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).

The percentage of persons that have not completed, graduated, or received a high school diploma or GED. This is a standard indicator used to measure the portion of the population with less than a basic level of skills needed for the workplace. Persons under the age of 25 are not included in this analysis since many of these persons are still attending various levels of schooling.Source: American Community Survey Years Available: 2007-2011, 2008-2012, 2009-2013, 2010-2014, 2011-2015, 2012-2016, 2013-2017, 2014-2018, 2015-2019, 2016-2020, 2017-2021, 2018-2022, 2019-2023Please note: We do not recommend comparing overlapping years of data due to the nature of this dataset. For more information, please visit: https://www.census.gov/programs-surveys/acs/guidance/comparing-acs-data.html

The dataset is related to student data, from an educational research study focusing on student demographics, academic performance, and related factors. Here’s a general description of what each column likely represents:

Sex: The gender of the student (e.g., Male, Female). Age: The age of the student. Name: The name of the student. State: The state where the student resides or where the educational institution is located. Address: Indicates whether the student lives in an urban or rural area. Famsize: Family size category (e.g., LE3 for families with less than or equal to 3 members, GT3 for more than 3). Pstatus: Parental cohabitation status (e.g., 'T' for living together, 'A' for living apart). Medu: Mother's education level (e.g., Graduate, College). Fedu: Father's education level (similar categories to Medu). Mjob: Mother's job type. Fjob: Father's job type. Guardian: The primary guardian of the student. Math_Score: Score obtained by the student in Mathematics. Reading_Score: Score obtained by the student in Reading. Writing_Score: Score obtained by the student in Writing. Attendance_Rate: The percentage rate of the student’s attendance. Suspensions: Number of times the student has been suspended. Expulsions: Number of times the student has been expelled. Teacher_Support: Level of support the student receives from teachers (e.g., Low, Medium, High). Counseling: Indicates whether the student receives counseling services (Yes or No). Social_Worker_Visits: Number of times a social worker has visited the student. Parental_Involvement: The level of parental involvement in the student's academic life (e.g., Low, Medium, High). GPA: The student’s Grade Point Average, a standard measure of academic achievement in schools.

This dataset provides a comprehensive look at various factors that might influence a student's educational outcomes, including demographic factors, academic performance metrics, and support structures both at home and within the educational system. It can be used for statistical analysis to understand and improve student success rates, or for targeted interventions based on specific identified needs.

Metric scores are not reported for n-sizes under 10. Per OSSE's policy, secondary suppression is applied to all student groups when a complementary group has an n-size under 10 or is top/bottom suppressed to prevent the calculation of suppressed data.

Data Source: DC Office of the State Superintendent of Education

Why This Matters

Graduating from high school is a critical step in advancing along educational and professional paths. Many careers and almost all colleges require a high school diploma or GED.

Educational attainment is strongly linked with socioeconomic and health outcomes. Americans who graduate high school tend to have higher incomes than those who do not. High school graduates also tend to live longer, healthier, and happier lives.

Black, Hispanic, and Native American students in the U.S. have lower graduation rates, on average, than white students. Segregation and historical disinvestment in communities of color play a significant role in these disparities. Poverty and limited educational resources act as barriers to graduation.

The District Response

The Office of the State Superintendent of Education (OSSE)’s Reimagining High School Graduation Requirements initiative aims to identify and implement new high school graduation requirements that incorporate outcome measures and support innovative approaches to preparing young people for life after graduation.

The District of Columbia Public Schools offers a number of supports to both proactively aid students in graduating and assist those at risk of not graduating.

Since 2014, those who pass the GED receive a State High School Diploma instead of a GED credential. This more accurately represents the dedication, hard work, and demonstration of skill it takes for residents to successfully complete this alternative path to a high school diploma.

This dataset is imported from the US Department of Commerce, National Telecommunications and Information Administration (NTIA) and its "Data Explorer" site. The underlying data comes from the US Census

1. dataset: Specifies the month and year of the survey as a string, in "Mon YYYY" format. The CPS is a monthly survey, and NTIA periodically sponsors Supplements to that survey.

2. variable: Contains the standardized name of the variable being measured. NTIA identified the availability of similar data across Supplements, and assigned variable names to ease time-series comparisons.

3. description: Provides a concise description of the variable.

4. universe: Specifies the variable representing the universe of persons or households included in the variable's statistics. The specified variable is always included in the file. The only variables lacking universes are isPerson and isHouseholder, as they are themselves the broadest universes measured in the CPS.

5. A large number of *Prop, *PropSE, *Count, and *CountSE columns comprise the remainder of the columns. For each demographic being measured (see below), four statistics are produced, including the estimated proportion of the group for which the variable is true (*Prop), the standard error of that proportion (*PropSE), the estimated number of persons or households in that group for which the variable is true (*Count), and the standard error of that count (*CountSE).

DEMOGRAPHIC CATEGORIES

1. us: The usProp, usPropSE, usCount, and usCountSE columns contain statistics about all persons and households in the universe (which represents the population of the fifty states and the District and Columbia). For example, to see how the prevelance of Internet use by Americans has changed over time, look at the usProp column for each survey's internetUser variable.

2. age: The age category is divided into five ranges: ages 3-14, 15-24, 25-44, 45-64, and 65+. The CPS only includes data on Americans ages 3 and older. Also note that household reference persons must be at least 15 years old, so the age314* columns are blank for household-based variables. Those columns are also blank for person-based variables where the universe is "isAdult" (or a sub-universe of "isAdult"), as the CPS defines adults as persons ages 15 or older. Finally, note that some variables where children are technically in the univese will show zero values for the age314* columns. This occurs in cases where a variable simply cannot be true of a child (e.g. the workInternetUser variable, as the CPS presumes children under 15 are not eligible to work), but the topic of interest is relevant to children (e.g. locations of Internet use).

3. work: Employment status is divided into "Employed," "Unemployed," and "NILF" (Not in the Labor Force). These three categories reflect the official BLS definitions used in official labor force statistics. Note that employment status is only recorded in the CPS for individuals ages 15 and older. As a result, children are excluded from the universe when calculating statistics by work status, even if they are otherwise considered part of the universe for the variable of interest.

4. income: The income category represents annual family income, rather than just an individual person's income. It is divided into five ranges: below $25K, $25K-49,999, $50K-74,999, $75K-99,999, and $100K or more. Statistics by income group are only available in this file for Supplements beginning in 2010; prior to 2010, family income range is available in public use datasets, but is not directly comparable to newer datasets due to the 2010 introduction of the practice of allocating "don't know," "refused," and other responses that result in missing data. Prior to 2010, family income is unkown for approximately 20 percent of persons, while in 2010 the Census Bureau began imputing likely income ranges to replace missing data.

5. education: Educational attainment is divided into "No Diploma," "High School Grad," "Some College," and "College Grad." High school graduates are considered to include GED completers, and those with some college include community college attendees (and graduates) and those who have attended certain postsecondary vocational or technical schools--in other words, it signifies additional education beyond high school, but short of attaining a bachelor's degree or equivilent. Note that educational attainment is only recorded in the CPS for individuals ages 15 and older. As a result, children are excluded from the universe when calculating statistics by education, even if they are otherwise considered part of the universe for the variable of interest.

6. sex: "Male" and "Female" are the two groups in this category. The CPS does not currently provide response options for intersex individuals.

7. race: This category includes "White," "Black," "Hispanic," "Asian," "Am Indian," and "Other" groups. The CPS asks about Hispanic origin separately from racial identification; as a result, all persons identifying as Hispanic are in the Hispanic group, regardless of how else they identify. Furthermore, all non-Hispanic persons identifying with two or more races are tallied in the "Other" group (along with other less-prevelant responses). The Am Indian group includes both American Indians and Alaska Natives.

8. disability: Disability status is divided into "No" and "Yes" groups, indicating whether the person was identified as having a disability. Disabilities screened for in the CPS include hearing impairment, vision impairment (not sufficiently correctable by glasses), cognitive difficulties arising from physical, mental, or emotional conditions, serious difficulty walking or climbing stairs, difficulty dressing or bathing, and difficulties performing errands due to physical, mental, or emotional conditions. The Census Bureau began collecting data on disability status in June 2008; accordingly, this category is unavailable in Supplements prior to that date. Note that disability status is only recorded in the CPS for individuals ages 15 and older. As a result, children are excluded from the universe when calculating statistics by disability status, even if they are otherwise considered part of the universe for the variable of interest.

9. metro: Metropolitan status is divided into "No," "Yes," and "Unkown," reflecting information in the dataset about the household's location. A household located within a metropolitan statistical area is assigned to the Yes group, and those outside such areas are assigned to No. However, due to the risk of de-anonymization, the metropolitan area status of certain households is unidentified in public use datasets. In those cases, the Census Bureau has determined that revealing this geographic information poses a disclosure risk. Such households are tallied in the Unknown group.

10. scChldHome:

This dataset shows the percentage of students who graduated from Massachusetts public schools with a regular high school diploma within 4 or 5 years. It is a long file that contains multiple rows for each school and district, with rows for different years and different student groups.

Note: Data is currently available at the school level only, as well as the state overall. For district-level graduation rates, please see the High School Graduation Rates dataset, or the High School Graduation Rates report on our DESE Profiles site.

Economically Disadvantaged was used 2015-2021. Low Income was used prior to 2015, and a different version of Low Income has been used since 2022. Please see the DESE Researcher's Guide for more information. 

For more data about student experiences and outcomes in high school and beyond, please see the main DART: Success After High School dataset and dashboard.

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.

This dataset consists of a selection of variables extracted from the U.S. Department of Education's College Scorecard 2015/2016. For the original, raw data visit the College Scorecard webpage. This dataset includes variables about institution types, proportion of degree types awarded, student enrollments and demographics, and a number of price and revenue variables. For 2005-2006 data, see here.Note: Data is not uniformly available for all schools on all variables. Variables for which there is no data (NULL), or where data is suppressed for reasons of privacy, are indicated by 999999999.

ATTRIBUTE DESCRIPTION EXAMPLE

ID2 1

UNITIDUnit ID for institution 100654

OPEID 8-digit OPE ID for institution 100200

OPEID6 6-digit OPE ID for institution 1002

State FIPS

1

State

AL

Zip

35762

City

Normal

Institution Name

Alabama A & M University

Institution Type 1 Public 2 Private nonprofit 3 Private for-profit 1

Institution Level 1 4-year 2 2-year 3 Less-than-2-year 1

In Operation 1 true 0 false 1

Main Campus 1 true 0 false 1

Branches Count of the number of branches 1

Popular Degree 1 Predominantly certificate-degree granting 2 Predominantly associate's-degree granting 3 Predominantly bachelor's-degree granting 4 Entirely graduate-degree granting 3

Highest Degree 0 Non-degree-granting 1 Certificate degree 2 Associate degree 3 Bachelor's degree 4 Graduate degree 4

PCIP01 Percentage of degrees awarded in Agriculture, Agriculture Operations, And Related Sciences. 0.0446

PCIP03 Percentage of degrees awarded in Natural Resources And Conservation. 0.0023

PCIP04 Percentage of degrees awarded in Architecture And Related Services. 0.0094

PCIP05 Percentage of degrees awarded in Area, Ethnic, Cultural, Gender, And Group Studies. 0

PCIP09 Percentage of degrees awarded in Communication, Journalism, And Related Programs. 0

PCIP10 Percentage of degrees awarded in Communications Technologies/Technicians And Support Services. 0.0164

PCIP11 Percentage of degrees awarded in Computer And Information Sciences And Support Services. 0.0634

PCIP12 Percentage of degrees awarded in Personal And Culinary Services. 0

PCIP13 Percentage of degrees awarded in Education. 0.1268

PCIP14 Percentage of degrees awarded in Engineering. 0.1432

PCIP15 Percentage of degrees awarded in Engineering Technologies And Engineering-Related Fields. 0.0587

PCIP16 Percentage of degrees awarded in Foreign Languages, Literatures, And Linguistics. 0

PCIP19 Percentage of degrees awarded in Family And Consumer Sciences/Human Sciences. 0.0188

PCIP22 Percentage of degrees awarded in Legal Professions And Studies. 0

PCIP23 Percentage of degrees awarded in English Language And Literature/Letters. 0.0235

PCIP24 Percentage of degrees awarded in Liberal Arts And Sciences, General Studies And Humanities. 0.0423

PCIP25 Percentage of degrees awarded in Library Science. 0

PCIP26 Percentage of degrees awarded in Biological And Biomedical Sciences. 0.1009

PCIP27 Percentage of degrees awarded in Mathematics And Statistics. 0.0094

PCIP29 Percentage of degrees awarded in Military Technologies And Applied Sciences. 0

PCIP30 Percentage of degrees awarded in Multi/Interdisciplinary Studies. 0

PCIP31 Percentage of degrees awarded in Parks, Recreation, Leisure, And Fitness Studies. 0

PCIP38 Percentage of degrees awarded in Philosophy And Religious Studies. 0

PCIP39 Percentage of degrees awarded in Theology And Religious Vocations. 0

PCIP40 Percentage of degrees awarded in Physical Sciences. 0.0188

PCIP41 Percentage of degrees awarded in Science Technologies/Technicians. 0

PCIP42 Percentage of degrees awarded in Psychology. 0.0282

PCIP43 Percentage of degrees awarded in Homeland Security, Law Enforcement, Firefighting And Related Protective Services. 0.0282

PCIP44 Percentage of degrees awarded in Public Administration And Social Service Professions. 0.0516

PCIP45 Percentage of degrees awarded in Social Sciences. 0.0399

PCIP46 Percentage of degrees awarded in Construction Trades. 0

PCIP47 Percentage of degrees awarded in Mechanic And Repair Technologies/Technicians. 0

PCIP48 Percentage of degrees awarded in Precision Production. 0

PCIP49 Percentage of degrees awarded in Transportation And Materials Moving. 0

PCIP50 Percentage of degrees awarded in Visual And Performing Arts. 0.0258

PCIP51 Percentage of degrees awarded in Health Professions And Related Programs. 0

PCIP52 Percentage of degrees awarded in Business, Management, Marketing, And Related Support Services. 0.1479

PCIP54 Percentage of degrees awarded in History. 0

Admission Rate

0.6538

Average RetentionRate of retention averaged between full-time and part-time students. 0.4428

Retention, Full-Time Students

0.5779

Retention, Part-Time Students

0.3077

Completion Rate

0.1104

Enrollment Number of enrolled students 4505

Male Students Percentage of the student body that is male. 0.4617

Female Students Percentage of the student body that is female. 0.5383

White Percentage of the student body that identifies as white. 0.034

Black Percentage of the student body that identifies as African American. 0.9216

Hispanic Percentage of the student body that identifies as Hispanic or Latino. 0.0058

Asian Percentage of the student body that identifies as Asian. 0.0018

American Indian and Alaskan Native Percentage of the student body that identifies as American Indian or Alaskan Native. 0.0022

Native Hawaiian and Pacific Islander Percentage of the student body that identifies as Native Hawaiian or Pacific islander. 0.0018

Two or More Races Percentage of the student body that identifies as two or more races. 0

Non-Resident Aliens Percentage of the student body that are non-resident aliens. 0.0062

Race Unknown Percentage of the student body for whom racial identity is unknown. 0.0266

Percent Parents no HS Diploma Percentage of parents of students whose highest level of education is less than high school. 0.019298937

Percent Parents HS Diploma Percentage of parents of students whose highest level of education is high school 0.369436786

Percent Parents Post-Secondary Ed. Percentage of parents of students whose highest level of education is college or above. 0.611264277

Title IV Students Percentage of student body identified as Title IV 743

HCM2 Cash Monitoring Schools identified by the Department of Ed for Higher Cash Monitoring Level 2 0

Net Price

13435

Cost of Attendance

20809

In-State Tuition and Fees

9366

Out-of-State Tuition and Fees

17136

Tuition and Fees (Program) Tuition and fees for program-year schools NULL

Tution Revenue per Full-Time Student

9657

Expenditures per Full-Time Student

7941

Average Faculty Salary

7017

Percent of Students with Federal Loan

0.8159

Share of Students with Federal Loan

0.896382157

Share of Students with Pell Grant

0.860906217

Median Loan Principal Amount upon Entering Repayment

14600

Median Debt for Completed Students Median debt for student who completed a course of study 35000

Median Debt for Incompleted Students Median debt for student who did not complete a course of study 9500

Median Debt for Family Income $0K-$30K Median debt for students of families with less thank $30,000 income 14457

Median Debt for Family Income $30K-$75K Median debt for students of families with $30,000-$75,000 income 15000

Median Debt for Family Income over $75K Median debt for students of families with over $75,000 income 14250

Median Debt Female Students

16000

Median Debt Male Students

13750

Median Debt 1st Gen. Students Median debt for first generation college student 14307.5

Median Debt Not 1st Gen. Students Median debt for not first generation college students 14953

Cumulative Loan Debt Greater than 90% of Students (90th Percentile)

48750

Cumulative Loan Debt Greater than 75% of Students (75th Percentile)

32704

Cumulative Loan Debt Greater than 25% of Students (25th Percentile)

5500

Cumulative Loan Debt Greater than 10% of Students (10th Percentile)

3935.5

Accrediting Agency

Southern Association of Colleges and Schools Commission on Colleges

Website

www.aamu.edu/

Price Calculator

www2.aamu.edu/scripts/netpricecalc/npcalc.htm

Latitude

34.783368

Longitude

-86.568502

Local Law 174 enacted in 2016 requires the Department of Education of the New York City School District to submit to the Council an annual report concerning Career and Technical Education programs in New York city schools. This report provides information about Career and Technical Education (CTE) programs and students in CTE programs and CTE-designated high schools, as defined in Local Law 174 as reported through the 2018-2019 STARS database. CTE Designated High Schools are those in which all students are engaged in NYC DOE-approved CTE sequences of instruction that integrate rigorous academic study with workforce skills in specific career pathways. It is important to note that schools self-report their scheduling information in STARS. The report also includes information regarding the number and ratio of certified CTE instructors. This report consists of seven tabs: 1. CTE Program Characteristics and Enrollment, including number of staff that attended a CTE PD 2. Number and percentage of students at each high school in a CTE program 3. Number and percentage of students in each Community School District in a CTE program 4. CTE application and admission - CTE designated schools only 5. Graduation rates - CTE designated schools only 6. Graduation rates - CTE designated schools only (by Community School District) 7. CTE Full-Time and Part-Time Teachers CTE Program Characteristics and Enrollment "This tab includes the following information for each high school-level CTE program: - high school name - CTE designation - name of the program - the industry for which the program prepares students - the number of industry partners associated with the program - CTE program approval status through the New York state department of education’s CTE approval process - grade levels served by such program - number of students enrolled in such program - number of school staff attending professional development events held by CTE" Number and percentage of students at each high school in a CTE program This tab includes the number and percentage of students at each high school with a CTE program, disaggregated by: student race and ethnicity; student gender; student special education status; student English Language Learner status; student economic need status (poverty); and communicty school district. Data on students with disabilities and English language learners are as of the end of the 2018-19 school year.

Dataset contains information on Tempeans receiving post-secondary education, licenses, certificates. Data supports City's Achieve65Tempe goal that 65 percent of Tempe’s adult population access post-secondary education, resulting in a certification to an advanced degree by 2030.This page provides data for the Post-Secondary School Achievement Rate performance measure. Information on Tempe resident post-secondary attainment including 2-year degrees, 4-year degrees, and graduate degrees. Data supports City's Achieve65 Tempe goal that 65 percent of Tempe’s adult population access post-secondary education, resulting in a certification to an advanced degree by 2030. Data shows breakdown of post-secondary attainment by degree, by gender, for individuals 25 years and older.The performance measure dashboard is available at 3.09 Post-Secondary Achievement Rate.Additional InformationSource: US Census 1-year ACSContact: Marie RaymondContact E-Mail: Marie_Raymond@tempe.govData Source Type: ExcelPreparation Method: Numbers retrieved from US Census and entered into a detailed spreadsheet.Publish Frequency: AnnuallyPublish Method: ManualData Dictionary

This data set calculates the Town’s education level by a percentage of persons over the age of 25 with a high school degree or higher and/or those with a bachelor's degree or higher. This data comes from the most recent U.S. Census provided by the United States Census Bureau. Data will be updated accordingly with the schedule of the U.S Census. https://data.census.gov/cedsci/profile?g=1600000US5123760

Historical Dataset of East High School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2023),Total Classroom Teachers Trends Over Years (1991-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1990-2023),American Indian Student Percentage Comparison Over Years (1992-2023),Asian Student Percentage Comparison Over Years (1991-2023),Hispanic Student Percentage Comparison Over Years (1991-2023),Black Student Percentage Comparison Over Years (1993-2023),White Student Percentage Comparison Over Years (1991-2023),Native Hawaiian or Pacific Islander Student Percentage Comparison Over Years (2013-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (1991-2023),Free Lunch Eligibility Comparison Over Years (1992-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2002-2023),Reading and Language Arts Proficiency Comparison Over Years (2010-2021),Math Proficiency Comparison Over Years (2011-2023),Overall School Rank Trends Over Years (2012-2023),Graduation Rate Comparison Over Years (2012-2023)

This layer shows computer ownership and internet access by education. This is shown by tract, county, and state boundaries. This service is updated annually to contain the most currently released American Community Survey (ACS) 5-year data, and contains estimates and margins of error. There are also additional calculated attributes related to this topic, which can be mapped or used within analysis. This layer is symbolized to show the percent of the population age 25+ who are high school graduates (includes equivalency) and have some college or associate's degree in households that have no computer. To see the full list of attributes available in this service, go to the "Data" tab, and choose "Fields" at the top right. Current Vintage: 2019-2023ACS Table(s): B28006 Data downloaded from: Census Bureau's API for American Community Survey Date of API call: December 12, 2024National Figures: data.census.govThe United States Census Bureau's American Community Survey (ACS):About the SurveyGeography & ACSTechnical DocumentationNews & UpdatesThis ready-to-use layer can be used within ArcGIS Pro, ArcGIS Online, its configurable apps, dashboards, Story Maps, custom apps, and mobile apps. Data can also be exported for offline workflows. For more information about ACS layers, visit the FAQ. Please cite the Census and ACS when using this data.Data Note from the Census:Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is represented through the use of a margin of error. The value shown here is the 90 percent margin of error. The margin of error can be interpreted as providing a 90 percent probability that the interval defined by the estimate minus the margin of error and the estimate plus the margin of error (the lower and upper confidence bounds) contains the true value. In addition to sampling variability, the ACS estimates are subject to nonsampling error (for a discussion of nonsampling variability, see Accuracy of the Data). The effect of nonsampling error is not represented in these tables.Data Processing Notes:This layer is updated automatically when the most current vintage of ACS data is released each year, usually in December. The layer always contains the latest available ACS 5-year estimates. It is updated annually within days of the Census Bureau's release schedule. Click here to learn more about ACS data releases.Boundaries come from the US Census TIGER geodatabases, specifically, the National Sub-State Geography Database (named tlgdb_(year)_a_us_substategeo.gdb). Boundaries are updated at the same time as the data updates (annually), and the boundary vintage appropriately matches the data vintage as specified by the Census. These are Census boundaries with water and/or coastlines erased for cartographic and mapping purposes. For census tracts, the water cutouts are derived from a subset of the 2020 Areal Hydrography boundaries offered by TIGER. Water bodies and rivers which are 50 million square meters or larger (mid to large sized water bodies) are erased from the tract level boundaries, as well as additional important features. For state and county boundaries, the water and coastlines are derived from the coastlines of the 2023 500k TIGER Cartographic Boundary Shapefiles. These are erased to more accurately portray the coastlines and Great Lakes. The original AWATER and ALAND fields are still available as attributes within the data table (units are square meters).The States layer contains 52 records - all US states, Washington D.C., and Puerto RicoCensus tracts with no population that occur in areas of water, such as oceans, are removed from this data service (Census Tracts beginning with 99).Percentages and derived counts, and associated margins of error, are calculated values (that can be identified by the "_calc_" stub in the field name), and abide by the specifications defined by the American Community Survey.Field alias names were created based on the Table Shells file available from the American Community Survey Summary File Documentation page.Negative values (e.g., -4444...) have been set to null, with the exception of -5555... which has been set to zero. These negative values exist in the raw API data to indicate the following situations:The margin of error column indicates that either no sample observations or too few sample observations were available to compute a standard error and thus the margin of error. A statistical test is not appropriate.Either no sample observations or too few sample observations were available to compute an estimate, or a ratio of medians cannot be calculated because one or both of the median estimates falls in the lowest interval or upper interval of an open-ended distribution.The median falls in the lowest interval of an open-ended distribution, or in the upper interval of an open-ended distribution. A statistical test is not appropriate.The estimate is controlled. A statistical test for sampling variability is not appropriate.The data for this geographic area cannot be displayed because the number of sample cases is too small.

Historical Dataset of College Park High School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2023),Total Classroom Teachers Trends Over Years (1990-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1990-2023),American Indian Student Percentage Comparison Over Years (1993-2013),Asian Student Percentage Comparison Over Years (1991-2023),Hispanic Student Percentage Comparison Over Years (1991-2023),Black Student Percentage Comparison Over Years (1991-2023),White Student Percentage Comparison Over Years (1991-2023),Native Hawaiian or Pacific Islander Student Percentage Comparison Over Years (2009-2014),Two or More Races Student Percentage Comparison Over Years (2011-2023),Diversity Score Comparison Over Years (1991-2023),Free Lunch Eligibility Comparison Over Years (1994-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2001-2023),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2012-2023),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2012-2023),Graduation Rate Comparison Over Years (2013-2023)

This map service displays data derived from the 2008-2012 American Community Survey (ACS). Values derived from the ACS and used for this map service include: Total Population, Population Density (per square mile), Percent Minority, Percent Below Poverty Level, Percent Age (less than 5, less than 18, and greater than 64), Percent Housing Units Built Before 1950, Percent (population) 25 years and over (with less than a High School Degree and with a High School Degree), Percent Linguistically Isolated Households, Population of American Indians and Alaskan Natives, Population of American Indians and Alaskan Natives Below Poverty Level, and Percent Low Income Population (Less Than 2X Poverty Level). The map service was created for inclusion in US EPA mapping applications.

Historical Dataset of Big Bear High School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2023),Total Classroom Teachers Trends Over Years (1990-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1990-2023),American Indian Student Percentage Comparison Over Years (1989-2014),Asian Student Percentage Comparison Over Years (1991-2023),Hispanic Student Percentage Comparison Over Years (1991-2023),Black Student Percentage Comparison Over Years (1995-2023),White Student Percentage Comparison Over Years (1991-2023),Native Hawaiian or Pacific Islander Student Percentage Comparison Over Years (2012-2013),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (1991-2023),Free Lunch Eligibility Comparison Over Years (1992-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2001-2023),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2012-2023),Overall School Rank Trends Over Years (2012-2023),Graduation Rate Comparison Over Years (2013-2023)

Historical Dataset of Maryvale High School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2023),Total Classroom Teachers Trends Over Years (1987-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1987-2023),American Indian Student Percentage Comparison Over Years (1991-2023),Asian Student Percentage Comparison Over Years (1988-2023),Hispanic Student Percentage Comparison Over Years (1991-2023),Black Student Percentage Comparison Over Years (1991-2023),White Student Percentage Comparison Over Years (1991-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (1991-2023),Free Lunch Eligibility Comparison Over Years (2005-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2005-2023),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2012-2023),Overall School Rank Trends Over Years (2012-2023),Graduation Rate Comparison Over Years (2013-2023)

This statistic reports the percentages of Alberta students in public, separate, francophone, charter, and accredited private schools who, within three and five years of entering Grade 10, completed high school (2011-2012 to 2015-2016). The high school completion rate reports the percentages of Alberta students in public, separate, francophone, charter, and accredited private schools who, within three and five years of entering Grade 10, received an Alberta High School Diploma; an Alberta High School Equivalency Diploma (GED); a Certificate of High School Achievement for completing Knowledge and Employability courses and the certificate requirements; entered an Alberta post-secondary program or an apprenticeship program; or earned credits in five Grade 12 courses, including one language arts diploma examination course and three other diploma examination courses.

Data SourcesAmerican Community Survey (ACS):Conducted by: U.S. Census BureauDescription: The ACS is an ongoing survey that provides detailed demographic and socio-economic data on the population and housing characteristics of the United States.Content: The survey collects information on various topics such as income, education, employment, health insurance coverage, and housing costs and conditions.Frequency: The ACS offers more frequent and up-to-date information compared to the decennial census, with annual estimates produced based on a rolling sample of households.Purpose: ACS data is essential for policymakers, researchers, and communities to make informed decisions and address the evolving needs of the population.CDC/ATSDR Social Vulnerability Index (SVI):Created by: ATSDR’s Geospatial Research, Analysis & Services Program (GRASP)Utilized by: CDCDescription: The SVI is designed to identify and map communities that are most likely to need support before, during, and after hazardous events.Content: SVI ranks U.S. Census tracts based on 15 social factors, including unemployment, minority status, and disability, and groups them into four related themes. Each tract receives rankings for each Census variable and for each theme, as well as an overall ranking, indicating its relative vulnerability.Purpose: SVI data provides insights into the social vulnerability of communities at both the tract and zip code levels, helping public health officials and emergency response planners allocate resources effectively.Utilization and IntegrationBy integrating data from both the ACS and the SVI, this dataset enables an in-depth analysis and understanding of various socio-economic and demographic indicators at the census tract level. This integrated data is valuable for research, policymaking, and community planning purposes, allowing for a comprehensive understanding of social and economic dynamics across different geographical areas in the United States.ApplicationsTargeted Interventions: Facilitates the development of targeted interventions to address the needs of vulnerable populations within specific zip codes.Resource Allocation: Assists emergency response planners in allocating resources more effectively based on community vulnerability at the zip code level.Research: Provides a rich dataset for academic and applied research in socio-economic and demographic studies at a granular zip code level.Community Planning: Supports the planning and development of community programs and initiatives aimed at improving living conditions and reducing vulnerabilities within specific zip code areas.Note: Due to limitations in the data environment, variable names may be truncated. Refer to the provided table for a clear understanding of the variables. CSV Variable NameShapefile Variable NameDescriptionStateNameStateNameName of the stateStateFipsStateFipsState-level FIPS codeState nameStateNameName of the stateCountyNameCountyNameName of the countyCensusFipsCensusFipsCounty-level FIPS codeState abbreviationStateFipsState abbreviationCountyFipsCountyFipsCounty-level FIPS codeCensusFipsCensusFipsCounty-level FIPS codeCounty nameCountyNameName of the countyAREA_SQMIAREA_SQMITract area in square milesE_TOTPOPE_TOTPOPPopulation estimates, 2013-2017 ACSEP_POVEP_POVPercentage of persons below poverty estimateEP_UNEMPEP_UNEMPUnemployment Rate estimateEP_HBURDEP_HBURDHousing cost burdened occupied housing units with annual income less than $75,000EP_UNINSUREP_UNINSURUninsured in the total civilian noninstitutionalized population estimate, 2013-2017 ACSEP_PCIEP_PCIPer capita income estimate, 2013-2017 ACSEP_DISABLEP_DISABLPercentage of civilian noninstitutionalized population with a disability estimate, 2013-2017 ACSEP_SNGPNTEP_SNGPNTPercentage of single parent households with children under 18 estimate, 2013-2017 ACSEP_MINRTYEP_MINRTYPercentage minority (all persons except white, non-Hispanic) estimate, 2013-2017 ACSEP_LIMENGEP_LIMENGPercentage of persons (age 5+) who speak English "less than well" estimate, 2013-2017 ACSEP_MUNITEP_MUNITPercentage of housing in structures with 10 or more units estimateEP_MOBILEEP_MOBILEPercentage of mobile homes estimateEP_CROWDEP_CROWDPercentage of occupied housing units with more people than rooms estimateEP_NOVEHEP_NOVEHPercentage of households with no vehicle available estimateEP_GROUPQEP_GROUPQPercentage of persons in group quarters estimate, 2014-2018 ACSBelow_5_yrBelow_5_yrUnder 5 years: Percentage of Total populationBelow_18_yrBelow_18_yrUnder 18 years: Percentage of Total population18-39_yr18_39_yr18-39 years: Percentage of Total population40-64_yr40_64_yr40-64 years: Percentage of Total populationAbove_65_yrAbove_65_yrAbove 65 years: Percentage of Total populationPop_malePop_malePercentage of total population malePop_femalePop_femalePercentage of total population femaleWhitewhitePercentage population of white aloneBlackblackPercentage population of black or African American aloneAmerican_indianamerican_iPercentage population of American Indian and Alaska native aloneAsianasianPercentage population of Asian aloneHawaiian_pacific_islanderhawaiian_pPercentage population of Native Hawaiian and Other Pacific Islander aloneSome_othersome_otherPercentage population of some other race aloneMedian_tot_householdsmedian_totMedian household income in the past 12 months (in 2019 inflation-adjusted dollars) by household size – total householdsLess_than_high_schoolLess_than_Percentage of Educational attainment for the population less than 9th grades and 9th to 12th grade, no diploma estimateHigh_schoolHigh_schooPercentage of Educational attainment for the population of High school graduate (includes equivalency)Some_collegeSome_collePercentage of Educational attainment for the population of Some college, no degreeAssociates_degreeAssociatesPercentage of Educational attainment for the population of associate degreeBachelor’s_degreeBachelor_sPercentage of Educational attainment for the population of Bachelor’s degreeMaster’s_degreeMaster_s_dPercentage of Educational attainment for the population of Graduate or professional degreecomp_devicescomp_devicPercentage of Household having one or more types of computing devicesInternetInternetPercentage of Household with an Internet subscriptionBroadbandBroadbandPercentage of Household having Broadband of any typeSatelite_internetSatelite_iPercentage of Household having Satellite Internet serviceNo_internetNo_internePercentage of Household having No Internet accessNo_computerNo_computePercentage of Household having No computerThis table provides a mapping between the CSV variable names and the shapefile variable names, along with a brief description of each variable.