National Assessment of Educational Progress

National Center for Education Statistics

Fourth Grade Mathematics Performance

This indicator represents the average score in mathematics of each state’s fourth grade public school students on the National Assessment of Educational Progress (NAEP). The NAEP mathematics assessment is a congressionally authorized measure of student performance that is conducted by the National Center for Education Statistics. The assessment measures students’ knowledge and skills in mathematics and their ability to apply that knowledge in the content areas of number properties and operations; measurement; geometry; data analysis, statistics, and probability; and algebra. Student performance is presented in terms of average scores on a scale from 0 to 500.

The NAEP program does not, and is not designed to, report on the performance of individual students or schools. Not all students participate in NAEP assessments; a sample of schools and students is selected to represent each participating state. Hundreds of thousands of students from several thousand schools across the nation typically participate in the NAEP mathematics assessment. The results from the assessed students are combined to provide accurate estimates of the overall performance of students in the nation and in individual states. Students with disabilities or limited English language proficiency are allowed to use certain accommodations (e.g., extra testing time or individual rather than group administration). All data presented here represent scores from tests taken with accommodations offered.

Data source: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress.

This indicator represents the average score in mathematics of each state’s fourth grade public school students on the National Assessment of Educational Progress (NAEP). The NAEP mathematics assessment is a congressionally authorized measure of student performance that is conducted by the National Center for Education Statistics. Student performance is presented in terms of average scores on a scale from 0 to 500.

Fourth Grade Mathematics Proficiency

This indicator represents the proportion of a state's fourth grade public school students that met or exceeded the proficiency standard in mathematics. The National Assessment Governing Board sets performance standards that provide a context for interpreting National Assessment of Educational Progress (NAEP) results. The standards define “basic,” as well as “proficient” and “advanced” accomplishment. For the fourth grade, the basic level (scores 214–248) denotes partial mastery of knowledge and skills that are prerequisite for proficient work. The proficient level (249–281) represents solid academic performance and demonstrates competency over challenging subject-matter knowledge. The advanced level (282–500) signifies superior performance.

The National Center for Education Statistics has determined that achievement levels are to be used on a trial basis and should be interpreted with caution. However, both the Commissioner of Education Statistics and the National Assessment Governing Board state these performance standards are useful for understanding trends in student achievement.

Not all students participate in NAEP assessments; a sample of schools and students is selected to represent each participating state. Hundreds of thousands of students from several thousand schools across the nation typically participate in the NAEP mathematics assessment. The results from the assessed students are combined to provide accurate estimates of the overall performance of students in the nation and in individual states and other jurisdictions. Students with disabilities or limited English language proficiency are allowed to use certain accommodations (e.g., extra testing time or individual rather than group administration). All data presented here represent scores from tests taken with accommodations offered.

Data source: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress.

This indicator represents the proportion of a state's fourth grade public school students that met or exceeded the proficiency standard in mathematics. The National Assessment Governing Board sets performance standards that provide a context for interpreting National Assessment of Educational Progress (NAEP) results.

Fourth Grade Science Performance

This indicator represents the average score in science of each state’s fourth grade public school students on the National Assessment of Educational Progress (NAEP). The NAEP science assessment is a congressionally authorized measure of student performance that is conducted by the National Center for Education Statistics. The assessment measures students' knowledge and skills in science and their ability to apply that knowledge in the content areas of physical, life, and earth and space sciences. The NAEP assessment in science was updated in 2009 to keep pace with key developments in science. Because they are based on a new framework, results from assessments beginning in 2009 cannot be compared with those from previous science assessments. Student performance is presented in terms of average scores on a scale from 0 to 300.

The NAEP program does not, and is not designed to, report on the performance of individual students or schools. Not all students participate in NAEP assessments; a sample of schools and students is selected to represent each participating state. Participation in the NAEP science assessment typically includes hundreds of thousands of students from several thousand schools across the nation. The results from the assessed students are combined to provide accurate estimates of the overall performance of students in the nation and in individual states and other jurisdictions. Students with disabilities or limited English language proficiency are allowed to use certain accommodations (e.g., extra testing time or individual rather than group administration). All data presented here represent scores from tests taken with accommodations offered.

Data source: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress.

This indicator represents the average score in science of each state’s fourth grade public school students on the National Assessment of Educational Progress (NAEP). The NAEP science assessment is a congressionally authorized measure of student performance that is conducted by the National Center for Education Statistics. Student performance is presented in terms of average scores on a scale from 0 to 300.

Fourth Grade Science Proficiency

This indicator represents the proportion of a state's fourth grade public school students that met or exceeded the proficiency standard in science. The National Assessment Governing Board sets performance standards that provide a context for interpreting National Assessment of Educational Progress (NAEP) results. The standards define “basic,” as well as “proficient” and "advanced" accomplishment. For the fourth grade, the basic level (scores 131–166) denotes partial mastery of knowledge and skills that are prerequisite for proficient work. The proficient level (167–223) represents solid academic performance and demonstrates competency over challenging subject-matter knowledge. The advanced level (224–300) signifies superior performance.

The National Center for Education Statistics has determined that achievement levels were to be used on a trial basis and should be interpreted with caution. However, both the Commissioner of Education Statistics and the National Assessment Governing Board state these performance standards are useful for understanding trends in student achievement.

Not all students participate in NAEP assessments; a sample of schools and students is selected to represent each participating state. Participation in the NAEP science assessment typically includes hundreds of thousands of students from several thousand schools across the nation. The results from the assessed students are combined to provide accurate estimates of the overall performance of students in the nation and in individual states and other jurisdictions. Students with disabilities or limited English language proficiency are allowed to use certain accommodations (e.g., extra testing time or individual rather than group administration). All data presented here represent scores from tests taken with accommodations offered.

Data source: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress.

This indicator represents the proportion of a state's fourth grade public school students that met or exceeded the proficiency standard in science. The National Assessment Governing Board sets performance standards that provide a context for interpreting National Assessment of Educational Progress (NAEP) results.

Eighth Grade Mathematics Performance

This indicator represents the average score in mathematics of each state’s eighth grade public school students on the National Assessment of Educational Progress (NAEP). The NAEP mathematics assessment is a congressionally authorized measure of student performance that is conducted by the National Center for Education Statistics. The assessment measures students' knowledge and skills in mathematics and their ability to apply that knowledge in the content areas of number properties and operations; measurement; geometry; data analysis, statistics, and probability; and algebra. Student performance is presented in terms of average scores on a scale from 0 to 500.

Not all students participate in NAEP assessments; a sample of schools and students is selected to represent each participating state. Hundreds of thousands of students from several thousand schools across the nation typically participate in the NAEP mathematics assessment. The results from the assessed students are combined to provide accurate estimates of the overall performance of students in the nation and in individual states and other jurisdictions. Students with disabilities or limited English language proficiency are allowed to use certain accommodations (e.g., extra testing time or individual rather than group administration). All data presented here represent scores from tests taken with accommodations offered.

Data source: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress.

This indicator represents the average score in mathematics of each state’s eighth grade public school students on the National Assessment of Educational Progress (NAEP). The NAEP mathematics assessment is a congressionally authorized measure of student performance that is conducted by the National Center for Education Statistics. Student performance is presented in terms of average scores on a scale from 0 to 500.

Eighth Grade Mathematics Proficiency

This indicator represents the proportion of a state's eighth grade public school students that met or exceeded the proficiency standard in mathematics. The National Assessment Governing Board sets performance standards that provide a context for interpreting National Assessment of Educational Progress (NAEP) results. The standards define “basic,” as well as “proficient” and “advanced” accomplishment. For the eighth grade, the basic level (scores 262–298) denotes partial mastery of knowledge and skills that are prerequisite for proficient work. The proficient level (299–332) represents solid academic performance and demonstrates competency over challenging subject-matter knowledge. The advanced level (333–500) signifies superior performance.

The National Center for Education Statistics has determined that achievement levels are to be used on a trial basis and should be interpreted with caution. However, both the Commissioner of Education Statistics and the National Assessment Governing Board state these performance standards are useful for understanding trends in student achievement.

Not all students participate in NAEP assessments; a sample of schools and students is selected to represent each participating state. Hundreds of thousands of students from several thousand schools across the nation typically participate in the NAEP mathematics assessment. The results from the assessed students are combined to provide accurate estimates of the overall performance of students in the nation and in individual states and other jurisdictions. Students with disabilities or limited English language proficiency are allowed to use certain accommodations (e.g., extra testing time or individual rather than group administration). All data presented here represent scores from tests taken with accommodations offered.

Data source: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress.

This indicator represents the proportion of a state's eighth grade public school students that met or exceeded the proficiency standard in mathematics. The National Assessment Governing Board sets performance standards that provide a context for interpreting National Assessment of Educational Progress (NAEP) results.

Eighth Grade Science Performance

This indicator represents the average score in science of each state’s eighth grade public school students on the National Assessment of Educational Progress (NAEP). The NAEP science assessment is a congressionally authorized measure of student performance that is conducted by the National Center for Education Statistics. The assessment measures students' knowledge and skills in science and their ability to apply that knowledge in the content areas of physical, life, and earth and space sciences. The NAEP assessment in science was updated in 2009 to keep pace with key developments in science. Because they are based on a new framework, results from assessments beginning in 2009 cannot be compared with those from previous science assessments. Student performance is presented in terms of average scores on a scale from 0 to 300.

Not all students participate in NAEP assessments; a sample of schools and students is selected to represent each participating state. Hundreds of thousands of students from several thousand schools across the nation typically participate in the NAEP science assessment. The results from the assessed students are combined to provide accurate estimates of the overall performance of students in the nation and in individual states and other jurisdictions. NAEP allows students with disabilities or limited English language proficiency to use certain accommodations (e.g., extra testing time or individual rather than group administration). All data presented here represent scores from tests taken with accommodations offered.

Data source: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress.

This indicator represents the average score in science of each state’s eighth grade public school students on the National Assessment of Educational Progress (NAEP). The NAEP science assessment is a congressionally authorized measure of student performance that is conducted by the National Center for Education Statistics. Student performance is presented in terms of average scores on a scale from 0 to 300.

Eighth Grade Science Proficiency

This indicator represents the proportion of a state's eighth grade public school students that has met or exceeded the proficiency standard in science. The National Assessment Governing Board sets performance standards that provide a context for interpreting National Assessment of Educational Progress (NAEP) results. The standards define “basic,” as well as “proficient” and "advanced" accomplishment. For the eighth grade, the basic level (scores 141–169) denotes partial mastery of knowledge and skills that are prerequisite for proficient work. The proficient level (170–214) represents solid academic performance and demonstrates competency over challenging subject-matter knowledge. The advanced level (215–300) signifies superior performance.

The National Center for Education Statistics has determined that achievement levels are to be used on a trial basis and should be interpreted with caution. However, both the Commissioner of Education Statistics and the National Assessment Governing Board state these performance standards are useful for understanding trends in student achievement.

Not all students participate in NAEP assessments; a sample of schools and students is selected to represent each participating state. Hundreds of thousands of students from several thousand schools across the nation typically participate in the NAEP science assessment. The results from the assessed students are combined to provide accurate estimates of the overall performance of students in the nation and in individual states and other jurisdictions. NAEP allows students with disabilities or limited English-language proficiency to use certain accommodations (e.g., extra testing time or individual rather than group administration). All data presented here represent scores from tests taken with accommodations offered.

Data source: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress.

This indicator represents the proportion of a state's eighth grade public school students that has met or exceeded the proficiency standard in science. The National Assessment Governing Board sets performance standards that provide a context for interpreting National Assessment of Educational Progress (NAEP) results.

American Community Survey

U.S. Census Bureau

Individuals with High School or Higher Level Degree among 25–44-Year-Old Population

This indicator represents the percentage of the early- to mid-career population that has earned at least a high school credential. The indicator displays results based on where high school graduates live rather than where they were educated. Both foreign-educated and U.S.-educated individuals living in a state are included in the state total. High values indicate a resident population and potential workforce with widespread basic education credentials.

Estimates of educational attainment have been developed by the U.S. Census Bureau. Data are derived from the American Community Survey (ACS), the largest household survey in the United States, with a sample size of about 3.5 million addresses. The ACS collects information on an annual basis.

Estimates of the population aged 25–44 are provided by the Census Bureau based on the Decennial Census and are reported by the state of residence. Each year, the Census Bureau utilizes current data on births, deaths, and migration to calculate population change since the most recent decennial census and produces time series estimates of population. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

Data sources: U.S. Census Bureau, special tabulations of the American Community Survey; U.S. Census Bureau, Decennial Census and Population Estimates Program.

This indicator represents the percentage of the early- to mid-career population that has earned at least a high school credential. The indicator displays results based on where high school graduates live rather than where they were educated.  High values indicate a resident population and potential workforce with widespread basic education credentials.

Integrated Postsecondary Education Data System, Completions Survey

Populations Estimates Program

Associate's Degrees in Science and Engineering Conferred per 1,000 Individuals 18–24 Years Old

This indicator represents the extent to which a state provides associate's-level training in S&E fields, controlling for the size of its college-age population. The cohort 18–24 years old was chosen to approximate the age range of most students who are pursuing an associate's degree.

Educational attainment in an S&E field provides the advanced skills and technical expertise needed for a competitive workforce. A skilled workforce is important for a region’s innovative capacity, productivity, and technological growth.

The National Center for Education Statistics counts the number of associate's degrees awarded in S&E fields. S&E fields include agricultural sciences and natural resources; biological and biomedical sciences; computer and information sciences; engineering; geosciences, atmospheric sciences, and ocean sciences; mathematics and statistics; multidisciplinary and interdisciplinary sciences; physical sciences; psychology; and social sciences. At the doctoral level only, health sciences are also included in S&E fields of study. Associate's degrees are awarded at both 2-year and 4-year institutions in the United States, and the data include degrees from both public and private institutions. These values are reported by the state in which the school is located and include degrees awarded to both in-person and online students. Degree data reflect the location of the degree-granting institution, not the state where degree-earning students reside.

Estimates of the population aged 18–24 are provided by the U.S. Census Bureau based on the Decennial Census and are reported by the state of residence. Each year, the Census Bureau utilizes current data on births, deaths, and migration to calculate population change since the most recent decennial census and produces time series estimates of population. Because these are estimates, small differences in the indicator value between states or across time generally are not meaningful. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

Data sources: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System; U.S. Census Bureau, Decennial Census and Population Estimates Program.

This indicator represents the extent to which a state provides associate's-level training in S&E fields, controlling for the size of its college-age population. The cohort 18–24 years old was chosen to approximate the age range of most students who are pursuing an associate's degree.

Associate's Degrees in Technology Conferred per 1,000 Individuals 18–24 Years Old

This indicator represents the extent to which a state provides associate's-level training in technology fields, controlling for the size of its college-age population. The cohort 18–24 years old was chosen to approximate the age range of most students who are pursuing an associate's degree.

Educational attainment in a technology field provides the advanced skills and technical expertise needed for a competitive workforce. A skilled workforce is important for a region’s innovative capacity, productivity, and technological growth.

The National Center for Education Statistics counts the number of associate's degrees awarded in technology fields. Instructional programs in these fields prepare individuals to apply basic S&E principles and technical skills in support of scientific research and development and engineering and related projects. Technology fields in this indicator include the following major fields from the NCSES Taxonomy of Disciplines: technology and technical fields, science-related technologies. Technology fields do not include medical fields or technologies. Associate's degrees are awarded at both 2-year and 4-year institutions in the United States, and the data include degrees from both public and private institutions. These values are reported by the state in which the school is located and include degrees awarded to both in-person and online students. Degree data reflect the location of the degree-granting institution, not the state where degree-earning students reside.

Estimates of the population aged 18–24 are provided by the U.S. Census Bureau based on the Decennial Census and are reported by the state of residence. Each year, the Census Bureau utilizes current data on births, deaths, and migration to calculate population change since the most recent decennial census and produces time series estimates of population. Because these are estimates, small differences in the indicator value between states or across time generally are not meaningful. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

Data sources: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System; U.S. Census Bureau, Decennial Census and Population Estimates Program.

This indicator represents the extent to which a state provides associate's-level training in technology fields, controlling for the size of its college-age population. The cohort 18–24 years old was chosen to approximate the age range of most students who are pursuing an associate's degree.

Bachelor's Degrees Conferred per 1,000 Individuals 18–24 Years Old

This indicator represents the extent to which the 18–24-year-old cohort earned a bachelor's degree. The cohort 18–24 years old was chosen to approximate the age range of most students who are pursuing an undergraduate degree.

Higher educational attainment gives people greater opportunities to work in better-paying jobs than are generally available to those with less education. Earning a bachelor's degree also prepares them for advanced education. The number of bachelor's degrees awarded is an actual count provided by the National Center for Education Statistics and includes degrees from both public and private institutions. These values are reported by the state in which the school is located and include degrees awarded to both in-person and online students. Degree data reflect the location of the degree-granting institution, not the state where degree-earning students reside.

Estimates of the population aged 18–24 are provided by the U.S. Census Bureau based on the Decennial Census and are reported by the state of residence. Each year, the Census Bureau utilizes current data on births, deaths, and migration to calculate population change since the most recent decennial census and produces time series estimates of population. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

A high value for this indicator may suggest the successful provision of educational opportunity at this level. Student mobility after graduation is not accounted for, which may make this indicator less meaningful in predicting the qualifications of a state's future workforce. A state's value for this indicator may also be high when its higher education system draws a large percentage of out-of-state students, a situation that sometimes occurs in states with small resident populations and in the District of Columbia. Because these are estimates, small differences in the indicator value between states or across time generally are not meaningful. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

Data sources: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System; U.S. Census Bureau, Decennial Census and Population Estimates Program.

This indicator represents the extent to which the 18–24-year-old cohort earned a bachelor's degree. The cohort 18–24 years old was chosen to approximate the age range of most students who are pursuing an undergraduate degree.

Bachelor's Degrees in Science and Engineering Conferred per 1,000 Individuals 18–24 Years Old

This indicator represents the extent to which a state provides bachelor's-level training in S&E fields, controlling for the size of its college-age population. The cohort 18–24 years old was chosen to approximate the age range of most students who are pursuing an undergraduate degree.

Educational attainment in an S&E field gives people greater opportunities to work in higher-paying technical jobs than are generally available to those in other fields of study. Earning a bachelor's degree in an S&E field also prepares an individual for advanced technical education. S&E fields include agricultural sciences and natural resources; biological and biomedical sciences; computer and information sciences; engineering; geosciences, atmospheric sciences, and ocean sciences; mathematics and statistics; multidisciplinary and interdisciplinary sciences; physical sciences; psychology; and social sciences. At the doctoral level only, health sciences are also included in S&E fields of study.

The number of bachelor's degrees awarded in S&E fields is an actual count provided by the National Center for Education Statistics and includes degrees from both public and private institutions. These values are reported by the state in which the school is located and include degrees awarded to both in-person and online students. Degree data reflect the location of the degree-granting institution, not the state where degree-earning students reside.

Estimates of the population aged 18–24 are provided by the U.S. Census Bureau based on the Decennial Census and are reported by the state of residence. Each year, the Census Bureau utilizes current data on births, deaths, and migration to calculate population change since the most recent decennial census and produces time series estimates of population. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

A high value for this indicator may suggest the successful provision of undergraduate training in S&E fields. Student mobility after graduation is not accounted for, which may make this indicator less meaningful in predicting the qualifications of a state's future technical workforce. A state's value for this indicator may also be high when its higher education system draws a large percentage of out-of-state students, a situation that sometimes occurs in states with small resident populations and in the District of Columbia. Because these are estimates, small differences in the indicator value between states or across time generally are not meaningful. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

Data sources: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System; U.S. Census Bureau, Decennial Census and Population Estimates Program.

This indicator represents the extent to which a state provides bachelor's-level training in S&E fields, controlling for the size of its college-age population. The cohort 18–24 years old was chosen to approximate the age range of most students who are pursuing an undergraduate degree.

Science and Engineering Degrees as a Percentage of Higher Education Degrees Conferred

This indicator represents the extent to which a state's higher education degree awards are concentrated in S&E fields. S&E fields include agricultural sciences and natural resources; biological and biomedical sciences; computer and information sciences; engineering; geosciences, atmospheric sciences, and ocean sciences; mathematics and statistics; multidisciplinary and interdisciplinary sciences; physical sciences; psychology; and social sciences. At the doctoral level only, health sciences are also included in S&E fields of study. Counts of both S&E degrees and higher education degrees conferred include bachelor's, master's, and doctoral degrees; associate's degrees and professional degrees are not included.

The number of degrees awarded is an actual count provided by the National Center for Education Statistics and includes degrees from both public and private institutions. These values are reported by the state in which the school is located and include degrees awarded to both in-person and online students. Degree data reflect the location of the degree-granting institution, not the state where degree-earning students reside. Student mobility after graduation is not accounted for, which may make this indicator less meaningful in predicting the qualifications of a state's future technical workforce. 

Data source: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System.

This indicator represents the extent to which a state's higher education degree awards are concentrated in S&E fields. S&E fields include agricultural sciences and natural resources; biological and biomedical sciences; computer and information sciences; engineering; geosciences, atmospheric sciences, and ocean sciences; mathematics and statistics; multidisciplinary and interdisciplinary sciences; physical sciences; psychology; and social sciences. At the doctoral level only, health sciences are also included in S&E fields of study. Counts of both S&E degrees and higher education degrees conferred include bachelor's, master's, and doctoral degrees; associate's degrees and professional degrees are not included.

Survey of Graduate Students and Postdoctorates in Science and Engineering

National Center for Science and Engineering Statistics

Science, Engineering, and Health Graduate Students per 1,000 Individuals 25–34 Years Old

This indicator is a relative measure of a state's population with graduate training in science, engineering, and health (SEH) and is defined as the ratio of SEH graduate students to a state's population aged 25–34.

Graduate students are counted based on the state of their university and include state residents, residents of other states, and noncitizens. The numerator includes graduate students at both public and private institutions. The denominator includes all state residents aged 25–34 and was chosen to approximate the age of most graduate students.

Data on SEH graduate students are counts obtained from academic institutions in the United States that offer doctoral or master's degree programs in any SEH field: physical, computer, agricultural, biological, earth, atmospheric, ocean, and social sciences; psychology; mathematics; engineering; and health-related fields. In 2014, previously eligible for-profit institutions were removed from the survey frame to exclude practitioner-oriented graduate programs. The overall impact on graduate student data was minimal, though some state-level estimates were disproportionately affected. In 2017, graduate student fields of study were updated to align with the NCSES Taxonomy of Disciplines to increase comparability to other NCSES surveys and more accurately reflect how disciplines are currently organized. This update resulted in several fields becoming ineligible (including architecture, communication, and public administration) and the reorganization of subfields within and across broad fields. Due to these changes, graduate student data for 2017 and subsequent years presented in the State Indicators are not directly comparable to previously collected data. Users interested in longer term trends should see the "Data Availability and Comparability" section of the Survey of Graduate Students and Postdoctorates in Science and Engineering (https://ncses.nsf.gov/surveys/graduate-students-postdoctorates-s-e/) more information.

Estimates of the population aged 25–34 are provided by the U.S. Census Bureau based on the Decennial Census and are reported by the state of residence. Each year, the Census Bureau utilizes current data on births, deaths, and migration to calculate population change since the most recent decennial census and produces time series estimates of population. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

A high value for this indicator may suggest the successful provision of graduate training in SEH fields. Student mobility after graduation is not accounted for, which may make this indicator less meaningful in predicting the qualifications of a state's future technical workforce. A state's value for this indicator may also be high when its higher education system draws a large percentage of out-of-state students, a situation that sometimes occurs in states with small resident populations and in the District of Columbia. Small differences in the value of the indicator between states or across years generally are not meaningful.

Data sources: National Center for Science and Engineering Statistics, National Science Foundation, Survey of Graduate Students and Postdoctorates in Science and Engineering; U.S. Census Bureau, Decennial Census and Population Estimates Program.

This indicator is a relative measure of a state's population with graduate training in science, engineering, and health (SEH) and is defined as the ratio of SEH graduate students to a state's population aged 25–34. Graduate students are counted based on the state of their university and include state residents, residents of other states, and noncitizens. The numerator includes graduate students at both public and private institutions. The denominator includes all state residents aged 25–34 and was chosen to approximate the age of most graduate students.

Advanced Science and Engineering Degrees as a Percentage of S&E Degrees Conferred

This indicator represents the extent to which a state's higher education programs in S&E are concentrated at the graduate level. S&E fields include agricultural sciences and natural resources; biological and biomedical sciences; computer and information sciences; engineering; geosciences, atmospheric sciences, and ocean sciences; mathematics and statistics; multidisciplinary and interdisciplinary sciences; physical sciences; psychology; and social sciences. At the doctoral level only, health sciences are also included in S&E fields of study. Advanced S&E degrees include master's and doctoral degrees. Total S&E degrees include bachelor's, master's, and doctoral degrees but exclude associate's degrees. The indicator value is computed by dividing the number of advanced S&E degrees by the total number of S&E degrees awarded by the higher education institutions within the state.

The number of degrees awarded is an actual count provided by the National Center for Education Statistics and includes degrees from both public and private institutions. These values are reported by the state in which the school is located and include degrees awarded to both in-person and online students. Degree data reflect the location of the degree-granting institution, not the state where degree-earning students reside. 

Student mobility after graduation is not accounted for, which may make this indicator less meaningful in predicting the qualifications of a state's future technical workforce. In states with few S&E graduate programs, the number of advanced S&E degrees conferred may vary considerably from year to year. Readers should use caution when making annual comparisons for those states with small numbers of S&E graduate students.

Data source: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System.

This indicator represents the extent to which a state's higher education programs in S&E are concentrated at the graduate level. S&E fields include agricultural sciences and natural resources; biological and biomedical sciences; computer and information sciences; engineering; geosciences, atmospheric sciences, and ocean sciences; mathematics and statistics; multidisciplinary and interdisciplinary sciences; physical sciences; psychology; and social sciences. At the doctoral level only, health sciences are also included in S&E fields of study. Advanced S&E degrees include master's and doctoral degrees. Total S&E degrees include bachelor's, master's, and doctoral degrees but exclude associate's degrees.

Science and Engineering Doctoral Degrees as a Percentage of Science and Engineering Degrees Conferred

This indicator represents the extent to which a state's higher education programs in S&E are focused on producing individuals with the highest level of technical expertise. The academic and technical leaders of the future are often drawn from individuals receiving S&E doctoral degrees. S&E fields include agricultural sciences and natural resources; biological and biomedical sciences; computer and information sciences; engineering; geosciences, atmospheric sciences, and ocean sciences; mathematics and statistics; multidisciplinary and interdisciplinary sciences; physical sciences; psychology; and social sciences. At the doctoral level only, health sciences are also included in S&E fields of study. Total S&E degrees conferred include bachelor's, master's, and doctoral degrees but exclude associate's degrees.

The indicator value is computed by dividing the number of doctoral degrees awarded in S&E fields by the total number of S&E degrees awarded by the higher education institutions within the state. 

The numbers of degrees awarded is an actual count provided by the National Center for Education Statistics and includes degrees from both public and private institutions. These values are reported by the state in which the school is located and include degrees awarded to both in-person and online students. Degree data reflect the location of the degree-granting institution, not the state where degree-earning students reside. Student mobility after graduation is not accounted for, which may make this indicator less meaningful in predicting the qualifications of a state's future technical workforce. In states with a small number of S&E graduate programs, the number of S&E doctoral degrees awarded may vary considerably from year to year. Readers should use caution when making annual comparisons for those states with small numbers of S&E doctorates.

Data source: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System.

This indicator represents the extent to which a state's higher education programs in S&E are focused on producing individuals with the highest level of technical expertise. S&E fields include agricultural sciences and natural resources; biological and biomedical sciences; computer and information sciences; engineering; geosciences, atmospheric sciences, and ocean sciences; mathematics and statistics; multidisciplinary and interdisciplinary sciences; physical sciences; psychology; and social sciences. At the doctoral level only, health sciences are also included in S&E fields of study. Total S&E degrees conferred include bachelor's, master's, and doctoral degrees but exclude associate's degrees.

Digest of Education Statistics

Average Undergraduate Charge at Public 4-Year Institutions

The average annual charge for an in-state resident undergraduate student to attend a public 4-year academic institution is one indicator of how accessible higher education is to a state's students. The annual charge includes standard in-state charges for tuition, required fees, room, and board for a full-time undergraduate student who is a resident of that state. These charges were weighted by the number of full-time undergraduates attending each public institution within the state. The total charge for all public 4-year institutions in the state was divided by the total number of full-time undergraduates attending all public 4-year institutions in the state. The year is the end date of the academic year. For example, data for 2019 represent costs and enrollment for the 2018–19 academic year.

Average undergraduate charge is collected from institutions by the National Center for Education Statistics in the Integrated Postsecondary Education Data System. Undergraduate charges have increased significantly in all states, even in inflation-adjusted terms. The data in this indicator do not include any adjustments for such financial aid.

Data source: U.S. Department of Education, National Center for Education Statistics, *Digest of Education Statistics*.

The average annual charge for an in-state resident undergraduate student to attend a public 4-year academic institution is one indicator of how accessible higher education is to a state's students. The annual charge includes standard in-state charges for tuition, required fees, room, and board for a full-time undergraduate student who is a resident of that state.

Regional Economic Accounts

Bureau of Economic Analysis

Average Undergraduate Charge at Public 4-Year Institutions as a Percentage of Disposable Personal Income

This indicator represents a broad measure of how affordable higher education at a public institution is for the average resident. It is calculated by dividing the average undergraduate charge at public 4-year institutions in the state by the per capita disposable personal income of state residents. The average undergraduate charge includes standard in-state tuition, room, board, and required fees for a student who is a resident of the state; it does not include any adjustment for financial aid that a student might receive. Data on state expenditures on student aid, which may reduce the nominal charges facing students, are provided in indicator S-27. The year is the end date of the academic year. For example, data for 2019 represent costs for the 2018–19 academic year.

Average undergraduate charge is collected from institutions by the National Center for Education Statistics in the Integrated Postsecondary Education Data System. Disposable personal income is the income available to state residents for spending or saving. It is calculated as personal income minus personal current taxes paid to federal, state, and local governments.

High values indicate that a year of undergraduate education consumes a high percentage of the disposable personal income of state residents. Undergraduate charges have generally increased relative to per capita income, and beginning in the early 2010s, the cost of a year of undergraduate education at a public institution began to exceed 50% of per capita disposable income in many states. Large increases in state per capita income in a given period may mask increases in undergraduate charges.

Data sources: U.S. Department of Education, National Center for Education Statistics, *Digest of Education Statistics*; U.S. Bureau of Economic Analysis, State and Local Personal Income data.

This indicator represents a broad measure of how affordable higher education at a public institution is for the average resident. It is calculated by dividing the average undergraduate charge at public 4-year institutions in the state by the per capita disposable personal income of state residents. The average undergraduate charge includes standard in-state tuition, room, board, and required fees for a student who is a resident of the state; it does not include any adjustment for financial aid that a student might receive.

Income and Product Data

Government of Puerto Rico, Office of the Governor

State Higher Education Finance

State Higher Education Executive Officers Association

Appropriations of State Tax Funds for Higher Education as a Percentage of Gross Domestic Product

This indicator represents the extent of state spending for higher education as a proportion of its gross domestic product (GDP).

Appropriations data are drawn from the annual State Higher Education Finance report produced by the association of State Higher Education Executive Officers (SHEEO). SHEEO collects data on all state and local revenues used to support higher education, including revenue from taxes, lottery receipts, royalty revenue, and state-funded endowments.

Because of decreases in state tax collections in FY 2009–11 during the Great Recession, state monies allocated to higher education decreased in many states. This decrease was offset to a degree by federal stimulus funds that were used to restore the level of state support for public higher education. Nationally, state financial support of higher education operating expenses relative to GDP has experienced a downward trend since the early 2000s. The state monies used to calculate this indicator do not include federal stimulus funds for education stabilization or federal, state, or local government funds for the modernization, renovation, or repair of higher education facilities.

Data sources: State Higher Education Executive Officers Association; U.S. Bureau of Economic Analysis, Gross Domestic Product data; Government of Puerto Rico, Office of the Governor, Gross Domestic Product data.

This indicator represents the extent of state spending for higher education as a proportion of its gross domestic product (GDP). Appropriations data are drawn from the annual State Higher Education Finance report produced by the association of State Higher Education Executive Officers (SHEEO). The state monies used to calculate this indicator do not include federal stimulus funds for education stabilization or federal, state, or local government funds for the modernization, renovation, or repair of higher education facilities.

Annual Survey Report on State-Sponsored Student Financial Aid

National Association of State Student Grant & Aid Programs (NASSGAP)

State Expenditures on Student Aid per Undergraduate Student

The cost of an undergraduate education can be reduced with financial assistance from the state government, the federal government, or an academic institution. This indicator is calculated by dividing the amount of financial support from state grants to both public and private institutions in the state by the total undergraduate fall enrollment at public and private degree-granting postsecondary institutions in the state. A high value is one indicator of state efforts to provide access to higher education. The actual distribution of state grants to individual students may be affected by the percentage of undergraduates who are state residents.

State expenditures on student aid are collected by the National Association of State Student Grant and Aid Programs annual survey. It is reported by the location of the school as is the number of undergraduate students, as reported by the National Center for Education Statistics.

This indicator should be viewed relative to the tuition charged to undergraduates in a state, as some states have chosen to subsidize tuition for all students at public institutions rather than provide grants. Other differences between states, such as the amount of scholarship aid available from other sources, the percentage of students attending out-of-state institutions, and students’ eligibility for state funding, mean that readers should exercise caution when making comparisons between states (which may vary dramatically) and examining changes over time. Rapid increases in undergraduate student enrollment in a state may cause this indicator to fall, even during periods when absolute state student aid expenditures have increased.

Total state grant expenditures for financial aid include need-based and non–need-based grants. State assistance through subsidized or unsubsidized loans and awards to students at the graduate and first professional degree levels is not included. The year is the end date of the academic year. For example, data for 2019 represent costs and enrollment for the 2018–19 academic year.

Data sources: National Association of State Student Grant and Aid Programs, Annual Survey Report; U.S. Department of Education, National Center for Education Statistics, *Digest of Education Statistics*.

The cost of an undergraduate education can be reduced with financial assistance from the state government, the federal government, or an academic institution. This indicator is calculated by dividing the amount of financial support from state grants to both public and private institutions in the state by the total undergraduate fall enrollment at public and private degree-granting postsecondary institutions in the state. A high value is one indicator of state efforts to provide access to higher education.

State Support for Higher Education per Full-Time Equivalent Student

Public universities rely on state support for a substantial share of their operating revenues, most of which support their education function. The amount of funding provided per full-time equivalent (FTE) student in public universities is an indicator of a state’s investment in the education of its students. Data are drawn from the annual State Higher Education Finance report produced by the association of State Higher Education Executive Officers (SHEEO). SHEEO collects data on all state and local revenues used to support higher education, including revenue from taxes, lottery receipts, royalty revenue, and state-funded endowments. This indicator also takes into account FTE enrollment in public higher education, which is calculated from the aggregate number of enrolled credit hours (including summer session enrollments but excluding most noncredit or nondegree program enrollments and medical school enrollments). This measure is equivalent to one student enrolled full time for one academic year. The year is the end date of the academic year. For example, data for 2019 represent costs and enrollment for the 2018–19 academic year.

State funds are one of many sources of public university revenue. This indicator does not include changes in these other sources of revenue.

Data source: State Higher Education Executive Officers Association, State Higher Education Finance.

Public universities rely on state support for a substantial share of their operating revenues, most of which support their education function. The amount of funding provided per full-time equivalent (FTE) student in public universities is an indicator of a state’s investment in the education of its students.

Postsecondary Degree Holders among Individuals 25–44 Years Old

This indicator represents the percentage of the early- to mid-career population that has earned a postsecondary degree. Postsecondary degree holders include those with an associate's, bachelor's, master's, or doctoral degree, granted from either a public or private institution. The indicator represents where postsecondary degree holders live rather than where they were educated. The age cohort of 25–44 years represents the group most likely to have completed a postsecondary program.

Estimates of educational attainment have been developed by the U.S. Census Bureau. Data are derived from the American Community Survey (ACS), the largest household survey in the United States, with a sample size of about 3.5 million addresses. The ACS collects information on an annual basis.

Estimates of the population age 25–44 years are provided by the Census Bureau based on the Decennial Census and are reported by the state of residence. Each year, the Census Bureau utilizes current data on births, deaths, and migration to calculate population change since the most recent decennial census and produces time series estimates of population. Because these values are estimates, small differences in the value of this indicator between states and across time generally are not meaningful. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

Nationwide, the portion of this age cohort with a postsecondary degree has increased over time though continues to vary substantially across states.

Data sources: U.S. Census Bureau, special tabulations of the American Community Survey; U.S. Census Bureau, Decennial Census and Population Estimates Program.

This indicator represents the percentage of the early- to mid-career population that has earned a postsecondary degree. Postsecondary degree holders include those with an associate's, bachelor's, master's, or doctoral degree, granted from either a public or private institution. The indicator represents where postsecondary degree holders live rather than where they were educated. The age cohort of 25–44 years represents the group most likely to have completed a postsecondary program.

Bachelor's Degree Holders among Individuals 25–44 Years Old

This indicator represents the percentage of the early- to mid-career population that has earned at least a 4-year undergraduate degree. The indicator represents where college degree holders live rather than where they were educated. The age cohort of 25–44 years represents a group of individuals who are potential long-term participants in a state's workforce. High values indicate a resident population or potential workforce with widespread credentials at the college or university level.

Estimates of educational attainment have been developed by the U.S. Census Bureau. Data are derived from the American Community Survey (ACS), the largest household survey in the United States, with a sample size of about 3.5 million addresses. The ACS collects information on an annual basis. Bachelor’s degree holders include those with degrees awarded by both public and private institutions and in S&E and non-S&E fields.

Estimates of the population aged 25–44 years are provided by the Census Bureau based on the Decennial Census and are reported by the state of residence. Each year, the Census Bureau utilizes current data on births, deaths, and migration to calculate population change since the most recent decennial census and produces time series estimates of population. Because these values are estimates, small differences in the value of this indicator between states and across time generally are not meaningful. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations. Nationwide, the portion of this age cohort with a postsecondary degree has increased over time though continues to vary substantially across states. Highest percentages of bachelor’s degree holders are typically found in the New England and Middle Atlantic states.

Data sources: U.S. Census Bureau, special tabulations of the American Community Survey; U.S. Census Bureau, Decennial Census and Population Estimates Program.

This indicator represents the percentage of the early- to mid-career population that has earned at least a 4-year undergraduate degree. The indicator represents where college degree holders live rather than where they were educated. The age cohort of 25–44 years represents a group of individuals who are potential long-term participants in a state's workforce.

Bachelor's Degree Holders in the Labor Force

This indicator represents the percentage of a state’s labor force that has earned at least a 4-year undergraduate degree. High values indicate a higher concentration of individuals with higher education qualifications in a state. Knowledge-intensive businesses seeking to relocate may be attracted to states with high values on this indicator. Workers with at least a bachelor's degree have an advantage over less-educated workers in expected lifetime earnings.

Estimates of state labor forces and educational attainment have been developed by the U.S. Census Bureau. Data are derived from the American Community Survey (ACS), the largest household survey in the United States, with a sample size of about 3.5 million addresses. The ACS collects information on an annual basis and assigns workers to a state based on where they live. Bachelor’s degree holders include those with degrees awarded by both public and private institutions and in S&E and non-S&E fields. Because these values are estimates, small differences in the values of the indicator between states or across time are generally not meaningful.

Data source: U.S. Census Bureau, special tabulations of the American Community Survey.

This indicator represents the percentage of a state’s labor force that has earned at least a 4-year undergraduate degree. High values indicate a higher concentration of individuals with higher education qualifications in a state.

Occupational Employment and Wage Statistics Survey

Bureau of Labor Statistics

Individuals in Science and Engineering Occupations as a Percentage of All Occupations

This indicator represents the extent to which a state's workforce is employed in S&E occupations. A high value indicates that a state's economy has a high concentration of scientific and technical jobs relative to its total workforce. Policymakers and scholars consistently emphasize innovation based on S&E research and development as a vehicle for economic growth and competitiveness. In the increasingly interconnected 21st-century world, workers with S&E expertise are integral to a nation’s innovative capacity because of their high skill level, their creative ideas, and their ability not only to advance basic scientific knowledge but also to transform advances in fundamental knowledge into tangible and useful products and services.

U.S. federal occupation data classify workers by the activities or tasks they primarily perform in their jobs. This information is used to classify jobs into standard occupational categories based on the Standard Occupational Classification (SOC) system. S&E occupations are defined by SOC. They include engineers; computer, mathematical, life, physical, and social scientists; and postsecondary teachers in these fields. S&E managers, technicians, elementary and secondary schoolteachers, and medical personnel are not included.

Data on individuals in S&E occupations and all occupations come from the Bureau of Labor Statistics (BLS) Occupational Employment and Wage Statistics (OEWS) Survey, a survey of workplaces that assigns workers to a state based on where they work. Estimates are developed by BLS from data provided by state workforce agencies. The OEWS survey covers all full-time and part-time wage and salary workers in nonfarm industries. The survey does not cover the self-employed, owners and partners in unincorporated firms, household workers, or unpaid family workers.

Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

Data source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Employment and Wage Statistics Survey.

This indicator represents the extent to which a state's workforce is employed in S&E occupations. A high value indicates that a state's economy has a high concentration of scientific and technical jobs relative to its total workforce.

Survey of Doctorate Recipients

Local Area Unemployment Statistics

Employed Science, Engineering, and Health Doctorate Holders as a Percentage of the Workforce

This indicator measures the concentration of science, engineering, and health (SEH) doctorate holders among a state’s workforce and represents a state’s ability to attract and retain highly trained scientists and engineers. These individuals often conduct R&D, manage R&D activities, or are otherwise engaged in knowledge-intensive activities. A high value for this indicator in a state suggests employment opportunities for individuals with highly advanced training in SEH fields. States in the top quartile for this indicator tend to contain major research laboratories, research universities, or research-intensive industries.

Data on employed SEH doctorate holders are collected by the Survey of Doctorate Recipients. Data include those with research doctoral degrees in computer and mathematical sciences; the biological, agricultural, or environmental life sciences; physical sciences; social sciences; psychology; engineering; and health fields. Doctorate holders with degrees from both public and private institutions are included. SEH doctorate data exclude individuals with clinical (i.e., non-research) doctorates, those trained by foreign institutions, and those older than 75. SEH doctorate holders are assigned to a state based on where they work.

Whereas employment data for SEH doctorates come from the National Center for Science and Engineering Statistics within the National Science Foundation, the data on total employed workforce are developed by the Bureau of Labor Statistics, which assigns workers to a state based on where they live. Workforce data represent annual estimates of the employed civilian labor force. The workforce data also include those older than 75. Because these values are estimates, small differences in the values of the indicator between states or across time are generally not meaningful.

Data sources: National Center for Science and Engineering Statistics, National Science Foundation, Survey of Doctorate Recipients; U.S. Department of Labor, Bureau of Labor Statistics, Local Area Unemployment Statistics.

This indicator measures the concentration of science, engineering, and health (SEH) doctorate holders among a state’s workforce and represents a state’s ability to attract and retain highly trained scientists and engineers. These individuals often conduct R&D, manage R&D activities, or are otherwise engaged in knowledge-intensive activities. A high value for this indicator in a state suggests employment opportunities for individuals with highly advanced training in SEH fields.

Life Scientists as a Percentage of All Occupations

This indicator represents the percentage of life scientists in a state's workforce. Life scientists are identified from standard occupational codes that include agricultural and food scientists, biological scientists, conservation scientists and foresters, medical scientists, and postsecondary teachers in these fields. A high share of life scientists in a state's workforce could indicate a robust cluster of life sciences industries such as pharmaceutical and medicine manufacturing. States in the top quartile for this indicator also tend to contain agriculture-intensive industries.

Data on individuals in life sciences occupations and total occupations come from the Bureau of Labor Statistics (BLS) Occupational Employment and Wage Statistics (OEWS) Survey, a survey of workplaces that assigns workers to a state based on where they work. Estimates are developed by BLS from data provided by state workforce agencies. The OEWS survey covers all full-time and part-time wage and salary workers in nonfarm industries. The survey does not cover the self-employed, owners and partners in unincorporated firms, household workers, or unpaid family workers.

Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

Data source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Employment and Wage Statistics Survey.

This indicator represents the percentage of life scientists in a state's workforce. Life scientists are identified from standard occupational codes that include agricultural and food scientists, biological scientists, conservation scientists and foresters, medical scientists, and postsecondary teachers in these fields. A high share of life scientists in a state's workforce could indicate a robust cluster of life sciences industries such as pharmaceutical and medicine manufacturing. States in the top quartile for this indicator also tend to contain agriculture-intensive industries.

Computer and Mathematical Scientists as a Percentage of All Occupations

This indicator represents the percentage of computer and mathematical scientists in a state's workforce. The occupations in this group include computer and information research scientists; computer systems analysts; information security analysts; computer programmers; software developers, applications; software developers, systems software; web developers; database administrators; network and computer systems administrators; computer network architects; computer user support specialists; computer network support specialists; mathematicians; operations research analysts; statisticians; mathematical technicians; other computer and mathematical science occupations; and postsecondary teachers in these fields.

Data on individuals in computer and mathematical science occupations and total occupations come from the Bureau of Labor Statistics (BLS) Occupational Employment and Wage Statistics (OEWS) Survey, a survey of workplaces that assigns workers to a state based on where they work. Estimates are developed by BLS from data provided by state workforce agencies. The OEWS survey covers all full-time and part-time wage and salary workers in nonfarm industries. The survey does not cover the self-employed, owners and partners in unincorporated firms, household workers, or unpaid family workers. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

There is a significant concentration of computer- and math-intensive occupations in the District of Columbia and the adjacent states of Maryland and Virginia. This may be due to the presence of many federal government offices, colleges and universities, and government contractors in the area that employ scientists and engineers, especially computer and mathematical scientists. In addition, the technology-intensive economies of Washington and Colorado have significant concentrations of computer and mathematical scientists.

Data source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Employment and Wage Statistics Survey.

This indicator represents the percentage of computer and mathematical scientists in a state's workforce. The occupations in this group include a range of computer and information science and technology occupations; mathematicians; operations research analysts; statisticians; mathematical technicians; other computer and mathematical science occupations; and postsecondary teachers in these fields.

Physical Scientists as a Percentage of All Occupations

This indicator represents the percentage of physical scientists in a state's workforce. Physical scientists are identified from standard occupational codes that include astronomers, physicists, atmospheric and space scientists, chemists, materials scientists, environmental scientists, geoscientists, and postsecondary teachers in these fields. A high share of physical scientists in a state's workforce could indicate several scenarios, ranging from the presence of forests or national parks, which require foresters, wildlife specialists, and conservationists to manage the natural assets in these areas, to a robust cluster of physical science industries such as basic chemical manufacturing.

Data on employment in physical science occupations and total occupations come from the Bureau of Labor Statistics (BLS) Occupational Employment and Wage Statistics (OEWS) Survey, a survey of workplaces that assigns workers to a state based on where they work. Estimates are developed by BLS from data provided by state workforce agencies. The OEWS survey covers all full-time and part-time wage and salary workers in nonfarm industries. The survey does not cover the self-employed, owners and partners in unincorporated firms, household workers, or unpaid family workers. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

Data source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Employment and Wage Statistics Survey.

This indicator represents the percentage of physical scientists in a state's workforce. Physical scientists are identified from standard occupational codes that include astronomers, physicists, atmospheric and space scientists, chemists, materials scientists, environmental scientists, geoscientists, and postsecondary teachers in these fields.

Social Scientists as a Percentage of All Occupations

This indicator represents the percentage of social scientists in a state's workforce. Social scientists are identified from standard occupational codes that include economists; survey researchers; clinical, counseling, and school psychologists; industrial-organizational psychologists; sociologists; urban and regional planners; anthropologists and archeologists; geographers; political scientists; social scientists and related workers; social science research assistants; postsecondary anthropology and archeology teachers; postsecondary economics teachers; postsecondary geography teachers; postsecondary political science teachers; postsecondary psychology teachers; postsecondary sociology teachers; and other postsecondary social sciences teachers.

Data on individuals in social science occupations and total occupations come from the Bureau of Labor Statistics (BLS) Occupational Employment and Wage Statistics (OEWS) Survey, a survey of workplaces that assigns workers to a state based on where they work. Estimates are developed by BLS from data provided by state workforce agencies. The OEWS survey covers all full-time and part-time wage and salary workers in nonfarm industries. The survey does not cover the self-employed, owners and partners in unincorporated firms, household workers, or unpaid family workers. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

The District of Columbia has the greatest share of occupations in this category by a significant margin, likely because of a high concentration of political scientists and policy and social science researchers drawn to the federal government, international organizations, and various other policy institutions.

Data source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Employment and Wage Statistics Survey.

This indicator represents the percentage of social scientists in a state's workforce. Social scientists are identified from standard occupational codes that include economists; survey researchers; clinical, counseling, and school psychologists; industrial-organizational psychologists; sociologists; urban and regional planners; anthropologists and archeologists; geographers; political scientists; social scientists and related workers; social science research assistants; and postsecondary social sciences teachers.

Engineers as a Percentage of All Occupations

Engineers design and operate production processes and create new products and services. This indicator represents the percentage of trained engineers in a state's workforce. It includes the standard occupational codes for engineering fields: aerospace, agricultural, biomedical, chemical, civil, computer hardware, electrical and electronics, environmental, industrial, marine and naval architectural, materials, mechanical, mining and geological, nuclear, and petroleum. Occupations also include postsecondary teachers in these fields.

Data on individuals in engineering occupations and total occupations come from the Bureau of Labor Statistics (BLS) Occupational Employment and Wage Statistics (OEWS) Survey, a survey of workplaces that assigns workers to a state based on where they work. Estimates are developed by BLS from data provided by state workforce agencies. The OEWS survey covers all full-time and part-time wage and salary workers in nonfarm industries. The survey does not cover the self-employed, owners and partners in unincorporated firms, household workers, or unpaid family workers. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

Data source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Employment and Wage Statistics Survey.

Engineers design and operate production processes and create new products and services. This indicator represents the percentage of trained engineers in a state's workforce. It includes the standard occupational codes for engineering fields: aerospace, agricultural, biomedical, chemical, civil, computer hardware, electrical and electronics, environmental, industrial, marine and naval architectural, materials, mechanical, mining and geological, nuclear, and petroleum. Occupations also include postsecondary teachers in these fields.

Technical Workers as a Percentage of All Occupations

Technical workers consist of a diverse group, including managers in the areas of computer and information science, engineering, or the natural sciences; computer programmers; surveyors, drafters working in architecture, civil engineering, electronics, or mechanical engineering; and technicians in a wide variety of technical fields. Scientists and engineers are not included in this indicator.

Data on technical workers' occupations and total occupations come from the Bureau of Labor Statistics (BLS) Occupational Employment and Wage Statistics (OEWS) Survey, a survey of workplaces that assigns workers to a state based on where they work. Estimates are developed by BLS from data provided by state workforce agencies. The OEWS survey covers all full-time and part-time wage and salary workers in nonfarm industries. The survey does not cover the self-employed, owners and partners in unincorporated firms, household workers, or unpaid family workers. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

Data source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Employment and Wage Statistics Survey.

Technical workers consist of a diverse group, including managers in the areas of computer and information science, engineering, or the natural sciences; computer programmers; surveyors, drafters working in architecture, civil engineering, electronics, or mechanical engineering; and technicians in a wide variety of technical fields. Scientists and engineers are not included in this indicator.

Foreign-Born Workers as a Percentage of Individuals in Science and Engineering Occupations

This indicator represents the percentage of foreign-born workers in a state’s S&E workforce. A considerable proportion of workers employed in S&E fields in the United States are foreign born. Foreign born is a broad category, ranging from naturalized citizens and long-term U.S. residents with strong roots in the United States to recent immigrants who compete in global job markets and whose main social, educational, and economic ties are in their countries of origin. When interpreting data on foreign-born workers, the range of individuals in this category should be kept in mind.

The data include all workers in S&E occupations as measured by the U.S. Census Bureau, regardless of educational attainment. Data are derived from the Census Bureau’s American Community Survey (ACS). S&E occupations include, broadly, life scientists, computer and mathematical scientists, physical scientists, social scientists, and engineers. Postsecondary teachers of S&E are not included because these occupations are not separately identifiable in the ACS data files.

Data source: U.S. Census Bureau, American Community Survey.

This indicator represents the percentage of foreign-born workers in a state’s S&E workforce. A considerable proportion of workers employed in S&E fields in the United States are foreign born. Foreign born is a broad category, ranging from naturalized citizens and long-term U.S. residents with strong roots in the United States to recent immigrants who compete in global job markets and whose main social, educational, and economic ties are in their countries of origin.

National Patterns of R&D Resources

R&D as a Percentage of Gross Domestic Product

This indicator represents the extent to which R&D plays a role in a state's economy. A high value indicates that a state has a high intensity of R&D activity or a major federal R&D facility, which may support future growth in knowledge-based industries. New Mexico commonly has the greatest value for this indicator by a significant margin due to the high concentration of R&D activities at two national laboratories in the state, combined with the state’s relatively small gross domestic product.

R&D performance refers to R&D activities conducted in the state by federal and state agencies, businesses, universities, and nonprofit organizations. R&D-performing organizations either fund their own R&D activities or receive funding from other organizations. For example, a considerable portion of academic R&D performance is funded by the federal government.

The statistics on U.S. R&D discussed in this section reflect the periodic National Patterns of R&D Resources reports and data series from the National Center for Science and Engineering Statistics within the National Science Foundation (NSF), which provide a comprehensive account of total U.S. R&D performance. The National Patterns data, in turn, derive from six major NSF surveys of the organizations that perform the bulk of U.S. R&D:

* Business Enterprise Research and Development Survey
* Higher Education Research and Development Survey
* Survey of Federal Funds for Research and Development
* FFRDC Research and Development Survey
* Survey of State Government Research and Development
* Survey of Research and Development Funding and Performance by Nonprofit Organizations

The National Patterns analysis integrates R&D spending and funding data from these separate surveys into U.S. R&D performance totals, which are then reported on a calendar year basis and for the main performing sectors and funding sources.

Data sources: National Center for Science and Engineering Statistics, National Science Foundation, National Patterns of R&D Resources; U.S. Bureau of Economic Analysis, Gross Domestic Product data; Government of Puerto Rico, Office of the Governor, Gross Domestic Product data.

This indicator represents the extent to which R&D plays a role in a state's economy. R&D performance refers to R&D activities conducted in the state by federal and state agencies, businesses, universities, and nonprofit organizations. R&D-performing organizations either fund their own R&D activities or receive funding from other organizations. For example, a considerable portion of academic R&D performance is funded by the federal government.

Survey of Federal Funds for Research and Development

Federal R&D Obligations per Employed Worker

This indicator represents how federal R&D obligations are disbursed geographically relative to the size of a state's employed civilian workforce. Federal R&D dollars are attributed to the states in which the recipient organizations are located.

Information about federal obligations for R&D come from the National Center for Science and Engineering Statistics’ Survey of Federal Funds for Research and Development, which is the primary source of information about federal funding for R&D in the United States. The survey is an annual census completed by the federal agencies that conduct R&D programs. The Department of Defense (DOD) accounts for a significant share of federal R&D funding and the geographic distribution of DOD funding to industry, mostly for development, reflects the location of prime contractors only, not the subcontractors who perform much of the R&D. A high value may indicate the existence of many large prime contractors or major federally funded R&D facilities in a state. Higher values for this indicator occur in the states surrounding the District of Columbia and in less populated states with national laboratories or federal facilities.

Employed workforce data are estimates of employed civilians based on Local Area Unemployment Statistics from the Bureau of Labor Statistics (BLS). BLS assigns workers to a location based on residence. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations. This indicator may be biased in areas where workers cross state lines for their place of employment, which receives the obligations.

Data sources: National Center for Science and Engineering Statistics, National Science Foundation, Survey of Federal Funds for Research and Development; U.S. Department of Labor, Bureau of Labor Statistics, Local Area Unemployment Statistics.

This indicator represents how federal R&D obligations are disbursed geographically relative to the size of a state's employed civilian workforce. Federal R&D dollars are attributed to the states in which the recipient organizations are located.
Information about federal obligations for R&D come from the National Center for Science and Engineering Statistics’ Survey of Federal Funds for Research and Development, which is the primary source of information about federal funding for R&D in the United States.

Federal R&D Obligations per Individual in Science and Engineering Occupation

This indicator represents the relationship between federal R&D spending in a state and the number of employees in the state who work in S&E occupations. Federal R&D dollars are attributed to the states in which the recipient organizations of federal obligations are located. Data on federal obligations for R&D come from the National Center for Science and Engineering Statistics’ Survey of Federal Funds for Research and Development, which is the primary source of information about federal funding for R&D in the United States. The survey is an annual census completed by the federal agencies that conduct R&D programs. The Department of Defense (DOD) accounts for a significant share of federal R&D funding and the geographic distribution of DOD funding to industry, mostly for development, reflects the location of prime contractors only, not the subcontractors who perform much of the R&D.

S&E occupations are defined by standard occupational codes. Occupations include engineers; computer, mathematical, life, physical, and social scientists; and postsecondary teachers in these fields. Managers, technicians, elementary and secondary schoolteachers, and medical personnel are not included. Data on individuals in S&E occupations come from the Bureau of Labor Statistics (BLS) Occupational Employment and Wage Statistics Survey, a survey of workplaces that assigns workers to a state based on where they work. Estimates are developed by BLS from data provided by state workforce agencies and do not include self-employed persons.

The distribution of values for this indicator is often strongly skewed, with high values reported in the District of Columbia and adjoining states and in states where federal facilities or major defense contractors are located. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations. Whereas this indicator shows the distribution of federal R&D obligations compared with the distribution of S&E occupations, many persons in S&E occupations do not receive federal money for R&D.

Data sources: National Center for Science and Engineering Statistics, National Science Foundation, Survey of Federal Funds for Research and Development; U.S. Department of Labor, Bureau of Labor Statistics, Occupational Employment and Wage Statistics Survey.

This indicator represents the relationship between federal R&D spending in a state and the number of employees in the state who work in S&E occupations. Federal R&D dollars are attributed to the states in which the recipient organizations of federal obligations are located. Data on federal obligations for R&D come from the National Center for Science and Engineering Statistics’ Survey of Federal Funds for Research and Development, which is the primary source of information about federal funding for R&D in the United States.

Survey of State Government Research and Development

State Agency R&D Expenditures per $1 Million of Gross Domestic Product

This indicator represents the ratio of state agency R&D funding to the size of a state's economy. State R&D funding expenditures include state-administered funds from all sources, including the federal government, that support R&D performed by either a state agency or an external performer. Nationally, most R&D is performed by sources other than state agencies, which typically account for less than 1% of total R&D expenditures.

Data on state R&D funding cover R&D performed by intramural performers (state government departments, agencies, independent commissions, and other state-run entities) as well as extramural performers such as academic institutions, companies, and individuals.

State R&D totals can display considerable volatility between survey years due to state-specific factors. Large changes are not unusual, especially for discretionary spending items such as R&D. Because of differences in the survey populations, the definition of covered R&D activities, and collection methods, the results of the National Science Foundation surveys on state government R&D prior to 2006 are not comparable.

Data sources: National Center for Science and Engineering Statistics, National Science Foundation, Survey of State Research and Development; U.S. Bureau of Economic Analysis, Gross Domestic Product data; Government of Puerto Rico, Office of the Governor, Gross Domestic Product data.

This indicator represents the ratio of state agency R&D funding to the size of a state's economy. State R&D funding expenditures include state-administered funds from all sources, including the federal government, that support R&D performed by either a state agency or an external performer. Nationally, most R&D is performed by sources other than state agencies, which typically account for less than 1% of total R&D expenditures.

Business Research and Development Survey

Business-Performed R&D as a Percentage of Private-Industry Output

This indicator represents the role of R&D in a state's business activity. The business sector is the largest performer of U.S. R&D. The overwhelming majority of business R&D performance is self-funded. A high value for this indicator indicates that the businesses within a state are making a large investment in their R&D activities in that state. Values for this indicator vary greatly across the nation, and business-performed R&D is often concentrated in a handful of states. The methodology for data collection, assignment to individual states, and developing estimates of R&D funding and performance has changed during transitions between the National Center for Science and Engineering Statistics’ surveys of business R&D. For information on data comparability, please see the survey description at [https://ncses.nsf.gov/surveys/business-enterprise-research-development/](https://ncses.nsf.gov/surveys/business-enterprise-research-development/). Estimates for states with smaller economies are generally less precise than those for states with larger economies.

Private-industry output is the portion of state gross domestic product contributed by state businesses. Data for private-industry output come from the Bureau of Economic Analysis.

Data sources: National Center for Science and Engineering Statistics, National Science Foundation, Survey of Industrial Research and Development, Business R&D and Innovation Survey, Business Research and Development Survey, and Business Enterprise Research and Development Survey; U.S. Bureau of Economic Analysis, Gross Domestic Product data.

This indicator represents the role of R&D in a state's business activity. The business sector is the largest performer of U.S. R&D. The overwhelming majority of business R&D performance is self-funded. A high value for this indicator indicates that the businesses within a state are making a large investment in their R&D activities in that state.

Higher Education Research and Development Survey

Academic R&D per $1,000 of Gross Domestic Product

This indicator represents the ratio of R&D expenditures at a state's colleges and universities to the size of the state's economy. Academic institutions are the largest performers of basic research conducted in the United States but account for a smaller share of total R&D performance. Academic R&D can be a valuable basis for future economic development, and many R&D-intensive institutions of higher learning view regional economic development as an integral part of their mission.

Data on academic R&D are provided by the National Center for Science and Engineering Statistics' Higher Education Research and Development Survey and represent R&D at U.S. colleges and universities with over $150,000 in R&D expenditures.

Data sources: National Center for Science and Engineering Statistics, National Science Foundation, Academic Research and Development Expenditures; U.S. Bureau of Economic Analysis, Gross Domestic Product data; Government of Puerto Rico, Office of the Governor, Gross Domestic Product data.

This indicator represents the ratio of R&D expenditures at a state's colleges and universities to the size of the state's economy. Academic R&D performers account for slightly more than half of basic research, about one-third of total research (basic plus applied), and roughly 15% of all R&D conducted in the United States.

  Data on academic R&D are provided by the National Center for Science and Engineering Statistics’ Higher Education Research and Development Survey and represent R&D at U.S. colleges and universities with over $150,000 in R&D expenditures.

Survey of Earned Doctorates

Science, Engineering, and Health Doctorates Conferred per 1,000 Employed Science, Engineering, and Health Doctorate Holders

This indicator represents the rate at which the states are training new science, engineering, and health (SEH) doctorate recipients for entry into the workforce. High values indicate relatively large production of new doctorate holders compared with the existing stock of employed doctorate holders. States with relatively low values may need to attract SEH doctorate holders from elsewhere to meet the needs of local employers.

Data on doctorates conferred and employed doctorate holders include those with doctoral degrees in computer and mathematical sciences; the biological, agricultural, or environmental life sciences; physical sciences; social sciences; psychology; and engineering; and health fields. Both sets of data exclude individuals with doctorates from foreign institutions as well as those older than 75. Data for doctorates conferred are presented by the location where the doctorate was earned; employment data for doctorate holders are presented by employment location regardless of residence. Estimates for states with smaller populations of employed doctorate holders are generally less precise than estimates for states with larger populations.

The indicator does not take into account any post-graduation mobility of recent SEH doctorate recipients to their place of employment. Doctorate recipients with temporary visas may decide to return home after graduation to begin their careers. The indicator also does not cover individuals with non-U.S. SEH doctorates who are working in the United States.

Data sources: National Center for Science and Engineering Statistics, National Science Foundation, Survey of Earned Doctorates; National Science Foundation, National Center for Science and Engineering Statistics, Survey of Doctorate Recipients.

This indicator represents the rate at which the states are training new science, engineering, and health (SEH) doctorate recipients for entry into the workforce. High values indicate relatively large production of new doctorate holders compared with the existing stock of employed doctorate holders. States with relatively low values may need to attract SEH doctorate holders from elsewhere to meet the needs of local employers.

Scopus

Elsevier

Academic Science and Engineering Article Output per 1,000 Science, Engineering, and Health Doctorate Holders in Academia

The volume of peer-reviewed articles published per 1,000 academic science, engineering, and health (SEH) doctorate holders is an approximate measure of their contribution to scientific knowledge. This indicator should not be seen as a measure of an individual’s efficiency; publications are only one measure of academic productivity; other measures may include personnel trained, patents, trademarks, copyrights, and other outputs. A high value on this indicator shows that the SEH faculties in a state's academic institutions are generating a high volume of publications relative to the number of SEH doctorate holders employed at academic institutions in the state. Academic institutions include 2-year colleges, 4-year colleges and universities, medical schools, and university-affiliated research centers. Research is more central to the mission of some of these institutions than others.

Publication counts are based on the number of articles that appear in a set of journals tracked by Elsevier’s Scopus database. The journal set consists of S&E publications (including publications on the natural sciences, applied sciences, medical sciences, and social sciences but excluding the arts and humanities). Only documents published in refereed scientific journals were counted (mostly articles, reviews, and conference proceedings), as these documents were reviewed by peers prior to being accepted for publication. The peer-review process is designed to ensure that the research is of good quality and constitutes an original contribution to scientific knowledge. Fractional counting at the level of researchers is used to ensure that a single paper is not counted several times. For example, if two of three authors are in state A and the third author is in state B, then two-thirds of the publication is attributed to state A, and one-third is attributed to state B. SEH doctorates include those in computer sciences; mathematics; biological, agricultural, or environmental life sciences; physical sciences; social sciences; psychology; engineering; and health fields. SEH doctorate data are estimates and exclude those with doctorates from foreign institutions and those older than 75. Data for SEH doctorate holders in academia are presented by employment location, regardless of residence. Estimates for states with smaller populations of SEH doctorate holders are generally less precise than estimates for states with larger populations. Data on employed SEH doctorate holders are collected by the Survey of Doctorate Recipients.

Nationally, both S&E article output and employment of SEH doctorate holders in academia have experienced long-term increases. However, the growth in article output has outpaced that of employment, meaning that this indicator has risen over time for most states and the nation overall.

Data sources: Science-Metrix, special tabulation from Scopus; National Center for Science and Engineering Statistics, National Science Foundation, Survey of Doctorate Recipients.

The volume of peer-reviewed articles published per 1,000 academic science, engineering, and health (SEH) doctorate holders is an approximate measure of their contribution to scientific knowledge. A high value on this indicator shows that the SEH faculties in a state's academic institutions are generating a high volume of publications relative to the number of SEH doctorate holders employed at academic institutions in the state.

Academic Science and Engineering Article Output per $1 Million of Academic S&E R&D

This indicator represents the relationship between the number of academic S&E publications and the amount of money expended for academic S&E R&D. Academic institutions include 2-year colleges, 4-year colleges or universities, medical schools, and university-affiliated research centers. This indicator is not an efficiency measure; it is affected by the highly variable costs of R&D and by publishing conventions in different fields and institutions. It may also reflect variations in field emphasis among states and institutions. Decreases in this indicator may be an effect of general price inflation as well as rising academic research costs. Publication counts are based on the number of articles that appear in a set of journals tracked by Elsevier’s Scopus database. The journal set consists of S&E publications (including publications on the natural sciences, the applied sciences, the medical sciences, and the social sciences but excluding the arts and humanities). Only documents published in refereed scientific journals are counted (mostly articles, reviews, and conference proceedings), as these documents were reviewed by peers prior to being accepted for publication. The peer-review process is designed to ensure that the research is of good quality and constitutes an original contribution to scientific knowledge. Fractional counting at the level of researchers is used to ensure that a single paper is not counted several times. For example, if two of three authors are in state A and the third author is in state B, then two-thirds of the publication is attributed to state A, and one-third is attributed to state B.

Data on academic R&D are provided by the National Center for Science and Engineering Statistics and represent R&D at U.S. colleges and universities with over $150,000 in R&D expenditures.

Data source: Science-Metrix, special tabulations from Scopus; National Center for Science and Engineering Statistics, National Science Foundation, Higher Education Research and Development.

This indicator represents the relationship between the number of academic S&E publications and the amount of money expended for academic S&E R&D. Academic institutions include 2-year colleges, 4-year colleges or universities, medical schools, and university-affiliated research centers. This indicator is not an efficiency measure; it is affected by the highly variable costs of R&D and by publishing conventions in different fields and institutions. It may also reflect variations in field emphasis among states and institutions.

PatentsView

U.S. Patent and Trademark Office

Academic Patents Awarded per 1,000 Science, Engineering, and Health Doctorate Holders in Academia

Academic institutions over time have increasingly been viewed as engines of economic growth. Growing attention has been paid to the role of academic R&D in creating new products, processes, and services. One indicator of such R&D results is the volume of patents with inventors associated with academic institutions. Academic patenting is highly concentrated in many universities and partly reflects the resources devoted to institutional patenting offices.

This indicator relates the number of academic-owned utility patents to the size of the doctoral S&E workforce in academia. Academia includes 2-year colleges, 4-year colleges and universities, medical schools, and university-affiliated research centers. Utility patents, commonly known as patents for inventions, include any new, useful, or improved method, process, machine, device, manufactured item, or chemical compound and represent a key measure of intellectual property. Patent assignments are made based on the address of their inventors. For patents with multiple U.S. university inventors from different U.S. states, patents are fractionally allocated among each U.S. state based on the proportion of residences of all named inventors.

Science, engineering, and health (SEH) doctorates include those in computer sciences; mathematics; biological, agricultural, or environmental life sciences; physical sciences; social sciences; psychology; engineering; and health fields. Those academically employed who received doctorates from foreign institutions and those older than 75 are not included in the data. For states with smaller populations, estimates of doctorate holders in academia are generally less precise than estimates for states with larger populations. Data for SEH doctorate holders are presented by employment location regardless of residence.

Data sources: Science-Metrix, special tabulations from U.S. Patent and Trademark Office data in PatentsView; National Center for Science and Engineering Statistics, National Science Foundation, Survey of Doctorate Recipients.

This indicator relates the number of academic-owned utility patents to the size of the doctoral S&E workforce in academia. Academia includes 2-year colleges, 4-year colleges and universities, medical schools, and university-affiliated research centers. Utility patents, commonly known as patents for inventions, include any new, useful, or improved method, process, machine, device, manufactured item, or chemical compound and represent a key measure of intellectual property.

Patents Awarded per 1,000 Individuals in Science and Engineering Occupations

This indicator represents state patent activity normalized to the size of its S&E workforce, specifically employees in S&E occupations. People in S&E occupations include engineers; computer, mathematical, life, physical, and social scientists; and postsecondary teachers in these fields. Managers, technicians, elementary and secondary schoolteachers, and medical personnel are not included.

Although the U.S. Patent and Trademark Office grants several types of patents, this indicator covers only utility patents, commonly known as patents for inventions. Utility patents can be granted for any new, nonobvious, useful, or improved method, process, machine, device, manufactured item, or chemical compound and represent a key measure of intellectual property. Patents were fractionally allocated among states based on the proportion of residences of all named inventors.

Data on individuals in S&E occupations come from the Bureau of Labor Statistics (BLS) Occupational Employment and Wage Statistics (OEWS) Survey, a survey of workplaces that assigns workers to a state based on where they work. Estimates are developed by BLS from data provided by state workforce agencies and do not include self-employed persons. Situations in which workers live in one state and work in another introduce some imprecision into the calculation of this indicator. Estimates for states with smaller populations are generally less precise than estimates for states with larger populations.

Data sources: Science-Metrix, special tabulation from U.S. Patent and Trademark Office data in PatentsView; U.S. Department of Labor, Bureau of Labor Statistics, Occupational Employment and Wage Statistics Survey.

This indicator represents state patent activity normalized to the size of its S&E workforce, specifically employees in S&E occupations. People in S&E occupations include engineers; computer, mathematical, life, physical, and social scientists; and postsecondary teachers in these fields. This indicator covers only utility patents, commonly known as patents for inventions. Utility patents can be granted for any new, nonobvious, useful, or improved method, process, machine, device, manufactured item, or chemical compound and represent a key measure of intellectual property.

Small Business Innovation Research program statistics

U.S. Small Business Administration

Average Annual Federal Small Business Innovation Research and Small Business Technology Transfer Funding per $1 Million of Gross Domestic Product

Funds awarded through the federal Small Business Innovation Research (SBIR) and Small Business Technology Transfer (STTR) programs support R&D and technological innovation in companies with 500 or fewer employees. This indicator represents the extent to which small business firms in a state are pursuing research projects that meet federal R&D needs and attract federal support.

Phase I awards support small business efforts to establish the technical merit, feasibility, and commercial potential of a proposed research effort. SBIR and STTR Phase I awards normally do not exceed $150,000 total costs for 6 months. Phase II awards support businesses to further their R&D toward commercialization. Generally, only Phase I awardees are eligible for a Phase II award. SBIR and STTR Phase II awards normally do not exceed $1,000,000 total costs for 2 years. The total award dollars include both Phase I and Phase II SBIR and STTR awards.

Because of year-to-year fluctuations, this indicator is calculated using 3-year moving averages. The 3-year average annual SBIR and STTR award dollars won by small businesses in a state are divided by the 3-year average annual gross domestic product (GDP) for the same period.

The amount of SBIR/STTR funding that states receive relative to the size of their economies varies greatly across states, with states in the highest quartile often measuring more than an order of magnitude greater than those in the lowest quartile. Total federal SBIR/STTR award funding has remained relatively flat since the late 2000s; as GDP has increased, the value of this indicator has decreased nationally and for most states.

Data sources: Small Business Administration, Office of Technology, Small Business Technology Transfer program and Small Business Innovation Research program statistics; U.S. Bureau of Economic Analysis, Gross Domestic Product data; Government of Puerto Rico, Office of the Governor, Gross Domestic Product data.

Funds awarded through the federal Small Business Innovation Research (SBIR) and Small Business Technology Transfer (STTR) programs support R&D and technological innovation in companies with 500 or fewer employees. This indicator represents the extent to which small business firms in a state are pursuing research projects that meet federal R&D needs and attract federal support.

Average Annual Federal Small Business Innovation Research Funding per $1 Million of Gross Domestic Product

Funds awarded through the federal Small Business Innovation Research (SBIR) program support R&D and technological innovation in companies with 500 or fewer employees. This indicator represents the extent to which small business firms in a state are pursuing research projects that meet federal R&D needs and attract federal support.

Phase I awards support small business efforts to establish the technical merit, feasibility, and commercial potential of a proposed research effort. SBIR Phase I awards normally do not exceed $150,000 total costs for 6 months. Phase II awards support businesses to further their R&D toward commercialization. Generally, only Phase I awardees are eligible for a Phase II award. SBIR Phase II awards normally do not exceed $1,000,000 total costs for 2 years. The total award dollars include both Phase I and Phase II SBIR awards.

Because of year-to-year fluctuations, this indicator is calculated using 3-year moving averages. The 3-year average annual SBIR award dollars won by small businesses in a state are divided by the 3-year average annual gross domestic product (GDP) for the same period. All data are expressed in current dollars.

The amount of SBIR funding that states receive relative to the size of their economies varies greatly across states, with states in the highest quartile often measuring more than an order of magnitude greater than those in the lowest quartile. Total federal SBIR award funding has remained relatively flat since the late 2000s; as GDP has increased, the value of this indicator has decreased nationally and for most states.

Data sources: Small Business Administration, Office of Technology, Small Business Innovation Research program statistics; U.S. Bureau of Economic Analysis, Gross Domestic Product data; Government of Puerto Rico, Office of the Governor, Gross Domestic Product data.

Funds awarded through the federal Small Business Innovation Research (SBIR) program support R&D and technological innovation in companies with 500 or fewer employees. This indicator represents the extent to which small business firms in a state are pursuing research projects that meet federal R&D needs and attract federal support.

Average Annual Federal Small Business Technology Transfer Funding per $1 Million of Gross Domestic Product

Funds awarded through the federal Small Business Technology Transfer (STTR) program support technological innovation through cooperative R&D between small businesses and research institutions. This indicator represents the extent to which small business firms in a state attract federal support for cooperative R&D and technology transfer efforts.

Phase I awards support small business efforts to establish the technical merit, feasibility, and commercial potential of a proposed research effort. STTR Phase I awards normally do not exceed $150,000 total costs for 6 months. Phase II awards support businesses to further their R&D toward commercialization. Generally, only Phase I awardees are eligible for a Phase II award. STTR Phase II awards normally do not exceed $1,000,000 total costs for 2 years.

Because of year-to-year fluctuations, this indicator is calculated using 3-year moving averages. The 3-year average annual STTR award dollars won by small businesses in a state are divided by the 3-year average annual gross domestic product (GDP) for the same period.

The amount of STTR funding that states receive relative to the size of their economies varies greatly across states, with states in the highest quartile often measuring more than an order of magnitude greater than those in the lowest quartile. Total federal STTR award funding has remained relatively flat since the late 2000s; as GDP has increased, the value of this indicator has decreased nationally and for most states.

Data sources: Small Business Administration, Office of Technology, Small Business Technology Transfer program; U.S. Bureau of Economic Analysis, Gross Domestic Product data; Government of Puerto Rico, Office of the Governor, Gross Domestic Product data.

Funds awarded through the federal Small Business Technology Transfer (STTR) program support technological innovation through cooperative R&D between small businesses and research institutions. This indicator represents the extent to which small business firms in a state attract federal support for cooperative R&D and technology transfer efforts.

Venture capital and private equity database

PitchBook

Venture Capital Disbursed per $1 Million of Gross Domestic Product

Venture capital represents an important source of funding for start-up companies and firms seeking to commercialize emerging technology. It supports the growth and expansion of these companies early in their development, before they would otherwise qualify for other types of financing.

This indicator represents the relative magnitude of venture capital investments in a state after adjusting for the size of the state's economy. The indicator is expressed as dollars of venture capital disbursed per $1,000,000 of gross domestic product. High values indicate that companies in those states are successfully attracting venture capital to fuel their growth. Access to venture capital financing varies greatly across the nation, and venture capital investment is concentrated in relatively few states, with California and Massachusetts accounting for around half of the total in recent years. Some states have relatively little venture capital investment taking place in a given year; thus, the value of this indicator may show large fluctuations on a year-to-year basis.

Venture capital data include financing at seed, early, and later stages of venture investment. Seed financing supports proof-of-concept development and initial product development and marketing. Early-stage financing supports product development and marketing, the initiation of commercial manufacturing, and sales; it also supports company expansion and provides financing to prepare for an initial public offering. Later-stage financing includes acquisition financing and management and leveraged buyouts.

Data sources: PitchBook, Venture capital and private equity database; U.S. Bureau of Economic Analysis, Gross Domestic Product data; Government of Puerto Rico, Office of the Governor, Gross Domestic Product data.

Venture capital represents an important source of funding for start-up companies and firms seeking to commercialize emerging technology. It supports the growth and expansion of these companies early in their development, before they would otherwise qualify for other types of financing. This indicator represents the relative magnitude of venture capital investments in a state after adjusting for the size of the state's economy. The indicator is expressed as dollars of venture capital disbursed per $1,000,000 of gross domestic product.

Millions of Venture Capital Dollars Disbursed Per Venture Capital Deal

This indicator represents the average size of the venture capital investments being made in a state. The indicator is expressed as the total dollars of venture capital invested in millions divided by the number of companies receiving venture capital. This indicator provides some measure of the magnitude of investment that developing companies in a state have attracted from venture capital sources, though does not necessarily reflect the level of overall venture investment or deals in a state. The availability of venture capital may vary widely based on stage of investment, type of company, and numerous other factors.

Venture capital data include financing at seed, early, and later stages of venture investment. Seed financing supports proof-of-concept development and initial product development and marketing. Early-stage financing supports product development and marketing, the initiation of commercial manufacturing, and sales; it also supports company expansion and provides financing to prepare for an initial public offering. Later-stage financing includes acquisition financing and management and leveraged buyouts.

Some states have relatively few venture capital deals taking place in a given year; thus, the value of this indicator may show large fluctuations on a year-to-year basis. In states that report only several venture capital deals per year, a single large or small investment can substantially affect the value of this indicator.

Data source: PitchBook, Venture capital and private equity database.

This indicator represents the average size of the venture capital investments being made in a state. The indicator is expressed as the total dollars of venture capital invested in millions divided by the number of companies receiving venture capital. This indicator provides some measure of the magnitude of investment that developing companies in a state have attracted from venture capital sources, though does not necessarily reflect the level of overall venture investment or deals in a state.

American Community Survey Public Use Microdata Sample (PUMS)

Knowledge- and Technology-Intensive Industry Employment as a Percentage of Total Employment

This indicator represents the portion of a state's total employment attributable to the knowledge- and technology-intensive (KTI) industries compared to the state’s total employment. KTI industries are those industries with high and medium-high R&D intensity, where R&D intensity is defined as the ratio of R&D expenditures to production. They consist of nine manufacturing industries—chemicals and chemical products; pharmaceuticals; computer, electronic, and optical products; electrical equipment; other machinery and equipment; motor vehicles, trailers, and semi-trailers; air and spacecraft and related machinery; railroad, military vehicles and other transport equipment; medical and dental instruments—and three services industries—information technology and other information services; software publishing; and scientific research and development.

States seek to attract such industries because their relatively high compensation levels draw workers and increase state tax revenues.

For more details about KTI industries, see *Indicators 2024* report “Production and Trade of Knowledge- and Technology-Intensive Industries Technical Appendix.”

Data source: U.S. Census Bureau, American Community Survey, Public Use Microdata Sample (PUMS).

This indicator shows the relative size of technology-focused employment in a state. KTI industries include both manufacturing and service industries with high and medium-high investments in R&D relative to their production.

Knowledge- and Technology-Intensive Industry Employment as a Percentage of Bachelor’s Degree Holders in the Labor Force

This indicator, in conjunction with KTI Industry Employment as a Percentage of Total Employment (Indicator S-61), shows the relative importance of KTI industry employment among state’s residents with a higher education degree as compared to the state’s total employment. KTI industries include both manufacturing and service industries with the largest investments in R&D relative to their production.

KTI industries consist of nine manufacturing industries—chemicals and chemical products; pharmaceuticals; computer, electronic, and optical products; electrical equipment; other machinery and equipment; motor vehicles, trailers, and semi-trailers; air and spacecraft and related machinery; railroad, military vehicles and other transport equipment; medical and dental instruments—and three services industries—information technology and other information services; software publishing; and scientific research and development. States seek to attract such industries because their relatively high compensation levels draw workers and increase state tax revenues.

For more details about KTI industries, see *Indicators 2024* report "Production and Trade of Knowledge- and Technology-Intensive Industries Technical Appendix."

The number of bachelor's degrees awarded is an estimate produced from the American Community Survey, public use file.

Data source: U.S. Census Bureau, American Community Survey, Public Use Microdata Sample (PUMS).

This indicator, in conjunction with KTI Industry Employment as a Percentage of Total Employment (Indicator S-61), shows the relative importance of KTI industry employment among state’s residents with a higher education degree as compared to the state’s total employment. KTI industries include both manufacturing and service industries with the largest investments in R&D relative to their production.

Venture Capital Deals as a Percentage of Knowledge- and Technology-Intensive Industry Employment

This indicator represents the portion of a state's venture capital deals as a percentage of the knowledge- and technology-intensive (KTI) industry employment. KTI industries include both manufacturing and service industries in R&D relative to their production.  These industries have high and medium-high R&D intensity, where R&D intensity is defined as the ratio of R&D expenditures to production.

KTI industries consist of nine manufacturing industries—chemicals and chemical products; pharmaceuticals; computer, electronic, and optical products; electrical equipment; other machinery and equipment; motor vehicles, trailers, and semi-trailers; air and spacecraft and related machinery; railroad, military vehicles and other transport equipment; medical and dental instruments—and three services industries—information technology and other information services; software publishing; and scientific research and development. States seek to attract such industries because their relatively high compensation levels draw workers and increase state tax revenues.

For more details about KTI industries, see *Indicators 2024* report “Production and Trade of Knowledge- and Technology-Intensive Industries Technical Appendix.”

Venture capital data include financing at seed, early, and later stages of venture investment. Seed financing supports proof-of-concept development and initial product development and marketing. Early-stage financing supports product development and marketing, the initiation of commercial manufacturing, and sales; it also supports company expansion and provides financing to prepare for an initial public offering. Later-stage financing includes acquisition financing and management and also leveraged buyouts.

Some states have relatively few venture capital deals taking place in a given year; thus, the value of this indicator may show large fluctuations on a year-to-year basis. In states that report only several venture capital deals per year, a single large or small investment can substantially affect the value of this indicator.

Data sources: PitchBook, venture capital and private equity database; U.S. Census Bureau, American Community Survey, Public Use Microdata Sample (PUMS).

This indicator represents the portion of a state's venture capital deals as a percentage of the knowledge- and technology-intensive (KTI) industry employment. KTI industries include both manufacturing and service industries in R&D relative to their production.

Reference	State Indicator	Full Indicator (PDF)	Data (Excel)	Standard Error Tables (Excel)
Note(s)
NA = not available na = not applicable

Science & Engineering State Indicators

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