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.

In the academic year 2023, the number of students in Thailand amounted to approximately 12.5 million, which was a slight decrease compared to the previous academic year. In that same year, there were over 830,000 teachers in the country.

This dataset includes the attendance rate for public school students PK-12 by town during the 2022-2023 school year. Attendance rates are provided for each town for the overall student population and for the high needs student population. Students who are considered high needs include students who are English language learners, who receive special education, or who qualify for free and reduced lunch. When no attendance data is displayed in a cell, data have been suppressed to safeguard student confidentiality, or to ensure that statistics based on a very small sample size are not interpreted as equally representative as those based on a sufficiently larger sample size. For more information on CSDE data suppression policies, please visit http://edsight.ct.gov/relatedreports/BDCRE%20Data%20Suppression%20Rules.pdf.

Report on Demographic Data in New York City Public Schools, 2020-21Enrollment counts are based on the November 13 Audited Register for 2020. Categories with total enrollment values of zero were omitted. Pre-K data includes students in 3-K. Data on students with disabilities, English language learners, and student poverty status are as of March 19, 2021. Due to missing demographic information in rare cases and suppression rules, demographic categories do not always add up to total enrollment and/or citywide totals. NYC DOE "Eligible for free or reduced-price lunch” counts are based on the number of students with families who have qualified for free or reduced-price lunch or are eligible for Human Resources Administration (HRA) benefits. English Language Arts and Math state assessment results for students in grade 9 are not available for inclusion in this report, as the spring 2020 exams did not take place. Spring 2021 ELA and Math test results are not included in this report for K-8 students in 2020-21. Due to the COVID-19 pandemic’s complete transformation of New York City’s school system during the 2020-21 school year, and in accordance with New York State guidance, the 2021 ELA and Math assessments were optional for students to take. As a result, 21.6% of students in grades 3-8 took the English assessment in 2021 and 20.5% of students in grades 3-8 took the Math assessment. These participation rates are not representative of New York City students and schools and are not comparable to prior years, so results are not included in this report. Dual Language enrollment includes English Language Learners and non-English Language Learners. Dual Language data are based on data from STARS; as a result, school participation and student enrollment in Dual Language programs may differ from the data in this report. STARS course scheduling and grade management software applications provide a dynamic internal data system for school use; while standard course codes exist, data are not always consistent from school to school. This report does not include enrollment at District 75 & 79 programs. Students enrolled at Young Adult Borough Centers are represented in the 9-12 District data but not the 9-12 School data. “Prior Year” data included in Comparison tabs refers to data from 2019-20. “Year-to-Year Change” data included in Comparison tabs indicates whether the demographics of a school or special program have grown more or less similar to its district or attendance zone (or school, for special programs) since 2019-20. Year-to-year changes must have been at least 1 percentage point to qualify as “More Similar” or “Less Similar”; changes less than 1 percentage point are categorized as “No Change”. The admissions method tab contains information on the admissions methods used for elementary, middle, and high school programs during the Fall 2020 admissions process. Fall 2020 selection criteria are included for all programs with academic screens, including middle and high school programs. Selection criteria data is based on school-reported information. Fall 2020 Diversity in Admissions priorities is included for applicable middle and high school programs. Note that the data on each school’s demographics and performance includes all students of the given subgroup who were enrolled in the school on November 13, 2020. Some of these students may not have been admitted under the admissions method(s) shown, as some students may have enrolled in the school outside the centralized admissions process (via waitlist, over-the-counter, or transfer), and schools may have changed admissions methods over the past few years. Admissions methods are only reported for grades K-12. "3K and Pre-Kindergarten data are reported at the site level. See below for definitions of site types included in this report. Additionally, please note that this report excludes all students at District 75 sites, reflecting slightly lower enrollment than our total of 60,265 students

The Ministry uses school roll data in a number of ways: to fund and staff schools; to support policy analysis, development, and decision making; to monitor the outcomes of the New Zealand education system; and for national and international reporting purposes. The roll data presented here is based on the 1 July roll returns.

As of fall 2021, the University of Central Florida had the largest on-campus population in the United States, with 60,075 undergraduates. Texas A&M University, College Station had the second largest on-campus population in that year, with 53,876 undergrads.

Data includes: * board information * school information * grade 3 and 6 EQAO student achievements for reading, writing and mathematics * grade 9 EQAO academic and applied student achievements * grade 10 OSSLT student achievement * student demographic percentages on student parents, special education, first language spoken and new students to Canada, Data includes public, Roman Catholic, publicly funded hospitals and provincial schools. Data excludes private schools, Education and Community Partnership Programs (ECPP), summer, night and continuing education schools. How Are We Protecting Privacy? Results for OnSIS and Statistics Canada variables are suppressed based on school population size to better protect student privacy. In order to achieve this additional level of protection, the Ministry has used a methodology that randomly rounds a percentage either up or down depending on school enrolment. In order to protect privacy, the ministry does not publicly report on data when there are fewer than 10 individuals represented. Percentages depicted as 0 may not always be 0 values as in certain situations the values have been randomly rounded down or there are no reported results at a school for the respective indicator. Percentages depicted as 100 are not always 100, in certain situations the values have been randomly rounded up. The school enrolment totals have been rounded to the nearest 5 in order to better protect and maintain student privacy. The information in the School Information Finder is the most current available to the Ministry of Education at this time, as reported by schools, school boards, EQAO and Statistics Canada. The information is updated as frequently as possible. **Sources: ** Board School Identification Database (BSID) / Ontario School Information System (OnSIS) as updated/maintained by boards. Data for Student Population is computed based on the 2016 Census and information as reported in OnSIS, Preliminary 2021-2022 OnSIS: Preliminary as of August 04, 2023, with all schools that met identified criteria with signed-off submissions. Education Quality and Accountability Office (EQAO), 2022-2023 This information is also available on the Ministry of Education's School Information Finder website by individual school. Descriptions for some of the data types can be found in our glossary. School/school board and school authority contact information are updated and maintained by school boards and may not be the most current version. For the most recent information please visit: https://data.ontario.ca/dataset/ontario-public-school-contact-information.

Data from the Ministry of Colleges and Universities' College Enrolment Statistical Reporting system.

Provides aggregated key enrolment data for college students, such as:

• Fall term headcount enrolment by campus, credential pursued and level of study
• Fall term headcount enrolment by program and Classification of Instructional Program
• Fall term headcount enrolment by student status in Canada and country of citizenship by institution
• Fall term headcount enrolment by student demographics (e.g., gender, age, first language)

To protect privacy, numbers are suppressed in categories with less than 10 students.

Related

• College enrolments - 1996 to 2011
• University enrolment
• Enrolment by grade in secondary schools
• School enrolment by gender
• Second language course enrolment
• Course enrolment in secondary schools
• Enrolment by grade in elementary schools

This dataset includes the attendance rate for public school students PK-12 by district during the 2020-2021 school year. Attendance rates are provided for each district for the overall student population and for the high needs student population. Students who are considered high needs include students who are English language learners, who receive special education, or who qualify for free and reduced lunch. When no attendance data is displayed in a cell, data have been suppressed to safeguard student confidentiality, or to ensure that statistics based on a very small sample size are not interpreted as equally representative as those based on a sufficiently larger sample size. For more information on CSDE data suppression policies, please visit http://edsight.ct.gov/relatedreports/BDCRE%20Data%20Suppression%20Rules.pdf.

The number of students starting in Ivy League schools for the Class of 2028 (those beginning in the Fall of 2024), varied from school to school. Cornell University had the largest Class of 2028 among the Ivy League schools, with 3,574 enrolled students.

(The distribution of respondents reflects the structure of the curriculum and gender distribution of the population.)There were no significant differences between preclinical and clinical students.

This dataset contains yearly certified enrollment for all public school districts (with physical boundaries) in Wisconsin for the 2023-2024 school year. This data is also available in the WISEdash Public Portal. This dataset is derived from publicly available files on the WISEdash Download Page. Enrollment Count is the number of students enrolled on specific dates as determined by school enrollment/exit dates that cover those dates. Percent Enrollment by Student Group is a percent of the enrollment count for all student groups combined. Reporting Disability is indicated in the pupil’s individualized education program (IEP) or individualized service plan (ISP). A person's race or ethnicity is the racial and/or ethnic group to which the person belongs or with which he or she most identifies. Ethnicity is self-reported as either Hispanic/Not Hispanic. Race is self-reported as any of the following 5 categories: Asian, American Indian or Alaskan Native, Black or African American, Native Hawaiian or other Pacific Islander, or White. The data displayed reflects the race/ethnicity that is reported by school districts to DPI.An economically disadvantaged student is one who is identified by Direct Certification (only if participating in the National School Lunch Program) OR a member of a household that meets the income eligibility guidelines for free or reduced-price meals (less than or equal to 185 percent of Federal Poverty Guidelines) under the National School Lunch Program (NSLP) OR identified by an alternate mechanism, such as the alternate household income form.English Learner status is any student whose first language, or whose parents' or guardians' first language, is not English and whose level of English proficiency requires specially designed instruction, either in English or in the first language or both, in order for the student to fully benefit from classroom instruction and to be successful in attaining the state's high academic standards expected of all students at their grade level.A child is eligible for the Migrant Education Program (MEP) (and thereby eligible to receive MEP services) if the child: meets the definition of “migratory child” in section 1309(3) of the ESEA,[1] and is an “eligible child” as the term is used in section 1115(c)(1)(A) of the ESEA and 34 C.F.R. § 200.103; and has the basis for the State’s determination that the child is a “migratory child” properly recorded on the national Certificate of Eligibility (COE). Eligibility determination is made by a Wisconsin state migrant recruiter during a face-to-face family interview.

The international student population of England and Wales by country of birth, passport held, age, sex and other characteristics.

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.

Number of Enrolled Student: Primary School: Guangdong: Shenzhen data was reported at 1,226.562 Person th in 2023. This records an increase from the previous number of 1,166.852 Person th for 2022. Number of Enrolled Student: Primary School: Guangdong: Shenzhen data is updated yearly, averaging 363.700 Person th from Dec 1979 (Median) to 2023, with 45 observations. The data reached an all-time high of 1,226.562 Person th in 2023 and a record low of 47.022 Person th in 1979. Number of Enrolled Student: Primary School: Guangdong: Shenzhen data remains active status in CEIC and is reported by Shenzhen Municipal Bureau of Statistics. The data is categorized under China Premium Database’s Socio-Demographic – Table CN.GH: Number of Enrolled Student: Primary Education: Regular Primary School: Prefecture Level City.

In 2022, about 6.57 million male students were enrolled in degree-granting postsecondary institutions as undergraduates. This is compared to 8.82 million female undergraduate students who were enrolled in that same year. By 2031, these figures are projected to increase to 7.12 million and 9.7 million respectively.

Laos LA: School Enrollment: Primary: % Net data was reported at 94.720 % in 2016. This records a decrease from the previous number of 95.607 % for 2015. Laos LA: School Enrollment: Primary: % Net data is updated yearly, averaging 79.280 % from Dec 1988 (Median) to 2016, with 26 observations. The data reached an all-time high of 97.192 % in 2014 and a record low of 57.910 % in 1992. Laos LA: School Enrollment: Primary: % Net data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Laos – Table LA.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. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.; ; 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).

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 special-purpose governments and administrative units designed by state and local officials to provide public education for local residents. District boundaries are collected for NCES by the U.S. Census Bureau to develop demographic estimates and to support educational research and program administration. The NCES Common Core of Data (CCD) program is an annual collection of basic administrative characteristics for all public schools, school districts, and state education agencies in the United States. These characteristics are reported by state education officials and include directory information, number of students, number of teachers, grade span, and other conditions. The administrative attributes in this layer were developed from the 2020-2021 CCD collection. For more information about NCES school district boundaries, see: https://nces.ed.gov/programs/edge/Geographic/DistrictBoundaries. For more information about CCD school district attributes, see: https://nces.ed.gov/ccd/files.asp.Notes: -1 or M Indicates that the data are missing. -2 or N Indicates that the data are not applicable. -9 Indicates that the data do not meet NCES data quality standards. All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

The dataset contains Academic-year-wise compiled data on number of newly enrolled International Students in the United States of America (U.S.A) for pursuing Under Graduate, Graduate and Non-Degree studies.

No of Student: Junior High School: West Sulawesi data was reported at 62,943.000 Person in 2018. This records a decrease from the previous number of 63,243.000 Person for 2017. No of Student: Junior High School: West Sulawesi data is updated yearly, averaging 52,752.000 Person from Mar 2005 (Median) to 2018, with 14 observations. The data reached an all-time high of 63,243.000 Person in 2017 and a record low of 33,449.000 Person in 2005. No of Student: Junior High School: West Sulawesi data remains active status in CEIC and is reported by Central Bureau of Statistics. The data is categorized under Global Database’s Indonesia – Table ID.GAC003: Number of Student: by Province.