from Dec 2010 (Median) to 2014, with 5 observations. The data reached an all-time high of 91.399 % in 2013 and a record low of 89.337 % in 2012. United States US: Current Education Expenditure: Total: % of Total Expenditure in Public Institutions data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

The National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated school district boundary composite files that include public elementary, secondary, and unified school district boundaries clipped to the U.S. shoreline. School districts are special-purpose governments and administrative units designed by state and local officials to provide public education for local residents. District boundaries are collected for NCES by the U.S. Census Bureau to develop demographic estimates and to support educational research and program administration. The NCES Common Core of Data (CCD) program is an annual collection of basic administrative characteristics for all public schools, school districts, and state education agencies in the United States. These characteristics are reported by state education officials and include directory information, number of students, number of teachers, grade span, and other conditions. The administrative attributes in this layer were developed from the 2021-2022 CCD collection. For more information about NCES school district boundaries, see: https://nces.ed.gov/programs/edge/Geographic/DistrictBoundaries. For more information about CCD school district attributes, see: https://nces.ed.gov/ccd/files.asp. Notes: -1 or MIndicates that the data are missing. -2 or N Indicates that the data are not applicable. -9 Indicates 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.

College Completion Dataset

Graduation Rates, Race, Efficiency Measures and More

By Jonathan Ortiz [source]

About this dataset

This College Completion dataset provides an invaluable insight into the success and progress of college students in the United States. It contains graduation rates, race and other data to offer a comprehensive view of college completion in America. The data is sourced from two primary sources – the National Center for Education Statistics (NCES)’ Integrated Postsecondary Education System (IPEDS) and Voluntary System of Accountability’s Student Success and Progress rate.

At four-year institutions, the graduation figures come from IPEDS for first-time, full-time degree seeking students at the undergraduate level, who entered college six years earlier at four-year institutions or three years earlier at two-year institutions. Furthermore, colleges report how many students completed their program within 100 percent and 150 percent of normal time which corresponds with graduation within four years or six year respectively. Students reported as being of two or more races are included in totals but not shown separately

When analyzing race and ethnicity data NCES have classified student demographics since 2009 into seven categories; White non-Hispanic; Black non Hispanic; American Indian/ Alaskan native ; Asian/ Pacific Islander ; Unknown race or ethnicity ; Non resident with two new categorize Native Hawaiian or Other Pacific Islander combined with Asian plus students belonging to several races. Also worth noting is that different classifications for graduate data stemming from 2008 could be due to variations in time frame examined & groupings used by particular colleges – those who can’t be identified from National Student Clearinghouse records won’t be subjected to penalty by these locations .

When it comes down to efficiency measures parameters like “Awards per 100 Full Time Undergraduate Students which includes all undergraduate completions reported by a particular institution including associate degrees & certificates less than 4 year programme will assist us here while we also take into consideration measures like expenditure categories , Pell grant percentage , endowment values , average student aid amounts & full time faculty members contributing outstandingly towards instructional research / public service initiatives .

When trying to quantify outcomes back up Median Estimated SAT score metric helps us when it is derived either on 25th percentile basis / 75th percentile basis with all these factors further qualified by identifying required criteria meeting 90% threshold when incoming students are considered for relevance . Last but not least , Average Student Aid equalizes amount granted by institution dividing same over total sum received against what was allotted that particular year .

All this analysis gives an opportunity get a holistic overview about performance , potential deficits &

More Datasets

For more datasets, click here.

Featured Notebooks

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How to use the dataset

This dataset contains data on student success, graduation rates, race and gender demographics, an efficiency measure to compare colleges across states and more. It is a great source of information to help you better understand college completion and student success in the United States.

In this guide we’ll explain how to use the data so that you can find out the best colleges for students with certain characteristics or focus on your target completion rate. We’ll also provide some useful tips for getting the most out of this dataset when seeking guidance on which institutions offer the highest graduation rates or have a good reputation for success in terms of completing programs within normal timeframes.

Before getting into specifics about interpreting this dataset, it is important that you understand that each row represents information about a particular institution – such as its state affiliation, level (two-year vs four-year), control (public vs private), name and website. Each column contains various demographic information such as rate of awarding degrees compared to other institutions in its sector; race/ethnicity Makeup; full-time faculty percentage; median SAT score among first-time students; awards/grants comparison versus national average/state average - all applicable depending on institution location — and more!

When using this dataset, our suggestion is that you begin by forming a hypothesis or research question concerning student completion at a given school based upon observable characteristics like financ...

United States US: Current Education Expenditure: Tertiary: % of Total Expenditure in Tertiary Public Institutions data was reported at 89.136 % in 2014. This records a decrease from the previous number of 89.635 % for 2013. United States US: Current Education Expenditure: Tertiary: % of Total Expenditure in Tertiary Public Institutions data is updated yearly, averaging 89.050 % from Dec 2010 (Median) to 2014, with 5 observations. The data reached an all-time high of 89.635 % in 2013 and a record low of 85.426 % in 2012. United States US: Current Education Expenditure: Tertiary: % of Total Expenditure in Tertiary Public Institutions data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;