Based on their overall scores according to the Quacquarelli Symonds (QS) World University Rankings 2025, most of the leading Latin American universities are located in Brazil, Mexico, Argentina, and Chile. The Universidad de Buenos Aires (Argentina) ranked first with a score of 67.6 out of 100, while the Universidad Autónoma de México (UNAM) ranked fourth, with 61.4 points.

There were approximately 18.58 million college students in the U.S. in 2022, with around 13.49 million enrolled in public colleges and a further 5.09 million students enrolled in private colleges. The figures are projected to remain relatively constant over the next few years.

What is the most expensive college in the U.S.? The overall number of higher education institutions in the U.S. totals around 4,000, and California is the state with the most. One important factor that students – and their parents – must consider before choosing a college is cost. With annual expenses totaling almost 78,000 U.S. dollars, Harvey Mudd College in California was the most expensive college for the 2021-2022 academic year. There are three major costs of college: tuition, room, and board. The difference in on-campus and off-campus accommodation costs is often negligible, but they can change greatly depending on the college town.

The differences between public and private colleges Public colleges, also called state colleges, are mostly funded by state governments. Private colleges, on the other hand, are not funded by the government but by private donors and endowments. Typically, private institutions are  much more expensive. Public colleges tend to offer different tuition fees for students based on whether they live in-state or out-of-state, while private colleges have the same tuition cost for every student.

This dataset shows the Principal statistics of college & university education, 2002 - 2014 Source: Department of Statistics, Malaysia No. of Views : 232

The Colleges and Universities feature class/shapefile is composed of all Post Secondary Education facilities as defined by the Integrated Post Secondary Education System (IPEDS, http://nces.ed.gov/ipeds/), National Center for Education Statistics (NCES, https://nces.ed.gov/), US Department of Education for the 2018-2019 school year. Included are Doctoral/Research Universities, Masters Colleges and Universities, Baccalaureate Colleges, Associates Colleges, Theological seminaries, Medical Schools and other health care professions, Schools of engineering and technology, business and management, art, music, design, Law schools, Teachers colleges, Tribal colleges, and other specialized institutions. Overall, this data layer covers all 50 states, as well as Puerto Rico and other assorted U.S. territories. This feature class contains all MEDS/MEDS+ as approved by the National Geospatial-Intelligence Agency (NGA) Homeland Security Infrastructure Program (HSIP) Team. 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 feature class does not have a relationship class but is related to Supplemental Colleges. Colleges and Universities that are not included in the NCES IPEDS data are added to the Supplemental Colleges feature class when found. This release includes the addition of 175 new records, the removal of 468 no longer reported by NCES, and modifications to the spatial location and/or attribution of 6682 records.

1. The number of full-time faculty in various departments of colleges and universities.2. The data is the same as that on the "Teaching 1-1. Number of Full-time Faculty - Statistics by Department (Institute)" and "Teaching 1-2. Number of Full-time Faculty - Statistics by School" of the college and university affairs information open platform.

Education and further studies: refers to various learning, education and related information collections.

Vietnam University & College: Student data was reported at 2,118.500 Person th in 2015. This records a decrease from the previous number of 2,363.900 Person th for 2014. Vietnam University & College: Student data is updated yearly, averaging 1,131.022 Person th from Sep 1991 (Median) to 2015, with 25 observations. The data reached an all-time high of 2,363.900 Person th in 2014 and a record low of 106.900 Person th in 1991. Vietnam University & College: Student data remains active status in CEIC and is reported by General Statistics Office. The data is categorized under Global Database’s Vietnam – Table VN.G050: Education Statistics.

The University of Washington - Beyond High School (UW-BHS) project surveyed students in Washington State to examine factors impacting educational attainment and the transition to adulthood among high school seniors. The project began in 1999 in an effort to assess the impact of I-200 (the referendum that ended Affirmative Action) on minority enrollment in higher education in Washington. The research objectives of the project were: (1) to describe and explain differences in the transition from high school to college by race and ethnicity, socioeconomic origins, and other characteristics, (2) to evaluate the impact of the Washington State Achievers Program, and (3) to explore the implications of multiple race and ethnic identities. Following a successful pilot survey in the spring of 2000, the project eventually included baseline and one-year follow-up surveys (conducted in 2002, 2003, 2004, and 2005) of almost 10,000 high school seniors in five cohorts across several Washington school districts. The high school senior surveys included questions that explored students' educational aspirations and future career plans, as well as questions on family background, home life, perceptions of school and home environments, self-esteem, and participation in school related and non-school related activities. To supplement the 2000, 2002, and 2003 student surveys, parents of high school seniors were also queried to determine their expectations and aspirations for their child's education, as well as their own educational backgrounds and fields of employment. Parents were also asked to report any financial measures undertaken to prepare for their child's continued education, and whether the household received any form of financial assistance. In 2010, a ten-year follow-up with the 2000 senior cohort was conducted to assess educational, career, and familial outcomes. The ten year follow-up surveys collected information on educational attainment, early employment experiences, family and partnership, civic engagement, and health status. The baseline, parent, and follow-up surveys also collected detailed demographic information, including age, sex, ethnicity, language, religion, education level, employment, income, marital status, and parental status.

In the academic year of 2023/24, around 21 million students were enrolled for undergraduate degrees in the United States. This was a slight increase from the previous year, when 20.6 million students were enrolled as undergraduates.

Market Size statistics on the Colleges & Universities industry in the US

Statistics on the total floor area of colleges and universities in Taiwan

Abstract To break with the traditional model of Basic Statistics classes in Higher Education, we sought on Statistical Literacy and Critical Education to develop an activity about graphic interpretation, which took place in a Virtual Learning Environment (VLE), as a complement to classroom meetings. Twenty-three engineering students from a public higher education institution in Rio de Janeiro took part in the research. Our objective was to analyze elements of graphic comprehension in an activity that consisted of identifying incorrect statistical graphs, conveyed by the media, followed by argumentation and interaction among students about these errors. The main results evidenced that elements of the Graphic Sense were present in the discussions and were the goal of the students' critical analysis. The VLE was responsible for facilitating communication, fostering student participation, and linguistic writing, so the use of digital technologies and activities favored by collaboration and interaction are important for statistical development, but such construction is a gradual process.

This table provides data on indicators of the University Education Statistics, such as dropout rate, performance rate, suitability rate, etc., in the Canary Islands since 2012 (2011/2012), by levels of studies, fields of study, universities and sexes.

This paper explores a unique dataset of all the SET ratings provided by students of one university in Poland at the end of the winter semester of the 2020/2021 academic year. The SET questionnaire used by this university is presented in Appendix 1. The dataset is unique for several reasons. It covers all SET surveys filled by students in all fields and levels of study offered by the university. In the period analysed, the university was entirely in the online regime amid the Covid-19 pandemic. While the expected learning outcomes formally have not been changed, the online mode of study could have affected the grading policy and could have implications for some of the studied SET biases. This Covid-19 effect is captured by econometric models and discussed in the paper. The average SET scores were matched with the characteristics of the teacher for degree, seniority, gender, and SET scores in the past six semesters; the course characteristics for time of day, day of the week, course type, course breadth, class duration, and class size; the attributes of the SET survey responses as the percentage of students providing SET feedback; and the grades of the course for the mean, standard deviation, and percentage failed. Data on course grades are also available for the previous six semesters. This rich dataset allows many of the biases reported in the literature to be tested for and new hypotheses to be formulated, as presented in the introduction section. The unit of observation or the single row in the data set is identified by three parameters: teacher unique id (j), course unique id (k) and the question number in the SET questionnaire (n ϵ {1, 2, 3, 4, 5, 6, 7, 8, 9} ). It means that for each pair (j,k), we have nine rows, one for each SET survey question, or sometimes less when students did not answer one of the SET questions at all. For example, the dependent variable SET_score_avg(j,k,n) for the triplet (j=Calculus, k=John Smith, n=2) is calculated as the average of all Likert-scale answers to question nr 2 in the SET survey distributed to all students that took the Calculus course taught by John Smith. The data set has 8,015 such observations or rows. The full list of variables or columns in the data set included in the analysis is presented in the attached filesection. Their description refers to the triplet (teacher id = j, course id = k, question number = n). When the last value of the triplet (n) is dropped, it means that the variable takes the same values for all n ϵ {1, 2, 3, 4, 5, 6, 7, 8, 9}.Two attachments:- word file with variables description- Rdata file with the data set (for R language).Appendix 1. Appendix 1. The SET questionnaire was used for this paper. Evaluation survey of the teaching staff of [university name] Please, complete the following evaluation form, which aims to assess the lecturer’s performance. Only one answer should be indicated for each question. The answers are coded in the following way: 5- I strongly agree; 4- I agree; 3- Neutral; 2- I don’t agree; 1- I strongly don’t agree. Questions 1 2 3 4 5 I learnt a lot during the course. ○ ○ ○ ○ ○ I think that the knowledge acquired during the course is very useful. ○ ○ ○ ○ ○ The professor used activities to make the class more engaging. ○ ○ ○ ○ ○ If it was possible, I would enroll for the course conducted by this lecturer again. ○ ○ ○ ○ ○ The classes started on time. ○ ○ ○ ○ ○ The lecturer always used time efficiently. ○ ○ ○ ○ ○ The lecturer delivered the class content in an understandable and efficient way. ○ ○ ○ ○ ○ The lecturer was available when we had doubts. ○ ○ ○ ○ ○ The lecturer treated all students equally regardless of their race, background and ethnicity. ○ ○

India has the most universities worldwide. According to data from July 2023, there were an estimated ***** universities in India. Indonesia had the second most universities, counting *****, followed by the United States with ***** universities.

The number of university students in the Netherlands grew annually, with enrollment especially increasing between 2019 and 2021. In 2022, ******* students were registered at universities around the country. The largest share of these students was studying degrees related to behavior and social sciences, at around ******. By comparison, roughly ***** students were enrolled in a teaching program.  Internationalization of higher education    The growth in the number of university students is mostly the result of an increased number of international students finding their way to the Netherlands. In the last decade, the number of enrolled international students more than doubled. Whereas in 2008 less than ****** international students were studying in the Netherlands, by 2018 this had grown to just under ******.  Netherlands especially popular among German students    In the academic year 2018/2019, over ****** German students were enrolled at universities in the Netherlands. Germans formed by far the largest international student community in the country. In 2018/2019, the number of German students in the Netherlands was nearly twice as large as the second, third and fourth-largest communities (Italian, Chinese and Belgian students) combined.

This repository contains datasets and analysis code accompanying the paper "An Empirical Evaluation of Chinese College Admissions Reforms Through A Natural Experiment" by Chen, Jiang, and Kesten. The datasets contain the college admission data for a county in China's Sichuan Province for year 2008 and 2009. These include students' submitted rank-ordered lists of colleges and admission results. All variables are recoded to remove any identifiable information (including college and high school code). The analysis code can be used to replicate the tables and figures in the paper.

Laos Vocational Education: Number of Students: University data was reported at 54,458.000 Person in 2017. This records a decrease from the previous number of 62,316.000 Person for 2016. Laos Vocational Education: Number of Students: University data is updated yearly, averaging 37,849.000 Person from Dec 1985 (Median) to 2017, with 20 observations. The data reached an all-time high of 80,342.000 Person in 2013 and a record low of 3,425.000 Person in 1990. Laos Vocational Education: Number of Students: University data remains active status in CEIC and is reported by Lao Statistics Bureau. The data is categorized under Global Database’s Laos – Table LA.G017: Education Statistics.

Statistics on student enrolment in UGC-funded programmes

Provide the approved quota for Indigenous special classes in universities and colleges.