In 2024, the average years of schooling among those who were 25 years and older in Singapore was **** years, which was an increase compared to the previous year. Singapore has just six years of mandatory schooling, even so, education is highly valued in the country.

In 2023, the average years of schooling in Thailand was highest for those who were between 15 and 39 years old, amounting to an average of 11.13 years of schooling. In comparison, mean years of schooling was lowest for the population who were 60 years and older, indicating that education is becoming more prevalent among the younger generation.

UIS: Mean years of schooling (ISCED 1 or higher), population 25+ years, female in Sri Lanka was reported at 10.62 Years in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. Sri Lanka - Mean years of schooling of the population age 25+. Female - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

UIS: Mean years of schooling (ISCED 1 or higher), population 25+ years, male in Estonia was reported at 13.55 Years in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. Estonia - Mean years of schooling of the population age 25+. Male - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Graph and download economic data for Civilian Labor Force - College Graduates - Master's Degree, 16 years and over, Women (CGMDLW16O) from Jan 2000 to Jun 2025 about master's degree, females, tertiary schooling, civilian, 16 years +, education, labor force, labor, household survey, and USA.

BR: Lower Secondary School Starting Age data was reported at 11.000 Year in 2023. This stayed constant from the previous number of 11.000 Year for 2022. BR: Lower Secondary School Starting Age data is updated yearly, averaging 11.000 Year from Dec 1970 (Median) to 2023, with 54 observations. The data reached an all-time high of 11.000 Year in 2023 and a record low of 11.000 Year in 2023. BR: Lower Secondary School Starting Age data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Brazil – Table BR.World Bank.WDI: Social: Education Statistics. Lower secondary school starting age is the age at which students would enter lower secondary education, assuming they had started at the official entrance age for the lowest level of education, had studied full-time throughout and had progressed through the system without repeating or skipping a grade.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

In 2020, the average length of education in South Korea reached **** years. While men typically received more years of education than women, this gap has been gradually narrowing over the years.

Secondary education, duration (years) in Sudan was reported at 6 years in 2023, according to the World Bank collection of development indicators, compiled from officially recognized sources. Sudan - Secondary education, duration (years) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Overall attendance data include students in Districts 1-32 and 75 (Special Education). Students in District 79 (Alternative Schools & Programs), charter schools, home schooling, and home and hospital instruction are excluded. Pre-K data do not include NYC Early Education Centers or District Pre-K Centers; therefore, Pre-K data are limited to those who attend K-12 schools that offer Pre-K. Transfer schools are included in citywide, borough, and district counts but removed from school-level files. Attendance is attributed to the school the student attended at the time. If a student attends multiple schools in a school year, the student will contribute data towards multiple schools. Starting in 2020-21, the NYC DOE transitioned to NYSED's definition of chronic absenteeism. Students are considered chronically absent if they have an attendance of 90 percent or less (i.e. students who are absent 10 percent or more of the total days). In order to be included in chronic absenteeism calculations, students must be enrolled for at least 10 days (regardless of whether present or absent) and must have been present for at least 1 day. The NYSED chronic absenteeism definition is applied to all prior years in the report. School-level chronic absenteeism data reflect chronic absenteeism at a particular school. In order to eliminate double-counting students in chronic absenteeism counts, calculations at the district, borough, and citywide levels include all attendance data that contribute to the given geographic category. For example, if a student was chronically absent at one school but not at another, the student would only be counted once in the citywide calculation. For this reason, chronic absenteeism counts will not align across files. All demographic data are based on a student's most recent record in a given year. Students With Disabilities (SWD) data do not include Pre-K students since Pre-K students are screened for IEPs only at the parents' request. English language learner (ELL) data do not include Pre-K students since the New York State Education Department only begins administering assessments to be identified as an ELL in Kindergarten. Only grades PK-12 are shown, but calculations for "All Grades" also include students missing a grade level, so PK-12 may not add up to "All Grades". Data include students missing a gender, but are not shown due to small cell counts. Data for Asian students include Native Hawaiian or Other Pacific Islanders . Multi-racial and Native American students, as well as students missing ethnicity/race data are included in the "Other" ethnicity category. In order to comply with the Family Educational Rights and Privacy Act (FERPA) regulations on public reporting of education outcomes, rows with five or fewer students are suppressed, and have been replaced with an "s". Using total days of attendance as a proxy , rows with 900 or fewer total days are suppressed. In addition, other rows have been replaced with an "s" when they could reveal, through addition or subtraction, the underlying numbers that have been redacted. Chronic absenteeism values are suppressed, regardless of total days, if the number of students who contribute at least 20 days is five or fewer. Due to the COVID-19 pandemic and resulting shift to remote learning in March 2020, 2019-20 attendance data was only available for September 2019 through March 13, 2020. Interactions data from the spring of 2020 are reported on a separate tab. Interactions were reported by schools during remote learning, from April 6 2020 through June 26 2020 (a total of 57 instructional days, excluding special professional development days of June 4 and June 9). Schools were required to indicate any student from their roster that did not have an interaction on a given day. Schools were able to define interactions in a way that made sense for their students and families. Definitions of an interaction included: • Student submission of an assignment or completion of an

Graph and download economic data for Unemployment Level - Less than 1 year of High School, 16 years and over, Women (L1HSUW16O) from Jan 2000 to May 2025 about less than 1 year, secondary schooling, secondary, females, 16 years +, education, household survey, unemployment, and USA.

Historical Dataset of Special Education is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1988-2023),Total Classroom Teachers Trends Over Years (1988-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1989-2023),American Indian Student Percentage Comparison Over Years (1988-2023),Asian Student Percentage Comparison Over Years (1990-2023),Hispanic Student Percentage Comparison Over Years (1990-2023),Black Student Percentage Comparison Over Years (1989-2023),White Student Percentage Comparison Over Years (1988-2023),Two or More Races Student Percentage Comparison Over Years (2012-2023),Diversity Score Comparison Over Years (1989-2023),Free Lunch Eligibility Comparison Over Years (1991-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2009-2023)

Expected years schooling children aged 6

Graph and download economic data for High School Graduate or Higher for Nebraska (GCT1501NE) from 2006 to 2023 about secondary schooling, secondary, 25 years +, NE, educational attainment, education, and USA.

School life expectancy, primary, female (years) in Bolivia was reported at 5.8736 years in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. Bolivia - School life expectancy, primary, female (years) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

School life expectancy, primary and secondary, male (years) in Burundi was reported at 9.944 years in 2019, according to the World Bank collection of development indicators, compiled from officially recognized sources. Burundi - School life expectancy, primary and secondary, male (years) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Graph and download economic data for Unemployment Level - Less than a High School Diploma, 16 years and over (LHSDU16O) from Jan 2000 to Jun 2025 about secondary schooling, secondary, 16 years +, education, household survey, unemployment, and USA.

Historical Dataset of John H. Fuller 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),Asian Student Percentage Comparison Over Years (1991-2023),Hispanic Student Percentage Comparison Over Years (1994-2022),Black Student Percentage Comparison Over Years (1992-2022),White Student Percentage Comparison Over Years (1993-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (1993-2023),Free Lunch Eligibility Comparison Over Years (1993-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2003-2023),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2011-2022),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2011-2022)

UIS: Mean years of schooling (ISCED 1 or higher), population 25+ years, female in Hong Kong was reported at 11.91 Years in 2017, according to the World Bank collection of development indicators, compiled from officially recognized sources. Hong Kong - Mean years of schooling of the population age 25+. Female - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.

This data collection presents follow-up data for the NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 (ICPSR 9389). The base-year study collected information from student surveys and tests and from surveys of parents, school administrators, and teachers. It was designed to provide trend data about critical transitions experienced by students as they leave elementary school and progress through high school and postsecondary institutions or the work force. This collection provides the first opportunity for longitudinal measurement of the 1988 baseline samples. It also provides a point of comparison with high school sophomores from ten years before, as studied in HIGH SCHOOL AND BEYOND, 1980: A LONGITUDINAL SURVEY OF STUDENTS IN THE UNITED STATES (ICPSR 7896). Further, the study captures the population of early dropouts (those who leave school prior to the end of the tenth grade), while monitoring the transition of the student population into secondary schooling. The student component (Part 1) collected basic background information about students' school and home environments, participation in classes and extracurricular activities, current jobs, and students' goals, aspirations, and opinions about themselves. The student component also measured tenth-grade achievement and cognitive growth between 1988 and 1990 in the subject areas of mathematics, science, reading, and social studies. The school component (Part 3) supplies general descriptive information about the educational setting and environment in which surveyed students were enrolled. These data were collected from the chief administrator of each base-year school and cover school characteristics, grading and testing structure, school culture and academic climate, program and facilities information, parental interactions and involvement, and teaching staff characteristics. The dropout component (Part 5) provides data on the process of dropping out of school as it occurs from eighth grade on. Variables include school attendance, determinants of leaving school, self-perceptions and attitudes, work history, and relationships with school personnel, peers, and family. The teacher component (Part 7) was administered to teachers of follow-up students in four basic subject areas: mathematics, science, English, and history. The questionnaire elicited teacher evaluations of student characteristics and performance in the classroom, curriculum information about the classes taught, teacher demographic and professional characteristics, information about parent-teacher interactions, time spent on various tasks, and perceptions of school climate and culture.

UIS: Mean years of schooling (ISCED 1 or higher), population 25+ years, female in Mexico was reported at 8.7883 Years in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. Mexico - Mean years of schooling of the population age 25+. Female - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.