Country
Data profiles:
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Financial literacy (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| 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 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| ECEC staff, leaders and their working conditions (Starting Strong Survey 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| 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 2020) |
| Student performance (PISA 2018) |
| 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 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| 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 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance in Beijing, Shanghai, Jiangsu and Zhejiang (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2020) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
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Educational outcomes
In United States, the percentage of 25-64 year-olds who attained a bachelor's or equivalent tertiary education degree is one of the highest among countries with available data. (24.1 %, rank 7/46 , 2019) 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. (1.9 %, rank 4/36 , 2019) Download Indicator
The level of below upper secondary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data. (10.2 %, rank 39/44 , 2019) 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. (42.4 %, rank 2/38 , 2019) Download Indicator
The proportion of 55-64 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. (46.4 %, rank 1/37 , 2019) Download Indicator
The average age of upper secondary graduates from general programmes in United States is one of the lowest among OECD and partner countries with available data (17.4 Years, rank 32/38 , 2018) Download Indicator
Attainment by gender
In United States, the share of 25-64 year-old men who attained a bachelor's or equivalent tertiary education degree is one of the largest among countries with available data. (23 %, rank 10/46 , 2019) Download Indicator
Attainment by field of education
The percentage of 25-64 year-olds with tertiary education who studied in the field of humanities (except languages), social sciences, journalism and information is one of the highest among OECD countries and partner economies with available data. (20.4 %, rank 1/30 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of business, administration and law is one of the lowest among OECD countries and partner economies with available data. (21.5 %, rank 23/32 , 2018) Download Indicator
The percentage of 25-64 year-olds with tertiary education who studied in the field of natural sciences, mathematics and statistics is one of the highest among OECD countries and partner economies with available data. (9.8 %, rank 1/32 , 2018) Download Indicator
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 31/32 , 2018) Download Indicator
Participation in education
The percentage of three-year-olds in early childhood education in United States is one of the lowest among OECD and partner countries with available data. (40.2 %, rank 36/41 , 2018) Download Indicator
The percentage of four-year-olds in early childhood and primary education in United States is one of the lowest among OECD and partner countries with available data. (67.9 %, rank 38/41 , 2018) Download Indicator
In United States, the percentage of young people expected to enter into tertiary education before the age of 25 is relatively low. (45.5 %, rank 23/31 , 2018) Download Indicator
In United States, the percentage of first-time entrants into tertiary education younger than 25 is relatively high. (93.5 %, rank 5/31 , 2018) Download Indicator
Graduation by gender
In United States, the share of female doctoral graduates in the field of engineering, manufacturing and construction is relatively low. (24.3 %, rank 36/43 , 2018) Download Indicator
Graduation by field of education
The percentage of tertiary graduates in the field of education is one of the lowest among OECD and partner countries with available data. (6.5 %, rank 38/43 , 2018) Download Indicator
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. (19.4 %, rank 1/43 , 2018) Download Indicator
The percentage of tertiary graduates in the field of business, administration and law is one of the lowest among OECD and partner countries with available data. (19.1 %, rank 36/43 , 2018) 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. (7.5 %, rank 8/43 , 2018) 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. (7.2 %, rank 42/43 , 2018) Download Indicator
Adult learning
In United States, the proportion of employed adults participating in non-formal education and training is high compared to other OECD and partner countries. (67.8 %, rank 4/36 , 2016) Download Indicator
In United States, the proportion of adults employed in enterprises of 1-9 persons and participating in non-formal education and training is high compared to other OECD and partner countries. (52.1 %, rank 6/36 , 2016) Download Indicator
In United States, the proportion of adults employed in enterprises of over 249 persons and participating in non-formal education and training is high compared to other OECD and partner countries. (77.9 %, rank 5/35 , 2016) Download Indicator
In United States, the proportion of adults employed in the private sector and participating in non-formal education and training is high compared to other OECD and partner countries. (59.5 %, rank 7/36 , 2016) Download Indicator
In United States, the proportion of adults employed in the public sector and participating in non-formal education and training is high compared to other OECD and partner countries. (79.1 %, rank 8/36 , 2016) Download Indicator
The percentage of employed adults participating in job-related non-formal education and training sponsored by the employer is relatively high. (56.6 %, rank 5/36 , 2016) Download Indicator
In United States, the proportion of adults employed in enterprises of over of 249 persons and participating in job-related non-formal education and training sponsored by the employer is high compared to other OECD and partner countries. (68.5 %, rank 7/34 , 2016) Download Indicator
United States had one of the smallest share of adults employed in enterprises of over 249 persons and participating in non-job-related non-formal education and training not sponsored by the employer. (1.9 %, rank 30/31 , 2016) Download Indicator
United States had one of the smallest share of adults employed in the public sector and participating in non-job-related non-formal education and training not sponsored by the employer. (3.8 %, rank 32/35 , 2016) Download Indicator
In United States, the number of annual hours of participation of adults with upper secondary or post-secondary education in non-formal education and training is comparatively high (167.2 %, rank 3/36 , 2016) Download Indicator
Student mobility
United States is one of the most attractive destinations to foreign students compared to other OECD and partner countries with available data. (17.6 %, rank 1/81 , 2018) Download Indicator
The percentage of national tertiary students enrolled abroad in United States is relatively low. (0.5 %, rank 45/46 , 2018) Download Indicator
In United States, the number of international or foreign students per national student abroad is one of the highest among OECD and partner countries with available data. (12 Students, rank 2/46 , 2018) Download Indicator
Resources for education
In United States, the share of capital expediture on all levels below tertiary education is one of the largest among OECD and partner countries with available data. (9 %, rank 10/32 , 2017) Download Indicator
In United States, the share of current expediture on all levels below tertiary education is one of the smallest among OECD and partner countries with available data. (91 %, rank 23/32 , 2017) Download Indicator
In United States, the share of capital expediture on primary through tertiary is one of the largest among OECD and partner countries with available data. (9.6 %, rank 8/29 , 2017) Download Indicator
In United States, the share of current expediture on primary through tertiary education is one of the smallest among OECD and partner countries with available data. (90.4 %, rank 22/29 , 2017) Download Indicator
In United States, the share of current expediture on post-secondary non-tertiary education is one of the smallest among OECD and partner countries with available data. (89 %, rank 16/17 , 2017) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (33063 USD Equivalent, rank 2/37 , 2017) Download Indicator
Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (17993 USD Equivalent, rank 2/36 , 2017) Download Indicator
Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (12592 USD Equivalent, rank 6/36 , 2017) Download Indicator
Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (14411 USD Equivalent, rank 5/37 , 2017) Download Indicator
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (29153 USD Equivalent, rank 2/34 , 2017) Download Indicator
In United States, the total expenditure on educational institutions per full-time equivalent student in primary, secondary and post-secondary non-tertiary education, is relatively high. (13511 USD Equivalent, rank 4/36 , 2017) Download Indicator
In United States, the total annual expenditure per full-time equivalent student in primary education is one of the highest among OECD and partner countries with available data. (12233 USD Equivalent, rank 5/35 , 2017) Download Indicator
The average annual growth rate of total expenditure per full-time equivalent student in tertiary education between 2012 and 2017 is one of the highest among OECD and partner countries with available data. (2.2 %, rank 8/31 , 2017) Download Indicator
Expenditure in education and national wealth
In United States, expenditure on primary through tertiary educational institutions as a percentage of GDP is one of the highest among OECD countries and partner economies. (6.1 %, rank 6/36 , 2017) Download Indicator
In United States, expenditure on tertiary educational institutions as a percentage of GDP is comparatively high. (2.6 %, rank 2/37 , 2017) 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. (2 %, rank 3/36 , 2017) Download Indicator
Public 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. (64.9 %, rank 3/37 , 2017) 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. (32.3 %, rank 4/36 , 2017) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively small. (35.1 %, rank 35/37 , 2017) Download Indicator
In United States, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (67.7 %, rank 33/36 , 2017) Download Indicator
Tuition fees
The estimated average annual tuitions fees charged by public institutions, for foreign students in bachelor's or equivalent level in United States is one of the highest among OECD and partner countries with available data. (24854 USD Equivalent, rank 1/5 , 2018) Download Indicator
The estimated average annual tuitions fees charged by independent private institutions, for foreign students in bachelor's or equivalent level is one of the highest among OECD and partner countries with available data. (29478 USD Equivalent, rank 1/3 , 2018) Download Indicator
The estimated average annual tuitions fees charged by independent private institutions, for foreign students in master's or equivalent level is one of the highest among OECD and partner countries with available data. (24712 USD Equivalent, rank 1/3 , 2018) Download Indicator
Who the teachers are
The share of women among teaching staff in pre-primary education is one of the smallest among OECD and partner countries with available data. (94.2 %, rank 34/41 , 2018) Download Indicator
The share of women among teaching staff in tertiary education is one of the largest among OECD and partner countries with available data. (49.9 %, rank 5/39 , 2017) Download Indicator
The share of women among teaching staff is one of the smallest among OECD and partner countries with available data. (69.7 %, rank 15/21 , 2015) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially high. (15.1 %, rank 8/36 , 2018) 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. (0.61 Ratio, rank 18/21 , 2019) 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. (0.62 Ratio, rank 25/25 , 2019) 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. (0.65 Ratio, rank 25/25 , 2019) 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 24/25 , 2019) 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. (57722 USD Equivalent, rank 7/28 , 2019) 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. (65086 USD Equivalent, rank 5/33 , 2019) 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. (0.78 Ratio, rank 21/21 , 2019) 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 19/21 , 2019) 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. (0.74 Ratio, rank 17/21 , 2019) 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 19/21 , 2019) 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. (0.63 Ratio, rank 20/21 , 2019) 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. (0.65 Ratio, rank 20/21 , 2019) 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. (50242 USD Equivalent, rank 4/24 , 2019) Download Indicator
The average actual salaries of 55-64 year-old lower-secondary teachers is one of the highest in United States. (64303 USD Equivalent, rank 5/24 , 2019) Download Indicator
Teachers' salaries progression
Starting salaries for teachers with minimum training in primary education are especially high. (41119 USD Equivalent, rank 9/37 , 2019) Download Indicator
Starting salaries for lower secondary teachers with minimum training are especially high. (41833 USD Equivalent, rank 10/36 , 2019) Download Indicator
Principals' salaries
Lower-secondary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in United States. (1.12 Ratio, rank 17/21 , 2019) Download Indicator
Upper-secondary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in United States. (1.15 Ratio, rank 17/21 , 2019) Download Indicator
The average lower secondary school heads' actual salary is one of the highest among OECD and partner countries with available data. (99079 USD Equivalent, rank 5/23 , 2019) 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. (84580 USD Equivalent, rank 3/16 , 2019) Download Indicator
The average actual salaries of 55-64 year-old lower secondary school heads is one of the highest in United States. (102020 USD Equivalent, rank 5/20 , 2019) Download Indicator
The average actual salaries of lower secondary men school heads aged 25 to 64 is one of the highest in United States. (99008 USD Equivalent, rank 5/20 , 2019) Download Indicator
The average actual salaries of lower secondary women school heads aged 25 to 64 is one of the highest in United States. (99876 USD Equivalent, rank 5/20 , 2019) Download Indicator
Ratio of student to teaching staff
The number of students per teacher in secondary schools is one of the largest among OECD and partner countries with available data. (15.1 Ratio, rank 10/41 , 2018) Download Indicator
Organisation of the education system
Classes in lower secondary public institutions are comparatively large in United States. (27 Students, rank 7/34 , 2018) 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. (85.9 %, rank 32/41 , 2019) 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. (90.3 %, rank 29/35 , 2019) Download Indicator
The employment rate among 25-64 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (71 %, rank 29/38 , 2019) Download Indicator
The employment rate among 35-44 year-olds with a general upper secondary or post-secondary non-tertiary education is relatively low compared to other OECD and partner countries. (75.8 %, rank 32/37 , 2019) 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. (75.2 %, rank 32/37 , 2019) Download Indicator
The employment rate among 35-44 year-olds with tertiary education is comparatively low. (86 %, rank 38/43 , 2019) Download Indicator
The employment rate among 35-44 year-olds with upper secondary or post-secondary non-tertiary education is comparatively low. (75.8 %, rank 38/42 , 2019) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-64 year-olds with a master's or equivalent tertiary education degree is one of the lowest of all OECD countries and partner economies for which data are available. (1.7 %, rank 34/39 , 2019) Download Indicator
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 20/21 , 2019) Download Indicator
Among the unemployed population aged between 25 and 64, with below upper secondary education, the share of those who have been unemployed for less than 3 months is one of the largest in United States, compared to other OECD countries. (54.3 %, rank 5/31 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with below upper secondary 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. (19.1 %, rank 33/38 , 2018) 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. (16.2 %, rank 34/38 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with tertiary education, the share of those who have been unemployed for less than 3 months is one of the largest in United States, compared to other OECD countries. (55 %, rank 4/31 , 2018) Download Indicator
Among the unemployed population aged between 25 and 64 with 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 OECD countries. (15.2 %, rank 33/38 , 2018) Download Indicator
The inactivity rate of 25-34 years-old adults with below upper secondary education is high in United States. (36.5 %, rank 9/41 , 2019) Download Indicator
The inactivity rate of 25-34 years-old adults with tertiary education is high in United States. (12.7 %, rank 10/43 , 2019) Download Indicator
Earnings and educational attainment
The earnings of men without an upper secondary education are relatively low compared to those of men with an upper secondary education. (69 Index, rank 33/37 , 2017) Download Indicator
The earnings of women without an upper secondary education are relatively low compared to those of women with an upper secondary education. (67 Index, rank 36/37 , 2017) Download Indicator
The earnings of adults without an upper secondary education are relatively low compared to those of adults with an upper secondary or a post-secondary non-tertiary education. (71 Index, rank 34/37 , 2017) Download Indicator
The proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite high. (171 Index, rank 7/37 , 2017) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds without an upper secondary education with income from employment) are one of the lowest among countries with available data. (68.9 %, rank 33/37 , 2017) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with upper secondary education or post-secondary non-tertiary education and income from employment) are one of the lowest among countries with available data. (71.3 %, rank 32/37 , 2017) Download Indicator
Earnings of women as a percentage of men's earnings (among 25-64 year-olds with tertiary education and income from employment) are one of the lowest among countries with available data. (71.5 %, rank 29/37 , 2017) Download Indicator
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. (76.1 %, rank 32/37 , 2017) Download Indicator
Earnings of 25-64 year-old full and part-time workers with tertiary education are comparatively high. (176 Index, rank 8/37 , 2017) 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 15/15 , 2017) 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 4/14 , 2017) 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 2/14 , 2017) 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 2/15 , 2017) 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 12/15 , 2017) Download Indicator
Social outcomes
In United States, the proportion of adults who reported being interested in politics is high compared to other OECD and partner countries. (70.4 %, rank 6/28 , 2018) Download Indicator
In United States, the proportion of adults without an upper secondary education who reported being interested in politics is high compared to other OECD and partner countries. (52.2 %, rank 7/25 , 2018) Download Indicator
In United States, the proportion of adults with an upper secondary or post-secondary non-tertiary education who reported being interested in politics is high compared to other OECD and partner countries. (65.7 %, rank 9/28 , 2018) Download Indicator
General findings
- While 37% of 15-19 year-old upper secondary students are in vocational programmes, the share increases to 61% among students over 25.
- The most popular fields of study among vocational graduates vary at different levels of education. While engineering, manufacturing and construction is the most common broad field at upper secondary level, at short-cycle tertiary level, most students graduate from business, administration and law, or health and welfare.
- Combined school and work-based learning can help students transition smootly into the labor market. However, only one -third of all upper secondary vocational students are enrolled in school and work-based programmes on average across OECD countries.
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- Between the age of 3 to 5, 88% of children are enrolled in pre-primary and primary education, on average across OECD countries.
- The estimated expenditure on all children aged 3 to 5 enrolled in ECEC and primary education amounts to an average of 0.6% of GDP. Only in Iceland and Norway does it equal or exceed 1.0%.
- The ECEC workforce is at the heart of high-quality education. On average across OECD countries, there are 14 children for every teacher working in pre-primary education (ISCED 02).
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- In 2019, 45% of 25-34 year-olds held a tertiary degree, compared to 28% among 55-64 year-olds, on average across OECD countries.
- On average across OECD countries, 17% of first-time tertiary entrants enter short-cycle tertiary programmes. The employment rate of adults with a short-cycle tertiary degree is 4 percentage points higher than those with an upper secondary vocational attainment and they earn 16% more, on average across OECD countries.
- Based on current patterns, it is estimated that 38% of young adults across OECD countries will graduate from tertiary education for the first time before the age of 30 (excluding international students).
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- In 2017, total expenditure amounted to approximately USD 9 100 per student in primary institutions and USD 10 500 in secondary institutions on average across OECD countries.
- After increasing between 2005 and 2012, total expenditure on primary to tertiary institutions as a share of gross domestic product (GDP) has fallen to 4.9% in 2017 on average, below its 2005 value of 5.1%. This is due to educational expenditure rising more slowly than GDP over this period, growing by 17% while GDP grew by 27%.
- Private sources financed more than 30% of the expenditure, on average, at tertiary level compared to 10% at primary, secondary and post-secondary non-tertiary level.
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- There are relatively few young teachers (under the age of 30), and the proportion decreases with the level of education. Young teachers make up 12% of the teaching population in primary education, 10% in lower secondary education and 8% in upper secondary education, on average across OECD countries.
- While instruction time for students increases at higher educational levels, statutory teaching time in public institutions decreases: teachers in OECD countries and economies are required to teach on average 778 hours per year at primary level compared to 680 hours at upper secondary level (general programmes).
- Between 2005 and 2019, the statutory salaries of primary and secondary general teachers - with 15 years of experience and the most prevalent qualifications - increased by 2-3%, despite salaries falling after the 2008 economic crisis, on average across OECD countries and economies with available data.
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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. Some countries may have provided data refering to another 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 average. 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 2019 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.