In the academic year of 2021/22, about 880,250 students were awarded a Master's degree in the United States. This figure is projected to increase by the academic year of 2031/32, when it is forecasted that 1,000,460 students will be awarded a Master's degree.

That sounds like a valuable dataset for anyone interested in pursuing a master's degree in Data Science or Analytics in the United States! This dataset is very helpful to pursuing a master's degree in the US. - Are you looking to analyze this dataset for any specific insights or purposes? - Do you need assistance with anything related to it?

About .csv file

• Subject Name: The name or field of study of the master's program, such as Data Science, Data Analytics, or Applied Biostatistics.
• University Name: The name of the university offering the master's program.
• Per Year Fees: The program's tuition fees are usually in euros per year. For some programs, the fees may be listed as "full" or "full-time," indicating a lump sum for the entire program or full-time enrollment, respectively.
• About Program: A brief description or overview of the master's program, providing insights into its curriculum, focus areas, and any unique features.
• Program Duration: The duration of the master's program, typically expressed in years or months.
• University Location: The location of the university where the program is offered, including the city and state.
• Program Name: The official name of the master's program, often indicating its degree type (e.g., M.Sc. for Master of Science) and format (e.g., full-time, part-time, online).

This dataset was an inspiration to me to analytically find the best value Master's programs in data science given the statistics and rankings of each respective university. I acquired a majority of this data through Forbes. Though this data doesn't entirely go through every university from last year's ranking system, I went through each schools webpages through the top 250 universities to find the best value programs and if they offered a Data Science MS. I hope you use this data to make the best decision for yourself and make a respectable upgrade in your career as a Data Scientist.

NOTE: Some of the metrics are skewed for my usage i.e. I am a citizen in New York State and the cost of public universities in NY will be lesser than if you did not come from New York.

I also set a standard of 3.0 as a minimum GPA to be admitted to programs if a university did not provide a minimum GPA to be admitted.

Attribute Information:

1) School Name: Name of Given University 2) State: US State Abbreviation 3) City: US City University is located in 4) Ranking: 2021 Forbes ranking of University 5) Online: 0 -> in-person program, 1 -> online 6) Total_Tuition_Cost: Cost of Tuition in USD 7) Program_Years_Full_Time: Number of years to finish program 8) Min_Quant_GRE_Score: Quant GRE score needed to be accepted (blank if not found) 9) Min_Undergraduate_GPA: GPA needed to be accepted into program 10) Median_Salary_10yr: 10 year Median salary of former graduates (Not Exclusive to DS Majors) 11) Need_GRE: 0-> Do not need to take GRE, 1-> must take GRE 12) Institution Type: Either 'Private' or 'Public'

Main Source: (2022 Version)

https://www.forbes.com/top-colleges/

In 2023, ** percent of prospective graduate business students in the United States were interested in hybrid programs, an increase from ** percent in 2019. However, the overall preference in 2023 was for in-person business school programs, at ** percent.

According to an online survey conducted in February 2025 in the United States, ********* of LinkedIn users held a bachelor degree or equivalent. Additionally, ** percent of LinkedIn users in the U.S. held a masters degree or equivalent.

Between 2015 and 2024, the number of bachelor's students who graduated from online universities in Italy steadily increased. In 2015, less than ***** people obtained their bachelor's from an online university. After nine years, the number of students more than doubled, reaching ****** graduates. In Italy, bachelor's students represented the largest group of e-learning university students, ******* people.

ABSTRACT The health care model based on the Family Health Strategy, created in the early 1990s, encouraged changes in health education, highlighting the need to create lato and stricto sensu postgraduate courses aimed at empowering professionals that foster comprehensive health care. Periodic evaluations are carried out and encouraged by Capes/MEC in order to maintain the quality of postgraduate courses, but evaluations of recently-introduced professional master’s degree courses in family health remain scarce. Objectives To describe the academic profile, contribution, motivations and expectations of graduates of a Professional Master’s in Family Health. Method Cross-sectional and quantitative study to analyze the results of 102 questionnaires answered by graduates of the Professional Master’s Degree in Family Health of the Estácio de Sá University (RJ), who had concluded the course between 2007 and 2012. The instrument consisted of open-ended and closed-ended questions, sent by e-mail and made available online through the electronic platform Survey Monkey. The study evaluated age, gender, regional origin, academic background, as well as the contributions, expectations and motivations related to the course. Results The survey sample was formed predominantly by female graduates, aged over 30, from 13 Brazilian states and, mainly from Medicine and Nursing courses. The contribution of the master’s degree to the graduate’s professional life was evaluated as excellent by 77% of the interviewees. The expectations regarding the course were positively evaluated and the main reasons for seeking the qualification were scientific-technical improvement and personal satisfaction, rather than better salaries or job stability. Conclusion The course was evaluated positively by the graduates, having exceeded their expectations and satisfied the interests that led them to it, thus producing changes to their personal and professional life. A longitudinal analysis of the impact of the professional master’s degree in the career of graduates will require a sequence of similar studies, as has been stimulated by Capes/MEC in recent years.

Detailed online statistics for player Masters Lulu from world Inabra. View daily activity and session history.

In an impressive increase from years past, 40.1 percent of women in the United States had completed four years or more of college in 2024. This figure is up from 3.8 percent of women in 1940. A significant increase can also be seen in males, with 37.1 percent of the U.S. male population having completed four years or more of college in 2024, up from 5.5 percent in 1940. 4- and 2-year colleges In the United States, college students are able to choose between attending a 2-year postsecondary program and a 4-year postsecondary program. Generally, attending a 2-year program results in an Associate’s Degree, and 4-year programs result in a Bachelor’s Degree. Many 2-year programs are designed so that attendees can transfer to a college or university offering a 4-year program upon completing their Associate’s. Completion of a 4-year program is the generally accepted standard for entry-level positions when looking for a job. Earnings after college Factors such as gender, degree achieved, and the level of postsecondary education can have an impact on employment and earnings later in life. Some Bachelor’s degrees continue to attract more male students than female, particularly in STEM fields, while liberal arts degrees such as education, languages and literatures, and communication tend to see higher female attendance. All of these factors have an impact on earnings after college, and despite nearly the same rate of attendance within the American population between males and females, men with a Bachelor’s Degree continue to have higher weekly earnings on average than their female counterparts.

IntroductionThe assessment of student outcomes is essential for monitoring the quality of graduate programs in healthcare sciences. As such, this study focused on developing a self-employed questionnaire that allowed for the evaluation of elements focused on career impact and levels of satisfaction regarding graduate program education. Following, this instrument was utilized in a cross-sectional study design with alumni that had obtained their degree (MSc or PhD) over a 25-year span (1995–2020) from a graduate program in dentistry located in Brazil.MethodsThe employed instrument comprised a total of 43 questions presenting a mix of both close and open-ended questions coupled with 5-point Likert scales. The questionnaire was hosted online and a total of 528 alumni were invited to participate through e-mail and social media outreach.Results376 alumni answered the questionnaire (71.2% response rate). The majority were female (69.9%), and with a MSc (58.5%). Levels of satisfaction towards the program as well the impact in career and life were higher in alumni that had obtained a PhD degree compared to MSc. After obtaining the degree, an increase in involvement in teaching/research positions (3.4% vs 21.5%, p < 001) and a decrease in unemployment (21.9% vs 2.1%, p < 001) were observed. The highest levels of impact were observed regarding the achievement of the professional goals as nearly 90% of the population agreed with this statement.ConclusionsThis study highlighted the creation and employment of an assessment tool that can be utilized to monitor the perceptions of student outcomes. Among the findings, a decrease in unemployment and a high degree of career impact and satisfaction were observed in the population of this study. Moving forward, it is essential that monitoring educational outcomes remains a priority worldwide.

Detailed online statistics for player Wallace Masters from world Quelibra. View daily activity and session history.

Detailed online statistics for player Dracula'Masters from world Havera. View daily activity and session history.

Detailed online statistics for player Ma thez from world Havera. View daily activity and session history.

This dataset provides Census 2021 estimates for National Statistics Socio-economic Classification (NS-SeC) by sex in Northern Ireland. The estimates are as at census day, 21 March 2021.

The census collected information on the usually resident population of Northern Ireland on census day (21 March 2021). Initial contact letters or questionnaire packs were delivered to every household and communal establishment, and residents were asked to complete online or return the questionnaire with information as correct on census day. Special arrangements were made to enumerate special groups such as students, members of the Travellers Community, HM Forces personnel etc. The Census Coverage Survey (an independent doorstep survey) followed between 12 May and 29 June 2021 and was used to adjust the census counts for under-enumeration.

The quality assurance report can be found here

Abstract The aim of this paper is to understand students’ experience of research methodology teaching, through a survey with students enrolled in the Master’s Degree Program in Information Management, Libraries and Archives at the Complutense University of Madrid. The analyzed themes included the students’ perception of collaborative work, influence of emotions, implications of research competencies at the professional level, and the role of supervisors. Twenty-six master’s students, both online and on-site, were surveyed among those enrolled in the academic years 2014-2015 and 2013-2014. Results show the need to foster collaborative work with individual work in a balanced way. Furthermore, emotions, especially positive ones, appear to intertwine heavily with the learning experience. It is more difficult to appreciate the implications of research competencies for the professional sphere because of differences in the professional context of all students involved. The activities that students perceive as more creative include discussions of one’s own work (especially with the supervisor) as well as discussions of other students’ work (attendance at Master Thesis Defenses). Finally, supervisors stand out as important figure during the learning of research methodology, as their area of expertise is particularly relevant.

Integrated computing uses computing tools and concepts to support learning in other disciplines while giving all students opportunities to experience computer science. Integrated computing is often motivated as a way to introduce computing to students in a low-stakes environment, reducing barriers to learning computer science, often especially for underrepresented groups. This dataset examined integrated computing activities implemented in US schools to examine which programming and CT concepts they teach and whether those concepts differed across contexts. We gathered data on 262 integrated computing activities from in-service K-12 teachers and 20 contextual factors related to the classroom (i.e., primary discipline, grade level, programming paradigm, programming language, minimum amount of time the lesson takes, source of the lesson plan), the teacher (i.e., years teaching, current role (classroom teacher, tech specialist, STEM specialist, etc.), grade levels taught, disciplines taught, degrees and certifications, institutional support received for integrated computing, gender, race, self-efficacy), and the school (e.g., socioeconomic status of students, racial composition, number of CS courses offered, number of CS teachers, years CS courses have been taught, number of students, school location (urban, suburban, rural)). Methods Procedure Data about integrated computing lessons in non-CS classrooms were collected from in-service K-12 teachers in the United States via an online survey, and 262 surveys were completed. Participants were recruited first through teacher networks and districts to include diverse populations and then through LinkedIn. Teachers received a $100 gift card upon completion of the survey, which took approximately 30 minutes. Due to the incentive, submissions were screened during data collection to ensure eligibility (i.e., having a valid school district email) and quality (described below).

Instrument The survey asked about the programming and CT concepts taught in the activities and 20 factors related to classroom, teacher, and school context. The programming concepts included were based on a framework developed by Margulieux et al., 2023. A full list of concepts and contextual factors can be found below. Due to the large sample size, the survey was designed to be primarily quantitative but included a few qualitative questions (e.g., "Please describe in 1-2 sentences the computing learning objective of this activity") and requested teachers to submit their lesson plans. The research team used these qualitative elements to verify data quality, such as by ensuring the lesson included computing and comparing elements of the lesson plans to the quantitative data provided by the teachers. Overall, we found, and excluded, very few instances of low-quality data.

Survey Questions and Descriptive Statistics Qualitative Questions: Title of lesson plan One sentence describing the activity topic (e.g., In this activity, students apply their computational thinking skills to explore the life cycle of a butterfly.) One sentence describing the disciplinary learning objective (e.g., The primary learning goal is to model the life cycle of a butterfly.) One sentence describing the computing learning objective (e.g., Students will conditionals to match body features to life stages.) 1-3 sentences describing the instructional paradigm (e.g., Students will discuss butterflies and life cycles with their partners. Then they will modify the program and use conditionals to create the model.)

Quantitative Question Topic: Response Options (descriptive statistics in parentheses)

Programming and CT Concepts Programming paradigm: Select one: No Programming (80), Unplugged (87), Block-based (69), Text-based (26) Programming language: Open-ended Programming concepts: Select all that apply: Operator-arithmetic, Operator-Boolean, Operator-relational, Conditional-if-else, Conditional-if-then, Loop-for loop, Loop-while loop, Loop-loop index variable, Function-define/call, Function-parameter, Variable, Data types (string, integer, etc.), List, Multimedia component (sprite, sound, button, etc.), Multimedia properties (color, location, etc.), Multimedia movement (forward, back, turn), Output-string, Output-variable, User input, Event (M = 3.2, SD = 2.7) CT concepts: Select all that apply: Algorithms–sequences (158), Algorithms–parallelism (10), Pattern recognition (142), Abstraction (84), Decomposition (89), Debugging (40), Automation (40) (M = 2.1, SD = 1.1)

Classroom Context Integrated discipline: Select one: Art (5), Language arts (37), Foreign language (2), Math (67), Music (3), Science (61), Social Studies (13) Grades taught in lesson: Select all that apply: Kindergarten through 12th grade (activities that spanned K-5 = 107, 6-8 = 53, 9-12 = 93, K-12 = 9) Minimum amount of time the lesson takes: Select one: < 1 hour (90), 1-3 hours (126), 3-8 hours (32), 8+ hours (14) Source of the lesson plan: Select all that apply: Colleague (16), Online search (18), Professional development (20), Professional organization (23), Created based on an external source by myself or with colleagues (28), Modified from an external source (33), Created by myself or with colleagues (124)

Teacher Information Number of years teaching: Open-ended, M = 14.11, SD = 7.6 Current role: Select one: Teacher (220), STEM/Tech specialist (24), Librarian (9), Computer lab director (1), Other (8) Grade levels taught: Select all that apply: K-2, 3-5, 6-8, 9-10, 11-12 (grade levels that spanned K-5 = 79, 6-8 = 45, 9-12 = 93, K-12 = 45) Disciplines taught: Select all that apply: Art (13), Language arts (71), Foreign language (5), Math (134), Music (4), Science (100), Social Studies (54), Computer science (80), Technology (78), Other (8) Degrees, Certs, endorsements, etc. attained: Select all that apply: Teaching certificate in primary discipline(s) (164), Teaching certificate in CS (17), Bachelor’s degree in primary discipline education (129), Bachelor’s degree in CS or CS education (4), Master’s degree in primary discipline education (163), Master’s degree in CS or CS education (0), Endorsement in computer science education (47), EdD or PhD in education (17), Other (86) Support for integrated CS/CT development and implementation: Select all that apply: Professional development through my school/district/LEA/RESA (157), Professional development through external organizations (117), Peer/colleague/department collaboration in my school/district/LEA/RESA (130), Peer/colleague collaboration in external organizations (73), Funding for software licensing, hardware, or curricula (69) Self-efficacy: Views of CT and self-efficacy scale from Yadav, Caeli, Ocak, and Macann, 2022 (M = 4.23 out of 5, SD = 0.60) Gender: Select one: Man (60), Woman (198), Non-binary/third gender (2), Prefer not to say (2) Race: Select one: African American or Black (31), American Indian or Indigenous (1), Asian (13), Caucasian or White (193), Latino/a/x or Hispanic (10), Middle Eastern (0), Pacific Islander (0), Other (14)

School Context Number of students: Open-ended (M = 1179, SD = 741) Number of CS teachers: Open-ended (M = 1.6, SD = 1.4) Number of CS courses: Open-ended (M = 2.1, SD = 2.0) Number of years CS courses taught: Open-ended (M = 3.0, SD = 2.1) Racial composition: Give % of each race: American Indian or Native American (M = 1.8%), Asian (M = 4.5%), Black or African American (M = 23.3%), Hispanic or Latino (M = 17.2%), White or Caucasian (M = 47.5%), Other (M = 2.4%) % of students eligible for free or reduced lunch: Open-ended (M = 56%, SD = 34%) Type of area: Select one: Rural (90), Suburban (122), Urban (50)

Morocco MA: Refugee Population: by Country or Territory of Origin data was reported at 3,064.000 Person in 2017. This records an increase from the previous number of 2,262.000 Person for 2016. Morocco MA: Refugee Population: by Country or Territory of Origin data is updated yearly, averaging 1,299.500 Person from Dec 1990 (Median) to 2017, with 28 observations. The data reached an all-time high of 4,710.000 Person in 2006 and a record low of 15.000 Person in 1990. Morocco MA: Refugee Population: by Country or Territory of Origin data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Morocco – Table MA.World Bank: Population and Urbanization Statistics. Refugees are people who are recognized as refugees under the 1951 Convention Relating to the Status of Refugees or its 1967 Protocol, the 1969 Organization of African Unity Convention Governing the Specific Aspects of Refugee Problems in Africa, people recognized as refugees in accordance with the UNHCR statute, people granted refugee-like humanitarian status, and people provided temporary protection. Asylum seekers--people who have applied for asylum or refugee status and who have not yet received a decision or who are registered as asylum seekers--are excluded. Palestinian refugees are people (and their descendants) whose residence was Palestine between June 1946 and May 1948 and who lost their homes and means of livelihood as a result of the 1948 Arab-Israeli conflict. Country of origin generally refers to the nationality or country of citizenship of a claimant.; ; United Nations High Commissioner for Refugees (UNHCR), Statistics Database, Statistical Yearbook and data files, complemented by statistics on Palestinian refugees under the mandate of the UNRWA as published on its website. Data from UNHCR are available online at: www.unhcr.org/en-us/figures-at-a-glance.html.; Sum;

Morocco MA: Mortality Rate: Under-5: Male: per 1000 Live Births data was reported at 29.800 Ratio in 2016. This records a decrease from the previous number of 30.800 Ratio for 2015. Morocco MA: Mortality Rate: Under-5: Male: per 1000 Live Births data is updated yearly, averaging 36.800 Ratio from Dec 1990 (Median) to 2016, with 5 observations. The data reached an all-time high of 84.200 Ratio in 1990 and a record low of 29.800 Ratio in 2016. Morocco MA: Mortality Rate: Under-5: Male: per 1000 Live Births data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Morocco – Table MA.World Bank: Health Statistics. Under-five mortality rate, male is the probability per 1,000 that a newborn male baby will die before reaching age five, if subject to male age-specific mortality rates of the specified year.; ; Estimates Developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.; Weighted Average; Given that data on the incidence and prevalence of diseases are frequently unavailable, mortality rates are often used to identify vulnerable populations. Moreover, they are among the indicators most frequently used to compare socioeconomic development across countries. Under-five mortality rates are higher for boys than for girls in countries in which parental gender preferences are insignificant. Under-five mortality captures the effect of gender discrimination better than infant mortality does, as malnutrition and medical interventions have more significant impacts to this age group. Where female under-five mortality is higher, girls are likely to have less access to resources than boys.