In 2022, there were approximately 107,700 students with American Indian or Alaskan Native heritage enrolled at a university in the United States. This is a slight increase from the previous year, when there were 106,600 students with American Indian or Alaska Native heritage enrolled in postsecondary education.

In 2021, about 20.6 percent of postsecondary students in the United States were Hispanic. This is a slight increase from 20.3 percent in the previous year. In that same year, White students made up more than half of postsecondary students, at 53.4 percent.

About this dataset

Context

The dataset tabulates the population of College Park by race. It includes the population of College Park across racial categories (excluding ethnicity) as identified by the Census Bureau. The dataset can be utilized to understand the population distribution of College Park across relevant racial categories.

Key observations

The percent distribution of College Park population by race (across all racial categories recognized by the U.S. Census Bureau): 9.32% are white, 82.45% are Black or African American, 2.36% are Asian, 2.43% are some other race and 3.44% are multiracial.

Content

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

Racial categories include:

• White
• Black or African American
• American Indian and Alaska Native
• Asian
• Native Hawaiian and Other Pacific Islander
• Some other race
• Two or more races (multiracial)

Variables / Data Columns

• Race: This column displays the racial categories (excluding ethnicity) for the College Park
• Population: The population of the racial category (excluding ethnicity) in the College Park is shown in this column.
• % of Total Population: This column displays the percentage distribution of each race as a proportion of College Park total population. Please note that the sum of all percentages may not equal one due to rounding of values.

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 College Park Population by Race & Ethnicity. You can refer the same here

This statistic shows the percentage of students identifying as first-generation in the United States in 2016, by gender and ethnicity. As of 2016, about ** percent of the first-generation American students, broken down by gender, were female. Almost ** percent of the first-generation students identified themselves as Native Americans in the United States in 2016.

In 2029, the projected number of White high school students enrolled in four-year colleges in the United States was around *********, a decrease when compared to ********* in 2019. For Hispanic high school students, however, the projected number of those enrolled in college in 2029 was approximately *******, an increase from ******* in 2019.

Community colleges in the US are undergoing a significant transformation, shaped by shifting student demand, economic pressures and volatile public policy in the wake of COVID. Between 2020 and 2025, community colleges have transitioned from pandemic emergency response to a phase of strategic recovery and adaptation. Following a dramatic enrollment decline during COVID-19, when students paused their education because of public health concerns, economic instability and the rapid transition to online learning, the industry is now experiencing a significant rebound. In spring 2025, two-year colleges saw a 5.4% surge in attendance, the strongest growth among all undergraduate settings. Several factors drove this growth: inflation and rising living costs made community colleges’ lower tuition more attractive, while skepticism about the value of a four-year degree prompted more students to seek affordable, flexible programs that quickly build in-demand skills. Despite rising enrollment, revenue has increased at a CAGR of 0.9%, reaching an estimated $75.2 billion in 2025, because most new students pay low tuition, state funding growth remains modest and operating challenges strain resources. As a result, colleges benefit from stronger demand without a corresponding boost in revenue or profit. Community colleges' policy and regulatory landscape is evolving rapidly at the federal and state levels. Recent federal actions, including the Trump administration’s elimination of race-based admissions practices and equity action plans, signal a move from earlier diversity and accountability requirements tied to federal funding. Persistent FAFSA processing delays and confusing changes have disrupted access to financial aid and uncertainty around Pell Grant structure and funding complicates efforts to support low-income students. State policy directions vary widely: while states like Ohio are imposing new restrictions on DEI initiatives and faculty rights, and New Jersey is contemplating a $20.0 billion funding cut, others like Illinois are expanding community colleges’ authority to offer bachelor’s degrees in high-demand fields. While ongoing policy reforms, demographic shifts and affordability concerns will continue to shape the industry, community colleges are poised to play a crucial role in broadening access to higher education and supporting targeted workforce growth. Colleges face strong tailwinds from increased demand for affordable, career-focused programs, growing interest in upskilling and new private-sector partnerships. However, uncertain funding, regulatory volatility and persistent financial aid challenges remain significant headwinds. Converting higher enrollment into stronger financial health will require stable resources, policy agility and ongoing innovation to serve a diverse student population. Overall, revenue is forecast to rise slowly at CAGR of 0.1%, reaching $75.5 billion in 2030.

This statistic shows the living arrangements for undergraduate students in the United States in 2018, by ethnicity. During the survey, ** percent of Black respondents said they would be living on campus while in college, compared to ** percent of White respondents and ** percent of Hispanic respondents.

Comparison of population demographics.

Snapshot img

US Community College Market Size 2025-2029

The US community college market size is forecast to increase by USD -7825.8 million, at a CAGR of -2.7% between 2024 and 2029.

The Community College market in the US is experiencing significant shifts driven by the growing emphasis on non-traditional learning and the evolving education marketing process. This trend is fueled by the increasing number of adults returning to education and the need for flexible learning options. However, community colleges face challenges in securing adequate funding, which may hinder their ability to meet the demands of an expanding student population. The education landscape is transforming, with community colleges playing a pivotal role in catering to the needs of non-traditional learners. The marketing process has become increasingly important as institutions compete for students in a crowded market.
Yet, reduced funding poses a significant challenge. Community colleges must navigate this financial obstacle by exploring innovative funding models and cost-effective solutions to maintain their competitiveness and continue providing accessible, affordable education. Adapting to these market dynamics and addressing funding constraints will be crucial for community colleges seeking to capitalize on opportunities and thrive in the evolving educational landscape.

What will be the size of the US Community College Market during the forecast period?

Explore in-depth regional segment analysis with market size data - historical 2019-2023 and forecasts 2025-2029 - in the full report.
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The community college market in the US is characterized by a shift towards hybrid learning and competency-based education, as resource management and curriculum mapping gain prominence. Student recruitment strategies are increasingly data-driven, with mobile learning and learning analytics playing crucial roles. Institutional advancement efforts include compliance regulations, capital campaigns, and board of trustees engagement. Budget allocation and information technology investments are key areas of focus for administrators, with technology infrastructure and program review shaping the future of education. Faculty governance, endowment management, and professional development are essential components of institutional success.
Skills gap analysis and blended learning are critical in addressing workforce needs, while accreditation standards ensure academic rigor. Personalized learning and alumni relations strengthen student engagement, and faculty recruitment and shared governance foster a collaborative learning environment.

How is this market segmented?

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

Revenue Stream

  Government funds
  Tuition and fees
  Grants and contracts
  Others


Courses

  Associate degree
  TVET certification
  Continuing education
  Bachelors degree


Student Type

  Traditional
  Non-Traditional
  Online
  Recent High School Graduates
  Adult Learners
  Career Changers


Delivery Mode

  On-Campus
  Online
  Hybrid


Subject Area

  STEM
  Healthcare
  Business
  Liberal Arts


Geography

  North America

    US

By Revenue Stream Insights

The government funds segment is estimated to witness significant growth during the forecast period.

Community colleges in the US receive the majority of their revenue from government funds, primarily from state, local, and central sources. These funds support various aspects of college operations, including instructor salaries, staff compensation, and infrastructure improvements. Thirty-two out of the fifty states in the US employ funding formulas to distribute resources to their respective colleges. Some states, such as Washington and Ohio, have adopted performance-based funding models to incentivize enrollment growth and expedite graduation rates. Educational technology plays a significant role in community colleges, with online learning platforms and classroom technology enhancing the learning experience. Dual enrollment programs enable high school students to earn college credits, while GED preparation courses help adults attain their diplomas.

Faculty development and program assessment ensure academic rigor and continuous improvement. International students contribute to campus diversity, with career services and student affairs providing support. Campus safety and accessibility compliance are essential considerations, as are technical skills training, workforce development, certificate programs, and continuing education. Transfer agreements facilitate seamless transitions to four-year institutions, while ESL programs cater to non-native English speakers. Associate degrees and bachelor's degrees

This study was designed to collect college student victimization data to satisfy four primary objectives: (1) to determine the prevalence and nature of campus crime, (2) to help the campus community more fully assess crime, perceived risk, fear of victimization, and security problems, (3) to aid in the development and evaluation of location-specific and campus-wide security policies and crime prevention measures, and (4) to make a contribution to the theoretical study of campus crime and security. Data for Part 1, Student-Level Data, and Part 2, Incident-Level Data, were collected from a random sample of college students in the United States using a structured telephone interview modeled after the redesigned National Crime Victimization Survey administered by the Bureau of Justice Statistics. Using stratified random sampling, over 3,000 college students from 12 schools were interviewed. Researchers collected detailed information about the incident and the victimization, and demographic characteristics of victims and nonvictims, as well as data on self-protection, fear of crime, perceptions of crime on campus, and campus security measures. For Part 3, School Data, the researchers surveyed campus officials at the sampled schools and gathered official data to supplement institution-level crime prevention information obtained from the students. Mail-back surveys were sent to directors of campus security or campus police at the 12 sampled schools, addressing various aspects of campus security, crime prevention programs, and crime prevention services available on the campuses. Additionally, mail-back surveys were sent to directors of campus planning, facilities management, or related offices at the same 12 schools to obtain information on the extent and type of planning and design actions taken by the campus for crime prevention. Part 3 also contains data on the characteristics of the 12 schools obtained from PETERSON'S GUIDE TO FOUR-YEAR COLLEGES (1994). Part 4, Census Data, is comprised of 1990 Census data describing the census tracts in which the 12 schools were located and all tracts adjacent to the schools. Demographic variables in Part 1 include year of birth, sex, race, marital status, current enrollment status, employment status, residency status, and parents' education. Victimization variables include whether the student had ever been a victim of theft, burglary, robbery, motor vehicle theft, assault, sexual assault, vandalism, or harassment. Students who had been victimized were also asked the number of times victimization incidents occurred, how often the police were called, and if they knew the perpetrator. All students were asked about measures of self-protection, fear of crime, perceptions of crime on campus, and campus security measures. For Part 2, questions were asked about the location of each incident, whether the offender had a weapon, a description of the offense and the victim's response, injuries incurred, characteristics of the offender, and whether the incident was reported to the police. For Part 3, respondents were asked about how general campus security needs were met, the nature and extent of crime prevention programs and services available at the school (including when the program or service was first implemented), and recent crime prevention activities. Campus planners were asked if specific types of campus security features (e.g., emergency telephone, territorial markers, perimeter barriers, key-card access, surveillance cameras, crime safety audits, design review for safety features, trimming shrubs and underbrush to reduce hiding places, etc.) were present during the 1993-1994 academic year and if yes, how many or how often. Additionally, data were collected on total full-time enrollment, type of institution, percent of undergraduate female students enrolled, percent of African-American students enrolled, acreage, total fraternities, total sororities, crime rate of city/county where the school was located, and the school's Carnegie classification. For Part 4, Census data were compiled on percent unemployed, percent having a high school degree or higher, percent of all persons below the poverty level, and percent of the population that was Black.

Graph and download economic data for Employment-Population Ratio - Some College or Associate Degree, 25 Yrs. & over (LNS12327689) from Jan 1992 to Aug 2025 about associate degree, employment-population ratio, 25 years +, tertiary schooling, education, household survey, population, employment, and USA.

About this dataset

Context

The dataset tabulates the population of College Place by race. It includes the population of College Place across racial categories (excluding ethnicity) as identified by the Census Bureau. The dataset can be utilized to understand the population distribution of College Place across relevant racial categories.

Key observations

The percent distribution of College Place population by race (across all racial categories recognized by the U.S. Census Bureau): 79.33% are white, 0.57% are Black or African American, 0.28% are American Indian and Alaska Native, 2.85% are Asian, 0.08% are Native Hawaiian and other Pacific Islander, 9.11% are some other race and 7.77% are multiracial.

Content

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

Racial categories include:

• White
• Black or African American
• American Indian and Alaska Native
• Asian
• Native Hawaiian and Other Pacific Islander
• Some other race
• Two or more races (multiracial)

Variables / Data Columns

• Race: This column displays the racial categories (excluding ethnicity) for the College Place
• Population: The population of the racial category (excluding ethnicity) in the College Place is shown in this column.
• % of Total Population: This column displays the percentage distribution of each race as a proportion of College Place total population. Please note that the sum of all percentages may not equal one due to rounding of values.

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 College Place Population by Race & Ethnicity. You can refer the same here

This data collection contains a complete or 100-percent count of all persons in group quarters by sex and single years of age up to 74 years old with a category for all persons 75 years old and older, as well as a total. The distribution is repeated for 18 racial/ethnic groups. The group quarters population includes persons in institutional group quarters such as homes, schools, hospitals, or wards for the physically and mentally handicapped, hospitals or wards for mental, tubercular, or chronically ill patients, homes for unwed mothers, nursing, convalescent, and rest homes for the aged and dependent, orphanages, and correctional facilities. Noninstitutional group quarters cover rooming and boarding houses, general hospitals, including nurses' and interns' dormitories, college student dormitories, religious group quarters, and similar housing. Data are available for all counties and independent cities.

In an impressive increase from years past, 39 percent of women in the United States had completed four years or more of college in 2022. This figure is up from 3.8 percent of women in 1940. A significant increase can also be seen in males, with 36.2 percent of the U.S. male population having completed four years or more of college in 2022, 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 Community College Civic Outcomes Survey, Spring 2017 study examines the individual and institutional factors associated with greater civic agency, capacity, behavior, and knowledge among college students. In Spring 2017, two surveys were digitally administered at 8 community colleges, or community college systems. These colleges were purposively selected for diversity in terms of geography, campus setting, size, and the racial and ethnic composition of their student bodies. This data includes a sample of 1,168 surveys from those collected. The Civic Outcomes Survey (COS) was administered to students, and included questions related to voting, political and community engagement, civic knowledge, and leadership development. The Institutional Questionnaire (IQ), was admitted to each college's liaisons to The Democracy Commitment (TDC), and included questions related to college-level factors known to influence student engagement. These questions assessed for institutional intentionality towards civic engagement through college missions and strategic planning, as well as academic and faculty focus on civic involvement. Both instruments were previously tested in a small regional pilot and were subsequently refined to allow for greater response variability. Demographic variables include race, income, gender, and enrollment status.

The Higher Education Randomized Controlled Trial (THE-RCT) study aims to capitalize on existing data from postsecondary education RCTs to foster substantive and methodological scholarship and encourage teaching and learning opportunities. The cornerstone of THE-RCT is a restricted access file (RAF). The initial version contains individual-participant data from more than 25 of MDRC's higher education RCTs covering 50 institutions and over 50,000 students. The data were originally collected as part of different randomized controlled trial evaluations of a variety of higher education interventions. The data were collected for different student samples, at different times, and in different locations for each study. The data were collected from four data sources: 1. Baseline: Baseline student demographic data (e.g., gender, race/ethnicity, age, etc.) were gathered, either via a survey administered to students upon joining the study (but prior to random assignment) or from study colleges' administrative records; 2. College Transcript: Student transcript data (e.g., enrollment, credits attempted, credits earned, GPA) were provided by the study colleges or state higher education agencies; 3. College Credential Attainment: Student credential attainment data were provided by the study colleges or state higher education agencies; 4. National Student Clearinghouse: Student enrollment and credential attainment data were provided by the National Student Clearinghouse via their StudentTracker database. This includes enrollment and credential attainment data at colleges beyond the colleges where the study took place. The RAF contains student-level data, including baseline demographics (e.g., gender, race/ethnicity), outcomes (e.g., enrollment, credits earned, credentials), an indicator of experimental group (e.g., program or control group), and study variables (e.g., a variable that allows users to link to the RCT-level database).

About this dataset

Context

The dataset tabulates the population of College Springs by race. It includes the population of College Springs across racial categories (excluding ethnicity) as identified by the Census Bureau. The dataset can be utilized to understand the population distribution of College Springs across relevant racial categories.

Key observations

The percent distribution of College Springs population by race (across all racial categories recognized by the U.S. Census Bureau): 97.24% are white and 2.76% are multiracial.

Content

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

Racial categories include:

• White
• Black or African American
• American Indian and Alaska Native
• Asian
• Native Hawaiian and Other Pacific Islander
• Some other race
• Two or more races (multiracial)

Variables / Data Columns

• Race: This column displays the racial categories (excluding ethnicity) for the College Springs
• Population: The population of the racial category (excluding ethnicity) in the College Springs is shown in this column.
• % of Total Population: This column displays the percentage distribution of each race as a proportion of College Springs total population. Please note that the sum of all percentages may not equal one due to rounding of values.

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 College Springs Population by Race & Ethnicity. You can refer the same here

About this dataset

Context

The dataset tabulates the population of College Corner by race. It includes the population of College Corner across racial categories (excluding ethnicity) as identified by the Census Bureau. The dataset can be utilized to understand the population distribution of College Corner across relevant racial categories.

Key observations

The percent distribution of College Corner population by race (across all racial categories recognized by the U.S. Census Bureau): 90.83% are white, 0.31% are Asian and 8.87% are multiracial.

Content

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

Racial categories include:

• White
• Black or African American
• American Indian and Alaska Native
• Asian
• Native Hawaiian and Other Pacific Islander
• Some other race
• Two or more races (multiracial)

Variables / Data Columns

• Race: This column displays the racial categories (excluding ethnicity) for the College Corner
• Population: The population of the racial category (excluding ethnicity) in the College Corner is shown in this column.
• % of Total Population: This column displays the percentage distribution of each race as a proportion of College Corner total population. Please note that the sum of all percentages may not equal one due to rounding of values.

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 College Corner Population by Race & Ethnicity. You can refer the same here

Graph and download economic data for Resident Population in State College, PA (MSA) (SCLPOP) from 2000 to 2024 about State College, PA, residents, population, and USA.

About this dataset

Context

The dataset tabulates the population of North College Hill by race. It includes the population of North College Hill across racial categories (excluding ethnicity) as identified by the Census Bureau. The dataset can be utilized to understand the population distribution of North College Hill across relevant racial categories.

Key observations

The percent distribution of North College Hill population by race (across all racial categories recognized by the U.S. Census Bureau): 31.40% are white, 61.64% are Black or African American, 0.04% are American Indian and Alaska Native, 0.46% are Asian and 6.46% are multiracial.

Content

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

Racial categories include:

• White
• Black or African American
• American Indian and Alaska Native
• Asian
• Native Hawaiian and Other Pacific Islander
• Some other race
• Two or more races (multiracial)

Variables / Data Columns

• Race: This column displays the racial categories (excluding ethnicity) for the North College Hill
• Population: The population of the racial category (excluding ethnicity) in the North College Hill is shown in this column.
• % of Total Population: This column displays the percentage distribution of each race as a proportion of North College Hill total population. Please note that the sum of all percentages may not equal one due to rounding of values.

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 North College Hill Population by Race & Ethnicity. You can refer the same here