Introduction

About The Data Buddies Survey

The CRA Data Buddies Survey (DBS), managed by the CRA Center for Evaluating the Research Pipeline (CERP), is a rich data source providing important information to the community on the state of computing in higher education. After two years of piloting in 2011-2012, participating Data Buddy departments have been distributing the survey to undergraduate and graduate students in computing-related degree programs, as well as students completing non-degree programs, since 2013. In 2014, CERP added a longitudinal component to its data collection efforts and started recruiting cohorts of students to complete follow-up surveys on an annual basis. With this expansion, DBS also collects data from individuals who graduate from their degree program and enter the workforce.

About CERP

The Computing Research Association’s (CRA) Center for Evaluating the Research Pipeline (CERP) delivers key research and evaluation services to the computing research and higher education community. Through its data collection and evaluation activities, CERP tracks patterns of entry, subjective experiences, persistence, and success among individuals in computing-related academic programs and careers. CERP’s rigorous research and evaluation inform evidence-based decision making to support the advancement of the computing field.

For more information about CERP, visit https://cra.org/cerp/. You can also reach out to CERP Staff via our Contact Us page.

Important Definitions

Below are some definitions of abbreviations or terms that are used throughout the report:

General Terms

  • DBS: Data Buddies Survey

  • High Response Rate institutions: Institutions that had a response rate of 20% or greater, based on the number of students to whom they distributed the survey.

  • CRA member institutions: While participation in the Data Buddies Survey is not limited to CRA members, a majority of our participating institutions are CRA members.

  • MSIs: Minority Serving Institutions. From our participating institutions, this includes Historically Black Colleges and Universities (HBCUs), Hispanic-Serving Institutions (HSIs), Tribally Controlled Colleges and Universities (TCCUs), Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs), Alaska Native and Native Hawaiian Serving Institutions (ANNHs), Native American Service Nontribal Institutions (NASNTIs), Predominantly Black Institutions (PBIs), and Strengthening Institutions Programs (SIPs).

Student Terms

  • Undergraduate students: Survey respondents who are enrolled in an undergraduate degree at the time of their response. This includes both Associate’s and Bachelor’s degree programs.

  • Graduate students: Survey respondents who are enrolled in a graduate degree at the time of their response. This includes both Master’s and Doctoral degree programs.

  • Non-degree students: Survey respondents who are enrolled in a non-degree program of study (e.g. certificate program) at the time of their response.

  • Non-students: Survey respondents who are not enrolled in any program of studies at the time of their response. This includes program graduates who are employed in contexts such as academia, government labs, and industry; or who are currently looking for work.

  • First generation college students: Students who report that they have parent(s) who have not earned at least a Bachelor’s degree.

Institutional Characteristics

The 2024 DBS survey collected responses from 158 institutions (173 unique departments) across the United States and Canada between October 2024 and January 2025.

Geographical Distribution

Institutional Category Summaries

Below are overall summary percentages of the data collected in fall 2024.

Number of Responses by Source

Distribution Channel

Count Percent
Department distribution 17961 86.24%
Prior participant (direct email) 2866 13.76%
TOTAL N 20827 100.00%

Respondent Type

Count Percent
Undergraduate Student 13578 65.19%
Graduate Student 4754 22.83%
Non-degree Student/Non-student 2495 11.98%
TOTAL N 20827 100.00%

Department Type (Highest Degree Granted)

Count Percent
Associate’s 4 0.02%
Bachelor’s 1124 6.79%
Certificate 7 0.04%
Doctorate 14842 89.60%
Master’s 588 3.55%
TOTAL N 16565 100.00%

Student Characteristics

DBS collects data from undergraduate, graduate, and non-degree seeking students, as well as non-student professionals. This section reports demographics and academic background of DBS respondents. There are three sets of tables for each section: undergraduate, graduate, and non-students/non-degree seeking students.

Demographics

This section provides information on DBS respondents’ demographic background in terms of race/ethnicity, disability status, first generation status, and citizenship. Data in all tables is categorized further by women, men, and non-binary individuals.

Race/ethnicity

Undergraduate students by gender and race/ethnicity
Women Men Non-binary
Arab/Middle Eastern/Persian 2.54% 3.18% 1.72%
Asian/Asian American 42.63% 60.19% 20.60%
Black/African American 12.93% 17.76% 46.14%
Hispanic/Latinx 10.99% 6.64% 3.43%
Indigenous 0.69% 0.56% 0.64%
Native American 0.81% 0.47% 0.64%
Native Hawaiian/Pacific Islander 0.59% 0.19% 0.00%
White/Caucasian 41.16% 29.72% 67.60%
Something else 3.44% 1.87% 1.72%
TOTAL N 3195 5724 369
Graduate students by gender and race/ethnicity
Women Men Non-binary
Arab/Middle Eastern/Persian 2.55% 3.13% 2.69%
Asian/Asian American 34.87% 59.81% 18.66%
Black/African American 14.59% 11.00% 35.97%
Hispanic/Latinx 12.18% 6.60% 6.22%
Indigenous 0.52% 0.55% 0.17%
Native American 1.01% 0.44% 1.51%
Native Hawaiian/Pacific Islander 0.31% 0.22% 0.17%
White/Caucasian 47.75% 31.78% 74.96%
Something else 3.93% 1.98% 1.85%
TOTAL N 1070 1819 83
Non-students/non-degree seeking students by gender and race/ethnicity
Women Men Non-binary
Arab/Middle Eastern/Persian 2.98% 3.61% 4.26%
Asian/Asian American 31.98% 30.12% 12.77%
Black/African American 6.23% 8.43% 4.26%
Hispanic/Latinx 21.14% 22.89% 11.70%
Indigenous 2.98% 4.82% 2.13%
Native American 4.88% 2.41% 2.13%
Native Hawaiian/Pacific Islander 1.63% 1.20% 2.13%
White/Caucasian 48.78% 42.17% 35.11%
Something else 9.21% 8.43% 3.19%
TOTAL N 466 595 94

Disability

Undergraduate students by gender and disability status
Women Men Non-binary
Attention deficit disorder 8.02% 5.19% 7.19%
Auditory disability 0.94% 0.98% 0.23%
Autism spectrum disorder 2.75% 1.76% 3.94%
Blind or visually impaired 0.23% 0.39% 0.23%
Health-related disability 2.20% 2.74% 2.32%
Learning disability 1.07% 0.78% 0.46%
Mental health disability 8.80% 5.19% 8.35%
Mobility or orthopedic disability 0.45% 0.69% 0.70%
Speech or language disorder 0.39% 0.39% 0.00%
Something else 1.65% 1.37% 2.09%
No disability reported 81.72% 87.76% 83.29%
TOTAL N 3091 5573 355
Graduate students by gender and disability status
Women Men Non-binary
Attention deficit disorder 8.76% 4.50% 8.00%
Auditory disability 0.74% 0.40% 0.70%
Autism spectrum disorder 3.14% 1.73% 4.52%
Blind or visually impaired 0.43% 0.35% 0.35%
Health-related disability 1.69% 1.50% 1.57%
Learning disability 1.13% 0.87% 1.22%
Mental health disability 4.43% 3.29% 5.22%
Mobility or orthopedic disability 0.56% 0.69% 0.35%
Speech or language disorder 0.77% 0.23% 0.52%
Something else 1.85% 2.37% 1.91%
No disability reported 83.56% 89.03% 84.87%
TOTAL N 1021 1732 76
Non-students/non-degree seeking students by gender and disability status
Women Men Non-binary
Attention deficit disorder 26.48% 34.21% 42.19%
Auditory disability 4.23% 3.95% 6.25%
Autism spectrum disorder 21.69% 17.11% 43.75%
Blind or visually impaired 2.54% 2.63% 3.12%
Health-related disability 7.04% 11.84% 23.44%
Learning disability 5.63% 10.53% 4.69%
Mental health disability 28.17% 26.32% 48.44%
Mobility or orthopedic disability 3.38% 3.95% 3.12%
Speech or language disorder 1.97% 1.32% 3.12%
Something else 7.61% 3.95% 1.56%
No disability reported 38.31% 35.53% 20.31%
TOTAL N 431 575 64

First generation

Undergraduate students by gender and first generation status
Women Men Non-binary
Continuing generation 69.21% 67.36% 73.19%
First generation 30.79% 32.64% 26.81%
TOTAL N 3037 5462 332
Graduate students by gender and first generation status
Women Men Non-binary
Continuing generation 68.98% 69.15% 76.06%
First generation 31.02% 30.85% 23.94%
TOTAL N 996 1718 71
Non-students/non-degree seeking students by gender and first generation status
Women Men Non-binary
Continuing generation 60.09% 63.14% 75.93%
First generation 39.91% 36.86% 24.07%
TOTAL N 426 567 54

Citizenship

Undergraduate students by gender and citizenship status
Women Men Non-binary
U.S. citizen or permanent resident 87.03% 89.13% 88.10%
Non-U.S. citizen with temporary visa 10.28% 8.96% 7.08%
Other non-U.S. citizen 2.70% 1.92% 4.82%
TOTAL N 3153 5683 353
Graduate students by gender and citizenship status
Women Men Non-binary
U.S. citizen or permanent resident 45.09% 41.51% 64.47%
Non-U.S. citizen with temporary visa 52.24% 53.98% 22.37%
Other non-U.S. citizen 2.67% 4.51% 13.16%
TOTAL N 1049 1797 76
Non-students/non-degree seeking students by gender and citizenship status
Women Men Non-binary
U.S. citizen or permanent resident 91.71% 92.59% 89.80%
Non-U.S. citizen with temporary visa 6.45% 4.83% 2.04%
Other non-U.S. citizen 1.84% 2.59% 8.16%
TOTAL N 434 580 49

Academic Background

This section provides information on DBS respondents’ respondents’ computer science (CS) and math backgrounds prior to starting an undergraduate degree. Data in all tables is categorized further by women, men, and non-binary individuals.

CS Background

Undergraduate students’ pre-college computing activities by gender
Women Men Non-binary
Took AP Computer Science A 27.75% 15.80% 8.25%
Took AP Computer Science Principles 19.84% 19.94% 62.14%
Took AP Computer Science AB 2.27% 3.66% 2.43%
Took other AP courses 38.79% 20.23% 18.45%
Took dual enrollment courses 21.95% 7.13% 8.25%
Learned a computer programming language 48.28% 56.36% 81.07%
Engaged in software or hardware related projects 22.96% 26.01% 13.59%
Took part in student groups related to computing 20.85% 19.46% 8.74%
Completed an online course related to computing (e.g., MOOC) 12.84% 17.05% 6.31%
Attended a workshop or other training in computing (e.g., through your local library, community center, etc.) 15.11% 18.21% 6.80%
None of the above 17.41% 21.00% 6.80%
TOTAL N 3171 5702 355
Graduate students’ pre-college computing activities by gender
Women Men Non-binary
Took AP Computer Science A 33.06% 20.75% 12.36%
Took AP Computer Science Principles 21.71% 18.73% 53.82%
Took AP Computer Science AB 4.19% 7.23% 4.36%
Took other AP courses 38.02% 22.83% 23.64%
Took dual enrollment courses 20.62% 8.30% 9.45%
Learned a computer programming language 52.63% 58.27% 74.18%
Engaged in software or hardware related projects 32.64% 34.49% 20.73%
Took part in student groups related to computing 20.36% 19.91% 10.55%
Completed an online course related to computing (e.g., MOOC) 15.28% 18.73% 6.55%
Attended a workshop or other training in computing (e.g., through your local library, community center, etc.) 12.12% 17.78% 5.45%
None of the above 14.77% 16.10% 7.64%
TOTAL N 1038 1783 76
Non-students/non-degree seeking students’ pre-college computing activities by gender
Women Men Non-binary
Took AP Computer Science A 35.77% 28.95% 25.00%
Took AP Computer Science Principles 21.97% 10.53% 12.50%
Took AP Computer Science AB 5.07% 5.26% 18.75%
Took other AP courses 45.63% 34.21% 62.50%
Took dual enrollment courses 27.61% 17.11% 25.00%
Learned a computer programming language 53.24% 52.63% 68.75%
Engaged in software or hardware related projects 35.77% 44.74% 43.75%
Took part in student groups related to computing 26.76% 17.11% 37.50%
Completed an online course related to computing (e.g., MOOC) 16.62% 15.79% 12.50%
Attended a workshop or other training in computing (e.g., through your local library, community center, etc.) 20.56% 18.42% 25.00%
None of the above 10.70% 14.47% 6.25%
TOTAL N 206 275 16

Math Background

Undergraduate students’ pre-college math background by gender
Women Men Non-binary
Algebra I 79.66% 71.84% 35.12%
Algebra II 74.33% 63.55% 33.66%
Trigonometry 58.31% 63.74% 31.22%
Pre-calculus 75.65% 59.31% 32.68%
Calculus 63.51% 62.87% 29.76%
Statistics 41.85% 57.86% 20.98%
None of the above 7.76% 18.32% 61.95%
TOTAL N 3171 5700 354
Graduate students’ pre-college math background by gender
Women Men Non-binary
Algebra I 79.47% 72.63% 42.18%
Algebra II 76.00% 64.42% 38.55%
Trigonometry 61.82% 69.14% 37.45%
Pre-calculus 76.84% 66.61% 41.09%
Calculus 63.46% 66.39% 36.36%
Statistics 40.61% 57.73% 22.55%
None of the above 5.40% 12.98% 49.09%
TOTAL N 1037 1779 76
Non-students/non-degree seeking students’ pre-college math background by gender
Women Men Non-binary
Algebra I 83.90% 81.58% 87.50%
Algebra II 78.53% 78.95% 75.00%
Trigonometry 64.41% 71.05% 56.25%
Pre-calculus 81.92% 68.42% 87.50%
Calculus 66.38% 67.11% 68.75%
Statistics 41.24% 55.26% 43.75%
None of the above 1.98% 3.95% 0.00%
TOTAL N 205 275 16

Acknowledgements

This material is based upon work supported by the U.S. National Science Foundation under Grant No. (2335072), sub-awards and contracts, and direct CRA contributions. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the U.S. National Science Foundation or CRA.

Suggested Citation

Center for Evaluating the Research Pipeline (2025). “Data Buddies Survey 2024 Annual Report”. Computing Research Association, Washington, D.C.