This provides summary data on the number of students completing T Levels, as reported to the Department of Education through the manage T Level results service.

Data includes:

• provisional outcomes for the second cohort of T Level students, who started in September 2021
• revised outcomes for the first cohort of students who started in September 2020

T Levels are an alternative to A levels, apprenticeships and other 16 to 19 courses. Equivalent in size to 3 A levels, a T Level focuses on vocational skills and can help students into skilled employment, apprenticeships, college or university.

Find out more about how T Levels developed.

In 2023/24, 46.8 percent of T-Levels awarded in England received a Merit grade, the third-highest possible grade behind a Distinction, and a Distinction*. T Levels are technical courses that can be taken after compulsory education by 16 to 19-year-olds with a more practical and vocational focus than A Levels, their academic equivalent.

In 2024, 9.3 percent of students in the United Kingdom achieved the highest possible grade (an A*) in their A-Levels, with more than a quarter of entries achieving an B, the most common individual grade level in this year. Grades in 2020 and 2021 were generally a lot higher than in previous years due to the different grading circumstances brought on by the COVID-19 pandemic.

In Summer 2024, 26 percent of all students sitting A-Levels in England achieved a 'B' grade making it the most common grade awarded in that academic year, with a further 22.4 percent of students achieving a 'C' grade.

GCE/VCE/Applied A/AS and Equivalent Examination Results (Level 3) for Young People by Gender in England (Referenced by Location of Student Residence).

The figures presented here provide information on the overall achievements of young people in GCE/VCE/Applied A Levels and VCE/Applied Double Awards and Level 3 qualifications equivalent in size to at least one GCE/VCE/Applied A Level in 2007/2008 and who are resident in England.

Unlike Key Stage 4, there is no exclusion of pupils recently arrived from overseas from the local and regional averages.

The Qualifications and Curriculum Authority (QCA) points allocated to Level 3 qualifications can be viewed at the National Database of Accredited Qualifications http://www.accreditedqualifications.org.uk/index.aspx

Available to Lower Layer Super Output Area (LSOA).

Information can only be reproduced if the source is fully acknowledged.

See more on the ONS NESS website.

Number and proportion of 19 year olds qualified to Level 3 since 2007. Young people are allocated to a Local Authority based on the school where they were studying in year 11 at the time of the Spring census. Please note the definitions of level 3 and denominators do not equate with those used in the School and College Performance Tables: A learner is defined as having reached the level 3 threshold if they have achieved the equivalent of 4 AS / 2 A-levels. Only full VRQs count towards the target. Source: DfE: Level 2 and 3 Attainment by Young People in England Measured Using Matched Administrative Data: Attainment by Age 19 More information from Department of Education. Updated end of March each year.

New York City school level College Board SAT results for the graduating seniors of 2010. Records contain 2010 College-bound seniors mean SAT scores. Records with 5 or fewer students are suppressed (marked ‘s’). College-bound seniors are those students that complete the SAT Questionnaire when they register for the SAT and identify that they will graduate from high school in a specific year. For example, the 2010 college-bound seniors are those students that self-reported they would graduate in 2010. Students are not required to complete the SAT Questionnaire in order to register for the SAT. Students who do not indicate which year they will graduate from high school will not be included in any college-bound senior report. Students are linked to schools by identifying which school they attend when registering for a College Board exam. A student is only included in a school’s report if he/she self-reports being enrolled at that school. Data collected and processed by the College Board.

School-level New York City Results on New York State Regents Exams, testing and score data includes all administrations of the regents exam: January, June and August. It reports the highest score for each regents exam for each school year. School DBNs are as of June 30th of each school year. School name an school type reflect most recent data available. College & career readiness scores only apply to ELA and Math exams and otherwise are labeled as "NA". Regents exams include: - English Regents exam score of 75+ - Any Math Regent exam score 0f 80+ - Common Core- aligned Algebra I or Geometry Regents exam score of 70+ or Algebra II / Trigonometry exam score of 65+. Students with disabilities are defined as any child with an IEP as of the end of the school year.

In 2024, 30.7 percent of Higher level exam entries in Scotland were awarded an A grade, compared with 23.3 percent being awarded a B grade, and 21.1 percent a C grade. Although 2021 had the highest share of A grades being awarded, the conditions in which the 2020 and 2021 exams were assessed were significantly different from previous years due to the COVID-19 pandemic.

In the 2022/23 academic year, 30 percent of undergraduate students obtaining their degree were awarded a degree with first-class honors, the highest possible grade for UK graduates. Almost half of all students achieved an upper second or 2.1, with 20 percent obtaining a lower second or 2.2, and just four percent of graduates obtained a third, the lowest possible pass grade. The share of UK students graduating with a first-class degree has increased significantly in this time period, while the share of students obtaining a 2.2 has fallen the most in the same time period. GCSE and A-Level grades also on the rise Higher grades for the UK's main qualification for high school students, the general certificate of secondary education (GCSE), have also increased in recent years. In 1988 for example, approximately 8.4 percent of GCSE entries received the highest grade, compared with 22 percent in 2023. This is also the case to a lesser-extent for advanced level GCSE results (A-Levels), with the share of entries being awarded an A or A* increasing from 17.8 percent in 2000 to 25.4 percent in 2023. There is no consensus on if these improvements are due to increased ability, or to grade inflation. During the COVID-19 pandemic, however, grades in the UK were a lot higher than in other years. This was due to teacher and tutor assessments being giving a higher weighting than normal, with exams being postponed or cancelled completely. The UK's top universities Britain's oldest and most famous universities, Cambridge and Oxford, remained the two highest-ranked universities in the UK in 2024, with the London School of Economics finishing third. According to the ranking, the University of St Andrews was the top university outside the south of England, with Durham University being the highest-ranked university in the north of England. The largest university in terms of enrolled students was the mainly remote focused Open University, which had 151,840 students in 2021/22. Among universities that mainly taught on-campus, University College London had the most students enrolled, at 46,830.

In Summer 2024, GCSE students in the United Kingdom had a pass rate (achieving a grade of C/4 or higher) of 67.6 percent, the lowest since 2019 but still a noticeable increase when compared with years before 2020. The COVID-19 pandemic, and closure of schools in the UK led to exams throughout the country being cancelled, with grades in 2020 and 2021 based on assessment by teachers and schools. During this provided time period, the highest pass rate was reported in 2021, when 77.1 percent of GCSE entries achieved a pass grade, while it was lowest in 1988, when just 41.9 percent of entries were awarded a pass grade. Gender attainment gap Among female students, the proportion of GCSE entries that received a pass rate in 2024 was 71 percent, compared with 64.2 percent of male students. This attainment gap between male and female students has been a consistent feature of GCSE exam results in recent years, with female A-Level students also outperforming their male counterparts. Among undergraduates, this gap is less pronounced, with UK degree results for 2021/22 showing female undergraduates attaining only slightly higher grades than males. Growing negativity about UK education system According to a survey conducted in June 2024, approximately 42 percent of British adults thought that education across the country was in a bad shape, compared with 32 percent who thought it was doing well. This is down from 2021 when just under half of adults believed that the national education system was good, and just 27 percent who thought it was bad. Although education currently lies behind several other issues for Britons in terms of importance, such as the economy, the growing discontent about education will likely be one of the many issues the new Labour government will have to face in the coming months. As of July 2024, the Labour Party was also seen as the best party at handling education issues, ahead of the Conservative and Liberal Democrats.

This report provides data regarding students enrolled in New York City schools during the 2015-2016 school year, according to the guidelines set by Local Law 2011/042. At the citywide, borough and district levels, the DOE is required to report discharge, transfer and graduation counts by grade level (middle school only), cohort (high school only) and disability status. At the school level, the DOE is required to report discharge and transfer counts by grade level (middle school only), cohort (high school only), disability status broken down by, age as of 12/31 of the previous calendar year age, race/ethnicity, and gender. Citywide, Borough, and District results represent the last discharge or transfer for each student. School level results represent all events for all students. District 79 programs are included in the Citywide, Borough and District results, but not shown in the school-level spreadsheets.

In 2021, 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.

This table contains figures on the educational direction of the highest level of education attained by the population aged 15 to 90 in the Netherlands, with the exception of persons in institutions, institutions and homes (institutional population). The figures come from the Labor Force Survey (EBB). Data available from: 2013 Status of the figures: The figures in this table are final. Changes as of May 16, 2023: The figures for the 1st quarter of 2023 have been added. Changes as of November 15, 2022: It was still possible to determine the education direction of a number of respondents. As a result, the number of unknowns in the field of education has decreased slightly. Changes as of August 17, 2022: None, this is a new table. This table has been compiled on the basis of the Labor Force Survey (EBB). Due to changes in the research design and the EBB questionnaire, the figures for 2021 are not directly comparable with the figures up to and including 2020. The key figures in this table have therefore been made consistent with the (non-seasonally adjusted) figures in the Labor participation table, seasonally adjusted key figures (see section 4), in which the results for the period 2013-2020 have been recalculated to match the results from 2021. When the results are further detailed according to job and personal characteristics, there may nevertheless be differences from 2020 to 2021 as as a result of the new method. When will new numbers come out? New figures will be published on August 16, 2023.

NIDM Results

Collection description

This collection contains subject- and group-level NIDM results for SPM and FSL analyses conducted on the BIDS-compliant OpenfMRI datasets: ds000005, ds000008, ds000011, ds000052, ds000107, ds000114. These datasets can be found at:
https://openfmri.org/dataset/ds000005/
https://openfmri.org/dataset/ds000008/
https://openfmri.org/dataset/ds000011/
https://openfmri.org/dataset/ds000052/
https://openfmri.org/dataset/ds000107/
https://openfmri.org/dataset/ds000114/

Subject species

homo sapiens

Map type

T

This report provides data regarding students enrolled in New York City schools during the 2012-2013 school year, according to the guidelines set by Local Law 2011/042. Consistent with other school-year reporting, these results include students enrolled and events that occurred between October 26, 2012 and July 1, 2013. Prior to October 26th, 15,552 students transferred between New York City schools, 4,758 students were discharged outside of NYC schools, and 3,592 students dropped out or were discharged under other codes. School level results represent all events for all students. School level results are not presented for District 79 programs or YABCs. All results exclude District 84. Citywide, Borough, and District results represent the last discharge or transfer for each student. 32 students in grades six through eight and 147 students in grades nine through twelve enrolled in school at correctional facilities or detention programs during the 2012-13 school year. Pursuant to the legislation and in accordance with the Family Educational Rights and Privacy Act (FERPA), if a category contains between 0 and 9 students, the number has been replaced with a symbol. In addition, certain numbers have been replaced with a symbol when they could reveal, through addition or subtraction of other numbers that have not been redacted, the underlying count of a number that has been redacted. Codes for dropouts and other accountable discharges include 02, 12, 21, 29, 35, and 39. In addition, codes 08X, 10X, and 11X are considered dropouts in order to align with state guidance. These codes reflect the subset of all discharges that indicate that a student has discontinued schooling without having obtained a diploma.

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.