U.S. National Center for Education Statistics

The National Center for Education Statistics (NCES) is now conducting the Academic Libraries Survey as part of the Integrated Postsecondary Education Data System (IPEDS). The Academic Libraries component for IPEDS replaced the previous Academic Libraries Survey, which was collected from degree-granting postsecondary institutions every other year in even-numbered years. The new Academic Libraries component is mandatory and will be collected annually in the spring starting with the 2014-15 data collection cycle.

The National Center for Education Statistics (NCES) is now conducting the Academic Libraries Survey as part of the Integrated Postsecondary Education Data System (IPEDS). The Academic Libraries component for IPEDS replaced the previous Academic Libraries Survey, which was collected from degree-granting postsecondary institutions every other year in even-numbered years. The new Academic Libraries component is mandatory and will be collected annually in the spring starting with the 2014-15 data collection cycle.

The National Center for Education Statistics (NCES) is now conducting the Academic Libraries Survey as part of the Integrated Postsecondary Education Data System (IPEDS). The Academic Libraries component for IPEDS replaced the previous Academic Libraries Survey, which was collected from degree-granting postsecondary institutions every other year in even-numbered years. The new Academic Libraries component is mandatory and will be collected annually in the spring starting with the 2014-15 data collection cycle.

This dataset examines the annual earnings of young adults ages 25–34 who worked full time, year round (i.e., worked 35 or more hours per week for 50 or more weeks per year). Many people in this age group recently exited formal education and may be entering the workforce for the first time or transitioning from part-time to full-time work. In 2017, some 73 percent of young adults ages 25–34 who were in the labor force worked full time, year round. The percentage of young adults in the labor force who worked full time, year round was generally higher for those with higher levels of educational attainment. For example, 78 percent of young adults with a bachelor’s degree worked full time, year round in 2017, compared with 71 percent of young adult high school completer (those with only a high school diploma or an equivalency credential such as a GED).

This dataset has indicators related to Characteristics of Children's Families of United States

In fall 2015,1 there were 17.0 million undergraduate students and 2.9 million post baccalaureate (graduate) students attending degree-granting post-secondary institutions in the United States.2 The characteristics of students, such as their age and race or ethnicity, varied between public, private nonprofit, and private for-profit 2- and 4-year institutions in fall 2015.

Common Core Data For Universe surveys, School District (LEA) The primary purposes of the Local Education Agency (School District) Universe Survey are:to provide a complete listing of every education agency in the United States responsible for providing free public elementary/secondary instruction or education support services;to provide basic information about all education agencies and the students for whose education the agencies are responsible.  

Common Core of Data: State Dropout and Completion Data The report draws on a wide array of surveys and administrative datasets to present statistics on high school dropout and completion rates at the state and national levels. The report includes estimates of the percentage of students who drop out in a given 12-month period (event dropout rates), the percentage of young people in a specified age range who are high school dropouts (status dropout rates), and the percentage of young people in a specified age range who hold high school credentials (status completion rates). In addition, the report includes data on the percentage of students who graduate with a regular diploma within four years of starting ninth grade (adjusted cohort graduation rates).  

Program Overview:The Common Core of Data (CCD) nonfiscal surveys consist of data submitted annually to the National Center for Education Statistics (NCES) by state education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, the four US Island Areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the US Virgin Islands), the Department of Defense Education Activity (DoDEA), and the Bureau of Indian Education (BIE). In order to provide data comparable across states, NCES and representatives of SEAs have worked since the 1950s to develop and accept common data items and definitions. SEAs report school-, agency-, and state-level education data for the CCD through the US Department of Education's EDFacts collection system. CCD survey staff edits the data to produce the final data file, which NCES uses to construct general-purpose publications and specialized reports. The principal users of CCD nonfiscal data are the federal government; the education research community; state and local government officials, including school boards and LEA administrators; and the general public.   Guidelines for Missing, Not Applicable, and Suppression Code Values: For Numeric Data: -1 denotes missing, not available, or not reported data items. -2 denotes "not applicable" data items. -9 indicates suppressed data because it failed the multi-year edit.        

Percentage of public schools with a written plan for procedures to be performed in selected scenarios and percentage that have drilled students on the use of selected emergency procedures, by selected school characteristics: Selected years, 2003-04 through 2015-16

Early Childhood Care Arrangements: Choices and Costs Child care arrangements are influential in children’s early education; children often learn skills in child care settings that not only are important for kindergarten entry but also can have a lasting impact on their development into adulthood.1,2 In 2016, about 60 percent of the 21.4 million children under 6 years old who were not yet enrolled in kindergarten were in some type of nonparental care arrangement on a regular basis. Newly released data from the 2016 Early Childhood Program Participation survey (ECPP), a part of the National Household Education Surveys (NHES) Program, provide new insights about children’s participation in nonparental care arrangements, including relative care, nonrelative care, and center-based care arrangements.

Education Demographics Indicators United States. The data for each year is a cumulative sum of the values from the past five years. For example, the data for 2021 includes the sum of the values from 2017 to 2021.

Educational attainment refers to the highest level of education completed (defined here as a high school diploma or equivalency certificate, an associate's degree, a bachelor's degree, or a master's or higher degree). Between 2000 and 2017, educational attainment rates among 25- to 29-year-old increased at each attainment level. During this time, the percentage who had received at least a high school diploma or its equivalent increased from 88 to 92 percent, the percentage with an associate's or higher degree increased from 38 to 46 percent, the percentage with a bachelor's or higher degree increased from 29 to 36 percent, and the percentage with a master's or higher degree increased from 5 to 9 percent.  TRANSLATE with xEnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian  TRANSLATE with COPY THE URL BELOW BackEMBED THE SNIPPET BELOW IN YOUR SITEEnable collaborative features and customize widget: Bing Webmaster PortalBack

Focusing on 25- to 34-year-old (referred to here as "young adults"), this indicator examines recent trends in two distinct yet related measures of labor market conditions: the employment rate and the unemployment rate. The employment rate (also known as the employment to population ratio) is the number of persons in a given group who are employed as a percentage of the civilian population in that group. The unemployment rate is the percentage of persons in the civilian labor force (i.e., all civilians who are employed or seeking employment) who are not working and who made specific efforts to find employment sometime during the prior 4 weeks.

English-language learners (ELL) United States

Of the 2.9 million recent high school completer in 2017, some 1.9 million, or 67 percent, enrolled in college by the following October. In this indicator, high school completer are defined as individuals ages 16 to 24 who graduated from high school or completed a GED or other high school equivalency credential prior to October of the calendar year. The annual percentage of high school completer who enroll in 2- or 4-year institutions by the October immediately following high school completion is known as the immediate college enrollment rate. The overall immediate college enrollment rate in 2017 was not measurably different from the rate in 2000 or 2010.  TRANSLATE with xEnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian  TRANSLATE with COPY THE URL BELOW BackEMBED THE SNIPPET BELOW IN YOUR SITEEnable collaborative features and customize widget: Bing Webmaster PortalBack

This dataset contains the number of students enrolled in the fall, by distance education status and level of student. Institutions with traditional academic year calendar systems (semester, quarter, trimester or 4-1-4) report their enrollment as of October 15 or the official fall reporting date of the institution. Institutions with calendar systems that differ by program or allow continuous enrollment report students that are enrolled at any time between August 1 and October 31. This file has multiple records per institution. Records are uniquely defined by the variables IPEDS ID (UNITID), and level of student (EFDELEV). Each record will contain the total students enrolled, students enrolled exclusively in distance education courses, students enrolled in some education distance education courses and students not enrolled in any distance education courses. The number of students enrolled in exclusively distance education courses are also reported by the following location categories: located in the same state/jurisdiction as the institution; in a different state/jurisdiction than the institution; in the U.S. but the state/jurisdiction is unknown; and residing outside the U.S..  

This dataset contains the number of first-time freshmen by the state of residence, along with data on the number who graduated from high school the previous year. Institutions with traditional academic year calendar systems (semester, quarter, trimester or 4-1-4) report their enrollment as of October 15 or the official fall reporting date of the institution. Institutions with calendar systems that differ by program or allow continuous enrollment report students that are enrolled at any time between August 1 and October 31. 

This dataset contains data on the total entering class, first-year retention rates and the student-to-faculty ratio. The total entering class is the number of incoming students (students enrolling for the first time in a postsecondary institution versus students transferring in from another postsecondary institution) at an institution. This measure permits the calculation of the graduation rate cohort as a proportion of the total entering student body. This dataset contains data on the total entering class, first-year retention rates and the student-to-faculty ratio. The total entering class is the number of incoming students (students enrolling for the first time in a postsecondary institution versus students transferring in from another postsecondary institution) at an institution. This measure permits the calculation of the graduation rate cohort as a proportion of the total entering student body. The first-year retention rate data measure the percentage of first-year students who had persisted in or completed their educational program a year later (began in fall 2016 and persisted or completed in fall 2017). Institutions can exclude the number of students from the first-time cohort who left the institution for any of the following reasons: died or were totally and permanently disabled; to serve in the armed forces (including those called to active duty); to serve with a foreign aid service of the Federal Government (e.g. Peace Corps); or to serve on official church missions. Beginning with the fall 2016 data, instititions can include first-time bachelor’s-seeking (or equivalent) study abroad students who were excluded from the first-time cohort  but who have re-enrolled at the institution their second year. Student-to-faculty ratio is defined as  total FTE students (not in graduate or professional programs) divided by total FTE instructional staff (not teaching in graduate or professional programs). All data on this file is applicable only to institutions with undergraduate students. Institutions with traditional academic year calendar systems (semester, quarter, trimester or  4-1-4) report their enrolment as of October 15 or the official fall reporting date of the institution (academic year). Institutions with calendar systems that differ by program or allow continuous enrolment report students that are enrolled at any time between August 1 and October 31 (program year).  Only academic year institutions report entering class data. Institutions with short programs (less-than-one-year) will not have data on retention.

This dataset contains institutional finance data for institutions that use accounting standards established by the Financial Accounting Standards Board (FASB) . All private not-for-profit institutions are included in this file. There are some public institutions that use the FASB model and are also included. Finance data includes institutional revenues by source, expenditures by functional categories, expenditures by natural classification categories, endowments, and assets and liabilities. This information provides context for understanding the cost and resources of providing postsecondary education. It is used to calculate the contribution of postsecondary education to the gross national product. Beginning with fiscal year 2016 detailed expenditures by function and the natural classifications of fringe benefits, operations and maintenance of plant, depreciation and interest are no longer available.

This data file contains institutional finance data for private for-profit institutions that use accounting standards established by the Financial Accounting Standards Board (FASB). Finance data includes institutional revenues by source, expenditures by functional categories, expenditures by natural classification categories, and assets and liabilities. This information provides context for understanding the cost and resources of providing post secondary education. It is used to calculate the contribution of post secondary education to the gross national product. Beginning with fiscal year 2016 detailed expenditures by function and the natural classifications of fringe benefits, operations and maintenance of plant, depreciation and interest are no longer available.

This dataset contains the graduation rate status as of 2021 for the cohort of full-time, first-time degree / certificate-seeking undergraduates in both four year and two year institutions. Data for four year institutions include the number of bachelor degree-seeking students who were enrolled in 2011, the number of bachelor degree seeking students who completed any degree / certificate within 150 percent of normal time, the number who completed a bachelor's degree within 100, 125 or 150 percent of normal time, and the number of bachelor's degree-seeking students who transferred out. Data for students seeking a degree / certificate other than a bachelor's degree are also included for four year institutions. Data for two year institutions include the number of full-time, first-time students who were enrolled in 2014, the number of students who completed any degree / certificate within 100 or 150 percent of normal time and the number of students who transferred out. This file has multiple records per institution. Records are uniquely defined by the variables IPEDS ID (UNITID), and the cohort and graduation status within the cohort (GRTYPE). Each record will contain the above data by gender and race / ethnicity. Note: The number of students who completed a degree / certificate within 100 percent of normal time is not available by race / ethnicity and gender. "This file contains the graduation rate status as of August 31, 2017 for the cohort of full-time, first-time degree / certificate-seeking undergraduates in both four year and two year institutions. Data for four year institutions include the number of bachelor degree-seeking students who were enrolled in 2011, the number of bachelor's degree seeking students who completed any degree / certificate within 150 percent of normal time, the number who completed a bachelor's degree within 100, 125 or 150 percent of normal time, and the number of bachelor's degree-seeking students who transferred out . Data for students seeking a degree / certificate other than a bachelor's degree are also included for four year institutions. Data for two year institutions include the number of full-time, first-time students who were enrolled in 2014, the number of students who completed any degree / certificate within 100 or 150 percent of normal time and the number of students who transferred out. This file has multiple records per institution. Records are uniquely defined by the variables IPEDS ID (UNITID), and the cohort and graduation status within the cohort (GRTYPE). Each record will contain the above data by gender and race / ethnicity. Note: The number of students who completed a degree / certificate within 100 percent of normal time is not available by race / ethnicity and gender.

IPEDS is the Integrated Postsecondary Education Data System. It is a system of interrelated surveys conducted annually by the U.S. Department’s National Center for Education Statistics (NCES). IPEDS gathers information from every college, university, and technical and vocational institution that participates in the federal student financial aid programs. IPEDS provides basic data needed to describe — and analyze trends in — postsecondary education in the United States, in terms of the numbers of students enrolled, staff employed, dollars expended, and degrees earned.

This dataset contains the number of staff, total salary outlays and average salaries of full-time, nonmedical, instructional staff by academic rank, number of months worked, and gender. The categories for number of months worked are 9-, 10-, 11- and 12-months. Number of staff working less than 9 months are also available, but salary data are not available for this group. Equated 9-month salary outlays and equated 9-month average salaries are also available by academic rank and gender. For details see the variables listed in the description tab. This data file has multiple records for each institution. Each record is uniquely defined by the variables IPEDS ID (UNITID), and the variable academic rank (ARANK) of full-time instructional staff. "This dataset contains the number of staff, total salary outlays and average salaries of full-time, nonmedical, instructional staff by academic rank, number of months worked, and gender. The categories for number of months worked are 9-, 10-, 11- and 12-months. Number of staff working less than 9 months are also available, but salary data are not available for this group. Equated 9-month salary outlays and equated 9-month average salaries are also available by academic rank and gender. For details see the variables listed in the description tab. This data file has multiple records for each institution. Each record is uniquely defined by the variables IPEDS ID (UNITID), and the variable academic rank (ARANK) of full-time instructional staff. Number of staff working less than 9 months are also available, but salary data are not available for this group. Equated 9-month salary outlays and equated 9-month average salaries are also available by academic rank and gender. For details see the variables listed in the description tab. This data file has multiple records for each institution. Each record is uniquely defined by the variables IPEDS ID (UNITID), and the variable academic rank (ARANK) of full-time instructional staff. Number of staff working less than 9 months are also available, but salary data are not available for this group. Equated 9-month salary outlays and equated 9-month average salaries are also available by academic rank and gender. For details see the variables listed in the description tab. This data file has multiple records for each institution. Each record is uniquely defined by the variables IPEDS ID (UNITID), and the variable academic rank (ARANK) of full-time instructional staff. Between 2012 and 2015 salary information were not available by number of months worked. Equated 9-month average salaries were available, but because of the lack of detailed salary data by the number of months worked, it is not consistent with equated 9-month salary data generated in 2016.  Prior to 2012, number of staff and salary information were available for 9/10 months worked and 11/12 months worked. Equated 9-month average salaries and equated 9-month salary outlays were available and is more consistent with the 2016 equated salaries. Prior to 2016 the number of months worked were referred to as contract lengths. In 2016, the salary survey collection screens used the "" number of months worked "" terminology.    This dataset also contains the number and salary outlays for full-time, nonmedical, non-instructional staff by occupational category

Unduplicated head count: Unduplicated head count of students enrolled over a 12-month period for both undergraduate and graduate levels. These enrollment data are particularly valuable for institutions that use non-traditional calendar systems and offer short-term programs. Because this enrollment measure encompasses an entire year, it provides a more complete picture of the number of students these schools serve. Instructional activity: Instructional activity measured in total credit and/or contact hours delivered by institutions during a 12-month period.  The credit hour and contact hour activity data are used to derive 12-month full-time equivalent (FTE) enrollments for both undergraduate and graduate levels. The graduate level does not include credit hours for doctoral professional practice students.

School Crime and Safety : Number of nonfatal victimization against students Note - "Every 10 years, the survey sample is redesigned to reflect changes in the population. Due to a sample increase and redesign in 2016, victimization estimates among youth in 2016 were not comparable to estimates for other years."

Number of schools, students, and teachers in regular schools with membership for the 100 largest metropolitan statistical areas in the United States Note: Membership is the count of students enrolled on October 1 of the reported school year. Analysis includes only regular schools with membership greater than zero. Data include all 50 states and the District of Columbia. Operating schools include all those providing services during the reported school year. New schools are schools opened for the first time within the school year reported. Continuing operations schools include schools that provided services in the prior school year. Counts of students and teachers for closed schools are for the prior school year. For example, counts of students for schools closed in school year 2002–03 are based on enrollments for these schools in school year 2001–02. Source: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "Public Elementary/Secondary School Universe Survey," 1999–2000, Version 1b; 2000–01, Version 1a; 2001–02, Version 1a; 2002–03, Version 1a; 2003–04, Version 1a; 2004–05, Version 1b; 2005–06, Version 1a; 2006–07, Version 1c; 2007–08, Version 1b; 2008–09, Version 1b; 2009–10, Version Provisional 2a; and 2010–11, Version Provisional 2a.

Percentage of children ages 3 to 18 who use the Internet and, among those who use the Internet, percentage using it in various locations, by selected child and family characteristics: 2011 and 2019

School Crime and Safety : Percentage of public schools with various safety and security measures