For the academic year of 2024/2025, the University of Oxford was ranked as the best university in the world, with an overall score of 98.5 according the Times Higher Education. The Massachusetts Institute of Technology and Harvard University followed behind. A high number of the leading universities in the world are located in the United States, with the ETH Zürich in Switzerland the highest ranked neither in the United Kingdom nor the U.S.

Data on the top universities for Law in 2025.

Abstract copyright UK Data Service and data collection copyright owner.

The ICOSS (Impact of Competition on Secondary Schools) study, based in the Open University's Centre for Educational Policy and Management, is investigating the impact of competitive pressures on secondary schools in England. The Survey on School Competition, 1992-1997 is part of the study.
Secondary school headteachers from six local education authority (LEA) areas were surveyed on their perceptions of the degree of competition facing their school and its impact on pupil recruitment and school budgets since 1992, when national league tables of examination results were first published. The schools contacted comprised all grant-maintained (GM) and LEA maintained secondary schools (excepting special schools) in the six LEA areas.
LEAs were selected in order to include in the database a wide range of school types so as to provide an adequate basis for generalisation of results. The LEAs include county and metropolitan authorities to give urban and rural schools and a diversity of socio-economic backgrounds and school systems (i.e. a selective system and a concentration of GM schools in some of the LEA areas).
The survey was intended to give headteachers the opportunity to comment on the effects of educational policies which have had the aim of creating a more competitive climate and to contribute to the broader aims of the ICOSS study.
Further information about the ICOSS study may be found on the website:
http://soe.open.ac.uk/CEPAM/research/ICOSS/index.htm .
Main Topics:

The topics covered included: perceptions of competitive pressures, basic information about school, staffing and organisation, setting practices and curriculum options. Closed-ended questions also covered changes in the emphasis given to examinations, setting/banding and GCSE option choices. A section for free comment was also included.

Data on the top universities for Physical Sciences in 2025, including disciplines such as Chemistry, Geology, and Physics & Astronomy.

In the academic year 2023/24, there were 331,602 international students from India studying in the United States. International students The majority of international students studying in the United States are originally from India and China, totaling 331,602 students and 277,398 students respectively in the 2023/24 school year. In 2022/23, there were 467,027 international graduate students , which accounted for over one third of the international students in the country. Typically, engineering and math & computer science programs were among the most common fields of study for these students. The United States is home to many world-renowned schools, most notably, the Ivy League Colleges which provide education that is sought after by both foreign and local students. International students and college Foreign students in the United States pay some of the highest fees in the United States, with an average of 24,914 U.S. dollars. American students attending a college in New England paid an average of 14,900 U.S. dollars for tuition alone and there were about 79,751 international students in Massachusetts . Among high-income families, U.S. students paid an average of 34,700 U.S. dollars for college, whereas the average for all U.S. families reached only 28,026 U.S. dollars. Typically, 40 percent of families paid for college tuition through parent income and savings, while 29 percent relied on grants and scholarships.

Abstract

The Quality Preschool for Ghana Impact Evaluation 2017, Endline survey (QP4G-EL 2017) was approved by the Strategic Impact Evaluation Fund (SIEF) of the World Bank on August 2015 in the Great Accra Region of Ghana. The official project name is called "Testing and scaling-up supply- and demand-side interventions to improve kindergarten educational quality in Ghana”, known as “Quality Preschool for Ghana (QP4G)”.

The project seeks to increase the quality of preschool education during the two years of universal Kindergarten (KG) in Ghana through intervening in the supply-side (i.e., teacher in-service training) and the demand side (i.e., increasing parental awareness for developmentally appropriate quality early education).

The primary goal of the impact evaluation is to test the efficacy of a potentially scalable (8-day) in-service teacher training to improve the quality of KG teacher practices and interactions with children and to improve children’s development, school readiness and learning in both private and public preschools in the Greater Accra Region of Ghana. Additional goals of this evaluation are: to test the added value of combining a scalable (low-cost) parental awareness intervention with teacher in-service training; to compare implementation challenges in public and private schools; and to examine several important sources of potential heterogeneity of impact, primarily impacts in public vs. private schools.

The current submission is for the Endline Survey, conducted with 3 types of respondents across two phases – School survey and Caregiver [household] surveys. The school survey was conducted from February to March 2017 and consisted of collecting the following data: (a) direct assessments of children’s school readiness, (b) surveys of KG teachers, (c) direct observation of inventory of facilities within KG classrooms [environmental scan]; videotaping of KG classroom processes, teaching, and learning (not being submitted); as well as video coding of KG classroom video recordings using Teacher Instructional Practices and Processes Systems (instrument not being submitted). The caregiver survey was conducted via phone from May to July August 2017 on the primary caregivers of the KG children. The caregiver survey sought information on caregivers’ background, poverty status, involvement or participation in school and home activities, and perception about ECD.

Geographic coverage

Urban and Peri-Urban Districts, Greater Accra Region

Analysis unit

Units of analysis include individuals (KG teachers, children, caregivers), KG classrooms and preschools.

Universe

The survey universe is 6 poor districts in the Greater Accra Region. We sampled 240 schools, 108 public (Govt.) schools and 132 private schools. The population of interest is KG teachers and children in KG 1 and KG 2 classrooms in these schools, as well as the caregivers of sampled students.

Kind of data

Sample survey data [ssd]

Sampling procedure

This impact evaluation applies a cluster-randomized design. Eligible schools were randomly selected to participate in the study. The eligible population was schools with KG 1 and KG 2 classrooms (the two years of universal preprimary education) in six districts in the Greater Accra Region. In these six districts, we have sampled 240 schools; 108 public schools and 132 private schools in total.

The unit of randomization for this randomized control trial (RCT) is schools, whereby eligible schools (stratified by public and private sector schools) are randomly assigned to: (1) in-service teacher-training program only; (2) in-service teacher-training program plus parental awareness program; or (3) control (current standard operating) condition.

The sampling frame for this study was based on data in the Education Management Information System (EMIS) from the Ghana Education Service. This data was verified in a 'school listing exercise' conducted in May 2015.

Sample selection was done in four stages: The first stage involved purposive selection of six districts within the region based on two criteria: (a) most disadvantaged (using UNICEF's District League Table scores, out of sixteen total districts); and (b) close proximity to Accra Metropolitan for travel for the training of the KG teachers. The six selected municipals were La Nkwantanang-Madina Municipal, Ga Central Municipal, Ledzokuku-Krowor Municipal, Adentan Municipal, Ga South Municipal and Ga East Municipal.

The second stage involved the selection of public and private schools from each of the selected districts in the Accra region. We found 678 public and private schools (schools with kindergarten) in the EMIS database. Of these 361 schools were sampled randomly (stratified by district and school type) for the school listing exercise, done in May 2015. This was made up of 118 public schools and 243 private schools. The sampling method used for the school listing exercise was based on two approaches depending on the type of school. For the public schools, the full universe of public schools (i.e., 118) were included in the school listing exercise. However, private schools were randomly sampled using probability proportional to the size of the private schools in each district. Specifically, the private schools were sampled in each district proportionate to the total number of district private schools relative to the total number of private schools. In so doing, one school from the Ga South Municipal was removed and added to Ga Central so that all districts have a number of private schools divisible by three. This approach yielded 122 private schools. Additionally, 20 private schools were randomly selected from each of the districts (i.e., based on the remaining list of private schools in each district following from the first selection) to serve as replacement lists. The replacement list was necessary given the potential refusals from the private schools. There were no replacement lists for the public schools since all public schools would automatically qualify for participation.

The third stage involved selecting the final sample for the evaluation using the sampling frame obtained through the listing exercise. A total of 240 schools were randomly selected, distributed by district and sector. Schools were randomized into treatment groups after the first round of baseline data collection was completed.

In the final stage, the survey respondents were sampled using different sampling techniques: a. KG teachers: The research team sampled two KG teachers from each school; one from KG1 and KG2. KG teachers were sampled using purposive sampling method. In schools where there were more than two KG classes, the KG teachers from the "A" stream were selected. For the treatment schools, all KG teachers were invited to participate in the teacher training program.

b. KG child-caregiver pair: The research team sampled KG children and their respective caregivers using simple random sampling method. Fifteen KG children-caregivers pair were sampled from each school. For schools with less than 15 KG children (8 from KG1, 7 from KG2 where possible), all KG children were included in the survey. KG children were selected from the same class as the selected KG teacher. The survey team used the class register to randomly select KG children who were present on the day of the school visit. Sampling was not stratified by gender or age. The caregivers of these selected child respondents were invited to participate in the survey.

The research team sought informed consent from the school head teacher, caregivers, as well as child respondents.

Mode of data collection

Face-to-face [f2f]

Research instrument

Data were collected at Endline Survey using structured questionnaires or forms.

Child Assessment: Child Assessment was conducted using International Development and Early Learning Assessment [IDELA] tool designed by Save the Children. IDELA was adapted based on extensive pre-testing and piloting by different members of the evaluation team. The adapted version measured five indicators of ECD. The indicators were early numeracy skills, language/literacy skills and development, physical well-being and motor development, socio-emotional development, and approaches to learning. IDELA contained 28 items. In addition, one task was added – the Pencil Tap – to assess executive function skills. IDELA was translated into three local languages, namely, Twi, Ga, and Ewe. These local language versions had gone through rigorous processes of translation and back translation. No change was made to the IDELA used.

Environmental Scan: The Environmental Scan tool was designed to take inventories of the facilities in the KG classrooms. No changes have been made to the Endline version of the KG Class Environmental Scan. The class environmental scan also included a video recording of the KG classroom processes and systems. TIPPS: The video recordings were coded using an early childhood education adapted version of TIPPS. Seidman, Raza, Kim, and McCoy (2014) of New York University developed the TIPPS instrument. TIPPS observes nineteen key concepts of teacher practices and classroom processes that influence children’s cognitive and social-emotional development. The concept sheet was used to code the kindergarten classroom videos.

Teacher Survey: The Teacher Survey measured KG teachers’ attitudes, behaviors, and perceptions on their background, nature and work conditions, depression and anxiety, external control, motivation, job satisfaction, burnout, and perceptions of early childhood education.

School Attendance Records: The School Attendance Records Form was designed to record

The university in the United States with the largest endowment market value in 2023 was Harvard University, with an endowment fund value of about 49.5 billion U.S. dollars. U.S. higher education Colleges and universities in the United States rank highly among the world’s most prestigious institutions of higher education. Many universities are particularly well known for their strong research capabilities and their connections to many Nobel Prize winning laureates.The U.S. university system is largely decentralized. Except for service academies and staff colleges, the federal government does not directly regulate universities; public universities are administered solely by the individual states. Besides the state administered public universities, there are many private universities in the United States, most are non-profit institutions, similar to the public universities, but there are also a number of institutions that rely on profit (Walden University in Minnesota, for example).In general, tuition fees are required to be paid by students at American universities. Public universities generally charge lower tuition rates to in-state students, than to out-of-state students. Private universities are often much more expensive than public ones because they do not receive funding from state governments.American students are often required to take out student loans to supplement scholarships and grants provided by diverse sources to be able to pay for tuition. Student debt has become a major issue in the United States in recent years, with many Americans unsure if they can even afford to pay off their student loans in the future.

In the academic year of 2024/2025, tuition at Columbia University cost 71,845 U.S. dollars, including mandatory fees, while room and board amounted to 17,580 U.S. dollars, making it the most expensive school in the Ivy League. Brown University followed closely behind, with tuition and mandatory fees of 71,412 U.S. dollars and room and board of 17,444 U.S. dollars.

According to an educational survey conducted between January and February 2022, the United Kingdom was the most attractive destination for Chinese students wishing to study abroad. Back in 2015, North America and Australia were generally more attractive to Chinese students than Europe and Asia, a situation that has changed today.

The rising demand for international education

In recent years, receiving an international education was no longer a niche reserved for the affluent class in China. Thanks to the country's strong economic growth in the last few decades, more families can afford the expense of studying abroad. Between 2000 and 2019, the number of Chinese students studying abroad increased 17-fold, to more than 700,000 in 2019.

The increasing number of international students from China's expanding middle-class has led to a diversification of study abroad destinations. More affordable programs such as a one-year master's in the United Kingdom, and programs in Japan, Germany and France emerged as the preferred choices for many Chinese students.

The United Kingdom as an attractive destination

Despite a significant drop in the overall number of Chinese students studying abroad due to the COVID-19 pandemic and the subsequent travel restrictions, more than 150,000 Chinese students studied in the UK in the 2021/22 academic year. This popularity can be attributed to a combination of strong rankings in university league tables, along with relatively inexpensive fees compared to those in the United States and Australia.

These data are gathered as part of the Summary of Annual Examination Results exercise. This exercise takes place between May and December of each year and collects information on the examination performance of post-primary pupils in Year12 and Year 14 in Northern Ireland.

Estonia was the European country which had the highest combined score in the 2022 PISA survey, which indicates that the small north-eastern European country achieves the best outcomes from its education system, when compared with other European countries. While Estonia performed best in mathematics and science, Ireland performed the best in 2022 in reading. Romania was the European country which performed most poorly across all three indicators.

This table contains 216 series, with data for years 2002 - 2002 (not all combinations necessarily have data for all years), and was last released on 2010-03-30. This table contains data described by the following dimensions (Not all combinations are available): Geography (1 items: Canada ...) Sex (2 items: Males; Females ...) Age group (3 items: 11 years; 13 years; 15 years ...) Period of time (4 items: During class time; Outside of school while participating in informal activities or on your own or with friends; During free time at school; Outside of school while participating in lessons or in a league or part of team sports ...) Student response (9 items: None at all; About half an hour; About 2 hours; About 1 hour ...).

The data and programs replicate tables and figures from "School Ties and Evaluation Outcomes: Evidence from the Korean Basketball League", by Choi and Kim. Please see the ReadMe file for additional details.