The total number of new computer science (CS) graduates in the United States of America and in Canada has consistently grown over the past decade, jumping from nearly ** thousand in 2010 to over ** thousand new graduates in 2022. Bachelor's graduates represent the vast majority of the total figure, where the most significant increase happened. CS graduates still majority males The share of male computer science new graduates is drastically higher than female and nonbinary graduates, both for bachelor's and master's degrees. The percentage of graduates identifying themselves as female was, nevertheless, higher for master's degree than bachelor's across all observed years. This suggests that females are more willing, proportionately, to stick with the education path and go into the academic side of CS. Europe follows a similar trend Females in Europe were, in general, a higher ratio of CS students compared to the United States and Canada. Estonia, Romania, Bulgaria, and Turkey were particularly strong in females taking part in CS education, accounting for over **% students.

In 2021, there were a total of 391,375 Bachelor's degrees earned in business studies across the United States, making it the most common field of study. In that same year, a further 126,944 Bachelor's degrees were earned in the field of psychology.

The share of male computer science (CS) new graduates is drastically higher than female and nonbinary graduates, both for bachelor's and master's degrees. The percentage of graduates identifying themselves as female was, nevertheless, higher for master's degree than bachelor's across all observed years.

In the academic year of 2021/22, about 835,320 male and almost 1.18 million female students earned a bachelor's degree in the United States. By the academic year of 2031/32, the number of male bachelor's degree recipients is expected to reach 975,020. Bachelor’s degrees in the United States American students typically earn a Bachelor’s degree for an undergraduate course of study and it is normally completed in four years. Depending on the major, students receive a Bachelor of Arts, Bachelor of Science, Bachelor of Business Administration, Bachelor of Fine Arts, or another type of certificate. In 2021, about 1.17 million white students earned a Bachelor's degree, followed by 324,848 Hispanic students. Bachelor's degrees and earnings When looking at the mean income of Bachelor’s degree holders in 2021, there are marked differences between the female and male Bachelor’s degree holders. Men with a Bachelor’s degree earned about 107,315 U.S. dollars per year, compared to women, who earned 77,099 U.S. dollars per year. In addition, salaries tended to increase the more educated a person was.

College Majors and their Graduates

Job Opportunities, Salaries and Gender Disparities

By FiveThirtyEight [source]

About this dataset

This repository contains a comprehensive selection of lavish data and processing scripts behind the articles, graphics, and interactive experiences generated by FiveThirtyEight. With this dataset, you'll have the power to explore college programs and their graduates like never before and create stories of your own! Whether you use it to check our work or craft your own powerful visuals, we would absolutely love to know if you found it useful. Under the Creative Commons Attribution 4.0 International License and MIT License respectively, our data is available for anyone who chooses to use it. Let us know how our resources turned out at

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Featured Notebooks

• 🚨 Your notebook can be here! 🚨!

Research Ideas

• Create an interactive comparison tool for researching college majors and their earning potential, so that prospective students can make informed decisions about what to study.
• Analyze the proportions of male and female graduates across different majors to uncover gender disparities in higher education.
• Explore the correlations between major categories, average salaries earned by graduates from specific major categories, unemployment rates for those with specific majors and more – to identify trends in job opportunities for certain specialties of study

Acknowledgements

If you use this dataset in your research, please credit the original authors. Data Source

License

License: CC0 1.0 Universal (CC0 1.0) - Public Domain Dedication No Copyright - You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission. See Other Information.

Columns

File: majors-list.csv | Column name | Description | |:-------------------|:----------------------------------------------------| | FOD1P | First-level division of the field of study (String) | | Major | The specific major of the field of study (String) | | Major_Category | The broader category of the field of study (String) |

File: recent-grads.csv | Column name | Description | |:-------------------------|:-------------------------------------------------------------------------------| | Major | The specific major of the field of study (String) | | Rank | The rank of the major in terms of popularity (Integer) | | Major_code | The code associated with the major (Integer) | | Major_category | The category of the major (String) | | Total | The total number of students in the major (Integer) | | Sample_size | The sample size of the major (Integer) | | Men | The number of male students in the major (Integer) | | Women | The number of female students in the major (Integer) | | ShareWomen | The percentage of female students in the major (Float) | | Employed | The number of employed graduates from the major (Integer) | | Full_time | The number of full-time employed graduates from the major (Integer) | | Part_time | The number of part-time employed graduates from the major (Integer) | | Full_time_year_round | The number of full-time year-round employed graduates from the major (Integer) | | Unemployed | The number of unemployed graduates from the major (Integer) | | Unemployment_rate | The unemployment rate of graduates from the major (Float) | | Median | The median salary of graduates from the major (Integer) | | P25th | The 25th percentile salary of graduates from the major (Integer) | | P75th | The 75th percentile salary of graduates from the major (Integer) | | College_jobs | The number of college jobs held by graduates from the major...

The Graduate Students and Postdoctorates in Science and Engineering survey is an annual census of all U.S. academic institutions granting research-based master's degrees or doctorates in science, engineering, and selected health fields as of fall of the survey year. The survey, sponsored by the National Center for Science and Engineering Statistics within the National Science Foundation and by the National Institutes of Health, collects the total number of master's and doctoral students, postdoctoral appointees, and doctorate-level nonfaculty researchers by demographic and other characteristics such as source of financial support. Results are used to assess shifts in graduate enrollment and postdoc appointments and trends in financial support.

The National Survey of College Graduates (NSCG) provides data on the characteristics of the nation’s college graduates, with a focus on those in the science and engineering workforce. It samples individuals who are living in the United States during the survey reference week, have at least a bachelor’s degree, and are younger than 76. By surveying college graduates in all academic disciplines, the NSCG provides data useful in understanding the relationship between college education and career opportunities, as well as the relationship between degree field and occupation. The survey is sponsored by the National Center for Science and Engineering Statistics (NCSES) within the U.S. National Science Foundation.

Context

I am studying for a master's degree in CS at Unversity of Illinois - Urbana Champaign and was curious what's the number of students enrolling and graduating the CS undergraduate and graduate school.

Fortunately, there is a page from UIUC that has the latest years of data for undergraduate and graduate students.

https://cs.illinois.edu/about-us/statistics

Content

The data includes how many students are enrolled in CS undergraduate and graduate school, how many of them are actually graduated, and what major that students took with CS, how many of them are Ph.D. awarded, etc.

Acknowledgements

Thank you UIUC for providing statistics on https://cs.illinois.edu/about-us/statistics. All the numbers and data are from the website as of 3/10/2020.

Inspiration

It would be fun to find out any trend in UIUC CS, e.g, what major is getting famous for years from students, if the number of PhD/M/Master degree enrollment is increasing or decresing, etc.

The National Survey of Recent College Graduate (NSRCG) provides national data describing the employment and further education activities of recent recipients of bachelor's and master's degrees in the fields of science, engineering, and health.

Forecast: Total Tertiary Education Graduates in Science in the US 2024 - 2028 Discover more data with ReportLinker!

The Graduate Students and Postdoctorates in Science and Engineering survey is an annual census of all U.S. academic institutions granting research-based master's degrees or doctorates in science, engineering, and selected health fields as of fall of the survey year. The survey, sponsored by the National Center for Science and Engineering Statistics within the National Science Foundation and by the National Institutes of Health, collects the total number of master's and doctoral students, postdoctoral appointees, and doctorate-level nonfaculty researchers by demographic and other characteristics such as source of financial support. Results are used to assess shifts in graduate enrollment and postdoc appointments and trends in financial support. This dataset includes GSS assets for 2022.

US wages for college majors

It includes data on specific college majors and their median earnings early in their career along with mid level in their career. The data also includes unemployment and underemployment rates for each college major.

Unemployment and Underemployment rates

This data also contains the unemployment and underemployment rates over the last few years in the United States for recent college graduates along with college graduates overall.

Wages

Median annual wages for those holding a high school diploma, along with the 25th median and 75th percentile annual wages for those holding a bachelor's degree.

This data set was collected from the Federal Reserve Bank of New York. https://www.newyorkfed.org/

This dataset is about universities in the United States. It has 333 rows. It features 5 columns: city, total students, foundation year, and graduate students.

Concern over the status of soil science education in the USA has led to a number of publications in recent years that track trends in student enrollment and offer suggestions for attracting more students to soil science. However, there is little information about changes in the number of degree programs that prepare students for careers as soil scientists, and such changes are obviously an important measure of the status of our field. This study established criteria to identify bachelor’s degree programs that prepare students for soil science careers and used websites at land grant colleges to review the degree offerings of these schools in USA states and territories to determine if they met the established criteria. Fifty-nine land grant colleges were identified that offer bachelor’s degree programs that prepare students for soil science careers, with a total of 61 degree programs since two of the schools had two separate bachelor’s degrees that met the established criteria. This study provides guidelines for conducting similar future studies and a baseline against which they can be compared to allow us to determine whether we are gaining or losing soil science programs at the land grant colleges over time.

The dataset contains Academic-year-, country- and field-of-study-wise compiled data on the International students enrolled in the United States of America (USA). The different fields of study contained in the dataset include Business/ Management, Engineering, Fine/ Applied Arts, Health Professions, Humanities, Intensive English, Math/ Computer Science, Physical/ Life Sciences, Social Sciences, etc.

Several soil science education studies over the last 15 years have focused on the number of students enrolled in soil science programs. However, no studies have quantitatively addressed the number of undergraduate soil science preparatory programs that exist in the United States, which means we do not have solid data concerning whether overall program numbers are declining, rising, or holding steady. This also means we do not have complete data on the same trends for total undergraduate soil science students in the United States. This study used the US Office of Personnel Management (OPM) Soil Science Series 0470 standards to determine if a bachelor's degree met soil science preparatory criteria. Lists of the approximately 3,500 regionally accredited colleges and universities were obtained from the regional accrediting agencies and the website of each of the colleges and universities was visited to determine if they had a degree program that met the OPM 0470 criteria. A total of 92 soil science preparatory degree programs were identified at 86 colleges and universities. These programs were primarily linked to 1) agriculture, 2) environmental science, and 3) soil and water science based on number of degree occurrences. This study creates a baseline for future studies that can investigate trends in soil science programs. It also provides insight into the institutions and degree programs that should be included in soil science education studies.

This dataset provides a comprehensive view of wage differences between college graduates and high school graduates in the United States from 1973 to 2022.

The data is sourced from the Economic Policy Institute's State of Working America Data Library and includes adjusted wages.

Interesting Task Ideas:

1. Analyze the overall trend in the wage gap between college graduates and high school graduates over the years.
2. Investigate whether the wage gap has been narrowing or widening for different genders.
3. Determine the year(s) when the wage gap was at its lowest and highest points.
4. Identify the demographic group(s) that have experienced the largest increase in wages over time.
5. Compare the wage gap between men and women within each educational group and analyze how it has changed over the years.
6. Create visualizations to visualize and compare wage trends for high school graduates and college graduates across different time periods.

If you find this dataset valuable, don't forget to hit the upvote button! 😊💝

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The dataset contains Academic-year-wise historically compiled data on the percentage number of United States of America (U.S.A) Students who have enrolled for pursuing different Fields of Study in other countries. The different fields of studies covered in the dataset include Agriculture, Natural Resources and Conservation, Communication, Journalism, Communications Technologies/Technicians, Construction Trades, Engineering, Engineering Technologies/Technicians, Mechanic and Repair Technologies/Technicians, Military Technologies, Precision Production, Transportation and Materials Moving, Architecture, Visual and Performing, Arts, Health Professions, Residency Programs, English Language and Literature/Letters, Foreign Languages, Literatures and, Linguistics, Philosophy and Religious Studies, Theology and Religious Vocations, Homeland Security, Law Enforcement, and Firefighting, Legal Professions and Studies, Computer and Information Sciences, Mathematics and Statistics, Basic Skills, Family and Consumer Sciences/Human Sciences, Liberal Arts and Sciences/General Studies, Library Science, Multi/Interdisciplinary Studies, Parks, Recreation, Leisure and Fitness Studies, Personal and Culinary Services, Reserve Officer Training Corps, Biological and Biomedical Sciences, Physical Sciences, Science Technologies/Technicians, Area, Ethnic, Cultural and Gender Studies, History, Psychology, Public Administration and Social Service Professions, Social Sciences, Family and Consumer Sciences/Human Sciences, etc.

The U.S. currently enjoys a position among the world’s foremost innovative and scientifically advanced economies but the emergence of new economic powerhouses like China and India threatens to disrupt the global distribution of innovation and economic competitiveness. Among U.S. policy makers, the promotion of advanced education, particularly in the STEM (Science, Technology, Engineering and Mathematics) fields, has become a key strategy for ensuring the U.S.’s position as an innovative economic leader. Since approximately one third of science and engineering post-graduate students in the U.S. are foreign born, the future of the U.S. STEM educational system is intimately tied to issues of global competitiveness and American immigration policy. This study utilizes a combination of national education data, a survey of foreign-born STEM graduate students, and in-depth interviews of a sub-set of those students to explain how a combination of scientists’ and engineers’ educational decisions, as well as their experience in school, can predict a students’ career path and geographical location, which can affect the long-term innovation environment in their home and destination country. This study highlights the fact that the increasing global competitiveness in STEM education and the complex, restrictive nature of U.S. immigration policies are contributing to an environment where the American STEM system may no longer be able to comfortably remain the premier destination for the world’s top international students.

In the 2020/21 school year, about 400,447 associate degrees awarded at community colleges in the United States were in liberal arts and sciences, which comprised about one third of all degrees. 171 associate degrees awarded in that same year were in the field of library science.