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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.
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.
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.
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.
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.
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.
Just Released — The Nation’s Report Card: Writing 2011
The Nation’s Report Card: Writing 2011
Source: National Center for Education Statistics
Twenty-four percent of students at both grades 8 and 12 performed at the Proficient level in writing in 2011. The NAEP Proficient level represents solid academic performance for each grade assessed. Students performing at this level have clearly demonstrated the ability to accomplish the communicative purpose of their writing.
Fifty-four percent of eighth-graders and 52 percent of twelfth-graders performed at the Basic level in writing in 2011. The Basic level denotes partial mastery of the prerequisite knowledge and skills that are fundamental for proficient work at each grade.
Three percent of eighth- and twelfth-graders in 2011 performed at the Advanced level. This level represents superior performance.
First-Time Kindergartners in 2010-11: First Findings From the Kindergarten Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11
Source: National Center for Education Statistics
This brief report provides a demographic profile of the students who were attending kindergarten for the first time in the 2010-11 school year using new data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The report presents information about the demographic and family characteristics of the 3.5 million first-time kindergartners in the kindergarten class of 2010-11, their overall achievement in reading and mathematics in the fall and spring of kindergarten, and their body mass index calculated from their height and weight in each of the kindergarten data collection rounds.
Employees in Postsecondary Institutions, Fall 2011 and Student Financial Aid, Academic Year 2010–11 – First Lo ok (Preliminary Data)
Source: National Center for Education Statistics
This First Look presents preliminary data from the Winter 2011-12 Integrated Postsecondary Education Data System, including data 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.
The National Indian Education Study: 2011
The National Indian Education Study: 2011
Source: National Center for Education Statistics
The National Indian Education Study (NIES) is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education. The results presented in this report focus on the performance of AI/AN fourth- and eighth-graders on the 2011 National Assessment of Educational Progress in reading and mathematics and on the educational experiences of AI/AN students based on NIES survey data.
Nationally representative samples of approximately 9,600 AI/AN students at grades 4 and 8 participated in the 2011 reading assessment and in the mathematics assessment. Students’ performance in 2011 is compared to earlier assessments in 2005, 2007, and 2009. Average reading and mathematics scores for AI/AN fourth- and eighth-graders in 2011 were not significantly different from the scores in either 2009 or 2005. At both grades 4 and 8, AI/AN students attending BIE schools scored lower on average in reading and mathematics than students attending public schools. Among the 12 states with samples large enough to report results for AI/AN students in both 2009 and 2011, average mathematics scores were lower in 2011 for fourth-graders in Montana and for eighth-graders in Minnesota and Utah. None of the participating states had a significant change in average reading scores from 2009 to 2011 at grade 4 or grade 8.
About 10,200 AI/AN students at grade 4 and 10,300 students at grade 8 participated in the 2011 NIES survey. Surveys were also completed by students’ teachers and school administrations. Results showed how the educational experiences of AI/AN students differed based on the type of school they attended and the proportion of AI/AN students in the school. For example, AI/AN students in BIE schools were more likely to report having some or a lot of knowledge about their AI/AN history, have teachers who reported learning about AI/AN students from living and working in the AI/AN community, and attend schools where members of the AI/AN community visit the school to discuss education issues.
Postsecondary Institutions and Price of Attendance in 2011-12; Degrees and Other Awards Conferred: 2010-11; and 12-Month Enrollment: 2010-11
Postsecondary Institutions and Price of Attendance in 2011-12; Degrees and Other Awards Conferred: 2010-11; and 12-Month Enrollment: 2010-11
Source: National Center for Education Statistics
This First Look presents preliminary 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.
The Nation’s Report Card: What Every Parent Should Know About NAEP
The Nation’s Report Card: What Every Parent Should Know About NAEP
Source: National Center for Education Statistics
Parents, have you ever wondered how NAEP fits into the big picture and what its results tell us about education? Are you curious about how NAEP sparks change across the country, and what resources are available for you and your child? Find out all of this information and more in a new brochure that the National Center for Education Statistics (NCES) has developed especially for you!
"The Nation’s Report Card: What Every Parent Should Know about NAEP" is a promotional, plain language brochure that is written to engage all parents. It introduces parents to what NAEP is and why it is valuable. It also offers a glimpse into the types of information that NAEP provides, and the resources parents can use on their own.
Just Released — The Condition of Education 2012
The Condition of Education 2012Source: National Center for Education Statistics
The Condition of Education 2012 summarizes important developments and trends in education using the latest available data. The report presents 49 indicators on the status and condition of education, in addition to a closer look at high schools in the United States over the past twenty years.. 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. The 2012 print edition includes indicators in three main areas: (1) participation in education; (2) elementary and secondary education and outcomes; and (3) postsecondary education and outcomes.
