Graph and download economic data for Real Median Household Income in New York (MEHOINUSNYA672N) from 1984 to 2024 about NY, households, median, income, real, and USA.

A dataset listing the richest zip codes in New York per the most current US Census data, including information on rank and average income.

IntroductionOur study explores how New York City (NYC) communities of various socioeconomic strata were uniquely impacted by the COVID-19 pandemic.MethodsNew York City ZIP codes were stratified into three bins by median income: high-income, middle-income, and low-income. Case, hospitalization, and death rates obtained from NYCHealth were compared for the period between March 2020 and April 2022.ResultsCOVID-19 transmission rates among high-income populations during off-peak waves were higher than transmission rates among low-income populations. Hospitalization rates among low-income populations were higher during off-peak waves despite a lower transmission rate. Death rates during both off-peak and peak waves were higher for low-income ZIP codes.DiscussionThis study presents evidence that while high-income areas had higher transmission rates during off-peak periods, low-income areas suffered greater adverse outcomes in terms of hospitalization and death rates. The importance of this study is that it focuses on the social inequalities that were amplified by the pandemic.

About this dataset

Context

The dataset presents the mean household income for each of the five quintiles in Sands Point, NY, as reported by the U.S. Census Bureau. The dataset highlights the variation in mean household income across quintiles, offering valuable insights into income distribution and inequality.

Key observations

• Income disparities: The mean income of the lowest quintile (20% of households with the lowest income) is 62,342, while the mean income for the highest quintile (20% of households with the highest income) is 1,206,232. This indicates that the top earners earn 19 times compared to the lowest earners.
• *Top 5%: * The mean household income for the wealthiest population (top 5%) is 1,779,703, which is 147.54% higher compared to the highest quintile, and 2854.74% higher compared to the lowest quintile.

Content

When available, the data consists of estimates from the U.S. Census Bureau American Community Survey (ACS) 2019-2023 5-Year Estimates.

Income Levels:

• Lowest Quintile
• Second Quintile
• Third Quintile
• Fourth Quintile
• Highest Quintile
• Top 5 Percent

Variables / Data Columns

• Income Level: This column showcases the income levels (As mentioned above).
• Mean Household Income: Mean household income, in 2023 inflation-adjusted dollars for the specific income level.

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/.

Recommended for further research

This dataset is a part of the main dataset for Sands Point median household income. You can refer the same here

This statistic shows the median household income in the United States from 1990 to 2023 in 2023 U.S. dollars. The median household income was 80,610 U.S. dollars in 2023, an increase from the previous year. Household incomeThe median household income depicts the income of households, including the income of the householder and all other individuals aged 15 years or over living in the household. Income includes wages and salaries, unemployment insurance, disability payments, child support payments received, regular rental receipts, as well as any personal business, investment, or other kinds of income received routinely. The median household income in the United States varies from state to state. In 2020, the median household income was 86,725 U.S. dollars in Massachusetts, while the median household income in Mississippi was approximately 44,966 U.S. dollars at that time. Household income is also used to determine the poverty line in the United States. In 2021, about 11.6 percent of the U.S. population was living in poverty. The child poverty rate, which represents people under the age of 18 living in poverty, has been growing steadily over the first decade since the turn of the century, from 16.2 percent of the children living below the poverty line in year 2000 to 22 percent in 2010. In 2021, it had lowered to 15.3 percent. The state with the widest gap between the rich and the poor was New York, with a Gini coefficient score of 0.51 in 2019. The Gini coefficient is calculated by looking at average income rates. A score of zero would reflect perfect income equality and a score of one indicates a society where one person would have all the money and all other people have nothing.

2018-2019 Class Size Citywide report for middle and high schools grades by program type, number of students, number of classes and average class size.

The purpose of this study was to compare how members of the French and American upper-middle class define being a "worthy person," and to explain the important cross-national differences in these definitions by examining broad cultural and structural features of French and American society. Subjects were 160 college educated, white male professionals, managers, and businessmen who lived in and around Indianapolis, New York, Paris, and Clermont-Ferrand. Respondents were randomly chosen from the phone directories of middle- and upper-middle-class suburbs and neighborhood. Brief phone interviews were conducted to determine availability and eligibility. The final participants were matches as closely as possible by level of education and occupation. Data collection centered on 2-hour semi-directed interviews. Variables assessed include labels participants used to describe people whom they placed above and below themselves, description of people with whom participants chose to associate, those they felt superior and inferior to and those who invoked hostility, indifference, and sympathy. Negative and positive traits of coworkers, perceptions of cultural traits most valued in their workplace, and child rearing values were also assessed. Audio Data Availability Note: This study contains audio data that have been digitized. There are 452 audio files available.

VITAL SIGNS INDICATOR Jobs by Wage Level (EQ1)

FULL MEASURE NAME Distribution of jobs by low-, middle-, and high-wage occupations

LAST UPDATED January 2019

DESCRIPTION Jobs by wage level refers to the distribution of jobs by low-, middle- and high-wage occupations. In the San Francisco Bay Area, low-wage occupations have a median hourly wage of less than 80% of the regional median wage; median wages for middle-wage occupations range from 80% to 120% of the regional median wage, and high-wage occupations have a median hourly wage above 120% of the regional median wage.

DATA SOURCE California Employment Development Department OES (2001-2017) http://www.labormarketinfo.edd.ca.gov/data/oes-employment-and-wages.html

American Community Survey (2001-2017) http://api.census.gov

CONTACT INFORMATION vitalsigns.info@bayareametro.gov

METHODOLOGY NOTES (across all datasets for this indicator) Jobs are determined to be low-, middle-, or high-wage based on the median hourly wage of their occupational classification in the most recent year. Low-wage jobs are those that pay below 80% of the regional median wage. Middle-wage jobs are those that pay between 80% and 120% of the regional median wage. High-wage jobs are those that pay above 120% of the regional median wage. Regional median hourly wages are estimated from the American Community Survey and are published on the Vital Signs Income indicator page. For the national context analysis, occupation wage classifications are unique to each metro area. A low-wage job in New York, for instance, may be a middle-wage job in Miami. For the Bay Area in 2017, the median hourly wage for low-wage occupations was less than $20.86 per hour. For middle-wage jobs, the median ranged from $20.86 to $31.30 per hour; and for high-wage jobs, the median wage was above $31.30 per hour.

Occupational employment and wage information comes from the Occupational Employment Statistics (OES) program. Regional and subregional data is published by the California Employment Development Department. Metro data is published by the Bureau of Labor Statistics. The OES program collects data on wage and salary workers in nonfarm establishments to produce employment and wage estimates for some 800 occupations. Data from non-incorporated self-employed persons are not collected, and are not included in these estimates. Wage estimates represent a three-year rolling average.

Due to changes in reporting during the analysis period, subregion data from the EDD OES have been aggregated to produce geographies that can be compared over time. West Bay is San Mateo, San Francisco, and Marin counties. North Bay is Sonoma, Solano and Napa counties. East Bay is Alameda and Contra Costa counties. South Bay is Santa Clara County from 2001-2004 and Santa Clara and San Benito counties from 2005-2017.

Due to changes in occupation classifications during the analysis period, all occupations have been reassigned to 2010 SOC codes. For pre-2009 reporting years, all employment in occupations that were split into two or more 2010 SOC occupations are assigned to the first 2010 SOC occupation listed in the crosswalk table provided by the Census Bureau. This method assumes these occupations always fall in the same wage category, and sensitivity analysis of this reassignment method shows this is true in most cases.

In order to use OES data for time series analysis, several steps were taken to handle missing wage or employment data. For some occupations, such as airline pilots and flight attendants, no wage information was provided and these were removed from the analysis. Other occupations did not record a median hourly wage (mostly due to irregular work hours) but did record an annual average wage. Nearly all these occupations were in education (i.e. teachers). In this case, a 2080 hour-work year was assumed and [annual average wage/2080] was used as a proxy for median income. Most of these occupations were classified as high-wage, thus dispelling concern of underestimating a median wage for a teaching occupation that requires less than 2080 hours of work a year (equivalent to 12 months fulltime). Finally, the OES has missing employment data for occupations across the time series. To make the employment data comparable between years, gaps in employment data for occupations are ‘filled-in’ using linear interpolation if there are at least two years of employment data found in OES. Occupations with less than two years of employment data were dropped from the analysis. Over 80% of interpolated cells represent missing employment data for just one year in the time series. While this interpolating technique may impact year-over-year comparisons, the long-term trends represented in the analysis generally are accurate.

This poll, fielded April 1-5, 2009, is a part of a continuing series of monthly surveys that solicit public opinion on the presidency and on a range of other political and social issues. Respondents were asked whether they approved of the way Barack Obama was handling the presidency and issues such as the economy and foreign policy. A series of questions addressed the Obama Administration's approach to solving economic problems and whether the administration's policies favored the rich, the middle class, or the poor. Respondents gave their opinions of First Lady Michelle Obama, the United States Congress, the Republican and Democratic parties, and whether President Obama or the Republicans in Congress were more likely to make the right decisions about the national economy and national security. Views were sought on President Obama's proposed budget plan, including changes in federal income taxes and government spending, and proposals to give financial assistance to the banking and automotive industries. A series of questions addressed the condition of the national economy, the most important economic problem facing the nation, the financial situation of the respondent's household, and how the recession was affecting their life. Respondents compared their current standard of living with that of their parents at the same age and gave their expectations about the standard of living of their children. Other questions asked respondents what the phrase "American dream" meant to them and whether they had achieved the "American dream" or expected to in their lifetime. Additional topics addressed the bonuses given to AIG insurance company executives, the wars in Iraq and Afghanistan, international trade, health insurance coverage, and government spending on cancer research. Demographic variables include sex, age, race, education level, marital status, household income, employment status, perceived social class, political party affiliation, political philosophy, voter registration status and participation history, religious preference, whether respondents had children under the age of 18 years, and whether respondents considered themselves to be a born-again Christian.

The study sought to measure knowledge about laws related to domestic violence and harassment, resources for help, rape myths, and skills such as conflict resolution; attitudes about the acceptability of violent, abusive, and harassing behaviors; behavioral intentions to avoid committing violent acts in the future as well as intentions to intervene when in the position of a bystander; behavioral measures about peer and dating partner physical and sexual violence experienced as a victim or perpetrator, and sexual harassment experienced as a victim or perpetrator; and other items covering a demographic profile of the students and questions on prior attendance at an educational program about sexual assault, harassment, or violence, and prior history of dating.Researchers randomly assigned a school-based intervention to 6th and 7th grade classes (over 2,500 students) in 30 public middle schools in New York City to one of four conditions: (1) a classroom-based intervention; (2) a school-wide intervention; (3) interventions that included both classroom and school-wide components; or (4) a (no treatment) control group. The classroom based intervention was delivered through a six session curriculum that emphasized the consquences for perpetrators of domestic violence and harassment, state laws and penalties for domestic violence and harassment, the construction of gender roles, and healthy relationships. The school-wide intervention included the development and use of temporary school-based restraining orders, higher levels of faculty and security presence in areas identified by students and school personnel as unsafe "hot spots", and the use of posters to increase awareness and reporting of domestic violence and harassment to school personnel. Pencil and paper surveys were distributed to students at three different times: (1) immediately before the assignment to one of the four study conditions, (2) immediately after the treatment (or control condition) was completed, and (3) between five and six months after assignment to one of the four study conditions. The surveys took about 40 minutes to complete and were completed in the classroom during one class period.

Comprehensive demographic dataset for Jamestown, NY, US including population statistics, household income, housing units, education levels, employment data, and transportation with year-over-year changes.

2018-2019 Class Size District report for middle and high school grades by program type, number of students, number of classes and average class size.

New York City Department of Education 2015-16 Final Class Size Report School Middle School and High School Core Average Class Size General Education (Gen Ed), Integrated Co-Teaching (ICT), Accelerated (Acc), Self-Contained (SC)

2017- 2018 Class Size Report District Middle And High School Class Size Distribution

Graph and download economic data for Real Disposable Personal Income (DSPIC96) from Jan 1959 to Jul 2025 about disposable, personal income, personal, income, real, and USA.

For this special topic poll, opinion was solicited before and after President Bill Clinton's State of the Union speech delivered February 17, 1993. Prior to the speech, questions were posed regarding Clinton's handling of the presidency, his campaign promises, the national economy, respondents' personal financial situations, and strategies to reduce the federal budget deficit. Other items assessed the share of tax dollars being spent on defense, Social Security, and health care, issues regarding homosexuals, and Al Gore's and Hillary Clinton's influence on the President. Additional questions concerned improving health care, the likelihood that respondents would watch Clinton's State of the Union speech, whether women nominated to high office by the Clinton Administration were being held to stricter standards than men, and the hiring of illegal aliens. Respondents recontacted in the call-back survey subsequent to the President's speech were queried regarding Clinton's handling of the presidency, the economic plan outlined in his speech, and the federal budget deficit. Background information on respondents includes perception of the amount of income needed to be too rich to be considered middle class, whether the respondent had a gay or lesbian friend/family member, the importance of religion, chances of being out of work sometime in the next 12 months, military service, parental status, economic self-placement, 1992 presidential vote choice, voter registration status, political party, political orientation, religious preference, fundamentalist self-identification, education, age, race, preference for "African-American" or "Black" as a label, Hispanic origin, marital status, family income, sex, and past involvement in expressing opinions by writing to Congress, calling in to a radio or television talk show, calling or writing to a newspaper, and calling an 800 or 900 number.

2018-2019 Class Size District report for middle and high school grades by program type, number of students, number of classes and average class size.

Abstract (en): These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. This study seeks to test the Fourth R curriculum, a curriculum that seeks to build relationship knowledge and skills, with a younger, urban population of middle school students in the Bronx, New York. Utilizing a randomized controlled trial design, this study tests the effectiveness of the Fourth R curriculum with seventh-grade students drawn from ten public middle schools in the Bronx, New York. A secondary quasi-experimental study seeks to examine diffusion of program impacts by comparing outcomes between students assigned to the experimental control sample and students in three comparison schools where no one received the Fourth R. The study seeks to measure program impact on five primary and three secondary domains. Primary program impact domains include: Dating violence (victimization and perpetration) ; Sexual harassment/assault (victimization and perpetration); Peer violence/bullying (victimization and perpetration); Sexual activity; Drug and alcohol use; Secondary outcomes, which are targeted by the Fourth R curriculum, but are not the core program focus, include: Perceived school safety; Positive beliefs (e.g., anti-fighting/violence, rejection of gender stereotypes); Pro-social behaviors; This study achieved their goals through student surveys, administrator and teacher interviews, and student focus groups. The purpose of this study was to test the Fourth R curriculum with a younger, urban population of middle school students in the Bronx, New York. Incoming seventh-grade students in ten Bronx middle schools were assigned to class sections, which were then randomly assigned to receive the Fourth R or a standard seventh-grade curriculum during the 2010-2011 academic year. Surveys were administered to students at three points: a baseline survey was collected during the fall of 2010, prior to program implementation; a follow-up survey was collected at the conclusion of the 2010-2011 academic year (in June), after half of the students had received the Fourth R curriculum; and a final follow-up survey was collected at the conclusion of the 2011-2012 academic year, a full year after any students received the curriculum. Three additional Bronx middle schools were included in a secondary quasi-experimental study to allow researchers to measure whether students in the experimental schools who did not directly receive the Fourth R curriculum might experience some program benefit, based on school-wide diffusion of program messages, as a result of peer-to-peer or teacher-to-student transmission of program materials. Additionally, interviews were conducted with teachers and administrators as part of a process evaluation and fidelity analysis to measure the extent to which the implementation of the curriculum was faithful to the original program model. Student focus groups were held at the end of the seventh and eighth grade school year in order to reflect on program implementation and to provide feedback for improvement. This study contains one SPSS dataset that includes 1183 cases and 873 variables. 2010-MU-MU-0012_FINAL_data_file_9.3.2014.sav: The variables in this dataset contain information from the baseline survey and the two follow-up surveys provided to students. They include topics such as demographics, sexual interest and history, family life, whether students were a victim of a physical or sexual assault by a peer, prior sexual education, peer and perpetrator pressure, method of harassment (sexual, physical, verbal and online), type of abuse, drug and alcohol use, feeling of safety in school and responses to bullying N/A Response Rates: Final analyses were limited to successfully-matched surveys, leaving a total of 745 cases (570 experimental, 175 quasi-experimental comparison) for baseline to T1 analyses and 709 cases (517 experimental, 192 quasi-experimental comparison) for baseline to T2 analyses. Approximately 63% of T1 and 60% of T2 respondents were matched to the same students at baseline. Seventh grade students in 13 Bronx middle schools in the 2010-2011 ...

Class Size Borough report for middle and high school grades by program type, number of students, number of classes, and average class size.

Total-Other-Income-Expense-Net Time Series for Stepstone Group Inc. StepStone Group Inc. is a private equity and venture capital firm specializing in primary, direct, fund of funds, secondary direct, and secondary indirect investments. For direct investment, it seeks to invest in private debt, venture debt, incubation, mezzanine, distressed/vulture, seed/startup, early venture, mid venture, late venture, emerging growth, later stage, turnaround, growth capital, industry consolidation, recapitalization, buyout investments in mature and middle market companies. It prefers to invest in natural resources, technology, healthcare, services, materials, manufacturing, consumer durables, apparel, hotels, restaurants and leisure, media, retailing, power, utilities consumer staples, financials, telecommunication services, clean energy/renewables, transport, social, natural capital, infrastructure, corporate, real estate, credit and real asset. The firm invests globally with a focus on United States, North America, Europe, Asia, Latin America, Middle East, Africa, Brazil, Mexico, Argentina, Colombia, New Zealand, China, India, Korea, Japan, Taiwan, and Australia region. The firm invests between 5% and 40% in emerging markets. For fund of fund investment, it seeks to invest in private equity funds, venture capital funds, Special situation funds, Real estate funds, Infrastructure funds, mezzanine funds, and turnaround/distressed funds. It considers investments in both domestic and international funds. It also seeks to make co-investments and follow-on investments and considers partial interests in funds. The firm seeks to make minority and majority investments. StepStone Group Inc. was founded in 2007 and is based in New York, New York with additional offices across North America, South America, South Korea, Europe, Australia and Asia.