Country
Data profiles:
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Financial literacy (PISA 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| 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 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| 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 2021) |
| Student performance (PISA 2018) |
| 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 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| 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 2021) |
| Student performance (PISA 2018) |
| 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 2021) |
| Student performance (PISA 2018) |
| 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 2021) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| 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 2021) |
| Student performance (PISA 2018) |
| 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 2021) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2017) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| Teachers and teaching conditions (TALIS 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary and lower secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2021) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2021) |
| 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, primary to upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (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 2021) |
| Overview of the education system (EAG 2021) |
| 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 2021) |
| 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 2021) |
| Teachers and teaching conditions (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, primary to upper secondary education (TALIS 2018) |
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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 39/44 , 2020) Download Indicator
The level of below upper secondary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data. (8.3 %, rank 39/45 , 2020) Download Indicator
The level of tertiary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (50.1 %, rank 6/46 , 2020) 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. (44.3 %, rank 5/45 , 2020) Download Indicator
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. (25 %, rank 8/46 , 2020) 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 %, rank 5/36 , 2020) 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. (9.6 %, rank 37/44 , 2020) 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. (42.2 %, rank 3/40 , 2020) 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 %, rank 2/39 , 2020) Download Indicator
The level of short-cycle tertiary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (10.8 %, rank 10/35 , 2020) Download Indicator
Attainment by gender
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. (6.3 %, rank 40/44 , 2020) Download Indicator
The share of 25-34 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. (5.6 %, rank 37/44 , 2020) Download Indicator
Participation in education
The enrolment rate of 6-14 year-olds in United States is one of the highest among OECD and partner countries with available data. (100 %, rank 1/44 , 2019) Download Indicator
The percentage of students in independent private tertiary educational institutions is one of the highest among OECD and partner countries with available data. (26 %, rank 8/30 , 2019) Download Indicator
Graduation
In United States, the percentage of master's or equivalent graduates in public institutions is one of the smallest among OECD and partner countries with available data. (45.9 %, rank 28/35 , 2019) Download Indicator
The share of doctorate graduates in public institutions is relatively low in United States. (60.5 %, rank 29/35 , 2019) Download Indicator
The share of first-time short-cycle graduates is relatively high in United States. (40.8 %, rank 3/26 , 2019) Download Indicator
The percentage of first-time bachelor's graduates is relatively low in United States. (59.2 %, rank 24/30 , 2019) Download Indicator
In United States, the share of first-time graduates in vocational programmes at post-secondary non-tertiary level is comparatively important . (100 %, rank 1/24 , 2019) 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. (25.2 %, rank 37/44 , 2019) Download Indicator
In United States, the share of female tertiary graduates in the field of social sciences, journalism and information is one of the largest among OECD and partner countries with available data. (13.3 %, rank 9/43 , 2019) Download Indicator
In United States, the proportion of male tertiary graduates in the field of arts and humanities is relatively large. (18.5 %, rank 1/43 , 2019) Download Indicator
The share of male tertiary graduates in the field of science, technology, engineering and mathematics is relatively low in United States. (30.1 %, rank 34/38 , 2019) Download Indicator
In United States, the share of female post-secondary non-tertiary graduates in the field of engineering, manufacturing and construction is one of the smallest among OECD and partner countries with available data. (7.8 %, rank 19/24 , 2019) Download Indicator
Graduation by age
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 , 2019) Download Indicator
Graduation by field of education
The proportion of female tertiary graduates in social sciences, business and law is one of the lowest among OECD and partner countries. (16.2 %, rank 39/43 , 2019) Download Indicator
The percentage of tertiary graduates in the field of education is one of the lowest among OECD and partner countries with available data. (6.4 %, rank 39/44 , 2019) 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 1/44 , 2019) 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 %, rank 36/44 , 2019) 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. (7.6 %, rank 10/44 , 2019) 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 42/44 , 2019) Download Indicator
In United States, the percentage of tertiary graduates in the field of agriculture, forestry, fisheries and veterinary is relatively low. (0.9 %, rank 39/44 , 2019) Download Indicator
Student mobility
In United States, the proportion of young men who are neither employed nor in education or training among 15-19 year-olds is comparatively large. (16 %, rank 1/81 , 2019) Download Indicator
The percentage of national tertiary students enrolled abroad in United States is relatively low. (0.6 %, rank 42/44 , 2019) 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. (10 Students, rank 4/44 , 2019) 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 7/75 , 2019) Download Indicator
Student mobility by field of education
In United States, the percentage of international doctoral graduates in the field of health and welfare is one of the lowest among OECD and partner countries with available data. (4.2 %, rank 29/34 , 2019) Download Indicator
Adult participation in non-formal education
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
Expenditure per student
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (34036 USD Equivalent, rank 2/37 , 2018) Download Indicator
Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (18593 USD Equivalent, rank 2/37 , 2018) Download Indicator
Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (13139 USD Equivalent, rank 6/37 , 2018) Download Indicator
Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (14859 USD Equivalent, rank 5/37 , 2018) Download Indicator
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (29969 USD Equivalent, rank 1/34 , 2018) 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. (14009 USD Equivalent, rank 5/37 , 2018) Download Indicator
At primary, secondary and post-secondary non-tertiary level, the public expenditure on public educational institutions per full-time equivalent student is comparatively high in United States. (14048 USD Equivalent, rank 7/38 , 2018) Download Indicator
In United States, the total expenditure per full-time equivalent student on primary, secondary and post-secondary non-tertiary education is one of the highest among OECD and partner countries with available data. (13289 USD Equivalent 2015, rank 6/37 , 2018) Download Indicator
The public expenditure per full-time equivalent student from primary to tertiary education is relatively high in United States. (14191 USD Equivalent, rank 8/37 , 2018) Download Indicator
In United States, the total expenditure per full-time equivalent student on primary to tertiary education is one of the highest among OECD and partner countries with available data. (17637 USD Equivalent 2015, rank 2/37 , 2018) Download Indicator
In United States, the total expenditure per full-time equivalent student on tertiary education is one of the largest among OECD and partner countries with available data. (32285 USD Equivalent 2015, rank 2/37 , 2018) 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 %, rank 6/37 , 2018) Download Indicator
In United States, expenditure on tertiary educational institutions as a percentage of GDP is comparatively high. (2.5 %, rank 1/37 , 2018) 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 4/37 , 2018) Download Indicator
From 2012 to 2018, the average annual growth in total expenditure per full-time equivalent student on tertiary education in United States is one of the highest among OECD and partner countries with available data. (1.9 %, rank 9/29 , 2018) 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. (64.4 %, rank 4/37 , 2018) 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. (31.8 %, rank 4/37 , 2018) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively small. (35.6 %, rank 34/37 , 2018) Download Indicator
In United States, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (68.2 %, rank 34/37 , 2018) Download Indicator
Nature of expenditure
In United States, the share of capital expenditure on post-secondary non-tertiary education is comparatively high . (10.9 %, rank 4/17 , 2018) Download Indicator
In United States, the share of current expenditure on post-secondary non-tertiary education is comparatively low. (89.1 %, rank 14/17 , 2018) 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 3/32 , 2020) 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 4/32 , 2020) Download Indicator
The number of days of instruction in a school year in pre-primary school is especially low. (180 Days, rank 22/26 , 2020) 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. (93 %, rank 34/39 , 2019) 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. (50.2 %, rank 6/39 , 2019) Download Indicator
The percentage of primary to upper secondary teachers younger than 30 is especially high. (15 %, rank 8/37 , 2019) 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. (0.59 Ratio, rank 19/21 , 2020) 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. (0.61 Ratio, rank 24/25 , 2020) 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. (0.63 Ratio, rank 24/25 , 2020) 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. (0.66 Ratio, rank 24/25 , 2020) 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. (58625 USD Equivalent, rank 7/27 , 2020) 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. (66105 USD Equivalent, rank 5/33 , 2020) 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. (0.76 Ratio, rank 20/21 , 2020) 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. (0.56 Ratio, rank 20/21 , 2020) 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. (0.73 Ratio, rank 19/21 , 2020) 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. (0.62 Ratio, rank 20/21 , 2020) 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. (0.62 Ratio, rank 20/21 , 2020) 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. (0.63 Ratio, rank 20/21 , 2020) 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. (51028 USD Equivalent, rank 4/23 , 2020) Download Indicator
The average actual salaries of 55-64 year-old lower-secondary teachers is one of the highest in United States. (65308 USD Equivalent, rank 5/23 , 2020) Download Indicator
Teachers' salaries progression
Starting salaries for teachers with minimum training in primary education are especially high. (41762 USD Equivalent, rank 10/37 , 2020) Download Indicator
Starting salaries for lower secondary teachers with minimum training are especially high. (42488 USD Equivalent, rank 10/37 , 2020) Download Indicator
Principals' salaries
Primary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in United States. (1.05 Ratio, rank 17/22 , 2020) Download Indicator
Lower-secondary school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in United States. (1.09 Ratio, rank 20/22 , 2020) 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. (1.12 Ratio, rank 20/21 , 2020) Download Indicator
The average lower secondary school heads' actual salary is one of the highest among OECD and partner countries with available data. (100628 USD Equivalent, rank 4/23 , 2020) 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. (85903 USD Equivalent, rank 5/17 , 2020) Download Indicator
The average actual salaries of 55-64 year-old lower secondary school heads is one of the highest in United States. (103615 USD Equivalent, rank 4/21 , 2020) Download Indicator
The average actual salaries of lower secondary men school heads aged 25 to 64 is one of the highest in United States. (100557 USD Equivalent, rank 4/21 , 2020) Download Indicator
The average actual salaries of lower secondary women school heads aged 25 to 64 is one of the highest in United States. (101438 USD Equivalent, rank 4/21 , 2020) 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. (15.2 Ratio, rank 8/37 , 2019) Download Indicator
In United States, the number of students per teacher in general upper secondary education is one of the highest among OECD and partner countries with available data. (15.1 Ratio, rank 6/33 , 2019) Download Indicator
In United States, the number of students per teacher in public lower secondary education is one of the highest among OECD and partner countries with available data. (16 Ratio, rank 8/40 , 2019) Download Indicator
In United States, the number of students per teacher in public upper secondary education is one of the highest among OECD and partner countries with available data. (15.9 Ratio, rank 9/42 , 2019) Download Indicator
In United States, the number of students per teacher in all public secondary education is one of the highest among OECD and partner countries with available data. (15.9 Ratio, rank 8/38 , 2019) Download Indicator
Organisation of the education system
In United States, total compulsory instruction time for primary and lower secondary students is one of the longest among OECD and partner countries with available data. (8903 Hours, rank 5/37 , 2021) Download Indicator
In United States, the average compulsory instruction time, in hours per year, for lower secondary students is one of the longest among OECD and partner countries with available data. (1022 Hours, rank 7/37 , 2021) Download Indicator
Class size
Classes in lower secondary public institutions are comparatively large in United States. (26 Students, rank 8/34 , 2018) Download Indicator
Classes in lower secondary private institutions are comparatively small in United States. (18 Students, rank 25/32 , 2018) Download Indicator
Employment and educational attainment
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. (89.5 %, rank 31/36 , 2020) Download Indicator
Unemployment and educational attainment
The unemployment rate among 25-34 year-olds with below upper secondary education is comparatively low. (8.7 %, rank 34/42 , 2020) Download Indicator
The unemployment rate among 25-34 year-olds with tertiary education is comparatively low. (3.4 %, rank 37/44 , 2020) Download Indicator
Earnings and educational attainment
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 29/37 , 2019) 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. (173 Index, rank 6/37 , 2019) 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. (163 Index, rank 6/34 , 2019) 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. (162 Index, rank 7/34 , 2019) 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. (169 Index, rank 9/34 , 2019) Download Indicator
Earnings of 25-64 year-old full and part-time workers with tertiary education are comparatively high. (176 Index, rank 6/37 , 2019) Download Indicator
Earnings, gender 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. (72 Index, rank 33/37 , 2019) Download Indicator
The earnings of women without an upper secondary education are relatively low compared to those of women with an upper secondary education. (73 Index, rank 28/37 , 2019) 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. (71.2 %, rank 29/37 , 2019) 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. (76.9 %, rank 31/37 , 2019) 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
Participation in education by gender
Excluding international students, United States has one of the lowest percentages of men expected to enter master's programmes before turning 30. (4.6 %, rank 28/33 , 2019) Download Indicator
The proportion of women (excluding international students) expected to enter master's programmes before the age of 25 is one of the smallest among OECD countries and partner economies with available data. (0.4 %, rank 27/30 , 2019) Download Indicator
In United States, the percentage of women (excluding international students) expected to enter tertiary education before the age of 25 is relatively low. (47.5 %, rank 25/29 , 2019) Download Indicator
Entrance
In United States, the percentage of young people expected to enter into tertiary education before the age of 25 is relatively low. (44.8 %, rank 29/32 , 2019) Download Indicator
In United States, the percentage of first-time entrants into tertiary education younger than 25 is relatively high. (93.5 %, rank 6/32 , 2019) Download Indicator
The average age of new entrants in tertiary education in United States is comparatively young. (19.7 Years, rank 30/32 , 2019) Download Indicator
The proportion of youth (excluding international students) expected to enter tertiary education before the age of 25 is comparatively low in United States. (43 %, rank 24/29 , 2019) Download Indicator
Excluding international students, United States has one of the lowest percentages of young people expected to enter master's programmes before turning 30. (7 %, rank 26/33 , 2019) Download Indicator
Excluding international students, United States has one of the lowest percentages of young people expected to enter master's programmes before turning 25. (0.8 %, rank 27/35 , 2019) Download Indicator
The proportion of today's young people (excluding international students) expected to enter master's programmes before the age of 25 is one of the smallest among OECD countries and partner economies with available data. (0.5 %, rank 24/30 , 2019) Download Indicator
General findings
- One in five adults across the OECD has not attained upper secondary education.
- In 2020, the unemployment rate of adults that had not completed upper secondary education was almost twice as high as those with higher qualifications, and 27% of these adults earn only at or below half the median on average across OECD countries.
- In 2019, at least 10% of school-aged youth were not in school in about a quarter of OECD countries.
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- In 2019, women made up 55% of new entrants to tertiary education on average. If current patterns continue, it is expected that 46% of young women will graduate with a tertiary degree for the first time before they turn 30, 15 percentage points more than men.
- Women also earn on average about 76-78% of mens salaries regardless of educational attainment, although the gender gap narrowed by 2 percentage points between 2013 and 2019.
- Women are less likely than men to enter a STEM field of study, and the average share remained generally stable between 2013 and 2019.
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- On average across countries, expenditure on educational institutions amounted to approximately USD 9 300 per student at pre-primary level; USD 10 500 at primary, secondary and post-secondary non tertiary level; and USD 17 100 at tertiary level.
- The public sector funds 90% of total expenditure on primary and secondary institutions on average, often compulsory in most OECD countries, compared to 83% at pre-primary level and 66% at tertiary level.
- In 2018, the OECD countries spent on average 4.9% of their Gross Domestic Product (GDP) on primary to tertiary educational institutions.
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- In 2019, less than 5% of pre-primary teachers were men, compared to 18% at primary level, 40% at upper secondary level and more than 50% at tertiary level on average.
- Between 2005 and 2020, on average across OECD countries and economies with available data for all reference years, the statutory salaries of teachers with 15 years of experience and the most prevalent qualifications increased by 3% at primary level, 4% at lower secondary level (general programmes) and 2% at upper secondary level (general programmes).
- In most countries, teachers above 50 years of age make up more than a third of the teaching force.
- Attracting male teachers to the profession can be difficult: While the average actual salary of female teachers is equal to or higher than the average salary of other full-time, tertiary-educated women, primary and secondary male teachers earn between 76% and 85% of the average earnings of other full-time, tertiary-educated men.
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- On average across OECD countries, 87% of children aged 3-5 are enrolled in education on average across OECD countries compared to 25% for children below the age of 3.
- There are 15 children for every teacher at pre-primary level on average across OECD countries.
- Half of children enrolled in early childhood development services and a two-thirds of pre-primary children attend public institutions on average across OECD countries
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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/
*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.