Country
Data profiles:
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2018) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2015) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Teachers and teaching conditions, lower and upper secondary education (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| Student performance (PISA 2018) |
| Adult skills (Survey of Adult Skills, PIAAC, 2012) |
| Teachers and teaching conditions (TALIS 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| Student performance (PISA 2018) |
| 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 2018) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| 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 2022) |
| Overview of the education system (EAG 2022) |
| 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 2022) |
| 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 2022) |
| 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) |
Profile View
Select first some countries to compare, choose the charts you wish to display and customise them.
Educational outcomes
In United States, the share of first-time graduates in general programmes at upper secondary level is comparatively high. (100 %, rank 1/36 , 2020) Download Indicator
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. (6.3 %, rank 38/42 , 2021) 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. (50.3 %, rank 5/44 , 2021) 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 5/37 , 2021) 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. (1.4 %, rank 5/34 , 2021) 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 1/29 , 2021) 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 1/31 , 2021) 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 30/31 , 2021) 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 1/43 , 2020) Download Indicator
In United States, the share of part-time students in master's programmes is relatively large. (44.2 %, rank 5/34 , 2018) Download Indicator
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. (89.5 %, rank 2/42 , 2020) Download Indicator
The enrolment rate of students aged 17 tertiary programmes in United States is one of the highest among OECD and partner countries with available data. (1 %, rank 5/34 , 2020) 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. (13.9 %, rank 4/33 , 2020) 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. (20.2 %, rank 2/33 , 2020) 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 40/41 , 2020) 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. (17 %, rank 3/33 , 2020) Download Indicator
Graduation
The share of first-time short-cycle graduates is relatively high in United States. (40 %, rank 4/27 , 2020) Download Indicator
Graduation by gender
In United States, the proportion of male tertiary graduates in the field of arts and humanities is relatively large. (17 %, rank 1/41 , 2020) 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. (15.9 %, rank 36/40 , 2020) 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. (17.9 %, rank 2/40 , 2020) 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 5/40 , 2020) 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 39/40 , 2020) 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. (15 %, rank 1/80 , 2020) Download Indicator
The percentage of national tertiary students enrolled abroad in United States is relatively low. (0.6 %, rank 38/38 , 2020) 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. (9 Students, rank 3/38 , 2020) 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 5/74 , 2020) Download Indicator
In United States, the percentage of international or foreign students coming from neighbouring countries is comparatively low . (5 Students, rank 42/45 , 2020) Download Indicator
Expenditure per student
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (35347 USD Equivalent, rank 2/37 , 2019) Download Indicator
Annual expenditure per student from primary to tertiary level is one of the highest among OECD and partner countries with available data. (19382 USD Equivalent, rank 2/36 , 2019) Download Indicator
Annual expenditure per primary student is one of the highest among OECD and partner countries with available data. (13780 USD Equivalent, rank 4/36 , 2019) Download Indicator
Annual expenditure per secondary student is one of the highest among OECD and partner countries with available data. (15538 USD Equivalent, rank 5/36 , 2019) Download Indicator
Annual expenditure per tertiary student is one of the highest among OECD and partner countries with available data. (31254 USD Equivalent, rank 1/33 , 2019) Download Indicator
Expenditure per student for core educational services on primary, secondary and post-secondary non-tertiary education in United States is comparatively high. (13572 USD Equivalent, rank 4/28 , 2019) Download Indicator
Expenditure per student for core educational services on tertiary education in United States is comparatively high. (26809 USD Equivalent, rank 2/27 , 2019) Download Indicator
Expenditure per student for ancillary services on tertiary education in United States is comparatively high. (4445 USD Equivalent, rank 1/25 , 2019) 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. (18070 USD Equivalent 2015, rank 2/36 , 2019) 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. (32954 USD Equivalent 2015, rank 2/37 , 2019) 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 5/36 , 2019) Download Indicator
In United States, expenditure on tertiary educational institutions as a percentage of GDP is comparatively high. (2.5 %, rank 2/36 , 2019) 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 4/36 , 2019) 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. (64.3 %, rank 5/37 , 2019) 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. (31.6 %, rank 5/36 , 2019) Download Indicator
The share of public expenditure on educational institutions, for tertiary education is comparatively small. (35.7 %, rank 33/37 , 2019) Download Indicator
In United States, the share of public expenditure on educational institutions, for primary to tertiary education is comparatively small. (68.4 %, rank 32/36 , 2019) Download Indicator
Nature of expenditure
In United States, the share of current expenditure on post-secondary non-tertiary education is comparatively low. (89.9 %, rank 16/17 , 2019) 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. (0.57 Ratio, rank 18/19 , 2021) 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. (0.59 Ratio, rank 23/23 , 2021) 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. (0.61 Ratio, rank 22/23 , 2021) 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. (0.64 Ratio, rank 23/23 , 2021) Download Indicator
The change between 2005 and 2013 in statutory salaries for primary teachers with 15 years of experience and minimum training is comparatively small in United States. (95 Index, rank 27/29 , 2021) Download Indicator
The change between 2005 and 2013 in statutory salaries for lower secondary teachers with 15 years of experience and minimum training is comparatively small in United States. (99 Index, rank 25/29 , 2021) 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. (56199 USD Equivalent, rank 3/21 , 2021) 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. (0.74 Ratio, rank 18/19 , 2021) 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. (0.54 Ratio, rank 18/19 , 2021) 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. (0.7 Ratio, rank 17/19 , 2021) 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. (0.59 Ratio, rank 18/19 , 2021) 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. (0.6 Ratio, rank 18/19 , 2021) 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. (0.62 Ratio, rank 18/19 , 2021) 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. (52203 USD Equivalent, rank 5/21 , 2021) 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. (1.05 Ratio, rank 18/20 , 2021) 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. (1.08 Ratio, rank 19/20 , 2021) Download Indicator
The average lower secondary school heads' actual salary is one of the highest among OECD and partner countries with available data. (102945 USD Equivalent, rank 4/22 , 2021) Download Indicator
The average upper-secondary school heads' actual salary is one of the highest among OECD and partner countries with available data. (105968 USD Equivalent, rank 5/22 , 2021) 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. (87881 USD Equivalent, rank 5/15 , 2021) Download Indicator
The average actual salaries of 55-64 year-old lower secondary school heads is one of the highest in United States. (106000 USD Equivalent, rank 4/20 , 2021) 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. (11.2 Ratio, rank 27/29 , 2020) Download Indicator
In United States, the number of students per teacher in indeoendent private institutions tertiary education is one of the lowest among countries with available data. (11.2 Ratio, rank 21/21 , 2019) Download Indicator
Class size
In independent private institutions at primary education level, classes are one of the smallest in United States among OECD and partner countries with available data. (16 Students, rank 13/17 , 2019) 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. (88.5 %, rank 33/35 , 2021) Download Indicator
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. (10.4 %, rank 2/30 , 2021) 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 3/39 , 2021) Download Indicator
In United States, the inactivity rate of 25-64 year-olds with a short cycle tertiary education degree is one of the highest among countries with available data. (20.6 %, rank 5/35 , 2021) 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. (28 %, rank 5/42 , 2021) 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. (1.3 %, rank 23/26 , 2021) Download Indicator
In United States, the proportion of adults who have been unemployed for at least 3 months but less than a year among all unemployed adults with below upper secondary education is relatively high. (39.1 %, rank 4/30 , 2021) Download Indicator
In United States, the proportion of adults who have been unemployed for at least 3 months but less than a year among all unemployed adults with tertiary education is relatively high. (41.9 %, rank 4/31 , 2021) Download Indicator
In United States, the proportion of adults who have been unemployed for at least 3 months but less than a year among all unemployed adults with upper secondary or post-secondary non-tertiary education is relatively high. (40.8 %, rank 5/30 , 2021) Download Indicator
Earnings and educational attainment
Earnings of 25-64 year-old full and part-time workers with tertiary education are comparatively high. (180.9 %, rank 5/37 , 2020) Download Indicator
In United States, earnings of 25-64 year-old workers with a bachelor's or equivalent education degree compared to those of workers with upper secondary education are comparatively to other countries high. (162.9 %, rank 5/32 , 2020) Download Indicator
In United States, earnings of 25-64 year-old workers with a master's or equivalent education degree are comparatively high. (218.7 %, rank 4/32 , 2020) Download Indicator
Earnings of women (as a percentage of men's earnings) among 25-64 year-olds with tertiary education are one of the lowest among countries with available data. (70.2 %, rank 33/37 , 2020) Download Indicator
Earnings by field of education
Compared to other countries with available data, earnings of tertiary-educated full- and part-time 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. (83.7 %, rank 4/15 , 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 full- and part-time adults in United States who studied in the field of education, are low, when compared to earnings of adults with an upper secondary education. (64.9 %, rank 16/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in United States who studied in the field of 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 full- and part-time 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. (127.4 %, rank 3/17 , 2020) Download Indicator
Compared to other countries with available data, earnings of tertiary-educated adults in United States who studied in the field of 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 full- and part-time 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. (88.1 %, 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 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 full- and part-time 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. (122.7 %, 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 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
Entrance
The average age of new entrants in tertiary education in United States is comparatively young. (19.7 Years, rank 30/32 , 2020) Download Indicator
General findings
- Tertiary attainment has increased strongly in most OECD countries among 25-34 year olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021.
- Higher educational attainment leads to better labour-market outcomes including higher wages and higher employment rates.
- Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
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- Tertiary attainment has increased strongly in most OECD countries among 25-34 year-olds. The average share of younger adults with a tertiary degree has increased from 27% in 2000 to 48% in 2021. In this age group, the share of individuals with tertiary attainment is 7 percentage points higher than the share of individuals with upper secondary or post-secondary non-tertiary attainment on average across OECD countries. If current trends continue, a tertiary education will be the most common attainment among working-age adults on average across OECD countries within a few years.
- Higher educational attainment leads to better labour-market outcomes. In 2021, on average, employment rates for tertiary-educated young adults (25-34 year-olds) are 8 percentage points higher than those who have attained upper secondary or post-secondary non-tertiary education and 26 percentage points higher than those who have attained below upper secondary education across OECD countries.
- Greater educational attainment yields better earnings and this holds true for higher levels of tertiary attainment in most countries. On average across the OECD, full-time full-year workers who attained short-cycle tertiary education earned 20% more than those with upper secondary attainment in 2020. This earnings advantage increases to 44% among those who attained a bachelor's or equivalent qualification and to 88% among those with a master's or doctoral or equivalent degree.
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- On average, the vast majority (88%) of children between the age of 3 and 5 are enrolled in early childhood education (ECE) across the OECD. In a few countries, it is also common for younger children between the age of 0 and 2 to participate in ECE and over 50% of children in this age group are enrolled. However, only 27% of under-threes are enrolled in ECE on average across the OECD.
- In almost all countries with available data, the majority of upper secondary graduates from general programmes are women. Men dominate graduation from vocational programmes in almost three-quarters of the countries.
- While the average age of first-time graduates from general upper secondary education does not differ much across countries, the difference widens in vocational education, ranging from 16 to 34 years.
- Around one-fifth of tertiary students are enrolled on a part-time basis, but large differences exist across OECD countries. Studying part-time is especially common in many Nordic countries, Australia, New Zealand and the United States, where more than 30% of students study part-time. However, in some countries like the Czech Republic, and Greece, less than 5% of students study part-time.
- Students are more likely to cross borders to pursue their studies as they reach more advanced levels of education. Internationally mobile students account for only 7% of bachelor's students, but 17% of master's students and 26% of doctoral students on average in OECD countries.
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- Total public spending on education (from primary to tertiary level) averages 10.6% of total government expenditure across OECD countries, from around 7% to 17%. The largest share of government funding is devoted to primary and secondary levels, explained by near-universal enrolment rates at those levels of education and the greater contribution of private sources at tertiary level.
- On average across OECD countries, expenditure on primary education amounts to 30% of the funding for educational institutions, while secondary education accounts for 39%.
- In 2019, OECD countries spent an average of USD 17 559 per student per year at the tertiary level. However, this average is driven up by high values in a few countries, reaching over USD 25 000 in Luxembourg, Norway, Sweden, the United Kingdom and the United States.
- On average across OECD countries, 63% of total expenditure on tertiary educational institutions goes to core services (e.g. teachers' salaries, school buildings, teaching materials and administration), 33% on research and development activities, and 4% on ancillary services (e.g. meals and transport).
- Expenditure on tertiary education accounts for 1.5% of gross domestic product (GDP) on average across OECD countries or 30% of all education funding allocated to educational institutions.
- On average across OECD countries, public funds account for 83% of total spending on educational institutions. Private sources are more important at the tertiary level, where they make up 31% of all expenditure compared to just 10% at the non-tertiary levels (primary, secondary and post-secondary non-tertiary).
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- Teachers' actual salaries at pre-primary, primary and general secondary level are 4-14% lower than the earnings of tertiary-educated workers on average across OECD countries and other participants. School heads' actual salaries are substantially higher than those of teachers across primary and secondary education.
- Teachers in public schools in OECD and partner countries are required to teach on average 987 hours per year at pre-primary level, 784 hours at primary level, 711 hours at lower secondary level (general programmes) and 684 hours at upper secondary level (general and vocational programmes).
- Typically, the duration of initial teacher education programmes varies from 3 years to 6.5 years, for prospective lower secondary teachers of general subjects. A tertiary qualification is awarded upon completion of the programme in most countries, regardless of the level of education at which the teacher will teach.
- Continuing professional development is compulsory to some extent for teachers of general subjects at least at one level of education in most countries with data, except Denmark, Italy, the Netherlands and New Zealand. It can be either generally compulsory for all teachers as a regular part of their work, or for some teachers for specific purposes such as promotion or salary increases, or in some cases, both.
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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.