Graph and download economic data for Unemployment Rate - College Graduates - Professional Degree, 25 to 34 years (CGPD2534) from Jan 2000 to Apr 2025 about professional degree, 25 to 34 years, professional, tertiary schooling, education, unemployment, rate, and USA.

The employment and unemployment indicator shows several data points. The first figure is the number of people in the labor force, which includes the number of people who are either working or looking for work. The second two figures, the number of people who are employed and the number of people who are unemployed, are the two subcategories of the labor force. The unemployment rate is a calculation of the number of people who are in the labor force and unemployed as a percentage of the total number of people in the labor force.

The unemployment rate does not include people who are not employed and not in the labor force. This includes adults who are neither working nor looking for work. For example, full-time students may choose not to seek any employment during their college career, and are thus not considered in the unemployment rate. Stay-at-home parents and other caregivers are also considered outside of the labor force, and therefore outside the scope of the unemployment rate.

The unemployment rate is a key economic indicator, and is illustrative of economic conditions in the county at the individual scale.

There are additional considerations to the unemployment rate. Because it does not count those who are outside the labor force, it can exclude individuals who were looking for a job previously, but have since given up. The impact of this on the overall unemployment rate is difficult to quantify, but it is important to note because it shows that no statistic is perfect.

The unemployment rates for Champaign County, the City of Champaign, and the City of Urbana are extremely similar between 2000 and 2023.

All three areas saw a dramatic increase in the unemployment rate between 2006 and 2009. The unemployment rates for all three areas decreased overall between 2010 and 2019. However, the unemployment rate in all three areas rose sharply in 2020 due to the effects of the COVID-19 pandemic. The unemployment rate in all three areas dropped again in 2021 as pandemic restrictions were removed, and were almost back to 2019 rates in 2022. However, the unemployment rate in all three areas rose slightly from 2022 to 2023.

This data is sourced from the Illinois Department of Employment Security’s Local Area Unemployment Statistics (LAUS), and from the U.S. Bureau of Labor Statistics.

Sources: Illinois Department of Employment Security, Local Area Unemployment Statistics (LAUS); U.S. Bureau of Labor Statistics.

Unemployment rates of 25- to 29-year-olds, by educational attainment, Canada and jurisdictions. This table is included in Section E: Transitions and outcomes: Labour market outcomes of the Pan Canadian Education Indicators Program (PCEIP). PCEIP draws from a wide variety of data sources to provide information on the school-age population, elementary, secondary and postsecondary education, transitions, and labour market outcomes. The program presents indicators for all of Canada, the provinces, the territories, as well as selected international comparisons and comparisons over time. PCEIP is an ongoing initiative of the Canadian Education Statistics Council, a partnership between Statistics Canada and the Council of Ministers of Education, Canada that provides a set of statistical measures on education systems in Canada.

Number of persons in the labour force (employment and unemployment) and not in the labour force, unemployment rate, participation rate, and employment rate, by educational degree, gender and age group, annual.

Unemployment rate, participation rate, and employment rate by educational attainment, gender and age group, annual.

Unemployment rate and employment rate by type of student during summer months, gender and age group. Data are also available for the standard error of the estimate and the standard error of the year-over-year change.

Abstract copyright UK Data Service and data collection copyright owner. This project forms part of a longitudinal examination of trends in higher education participation and graduate profiles of students from Northern Ireland. The aims of this current study are: to extend the existing database on higher education entrants, graduate careers, and to add new cohorts which will widen coverage to include Higher National Diploma (HND) students and long-term graduates; to examine participation in higher education in terms of key social characteristics such as religion, gender, social class, disability and age. (Contemporary circumstances will then be compared with those of the previous 20 years: Northern Ireland will be related to the UK and the Republic of Ireland); to relate participation in higher education to relevant debates and public policies. An earlier study Trends in Higher Education in Northern Ireland and in the Social and Spatial Mobility of Northern Ireland Undergraduates is held at The Data Archive under SN:2386. Main Topics: Age; gender; religion; marital status; school attended; disability; A levels gained; subject of study; location of study; qualification gained; occupation; attitudes to college/work; reasons for leaving/staying in Northern Ireland; perceived discrimination. No sampling (total universe) Two of the cohorts surveyed (long term and short term graduates) had been contacted in the past. Original source used and questionnaire sent reflecting current situation. Postal survey 1991 1992 ACCESS TO FACILITIES ADVANCED LEVEL EXAM... ADVANCED SUPPLEMENT... AGE ASPIRATION ATTITUDES CARE OF DEPENDANTS CAREERS GUIDANCE CHILD CARE CHILDREN CIVIL DISTURBANCES COMPUTER SOFTWARE CONDITIONS OF EMPLO... DECISION MAKING DEGREES DISABILITIES DISABLED FACILITIES DISCRIMINATION ECONOMIC ACTIVITY EDUCATION EDUCATIONAL BACKGROUND EDUCATIONAL COURSES EDUCATIONAL GRANTS EDUCATIONAL INSTITU... EDUCATIONAL OPPORTU... EMIGRATION EMPLOYEES EMPLOYMENT EMPLOYMENT HISTORY EMPLOYMENT OPPORTUN... EQUAL OPPORTUNITY EVALUATION OF EDUCA... FAMILIES FATHER S ECONOMIC A... FATHER S EDUCATIONA... FATHER S OCCUPATION FATHER S OCCUPATION... FIELDS OF STUDY FINANCIAL SUPPORT GENDER GRADUATES HIGHER EDUCATION HIGHER EDUCATION IN... HOME OWNERSHIP HOURS OF WORK HOUSING HOUSING TENURE Higher and further ... INCOME INDUSTRIES JOB CHANGING JOB HUNTING JOB REQUIREMENTS JOB SATISFACTION JOB SECURITY KNOWLEDGE AWARENESS LABOUR MARKET LABOUR MIGRATION Labour and employment MARITAL STATUS MOTHER S EDUCATIONA... MOTHER S OCCUPATION NATIONALITY NATIONALITY DISCRIM... Northern Ireland OCCUPATIONAL CHOICE OCCUPATIONAL QUALIF... OCCUPATIONAL STATUS OCCUPATIONS OFFICE SERVICES PARENTS PART TIME EMPLOYMENT PLACE OF RESIDENCE POSTGRADUATE COURSES PROMOTION JOB QUALIFICATIONS RELIGIOUS AFFILIATION RENTED ACCOMMODATION REPATRIATION SATISFACTION SELF EMPLOYED SIBLINGS STUDENTS COLLEGE Social and occupati... TIED HOUSING UNEMPLOYED UNEMPLOYMENT VOCATIONAL EDUCATIO... WORD PROCESSING

Employment income (in 2019 and 2020) by detailed major field of study and highest certificate, diploma or degree, including work activity (full time full year, part time full year, or part year).

This is an excel spreadsheet containing all the tables used in the Graduates in the Labour Market Report. Including: headline figures, unemployment and inactivity rates back to 1992, information on male and female graduates and information on outcomes for graduates with undergraduate degrees.

Beschreibung der Arbeits- und Ausbildungssituation von Jugendlichen inEuropa. Lebensverhältnisse, Moral, Werte und Zukunftsperspektiven.Einstellungen zur Gesellschaft und zu einem vereinten Europa. Themen: Lebenszufriedenheit und Demokratiezufriedenheit im Lande;eigene Meinungsführerschaft; Häufigkeit politischer Diskussionen;wichtigste persönliche Interessen; Einsatzbereitschaft bezüglichausgewählter gesellschaftlicher und politischer Ziele; Erziehungsziele;wichtigste Probleme junger Menschen; Zugehörigkeit zu ausgewähltenpolitischen, gesellschaftlichen Sport- und Freizeitorganisationen;Besuch von Jugendclubs und Kommunikationszentren;Fremdsprachenkenntnisse; benutzte Sprache zu Hause; Herkunft undWichtigkeit von Sprachkenntnissen; Beurteilung des Lehrangebots inFremdsprachen; gewünschte Fremdsprachenkenntnisse; Gründe für dasErlernen weiterer Sprachen; Kenntnisse über die Europäische Gemeinschaftund Interesse an zusätzlichen Informationen; präferierteInformationsquellen für EG-Themen; EG-Wissen aus der Schule; Kenntnisder EG-Mitgliedsländer; Auslandsaufenthalte als Tourist und alsBeschäftigter; Teilnahme an internationalen Jugendaustauschprogrammen;Besuch anderer EG-Länder; präferierte EG-Länder zum Arbeiten bzw.Studieren; Hauptprobleme eines Auslandsaufenthalts; Zusammenwohnen mitden Eltern, mit Ehepartnern oder Freunden; Zufriedenheit in ausgewähltenLebenssituationen; Mitgliedschaft in einer Jugendorganisation;perzipierte Diskriminierung von ausgewählten Gruppen; erfahrene eigeneDiskriminierung; finanzielle Situation; Einkommensquellen undEinkommenshöhe; Computerkenntnisse und Herkunft dieser Kenntnisse;Interesse an weiteren Computerkenntnissen; Bezugspersonen; Bezugsgruppenbei wichtigen Lebensentscheidungen; Bewertung der Unterstützung seitensöffentlicher Stellen und perzipierte Hauptschwierigkeiten; Häufigkeitder Inanspruchnahme öffentlicher Stellen und Initiator des Kontakts;Kenntnis von Informationsstellen für Jugendliche, die von jungenMenschen geleitet werden; Kenntnis und Bewertung der EG-Kommission sowiedes Gemeinsamen Marktes 1992; Einstellung zur Europäischen Gemeinschaft;Beurteilung des Fortschritts der europäischen Vereinigung; Einstellungzur EG-Mitgliedschaft des eigenen Landes; Bedauern eines Scheiterns derEG; perzipierte Veränderung im Verhältnis der EG-Länder untereinanderwährend der letzten 12 Monate; Einstellung gegenüber gesellschaftlichenVeränderungen. Halb- oder Ganztagsbeschäftigte wurden zusätzlich gefragt: Haupt- oderTeilzeitbeschäftigung und Wochenarbeitszeit; Gründe fürTeilzeitbeschäftigung; Weiterbildungsmöglichkeiten am Arbeitsplatz; Artder Arbeitsplatzfindung; Arbeitszufriedenheit; Anspruchsniveau derArbeit; geplante Wiederaufnahme eines Studiums oder einer Ausbildung;aktuelle Beschäftigungsdauer; Anzahl der bisherigen Beschäftigungen;Häufigkeit von Arbeitslosigkeit seit Schulende;Gewerkschaftsmitgliedschaft und Gründe für eine Nichtmitgliedschaft. Schüler und Studenten wurden gefragt: Studium eines gewünschten Faches;Gründe für Studium; Wahl des Studienfachs; voraussichtliches Alter beiStudienende; Art der Studieneinrichtung oder Hochschule. In Ausbildung befindliche Befragte wurden zusätzlich gefragt: BisherigeDauer der beruflichen Ausbildung; detaillierte Angaben zurBerufsausbildung. Bei Arbeitslosen oder Arbeitssuchenden: Dauer und Art derArbeitsplatzsuche; Hauptgrund für die Arbeitslosigkeit. Alle, die sich nicht mehr in Ausbildung befanden, wurden gefragt: Dauerder allgemeinen Weiterbildung nach Beendigung der Schulpflicht; Gründefür einen Ausbildungsabbruch; Aufnahme und Abschluß einer bzw. mehrererberuflicher Weiterbildungsmaßnahmen; Gesamtdauer dieser Maßnahmen;Angaben zu Berufsniveau, Nutzen und perzipierte Hilfe bei derArbeitsplatzsuche durch diese Weiterbildungsmaßnahmen;Zusatzqualifikationen durch Weiterbildungsmaßnahmen. Demographie: Weiterbildung nach der Schule; Alter; Selbsteinschätzungauf einem Links-Rechts-Kontinuum; Parteiverbundenheit; Familienstand;Alter bei Ende der Ausbildung; Geschlecht; Haushaltsgröße; Anzahl derKinder im Haushalt; berufliche Position; Stellung im Haushalt; Beruf desHaushaltungsvorstandes; Urbanisierungsgrad; Konfession;Kirchgangshäufigkeit; Religiosität; Ortsgröße; Region. Zusätzlich verkodet wurde: Interviewdatum; Interviewdauer; Anwesenheitdritter Personen beim Interview; Kooperationsbereitschaft des Befragten. Indizes: Meinungsführerschaft (kognitive Mobilität);Postmaterialismus; EG-Unterstützung; Stellung im Beruf;EG-Unterstützung; politische Orientierung. Description of the work and education situation of young people inEurope. Living conditions, morals, values and future prospects.Attitudes to society and to a united Europe. Topics: contentment with life and satisfaction with democracy in one´scountry; personal opinion leadership; frequency of politicaldiscussions; most important personal interests; willingness to actregarding selected social and political goals; educational goals; mostimportant problem of young people; belonging to selected political,social sport and leisure organizations; attendance at youth clubs andcommunication centers; knowledge of a foreign language; language usedat home; origins and importance of language proficiency; judgement onforeign language courses available; desired knowledge of a foreignlanguage; reasons for learning further languages; knowledge about theEuropean Community and interest in additional information; preferredsources of information for EC topics; knowledge about the EC fromschool; knowledge about EC member countries; stays abroad as touristand as employee; participation in international youth exchangeprograms; visits to other EC countries; preferred EC countries for workor study; major problems of a stay abroad; living together with one´sparents, with spouse or friends; satisfaction in selected situations inlife; membership in a youth organization; perceived discriminationagainst selected groups; discrimination experienced personally;financial situation; source of income and amount of income; computerknowledge and origin of this knowledge; interest in further computerknowledge; reference persons; reference groups in important decisionsin life; evaluation of support on the part of public agencies andperceived major difficulties; frequency of utilization of publicagencies and initiator of contact; knowledge of places of informationfor young people run by young people; knowledge and evaluation of theEC-commission as well as of the Common Market 1992; attitude to theEuropean Community; judgement on the progress of European unification;attitude to EC membership of one´s own country; regret of a failure ofthe EC; perceived change in the relationship of the EC-countries amongeach other during the last 12 months; attitude to social changes. Those part-time or full-time employed were also asked: full-time orpart-time occupation and time worked each week; reasons for part-timeemployment; further education possiblities at work; how job was found;job satisfaction; level of job standards; planned resumption of studiesor training; current duration of employment; number of times employedpreviously; frequency of unemployment since end of school; unionmembership and reasons for not being a member. School and college students were asked: study of a desired subject;reasons for study; selection of the subject; anticipated age at end ofstudies; type of institution of study or college. Respondents currently in training were additionally asked: duration ofoccupational instruction up to now; detailed information onoccupational training. For unemployed or job-seekers: duration and manner of search for work;major reason for unemployment. All no longer in training were asked: duration of general furthereducation after conclusion of mandatory school; reasons for droppingout of training; begin and conclusion of one or more programs foroccupational further education; total duration of these programs;information on demands of the occupation, benefit and perceived help inthe search for work from these measures for further education;supplemental qualifications through measures for further education. Demography: further education after school; age; self-assessment on aleft-right continuum; party allegiance; marital status; age at end ofeducation; sex; size of household; number of children in household;occupational position; position in household; occupation of head ofhousehold; degree of urbanization; religious denomination; frequency ofchurch attendance; religiousness; city size; region. Also encoded was: date of interview; length of interview; presence ofthird persons during interview; willingness of respondent to cooperate. Indices: opinion leadership (cognitive mobility); postmaterialism; ECsupport; status in profession; EC support; political orientation.

BackgroundCancer and diabetes are among the leading causes of morbidity and mortality worldwide. Several studies have reported diabetes as a risk factor for developing cancer, a relationship that may be explained by associated factors shared with both diseases such as age, sex, body weight, smoking, and alcohol consumption. Social factors referred to as social determinants of health (SDOH) were shown to be associated with the risk of developing cancer and diabetes. Despite that diabetes and social factors were identified as significant determinants of cancer, no studies examined their combined effect on the risk of developing cancer. In this study, we aim at filling this gap in the literature by triangulating the association between diabetes, indices of SDOH, and the risk of developing cancer.MethodsWe have conducted a quantitative study using data from the Behavioral Risk Factor Surveillance System (BRFSS), whereby information was collected nationally from residents in the United States (US) with respect to their health-related risk behaviors, chronic health conditions, and the use of preventive services. Data analysis using weighted regressions was conducted on 389,158 study participants.ResultsOur findings indicated that diabetes is a risk factor that increases the likelihood of cancer by 13% (OR 1.13; 95%CI: 1.05–1.21). People of White race had higher odds for cancer compared to African Americans (OR 0.44; 95%CI: 0.39–0.49), Asians (OR 0.27; 95%CI: 0.20–0.38), and other races (OR 0.56; 95%CI: 0.46–0.69). The indices of SDOH that were positively associated with having cancer encompassed unemployment (OR 1.78; 95%CI: 1.59–1.99), retirement (OR 1.54; 95%CI: 1.43–1.67), higher income levels with ORs ranging between 1.16–1.38, college education (OR 1.10; 95%CI: 1.02–1.18), college graduates (OR 1.31; 95%CI: 1.21–1.40), and healthcare coverage (OR 1.44; 95%CI: 1.22–1.71). On the other hand, the indices of SDOH that were protective against having cancer were comprised of renting a home (OR 0.86; 95%CI: 0.79–0.93) and never married (OR 0.73; 95%CI: 0.65–0.81).ConclusionThis study offers a novel social dimension for the association between diabetes and cancer that could guide setting strategies for addressing social inequities in disease prevention and access to healthcare.