post secondary education enrollment statistics

National Student Clearinghouse Research Center

The National Student Clearinghouse ® Research Center ™ publishes relevant, objective data on postsecondary metrics to serve the community. With the majority of institutions in the United States providing data to the Clearinghouse, the research center’s publications guide policymakers and business leaders to make the best decisions for higher education.

Publication Series

Transfer and Progress

A report series on undergraduate transfer enrollment and pathways and the mobility and progress of pandemic-impacted community college starters.

Increase in upward transfers from a year ago (as of 11/19/2023)

Current Term Enrollment Estimates

Latest enrollment estimates for the fall of 2023 nationally and by state, reported on by institution types, student groups, and major fields.

Last Published January 24, 2024

Increase in postsecondary enrollment, both undergraduate and graduate, from a year ago

Postsecondary Data Partnership Insights

The PDP Insights report focuses on students’ first-year credit completion ratio (CCR) and credit accumulation rate (CAR). These early momentum measures can offer insights into students’ progression toward degree completion and provide indicators of when and where gaps in ultimate degree attainment between groups may begin.

Published January 16, 2024

Credits earned, on average, out of all attempted among first-year students in 2021-22

Completing College

Provides a comprehensive overview of postsecondary completion trends nationally and by state. For all students who enter postsecondary education for the first time each year, it examines the diverse pathways the student traversed toward completion, as well as a degree or certificate completion rate within six and eight years of enrolling.

Last Published November 30, 2023

The national 6-year college completion rate, counting all students at all institutions

College Closures and Student Outcomes

Building on a three-report series offering a national view of how students are affected by college closures, an interactive dashboard provides additional data insights on characteristics of closed institutions that lead to more positive student outcomes and reenrollment rates of students who became part of the Some College No Credential (SCNC) population following closure.

Published November 2, 2023

Reenrollment rate following a campus closure

Stay Informed with the Latest Enrollment Information – Fall 2023

This report series continues to enable educational and policy leaders to make informed decisions through timely enrollment trend reporting that began with the COVID-19 pandemic.

Last Published October 26, 2023

Increase in postsecondary enrollment from a year earlier (as of 9/28/2023)

High School Benchmarks

Provides the most current data on high school graduates’ postsecondary enrollment, persistence, and completion outcomes.

Last Published September 19, 2023

Immediate college-going rate for low income high school graduates, a 2.7 percentage point increase from the previous year

Persistence and Retention

This report series helps institutions understand first-year college persistence and retention patterns and identify disparities between different students, institutions, or states in this important early success indicator.

Last Published July 27, 2023

First-year persistence rate for fall 2021 starters, up 0.9 percentage points over the previous cohort

Some College, No Credential

This report series seeks to understand the educational trajectories of millions of U.S. adults who left postsecondary education without receiving a credential and are no longer enrolled.

Last Published April 25, 2023

Some College, No Credential population as of July 2021, up 1.4M from previous year

Yearly Success and Progress Rates

Year-by-year rates of persistence, transfer, completion, and stop-out can help states and institutions better identify effective intervention points to increase student success.

Last Published April 4, 2023

Part-time beginning students no longer enrolled anywhere two years later

Undergraduate Degree Earners

Insights into undergraduate credential earners in the 2021-22 academic year by demographic and educational profiles.

Last Published March 16, 2023

Decline in college graduates from a year ago

Tracking Transfer

Latest six-year baccalaureate degree completion rate for transfer students from two- to four-year institutions is reported for the 2015 cohort of first-time degree-seeking students, analyzed by student SES and institutional characteristics.

Last Published September 20, 2022

>  See Transfer and Progress

Community college beginners earning a BA in six years, an increase of 1 percentage point over last year

COVID-19: Transfer, Mobility, and Progress

Recognizing the urgency of COVID-19’s impact on students and institutions, these reports disseminate rapid response information to identify trends and raise areas of concern early enough for education and policy leaders to take corrective actions quickly.

Last Published September 13, 2022

Total two-year loss of transfer students during pandemic

Upcoming Publications

Spring current term enrollment estimates, current initiatives.

Postsecondary Data Partnership

The Postsecondary Data Partnership is a nationwide initiative to help colleges and universities more efficiently gain a fuller picture of student progress and outcomes, meet various reporting requirements, and focus more of their resources on using data to help students.

Have suggestions for new analyses related to our publications? Share your ideas with us.

Subscribe to get the latest from the research center.

• Skip to main content
• Keyboard shortcuts for audio player

More than 1 million fewer students are in college. Here's how that impacts the economy

Elissa Nadworny

More than 1 million fewer students are enrolled in college now than before the pandemic began. According to new data released Thursday, U.S. colleges and universities saw a drop of nearly 500,000 undergraduate students in the fall of 2021, continuing a historic decline that began the previous fall.

"It's very frightening," says Doug Shapiro, who leads the research center at the National Student Clearinghouse, where the new data comes from. "Far from filling the hole of [2020's] enrollment declines, we are still digging it deeper."

Compared with the fall of 2019, the last fall semester before the coronavirus pandemic, undergraduate enrollment has fallen a total of 6.6%. That represents the largest two-year decrease in more than 50 years, Shapiro says.

The nation's community colleges are continuing to feel the bulk of the decline, with a 13% enrollment drop over the course of the pandemic. But the fall 2021 numbers show that bachelor's degree-seeking students at four-year colleges are making up about half of the shrinkage in undergraduate students, a big shift from the fall of 2020, when the vast majority of the declines were among associate degree seekers.

"The phenomenon of students sitting out of college seems to be more widespread. It's not just the community colleges anymore," says Shapiro. "That could be the beginning of a whole generation of students rethinking the value of college itself. I think if that were the case, this is much more serious than just a temporary pandemic-related disruption."

Graduate program enrollment, which saw an increase in the fall of 2020, declined slightly, down by nearly 11,000 in the fall of 2021.

Overall, enrollment in undergraduate and graduate programs has been trending downward since around 2012 , but the pandemic turbocharged the declines at the undergrad level.

Fewer Students Are Going To College. Here's Why That Matters

Many were hopeful that would-be undergraduates who chose to take a year off in 2020 would return in 2021, especially given the expanded opportunities for in-person learning. But the pandemic gap year appears to be a myth: The National Student Clearinghouse found that of the 2020 high school graduates who chose not to enroll in college after graduation, only 2% ended up enrolling a year later, in the fall of 2021.

"The easiest assumption is that they're out there working," says Shapiro. "Unemployment is down. The labor market is good. Wages are rising for workers in low-skilled jobs. So if you have a high school diploma, this seems like a pretty good time to be out there making some money."

Wages at the bottom of the economy have increased dramatically, making minimum-wage jobs especially appealing to young people as an alternative to college. In December, for example, jobs for non-managers working in leisure and hospitality paid 15% more than a year ago , according to the Bureau of Labor Statistics.

"It's very tempting for high school graduates, but the fear is that they are trading a short-term gain for a long-term loss," Shapiro says. "And the longer they stay away from college, you know, life starts to happen and it becomes harder and harder to start thinking about yourself going back into a classroom."

It's hard to give up a paycheck

For Brian Williams, who graduated from high school early in the pandemic, the long-term plan is to go to college.

He postponed enrolling in 2020 because he was tired of remote learning; instead, he got a job at a Jimmy John's sandwich store near his home in the suburbs of Houston so he could start saving up. When it was time to enroll in fall 2021 classes, he postponed again — he says he was more interested in finding a job that paid more than in giving up much of his paycheck to go to school. In August, Williams left Jimmy John's and got a job at an Amazon warehouse; his hourly earnings jumped up by $4.50.

"I feel more secure within the money I'm getting," he says. To get to and from his new job, he bought a car, which he's working to pay off.

The Coronavirus Crisis

'losing a generation': fall college enrollment plummets for 1st-year students.

For Williams, enrolling in college means he'll have to cut back on hours and earn less money, while also spending more money to pay for classes.

"It's so hard," he says. "I'm just like, 'Wow, if I go to school, I'm going to take time off and I'm not going to have any money for things I need.' "

He had toyed with the idea of starting community college in the new year but is now thinking he'll start next fall, to give himself another eight months to save up.

He knows he doesn't want to work at Amazon forever.

"Even though this job does give me the money I need, it's not enough for what I want, for what I see [for] myself or what I want for myself. So I have to put myself through college."

The short-term benefits of a high hourly wage vs. the long-term benefits of a degree

A dramatic drop in college enrollment could spell trouble for those Americans who are opting out, as well as for their families. Research has long shown that getting even some post-secondary education leads to higher wages, lower unemployment and greater lifetime earnings. In one study from Georgetown University, bachelor's degree holders were found to "earn a median of $2.8 million during their career, 75% more than if they had only a high school diploma."

"It may be great that people are finding jobs in the short term," says researcher Tolani Britton, "but an 18-year-old who is living at home and helping his family with the minimum wage that he's earning — if he's still earning that wage 15 years from now and has a family of his own to support, what are the implications in terms of socioeconomic mobility for that individual, for their children?"

Britton, who studies the economics of higher education at the University of California, Berkeley, says a host of other benefits have been linked with higher education, including an increased likelihood of civic participation, lower infant mortality rates, better maternal health and a decreased likelihood of being unhoused or experiencing food insecurity, among other things.

Many of those social benefits stem from a lifetime of higher wages and increased financial stability — long-term payoffs that can be hard to prioritize over short-term wins, like having a little more money right now.

"At the end of the day, the wages that you're getting today are one thing, but in 10 years from now they might be really similar," Britton explains. "There may not be the growth that you would expect when people get post-secondary education."

But Britton also understands that it can be hard to make decisions about your future needs when you're also trying to meet the needs of today.

"People are in hard economic situations," she says. "The [pandemic] recovery has been extremely uneven."

On top of that, the challenges that existed before the pandemic for low-income students, students of color and students who are the first in their families to go to college — those challenges haven't gone anywhere.

"Community colleges are the schools that traditionally enroll lower-income students," Shapiro says, "so we can assume that that's primarily who is affected and still staying away the most."

When the National Student Clearinghouse looked at 2020 high school graduates , it found students from lower-income schools had lower college-going numbers, as did students at high-minority high schools.

"The gap in college access between higher-income and lower-income students grew wider," Shapiro says.

The U.S. economy feels the long-term effects of fewer college graduates

When fewer people go to college, fewer people graduate with the skills, credentials and degrees necessary for a higher-paying job. And that reverberates throughout the entire U.S. economy.

"The direct loss to the economy is the workers themselves," explains Tony Carnevale, the director of Georgetown University's Center on Education and the Workforce. "If they were trained and ready, they would get higher-wage jobs and they would add more to GDP, making us all richer and increasing taxes, reducing welfare costs, crime costs, on and on."

When workers make higher wages, their local economies also benefit. Carnevale explains it this way: "When you hire the crane operator, the crane operator goes and buys groceries. So the grocery clerk has a job."

More and more jobs in the U.S. require some post-secondary training, Carnevale says, which makes college graduates far more valuable to the economy.

Finding your way to a (high-paying) trade job

Before the pandemic, the country already had a skills gap , with jobs sitting empty because businesses couldn't find workers with the proper credentials. In the past decade, community colleges have worked to close that gap, partnering with local businesses to pair training with employer needs.

But according to Carnevale, declining enrollment rates at community colleges mean that gap is going to grow — which, in turn, hurts business.

"You can't run your business if you literally cannot find people to work in that business," says Britton, of the University of California, Berkeley.

And when businesses struggle, she says, "that has implications for things like decreases in tax revenues, higher prices for goods and services, delays in the production of services and goods like we've seen during the pandemic. And many of those things will only get worse if there are fewer people to fill the jobs."

Declines in college enrollment have a compounded impact on the economy because there are economic consequences on so many levels: the individual, the community, businesses and society as a whole.

It's unclear exactly how to address these economic ripple effects. Colleges, for their part, are standing up reentry programs and creating new incentives to enroll . Valencia College, a community college that serves about 50,000 students in Orlando, Fla., waived application fees, extended deadlines and allowed returning students to retake classes for free. For any student who failed a course they were forced to take online , it gave them a $500 scholarship to come back and take another class in person, when things opened up.

Shapiro, of the National Student Clearinghouse, says local communities have the most at stake when someone puts college off, because their local economies suffer when workers aren't qualified for the best jobs.

He says it's on those communities to "make the case that college offerings are worthwhile and it is important for students to invest in their future employability, in their skills and training."

Is he tired of all this bad news?

Does he think these low college-going rates are the new normal?

"It's a frightening thought. I sure hope not. But I guess we'll see."

• Teaching & Learning Home
• Becoming an Educator
• Become a Teacher
• California Literacy
• Career Technical Education
• Business & Marketing
• Health Careers Education
• Industrial & Technology Education
• Standards & Framework
• Work Experience Education (WEE)
• Curriculum and Instruction Resources
• Common Core State Standards
• Curriculum Frameworks & Instructional Materials
• Distance Learning
• Driver Education
• Multi-Tiered System of Supports
• Recommended Literature
• School Libraries
• Service-Learning
• Specialized Media
• Grade Spans
• Early Education
• P-3 Alignment
• Middle Grades
• High School
• Postsecondary
• Adult Education
• Professional Learning
• Administrators
• Curriculum Areas
• Professional Standards
• Quality Schooling Framework
• Social and Emotional Learning
• Subject Areas
• Computer Science
• English Language Arts
• History-Social Science
• Mathematics
• Physical Education
• Visual & Performing Arts
• World Languages
• Testing & Accountability Home
• Accountability
• California School Dashboard and System of Support
• Dashboard Alternative School Status (DASS)
• Local Educational Agency Accountability Report Card
• School Accountability Report Card (SARC)
• State Accountability Report Card
• Compliance Monitoring
• District & School Interventions
• Awards and Recognition
• Academic Achievement Awards
• California Distinguished Schools Program
• California Teachers of the Year
• Classified School Employees of the Year
• California Gold Ribbon Schools
• Assessment Information
• CA Assessment of Student Performance and Progress (CAASPP)
• CA Proficiency Program (CPP)
• English Language Proficiency Assessments for CA (ELPAC)
• Grade Two Diagnostic Assessment
• High School Equivalency Tests (HSET)
• National Assessment of Educational Progress (NAEP)
• Physical Fitness Testing (PFT)
• Smarter Balanced Assessment System
• Finance & Grants Home
• Definitions, Instructions, & Procedures
• Indirect Cost Rates (ICR)
• Standardized Account Code Structure (SACS)
• Allocations & Apportionments
• Categorical Programs
• Consolidated Application
• Federal Cash Management
• Local Control Funding Formula
• Principal Apportionment
• Available Funding
• Funding Results
• Projected Funding
• Search CDE Funding
• Outside Funding
• Funding Tools & Materials
• Finance & Grants Other Topics
• Fiscal Oversight
• Software & Forms
• Data & Statistics Home
• Accessing Educational Data
• About CDE's Education Data
• About DataQuest
• Data Reports by Topic
• Downloadable Data Files
• Data Collections
• California Basic Educational Data System (CBEDS)
• California Longitudinal Pupil Achievement Data System (CALPADS)
• Consolidated Application and Reporting System (CARS)
• Cradle-to-Career Data System
• Annual Financial Data
• Certificated Salaries & Benefits
• Current Expense of Education & Per-pupil Spending
• Data Governance
• Data Privacy
• Educational Data Governance (EDGO)
• Student Health & Support
• Free and Reduced Price Meal Eligibility Data
• Food Programs
• Data Requests
• School & District Information
• California School Directory
• Charter School Locator
• County-District-School Administration
• Private School Data
• Public Schools and District Data Files
• Regional Occupational Centers & Programs
• School Performance
• Postsecondary Preparation
• Specialized Programs Home
• Directory of Schools
• Federal Grants Administration
• Charter Schools
• Contractor Information
• Laws, Regulations, & Requirements
• Program Overview
• Educational Options
• Independent Study
• Open Enrollment
• English Learners
• Special Education
• Administration & Support
• Announcements & Current Issues
• Data Collection & Reporting
• Family Involvement & Partnerships
• Quality Assurance Process
• Services & Resources
• CA Equity Performance and Improvement Program
• Improving Academic Achievement
• Schoolwide Programs
• Statewide System of School Support (S4)
• Specialized Programs Other Topics
• American Indian
• Gifted & Talented Education
• Homeless Education
• Migrant/International
• Private Schools and Schooling at Home
• State Special Schools
• Learning Support Home
• Attendance Improvement
• School Attendance Review Boards
• Expanded Learning
• 21st Century Community Learning Centers
• After School Education & Safety Program
• Expanded Learning Opportunities Program
• Child Nutrition Information & Payment System (CNIPS)
• Rates, Eligibility Scales, & Funding
• School Nutrition
• Parents/Family & Community
• Clearinghouse for Multilingual Documents
• School Disaster and Emergency Management
• Learning Support Other Topics
• Class Size Reduction
• Education Technology
• Educational Counseling
• Mental Health
• Safe Schools
• School Facilities
• Transportation
• Youth Development
• Professional Learning Home
• Title II, Part A Resources and Guidance
• Data & Statistics

Post-Secondary Enrollment Data

Data reports.

• College-Going Rate for CA High School Students The latest statewide DataQuest report of the college-going rate (CGR) for all California public high school students who completed high school during the selected reporting year disaggregated by race/ethnicity, gender, student group for academic years. The report includes a report description, a report glossary, and several report options and filters. Reports are also available at the county, district, and school levels from within the expandable (+) “Report Options and Filters” section.
• College-Going Rate for CA High School Students by Postsecondary Institution Type The latest statewide DataQuest report of the college-going rate (CGR) for all California public high school students who completed high school during the selected reporting year disaggregated by the postsecondary institution type and race/ethnicity, gender, student group for academic years. The report includes a report description, a report glossary, and several report options and filters. Reports are also available at the county, district, and school levels from within the expandable (+) “Report Options and Filters” section.,
• Post-Secondary Enrollment Downloadable Files Downloadable data about the College-Going Rate (CGR) for California high school completers disaggregated by race/ethnicity, student group, and academic year.
• Information about the College-Going Rate High-level overview of the CGR data sources, DataQuest reports, downloadable files, definitions, and rules helpful to understanding the CGR data reports and downloadable data files.

• Fingertip Facts on Education in California
• Free or Reduced-Price Meal (Student Poverty) Data
• Largest & Smallest Public School Districts
• Facts about English Learners in California
• Data Reports By Topic
• 2020–21 Data Summary
• Census Day Enrollment by School
• Chronic Absenteeism Data
• DataQuest Update, Issue #19 (added 02-Feb-2024) removed by RO --> DataQuest is an online data reporting resource that provides access to a wide variety of data reports and downloadable data files removed by RO -->
• File Structure: SPED Data by Program Setting (added 30-Jan-2024) removed by RO --> File structure for downloadable files containing Special Education (SPED) Enrollment by Program Setting data disaggregated by race/ethnicity, disability category, age range, grade span, gender, and English learner status. removed by RO -->

We use cookies. Read more about them in our Privacy Policy.

• Accept site cookies
• Reject site cookies

Search results:

• Afghanistan
• Africa (African Union)
• African Union
• American Samoa
• Antigua and Barbuda
• Bolivia (Plurinational State of)
• Bonaire, Sint Eustatius and Saba
• Bosnia and Herzegovina
• British Virgin Islands
• Brunei Darussalam
• Burkina Faso
• Cayman Islands
• Central Africa (African Union)
• Central African Republic
• Channel Islands
• China, Hong Kong Special Administrative Region
• China, Macao Special Administrative Region
• China, Taiwan Province of China
• Cook Islands
• Côte d'Ivoire
• Democratic People's Republic of Korea
• Democratic Republic of the Congo
• Dominican Republic
• Eastern Africa (African Union)
• El Salvador
• Equatorial Guinea
• Falkland Islands (Malvinas)
• Faroe Islands
• French Guiana
• French Polynesia
• Guinea-Bissau
• Humanitarian Action Countries
• Iran (Islamic Republic of)
• Isle of Man
• Kosovo (UNSCR 1244)
• Lao People's Democratic Republic
• Liechtenstein
• Marshall Islands
• Micronesia (Federated States of)
• Netherlands (Kingdom of the)
• New Caledonia
• New Zealand
• North Macedonia
• Northern Africa (African Union)
• Northern Mariana Islands
• OECD Fragile Contexts
• Papua New Guinea
• Philippines
• Puerto Rico
• Republic of Korea
• Republic of Moldova
• Russian Federation
• Saint Barthélemy
• Saint Helena, Ascension and Tristan da Cunha
• Saint Kitts and Nevis
• Saint Lucia
• Saint Martin (French part)
• Saint Pierre and Miquelon
• Saint Vincent and the Grenadines
• Sao Tome and Principe
• Saudi Arabia
• Sierra Leone
• Sint Maarten
• Solomon Islands
• South Africa
• South Sudan
• Southern Africa (African Union)
• State of Palestine
• Switzerland
• Syrian Arab Republic
• Timor-Leste
• Trinidad and Tobago
• Turkmenistan
• Turks and Caicos Islands
• United Arab Emirates
• United Kingdom
• United Republic of Tanzania
• United States
• Venezuela (Bolivarian Republic of)
• Virgin Islands U.S.
• Wallis and Futuna
• Western Africa (African Union)

Search countries

Search for data in 245 countries

• SDG Progress Data
• Child Marriage
• Immunization
• Benchmarking child-related SDGs
• Maternal and Newborn Health Disparities
• Continuity of essential health services
• Country profiles
• Interactive data visualizations
• Journal articles
• Publications
• Data Warehouse
• Secondary education

• Current status
• Available data
• Recent resources

Notes on the data

The education and training that children receive in secondary school equip them with skills that are necessary to fully participate in society. Though the duration in each country vary, secondary education typically covers ages 12 to 17 and is divided into two levels: lower secondary education (spanning 3 to 4 years) and upper secondary education (spanning 2 to 3 years). However, in 2021, just two in three children of lower secondary school age attended either lower or upper secondary school, and only one in two children of upper secondary school age attended either upper secondary school or higher education. From 2000 to 2020, the number of out-of-school children of lower secondary school-age shrank from 98 million to 63 million, and the number of out-of-school children of upper secondary school-age fell from 175 million to 132 million. Although notable progress has been made in the past few decades, challenges remain in reducing regional disparities and inequalities among secondary school-age students from different socioeconomic backgrounds.

Inequalities in access to secondary education increase as children get older

In 2021, the global adjusted net attendance rates for lower and upper secondary education were 65 per cent and 52 per cent, respectively. Children from urban areas and the wealthiest households have much higher attendance rates in both lower and upper secondary education, with the gap growing wider at the upper secondary level.

Worldwide, roughly 70 per cent of children complete lower secondary education. However, only 43 per cent of children from the poorest wealth quintile in their country do so, compared to 85 per cent of children from the richest wealth quintile. Across different regions, household wealth impacts lower secondary education completion rates differently.

Many children of secondary education age are out of school, particularly in Africa

The total number of secondary school-age children who are out of school has decreased by nearly 30 per cent since 2000. However, in 2020, there were still over 195 million children of secondary school age who were out of school. More boys than girls were out of school, and progress in reducing the number of out-of-school children of secondary school age has slowed significantly since 2010.

More girls are accessing upper-secondary education than ever before

As measured by adjusted net attendance rates at the upper secondary level, 64 out of 109 countries with data available have a gender parity index over 1.03, meaning that in these countries, gender disparities in upper secondary attendance disadvantage boys. This could be  mainly due to gender norms that drive boys to drop out to work and, in some contexts, may also be due to recruitment into illicit groups. For countries with gender parity index lower than 0.97 (girl disadvantage), two-thirds of them are in Eastern and Southern Africa or West and Central Africa. The gender gap in upper secondary attendance indicates that there is ample room for improvement to help every boy and girl to access education to thrive.

Results from the OECD’s Programme for International Student Assessment (PISA) are often used to measure learning among lower secondary students. 2018 PISA results for reading show that in every participating country, girls outperformed boys, as the proportion of girls achieving a minimum level of proficiency is higher than that of boys. However, girls continue to be under-represented among top performers in science and math, indicating that boys in OECD countries receive more support and encouragement to perform and achieve academically.

Secondary education data

Build and download your own customisable dataset, are children really learning exploring foundational skills in the midst of a learning crisis.

The State of Global Education: From crisis to recovery

Ensuring equal access to education in future crises: Findings of the new Remote Learning Readiness Index

How are children progressing through school? An Education Pathway Analysis

EduView Dashboard

Which children have internet access at home? Insights from household survey data (blog post)

Suriname education fact sheets

Education Pathway Analysis dashboard

UNICEF strategic plan country and regional education profiles

For a full picture of children’s school participation, UNICEF uses two sources of data: enrolment data, which are based on administrative records, and attendance data from household surveys. In half of all countries, data on primary and secondary education come from more than one source.  All data on primary and secondary education used by UNICEF are based on official International Standard Classifications of Education (ISCED) and may deviate somewhat from those used by country-specific school systems.

Definition of indicators

Lower secondary education adjusted net attendance rate   –  Percentage of children of lower secondary school age who attend secondary or higher education.  

Upper secondary education adjusted net attendance rate  –  Percentage of children of upper secondary school age who attend upper secondary or higher education.  

Lower secondary education completion rate   –  Total number of children who are 3 to 5 years older than the intended age for the last grade of lower secondary education who completed lower secondary education, expressed as a percentage of the total number of children who are 3 to 5 years older than the intended age for the last grade of lower secondary education.  

Upper secondary education completion rate   –  Total number of children who are 3 to 5 years older than the intended age for the last grade of upper secondary education who completed upper secondary education, expressed as a percentage of the total number of children who are 3 to 5 years older than the intended age for the last grade of upper secondary education.  

Lower secondary education out-of-school children rate   –  Total number of children of lower secondary school age and who are not enrolled in primary or secondary education.  

Upper secondary education out-of-school children rate  –  Total number of children of upper secondary school age and who are not enrolled in primary education, secondary, or higher education.  

Gender parity index   –  The ratio of female-to-male values of a given indicator. Normally, a GPI between 0.97 and 1.03 indicates parity between the sexes, whereas a GPI lower than 0.97 indicates girl disadvantage and a GPI greater than 1.03 indicates boy disadvantage.  

Related Topics

• Pre-primary education
• Primary education
• Learning and skills
• Remote learning and digital connectivity

Join our community

Receive the latest updates from the UNICEF Data team

• Don’t miss out on our latest data
• Get insights based on your interests

The dataset you are about to download is licensed under a Creative Commons Attribution 3.0 IGO license.

SCIENCE & ENGINEERING INDICATORS

Elementary and secondary stem education.

• Report PDF (1.9 MB)
• Report - All Formats .ZIP (9.5 MB)
• Supplemental Materials - All Formats .ZIP (4.0 MB)
• MORE DOWNLOADS OPTIONS
• Share on X/Twitter
• Share on Facebook
• Share on LinkedIn
• Send as Email

Post–High School Transitions

The U.S. education system strives to prepare every high school graduate for a career or for college, although studies suggest that more progress is needed in preparing students for these paths after high school. Research suggests that fewer than half of students may have the skills needed to succeed in college coursework or the workforce (ACT 2019; Cushing et al. 2019). This section begins with a discussion of the transition to postsecondary education and then provides information on those individuals who transition directly from high school into the workforce—specifically, the skilled technical workforce (STW).

Transition to Postsecondary Education

U.S. high school graduation rates have been rising steadily, reaching 85% in 2018 (Hussar et al. 2020). ​ This indicator examines the percentage of U.S. public high school students who graduate on time, as measured by the adjusted cohort graduation rate (ACGR). In this indicator, the United States includes public schools in the 50 states and the District of Columbia, except for Bureau of Indian Education schools. State education agencies calculate the ACGR by identifying the cohort of first-time ninth graders in a particular school year. The cohort is then adjusted by adding any students who immigrate from another country or transfer into the cohort after ninth grade and subtracting any students who transfer out, emigrate to another country, or die. The ACGR is the percentage of students in this adjusted cohort who graduate within 4 years with a regular high school diploma. Although high school completion represents a major milestone for adolescents, most of today’s fastest-growing, well-paying jobs—especially those in STEM fields—require at least some postsecondary education, including the attainment of nondegree credentials (Carnevale et al. 2020; NASEM 2017; NSB 2019). In addition, a greater proportion of students who enter postsecondary education immediately after high school persist and attain a degree compared to students who delay their enrollment (Bozick and DeLuca 2005). This section focuses on indicators related to U.S. students’ transition from high school to postsecondary education. It presents information about AP and dual enrollment coursetaking, in which students can earn college credits for courses taken in high school and increase their postsecondary preparedness and propensity to pursue postsecondary education after high school. It then presents national data on trends in immediate college enrollment after high school and examines the relationship between perceptions of high school mathematics and science identity and ability and the decision to major in STEM fields at the postsecondary level. For more information on trends in postsecondary STEM education, see the forthcoming Indicators 2022 report, “Higher Education in Science and Engineering ” section “ Trends in Undergraduate and Graduate S&E Degree Awards .”

Participation in Advanced Placement

The AP program, administered by the College Board, provides college-level courses and exams for high school students in 38 subjects, including 12 mathematics and science subjects. Nearly 3 million students took at least one AP exam in 2019, and approximately 23,000 schools offered at least one AP course for students (College Board 2019). Students who earn a score of at least 3 out of 5 on an AP exam may earn college credit for the course. For state-level data on the AP program, see State Indicators .

In the past decade, the number of students taking AP mathematics and science exams has increased in every STEM subject area ( Figure K12-20 ). The number of high school students taking AP exams in STEM increased from 879,492 in 2009 to 1,684,501 in 2019. The number of students taking computer science exams experienced the largest growth, from about 17,000 students in 2009 to about 166,000 in 2019, a nearly 10-fold increase. Female students took over half (56%) of the total number of AP exams in 2019 ( Figure K12-21 ), including half or more in several STEM subjects, such as biology (63%), environmental science (56%), statistics (52%), and chemistry (51%). For the majority of STEM AP subjects, however, female students accounted for less than half of the test takers. Male students made up 60% or more of exam takers in computer science and physics. The AP exams with the highest proportion of male test takers were Physics C: Electricity and Magnetism (76%) and Computer Science A (75%).

• For grouped bar charts, Tab to the first data element (bar/line data point) which will bring up a pop-up with the data details
• To read the data in all groups Arrow-Down will go back and forth
• For bar/line chart data points are linear and not grouped, Arrow-Down will read each bar/line data points in order
• For line charts, Arrow-Left and Arrow-Right will move to the next set of data points after Tabbing to the first data point
• For stacked bars use the Arrow-Down key again after Tabbing to the first data bar
• Then use Arrow-Right and Arrow-Left to navigate the stacked bars within that stack
• Arrow-Down to advance to the next stack. Arrow-Up reverses

Number of students taking AP STEM exams, by selected subjects: 2009 and 2019

AP = Advanced Placement. STEM = science, technology, engineering, and mathematics.

Physics 1: Algebra-Based, Physics 2: Algebra-Based, Physics B, Physics C: Electricity and Magnetism, and Physics C: Mechanics. AP Computer Science exams include Computer Science A and Computer Science Principles.

College Board, AP Program Participation and Performance Data 2019. https://research.collegeboard.org/programs/ap/data/participation/ap-2019 .

Science and Engineering Indicators

AP exam takers in selected subjects, by sex: 2019

AP = Advanced Placement.

Percentages may not add to 100% because of rounding.

Analysis of 2019 STEM AP exam taking by minority students shows that Black and Hispanic students are underrepresented in STEM AP exam taking. Although these students collectively made up 42% of the U.S. elementary and secondary school population in 2019, ​ In 2019, 15.1% of elementary and secondary students were Black, 27.3% were Hispanic, 0.4% were Native Hawaiian or Pacific Islander, and 1.0% were American Indian or Alaska Native (Hussar et al. 2020). together they accounted for 11%–29% of STEM subject-specific AP exam takers ( Figure K12-22 ).

AP exam takers in selected subjects, by race or ethnicity: 2019

Hispanic may be any race; race categories exclude Hispanic origin. Percentages may not add to 100% because of rounding.

The percentage of AP exam takers who passed AP exams in 2019 (earning at least a score of 3 out of 5) varied by subject. In mathematics, 58% of Calculus AB and 81% of Calculus BC exam takers scored a 3 or higher. In science, the percentage of students who scored 3 or higher ranged from a low of 45% for Physics 1 to a high of 82% for Physics C: Mechanics. A full report of 2019 AP exam scores is available at AP Exam Score Distributions .

Participation in Dual Enrollment Courses

In addition to AP courses, dual enrollment courses (courses for which students earn both high school and college credit) offer another option for high school students who wish to earn college credit while still in high school (Burns and Leu 2019). Students typically take these courses at their high school or a local college, either in person or online. Since a published source of STEM-specific dual enrollment statistics is not available, this section presents data on the overall availability and utilization of these courses.

In 2017–18, 82% of public high schools offered dual enrollment courses ( Table SK12-24 ). Availability of dual enrollment courses was highest among rural high schools, 90% of which offered dual enrollment, and lowest among city high schools, 73% of which offered dual enrollment. Whereas 71% of high-poverty-enrollment schools (those in which 75% or more of students were eligible for free or reduced-price lunch) offered dual enrollment courses, 84%–93% of schools at all other poverty levels did so ( Figure K12-23 ). Despite widespread dual enrollment availability, only a small proportion of students earn dual enrollment course credit. Among 2013 high school graduates, for example, only 11% earned dual enrollment credits, with an average of 2.5 credits (Burns and Leu 2019).

Among public schools with students enrolled in any of grades 9–12, percentage that offered dual or concurrent enrollment, by school poverty level: 2017–18

Dual or concurrent enrollment offers both high school and college credit. School poverty level is the percentage of students eligible for free or reduced-price lunch.

Taie S, Goldring R, Characteristics of Public and Private Elementary and Secondary Schools in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look, NCES 2019-140, U.S. Department of Education, National Center for Education Statistics (2019). https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2019140 .

Enrollment in Postsecondary Education

The 2018 estimates from the U.S. Census Bureau’s Current Population Survey indicate that about 70% of students who graduate from high school in a given year enroll in college by October of the same year , a figure that has not meaningfully changed in the past decade ( Figure K12-24 ). Among 2018 high school completers who immediately enrolled in college, 26% enrolled in a 2-year institution, and 44% enrolled in a 4-year institution.

Immediate college enrollment rates among high school completers, by institution type: 2008–18

The figure includes students ages 16–24 who graduated from high school or completed a GED or other high school equivalency credential in each survey year. Immediate college enrollment rates are defined as rates of high school completers enrolled in college in October after completing high school earlier in the same calendar year. Percentages may not add to 100% because of rounding.

De Brey C, Snyder TD, Zhang A, Dillow SA, Digest of Education Statistics 2019, NCES 2021-009, Tables 302.10 and 302.20, U.S. Department of Education, National Center for Education Statistics (2021). https://nces.ed.gov/programs/digest/current_tables.asp .

Immediate college enrollment rates in 2018 were higher for Asian students compared with students from other racial or ethnic groups ( Figure K12-25 ). Black and Hispanic high school completers enrolled at lower rates (62% and 63%, respectively) than their Asian (78%) and White (70%) counterparts did.

Immediate college enrollment rates among high school completers, by sex and race or ethnicity: 2018

The figure includes students ages 16–24 who graduated from high school or completed a GED or other high school equivalency credential in 2018. Immediate college enrollment rates are defined as rates of high school completers enrolled in college in October after completing high school earlier in the same calendar year. Hispanic may be any race; race categories exclude Hispanic origin.

High School Students’ STEM Experience

With the goals of maintaining global competitiveness, enhancing capacity for innovation, and providing equal opportunity for all students to pursue STEM careers, U.S. policymakers have called for increasing the number and diversity of students pursuing postsecondary degrees in STEM fields (Allen-Ramdial and Campbell 2014). Demographic groups, including women, Blacks, and Hispanics, among others, continue to be underrepresented in STEM occupations compared to their proportion in the general population (NSB 2020).

Students’ STEM experience in elementary and secondary school is associated with their postsecondary field of study and career choices: student reports of high self-efficacy in mathematics and science in high school are associated with the choice of STEM majors in college (Wang 2013). Research also indicates that teachers and counselors can play a role in encouraging historically underrepresented minorities to pursue STEM majors and careers (Mau and Li 2018; Reinhold, Holzberger, and Seidel 2018; Shillingford, Oh, and Finnell 2018).

This section uses national data from the High School Longitudinal Study of 2009 (HSLS:09) to explore students’ reasons for taking mathematics and science courses in 2012 (while they are in high school) and their perceptions of their mathematics and science identity and ability. ​ HSLS:09 is a longitudinal study of a nationally representative sample of approximately 20,000 students who were first surveyed in fall 2009 as ninth graders and were surveyed again in 2012, 2013, and 2016, approximately 3 years after most had completed high school. These students’ high school transcripts were collected in 2013, and for those who enrolled in postsecondary education after high school, their postsecondary transcripts were collected in 2017 and 2018. Combined, these data allow researchers to examine an array of young-adulthood outcomes, including whether students chose a STEM major at the postsecondary level. This analysis uses the National Science Foundation’s definition of STEM majors, which includes not only mathematics, natural sciences, engineering, and computer and information sciences but also such social or behavioral sciences as psychology, economics, sociology, and political science. It then looks at the relationship between their perceptions of their mathematics and science identity and ability in high school and their decisions to pursue STEM majors in college in 2016.

Reasons for Taking Mathematics and Science Courses in High School

Students’ reasons for taking mathematics and science classes reveal how attitudes toward these subjects and outside influences may impact enrollment patterns in these STEM classes by sex and race or ethnicity. While most students, regardless of sex or race or ethnicity, report taking mathematics or science courses because they are required or because they will need them to get into college, there are some notable differences among groups in other factors and attitudes that influence taking these courses. For example, a slightly greater percentage of female students compared to male students reported that they were taking a mathematics or science course because someone else (e.g., a teacher, counselor, or parent) had encouraged them to do so ( Table K12-5 ). However, the same proportion of male and female students reported that they took their mathematics class because they enjoy mathematics. Regarding science courses, a greater percentage of male students than female students reported that they took their science course because they enjoy science. The influence of friends was similar for male and female students in mathematics coursetaking, but a greater percentage of male students than female students reported that they were taking their science class because their friends were taking it.

Among fall 2009 students in grade 9 who took a mathematics or science course in 2012, percentage reporting various reasons for taking it, by sex and race or ethnicity: 2012

a Hispanic may be any race; race categories exclude Hispanic origin.

b Apply to students who took a mathematics course in the spring term of 2012. If a student took more than one mathematics course, the student was directed to the most challenging mathematics course taken. Students can choose more than one reason listed in the table.

c Apply to students who took a science course in the spring term of 2012. If a student took more than one science course, the student was directed to the most challenging science course taken. Students can choose more than one reason listed in the table.

National Center for Science and Engineering Statistics, special tabulations (2020) of the High School Longitudinal Study of 2009 (HSLS:09), First Follow-Up.

About half or less (between 30% and 48%) of the students in each race and ethnic group indicate that they took mathematics courses because they enjoyed the subject, whereas about half or more (between 48% and 61%) in each group report the same reason for taking science courses. The influence of school counselors, teachers, parents, or friends was relatively similar across all races and ethnicities, with a few exceptions. About 40% of Asian students reported that they took a mathematics or science class because their friends were taking the course, relative to a third or less of the other groups. Asian students were also relatively more inclined, along with White students, to report that parents encouraged them to take these courses.

Students’ Perceptions of Math and Science Identity and Ability

The available data suggest that male and female students vary in their perceptions of their mathematics and science identity and ability. For example, male high school students tended to agree more with the positive statements about their mathematics and science identity and their abilities in mathematics and science compared with their female counterparts ( Figure K12-26 ). About half of male high school students agreed that they see themselves as a math person, compared with 39% of their female classmates, and 71% of male high school students agreed that they are confident in their ability to do an excellent job on science tests, compared with 62% of their female counterparts. There was some variation in responses by race or ethnicity ( Table K12-6 ). For example, 59% of Asian students agreed that they see themselves as a math person, compared with 40%–44% of White, Black, and Hispanic students. Lower proportions of Hispanic students (62%) agreed that they were certain that they could master science skills compared with White, Black, and Asian students (70%–75%).

Fall 2009 students in grade 9 who agreed with various statements about their mathematics and science identity and ability, by sex: 2012

Fall 2009 students in grade 9 who agreed with various statements about their mathematics and science ability, by race or ethnicity: 2012, perceptions of mathematics and science identity and ability and declaration of postsecondary stem major.

Data from HSLS:09 indicate that students’ perceptions of mathematics and science ability in high school are associated with postsecondary STEM choices . Students who agreed with positive statements about their mathematics and science identity and ability in high school declared STEM majors in college in greater proportions than students who disagreed ( Figure K12-27 ). For example, students who saw themselves as a math or science person were more apt to declare a postsecondary STEM major than students who disagreed with these statements. Similarly, students who were certain that they could master math and science skills were more likely to declare a STEM major than peers who were not certain that they could master math and science skills.

Among fall 2009 students in grade 9 who enrolled in postsecondary education after high school, percentage who reported that their current or most recent major was in a STEM field, by perception of mathematics and science identity and ability: 2016

STEM = science, technology, engineering, and mathematics.

STEM majors include mathematics, biological and life sciences, physical sciences, computer and information sciences, engineering and related technologies, science technologies, social sciences, and psychology and are based on the first major declared by students for their current or most recent undergraduate degree or certificate program as of February 2016.

National Center for Science and Engineering Statistics, special tabulations (2020) of the High School Longitudinal Study of 2009 (HSLS:09), First Follow-Up and Second Follow-Up.

Transition to the Skilled Technical Workforce

For students who do not transition into postsecondary education immediately after high school, STW jobs offer higher pay and more opportunities than other types of positions (Carnevale et al. 2018; Rothwell 2015). STW jobs are those that require skills in STEM fields but do not require a bachelor’s-level degree for entry (Chen and Rotermund 2020). The Indicators 2020 report “ Elementary and Secondary Mathematics and Science Education ” used data from HSLS:09 to examine which students entered the STW directly after high school and which high school courses were associated with entry into the STW. The STW workforce in this cohort was made up primarily of men; 79% of students who entered the STW were men, and 21% were women. By comparison, 59% of students who entered the job market directly after high school were men, and 41% were women. The racial and ethnic distribution of the STW also differed from the overall distribution of those entering the workforce, with White students overrepresented in STW jobs (58% in the STW compared to 47% overall), and Black and Hispanic students underrepresented in the STW relative to their percentages in the workforce overall (10% compared to 16% and 15% compared to 25%, respectively). In terms of high school preparation, a greater percentage of students who had earned career and technical education (CTE) credits in the STEM-related fields of manufacturing; engineering and technology; architecture and construction; agriculture, food, and natural resources; and transportation, distribution, and logistics entered the STW directly after high school compared with those who had not earned any credits in these areas. For more information on the STW, see the forthcoming Indicators 2022 report, “ The STEM Labor Force of Today: Scientists, Engineers, and Skilled Technical Workers .”

Related Content

• Skip to Nav
• Skip to Main
• Skip to Footer

How thoughtful post-secondary planning can raise expectations for students in special education

Please try again

On a Tuesday evening in 2019, about 80 parents and students gathered in Archer High School in Lawrenceville, Georgia . They were there for a night of post-secondary education planning. They reviewed statistics, heard school counselor recommendations and spoke with college representatives. It’s a common enough scene. Many high schools host college and career nights to help students and parents plan for the future, but this one had a twist: it was designed specifically for students with disabilities and their families.

Once students, especially students of color, are labeled with a disability, they “are more likely to be in the most restrictive environments,” which often limits that student’s access to the general education curriculum, said Erin Kilpatrick, the high school counselor who organized the event. “To be successful and have a chance to go to college…[students] need access to general education classes and honors classes.”

That’s why Kilpatrick organized the post-secondary planning night, which included presentations from representatives of disability support offices at three colleges. She has seen throughout her career that low expectations at the high school level often mean that students with disabilities and their families are unprepared for post-secondary education opportunities. She has, for example, received calls from parents asking about their student’s options for a college education after they’ve already graduated and left the school. In Kilpatrick’s observation, only a fraction of students with disabilities pursue post-secondary education or are working within a few years of graduation. For the 2019 post-secondary planning night, her team predicted an attendance of 15 to 20, but ended up hosting four times that amount. The event was tailored to parents of students with Individualized Education Plans (IEPs) and 504 plans, both of which lay out specific environmental and academic accommodations for a student with a diagnosed disability.

According to Kilpatrick, a partnership between educators and parents of students with disabilities gives parents the knowledge and social capital to be the best advocates for their children. Such partnerships also allow school counselors and special education teachers to tailor the post-secondary options to the child based on the child’s strengths, abilities and interests.

One of Kilpatrick’s concerns is when a student with disabilities becomes siloed onto an IEP diploma track . Unlike a general education high school diploma, which students with an IEP are eligible to obtain, an IEP diploma does not fulfill requirements to join the military or get accepted into a two- or four-year colleges and universities. Parents may not know this and often rely on the expertise of school systems, which may not always push students with disabilities towards a general education diploma, said Kilpatrick. 

High school exit exams can be another barrier to students with disabilities obtaining a general education diploma. Nine states require a passing score on the high school exit exam to receive a high school diploma, according to Education Week. During research for her dissertation, Kilpatrick met a parent whose twins had a specific learning disability and took the high school exit exam a combined total of 25 times. The hours dedicated to the exit exam came out as the equivalent to several days of high school life and could’ve been devoted to learning skills, such as job interview practice, said Kilpatrick. Georgia, where Kilpatrick works, suspended the high school exit exam in 2015 .

Leslie Lipson, a lawyer with 21 years of experience in legal educational and disability advocacy, said that the biggest systemic barrier that people with disabilities face is that they “are devalued as a whole in our culture.” The K-12 education system is a reflection of cultural and social experience at large, she added. 

Kilpatrick recommended that parents and students explore all of the options available to them regarding post-secondary education, starting in ninth grade. This includes the different academic tracks and career clusters available, as well as advocating for check-ins about those academic goals at every annual IEP meeting. Kilpatrick also encouraged families to inquire with testing providers about accommodations for the SAT, ACT and AP exams. 

It is also important that students and parents know that they can advocate for or request honors, advanced placement, gifted and dual enrollment classes, said Kilpatrick. She also said that parents and students must remain mindful about the changes to legal protections when a student transitions from a K-12 education to post-secondary education options. Specifically, the change from IDEA protections , which ensure k-12 students have free access to diagnostic and special education services, to ADA or ADAAA protections, which ensure equal rights and protections for students with disabilities on college campuses and beyond.

From her dissertation research, Kilpatrick cited a solid support system as a factor in success after high school for students with disabilities. Many caregivers she talked to found knowledge-sharing between families helpful. Those networks may be found through school connections or other avenues, such as Parent to Parent , an organization that offers resources to parents and families of children with disabilities. Parents spend emotional labor, often invisible to schools and educators, said Kilpatrick, and they requested that educators have more empathy towards students with disabilities. 

According to Kilpatrick, school systems have to re-envision the possibilities for special education and students with disabilities. This can be done by providing training for educators and instilling a willingness to learn from families of students with disabilities. By holding high expectations for students with disabilities, educators reinforce the idea that these students and families “deserve to be supported,” and “deserve to have great life outcomes,” said Kilpatrick. “Disabilities are not homogeneous.”

AUDIENCE SURVEY

Northeast ohio colleges challenged by falling enrollment, rising financial shortfalls.

John Carroll University received a $2.5 million grant from the National Science Foundation. 

Construction is well underway on a 100,000-square-foot athletic and event center on John Carroll University’s campus in University Heights. Slated to open in winter 2025, the facility’s features will include a 200-meter indoor track, multi-purpose courts and a state-of-the-art exercise science lab.

It’s one of several ongoing or recently completed facility improvement projects at the private Jesuit university, and it aligns with the university’s Inspired Futures strategy, an initiative introduced by JCU president Al Miciak that focuses on boosting the university’s academic portfolio while enhancing student experiences on campus — for a good reason. 

Today, colleges and universities have to be innovative as they prepare for their futures. Enrollment and financial pressures, coupled with changing attitudes and demographics, have put significant strains on the U.S. higher education sector, particularly among small private liberal arts colleges and universities, and Northeast Ohio schools are not immune to these difficulties. 

Financial challenges have placed some of Northeast Ohio’s small, private liberal arts colleges and universities in the spotlight recently. 

Last month, Notre Dame College announced it will be shutting down at the end of the spring semester. Berea’s Baldwin Wallace University announced plans in early February to cut 23 full- and part-time staff positions, extend a hiring freeze through December and reorganize or no longer admit new students to 13 programs. And Lake Erie College in Painesville entered into a forbearance agreement with bondholders after it did not meet certain covenants it had agreed to as part of a debt sale.

Declining enrollment is the most pressing concern affecting public and private colleges and universities in the U.S. Experts predict the traditional college-age population will drop by 15% between 2025 and 2029 as a result of the national decrease in birth rates that began after the 2008 financial crisis, as reported by The Hechinger Report. 

Though the “demographic cliff” poses challenges for the entire higher education sector, the weight won’t be borne equally across colleges and universities. Large institutions buoyed by big endowments and research and grant revenue tend to be in a stronger position, said Emily Wadhwani, a senior director at Fitch Ratings.

“Those schools that are less competitive, less selective and dependent more heavily on students and the associated revenue that comes along with a student when they enroll, those are the schools facing the most pressure right now,” she said.

Fitch Ratings issued a deteriorating outlook for U.S. colleges and universities in 2024, citing labor and wage pressures, high interest rates and uneven enrollment recovery across the higher education landscape. 

In the second half of last year, the credit rating agency had 10 downward outlook revisions against five upward revisions, Wadhwani said. She noted that Fitch covers the strongest, most competitive institutions in the country and that most pressure in the sector exists in the non-rated space. 

Emily Wadhwani, a senior director at Fitch Ratings. 

“We’re a four-year business cycle,” said Barbara Mistick, president of the National Association of Independent Colleges and Universities. “If that freshmen class comes in and it’s smaller than you normally recruit, you’re going to be dealing with the economic part of that for four years.”

Private, nonprofit colleges and universities generated nearly $652 billion in economic impact during the 2021-2022 academic year and graduated 1.2 million undergraduate students annually, according to the NAICU’s latest impact report. While those numbers are up pre-pandemic, they’re about flat when adjusted for inflation.

“My sense of where the challenges are greatest is in the Northeast and around the Great Lakes, in a lot of areas that are older industrial areas that might be struggling themselves economically,” Mistick said. “Institutions within that area are not immune to the local economy challenges.”

As the number of traditional college-age students decreases nationally, Ohio institutions have the additional burden of the state’s dwindling population. By 2050, the Buckeye State’s population is expected to decline by more than 675,000, according to the Ohio Department of Development .

“We’ve seen some of that impact on our in-state student counts,” said Carolyn Noll Sorg, vice president for enrollment management at John Carroll. “There’s opportunity in that, though. To both serve our market here at home, even though it’s shrinking, but also to grow outside of it.”

JCU, which has about 2,400 undergraduate students, saw some enrollment decline immediately following the pandemic, but numbers are starting to return to pre-pandemic levels, Noll Sorg said. 

Applications are up about 11% from high school seniors during the current enrollment cycle compared with last year. The university anticipates first-year enrollment for next fall will be in the range of 625 to 650, putting it on par with pre-pandemic numbers.

Ursuline College’s enrollment has remained steady over the last several years, said Mike Brown, vice president of enrollment. Pre-pandemic, the Pepper Pike-based college had 640 students at the undergraduate level. Last fall, that number was 637.

“We’ve always been a small campus but, of course, we need to maintain, if not, grow our enrollment,” said Jennifer Schuller, president of Lake Erie College in Painesville. “We’re around 1,000 students total between graduate and undergraduate students. Ideally, I’d love to be closer to 1,400. We have a pretty big enrollment increase up for this fall. I’m pretty confident, given all the changes we’re putting in place, we’ll get there.”

Among is these changes was an overhaul to the college’s transfer policy that saw transfers increase from 20 in fall 2022 to 64 in fall 2023. Lake Erie College experienced a 4.2% increase between fall 2022 and 2023 in enrollment, according to Crain’s data . 

Jennifer Schuller, president of Lake Erie College. 

Along with the enrollment cliff, colleges and universities must wrestle with changing attitudes toward higher education in the U.S. Only 36% of Americans have “a great deal” or “quite a lot” of confidence in higher education, according to a 2023 Gallup poll , a drop of 12 percentage points from 2018.

“We’ve never lived in a one-size-fits-all world or marketplace,” said Alan Miciak, president of John Carroll University. “The question of ‘What is the appropriate post-secondary education for anybody?’ is up to those families to choose. We still see extremely strong value proposition in higher ed for us. And I think we’ve got a track record of producing great outcomes for students, and we’re going to continue there.”

In a busy digital world, small schools have the challenge of cutting through the noise and getting students’ attention, Brown said.

“There are constantly evolving ways of students to access education, so the consumer has more products to choose from … there are options of online, asynchronous, synchronous. There’s so much information available,” he said.

And the “disastrous” rollout of the new Free Application for Federal Student Aid, or FAFSA, didn’t make anything easier for students, colleges or universities, Mistick said. 

The forms, filled out by millions of current and prospective college students each year, launched in December instead of October, but problems with the application led to even longer delays. Without that information, “none of the financial aid information from which institutions can create their packages, their offer for students, their scholarship offer or their financial aid offer, none of that can happen,” Mistick said.

It’s been especially challenging for small schools, where a difference of a handful of students can drastically affect budgets, said David Attis, managing director of research at EAB, a consulting firm that specializes in education institutions.

“There’s already this perception that we cost a lot more than the public universities, when, in reality, we have a lot of funded aid and discount rates,” Schuller said. “But everybody doesn’t know that until they come to visit. There’s still this perception that private institutions are a lot more out-of-pocket costs.”

By mid-March, some colleges and universities were starting to receive FASFA data from the U.S. Department of Education, but problems with the application have resulted in fewer students filling it out. Based on current submissions, the Department of Education is on track to see a nearly 20% drop in applications submitted this year, CNBC News reported . 

What’s become clear in today’s environment, Brown said, is that colleges and universities must be prepared to pivot and can no longer rely on one specific program to fix every problem.

“The days of the magic bullet major that’s going to solve every institution’s enrollment issue are gone,” he said.

This is the first part of a two-part series . 

Afternoon 5 -  The news that has unfolded throughout the day in Northeast Ohio business. Sign up today.

• Latest News
• Arts & Entertainment
• Banking & Finance
• Health Care
• Manufacturing
• Nonprofits & Philanthropy
• Politics & Policy
• Real Estate
• Restaurants
• Sports & Recreation
• Transportation
• Latest Commentary
• Letters to the Editor
• Commercial Real Estate
• Residential Real Estate
• Crain's Forum
• Best Employers
• Giving Guide
• New Faces In New Places
• Private School Planner
• M&A deal making guide: Sponsored content
• Weatherhead 100: Sponsored content
• Wealth Management Guide: Sponsored content
• 20 In Their 20s
• 40 Under 40
• Excellence In HR Awards
• Women of Note
• Nominations
• Data Center
• Highest-Paid CEOs
• Largest Employers
• Largest Law Firms
• Largest Private Companies
• Largest Public Companies
• Latest Issue

Best Global Universities for Mechanical Engineering in Russia

These are the top universities in Russia for mechanical engineering, based on their reputation and research in the field. Read the methodology »

To unlock more data and access tools to help you get into your dream school, sign up for the  U.S. News College Compass !

Here are the best global universities for mechanical engineering in Russia

Tomsk polytechnic university.

See the full rankings

• Clear Filters
• # 74 in Best Universities for Mechanical Engineering
• # 879 in Best Global Universities  (tie)

Turn Your Curiosity Into Discovery

Latest facts.

9 Longevity Supplement Facts A Growing Global Industry

5 Interesting Facts about Automotive Transport

40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Was this page helpful?

Our commitment to delivering trustworthy and engaging content is at the heart of what we do. Each fact on our site is contributed by real users like you, bringing a wealth of diverse insights and information. To ensure the highest standards of accuracy and reliability, our dedicated editors meticulously review each submission. This process guarantees that the facts we share are not only fascinating but also credible. Trust in our commitment to quality and authenticity as you explore and learn with us.

Share this Fact: