Country
Data profiles:
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2022) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Student performance (PISA 2022) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Student performance (PISA 2022) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2022) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2022) |
| Overview of the education system (EAG 2023) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2023) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Student performance in 18 out of 27 regions (PISA 2022) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Student performance (PISA 2022) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
Profile View
Select first some countries to compare, choose the charts you wish to display and customise them.
Attainment
The level of below upper secondary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data. (6 %, rank 40/44 , 2022) Download Indicator
The level of tertiary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (44.7 %, rank 4/45 , 2022) Download Indicator
The proportion of 25-64 year-olds who have attained a general upper secondary or post-secondary qualification is one of the highest among OECD and partner countries with available data. (41.8 %, rank 1/38 , 2022) Download Indicator
The proportion of 25-64 year-olds who attained a doctoral or equivalent tertiary education degree is one of the highest among countries with available data. (2.1 %, rank 5/37 , 2022) Download Indicator
The proportion of 25-34 year-olds who have attained a general degree at the upper secondary or post-secondary level is one of the highest among OECD and partner countries with available data. (42.8 %, rank 1/38 , 2022) Download Indicator
In United States, the share of 25-34 year-olds who attained a doctoral or equivalent tertiary education degree is one of the highest among countries with available data. (1.6 %, rank 3/35 , 2022) Download Indicator
Attainment by gender
The proportion of 25-34 year-old men who have attained at least upper secondary education is one of the highest among OECD and partner countries with available data. (93.5 %, rank 5/44 , 2022) Download Indicator
The share of 25-34 year-old men who attained below upper secondary education in United States is one of the lowest among OECD and partner countries with available data. (6.5 %, rank 40/44 , 2022) Download Indicator
The share of 55-64 year-old women who attained below upper secondary education in United States is one of the lowest among OECD and partner countries with available data. (8.3 %, rank 41/44 , 2022) Download Indicator
The share of 25-34 year-old women with general upper secondary or post-secondary non-tertiary education in United States is one of the highest among countries with available data. (38.3 %, rank 1/38 , 2022) Download Indicator
The share of 25-34 year-old men with general upper secondary or post-secondary non-tertiary education in United States is one of the highest among countries with available data. (47.2 %, rank 2/38 , 2022) Download Indicator
Attainment by field of education
The percentage of 25-64 year-olds with tertiary education who studied in the field of engineering, manufacturing and construction is one of the lowest among OECD countries and partner economies with available data. (9.7 %, rank 30/31 , 2021) Download Indicator
Entrance
The share of women among tertiary education new entrants is one of the largest compared to OECD and partner countries with available data. (56.8 %, rank 5/33 , 2021) Download Indicator
The average age of new entrants in tertiary education in United States is comparatively young. (19.6 Years, rank 31/33 , 2021) Download Indicator
In United States, the share of first-time entrants in bachelor's programmes is one of the smallest among OECD countries and partner economies with available data. (58.1 %, rank 29/33 , 2021) Download Indicator
Participation in education
The enrolment rate of students aged 17 in general upper secondary programmes in United States is one of the highest among OECD and partner countries with available data. (92.4 %, rank 1/44 , 2021) Download Indicator
The enrolment rate of students aged 17 in tertiary programmes in United States is one of the highest among OECD and partner countries with available data. (1 %, rank 4/35 , 2021) Download Indicator
The enrolment rate of students aged 18 tertiary programmes in United States is one of the highest among OECD and partner countries with available data. (13.4 %, rank 4/34 , 2021) Download Indicator
The enrolment rate of students aged 19 tertiary programmes in United States is one of the highest among OECD and partner countries with available data. (19.5 %, rank 3/34 , 2021) Download Indicator
The enrolment rate of students aged 20 in general upper secondary programmes in United States is one of the lowest among OECD and partner countries with available data. (0 %, rank 41/43 , 2021) Download Indicator
The enrolment rate of students aged 20 tertiary programmes in United States is one of the highest among OECD and partner countries with available data. (15.9 %, rank 3/34 , 2021) Download Indicator
(100 %, rank 1/30 , 2021) Download Indicator
Students enrolled in programmes providing full completion and access to tertiary education among all students enrolled in post-secondary non-tertiary vocational programmes are proportionally more in United States than in the other countries. (100 %, rank 1/20 , 2021) Download Indicator
The enrolment rate among students aged 15-19 in upper secondary general programmes in United States is one of the highest among OECD and partner countries with available data. (57.9 %, rank 1/44 , 2021) Download Indicator
The enrolment rate among students aged 15-19 in short-cycle tertiary programmes in United States is one of the highest among OECD and partner countries with available data. (6.9 %, rank 4/34 , 2021) Download Indicator
The enrolment rate among students aged 20-24 in upper secondary programmes in United States is one of the lowest among OECD and partner countries with available data. (0 %, rank 42/43 , 2021) Download Indicator
The enrolment rate among students aged 20-24 in upper secondary general programmes in United States is one of the lowest among OECD and partner countries with available data. (0 %, rank 39/42 , 2021) Download Indicator
The enrolment rate among students aged 20-24 in short-cycle tertiary programmes in United States is one of the highest among OECD and partner countries with available data. (9.6 %, rank 2/34 , 2021) Download Indicator
(0.2 %, rank 5/40 , 2021) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of arts and humanities is one of the highest among OECD and partner countries with available data. (17.3 %, rank 1/44 , 2021) Download Indicator
The percentage of tertiary graduates in the field of natural sciences, mathematics and statistics is one of the highest among OECD and partner countries with available data. (8.1 %, rank 5/44 , 2021) Download Indicator
The percentage of tertiary graduates in the field of engineering, manufacturing and construction is one of the lowest among OECD and partner countries with available data. (7 %, rank 42/44 , 2021) Download Indicator
In United States, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of STEM is one of the lowest among OECD and partner countries with available data. (25.2 %, rank 33/36 , 2021) Download Indicator
In United States, the proportion of upper secondary and post-secondary non-tertiary vocational graduates in the field of health and welfare is one of the highest among OECD and partner countries with available data. (29.1 %, rank 2/36 , 2021) Download Indicator
In United States, the share of short-cycle tertiary vocational graduates in the field of arts and humanities is relatively high compared to other OECD countries and partner economies with available data. (41.7 %, rank 4/37 , 2021) Download Indicator
Graduation by field of education and gender
The proportion of female tertiary graduates in the humanities and arts is one of the highest among OECD and partner countries. (17.9 %, rank 5/44 , 2021) Download Indicator
The proportion of female tertiary graduates in social sciences, business and law is one of the lowest among OECD and partner countries. (15.7 %, rank 42/44 , 2021) Download Indicator
In United States, the proportion of male tertiary graduates in the field of arts and humanities is relatively large. (16.3 %, rank 1/44 , 2021) Download Indicator
Completion rates
A relatively high share of upper secondary students complete their studies within the theoretical programme duration. (86.5 %, rank 2/23 , 2021) Download Indicator
A relatively high share of students in upper secondary general programmes complete their studies within the theoretical programme duration. (86.5 %, rank 4/23 , 2021) Download Indicator
Student mobility
In United States, international or foreign students from Asia are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (75.1 %, rank 5/43 , 2021) Download Indicator
In United States, international or foreign students from Oceania are most represented among all international or foreign students, compared to other OECD and partner countries with available data. (0.7 %, rank 4/43 , 2021) Download Indicator
In United States, the percentage of international or foreign students coming from neighbouring countries is comparatively low . (6 Students, rank 40/43 , 2021) Download Indicator
Student mobility by field of education
In United States, the percentage of international doctoral graduates in the field of Information and communication technologies is one of the highest among OECD and partner countries with available data. (7.5 %, rank 5/37 , 2021) Download Indicator
In United States, the percentage of international doctoral graduates in the field of engineering, manufacturing and construction is one of the highest among OECD and partner countries with available data. (33.8 %, rank 5/38 , 2021) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (36172 USD Equivalent, rank 2/40 , 2020) Download Indicator
Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (19973 USD Equivalent, rank 2/39 , 2020) Download Indicator
Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (14321 USD Equivalent, rank 4/39 , 2020) Download Indicator
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (31795 USD Equivalent, rank 2/34 , 2020) Download Indicator
Expenditure per student for core educational services on tertiary education in United States is comparatively high. (27445 USD Equivalent, rank 2/36 , 2020) Download Indicator
Expenditure per student for core educational services on primary to tertiary education in United States is comparatively high. (17126 USD Equivalent, rank 2/36 , 2020) Download Indicator
Expenditure per student for ancillary services on tertiary education in United States is comparatively high. (4350 USD Equivalent, rank 1/27 , 2020) Download Indicator
Expenditure in education and national wealth
In United States, expenditure on tertiary educational institutions as a percentage of GDP is comparatively high. (2.5 %, rank 2/40 , 2020) Download Indicator
In United States, private expenditure on educational institutions as a percentage of GDP on primary to tertiary education from final source of funds is relatively high. (1.9 %, rank 4/39 , 2020) Download Indicator
Government and private expenditure in education
The share of private expenditure on tertiary education is one of the largest among OECD and partner countries with available data. (62.5 %, rank 5/40 , 2020) Download Indicator
The share of public expenditure on tertiary educational institutions is one of the largest among OECD and partner countries with available data. (3.9 %, rank 5/46 , 2020) Download Indicator
United States has one of the largest shares of private expenditure on primary through tertiary educational institutions among OECD countries and partner economies with available data. (30.4 %, rank 4/39 , 2020) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively small in United States. (37.5 %, rank 36/40 , 2020) Download Indicator
In United States, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (69.6 %, rank 36/39 , 2020) Download Indicator
Teachers
The number of hours per year primary teachers spend teaching in public institutions is comparatively high in United States. (1004 Hours, rank 2/33 , 2021) Download Indicator
The number of hours per year lower secondary teachers spend teaching in public institutions is comparatively high in United States. (966 Hours, rank 3/33 , 2021) Download Indicator
Teachers' salaries
The ratio of pre-primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.62 Ratio, rank 20/22 , 2022) Download Indicator
The ratio of primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.64 Ratio, rank 25/26 , 2022) Download Indicator
The ratio of lower secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.66 Ratio, rank 25/26 , 2022) Download Indicator
The ratio of upper secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.68 Ratio, rank 25/26 , 2022) Download Indicator
In United States, the change in statutory primary education teachers' salaries with 15 years of experience, based on most prevalent qualifications at different points in teachers' careers is relatively small. (94 Index, rank 27/30 , 2022) Download Indicator
The average actual pre-primary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (60424 USD Equivalent, rank 3/24 , 2022) Download Indicator
The average actual lower secondary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (64298 USD Equivalent, rank 4/28 , 2022) Download Indicator
The average actual upper secondary teacher's salary among teachers aged between 25-64 is one of the highest per hour of net teaching time among OECD and partner countries with available data. (66438 USD Equivalent, rank 5/28 , 2022) Download Indicator
After 15 years of experience, a lower secondary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (69439 USD Equivalent, rank 5/35 , 2022) Download Indicator
After 15 years of experience, an upper secondary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (69641 USD Equivalent, rank 5/35 , 2022) Download Indicator
After 15 years of experience, a pre-primary teacher with typical qualification can expect to have one of the highest salaries among OECD and partner countries with available data. (68905 USD Equivalent, rank 3/28 , 2022) Download Indicator
The ratio of lower secondary female teachers' salaries to earnings of full-time, full-year women workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.79 Ratio, rank 20/21 , 2022) Download Indicator
The ratio of lower secondary male teachers' salaries to earnings of full-time, full-year men workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.58 Ratio, rank 20/21 , 2022) Download Indicator
The salaries of 25-34 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in United States. (0.72 Ratio, rank 18/22 , 2022) Download Indicator
The salaries of 35-44 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in United States. (0.64 Ratio, rank 20/22 , 2022) Download Indicator
The salaries of 45-54 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in United States. (0.65 Ratio, rank 21/22 , 2022) Download Indicator
The salaries of 55-64 year-old general lower-secondary teachers relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in United States. (0.64 Ratio, rank 20/22 , 2022) Download Indicator
The average actual salaries of 25-34 year-old lower-secondary teachers is one of the highest in United States relatively compared to OECD and partner countries with available data. (55725 USD Equivalent, rank 5/24 , 2022) Download Indicator
The average actual salaries of 55-64 year-old lower-secondary teachers is one of the highest in United States. (70729 USD Equivalent, rank 4/24 , 2022) Download Indicator
Principals' salaries
Lower-secondary 25-64 year-old school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in United States. (1.13 Ratio, rank 18/22 , 2022) Download Indicator
Upper-secondary 25-64 year-old school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in United States. (1.16 Ratio, rank 19/22 , 2022) Download Indicator
The average actual salaries of 25-64 year-old primary school heads is one of the highest in United States. (107099 USD Equivalent, rank 1/24 , 2022) Download Indicator
The average actual salaries of 25-64 year-old lower secondary education school heads is one of the highest in United States. (110271 USD Equivalent, rank 3/24 , 2022) Download Indicator
The average upper-secondary school heads' actual salary is one of the highest among OECD and partner countries with available data. (113562 USD Equivalent, rank 4/24 , 2022) Download Indicator
In United States, the average actual salaries of 25-34 year-old lower-secondary school heads is relatively high compared to OECD and partner countries with available data. (90498 USD Equivalent, rank 2/17 , 2022) Download Indicator
The average actual salaries of 55-64 year-old lower secondary school heads is one of the highest in United States. (111357 USD Equivalent, rank 4/22 , 2022) Download Indicator
Ratio of student to teaching staff
In United States, the number of students per teacher in private institutions tertiary education is one of the lowest among countries with available data. (11.3 Ratio, rank 29/31 , 2021) Download Indicator
In United States, the number of students per teacher in independent private institutions tertiary education is one of the lowest among countries with available data. (11.3 Ratio, rank 21/23 , 2021) Download Indicator
Organisation of the education system
The total compulsory instruction time for primary students in United States is one of the longest among OECD and partner countries with available data. (5841 Hours, rank 5/38 , 2023) Download Indicator
The total compulsory instruction time for primary and lower secondary student in United States is among the longest among OECD and partner countries with available data. (8909 Hours, rank 5/38 , 2023) Download Indicator
Classes in lower secondary private institutions are comparatively small in United States. (15 Students, rank 31/33 , 2021) Download Indicator
In independent private institutions at lower secondary level, classes are one of the smallest in United States among OECD and partner countries with available data. (15 Students, rank 16/19 , 2021) Download Indicator
Employment and educational attainment
The employment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is low compared to other OECD and partner countries. (86.3 %, rank 36/40 , 2022) Download Indicator
The employment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is low compared to other OECD and partner countries. (90.2 %, rank 32/36 , 2022) Download Indicator
The employment rate among 45-54 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (74.4 %, rank 34/38 , 2022) Download Indicator
Employment by gender and educational attainment
The employment rate among 25-64 year-old men with upper secondary or a post-secondary non-tertiary education is comparatively low. (76.6 %, rank 41/44 , 2022) Download Indicator
In United States, the share of employed 25-64 year-old men with general upper secondary or post-secondary non-tertiary education is relatively low, compared to other OECD and partner countries with available data. (76.6 %, rank 35/38 , 2022) Download Indicator
Employment by field of education
The employment rate among 25-64 year-olds with tertiary education who studied in the field of arts is low compared to other OECD and partner countries. (80.8 %, rank 14/17 , 2021) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-64 year-olds with a doctoral or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (1 %, rank 18/21 , 2022) Download Indicator
Among the unemployed population aged between 25 and 64 with upper secondary or post-secondary non-tertiary education, the share of those who have been unemployed for at least 12 months is one of the smallest in United States, compared to other OECD countries. (21.9 %, rank 31/35 , 2021) Download Indicator
Compared to other countries with available data, the unemployment rate of 25-34 year-old with a master's or equivalent tertiary education degree is relatively low in United States. (1.2 %, rank 36/36 , 2022) Download Indicator
Inactivity and educational attainment
In United States, the inactivity rate of 25-64 year-olds with a doctoral or equivalent tertiary education degree is one of the highest among countries with available data. (8.8 %, rank 3/28 , 2022) Download Indicator
In United States, the inactivity rate of 25-64 year-olds with a master's or equivalent tertiary education degree is one of the highest among countries with available data. (12.5 %, rank 2/40 , 2022) Download Indicator
In United States, the inactivity rate of 25-64 year-olds with upper secondary or post-secondary non-tertiary education is one of the highest among countries with available data. (26.3 %, rank 5/44 , 2022) Download Indicator
In United States, the inactivity rate of 25-64 year-olds with general upper secondary or post-secondary non-tertiary education is relatively high. (26.3 %, rank 5/38 , 2022) Download Indicator
Inactivity by gender and educational attainment
In United States, the inactivity rate of 25-64 year-old men with general upper secondary or post-secondary non-tertiary education is relatively high. (20 %, rank 2/38 , 2022) Download Indicator
In United States, the inactivity rate of 25-64 year-old men with upper secondary or post-secondary non-tertiary education is relatively high. (20 %, rank 3/44 , 2022) Download Indicator
In United States, the inactivity rate of 25-34 year-old men with tertiary education is relatively high. (8.8 %, rank 5/44 , 2022) Download Indicator
In United States, the inactivity rate of 25-64 year-old men with tertiary education is relatively high. (10.9 %, rank 1/45 , 2022) Download Indicator
Earnings and educational attainment
The proportion of male full-time earners among all earners aged 35 to 44 with upper secondary and post-secondary non-tertiary education is comparatively low. (68.4 %, rank 26/30 , 2020) Download Indicator
Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is high. (169 Index, rank 3/35 , 2020) Download Indicator
The gap in average earnings between 25-64 year-old women with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is one of the highest among OECD and partner countries with available data. (167 Index, rank 5/35 , 2020) Download Indicator
In United States, the proportional difference in earnings between 25-64 year-old men with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is high. (176 Index, rank 4/35 , 2020) Download Indicator
Earnings of foreign-born aged between 25 and 64 who work full- and part-time with a short cycle tertiary education are comparatively low. (111.6 %, rank 26/30 , 2020) Download Indicator
In United States, the proportion of young 25-34 year-old adults with a bachelor's or equivalent attainment earnings is relatively high compared to OECD and other members with available data (162.4 %, rank 3/35 , 2021) Download Indicator
The share of 25-64 year-old workers without an upper secondary education earning at or below half the overall median in United States is one of the highest among countries with available data. (44.6 %, rank 3/38 , 2021) Download Indicator
The share of 25-64 year-old workers with upper secondary or post-secondary non-tertiary education earning at or below half the overall median in United States is one of the highest among countries with available data. (26.9 %, rank 5/40 , 2021) Download Indicator
Compared to other countries with available data, earnings of 25-64 year-olds working full-time and full-year with bachelor's or equivalent attainment compared to those of adults without an upper secondary education are relatively high in United States. (215 Index, rank 3/35 , 2021) Download Indicator
Compared to other countries with available data, earnings of 45-54 year-olds working full-time and full-year with bachelor's or equivalent attainment compared to those of adults without an upper secondary education are relatively high in United States. (224 Index, rank 5/35 , 2021) Download Indicator
Earnings, gender and educational attainment
Earnings of women as a percentage of men's earnings (25-64 year-olds with income from employment) are one of the lowest among countries with available data. (78.2 %, rank 36/40 , 2021) Download Indicator
The earnings of women as a percentage of men's earnings (25-34 year-olds without an upper secondary education working full-time full-year) are one of the lowest among countries with available data. (62.1 %, rank 28/30 , 2021) Download Indicator
Earnings by field of education
Earnings of tertiary-educated adults who studied in the field of education are low, compared to earnings of all tertiary-educated adults in United States. (64.9 %, rank 16/17 , 2020) Download Indicator
Earnings of tertiary-educated adults who studied in the field of arts and humanities, social sciences, journalism and information are high, compared to earnings of all tertiary-educated adults in United States. (83.7 %, rank 4/15 , 2020) Download Indicator
Earnings of tertiary-educated adults who studied in the field of natural sciences, mathematics and statistics are high, compared to earnings of all tertiary-educated adults in United States. (122.7 %, rank 1/16 , 2020) Download Indicator
Earnings of tertiary-educated adults who studied in the field of engineering, manufacturing and construction are high, compared to earnings of all tertiary-educated adults in United States. (127.4 %, rank 3/17 , 2020) Download Indicator
Earnings of tertiary-educated adults who studied in the field of health and welfare are low, compared to earnings of all tertiary-educated adults in United States. (88.1 %, rank 13/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in United States who studied in the field of arts and humanities, social sciences, journalism and information are high, when compared to earnings of adults with an upper secondary education. (86.6 %, rank 4/14 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in United States who studied in the field of education, are low, when compared to earnings of adults with an upper secondary education. (66.7 %, rank 16/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in United States who studied in the field of engineering, manufacturing and construction, are high, when compared to earnings of adults with an upper secondary education. (123.6 %, rank 1/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in United States who studied in the field of health and welfare, are low, when compared to earnings of adults with an upper secondary education. (88.5 %, rank 14/16 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in United States who studied in the field of natural sciences, mathematics and statistics, are high, when compared to earnings of adults with an upper secondary education. (122.1 %, rank 1/15 , 2020) Download Indicator
Neither in education nor employed
The share of 25-29 year-olds neither in employment nor in education and training with general upper secondary or post-secondary non-tertiary education in United States is relatively high (23.1 %, rank 5/33 , 2022) Download Indicator
General findings
- On average in OECD countries, the employment rate for younger adults (25-34 year-olds) with upper secondary or post-secondary non-tertiary education as their highest attainment is 83% for those with a vocational qualification and 73% for those with a general one.
- Combined school- and work-based vocational programmes facilitate the transition into the labour market. In Denmark, Germany, Hungary, Ireland, Latvia and Switzerland, around nine out of ten upper secondary VET students are in a combined school- and work-based programme, but in 10 countries, the share is less than one in five.
- Vocational education and training (VET) programmes, which often require specific equipment and infrastructure, typically cost more per student than general programmes. On average across OECD countries, expenditure per student is about USD 11 400 in general upper secondary programmes, compared to about USD 13 200 in vocational programmes.
- On average across OECD countries, 43% of teachers in vocational upper secondary programmes are aged 50 or over. This reflects an ageing VET teacher workforce, and also that some VET teachers join the teaching profession after an industry work experience.
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- On average across OECD, 20% of adults (25-64 year-olds) still do not have an upper secondary qualification in 2022. Forty percent have an upper secondary or post-secondary non-tertiary qualification as their highest level of education, the same share as those with a tertiary degree.
- Employment rates increase as educational attainment increases. Among 25-64 year-olds, the employment rate is 59% for those with below upper secondary attainment. This rises to 77% for adults with upper secondary or post-secondary non-tertiary attainment and 86% for those with tertiary attainment.
- Civic engagement tends to increase as educational attainment increases. Across the OECD countries and accession countries participating in the European Social Survey (ESS) Round 10, around 10% of individuals with tertiary attainment have participated in a public demonstration in the previous 12 months, whereas 6% of individuals with upper secondary or post-secondary non-tertiary educational attainment have done so.
- The most common form of participation in adult learning is non-formal education and training, mostly job related. Slightly more than one in ten adults (25-64 year-olds) participate in non-formal education and training on average across OECD and accession countries reporting data with a four-week reference period, of which almost 80% have engaged in at least one job-related learning activity.
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- On average, 18% of children under 2 and 43% of 2-year-olds were enrolled in early childhood education (ECEC) programmes in 2021 but other ECEC services also play a significant role. In Japan, 26% of children under 2 and 53% of 2-year-olds are enrolled in ECEC services outside ISCED 0.
- In Canada, Ireland and New Zealand, vocational programmes mostly serve those who have completed their initial schooling, and less than 12% of 15-19 year-old upper secondary students are pursuing VET. In contrast, there are 11 OECD countries where the majority of 15-19 year-olds enrolled in upper secondary education are in vocational programmes.
- Most upper secondary VET students are in programmes that offer direct access to tertiary education. Countries where around 30% or more vocational students enrolled in programmes that lead to full level completion without direct access to tertiary education tend to be those with multiple vocational tracks and bridging options to allow progression to higher levels of education.
- On average, 72% of students who enter upper secondary education graduate within its theoretical duration across countries with available data. Two years after the end of the theoretical duration, the average completion rate has increased to 82%.
- Students who entered a general upper secondary programme have a higher rate of completion (87%) than those who entered in a vocational programme (73%) in nearly all countries two years after the end of the theoretical programme duration.
- The COVID-19 pandemic had a very uneven impact on international student flows across countries during the period 2019-2021. While the share of mobile students fell by 6 percentage points in Australia and 9 percentage points in New Zealand, it increased in several countries and remained unchanged in many others.
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- Across OECD countries, expenditure per student averages around USD 10 700 at the primary level, USD 11 900 at secondary and USD 18 100 at tertiary level. This reflects the fact that higher levels of education often require teachers to have more advanced qualifications and specialised knowledge which are usually accompanied by higher salaries.
- Vocational education and training (VET) programmes, which often require specific equipment and infrastructure, typically cost more per student than general programmes. On average across OECD countries, expenditure per student is about USD 11 400 in general upper secondary programmes, compared to about USD 13 200 in vocational programmes.
- Upper secondary vocational programmes receive between 3% and 17% of all funding for primary to tertiary educational institutions. Post-secondary non-tertiary programmes, which are often vocational, receive as much as 7% of funding (in Ireland) and short-cycle tertiary as much as 10% (in Canada).
- In 2020, on average across OECD countries, 84% of the funding for primary to tertiary educational institutions came directly from government sources, 15% from private sources and 1% from non-domestic (international) sources.
- Higher education levels tend to have higher teachers' salary costs per student. On average across OECD countries, they rise from USD 3 614 per student in primary education to USD 4 424 in lower secondary education. This is mostly due to a combination of higher teachers' salaries and instruction time, and shorter teaching hours.
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- Students across the OECD receive an average of 7 634 hours of compulsory instruction during their primary and lower secondary education, ranging from 5 245 hours in Poland to double that in Australia (11 000 hours).
- Teachers' actual salaries at pre-primary, primary and general secondary levels of education are 81-95% of the earnings of tertiary-educated workers on average across OECD countries and other participants.
- School heads' actual salaries are more than 51% higher on average than those of teachers across primary and secondary education in OECD countries and other participants.
- More than three-quarters of the OECD countries have national, or central, examinations in the final years of upper secondary education (in general programmes). A large majority of these countries use these examinations to grant students access to tertiary education.
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All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2018 for school year 2017/2018.
*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2021 for more details about the data collections.
B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.
For additional notes, please refer to annexes in the list of links below the introductory country profile text.