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).

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.

In an impressive increase from years past, 39 percent of women in the United States had completed four years or more of college in 2022. This figure is up from 3.8 percent of women in 1940. A significant increase can also be seen in males, with 36.2 percent of the U.S. male population having completed four years or more of college in 2022, up from 5.5 percent in 1940.

4- and 2-year colleges

In the United States, college students are able to choose between attending a 2-year postsecondary program and a 4-year postsecondary program. Generally, attending a 2-year program results in an Associate’s Degree, and 4-year programs result in a Bachelor’s Degree.

Many 2-year programs are designed so that attendees can transfer to a college or university offering a 4-year program upon completing their Associate’s. Completion of a 4-year program is the generally accepted standard for entry-level positions when looking for a job.

Earnings after college

Factors such as gender, degree achieved, and the level of postsecondary education can have an impact on employment and earnings later in life. Some Bachelor’s degrees continue to attract more male students than female, particularly in STEM fields, while liberal arts degrees such as education, languages and literatures, and communication tend to see higher female attendance.

All of these factors have an impact on earnings after college, and despite nearly the same rate of attendance within the American population between males and females, men with a Bachelor’s Degree continue to have higher weekly earnings on average than their female counterparts.

Analysis of ‘International Educational Attainment by Year & Age’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://www.kaggle.com/yamqwe/international-comp-attainmente on 13 February 2022.

--- Dataset description provided by original source is as follows ---

About this dataset

The National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. NCES is located within the U.S. Department of Education and the Institute of Education Sciences. NCES fulfills a Congressional mandate to collect, collate, analyze, and report complete statistics on the condition of American education; conduct and publish reports; and review and report on education activities internationally.

• Table 603.10. Percentage of the population 25 to 64 years old who completed high school, by age group and country: Selected years, 2001 through 2012
• Table 603.20. Percentage of the population 25 to 64 years old who attained selected levels of postsecondary education, by age group and country: 2001 and 2012
• Table 603.30. Percentage of the population 25 to 64 years old who attained a bachelor's or higher degree, by age group and country: Selected years, 1999 through 2012
• Table 603.40 Percentage of the population 25 to 64 years old who attained a postsecondary vocational degree, by age group and country: Selected years, 1999 through 2012
• Table 603.50 Number of bachelor's degree recipients per 100 persons at the typical minimum age of graduation, by sex and country: Selected years, 2005 through 2012
• Table 603.60. Percentage of postsecondary degrees awarded to women, by field of study and country: 2013
• Table 603.70. Percentage of bachelor's or equivalent degrees awarded in mathematics, science, and engineering, by field of study and country: 2013
• Table 603.80. Percentage of master's or equivalent degrees and of doctoral or equivalent degrees awarded in mathematics, science, and engineering, by field of study and country: 2013
• Table 603.90. Employment to population ratios of -25 to 64-year-olds, by sex, highest level of educational attainment, and country: 2014

Source: https://nces.ed.gov/programs/digest/current_tables.asp

This dataset was created by National Center for Education Statistics and contains around 100 samples along with Unnamed: 20, Unnamed: 24, technical information and other features such as: - Unnamed: 11 - Unnamed: 16 - and more.

How to use this dataset

• Analyze Unnamed: 15 in relation to Unnamed: 6
• Study the influence of Unnamed: 1 on Unnamed: 10
• More datasets

Acknowledgements

If you use this dataset in your research, please credit National Center for Education Statistics

Start A New Notebook!

--- Original source retains full ownership of the source dataset ---

U.S. citizens with a professional degree had the highest median household income in 2023, at 172,100 U.S. dollars. In comparison, those with less than a 9th grade education made significantly less money, at 35,690 U.S. dollars. Household income The median household income in the United States has fluctuated since 1990, but rose to around 70,000 U.S. dollars in 2021. Maryland had the highest median household income in the United States in 2021. Maryland’s high levels of wealth is due to several reasons, and includes the state's proximity to the nation's capital. Household income and ethnicity The median income of white non-Hispanic households in the United States had been on the rise since 1990, but declining since 2019. While income has also been on the rise, the median income of Hispanic households was much lower than those of white, non-Hispanic private households. However, the median income of Black households is even lower than Hispanic households. Income inequality is a problem without an easy solution in the United States, especially since ethnicity is a contributing factor. Systemic racism contributes to the non-White population suffering from income inequality, which causes the opportunity for growth to stagnate.

Analysis of ‘Postsecondary Completion Rates’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://www.kaggle.com/yamqwe/postsecondary-completion-ratese on 13 February 2022.

--- Dataset description provided by original source is as follows ---

About this dataset

The National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. NCES is located within the U.S. Department of Education and the Institute of Education Sciences. NCES fulfills a Congressional mandate to collect, collate, analyze, and report complete statistics on the condition of American education; conduct and publish reports; and review and report on education activities internationally.

• Table 326.10. Graduation rate from first institution attended for first-time, full-time bachelor's degree-seeking students at 4-year postsecondary institutions, by race/ethnicity, time to completion, sex, control of institution, and acceptance rate: Selected cohort entry years, 1996 through 2008
• Table 326.20. Graduation rate from first institution attended within 150 percent of normal time for first-time, full-time degree/certificate-seeking students at 2-year postsecondary institutions, by race/ethnicity, sex, and control of institution: Selected cohort entry years, 2000 through 2011
• Table 326.30. Retention of first-time degree-seeking undergraduates at degree-granting postsecondary institutions, by attendance status, level and control of institution, and percentage of applications accepted: Selected years, 2006 to 2014
• Table 326.40. Percentage distribution of first-time postsecondary students starting at -2 and 4-year institutions during the 2003-04 academic year, by highest degree attained, enrollment status, and selected characteristics: Spring 2009

Source: https://nces.ed.gov/programs/digest/current_tables.asp

This dataset was created by National Center for Education Statistics and contains around 100 samples along with Unnamed: 27, Unnamed: 11, technical information and other features such as: - Unnamed: 21 - Unnamed: 5 - and more.

How to use this dataset

• Analyze Unnamed: 4 in relation to Unnamed: 34
• Study the influence of Unnamed: 6 on Unnamed: 29
• More datasets

Acknowledgements

If you use this dataset in your research, please credit National Center for Education Statistics

Start A New Notebook!

--- Original source retains full ownership of the source dataset ---

This service shows the percentage of population aged 25 to 64 years in private households with a postsecondary certificate, diploma or degree by census division, 2016. The data is from the Census Profile, Statistics Canada Catalogue no. 98-316-X2016001.

This data pertains to the population aged 25 to 64 years in private households by the highest level of education that a person has successfully completed. Persons with a post-secondary certificate, diploma or degree includes those with an apprenticeship or trades certificate or diploma; a college, CEGEP or other non-university certificate or diploma; a university certificate or diploma below bachelor level or a university certificate, diploma or degree at bachelor level or above. For additional information refer to the 2016 Census Dictionary for ' Highest certificate, diploma or degree'.

For additional information refer to the 2016 Census Dictionary for ' Highest certificate, diploma or degree'.

To have a cartographic representation of the ecumene with this socio-economic indicator, it is recommended to add as the first layer, the “NRCan - 2016 population ecumene by census division” web service, accessible in the data resources section below.

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.

Raw data from the post of the same name.

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

This data collection relates to project 3.4 of the Centre for Global Higher Education: The transformative potential of MOOCs and contrasting online pedagogies. The response of higher education systems to the possibilities of digital technologies has been sporadic and localised. System-level initiatives relate more to administration and research than to education, while institution-level responses focus mainly on installing virtual learning environments. One area where digital innovation in HE has been rapid and large-scale is the phenomenon of the spread of massive, open, online courses (MOOCs). The top universities in the US, a few in the UK, the EU, the Far East, Australia, and now also in parts of the Global South, have experimented with this form of HE. The transformative potential of MOOCs, while widely forecast, is still uncertain, for several reasons: MOOCs have done little to transform undergraduate education, as some 80 per cent of participants are highly qualified professionals. MOOC affordances and the large-scale participation rates are incompatible with the personal nurturing and scaffolding that supports high quality student learning. Universities and platform developers are still developing the business models they need to make MOOCs sustainable, and financially viable. In order to explore what features of MOOCs have most potential to transform Higher Education, in depth interviews with MOOC participants were conducted online.The last two generations have seen a remarkable world-wide transformation of higher education (HE) into a core social sector with continually expanding local and global reach. Most nations are moving towards, or have already become, 'high participation' HE systems in which the majority of people will be educated to tertiary level. In the UK HE is at the same time a pillar of science and the innovation system, a primary driver of productivity at work, a major employer and a mainstay of cities and regions, and a national export industry where 300,000 non-EU students generated over £7 billion in export-related earnings for the UK in 2012-13. In 2012, 60 per cent of UK school leavers were expected to graduate from tertiary education over the lifetime, 45 per cent at bachelor degree level, compared to OECD means of 53/39 per cent. Higher education and the scientific research associated with universities have never been more important to UK society and government. HE is large and inclusive with a key role in mediating the future. Yet it is poorly understood. Practice has moved ahead of social science. There has been no integrated research centre dedicated to this important part of the UK. The Centre for Engaged Global Higher Education (CEGHE), which has been funded initially for five years by the Economic and Social Research Council (ESRC), now fills that gap. On behalf of the ESRC CEGHE conducts and disseminates research on all aspects of higher education (HE), in order to enhance student learning and the contributions of Higher Education Institutions (HEIs) to their communities; develop the economic, social and global engagement of and impacts of UK HE; and provide data resources and advice for government and stakeholder organisations in HE in the four nations of the UK and worldwide. CEGHE is organised in three closely integrated research programmes that are focused respectively on global, national-system and local aspects of HE. CEGHE's team of researchers work on problems and issues with broad application to the improvement of HE; develop new theories about and ways of researching HE and its social and economic contributions; and respond also to new issues as they arise, within the framework of its research programmes. An important part of CEGHE's work is the preparation and provision of data, briefings and advice to national and international policy makers, for HEIs themselves, and for UK organisations committed to fostering HE and its engagement with UK communities and stakeholders. CEGHE's seminars and conferences are open to the public and it is dedicated to disseminating its research findings on a broad basis through published papers, media articles and its website and social media platform. CEGHE is led by Professor Simon Marginson, one of the world's leading researchers on higher education matters with a special expertise in global and international aspects of the sector. It works with partner research universities in Sheffield, Lancaster, Ireland, Australia, South Africa, Netherlands, China, Hong Kong SAR, Japan and USA. Among the issues currently the subject of CEGHE research projects are inquiries into ways and means of measuring and enhancing HE's contribution to the public good, university-industry collaboration in research, the design of an optimal system of tuition loans, a survey of the effects of tuition debt on the life choices of graduates such as investment in housing and family formation, the effects of widening participation on social opportunities in HE especially for under-represented social groups, trends and developments in HE in Europe and East Asia and the implications for UK HE, the emergence of new HE providers in the private and FE sectors, the future academic workforce in the UK and the skills that will be needed, student learning and knowledge in science and engineering, and developments in online HE

United States US: Labour Force With Advanced Education: Male: % of Male Working-age Population data was reported at 73.250 % in 2017. This records a decrease from the previous number of 73.560 % for 2016. United States US: Labour Force With Advanced Education: Male: % of Male Working-age Population data is updated yearly, averaging 77.826 % from Dec 1994 (Median) to 2017, with 24 observations. The data reached an all-time high of 81.128 % in 1994 and a record low of 73.250 % in 2017. United States US: Labour Force With Advanced Education: Male: % of Male Working-age Population data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Labour Force. The percentage of the working age population with an advanced level of education who are in the labor force. Advanced education comprises short-cycle tertiary education, a bachelor’s degree or equivalent education level, a master’s degree or equivalent education level, or doctoral degree or equivalent education level according to the International Standard Classification of Education 2011 (ISCED 2011).; ; International Labour Organization, ILOSTAT database. Data retrieved in September 2018.; Weighted average;

United States US: Labour Force With Advanced Education: Female: % of Female Working-age Population data was reported at 77.809 % in 2017. This records a decrease from the previous number of 78.336 % for 2016. United States US: Labour Force With Advanced Education: Female: % of Female Working-age Population data is updated yearly, averaging 82.936 % from Dec 1994 (Median) to 2017, with 24 observations. The data reached an all-time high of 86.467 % in 1994 and a record low of 77.809 % in 2017. United States US: Labour Force With Advanced Education: Female: % of Female Working-age Population data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Labour Force. The percentage of the working age population with an advanced level of education who are in the labor force. Advanced education comprises short-cycle tertiary education, a bachelor’s degree or equivalent education level, a master’s degree or equivalent education level, or doctoral degree or equivalent education level according to the International Standard Classification of Education 2011 (ISCED 2011).; ; International Labour Organization, ILOSTAT database. Data retrieved in September 2018.; Weighted average;

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