In the academic year of 2022, it is expected that 551,460 female and 331,530 male students will earn a Master’s degree in the United States. These figures are a significant increase from the academic year of 1950, when 16,980 female students and 41,220 male students earned a Master’s degree.

What is a Master’s degree?

A Master’s degree is an academic degree granted by universities after finishing a Bachelor’s degree. Master’s degrees focus in on a specific field and are more specialized than a Bachelor’s. A typical Master’s program is about two years long, with the final semester focusing on the thesis. Master’s degree programs are usually harder to get into than Bachelor’s degree programs, due to the rigor of the program. Because these programs are so competitive, those with a Master’s degree are typically paid more than those with a Bachelor’s degree.

Master’s degrees in the United States

The number of master’s degrees granted in the United States has steadily increased since the 1970s and is expected to continue to increase. In 2021, the Master’s degree program with the worst job prospects in the United States by mid-career median pay was counseling, while the program with the best job prospects was a physician's assistant.

With the enactment of the Higher Education Opportunity Act (HEOA) of 2008, five Predominantly Black Institutions are eligible to receive funding to improve graduate education opportunities at the master’s level in mathematics, engineering, physical or natural sciences, computer science, information technology, nursing, allied health or other scientific disciplines where African American students are underrepresented. Types of Projects Institutions may use federal funds for activities that include: Purchase, rental or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes; Construction, maintenance, renovation and improvement in classroom, library, laboratory and other instructional facilities, including purchase or rental of telecommunications technology equipment or services; Purchase of library books, periodicals, technical and other scientific journals, microfilm, microfiche, and other educational materials, including telecommunications program materials; Scholarships, fellowships, and other financial assistance for needy graduate students to permit the enrollment of students in, and completion of a master’s degree in mathematics, engineering, physical or natural sciences, computer science, information technology, nursing, allied health, or other scientific disciplines in which African Americans are underrepresented; Establishing or improving a development office to strengthen and increase contributions from alumni and the private sector; Assisting in the establishment or maintenance of an institutional endowment to facilitate financial independence pursuant to Section 331; Funds and administrative management, and the acquisition of equipment, including software, for use in strengthening funds management and management information systems; Acquisition of real property that is adjacent to the campus in connection with the construction, renovation, or improvement of, or an addition to, campus facilities; Education or financial information designed to improve the financial literacy and economic literacy of students or the students’ families, especially with regards to student indebtedness and student assistance programs under title IV; Tutoring, counseling, and student service programs designed to improve academic success; Faculty professional development, faculty exchanges, and faculty participation in professional conferences and meetings; and Other activities proposed in the application that are approved by the Secretary as part of the review and acceptance of such application.

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/

Historical Dataset of The Masters Program is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2013-2023),Total Classroom Teachers Trends Over Years (2013-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2013-2023),American Indian Student Percentage Comparison Over Years (2013-2023),Asian Student Percentage Comparison Over Years (2013-2023),Hispanic Student Percentage Comparison Over Years (2013-2023),Black Student Percentage Comparison Over Years (2013-2023),White Student Percentage Comparison Over Years (2013-2023),Two or More Races Student Percentage Comparison Over Years (2012-2023),Diversity Score Comparison Over Years (2013-2023),Free Lunch Eligibility Comparison Over Years (2013-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2013-2023),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2011-2023),Overall School Rank Trends Over Years (2011-2023),Graduation Rate Comparison Over Years (2011-2021)

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.

Taiwan Number of Graduate: Master Program data was reported at 54,941.000 Person in 2017. This records a decrease from the previous number of 55,752.000 Person for 2016. Taiwan Number of Graduate: Master Program data is updated yearly, averaging 2,849.000 Person from Jul 1951 (Median) to 2017, with 67 observations. The data reached an all-time high of 60,218.000 Person in 2013 and a record low of 0.000 Person in 1952. Taiwan Number of Graduate: Master Program data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under Global Database’s Taiwan – Table TW.G056: Number of Graduate.

Historical Dataset of The Masters Program School District is provided by PublicSchoolReview and contain statistics on metrics:Comparison of Diversity Score Trends,Total Revenues Trends,Total Expenditure Trends,Average Revenue Per Student Trends,Average Expenditure Per Student Trends,Reading and Language Arts Proficiency Trends,Math Proficiency Trends,Graduation Rate Trends,Overall School District Rank Trends,American Indian Student Percentage Comparison Over Years (2013-2023),Asian Student Percentage Comparison Over Years (2013-2023),Hispanic Student Percentage Comparison Over Years (2013-2023),Black Student Percentage Comparison Over Years (2013-2023),White Student Percentage Comparison Over Years (2013-2023),Two or More Races Student Percentage Comparison Over Years (2012-2023),Comparison of Students By Grade Trends

The number of graduates from master's and doctor's degree programs at public colleges, universities, and research institutes in China has been constantly increasing in recent years. In 2023, around ******* students graduated from master's degree courses at public colleges, universities, and research institutes in China.

Abstract: Introduction: This work offers a succinct retrospective of the Brazilian stricto sensu graduate program and elucidates the current quantitative panorama of the evaluative sub-areas of Medicine. Objective: This study aimed to outline a critical panorama of medical Graduate Program. Method: The method addressed here includes a review of the regulations that led to the formation of the Brazilian stricto sensu graduate programs and a categorization and statistical analysis of data provided by CAPES (Coordination for the Improvement of Higher Education Personnel), complemented by information from the Sucupira Platform and the latest census published by the Brazilian Institute of Geography and Statistics, focusing on the evaluative areas of Medicine. Result: It was observed that in June 2019, Brazil reached 4,590 Graduate Programs, of which 262 programs were distributed in the evaluative areas of Medicine. Based on this quantity, tables, images and graphs are presented that show different aspects of the National Graduate System. Conclusion: With regard to the National Graduate System, the expansion and growth of graduate studies are described as a strong point, whereas the characteristics of regional asymmetries are indicated as a shortcoming. In view of the sub-areas of medicine, the characteristics of each evaluation area are highlighted, including relationships between modalities, levels and Graduate Program, and scores. Finally, the view persists that, in addition to the number of Graduate Program, and their respective scores, a qualitative panorama should consider indicators such as scientific production and social impact, themes to be addressed in future studies, using specific methodological data and tools.

Financial overview and grant giving statistics of Alumni Association of the Graduate Programs in Health Admini

ABSTRACT Objective: Analyze the results of knowledge production from a graduate program for master’s degree in nursing. Method: This is a qualitative retrospective documentary study. Data were collected from the university library repository and the program website. In total, 83 dissertations were found, analyzed and arranged into five groups: worker’s health, care management, systematization of nursing care, health education, and nursing care. Results: The results indicate good practices such as manuals, guides, protocols, software, and products for systematization of care. They indicate concern about changing the reality with care practices and interventions, health education and continuing education. Final considerations: This study showed student commitment to the fields of practice when choosing the project theme. Students presented an intention to improve care, management, education and research, in the various dimensions of the profession.

Graduation rates, average time to graduation and number of students in an entry cohort for master's degree students, within Canada, by demographic characteristics.

The aim of this study was to analyze levels of fatigue and resilience of Brazilian graduate students during the COVID-19 pandemic and to determine whether there is an association between fatigue and resilience and sociodemographic and academic factors. Data were analyzed using descriptive and inferential statistics, and it was discovered that the variables associated with higher levels of resilience were age; having children; being retired; receiving income above five minimum wages; having had greater problems in other phases of the research schedule; coming from private universities; being from the north of Brazil; studying the area of Health; and having their research schedule unaffected during the pandemic. On the other hand, lack of resilience was associated with not having children; being less well-off financially; being younger; being a woman; studying in a public university; and having to postpone part of the research during the pandemic. The conclusion of the study indicated the need for graduate programs to design strategies to deal with fatigue and promote resilience in Master’s and PhD students.

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.

In 2024, it was projected that people in the United States with a Master’s degree in Computer Science would have the highest average starting salary, at 85,403 U.S. dollars. People who held a Master’s degree in Engineering were projected to have the second-highest starting salary, at 83,628 U.S. dollars. An abundance of Masters As higher education in the United States has become more common, and even expected, the number of Master’s degrees awarded has increased. During the 1949-50 academic year, about 58,180 Master’s degrees were awarded to students, with the vast majority being earned by male students. In the 2018-19 academic year, this figure increased to about 833,710 Master’s degrees awarded, with the majority being earned by female students. The right career While Engineering might have the highest starting pay for Master’s degree holders, those with a Master’s degree as a Physician Assistant had the highest mid-career median pay in 2021. Engineering continues to be one of the most popular fields for those seeking their Master’s degree, and STEM fields continue to dominate the field in number of Master’s degrees awarded.

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.

The CMS Program Statistics - Medicare Advantage, Inpatient Hospital tables provide utilization data for inpatient hospitals, including short-stay hospitals, critical access hospitals, long term care hospitals, inpatient psychiatric facilities, inpatient rehabilitation facilities, and other hospitals, by Medicare Advantage beneficiaries. For additional information on enrollment, providers, and Medicare use and payment, visit the CMS Program Statistics page. Below is the list of tables: MDCR INPT HOSP MA 4. All Medicare Inpatient Hospital Types: Utilization for Medicare Advantage Beneficiaries, by Type of Hospital MDCR INPT HOSP MA 5. Medicare Short Stay Hospitals: Utilization for Medicare Advantage Beneficiaries, by Type of Entitlement, Yearly Trend MDCR INPT HOSP MA 6. Medicare Short Stay Hospitals: Utilization for Medicare Advantage Beneficiaries, by Demographic Characteristics and Medicare-Medicaid Enrollment Status MDCR INPT HOSP MA 7. Medicare Short Stay Hospitals: Utilization for Medicare Advantage Beneficiaries, by Area of Residence MDCR INPT HOSP MA 1 – MDCR INPT HOSP MA 3 are not available at this time.

About this dataset

Context

The dataset tabulates the Batesville household income by age. The dataset can be utilized to understand the age-based income distribution of Batesville income.

Content

The dataset will have the following datasets when applicable

Please note: The 2020 1-Year ACS estimates data was not reported by the Census Bureau due to the impact on survey collection and analysis caused by COVID-19. Consequently, median household income data for 2020 is unavailable for large cities (population 65,000 and above).

• Batesville, MS annual median income by age groups dataset (in 2022 inflation-adjusted dollars)
• Age-wise distribution of Batesville, MS household incomes: Comparative analysis across 16 income brackets

Good to know

Margin of Error

Data in the dataset are based on the estimates and are subject to sampling variability and thus a margin of error. Neilsberg Research recommends using caution when presening these estimates in your research.

Custom data

If you do need custom data for any of your research project, report or presentation, you can contact our research staff at research@neilsberg.com for a feasibility of a custom tabulation on a fee-for-service basis.

Inspiration

Neilsberg Research Team curates, analyze and publishes demographics and economic data from a variety of public and proprietary sources, each of which often includes multiple surveys and programs. The large majority of Neilsberg Research aggregated datasets and insights is made available for free download at https://www.neilsberg.com/research/.

Interested in deeper insights and visual analysis?

Explore our comprehensive data analysis and visual representations for a deeper understanding of Batesville income distribution by age. You can refer the same here

Raw data for the manuscript entitled: European Agrifood and Forestry Education for a Sustainable Future - Gap Analysis from an Informatics Approach

Abstract

Purpose: To evaluate how well European agrifood and forestry Masters program websites use vocabulary associated with the NextFood Project ‘categories of skills’.

Methodology: Web-scraping Python scripts were used to collect texts from European Masters programs websites, which were then analysed using statistical tools including Partial Least Squares Regression and contextual relation analysis. A total of fourteen countries, twenty-seven universities, 1303 European Masters programs, 3305 web-pages and almost two million words were studied using this approach.

Findings: While agrifood and forestry Masters programs used vocabulary from the NextFood Project ‘categories of skills’ in most cases equal to or more often than non-agrifood and forestry Masters programs, we found evidence for the relative underuse of words associated with networking skills, with least use among agriculture-related Masters programs.

Practical Implications: The informatic approach provides evidence that European agrifood and forestry Masters programs are for the most part following the educational paths for meeting future challenges as outlined by the NextFood Project, with the possible exception of networking skills.

Theoretical Implications: This text-based, informatic approach complements the more targeted approaches taken by the NextFood Project in studying the skilling-pathways, which involved focus-group interviews, surveys of stakeholders, interviews of individuals with expert-knowledge and literature reviews.

Originality: A text-based, web-scraping informatic approach has thus far been limited in the study of agrifood and forestry higher education, especially relative to recent advances made in the social sciences.