The National Postsecondary Student Aid Survey (NPSAS) collected data from students, former students, parents, and institutions in order to determine how postsecondary student financial aid is targeted, received, and used. The survey, which focused on Guaranteed Student Loan (GSL) recipients, was designed to address such basic questions as who received financial aid, how financial aid was distributed among different types of students and institutions, how much students borrowed to finance their education expenses, and what sources of support students used to pay for postsecondary education. The NPSAS-Student Loan Recipient Survey (SLRS) gathered information on education of respondents, loan received, employment history, and background characteristics such as sex, age, race, citizenship, residence, marital status, and current employment. A parent survey was also conducted, and data were collected on relationship to student, total number of children in family, how much respondents spent on clothing, food, and books and supplies for students, other loans taken out, when respondents started saving for their children's college expenses, and what type of savings accounts they used. The NPSAS-Student Loan Recipient Transcript Survey was designed to gather postsecondary school transcripts for the GSL recipients who were surveyed in the SLRS. The Transcript Survey utilized four levels of inquiry: student, transcript, term, and course. In order to update records on GSL recipients, postsecondary institutions attended by former loan recipients were surveyed. The survey contacted all types of institutions, including public, private nonprofit, and private for-profit two- and four-year institutions, along with schools offering only occupational programs of less than two years. Data were collected concerning financial aid award amounts, student characteristics, educational activities, programs of study elected by loan recipients, classes taken, and financial aid and registrar records.

The private student loan market, while facing some headwinds, continues to demonstrate significant growth potential. The market's size, estimated to be around $150 billion in 2025, is projected to experience a Compound Annual Growth Rate (CAGR) of approximately 8% from 2025 to 2033, primarily driven by rising higher education costs and a persistent need for alternative financing options beyond federal loans. Key drivers include increasing awareness of private loan benefits among students and parents, the evolving landscape of fintech lenders offering competitive interest rates and flexible repayment plans, and a growing emphasis on specialized programs for international students or those pursuing specific fields of study. However, this market is not without its challenges. Stringent regulatory scrutiny, concerns surrounding student loan debt, and economic downturns can impact borrowing and repayment rates. The segment is also characterized by intense competition among established players and new entrants, leading to innovative product development and increased focus on customer experience. The market is segmented by loan type (e.g., undergraduate, graduate, parent loans), borrower characteristics (credit score, income), and lending institution (banks, fintech companies, credit unions). Key players such as LendKey, Sallie Mae, SoFi, and Discover Bank are actively vying for market share through strategic partnerships, technological advancements, and targeted marketing campaigns. While regional data is not provided, the North American market is expected to dominate due to the relatively high cost of education and established lending infrastructure. The forecast period (2025-2033) suggests a continued upward trajectory, though the pace of growth may fluctuate depending on broader macroeconomic factors and policy changes impacting the student loan landscape. The historical period (2019-2024) likely reflects a period of moderate growth, possibly influenced by pre-pandemic economic conditions and shifting federal student loan policies.

The private student loan market is experiencing robust growth, driven by increasing tuition costs and a rising number of students pursuing higher education. While precise figures for market size and CAGR are not provided, a reasonable estimate based on industry trends suggests a market valued at approximately $150 billion in 2025, exhibiting a Compound Annual Growth Rate (CAGR) of around 7% during the forecast period (2025-2033). This growth is fueled by several key factors: the expanding availability of diverse loan products tailored to undergraduate, graduate, and career training programs; increasing parental involvement in financing education; and the emergence of fintech companies offering streamlined, tech-driven application and loan management processes. The market is segmented by loan type (undergraduate, graduate, career training, others) and applicant (students, parents), allowing lenders to cater to specific needs and risk profiles. Geographic expansion is another significant driver, with North America currently dominating the market, followed by Europe and Asia-Pacific, each presenting unique opportunities and challenges. Despite positive growth projections, the private student loan market faces certain challenges. These include fluctuating interest rates, stringent lending criteria which can exclude certain applicants, and increasing regulatory scrutiny aimed at protecting borrowers. Furthermore, the economic climate and overall student debt levels significantly influence demand. The competitive landscape is dynamic, with established financial institutions like Sallie Mae and Discover Bank competing with innovative fintech lenders like SoFi and LendKey, creating a complex interplay of offerings and pricing strategies. To maintain momentum, lenders must adapt to technological advancements, optimize their risk assessment models, and strategically target specific market segments to navigate these headwinds and sustain market share.

As of 2023, the annual federal student loan limit for dependent undergraduate students in their first year of school in the United States was ***** U.S. dollars. In comparison, independent undergraduate students in their first year of school could borrow up to ***** U.S. dollars for their first year of school. A student's dependency status is reliant upon whether or not they are financially supported by their parents.

The private student loan market is experiencing robust growth, driven by rising tuition fees and a growing awareness of alternative financing options beyond federal loans. While precise figures for market size and CAGR are not provided, leveraging industry reports and trends, we can estimate a 2025 market size of approximately $150 billion USD, with a projected Compound Annual Growth Rate (CAGR) of 8% between 2025 and 2033. This growth is fueled by several key factors: increasing undergraduate and graduate enrollment, the rising cost of education exceeding the capacity of federal loan programs, and the expansion of private lenders offering diverse loan products catering to various educational needs, including career training programs. The market segmentation shows strong demand across undergraduate, graduate, and career training loans, with students and parents as the primary borrowers. Leading companies such as Sallie Mae, SoFi, and Discover Bank are aggressively competing for market share through innovative loan products and technological advancements in online application processes and servicing. However, market growth is not without its challenges. Regulatory changes, fluctuating interest rates, and economic downturns can significantly impact borrowing and repayment rates. The increasing awareness of student loan debt and its consequences can also impact borrowing behavior and drive stricter lending criteria. Furthermore, regional variations in educational costs and financial literacy levels contribute to diverse market penetration across North America, Europe, and Asia-Pacific. Despite these restraints, the long-term outlook remains positive, with continued technological innovations and evolving financing solutions expected to fuel further market expansion. The focus on providing tailored financial solutions, improving transparency, and enhancing borrower experience is crucial for companies to thrive in this competitive landscape.

This report summarizes the findings of the Consortium's third annual survey, which involved 25 colleges and more than 9,400 students. Participating colleges were responsible for sampling (based on a standardized procedure) and administering the survey in class. Completed questionnaires were then shipped to PRA Inc. for coding, data entry and analysis. The objectives of the research are to: provide national data on student access, time use and financing for Canadian college students from participating colleges; identify issues particular to certain learner groups or regions; and provide each institution with topline survey results (based on representative samples of their students), which may then be compared against the "national average". This dataset was freely received from the Canada Millennium Scholarship Foundation. Some work was required for the variable and value labels, and missing values. They were corrected as best as possible with the documentation received. Caution should be used with this dataset as some variables are lacking information.

This table gives an overview of expenditure on regular education within the Netherlands.

The government finances schools, colleges and universities. It pays for research which is done by universities on its behalf. Furthermore it provides student grants and loans, allowances for school costs, provisions for students with a disability and child care allowances as well as subsidies to companies and non-profit organisations. The government reclaims unjustified payments for student grants and loans and allowances for school costs. It also receives interest and repayments on student loans as well as EU subsidies for education.

Parents and/or students have to pay tuition fees for schools, colleges and universities, parent contributions and contributions for school activities. They also have to purchase books and materials, pay for transport from home to school and back for students who are not eligible for subsidised transport, pay for private tutoring, pay interest and repayments on student loans, and repay wrongfully received student grants, loans and allowances for school costs. Parents and/or students receive child care allowances, provisions for students with a disability and an allowance for school costs as well as student grants and loans and scholarships of companies.

Companies and non-profit organisations incur costs for supervising trainees and apprentices who combine learning with work experience. They also contribute to the cost of work related education of their employees and spend money on research that is outsourced to colleges for higher professional education and universities. Furthermore they contribute to the childcare allowances given to households and provide scholarships to students. Companies receive subsidies and tax benefits for the creation of apprenticeship places and trainee placements and for providing transport for pupils.

Organisations abroad contract universities in the Netherlands to undertake research for them. The European Union provides funds and subsidies for education to schools, colleges and universities as well as to the Dutch government. Foreign governments contribute to international schools in the Netherlands that operate under their nationality.

The table also contains various indicators used nationally and internationally to compare expenditure on education and place it in a broader context. The indicators are compounded on the basis of definitions of Statistics Netherlands and/or the OECD (Organisation for Economic Cooperation and Development). All figures presented have been calculated according to the standardised definitions of the OECD.

In this table tertiary education includes research and development, except for the indicator Expenditure on education institutions per student, excluding R&D.

The statistic on Education spending is compiled on a cash basis. This means that the education expenditure and revenues are allocated to the year in which they are paid out or received. However, the activity or transaction associated with the payment or receipt can take place in a different year.

Statistics Netherlands published the revised National Accounts in June 2024. Among other things, GDP and total government expenditures have been adjusted upwards as a result of the revision.

Data available from: 1995

Status of the figures: The figures from 1995 to 2022 are final. The 2023 figures are provisional.

Changes as of 31 December 2024: The final figures of 2021 and 2022 and the provisional figures of 2023 have been added. As a result of the revision of the National Accounts, among other things, GDP and total government expenditures have been adjusted upwards. The indicators in this table that are expressed as a percentage of GDP and total government expenditure have been updated for the entire time series from 1995 on the basis of the revised figures.

When will new figures be published? The final figures for 2023 and the provisional figures for 2024 will be published in December 2025. More information on the revision policy of National Accounts can be found under 'relevant articles' under paragraph 3.

The study charted the subsistence, employment and housing of university students in the capital region in Finland. The study was funded by the Student Union of the University of Helsinki and the Student Union of Aalto University. First, the respondents were asked questions relating to student grant. The questions focused on, for example, whether the respondents had received student grant for the degree they were studying for and if not, why (e.g. because of too large income or too few study credits), as well as whether the months of student financial aid available for them had been or would be sufficient for their bachelor's and master's degrees. The respondents were also asked whether they felt it was easy or hard for them to sufficiently progress in their studies (approximately 5 study credits per month) to qualify for student financial aid as well as how they were planning to fund their studies if they could not receive student financial aid any longer (e.g. by working, with savings, with the help of their family or spouse). Next, questions relating to student loan were presented. The respondents were asked whether they had taken out student loan and why (e.g. to secure income, to improve standard of living, for investing). They were also asked whether changes such as student financial aid cuts, reduction in the maximum number of months student financial aid was available and the transfer to general housing allowance for accommodation costs had had an impact on their need to take study loan. Employment and other sources of income were examined with questions concerning the amount of time the respondents worked at present or had worked during the past school year. If the respondents had not worked, they were asked whether they would have wanted to. The respondents were asked about the most important reason for working during their studies (e.g. for work experience or networking) and how they thought working would affect the progress of their studies. Some questions focused on income by charting, for example, how much how much salary the respondents thought they would receive a year after graduation and how much their monthly income from different sources was (e.g. salary, social assistance, aid from parents). The respondents were also asked about their savings and easily disposable property (e.g. shares/stock), whether they thought their financial circumstances were good or bad and whether and how much they received financial aid from their parents or other relatives. Ways of dealing with insufficient income were examined with questions relating to, for example, whether the respondents had taken out instant loans, done undeclared work or gone without eating for a day. Next, the respondents were asked how the transfer of students to be covered under general housing allowance rather than student housing supplement had affected their subsistence and housing. Housing was examined with questions relating to, for example, accommodation type during the autumn semester, household composition and the allocation of expenses between the adults living in the household, as well as satisfaction in various aspects of the housing (e.g. rent, location, condition). The expenses related to housing were also charted and the respondents were asked how much general housing allowance they received per month. The respondents were presented with statements concerning housing and the changes in general housing allowance (e.g. whether one or two bedroom student housing had become a more interesting option and whether they thought that shared housing was no longer as cost-effective). Finally, statements concerning, for example, wellbeing, satisfaction in the physical environment of the university, and the amount of guidance received for studies were presented. Background variables included, among others, the respondent's age group, gender, parents' highest level of education, highest previous degree, faculty (University of Helsinki) or school (Aalto University), the amount of credits completed during the past school year and whether the respondent had some condition, illness or injury that hindered their studies.

In 2021, the Dutch government granted nearly 2.7 billion euros worth of loans to students. Up until 2015-2016, the government subsidized participation in education and training by providing allowances for school costs and student grants and loans. These served to partly compensate students or their parents for their expenditure on tuition fees, books and materials, public transport and the cost of living. The supplementary grant and the student travel card were conditional loans. A conditional loan will be converted to a gift on completion of the student’s studies within a given period. If a student did not complete his/her studies within this period it will remain a loan and will have to be repaid. This system (referred to as basisbeurs in the Netherlands) was abolished in 2015-2016 and replaced with with a system of regular, non-conditional loans.

The Canadian College Student Survey (the Consortium, CCSSC) includes the Association of Canadian Community Colleges (ACCC), individual participating colleges and the Canada Millennium Scholarship Foundation (CMSF). Established in late 2001, the Consortium conducted its first survey of college students in the spring of 2002. Some 27 colleges participated in this year's survey; each of them tried to have 300 to 450 of their students complete the survey depending on the size of institution. Individual colleges administered the survey using a sampling strategy and field guide provided by Prairie Research Associates (PRA) Inc. Approximately 9,900 students completed the survey. This dataset was freely received from the Canada Millennium Scholarship Foundation. Some work was required for the variable and value labels, and missing values. They were corrected as best as possible with the documentation received. Caution should be used with this dataset as some variables are lacking information.

The Canadian College Student Survey was conducted by the Canada Millennium Scholarship Foundation to provide data on student finances in Canada. The primary objective of the survey was to track the expenses and income of students on a monthly basis, in order to profile the financial circumstances of Canadian students and the adequacy of available funding. The survey will allow the Canada Millennium Scholarship Foundation to understand the financial circumstances of students who are in a post- secondary environment on an annual basis. This research is a joint effort of the Foundation, all participating colleges and the Association of Canadian Community Colleges (ACCC). The survey collects data on college students' income, expenditures and use of time. The survey is unique in that it provides national-level information on the challenges Canadian college students face in terms of financial and access issues. The objectives of the research are to: provide national-level data on s tudent access; time use and financing for Canadian college students from participating colleges; identify issues particular to certain learner groups and/or regions; and provide each institution with top-line survey results (based on representative samples of their students); which may then be compared against the "national average". In January 2003, the Foundation engaged Prairie Research Associates (PRA) Inc. to oversee this research. This dataset was freely received from the Canada Millennium Scholarship Foundation. Some work was required for the variable and value labels, and missing values. They were corrected as best as possible with the documentation received. Caution should be used with this dataset as some variables are lacking information.

この市場の規模とシェアは、次の基準で分類されます： Loan Type (Federal Student Loans, Private Student Loans, Parent Loans, Graduate Student Loans, Consolidation Loans) and Platform Type (Direct Lender Platforms, Marketplace Platforms, Loan Comparison Platforms, Peer-to-Peer Lending Platforms, Mobile Application Platforms) and End User (Undergraduate Students, Graduate Students, Parents, Educational Institutions, Financial Institutions) and 地域別（北米、欧州、アジア太平洋、南米、中東およびアフリカ）

This dataset consists of a selection of variables extracted from the U.S. Department of Education's College Scorecard 2015/2016. For the original, raw data visit the College Scorecard webpage. This dataset includes variables about institution types, proportion of degree types awarded, student enrollments and demographics, and a number of price and revenue variables. For 2005-2006 data, see here.Note: Data is not uniformly available for all schools on all variables. Variables for which there is no data (NULL), or where data is suppressed for reasons of privacy, are indicated by 999999999.

ATTRIBUTE DESCRIPTION EXAMPLE

ID2 1

UNITIDUnit ID for institution 100654

OPEID 8-digit OPE ID for institution 100200

OPEID6 6-digit OPE ID for institution 1002

State FIPS

1

State

AL

Zip

35762

City

Normal

Institution Name

Alabama A & M University

Institution Type 1 Public 2 Private nonprofit 3 Private for-profit 1

Institution Level 1 4-year 2 2-year 3 Less-than-2-year 1

In Operation 1 true 0 false 1

Main Campus 1 true 0 false 1

Branches Count of the number of branches 1

Popular Degree 1 Predominantly certificate-degree granting 2 Predominantly associate's-degree granting 3 Predominantly bachelor's-degree granting 4 Entirely graduate-degree granting 3

Highest Degree 0 Non-degree-granting 1 Certificate degree 2 Associate degree 3 Bachelor's degree 4 Graduate degree 4

PCIP01 Percentage of degrees awarded in Agriculture, Agriculture Operations, And Related Sciences. 0.0446

PCIP03 Percentage of degrees awarded in Natural Resources And Conservation. 0.0023

PCIP04 Percentage of degrees awarded in Architecture And Related Services. 0.0094

PCIP05 Percentage of degrees awarded in Area, Ethnic, Cultural, Gender, And Group Studies. 0

PCIP09 Percentage of degrees awarded in Communication, Journalism, And Related Programs. 0

PCIP10 Percentage of degrees awarded in Communications Technologies/Technicians And Support Services. 0.0164

PCIP11 Percentage of degrees awarded in Computer And Information Sciences And Support Services. 0.0634

PCIP12 Percentage of degrees awarded in Personal And Culinary Services. 0

PCIP13 Percentage of degrees awarded in Education. 0.1268

PCIP14 Percentage of degrees awarded in Engineering. 0.1432

PCIP15 Percentage of degrees awarded in Engineering Technologies And Engineering-Related Fields. 0.0587

PCIP16 Percentage of degrees awarded in Foreign Languages, Literatures, And Linguistics. 0

PCIP19 Percentage of degrees awarded in Family And Consumer Sciences/Human Sciences. 0.0188

PCIP22 Percentage of degrees awarded in Legal Professions And Studies. 0

PCIP23 Percentage of degrees awarded in English Language And Literature/Letters. 0.0235

PCIP24 Percentage of degrees awarded in Liberal Arts And Sciences, General Studies And Humanities. 0.0423

PCIP25 Percentage of degrees awarded in Library Science. 0

PCIP26 Percentage of degrees awarded in Biological And Biomedical Sciences. 0.1009

PCIP27 Percentage of degrees awarded in Mathematics And Statistics. 0.0094

PCIP29 Percentage of degrees awarded in Military Technologies And Applied Sciences. 0

PCIP30 Percentage of degrees awarded in Multi/Interdisciplinary Studies. 0

PCIP31 Percentage of degrees awarded in Parks, Recreation, Leisure, And Fitness Studies. 0

PCIP38 Percentage of degrees awarded in Philosophy And Religious Studies. 0

PCIP39 Percentage of degrees awarded in Theology And Religious Vocations. 0

PCIP40 Percentage of degrees awarded in Physical Sciences. 0.0188

PCIP41 Percentage of degrees awarded in Science Technologies/Technicians. 0

PCIP42 Percentage of degrees awarded in Psychology. 0.0282

PCIP43 Percentage of degrees awarded in Homeland Security, Law Enforcement, Firefighting And Related Protective Services. 0.0282

PCIP44 Percentage of degrees awarded in Public Administration And Social Service Professions. 0.0516

PCIP45 Percentage of degrees awarded in Social Sciences. 0.0399

PCIP46 Percentage of degrees awarded in Construction Trades. 0

PCIP47 Percentage of degrees awarded in Mechanic And Repair Technologies/Technicians. 0

PCIP48 Percentage of degrees awarded in Precision Production. 0

PCIP49 Percentage of degrees awarded in Transportation And Materials Moving. 0

PCIP50 Percentage of degrees awarded in Visual And Performing Arts. 0.0258

PCIP51 Percentage of degrees awarded in Health Professions And Related Programs. 0

PCIP52 Percentage of degrees awarded in Business, Management, Marketing, And Related Support Services. 0.1479

PCIP54 Percentage of degrees awarded in History. 0

Admission Rate

0.6538

Average RetentionRate of retention averaged between full-time and part-time students. 0.4428

Retention, Full-Time Students

0.5779

Retention, Part-Time Students

0.3077

Completion Rate

0.1104

Enrollment Number of enrolled students 4505

Male Students Percentage of the student body that is male. 0.4617

Female Students Percentage of the student body that is female. 0.5383

White Percentage of the student body that identifies as white. 0.034

Black Percentage of the student body that identifies as African American. 0.9216

Hispanic Percentage of the student body that identifies as Hispanic or Latino. 0.0058

Asian Percentage of the student body that identifies as Asian. 0.0018

American Indian and Alaskan Native Percentage of the student body that identifies as American Indian or Alaskan Native. 0.0022

Native Hawaiian and Pacific Islander Percentage of the student body that identifies as Native Hawaiian or Pacific islander. 0.0018

Two or More Races Percentage of the student body that identifies as two or more races. 0

Non-Resident Aliens Percentage of the student body that are non-resident aliens. 0.0062

Race Unknown Percentage of the student body for whom racial identity is unknown. 0.0266

Percent Parents no HS Diploma Percentage of parents of students whose highest level of education is less than high school. 0.019298937

Percent Parents HS Diploma Percentage of parents of students whose highest level of education is high school 0.369436786

Percent Parents Post-Secondary Ed. Percentage of parents of students whose highest level of education is college or above. 0.611264277

Title IV Students Percentage of student body identified as Title IV 743

HCM2 Cash Monitoring Schools identified by the Department of Ed for Higher Cash Monitoring Level 2 0

Net Price

13435

Cost of Attendance

20809

In-State Tuition and Fees

9366

Out-of-State Tuition and Fees

17136

Tuition and Fees (Program) Tuition and fees for program-year schools NULL

Tution Revenue per Full-Time Student

9657

Expenditures per Full-Time Student

7941

Average Faculty Salary

7017

Percent of Students with Federal Loan

0.8159

Share of Students with Federal Loan

0.896382157

Share of Students with Pell Grant

0.860906217

Median Loan Principal Amount upon Entering Repayment

14600

Median Debt for Completed Students Median debt for student who completed a course of study 35000

Median Debt for Incompleted Students Median debt for student who did not complete a course of study 9500

Median Debt for Family Income $0K-$30K Median debt for students of families with less thank $30,000 income 14457

Median Debt for Family Income $30K-$75K Median debt for students of families with $30,000-$75,000 income 15000

Median Debt for Family Income over $75K Median debt for students of families with over $75,000 income 14250

Median Debt Female Students

16000

Median Debt Male Students

13750

Median Debt 1st Gen. Students Median debt for first generation college student 14307.5

Median Debt Not 1st Gen. Students Median debt for not first generation college students 14953

Cumulative Loan Debt Greater than 90% of Students (90th Percentile)

48750

Cumulative Loan Debt Greater than 75% of Students (75th Percentile)

32704

Cumulative Loan Debt Greater than 25% of Students (25th Percentile)

5500

Cumulative Loan Debt Greater than 10% of Students (10th Percentile)

3935.5

Accrediting Agency

Southern Association of Colleges and Schools Commission on Colleges

Website

www.aamu.edu/

Price Calculator

www2.aamu.edu/scripts/netpricecalc/npcalc.htm

Latitude

34.783368

Longitude

-86.568502

The Educational Services sector comprises 13 subsectors of the US economy, ranging from public schools to testing and educational support services. Primary, secondary and postsecondary schools alone generate 92.0% of the sector's revenue. Most of these institutions rely entirely on government funding, and nearly three-quarters of the educational services revenue comes from public schools and public universities. Accordingly, strong federal, state and local support for all levels of education has driven revenue upward over the past five years. Expanding discretionary budgets made private schools and higher education more affordable for students and parents, but the Trump administration's changing policies have brought new complications. Still, substantial funding and skyrocketing investment returns for private nonprofit universities have elevated revenue. Revenue has climbed at a CAGR of 4.6% to an estimated $2.7 trillion through the end of 2025, when revenue will rise by 1.1%. Solid state and local government funding for education has helped support the sector's success despite fluctuating enrollment. Faltering birth rates are leading to lower headcounts in K-12 schools, and ballooning student debt has made many would-be college students skeptical of the return on investment of an expensive degree. While student loan forgiveness efforts slowed a decline in the number of college students, the new presidential administration's end to these efforts has begun to exacerbate price-based and quality-based competition among higher education institutions. President Trump's scrutiny of course curricula has made public funds harder to acquire for schools, and the administration's efforts to close the Department of Education have begun to deter would-be students from attending college. Trends in the domestic economy are set to move in the Educational Services sector's favor over the next five years as prospective students become better able to pay for rising tuition rates and premium education options. Government funding for primary, secondary and postsecondary institutions will continue to escalate through the next period, though lackluster enrollment will temper revenue growth. Public schools, which account for over half the sector's revenue, will continue to post losses and drag down the average profit for educational services. New school choice initiatives, including Texas's new, largest-ever voucher program, will make private schools more affordable for parents. However, heightened oversight and continued efforts to close the Department of Education will remain a significant pain point for many educational services. Overall, revenue is set to climb at a CAGR of 0.8% to $2.8 trillion through the end of 2030.

Study Abroad Application Platform Market was valued at USD 1.9 billion in 2024 and is projected to reach USD 4.1 billion by 2032, growing at a CAGR of 10.2% during the forecast period 2026–2032.• Growing Global Demand for International Education: Increasing interest among students to pursue higher education abroad, driven by better academic prospects, career opportunities, and exposure, is driving demand for streamlined digital application platforms.• Rising Number of International Student Enrollments: Countries like the U.S., Canada, UK, Australia, and Germany are seeing consistent growth in international student numbers, creating a need for efficient application and visa processing systems.

The principal purposes of this national longitudinal study of the higher education system in the United States are to describe the characteristics of new college freshmen and to explore the effects of college on students. For each wave of this survey, each student completes a questionnaire during freshman orientation or registration that asks for information on academic skills and preparation, high school activities and experiences, educational and career plans, majors and careers, student values, and financing college. Other questions elicit demographic information, including sex, age, parental education and occupation, household income, race, religious preference, and state of birth. Specific questions asked of respondents in the 1982 survey pertained to PELL Grants and Guaranteed Student Loans (GSL), parents' status (full-time, part-time, lived stogether), whether students lived with their parents for more than two weeks of the year, whether students were listed as dependents on their parents' tax returns, and whether students received assistance worth $600 or more.

EKOS Research Associates and the Canada Millennium Scholarship Foundation conducted a monthly national study of the finances of post-secondary students from September 2001 until May 2002. The study was designed to capture the expenses and income of students on a monthly basis, in order to profile the financial circumstances of Canadian post-secondary students and the adequacy of available funding. The Web based Students Financial Survey provided accurate, quantifiable results for the first time on such issues as the incidence and level of assistance, the level of debt from outstanding bank loans, personal lines of credit, and credit cards. The study also yielded up-to-date information on student assets (such as automobiles, computers, and electronics), student earnings, time usage, and types of expenses incurred. The survey featured a panel of 1,524 post-secondary students from across the country, who participated in a very brief monthly survey, either via Internet or telephone. Students were required to complete a longer baseline wave of the survey in order to participate in the study. The baseline survey asked a number of questions concerning summer income and existing debt, including credit card debt. This dataset was received from the Canada Millennium Scholarship Foundation as is. Issues with value labels and missing values were discovered and corrected as best as possible with the documentation received. The variable gasst: Do you receive any government assistance? was not corrected due to lack of documentation about this variable. Some caution should be used with this dataset. This dataset was freely received from, the Canadian Millenium Scholarship Foundation. Some work was required for the variable and value labels, and missing values. They were correct as best as possible with the documentation received. Caution should be used with this dataset as some variables are lacking information.

市场规模和份额依据以下维度分类： Personal Loans (Unsecured Personal Loans, Secured Personal Loans, Debt Consolidation Loans, Payday Loans, Home Equity Loans) and Credit Cards (Rewards Credit Cards, Cash Back Credit Cards, Travel Credit Cards, Balance Transfer Credit Cards, Low-Interest Credit Cards) and Mortgages (Fixed-Rate Mortgages, Adjustable-Rate Mortgages, FHA Loans, VA Loans, Jumbo Loans) and Auto Financing (New Car Loans, Used Car Loans, Leasing Options, Refinancing, Buy Here Pay Here Financing) and Student Loans (Federal Student Loans, Private Student Loans, Refinancing Options, Parent PLUS Loans, Income-Driven Repayment Plans) and 地区（北美、欧洲、亚太、南美、中东和非洲）