In 2021, the District of Columbia had the most highly educated population in the United States, with **** percent of residents over the age of 25 having a Bachelor's degree or higher. Massachusetts followed closely behind, with **** percent of residents having completed a Bachelor's degree or higher. For the United States as a whole, this figure stood at **** percent of the population.

This map shows the percentage of people age 25+ whose highest education level is some college. This is shown by state, county, and census tracts throughout the US. Zoom to any city to see the pattern there, or use one of the bookmarks to explore different areas.Some college education means that the individual has some college credits, but no degree. For more information from the Census Bureau, click here.The pop-up is configured to show the overall breakdown of educational attainment for the population 25+. The data shown is current-year American Community Survey (ACS) data from the US Census Bureau. The data is updated each year when the ACS releases its new 5-year estimates. For more information about the data, visit this page.To learn more about when the ACS releases data updates, click here.

In 2022, about 37.7 percent of the U.S. population who were aged 25 and above had graduated from college or another higher education institution, a slight decline from 37.9 the previous year. However, this is a significant increase from 1960, when only 7.7 percent of the U.S. population had graduated from college. Demographics Educational attainment varies by gender, location, race, and age throughout the United States. Asian-American and Pacific Islanders had the highest level of education, on average, while Massachusetts and the District of Colombia are areas home to the highest rates of residents with a bachelor’s degree or higher. However, education levels are correlated with wealth. While public education is free up until the 12th grade, the cost of university is out of reach for many Americans, making social mobility increasingly difficult. Earnings White Americans with a professional degree earned the most money on average, compared to other educational levels and races. However, regardless of educational attainment, males typically earned far more on average compared to females. Despite the decreasing wage gap over the years in the country, it remains an issue to this day. Not only is there a large wage gap between males and females, but there is also a large income gap linked to race as well.

Overall educational attainment measures the highest level of education attained by a given individual: for example, an individual counted in the percentage of the measured population with a master’s or professional degree can be assumed to also have a bachelor’s degree and a high school diploma, but they are not counted in the population percentages for those two categories. Overall educational attainment is the broadest education indicator available, providing information about the measured county population as a whole.

Only members of the population aged 25 and older are included in these educational attainment estimates, sourced from the U.S. Census Bureau American Community Survey (ACS).

Champaign County has high educational attainment: over 48 percent of the county's population aged 25 or older has a bachelor's degree or graduate or professional degree as their highest level of education. In comparison, the percentage of the population aged 25 or older in the United States and Illinois with a bachelor's degree in 2023 was 21.8% (+/-0.1) and 22.8% (+/-0.2), respectively. The population aged 25 or older in the U.S. and Illinois with a graduate or professional degree in 2022, respectively, was 14.3% (+/-0.1) and 15.5% (+/-0.2).

Educational attainment data was sourced from the U.S. Census Bureau’s American Community Survey 1-Year Estimates, which are released annually.

As with any datasets that are estimates rather than exact counts, it is important to take into account the margins of error (listed in the column beside each figure) when drawing conclusions from the data.

Due to the impact of the COVID-19 pandemic, instead of providing the standard 1-year data products, the Census Bureau released experimental estimates from the 1-year data in 2020. This includes a limited number of data tables for the nation, states, and the District of Columbia. The Census Bureau states that the 2020 ACS 1-year experimental tables use an experimental estimation methodology and should not be compared with other ACS data. For these reasons, and because data is not available for Champaign County, no data for 2020 is included in this Indicator.

For interested data users, the 2020 ACS 1-Year Experimental data release includes a dataset on Educational Attainment for the Population 25 Years and Over.

Sources: U.S. Census Bureau; American Community Survey, 2023 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (16 October 2024).; U.S. Census Bureau; American Community Survey, 2022 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (29 September 2023).; U.S. Census Bureau; American Community Survey, 2021 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (6 October 2022).; U.S. Census Bureau; American Community Survey, 2019 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2018 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2017 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018).; U.S. Census Bureau; American Community Survey, 2016 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018). U.S. Census Bureau; American Community Survey, 2015 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (19 September 2016).; U.S. Census Bureau; American Community Survey, 2014 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2013 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2012 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2011 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2010 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2009 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2008 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2007 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2006 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2005 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).

This map shows the percentage of people age 25+ whose highest education level is an associate's degree. This is shown by state, county, and census tracts throughout the US. Zoom to any city to see the pattern there, or use one of the bookmarks to explore different areas. For more information about the education attainment breakdown from the US Census Bureau, click here.The pop-up is configured to show the overall breakdown of educational attainment for the population 25+. The data shown is current-year American Community Survey (ACS) data from the US Census Bureau. The data is updated each year when the ACS releases its new 5-year estimates. For more information about the data, visit this page.To learn more about when the ACS releases data updates, click here.

In 2021, the District of Columbia had the most highly educated population in the United States, with **** percent of the population over the age of 25 having an advanced degree. Massachusetts had the next most educated population, with **** percent of residents having an advanced degree. For the United States as a whole, this figure stood at **** percent of the population.

An advanced degree includes graduate and professional degrees.

The American Community Survey (ACS) is designed to estimate the characteristic distribution of populations and estimated counts should only be used to calculate percentages. They do not represent the actual population counts or totals. Beginning in 2019, the Washington Student Achievement Council (WSAC) has measured educational attainment for the Roadmap Progress Report using one-year American Community Survey (ACS) data from the United States Census Bureau. These public microdata represents the most current data, but it is limited to areas with larger populations leading to some multi-county regions*. *The American Community Survey is not the official source of population counts. It is designed to show the characteristics of the nation's population and should not be used as actual population counts or housing totals for the nation, states or counties. The official population count — including population by age, sex, race and Hispanic origin — comes from the once-a-decade census, supplemented by annual population estimates (which do not typically contain educational attainment variables) from the following groups and surveys: -- Washington State Office of Financial Management (OFM): https://www.ofm.wa.gov/washington-data-research/population-demographics -- US Census Decennial Census: https://www.census.gov/programs-surveys/decennial-census.html and Population Estimates Program: https://www.census.gov/programs-surveys/popest.html **In prior years, WSAC used both the five-year and three-year (now discontinued) data. While the 5-year estimates provide a larger sample, they are not recommended for year to year trends and also are released later than the one-year files. Detailed information about the ACS at https://www.census.gov/programs-surveys/acs/guidance.html

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.

This layer was developed by the Research & Analytics Group of the Atlanta Regional Commission, using data from the U.S. Census Bureau’s American Community Survey 5-year estimates for 2013-2017, to show levels of educational attainment by State of Georgia in the Atlanta region. The user should note that American Community Survey data represent estimates derived from a surveyed sample of the population, which creates some level of uncertainty, as opposed to an exact measure of the entire population (the full census count is only conducted once every 10 years and does not cover as many detailed characteristics of the population). Therefore, any measure reported by ACS should not be taken as an exact number – this is why a corresponding margin of error (MOE) is also given for ACS measures. The size of the MOE relative to its corresponding estimate value provides an indication of confidence in the accuracy of each estimate. Each MOE is expressed in the same units as its corresponding measure; for example, if the estimate value is expressed as a number, then its MOE will also be a number; if the estimate value is expressed as a percent, then its MOE will also be a percent. The user should also note that for relatively small geographic areas, such as census tracts shown here, ACS only releases combined 5-year estimates, meaning these estimates represent rolling averages of survey results that were collected over a 5-year span (in this case 2013-2017). Therefore, these data do not represent any one specific point in time or even one specific year. For geographic areas with larger populations, 3-year and 1-year estimates are also available. For further explanation of ACS estimates and margin of error, visit Census ACS website. Naming conventions: Prefixes:NoneCountpPercentrRatemMedianaMean (average)tAggregate (total)chChange in absolute terms (value in t2 - value in t1)pchPercent change ((value in t2 - value in t1) / value in t1)chpChange in percent (percent in t2 - percent in t1)Suffixes:NoneChange over two periods_eEstimate from most recent ACS_mMargin of Error from most recent ACS_00Decennial 2000 Attributes: SumLevelSummary level of geographic unit (e.g., County, Tract, NSA, NPU, DSNI, SuperDistrict, etc)GEOIDCensus tract Federal Information Processing Series (FIPS) code NAMEName of geographic unitPlanning_RegionPlanning region designation for ARC purposesAcresTotal area within the tract (in acres)SqMiTotal area within the tract (in square miles)CountyCounty identifier (combination of Federal Information Processing Series (FIPS) codes for state and county)CountyNameCounty NamePop25P_e# Population 25 years and over, 2017Pop25P_m# Population 25 years and over, 2017 (MOE)NoHS_e# Population 25 years and over, less than 9th grade education, 2017NoHS_m# Population 25 years and over, less than 9th grade education, 2017 (MOE)pNoHS_e% Population 25 years and over, less than 9th grade education, 2017pNoHS_m% Population 25 years and over, less than 9th grade education, 2017 (MOE)SomeHS_e# Population 25 years and over, 9th-12th grade, no diploma, 2017SomeHS_m# Population 25 years and over, 9th-12th grade, no diploma, 2017 (MOE)pSomeHS_e% Population 25 years and over, 9th-12th grade, no diploma, 2017pSomeHS_m% Population 25 years and over, 9th-12th grade, no diploma, 2017 (MOE)HSGrad_e# Population 25 years and over, high school graduate (includes GED), 2017HSGrad_m# Population 25 years and over, high school graduate (includes GED), 2017 (MOE)pHSGrad_e% Population 25 years and over, high school graduate (includes GED), 2017pHSGrad_m% Population 25 years and over, high school graduate (includes GED), 2017 (MOE)SomeColl_e# Population 25 years and over, some college, no degree, 2017SomeColl_m# Population 25 years and over, some college, no degree, 2017 (MOE)pSomeColl_e% Population 25 years and over, some college, no degree, 2017pSomeColl_m% Population 25 years and over, some college, no degree, 2017 (MOE)Associates_e# Population 25 years and over, associate's degree, 2017Associates_m# Population 25 years and over, associate's degree, 2017 (MOE)pAssociates_e% Population 25 years and over, associate's degree, 2017pAssociates_m% Population 25 years and over, associate's degree, 2017 (MOE)BA_e# Population 25 years and over, bachelor's degree, 2017BA_m# Population 25 years and over, bachelor's degree, 2017 (MOE)pBA_e% Population 25 years and over, bachelor's degree, 2017pBA_m% Population 25 years and over, bachelor's degree, 2017 (MOE)GradProf_e# Population 25 years and over, graduate or professional degree, 2017GradProf_m# Population 25 years and over, graduate or professional degree, 2017 (MOE)pGradProf_e% Population 25 years and over, graduate or professional degree, 2017pGradProf_m% Population 25 years and over, graduate or professional degree, 2017 (MOE)LtHS_e# Population 25 years and over, Less than high school graduate, 2017LtHS_m# Population 25 years and over, Less than high school graduate, 2017 (MOE)pLtHS_e% Population 25 years and over, Less than high school graduate, 2017pLtHS_m% Population 25 years and over, Less than high school graduate, 2017 (MOE)HSPlus_e# Population 25 years and over, high school graduate or higher, 2017HSPlus_m# Population 25 years and over, high school graduate or higher, 2017 (MOE)pHSPlus_e% Population 25 years and over, high school graduate or higher, 2017pHSPlus_m% Population 25 years and over, high school graduate or higher, 2017 (MOE)BAPlus_e# Population 25 years and over, bachelor's degree or higher, 2017BAPlus_m# Population 25 years and over, bachelor's degree or higher, 2017 (MOE)pBAPlus_e% Population 25 years and over, bachelor's degree or higher, 2017pBAPlus_m% Population 25 years and over, bachelor's degree or higher, 2017 (MOE)last_edited_dateLast date the feature was edited by ARC Source: U.S. Census Bureau, Atlanta Regional CommissionDate: 2013-2017 For additional information, please visit the Census ACS website.

This map shows the percentage of people age 25+ with a bachelor's degree or higher education level. This is shown by state, county, and census tracts throughout the US. Zoom to any city to see the pattern there, or use one of the bookmarks to explore different areas. For more information about the education attainment breakdown from the US Census Bureau, click here.The pop-up is configured to show the overall breakdown of educational attainment for the population 25+. The data shown is current-year American Community Survey (ACS) data from the US Census Bureau. The data is updated each year when the ACS releases its new 5-year estimates. For more information about the data, visit this page.To learn more about when the ACS releases data updates, click here.

This map shows the predominant highest level of education for the population age 25+ in the United States. This is shown by state, county, and census tracts throughout the US. Click on a feature to learn more about the breakdown of population by their highest level of education.The categories are grouped as:Less than High SchoolHigh SchoolAssociate's DegreeSome CollegeBachelor's Degree or HigherThe data shown is current-year American Community Survey (ACS) data from the US Census. The data is updated each year when the ACS releases its new 5-year estimates. For more information about the data layer used in this map, visit this page.To learn more about when the ACS releases data updates, click here.

This statistic shows the breakdown of educational attainment among different Hispanic population groups aged 25 and older and living in the United States in 2013. In 2013, 31 percent of people of Peruvian origin, that were living in the United States had a bachelor's degree or higher.

United States US: School Enrollment: Secondary: Female: % Gross data was reported at 97.698 % in 2015. This records an increase from the previous number of 96.379 % for 2014. United States US: School Enrollment: Secondary: Female: % Gross data is updated yearly, averaging 94.920 % from Dec 1972 (Median) to 2015, with 32 observations. The data reached an all-time high of 98.104 % in 1998 and a record low of 60.766 % in 1972. United States US: School Enrollment: Secondary: Female: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

This dataset reports the Worker Population Ratio (WPR) by usual status (ps+ss) for individuals aged 15 years and above, based on their highest educational attainment across different states and union territories. Collected through the PLFS, this dataset supports the analysis of workforce engagement by education level on a state-by-state basis. For 2023-24, Chandigarh's entire area has been considered urban for this survey. Before 2019-20, Ladakh was part of Jammu and Kashmir, and since 2020-21, Daman and Diu have been merged with Dadra and Nagar Haveli to form the union territory of Dadra and Nagar Haveli and Daman and Diu.

This table contains data on the percent of population age 25 and up with a four-year college degree or higher for California, its regions, counties, county subdivisions, cities, towns, and census tracts. Greater educational attainment has been associated with health-promoting behaviors including consumption of fruits and vegetables and other aspects of healthy eating, engaging in regular physical activity, and refraining from excessive consumption of alcohol and from smoking. Completion of formal education (e.g., high school) is a key pathway to employment and access to healthier and higher paying jobs that can provide food, housing, transportation, health insurance, and other basic necessities for a healthy life. Education is linked with social and psychological factors, including sense of control, social standing and social support. These factors can improve health through reducing stress, influencing health-related behaviors and providing practical and emotional support. More information on the data table and a data dictionary can be found in the Data and Resources section. The educational attainment table is part of a series of indicators in the Healthy Communities Data and Indicators Project (HCI) of the Office of Health Equity. The goal of HCI is to enhance public health by providing data, a standardized set of statistical measures, and tools that a broad array of sectors can use for planning healthy communities and evaluating the impact of plans, projects, policy, and environmental changes on community health. The creation of healthy social, economic, and physical environments that promote healthy behaviors and healthy outcomes requires coordination and collaboration across multiple sectors, including transportation, housing, education, agriculture and others. Statistical metrics, or indicators, are needed to help local, regional, and state public health and partner agencies assess community environments and plan for healthy communities that optimize public health. More information on HCI can be found here: https://www.cdph.ca.gov/Programs/OHE/CDPH%20Document%20Library/Accessible%202%20CDPH_Healthy_Community_Indicators1pager5-16-12.pdf

The format of the educational attainment table is based on the standardized data format for all HCI indicators. As a result, this data table contains certain variables used in the HCI project (e.g., indicator ID, and indicator definition). Some of these variables may contain the same value for all observations.

In 2023, about 24.3 percent of the population of Washington aged 25 and above held a Bachelor's degree as their highest level of education. Furthermore, about 20.5 percent of people in the state had some college, but no degree as their highest level of education.

The 82nd Legislature, Regular Session, enacted H.B. 600 (PLAN E120). This plan is effective January 2013. PLAN E2100 is the representation of the current State Board of Education Districts drawn on 2020 census geography. Texas has 15 State Board of Education districts. Each district has an ideal 2020 census population of 1,943,034. For more information, please visit https://redistricting.capitol.texas.gov/Current-districts#sboe-section

This map shows schools, school districts, and population density throughout the US. Click on the map to learn more about the school districts and schools within an area. A few things you can learn within this map:How many public/private schools fall within the district?What type of population density lives within this district? Socioeconomic factors about the Census Tracts which fall within the district:School enrollment of under 19 by grade Children living below the poverty level Children with no internet at home Children without a working parentRace/ethnicity breakdown of the population within the districtFor more information about the data sources:Socioeconomic factors:The American Community Survey (ACS) helps us understand the population in the US. This app uses the 5-year estimates, and the data is updated annually when the U.S. Census Bureau releases the newest estimates. For detailed metadata, visit the links in the bullet points above. Current School Districts layer:The National Center for Education Statistics’ (NCES) Education Demographic and Geographic Estimate (EDGE) program develops annually updated school district boundary composite files that include public elementary, secondary, and unified school district boundaries clipped to the U.S. shoreline. School districts are single-purpose administrative units designed by state and local officials to organize and provide public education for local residents. District boundaries are collected for NCES by the U.S. Census Bureau to support educational research and program administration, and the boundaries are essential for constructing district-level estimates of the number of children in poverty.The Census Bureau’s School District Boundary Review program (SDRP) (https://www.census.gov/programs-surveys/sdrp.html) obtains the boundaries, names, and grade ranges from state officials, and integrates these updates into Census TIGER. Census TIGER boundaries include legal maritime buffers for coastal areas by default, but the NCES composite file removes these buffers to facilitate broader use and cleaner cartographic representation. The NCES EDGE program collaborates with the U.S. Census Bureau’s Education Demographic, Geographic, and Economic Statistics (EDGE) Branch to develop the composite school district files. The inputs for this data layer were developed from Census TIGER/Line and represent the most current boundaries available. For more information about NCES school district boundary data, see https://nces.ed.gov/programs/edge/Geographic/DistrictBoundaries.Private Schools layer:This Private Schools feature dataset is composed of private elementary and secondary education facilities in the United States as defined by the Private School Survey (PSS, https://nces.ed.gov/surveys/pss/), National Center for Education Statistics (NCES, https://nces.ed.gov), US Department of Education for the 2017-2018 school year. This includes all prekindergarten through 12th grade schools as tracked by the PSS. This feature class contains all MEDS/MEDS+ as approved by NGA. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the Place Keyword section of the metadata. This release includes the addition of 2675 new records, modifications to the spatial location and/or attribution of 19836 records, the removal of 254 records no longer applicable. Additionally, 10,870 records were removed that previously had a STATUS value of 2 (Unknown; not represented in the most recent PSS data) and duplicate records identified by ORNL.Public Schools layer:This Public Schools feature dataset is composed of all Public elementary and secondary education facilities in the United States as defined by the Common Core of Data (CCD, https://nces.ed.gov/ccd/ ), National Center for Education Statistics (NCES, https://nces.ed.gov ), US Department of Education for the 2017-2018 school year. This includes all Kindergarten through 12th grade schools as tracked by the Common Core of Data. Included in this dataset are military schools in US territories and referenced in the city field with an APO or FPO address. DOD schools represented in the NCES data that are outside of the United States or US territories have been omitted. This feature class contains all MEDS/MEDS+ as approved by NGA. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the Place Keyword section of the metadata. This release includes the addition of 3065 new records, modifications to the spatial location and/or attribution of 99,287 records, and removal of 2996 records not present in the NCES CCD data.WorldPop Populated Foorprint layer:This layer represents an estimate of the footprint of human settlement in 2020. It is intended as a fast-drawing cartographic layer to augment base maps and to focus a map reader's attention on the location of human population. This layer is not intended for analysis.This layer was derived from the 2020 slice of the WorldPop Population Density 2000-2020 100m and 1km layers. WorldPop modeled this population footprint based on imagery datasets and population data from national statistical organizations and the United Nations. Zooming in to very large scales will often show discrepancies between reality and this or any model. Like all data sources imagery and population counts are subject to many types of error, thus this gridded footprint contains errors of omission and commission. The imagery base maps available in ArcGIS Online were not used in WorldPop's model. Imagery only informs the model of characteristics that indicate a potential for settlement, and cannot intrinsically indicate whether any or how many people live in a building.

In 2022, Canada had the highest share of adults with a university degree, at over 60 percent of those between the ages of 25 and 64. India had the smallest share of people with a university degree, at 13 percent of the adult population. University around the world Deciding which university to attend can be a difficult decision for some and in today’s world, people are not left wanting for choice. There are thousands of universities around the world, with the highest number found in India and Indonesia. When picking which school to attend, some look to university rankings, where Harvard University in the United States consistently comes in on top. Moving on up One of the major perks of attending university is that it enables people to move up in the world. Getting a good education is generally seen as a giant step along the path to success and opens up doors for future employment. Future earnings potential can be determined by which university one attends, whether by the prestige of the university or the connections that have been made there. For instance, graduates from the Stanford Graduate School of Business can expect to earn around 250,000 U.S. dollars annually.

United States US: School Enrollment: Secondary: Male: % Net data was reported at 89.513 % in 2015. This records an increase from the previous number of 87.832 % for 2014. United States US: School Enrollment: Secondary: Male: % Net data is updated yearly, averaging 87.442 % from Dec 1987 (Median) to 2015, with 21 observations. The data reached an all-time high of 89.513 % in 2015 and a record low of 85.450 % in 2002. United States US: School Enrollment: Secondary: Male: % Net data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).