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The Condition of Education 2013
The Condition of Education 2013
Source: National Center for Education Statistics
The Condition of Education 2013 summarizes important developments and trends in education using the latest available data. The report presents 42 indicators on the status and condition of education, in addition to Spotlights that look more closely at 4 issues of current interest. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available.
Fact Sheet: Redesigning America’s High Schools
Fact Sheet: Redesigning America’s High Schools
Source: U.S. Department of Education
While American 15-year-olds rank in the middle of the pack internationally on indicators of science, reading, and math, America’s international peers are enhancing the rigor and relevance of experiences offered to students in their middle and high school years. Many nations offer the opportunity for students to enroll in educational programs that develop knowledge and skills needed for success in college and in a competitive workforce. Today’s global economy requires new approaches to teaching and learning in America’s high schools to foster problem solving and analysis, to support creativity and collaboration, and to connect student learning directly to the real world. Students learn best when they are engaged in complex projects and tasks aligned with their interests and when they work with others through practical examples and case studies that engage them in rigorous academics and in the application of knowledge.
President Obama’s High School Redesign initiative will encourage America’s school districts and their partners to use existing federal, state and local resources to transform the high school experience for America’s youth through a whole school redesign effort. This effort will challenge high schools and their partners to rethink teaching and learning and put in place learning models that are rigorous, relevant, and better focused on real-world experiences. These reforms will incorporate personalized learning and career and college exploration and ensure that all students graduate with college-level coursework or college credit, as well as with career-related experiences or competencies.
The Condition of Education 2013
The Condition of Education 2013
Source: National Center for Education Statistics
The Condition of Education 2013 summarizes important developments and trends in education using the latest available data. The report presents 42 indicators on the status and condition of education, in addition to Spotlights that look more closely at 4 issues of current interest. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available.
Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2009-10 (Fiscal Year 2010)
Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2009-10 (Fiscal Year 2010)
Source: National Center for Education Statistics
The report provides finance data for all local education agencies (LEAs) that provide free public elementary and secondary (PK-12) education in the United States. This report contains data on revenues and expenditures per pupil by school districts. Median per pupil revenue and expenditure data are reported by state. There are also discussions on the different types of school districts, and other resources that may be helpful in analyzing school district level data.
The Nation’s Report Card: Economics 2012
The Nation’s Report Card: Economics 2012
Source: National Center for Education Statistics
Key Findings
Economics scores increased for some lower performing student groups, even though the overall average score for twelfth-graders did not change significantly. Compared to 2006:
- Hispanic students scored higher, and a larger percentage performed at or above Basic.
- Students with parents who did not finish high school scored higher.
- Lower performing students made gains.
Federal Student Loan Debt Burden of Noncompleters
Federal Student Loan Debt Burden of Noncompleters
Source: National Center for Education Statistics
Federal Student Loan Debt Burden of Noncompleters, a Statistics in Brief, focuses on the federal student debt burden accrued by students who do not complete a postsecondary credential within 6 years of enrolling. It is based on data from the two most recent longitudinal studies of beginning postsecondary students conducted by the National Center for Education Statistics: students who first enrolled in 1995-96 (as of 2001) and those who first enrolled in 2003-04 (as of 2009).
Highlights include:
• In 2009, the percentage of noncompleters after 6 years ranged from 19 percent of students in private nonprofit 4-year institutions to 46 percent in public 2-year colleges or for-profit institutions. An increase in noncompletion between 2001 and 2009 was observed only for students in for-profit institutions (35 percent to 46 percent).
• In 2009, borrowing rates from federal student loan programs ranged from 25 percent of students in public 2-year colleges to 86 percent in for-profit institutions; comparable rates for students in 4-year public and nonprofit institutions were 58 percent and 64 percent, respectively.
• In 2009, the cumulative amount borrowed per credit earned was highest for noncompleters in for-profit institutions ($350 per credit, compared with $80 to $120 per credit in the other three sectors).
• In 2009, the median cumulative federal student debt for all noncompleters amounted to 35 percent of their annual income; debt burden was highest for students in 4-year nonprofit institutions (median debt equaled 51 percent of borrowers’ annual income). Debt burden among noncompleters who started in for-profit institutions increased from 20 percent to 43 percent of annual income between 2001 and 2009.
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Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2010-11
Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2010-11
Source: National Center for Education Statistics
This report provides national estimates about dual credit courses at public high schools. The estimates presented in this report are based on a school survey about dual credit courses offered by high schools during the 2010-11 school year.
Impact of Sequestration on the Title IV Student Financial Assistance Programs (USDoE)
Impact of Sequestration on the Title IV Student Financial Assistance Programs
Source: U.S. Department of Education
On August 2, 2011, Congress passed the Budget Control Act (BCA) of 2011, which put into place an automatic process of “across-the-board” Federal budget cuts, known as the sequester, to take effect if Congress failed to enact legislation to reduce the Federal deficit. Unless Congress acts by March 1, 2013, these budget cuts will go into effect.
The Department is preparing more detailed guidance for students and institutions about how the sequester will affect the Federal Title IV student financial assistance programs. In the meantime, this Electronic Announcement provides the financial aid community with general information on how the sequester will impact those programs.
Mega-States: An Analysis of Student Performance in the Five Most Heavily Populated States in the Nation
Source: National Center for Education Statistics
California, Florida, Illinois, New York, and Texas enroll close to 40 percent of the nation’s public school students. The importance of these “Mega-States” goes beyond the sheer size of their population. They now serve more than half of the nation’s English language learners (ELL), as well as some of the largest concentrations of children from lower-income families. As policymakers and educators look at the nation’s changing demographics and explore ways to close achievement gaps, the educational progress of children in these states is of interest far beyond their state borders. That’s why the National Center for Education Statistics and the National Assessment Governing Board focused this special report on educational outcomes in the five largest states.
Mega-States generally do not perform higher than the nation, but they have made some gains over time. The most recent NAEP results reveal some achievements and challenges across the Mega-States. They include the following:
- California scored lower than the nation in reading, mathematics, and science.
- Florida scored higher than the nation in grade 4 reading, but lower in grade 8 mathematics and science.
- Illinois scored higher than the nation in grade 8 reading, but lower in science.
- New York scored higher than the nation in grade 4 reading, but lower in grade 4 mathematics and grade 8 mathematics and science.
- Texas scored higher than the nation in grade 8 mathematics and science, and lower in reading.
The report features more information on the performance of different student groups in these assessments, and looks at gains over time. In many cases, students in the Mega-States have made significant gains, or rival the nation in the percentage of students at the Proficient achievement level.
White House — College Scorecard
Source: White House/U.S. Department of Education
College Scorecards in the U.S. Department of Education’s College Affordability and Transparency Center make it easier for you to search for a college that is a good fit for you. You can use the College Scorecard to find out more about a college’s affordability and value so you can make more informed decisions about which college to attend.
To start, enter the name of a college of interest to you or select factors that are important in your college search. You can find scorecards for colleges based on factors such as programs or majors offered, location, and enrollment size.
Testing Integrity: Issues and Recommendations for Best Practice
Testing Integrity: Issues and Recommendations for Best Practice
Source: National Center for Education Statistics
This report is part of a broader effort by the Department of Education to identify and disseminate practices and policies to assist efforts to improve the validity and reliability of assessment results. The report draws upon the opinions of experts and practitioners who responded to the Department’s Request for Information (RFI), the comments and discussions from NCES’ Testing Integrity Symposium, and, where available, policy manuals or professional standards published by State Education Agencies (SEAs) and professional associations.
The report focuses on four areas related to testing integrity: (1) the prevention of irregularities in academic testing; (2) the detection and analysis of testing irregularities; (3) the response to an investigation of alleged and/or actual misconduct; and (4) testing integrity practices for technology-based assessments.
Public School Graduates and Dropouts from the Common Core of Data: School Year 2009–10
Public School Graduates and Dropouts from the Common Core of Data: School Year 2009–10
Source: National Center for Education Statistics
This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9–12 for public schools in school year 2009–10 as reported by State Education Agencies to the NCES Common Core of Data Universe Survey of public elementary and secondary institutions.
Projections of Education Statistics to 2021
Projections of Education Statistics to 2021
Source: National Center for Education Statistics
This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2021. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2021. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.
The Economic Case for Higher Education
The Economic Case for Higher Education
Source: U.S. Department of the Treasury and U.S. Department of Education
As the semester draws to a close at schools and universities across the country and college applications are submitted, the Treasury Department has released a report that should be food for thought for students scrambling to complete their work and finish their exams. The new report, prepared in conjunction with the Education Department, shows that investing in education expands job opportunities, boosts America’s competitiveness, and supports the kind of income mobility that is fundamental to a growing economy.
While post-secondary education has become increasingly important over time, there have also been growing concerns about the accessibility and affordability of higher education. In particular, students and their families are bearing a greater share of college costs than a generation ago. In an effort to help counteract these trends, the Obama Administration has implemented several new policies to provide relief for students and their families, including increasing Pell grants, introducing the American Opportunity Tax Credit, keeping Stafford loan interest rates low, and expanding “income-based repayment.” This report confirms the critical importance of higher education, showing the personal economic benefits of attending college, and includes data and analysis on the broader role of a well-educated workforce, which is vital to our nation’s future economic growth.
American companies and businesses require a highly skilled workforce to meet the demands of today’s increasingly competitive global economy. This report explores the current state of higher education, with a high-level overview of the market and a more detailed discussion and analysis of the financial aid system. The report also outlines the important steps the President has already taken to make higher education more accessible and affordable.
New NAEP Report Relates Vocabulary Skills to Reading Comprehension
New NAEP Report Relates Vocabulary Skills to Reading Comprehension
Source: National Center for Education Statistics
The latest National Assessment of Educational Progress (NAEP) report card focuses on how well students are able to use words to gain meaning from the passages they read.
Although previous NAEP reading assessments included vocabulary questions, the 2009 assessment was redesigned to provide a new, systematic way of more fully measuring and reporting how students’ understanding of word meanings in the context of the passage impacts reading comprehension. Today’s report, Vocabulary Results from the 2009 and 2011 NAEP Reading Assessments, releases new state- and national-level vocabulary results from 2009 and 2011 for 4th and 8th graders, and data from 2009 for 12th graders.
There was a consistent relationship between performance on vocabulary and performance on reading comprehension. In 2011, 4th- and 8th-grade students performing above the 75th percentile in reading comprehension also had the highest average vocabulary scores. Lower-performing students at or below the 25th percentile had the lowest average vocabulary scores. This was also true for 12th graders in 2009.
Enrollment in Postsecondary Institutions, Fall 2011; Financial Statistics, Fiscal Year 2011; and Graduation Rates, Selected Cohorts, 2003-2008 : First Look (Preliminary Data)
Source: National Center for Education Statistics
This First Look presents preliminary findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2012 data collection, which included four survey components: Enrollment for fall 2011; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/ certificate-seeking undergraduate students beginning college in 2005 at 4-year institutions or in 2008 at less-than-4-year institutions; Graduation Rates within 200 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2003 at 4-year institutions or in 2007 at less-than-4-year institutions; and Finance for fiscal year 2011.
First Official Three-Year Student Loan Default Rates Published
First Official Three-Year Student Loan Default Rates Published
Source: U.S. Department of Education
The U.S. Department of Education today released official FY 2010 two-year and official FY 2009 three-year federal student loan cohort default rates. This is the first time the Department has issued an official three-year rate, which was 13.4 percent nationally for the FY 2009 cohort, a slight decrease from the trial three-year rate of 13.8 percent for the FY 2008 cohort. For-profit institutions had the highest average three-year default rates at 22.7 percent, with public institutions following at 11 percent and private non-profit institutions at 7.5 percent.
WWC Review of the Report “The Effects of Student Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring”
Source: U.S. Department of Education
What is this study about?
The study examined whether InsideTrack, a personalized student coaching service for college students, increased rates of staying in and graduating from college. It determined InsideTrack’s effectiveness by comparing the outcomes of students who were randomly selected through one of 17 lotteries to receive InsideTrack with the outcomes of students who were not selected.
What did the study find?
For students in the seven lotteries that were well-executed, the study found that students assigned to receive InsideTrack were significantly more likely than students in the comparison group to remain enrolled at their institutions six, 12, and 18 months after random assignment. For three lotteries with longer-term follow-up data, there was no significant difference between the groups in enrollment 24 months after random assignment or college completion within four years.
For the full set of 17 lotteries, which includes both those that were well-executed and those in which random assignment was compromised, the results were similar six, 12, and 18 months after random assignment. For the 12 lotteries with longer-term follow-up data, the difference in enrollment between the groups 24 months after random assignment was significantly different.
Employees in Postsecondary Institutions, Fall 2011 and Student Financial Aid, Academic Year 2010–11 – First Lo ok (Provisional Data)
Source: National Center for Education Statistics
This provisional First Look is a revised version of the preliminary report released August 7, 2012. it presents fully edited and imputed data findings on the number of staff employed in Title IV postsecondary institutions in fall 2011 by occupational category, length of contract/teaching period, employment status, faculty and tenure status, academic rank, race/ethnicity, and gender. The report also contains data on student financial aid, including the number of undergraduate students receiving aid and the amount of aid received by those students for the 2010-11 academic year.
NCES Releases New Data on Postsecondary Tuition, Fees and Degrees
NCES Releases New Data on Postsecondary Tuition, Fees and Degrees
Source: National Center for Education Statistics
This provisional First Look is a revised version of the preliminary report released July 12, 2012. it presents fully edited and imputed data findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2011 collection, which included three survey components: Institutional Characteristics for the 2011-12 academic year, Completions covering the period July 1, 2010, through June 30, 2011, and data on 12-Month Enrollment for the 2010-11 academic year.
