In 2023, about four percent of the people with a Bachelor's degree or higher were living below the poverty line in the United States. This is far below the poverty rate of those without a high school diploma, which was 25.1 percent in 2023.

The 2020-2021 School Neighborhood Poverty Estimates are based on school locations from the 2020-2021 Common Core of Data (CCD) school file and income data from families with children ages 5 to 17 in the U.S. Census Bureau’s 2017-2021 American Community Survey (ACS) 5-year collection. The ACS is a continuous household survey that collects social, demographic, economic, and housing information from the population in the United States each month. The Census Bureau calculates the income-to-poverty ratio (IPR) based on money income reported for families relative to the poverty thresholds, which are determined based on the family size and structure. Noncash benefits (such as food stamps and housing subsidies) are excluded, as are capital gains and losses. The IPR is the percentage of family income that is above or below the federal poverty level. The IPR indicator ranges from 0 to a top-coded value of 999. A family with income at the poverty threshold has an IPR value of 100. The estimates in this file reflect the IPR for the neighborhoods around schools which may be different from the neighborhood conditions of students enrolled in schools.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

In 2023, about 36.79 million Americans were living below the national poverty line in the United States. Of those Americans, around 4.04 million had a four-year degree or higher. This means they have an income below 100 percent of the national poverty level as defined by the U.S. Census Bureau.

This data collection contains information gathered in the Survey of Income and Education (SIE) conducted in April-July 1976 by the Census Bureau for the United States Department of Health, Education, and Welfare (HEW). Although national estimates of the number of children in poverty were available each year from the Census Bureau's Current Population Survey (CPS), those estimates were not statistically reliable on a state-by-state basis. In enacting the Educational Amendments of 1974, Congress mandated that HEW conduct a survey to obtain reliable state-by-state data on the numbers of school-age children in local areas with family incomes below the federal poverty level. This was the statistic that determined the amount of grant a local educational agency was entitled to under Title 1, Elementary and Secondary Education Act of 1965. (Such funds were distributed by HEW's Office of Education.) The SIE was the survey created to fulfill that mandate. Its questions include those used in the Current Population Survey regarding current employment, past work experience, and income. Additional questions covering school enrollment, disability, health insurance, bilingualism, food stamp recipiency, assets, and housing costs enabled the study of the poverty concept and of program effectiveness in reaching target groups. Basic household information also was recorded, including tenure of unit (a determination of whether the occupants of the living quarters owned, rented, or occupied the unit without rent), type of unit, household language, and for each member of the household: age, sex, race, ethnicity, marital history, and education.

The 2018-2019 School Neighborhood Poverty Estimates are based on school locations from the 2018-2019 Common Core of Data (CCD) school file and income data from families with children ages 5 to 17 in the U.S. Census Bureau’s 2015-2019 American Community Survey (ACS) 5-year collection. The ACS is a continuous household survey that collects social, demographic, economic, and housing information from the population in the United States each month. The Census Bureau calculates the income-to-poverty ratio (IPR) based on money income reported for families relative to the poverty thresholds, which are determined based on the family size and structure. Noncash benefits (such as food stamps and housing subsidies) are excluded, as are capital gains and losses. The IPR is the percentage of family income that is above or below the federal poverty level. The IPR indicator ranges from 0 to a top-coded value of 999. A family with income at the poverty threshold has an IPR value of 100. The estimates in this file reflect the IPR for the neighborhoods around schools which may be different from the neighborhood conditions of students enrolled in schools.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

This layer highlights the education status of women 25 or older, living below the poverty line. Compare this map to the Education Level of Men in Poverty for additional perspective, or use the Education Level of Women and Men in Poverty in the United States app to do a side by side comparison. The poverty line varies due to family size, state of residence, and other factors. The US Census normalizes the data by placing each respondent into an income category related to the poverty line. The Census then reports education levels for men and women above and below the poverty line. The US Census American Community Survey is an ongoing survey. These estimates were created from data collected from 2010 to 2014 and shown at the tract level. The tract borders are not shown to emphasize patterns.

In 2023, the around 11.1 percent of the population was living below the national poverty line in the United States. Poverty in the United StatesAs shown in the statistic above, the poverty rate among all people living in the United States has shifted within the last 15 years. The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines poverty as follows: “Absolute poverty measures poverty in relation to the amount of money necessary to meet basic needs such as food, clothing, and shelter. The concept of absolute poverty is not concerned with broader quality of life issues or with the overall level of inequality in society.” The poverty rate in the United States varies widely across different ethnic groups. American Indians and Alaska Natives are the ethnic group with the most people living in poverty in 2022, with about 25 percent of the population earning an income below the poverty line. In comparison to that, only 8.6 percent of the White (non-Hispanic) population and the Asian population were living below the poverty line in 2022. Children are one of the most poverty endangered population groups in the U.S. between 1990 and 2022. Child poverty peaked in 1993 with 22.7 percent of children living in poverty in that year in the United States. Between 2000 and 2010, the child poverty rate in the United States was increasing every year; however,this rate was down to 15 percent in 2022. The number of people living in poverty in the U.S. varies from state to state. Compared to California, where about 4.44 million people were living in poverty in 2022, the state of Minnesota had about 429,000 people living in poverty.

"Enrollment counts are based on the October 31 Audited Register for the 2017-18 to 2019-20 school years. To account for the delay in the start of the school year, enrollment counts are based on the November 13 Audited Register for 2020-21 and the November 12 Audited Register for 2021-22. * Please note that October 31 (and November 12-13) enrollment is not audited for charter schools or Pre-K Early Education Centers (NYCEECs). Charter schools are required to submit enrollment as of BEDS Day, the first Wednesday in October, to the New York State Department of Education." Enrollment counts in the Demographic Snapshot will likely exceed operational enrollment counts due to the fact that long-term absence (LTA) students are excluded for funding purposes. Data on students with disabilities, English Language Learners, students' povery status, and students' Economic Need Value are as of the June 30 for each school year except in 2021-22. Data on SWDs, ELLs, Poverty, and ENI in the 2021-22 school year are as of March 7, 2022. 3-K and Pre-K enrollment totals include students in both full-day and half-day programs. Four-year-old students enrolled in Family Childcare Centers are categorized as 3K students for the purposes of this report. All schools listed are as of the 2021-22 school year. Schools closed before 2021-22 are not included in the school level tab but are included in the data for citywide, borough, and district. Programs and Pre-K NYC Early Education Centers (NYCEECs) are not included on the school-level tab. Due to missing demographic information in rare cases at the time of the enrollment snapshot, demographic categories do not always add up to citywide totals. Students with disabilities are defined as any child receiving an Individualized Education Program (IEP) as of the end of the school year (or March 7 for 2021-22). NYC DOE "Poverty" counts are based on the number of students with families who have qualified for free or reduced price lunch, or are eligible for Human Resources Administration (HRA) benefits. In previous years, the poverty indicator also included students enrolled in a Universal Meal School (USM), where all students automatically qualified, with the exception of middle schools, D75 schools and Pre-K centers. In 2017-18, all students in NYC schools became eligible for free lunch. In order to better reflect free and reduced price lunch status, the poverty indicator does not include student USM status, and retroactively applies this rule to previous years. "The school’s Economic Need Index is the average of its students’ Economic Need Values. The Economic Need Index (ENI) estimates the percentage of students facing economic hardship. The 2014-15 school year is the first year we provide ENI estimates. The metric is calculated as follows: * The student’s Economic Need Value is 1.0 if: o The student is eligible for public assistance from the NYC Human Resources Administration (HRA); o The student lived in temporary housing in the past four years; or o The student is in high school, has a home language other than English, and entered the NYC DOE for the first time within the last four years. * Otherwise, the student’s Economic Need Value is based on the percentage of families (with school-age children) in the student’s census tract whose income is below the poverty level, as estimated by the American Community Survey 5-Year estimate (2020 ACS estimates were used in calculations for 2021-22 ENI). The student’s Economic Need Value equals this percentage divided by 100. Due to differences in the timing of when student demographic, address and census data were pulled, ENI values may vary, slightly, from the ENI values reported in the School Quality Reports. In previous years, student census tract data was based on students’ addresses at the time of ENI calculation. Beginning in 2018-19, census tract data is based on students’ addresses as of the Audited Register date of the g

The 2017-2018 School Neighborhood Poverty Estimates are based on school locations from the 2017-2018 Common Core of Data (CCD) school file and income data from families with children ages 5 to 17 in the U.S. Census Bureau’s 2014-2018 American Community Survey (ACS) 5-year collection. The ACS is a continuous household survey that collects social, demographic, economic, and housing information from the population in the United States each month. The Census Bureau calculates the income-to-poverty ratio (IPR) based on money income reported for families relative to the poverty thresholds, which are determined based on the family size and structure. Noncash benefits (such as food stamps and housing subsidies) are excluded, as are capital gains and losses. The IPR is the percentage of family income that is above or below the federal poverty level. The IPR indicator ranges from 0 to a top-coded value of 999. A family with income at the poverty threshold has an IPR value of 100. The estimates in this file reflect the IPR for the neighborhoods around schools which may be different from the neighborhood conditions of students enrolled in schools.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

CHILDREN_POVERTY_2013_USCB_IN.SHP is a polygon shapefile showing 2013 census data showing percentages of children in poverty for each 2013-2014 school district within Indiana. Poverty data were provided by personnel of the Indiana Business Research Center (Rachel Strange, Geodemographic Analyst, Managing Editor, IBRC), which were obtained from the Web page of the U. S. Department of Commerce, U. S. Census Bureau, titled "Small Area Income and Poverty Estimates," http://www.census.gov/did/www/saipe/data/interactive/#. Discussion of these data, which are estimates produced under the Census Bureau's Small Area Income and Poverty Estimates (SAIPE) program, are provided at http://www.census.gov/did/www/saipe/about/index.html.The following is excerpted from metadata of the U.S. Census Bureau (2013-2014 School Districts) and also from the Web page of the SAIPE program ( http://www.census.gov/did/www/saipe/downloads/sd13/README.txt ) :"School Districts are single-purpose administrative units within which local officials provide public educational services for the area's residents. The Census Bureau obtains school district boundaries, names, local education agency codes, grade ranges, and school district levels biennially from state school officials. The Census Bureau collects this information for the primary purpose of providing the U.S. Department of Education with annual estimates of the number of children in poverty within each school district, county, and state. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to states and school districts."The 2014 TIGER/Line Shapefiles include separate shapefiles for elementary, secondary, and unified school districts. The 2014 shapefiles contain information from the 2013-2014 school year. The 2013-2014 school districts represent districts in operation as of January 1, 2014."The elementary school districts provide education to the lower grade/age levels and the secondary school districts provide education to the upper grade/age levels. The unified school districts are districts that provide education to children of all school ages. In general, where there is a unified school district, no elementary or secondary school district exists (see exceptions described below), and where there is an elementary school district the secondary school district may or may not exist (see explanation below)."The U.S. Census Bureau's Small Area Income and Poverty Estimates (SAIPE) program provides annual estimates of income and poverty statistics for all school districts, counties, and states. The main objective of this program is to provide estimates of income and poverty for the administration of federal programs and the allocation of federal funds to local jurisdictions. In addition to these federal programs, state and local programs use the income and poverty estimates for distributing funds and managing programs."The SAIPE program produces the following county and state estimates: Total number of people in poverty. Number of children under age 5 in poverty (for states only). Number of related children ages 5 to 17 in families in poverty. Number of children under age 18 in poverty. Median household income."

The 2015-2016 School Neighborhood Poverty Estimates are based on school locations from the 2015-2016 Common Core of Data (CCD) school file and income data from families with children ages 5 to 17 in the U.S. Census Bureau’s 2012-2016 American Community Survey (ACS) 5-year collection. The ACS is a continuous household survey that collects social, demographic, economic, and housing information from the population in the United States each month. The Census Bureau calculates the income-to-poverty ratio (IPR) based on money income reported for families relative to the poverty thresholds, which are determined based on the family size and structure. Noncash benefits (such as food stamps and housing subsidies) are excluded, as are capital gains and losses. The IPR is the percentage of family income that is above or below the federal poverty level. The IPR indicator ranges from 0 to a top-coded value of 999. A family with income at the poverty threshold has an IPR value of 100. The estimates in this file reflect the IPR for the neighborhoods around schools which may be different from the neighborhood conditions of students enrolled in schools. All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

The predecessor data, CHILDREN_POVERTY_2011_USCB_IN.SHP is a polygon shapefile of 2011 unified school districts in Indiana. It also contains 2011 census data showing percentages of children in poverty for each school district for the state of Indiana. Poverty data were provided by personnel of the Indiana Business Research Center (Rachel Strange, Geodemographic Analyst, Managing Editor, IBRC), which were obtained from the Web page of the U. S. Department of Commerce, U. S. Census Bureau, titled "Small Area Income and Poverty Estimates," http://www.census.gov/did/www/saipe/data/interactive/#. Discussion of these data, which are estimates produced under the Census Bureau's Small Area Income and Poverty Estimates (SAIPE) program, are provided at http://www.census.gov/did/www/saipe/about/index.html.The following is excerpted from an Adobe Acrobat PDF document named "TGRSHP2011_TECHDOC.PDF (U.S. Census Bureau) and also from the Web page of the SAIPE program:"School Districts are single-purpose administrative units within which local officials provide public educational services for the area's residents. The Census Bureau obtains school district boundaries, names, local education agency codes, grade ranges, and school district levels biennially from state school officials. The Census Bureau collects this information for the primary purpose of providing the U.S. Department of Education with annual estimates of the number of children in poverty within each school district, county, and state. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to states and school districts."The 2011 TIGER/Line Shapefiles include separate shapefiles for elementary, secondary, and unified school districts. The 2011 shapefiles contain information from the 2009-2010 school year. The 2009-2010 school districts represent districts in operation as of January 1, 2010."The elementary school districts provide education to the lower grade/age levels and the secondary school districts provide education to the upper grade/age levels. The unified school districts are districts that provide education to children of all school ages. In general, where there is a unified school district, no elementary or secondary school district exists (see exceptions described below), and where there is an elementary school district the secondary school district may or may not exist (see explanation below)."The U.S. Census Bureau's Small Area Income and Poverty Estimates (SAIPE) program provides annual estimates of income and poverty statistics for all school districts, counties, and states. The main objective of this program is to provide estimates of income and poverty for the administration of federal programs and the allocation of federal funds to local jurisdictions. In addition to these federal programs, state and local programs use the income and poverty estimates for distributing funds and managing programs."The SAIPE program produces the following county and state estimates: Total number of people in poverty. Number of children under age 5 in poverty (for states only). Number of related children ages 5 to 17 in families in poverty. Number of children under age 18 in poverty. Median household income."

The 2016-2017 School Neighborhood Poverty Estimates are based on school locations from the 2016-2017 Common Core of Data (CCD) school file and income data from families with children ages 5 to 17 in the U.S. Census Bureau’s 2013-2017 American Community Survey (ACS) 5-year collection. The ACS is a continuous household survey that collects social, demographic, economic, and housing information from the population in the United States each month. The Census Bureau calculates the income-to-poverty ratio (IPR) based on money income reported for families relative to the poverty thresholds, which are determined based on the family size and structure. Noncash benefits (such as food stamps and housing subsidies) are excluded, as are capital gains and losses. The IPR is the percentage of family income that is above or below the federal poverty level. The IPR indicator ranges from 0 to a top-coded value of 999. A family with income at the poverty threshold has an IPR value of 100. The estimates in this file reflect the IPR for the neighborhoods around schools which may be different from the neighborhood conditions of students enrolled in schools.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

This data collection contains information from the Survey of Income and Education (SIE) conducted during the months of April through July of 1976 by the Census Bureau for the Department of Health, Education, and Welfare. The original SIE file, SURVEY OF INCOME AND EDUCATION, 1976 (ICPSR 7634), was modified by the United States Commission of Civil Rights and consists of all the minority records and 1/8 of the majority from the original files. The records were made rectangular by combining three record types (household-level, family-level, and person-level) with lengths of 450 characters into a single record with a length of 846. Three variables have also been added to each record: group identification code, typical educational requirement for current occupation, and occupational prestige code. The survey served as a supplement to the yearly Current Population Survey and was conducted to obtain reliable state-by-state data on the numbers of children in local areas with family incomes below the federal poverty level. The information was used to facilitate Title 1 of the Elementary and Secondary Education Act by the Department of Health, Education, and Welfare. The SIE includes questions used in the Current Population Survey and also contains additional exclusive questions covering school enrollment, disability, health insurance, bilingualism, food stamp recipiency, assets, and housing costs. The SIE modified file was provided by the National Chicano Research Network, which was located at the Survey Research Center of the Institute for Social Research, University of Michigan.

Between 2023 and 2024, the share of school districts that reported providing or having plans to provide AI training for teachers increased for all districts in the United States, regardless of their poverty status. By 2025, ** percent of low-poverty districts were projected to provide AI training for teachers, compared to ** percent of middle-poverty districts and ** percent of high-poverty districts.

The U.S. Census Bureau's Small Area Income and Poverty Estimates (SAIPE) program provides annual estimates of income and poverty statistics for all school districts, counties, and states. The main objective of this program is to provide estimates of income and poverty for the administration of federal programs and the allocation of federal funds to local jurisdictions. In addition to these federal programs, state and local programs use the income and poverty estimates for distributing funds and managing programs. In order to implement provisions under Title I of the Elementary and Secondary Education Act as amended, we produce total population, number of children ages 5 to 17, and number of related children ages 5 to 17 in families in poverty estimates for school districts.

From the 2019 TIGER/Line Technical Documentation: The Census Bureau obtains school district boundaries, names, local education agency codes, grade ranges, and school district levels annually from state education officials. The Census Bureau collects this information for the primary purpose of providing the U.S. Department of Education with annual estimates of the number of children aged 5 through 17 in families in poverty within each school district, county, and state. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to states and school districts. The 2023 118th Congressional District TIGER/Line Shapefiles include separate shapefiles for elementary, secondary, and unified school districts. The 2020 shapefiles contain information from the 2020 school year (i.e., districts in operation as of January 1, 2020). Unified school districts provide education to children of all school ages. In general, if there is a unified school district, no elementary or secondary school district exists. If there is an elementary school district, the secondary school district may or may not exist. In addition to regular functioning school districts, the TIGER/Line Shapefiles contain pseudoschool districts.

Comparability of State and Local Expenditures Among Schools Within Districts: A Report From the Study of School-Level Expenditures (2011). This report presents findings from the first-ever national data collection on school-level expenditures, collected in response to a requirement in the American Recovery and Reinvestment Act of 2009 (ARRA). The report examines the distribution of state and local education expenditures at the school level, including comparisons between Title I and non-Title I schools and between higher-poverty and lower-poverty schools.

This data collection is a modified version of the original SURVEY OF INCOME AND EDUCATION, 1976 (ICPSR 7634). While the original files were hierarchically structured, this file is rectangular in structure. All of the household and person records were included in the rectangular file, but none of the family records. The household variables were placed at the beginning of each corresponding person record. The survey was conducted during the months of April through July of 1976 by the Census Bureau for the Department of Health, Education, and Welfare. It served as a supplement to the yearly Current Population Survey and was conducted to obtain reliable state-by-state data on the numbers of children in local areas with family incomes below the federal poverty level. The information was used by the Department of Health, Education, and Welfare to facilitate Title 1 of the Elementary and Secondary Education Act. The survey includes questions used in the Current Population Survey and also contains additional exclusive questions covering school enrollment, disability, health insurance, bilingualism, food stamp recipiency, assets, and housing costs. This collection was provided by the National Chicano Research Network, which was located at the Survey Research Center of the Institute of Social Research, University of Michigan.