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Higher education in the United States is an optional stage of formal learning following secondary education. Higher education, also referred to as post-secondary education, third-stage, third-level, or tertiary education occurs most commonly at one of the 3,899 Title IV degree-granting institutions in the country. These may be public universities, private universities, liberal arts colleges, community colleges, or for-profit colleges. Learning environments vary greatly depending on not only the type of institution, but also the different goals implemented by the relevant county and state. U.S. higher education is loosely regulated by the government and several third-party organizations. Persistent social problems such as discrimination and poverty, which stem from the history of the U.S., have significantly impacted trends in American higher education over several decades. Both de facto and de jure discrimination have impacted communities' access to higher education based on race, class, ethnicity, gender identity, religion, sexual orientation, and other factors. Access to higher education has characterized by some as a rite of passage and the key to the American Dream. Higher education presents a wide range of issues for government officials, educational staff, and students. Financial difficulties in continuing and expanding access as well as affirmative action programs have been the subject of growing debate. Educational pipeline U.S. college students come from three major sources: the U.S. K-12 pipeline, adult or non-traditional students, and international students. Projections about future enrollment patterns are based on demographic projections about these groups. K–12 education As of 2022, the U.S. ranks second to last among OECD nations in terms of both poverty gap and poverty rate. Jonathan Kozol has described these inequalities in K-12 education in Savage Inequalities and The Shame of the Nation: The Restoration of Apartheid Schooling in America. In a 1998 Brookings Institution paper "Unequal Opportunity: Race and Education," Linda Darling-Hammond stated that "educational outcomes for minority children are much more a function of their unequal access to key educational resources, including skilled teachers and quality curriculum, than they are a function of race." In 2016, the American Psychological Society added that racial bias by teachers and administrators is also a factor in student outcomes. This affects how teachers teach and administrators discipline students. Sociologists have studied disciplining practices in U.S. schools and disparities between racial groups as part of the school-to-prison pipeline. More than half of U.S. students go to "racially concentrated" schools. Twenty percent of U.S. students are enrolled in districts that are poor and nonwhite, but only 5 percent live in poor white districts. The number of school districts in the United States has been increasing, reflecting a growing race and social class divide. About a half a million high schools students are not prepared for college when they enroll and require remedial education. Adult or nontraditional students Adult or nontraditional students are those that do not matriculate immediately after high school graduation. This includes military veterans that use the GI Bill. The National Center for Education Statistics (NCES) defines nontraditional students as anyone who satisfies at least one of the following: Delays enrollment (does not enter postsecondary education in the same calendar year as finishing high school) Attends part-time for at least part of the academic year Works full-time (35 hours or more per week) while enrolled Is considered financially independent for purposes of determining eligibility for financial aid Has dependents other than a spouse (usually children, but may also be caregivers of sick or elderly family members) Is a single parent (either not married or married but separated and has dependents) Does not have a high school diploma (completed high school with a GED or other high school completion certificate or did not finish high school) International students International students have been a growing part of U.S. higher education. However, competition from other countries, changing immigration policies, and tensions between faculty and students have reduced the appeal for studying in the U.S. Choosing a college or university Those who attend U.S. colleges and universities choose particular institutions based on several factors, including price, prestige and selectivity of the school, course offerings and college majors, location, campus culture, and job opportunities following graduation. High school students aspiring to be selected to the best colleges start the college-choice process earlier and make decisions earlier. Financial aid is an important factor in students' college choice process. Rising college prices and the increased need to rely on loans constrain the college choice process for low-income students. Latinos are more likely than white or African-American students to begin postsecondary study at community colleges than at four-year institutions. As a result of these decisions, Latinos are "converting existing colleges and institutions into HSIs (Historically Serving Institutions)." African-Americans have chosen historically black colleges and universities (HBCUs) because of geography, religion, the college's academic reputation, and relatives' desires. The top three reasons for choosing predominantly white institutions has been athletic recruitment, proximity, and the college's academic reputation. College preparedness and remediation According to the Hechinger Report, public colleges report enrolling more than half a million of students who are unprepared for college. Most schools place students in remedial math or English courses before they can take a full load of college-level, credit-bearing courses. This remediation costs an estimated $7 billion a year. Rankings of tertiary institutions Universitas 21 ranked the country as having the best higher education system in the world in 2012. Cost was not considered in the rankings. Numerous organizations produce rankings of universities in the United States each year. A 2010 University of Michigan study has confirmed that the rankings in the United States have significantly affected colleges' applications and admissions. Referred to as the "granddaddy of the college rankings", America's best-known American college and university rankings have been compiled since 1983 by U.S. News & World Report and are widely regarded as the most influential of all college rankings. However, the top schools on the U.S. News & World Report Best Colleges Ranking tend to be prestigious research universities whose undergraduates have been shown to underperform the undergraduates of small liberal arts colleges on the Medical College Admission Test, as well as fewer going on to receive PhDs. Cr.... Discover the Mary E Pearson Barbara Imgrund popular books. Find the top 100 most popular Mary E Pearson Barbara Imgrund books.