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).

This measure reports the percentage of offenders who are living in our communities and are supervised by Iowa Community Based Corrections who have a high school diploma or an equivalent. It includes offenders where the highest level of education completed includes: High School Diploma, HiSET/GED or Special Education Diploma.

The percentage of persons that have completed, graduated, or received a high school diploma or GED and also have taken some college courses or completed their Associate's degree. This is a standard indicator used to measure the portion of the population with 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, 2019-2023

The following data set is information obtained about counties in the United States from 2010 through 2019 through the United States Census Bureau. Information described in the data includes the age distributions, the education levels, employment statistics, ethnicity percents, houseold information, income, and other miscellneous statistics. (Values are denoted as -1, if the data is not available)

Data Dictionary

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, 2019-2023

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.

Historical Dataset of Adult Diploma High School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2003-2023),Total Classroom Teachers Trends Over Years (2006-2023),Student-Teacher Ratio Comparison Over Years (2005-2023),American Indian Student Percentage Comparison Over Years (2002-2015),Asian Student Percentage Comparison Over Years (2002-2014),Hispanic Student Percentage Comparison Over Years (2006-2016),Black Student Percentage Comparison Over Years (2002-2016),White Student Percentage Comparison Over Years (2002-2016),Two or More Races Student Percentage Comparison Over Years (2014-2015),Diversity Score Comparison Over Years (2003-2016),Free Lunch Eligibility Comparison Over Years (2006-2015),Graduation Rate Comparison Over Years (2011-2013)

Historical census data (2006, 2011, 2016 and 2021) on percent distribution of the population by secondary (high) school diploma or equivalency certificate, including combinations of high school and postsecondary credentials.

This measure reports the percentage of offenders who are currently serving terms in Iowa correctional institutions who have a high school diploma or an equivalent. It includes offenders where the highest level of education completed includes: High School Diploma, HiSET/GED or Special Education Diploma.

Context

A striking graph from the Social Security Administration (https://www.ssa.gov/policy/docs/factsheets/at-a-glance/earnings-men-1988-2018.html) shows that median annual earnings for all men above the age of 20 have decreased since 1988: https://www.ssa.gov/policy/docs/factsheets/at-a-glance/earnings-men-1988-2018.svg" alt="">

I wanted to better understand how educational attainment has played a role in the above trend, and to come up with a model to forecast the future trend for earnings by educational attainment.

As I began looking at the data from the Bureau of Labor Statistics website, there was a striking trend: the median weekly earnings for all groups of people who did not have a bachelors degree or higher had decreased from 1979 levels, in constant 2020 dollars.

Content

I collated data from the US Bureau of Labor Statistics (https://www.bls.gov/webapps/legacy/cpsatab4.htm) and (https://www.bls.gov/cps/cpswktabs.htm) and the US Census Bureau (https://www.census.gov/data/tables/time-series/demo/income-poverty/historical-income-people.html) to create this dataset.

I have omitted details of gender and race, to solely look at the correlation between educational attainment and median weekly earnings over the years. All of the data is for ages 25 and higher unless otherwise stated in the column header.

An important note is that all the earnings data are in constant base 2020 dollars. This removes the effects of inflation and makes it possible to compare the numbers over the years.

The data starts at the year 1960, but unfortunately only overall labor force data, and population percentages of persons with a high school graduation (HSG) and persons with a Bachelors or Higher Degree are available. Median weekly earnings data categorized by educational attainment is available from 1979 onwards, while labor force data i.e., labor force level, labor force participation rate and the employment level by educational attainment is available only from 1992 onwards.

The only columns that have data from 1960 onwards are: (i) overall labor force level, (ii) civilian non-institutional population level, (iii) overall labor force participation rate, (iv) overall employment level, (v) overall percentage of high school graduates, and (vi) overall percentage of persons with a bachelors degree or higher.

Some of the columns can be calculated from other columns, for instance the civilian non-institutional population level can be calculated from the labor force participation rate.

Acknowledgements

All of this data is from the Bureau of Labor Statistics, and the Census Bureau: https://www.bls.gov/webapps/legacy/cpsatab4.htm , https://www.bls.gov/cps/cpswktabs.htm and https://www.census.gov/data/tables/time-series/demo/income-poverty/historical-income-people.html .

A big thank you to all those who worked so hard to collect and organize this data.

Inspiration

The main question is: what is the best way to generate forecasts for median weekly earnings for each educational attainment level?

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 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:

School enrollment data are used to assess the socioeconomic condition of school-age children. Government agencies also require these data for funding allocations and program planning and implementation.

Data on school enrollment and grade or level attending were derived from answers to Question 10 in the 2015 American Community Survey (ACS). People were classified as enrolled in school if they were attending a public or private school or college at any time during the 3 months prior to the time of interview. The question included instructions to “include only nursery or preschool, kindergarten, elementary school, home school, and schooling which leads to a high school diploma, or a college degree.” Respondents who did not answer the enrollment question were assigned the enrollment status and type of school of a person with the same age, sex, race, and Hispanic or Latino origin whose residence was in the same or nearby area.

School enrollment is only recorded if the schooling advances a person toward an elementary school certificate, a high school diploma, or a college, university, or professional school (such as law or medicine) degree. Tutoring or correspondence schools are included if credit can be obtained from a public or private school or college. People enrolled in “vocational, technical, or business school” such as post secondary vocational, trade, hospital school, and on job training were not reported as enrolled in school. Field interviewers were instructed to classify individuals who were home schooled as enrolled in private school. The guide sent out with the mail questionnaire includes instructions for how to classify home schoolers.

Enrolled in Public and Private School – Includes people who attended school in the reference period and indicated they were enrolled by marking one of the questionnaire categories for “public school, public college,” or “private school, private college, home school.” The instruction guide defines a public school as “any school or college controlled and supported primarily by a local, county, state, or federal government.” Private schools are defined as schools supported and controlled primarily by religious organizations or other private groups. Home schools are defined as “parental-guided education outside of public or private school for grades 1-12.” Respondents who marked both the “public” and “private” boxes are edited to the first entry, “public.”

Grade in Which Enrolled – From 1999-2007, in the ACS, people reported to be enrolled in “public school, public college” or “private school, private college” were classified by grade or level according to responses to Question 10b, “What grade or level was this person attending?” Seven levels were identified: “nursery school, preschool;” “kindergarten;” elementary “grade 1 to grade 4” or “grade 5 to grade 8;” high school “grade 9 to grade 12;” “college undergraduate years (freshman to senior);” and “graduate or professional school (for example: medical, dental, or law school).”

In 2008, the school enrollment questions had several changes. “Home school” was explicitly included in the “private school, private college” category. For question 10b the categories changed to the following “Nursery school, preschool,” “Kindergarten,” “Grade 1 through grade 12,” “College undergraduate years (freshman to senior),” “Graduate or professional school beyond a bachelor’s degree (for example: MA or PhD program, or medical or law school).” The survey question allowed a write-in for the grades enrolled from 1-12.

Question/Concept History – Since 1999, the ACS enrollment status question (Question 10a) refers to “regular school or college,” while the 1996-1998 ACS did not restrict reporting to “regular” school, and contained an additional category for the “vocational, technical or business school.” The 1996-1998 ACS used the educational attainment question to estimate level of enrollment for those reported to be enrolled in school, and had a single year write-in for the attainment of grades 1 through 11. Grade levels estimated using the attainment question were not consistent with other estimates, so a new question specifically asking grade or level of enrollment was added starting with the 1999 ACS questionnaire.

Limitation of the Data – Beginning in 2006, the population universe in the ACS includes people living in group quarters. Data users may see slight differences in levels of school enrollment in any given geographic area due to the inclusion of this population. The extent of this difference, if any, depends on the type of group quarters present and whether the group quarters population makes up a large proportion of the total population. For example, in areas that are home to several colleges and universities, the percent of individuals 18 to 24 who were enrolled in college or graduate school would increase, as people living in college dormitories are now included in the universe.

Historical Dataset of Minnesota Valley Adult Diploma High School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2015-2023),Total Classroom Teachers Trends Over Years (2015-2023),Student-Teacher Ratio Comparison Over Years (2015-2023),Black Student Percentage Comparison Over Years (2015-2023),White Student Percentage Comparison Over Years (2015-2023),Diversity Score Comparison Over Years (2015-2023),Free Lunch Eligibility Comparison Over Years (2015-2023)

What percent of high school graduates enrolled in post secondary institutions in the first year after graduation?

Health Outcomes and Socioeconomic Factors

A Study of US County Data

By Data Exercises [source]

About this dataset

This dataset contains a wealth of health-related information and socio-economic data aggregated from multiple sources such as the American Community Survey, clinicaltrials.gov, and cancer.gov, covering a variety of US counties. Your task is to use this collection of data to build an Ordinary Least Squares (OLS) regression model that predicts the target death rate in each county. The model should incorporate variables related to population size, health insurance coverage, educational attainment levels, median incomes and poverty rates. Additionally you will need to assess linearity between your model parameters; measure serial independence among errors; test for heteroskedasticity; evaluate normality in the residual distribution; identify any outliers or missing values and determine how categories variables are handled; compare models through implementation with k=10 cross validation within linear regressions as well as assessing multicollinearity among model parameters. Examine your results by utilizing statistical agreements such as R-squared values and Root Mean Square Error (RMSE) while also interpreting implications uncovered by your analysis based on health outcomes compared to correlates among demographics surrounding those effected most closely by land structure along geographic boundaries throughout the United States

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How to use the dataset

This dataset provides data on health outcomes, demographics, and socio-economic factors for various US counties from 2010-2016. It can be used to uncover trends in health outcomes and socioeconomic factors across different counties in the US over a six year period.

The dataset contains a variety of information including statefips (a two digit code that identifies the state), countyfips (a three digit code that identifies the county), avg household size, avg annual count of cancer cases, average deaths per year, target death rate, median household income, population estimate for 2015, poverty percent study per capita binned income as well as demographic information such as median age of male and female population percent married households adults with no high school diploma adults with high school diploma percentage with some college education bachelor's degree holders among adults over 25 years old employed persons 16 and over unemployed persons 16 and over private coverage available private coverage available alone temporary private coverage available public coverage available public coverage available alone percentages of white black Asian other race married households and birth rate.

Using this dataset you can build a multivariate ordinary least squares regression model to predict “target_deathrate”. You will also need to implement k-fold (k=10) cross validation to best select your model parameters. Model diagnostics should be performed in order to assess linearity serial independence heteroskedasticity normality multicollinearity etc., while outliers missing values or categorical variables will also have an effect your model selection process. Finally it is important to interpret the resulting models within their context based upon all given factors associated with it such as outliers missing values demographic changes etc., before arriving at a meaningful conclusion which may explain trends in health outcomes and socioeconomic factors found within this dataset

Research Ideas

• Analysis of factors influencing target deathrates in different US counties.
• Prediction of the effects of varying poverty levels on health outcomes in different US counties.
• In-depth analysis of how various socio-economic factors (e.g., median income, educational attainment, etc.) contribute to overall public health outcomes in US counties

Acknowledgements

If you use this dataset in your research, please credit the original authors. Data Source

License

License: Dataset copyright by authors - You are free to: - Share - copy and redistribute the material in any medium or format for any purpose, even commercially. - Adapt - remix, transform, and build upon the material for any purpose, even commercially. - You must: - Give appropriate credit - Provide a link to the license, and indicate if changes were made. - ShareAlike - You must distribute your contributions under the same license as the original. -...

Lake County, Illinois Demographic Data. Explanation of field attributes:

Total Population – The entire population of Lake County.

White – Individuals who are of Caucasian race. This is a percent.

African American – Individuals who are of African American race. This is a percent.

Asian – Individuals who are of Asian race. This is a percent.

Hispanic – Individuals who are of Hispanic ethnicity. This is a percent.

Does not Speak English- Individuals who speak a language other than English in their household. This is a percent.

Under 5 years of age – Individuals who are under 5 years of age. This is a percent.

Under 18 years of age – Individuals who are under 18 years of age. This is a percent.

18-64 years of age – Individuals who are between 18 and 64 years of age. This is a percent.

65 years of age and older – Individuals who are 65 years old or older. This is a percent.

Male – Individuals who are male in gender. This is a percent.

Female – Individuals who are female in gender. This is a percent.

High School Degree – Individuals who have obtained a high school degree. This is a percent.

Associate Degree – Individuals who have obtained an associate degree. This is a percent.

Bachelor’s Degree or Higher – Individuals who have obtained a bachelor’s degree or higher. This is a percent.

Utilizes Food Stamps – Households receiving food stamps/ part of SNAP (Supplemental Nutrition Assistance Program). This is a percent.

Median Household Income - A median household income refers to the income level earned by a given household where half of the homes in the area earn more and half earn less. This is a dollar amount.

No High School – Individuals who have not obtained a high school degree. This is a percent.

Poverty – Poverty refers to families and people whose income in the past 12 months is below the poverty level. This is a percent.

The National Reporting System for Adult Education, 2016-17 (NRS 2016-17), is part of the Adult Education and Family Literacy program; program data is available since 1997 at . NRS 2016-17 (http://www.nrsweb.org) is a cross-sectional study that is designed to monitor performance accountability for the federally funded, state-administered adult education program. States will be required to submit their progress in adult education and literacy activities by reporting data on core indicators of outcomes on all adult learners who receive 12 or more hours of service as well as state expenditures on the adult education program. States can also report on additional, optional secondary measures that include outcomes related to employment, family, and community. The study will be conducted using a web-based reporting system of states. NRS 2016-17 is a universe survey, and all states are expected to submit data. Key statistics that will be produced from the study include student demographics, receipt of secondary school diploma or general education development (GED) certificate, placement in postsecondary education or training, educational gain, and employment placement and retention.

This dataset tracks annual american indian student percentage from 2002 to 2015 for Adult Diploma High School vs. Minnesota and Spring Lake Park Public Schools