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Public Education; Preschool Education; Elementary Secondary Education; National Programs; Data Collection; Special Education; School Statistics; Information Dissemination; State Departments of Education; Educational Administration; Federal Government; State Government; Public Officials; Public Policy; Educational Research; Educational Researchers; Educational Policy; News Media; Citizen Participation; Educational Finance; National Surveys; School Surveys; Enrollment; Average Daily Attendance

Abstract:
This documentation is for the revised file (Version 1b) of the National Center for Education Statistics' (NCES) Common Core of Data (CCD) National Public Education Financial Survey (NPEFS) for school year 2008-2009, fiscal year 2009 (FY 09). It contains a brief description of the data collection along with information required to understand and access the data file. The Governments Division of the U.S. Census Bureau conducts the NPEFS data collection on behalf of NCES. The Education Sciences Reform Act of 2002, section 151(b) (3), 20 U.S.C. 9541, authorizes NCES to collect these data. NPEFS provides state aggregate finance data for revenues and expenditures for public elementary and secondary education. NPEFS data are useful to: (1) chief officers of state education agencies; (2) policymakers in the executive and legislative branches of federal and state governments; (3) education policy and public policy researchers; (4) the press; and (5) citizens interested in information about education finance. State education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, and four U.S. Island Areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands) report state aggregate finance data to the NPEFS program. The data file is organized by state or jurisdiction and contains revenue data by funding source, expenditure data by function and object, and average daily attendance (ADA) data. The file also includes total student membership data from the 2008-2009 CCD State Nonfiscal Survey of Public Elementary/Secondary Education 1c file. Appended are: (1) Record Layout and Description of Data Elements; (2) Glossary; (3) State Abbreviations and American National Standards Institute (ANSI) State Codes; (4) Imputations and Edits List; (5) Fiscal Data Plan Questions; (6) Fiscal Data Plan Responses; (7) Value Distribution and Field Frequencies; (8) State Notes; and (9) Survey Form. (Contains 3 tables, 7 exhibits and 11 footnotes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Statistics; State Departments of Education; Enrollment; Public Education; Taxes; Elementary Secondary Education; Educational Finance; Expenditures; Educational Trends; Trend Analysis; Teacher Salaries; Income; Compensation (Remuneration); Financial Support; Public Schools; State Aid; Federal Aid; Employment; Population Trends; Tables (Data); Enrollment Trends; Average Daily Attendance; High School Graduates; Higher Education; State Surveys; Comparative Analysis; State Legislation; Expenditure per Student; State Government; Federal Government; Attendance Patterns; Retirement Benefits

Abstract:
The data presented in this combined report--"Rankings & Estimates"--provide facts about the extent to which local, state, and national governments commit resources to public education. As one might expect in a nation as diverse as the United States--with respect to economics, geography, and politics--the level of commitment to education varies on a state-by-state basis. Regardless of these variations, improvements in public education can be measured by summary statistics. Thus, National Education Association (NEA) Research offers this report to its state and local affiliates as well as to researchers, policymakers, and the public as a tool to examine public education programs and services. Part I of this combined report--"Rankings 2010"--provides state-level data on an array of topics relevant to the complex enterprise of public education. Since the 1960s, "Rankings" has presented facts and figures useful in determining how states differ from one another--or from national averages--on selected statistics. In addition to identifying emerging trends in key economic, political, and social areas, the state-by-state figures on government financing, state demographics, and public schools permit a statistical assessment of the scope of public education. Of course, no set of tables tells the entire story of a state's education offerings. Consideration of factors such as a state's tax system, provisions for other public services, and population characteristics also are needed. Therefore, it is unwise to draw conclusions based solely on individual statistics in this report. Readers are urged to supplement the ranked data with specific information about state and local service activities related to public education. Part II of this combined report--"Estimates 2011"--is in its 67th year of production. This report provides projections of public school enrollment, employment and compensation of personnel, and finances, as reported by individual state departments of education. Not surprisingly, interest in the improvement and renewal of public education continues to capture the attention of the nation. The state-level data featured in "Estimates" permit broad assessments of trends in staff salaries, sources of school funding, and levels of educational expenditures. The data should be used with the understanding that the reported statewide totals and averages may not reflect the varying conditions that exist among school districts and schools within the state. A glossary is included. (Contains 28 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Minority Group Children; School Desegregation; Federal Aid; Grants; Teacher Improvement; Elementary Secondary Education; Federal Legislation; Racial Composition; Financial Support; Race; Racial Differences; Language Usage; Magnet Schools; Charter Schools; School Districts; Educational Innovation; Public Schools; Competition; Child Care; Low Income Groups; Student Diversity

Abstract:
The Secretary of Education has expressed strong support for school diversity and reduction of racial isolation in speeches and in the Joint Guidance on Voluntary School Integration, and the Department of Education (DOE) has included a general preference for school integration among its permissible funding preferences. However, this support for school integration is not yet reflected in the requirements and point systems of many key competitive grant programs, where it might make the most difference. In the long struggle for Congressional agreement on an ESEA (Elementary and Secondary Education Act) reauthorization bill and a collective understanding that the primary achievement goal of No Child Left Behind could not be achieved as originally defined, USDOE has offered states flexibility to commit to their own, federally approved plans in exchange for waivers from 10 ESEA requirements. In terms of flexibility for Highly Qualified Teacher Improvement plans and the principle of Supporting Effective Instruction and Leadership, the flexibility does not exempt states from the ESEA requirement of ensuring that poor and minority children are not taught at higher rates than other students by less desirable teachers. (Contains 51 footnotes.) [Additional research for this paper was provided by Michael Hilton.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Charter Schools; Civil Rights; Educational Change; School Expansion; Magnet Schools; Elementary Secondary Education; Federal Legislation; Financial Support; Educational Finance; Educational Legislation; Student Diversity; Racial Composition; Federal Government; Federal Aid; Incentives; Funding Formulas; Social Isolation; Educational Quality; English (Second Language); At Risk Students; Accountability

Abstract:
The Administration's "Blueprint For Reform," and FY 2011 budget proposal set forth an education agenda that would make the expansion of charter schools a cornerstone of the reauthorized Elementary and Secondary Education Act (ESEA). Likewise, HR 4330 would promote charter schools as a central catalyst for education reform. Without clearer guidelines, charter school expansion could exacerbate racial and socio-economic isolation, and would also miss an opportunity to promote diversity. The recommendations presented in this paper urge Congress to pair federal support for charter school expansion with incentives that would create and sustain racially, economically and linguistically diverse charter schools; safeguards to ensure that the civil rights of all children are protected; and funding increases that would provide for the expansion or replication of effective, diverse magnet school models. (Contains 25 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Expenditures; School Districts; Public Schools; School Statistics; State Departments of Education; Income; Federal Aid; Educational Finance; School District Size; Charter Schools; Tables (Data); Elementary Secondary Education; Expenditure per Student; Enrollment; Instruction; Pupil Personnel Services

Abstract:
This report presents data from the School District Finance Survey (F-33) of the Common Core of Data (CCD) survey system for school year (SY) 2009-10, fiscal year 2010 (FY 10). The F-33 is a district-level financial survey that consists of data submitted annually to the National Center for Education Statistics (NCES) and the Governments Division of the U.S. Census Bureau (Census Bureau) by state education agencies (SEAs) in the 50 states and the District of Columbia. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using the F-33 component of CCD. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. This report presents findings on public education revenues and expenditures at the local education agency (LEA) level using FY 10 provisional data from the F-33 of the CCD survey system. This First Look provides users with an opportunity to access provisional F-33 data that have been fully reviewed, edited, and imputed. Final data, including revisions to the provisional data submitted by the SEAs after the close of data collection, will be available during the following collection year. Appended are: (1) Methodology and Technical Notes; (2) Common Core of Data Glossary; and (3) Reference Tables. (Contains 11 tables and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Statistics; State Departments of Education; Enrollment; Public Education; Educational Finance; Elementary Secondary Education; Expenditures; Teacher Salaries; Compensation (Remuneration); Income; Financial Support; Resource Allocation; Average Daily Attendance; Public Schools; Federal Aid; State Aid; Employment; Educational Trends; Trend Analysis; Tables (Data)

Abstract:
The data presented in this combined report--"Rankings & Estimates"--provide facts about the extent to which local, state, and national governments commit resources to public education. As one might expect in a nation as diverse as the United States--with respect to economics, geography, and politics--the level of commitment to education varies on a state-by-state basis. Regardless of these variations, improvements in public education can be measured by summary statistics. Thus, NEA Research offers this report to its state and local affiliates as well as to researchers, policymakers, and the public as a tool to examine public education programs and services. Part I of this combined report--"Rankings 2009"--provides state-level data on an array of topics relevant to the complex enterprise of public education. Part II of this combined report--"Estimates 2010"--is in its 66th year of production. This report provides projections of public school enrollment, employment and compensation of personnel, and finances, as reported by individual state departments of education. The state-level data featured in "Estimates" permit broad assessments of trends in staff salaries, sources of school funding, and levels of educational expenditures. The data should be used with the understanding that the reported statewide totals and averages may not reflect the varying conditions that exist among school districts and schools within the state. A glossary is included. (Contains 30 tables and 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Finance; Elementary Secondary Education; Higher Education; Enrollment; Outcomes of Education; Dropouts; Graduation Rate; School Statistics; Statistical Data; Tables (Data); Teacher Characteristics; Student Characteristics; Federal Aid; Reference Materials

Abstract:
This pocket-sized compilation of statistical information covers prekindergarten through graduate school to describe the current American education scene. The "Mini-Digest" is designed as an easy reference for materials found in detail in the "Digest of Education Statistics". These volumes include selections of data from many government sources, especially those of the National Center for Education Statistics (NCES). They include information on the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational outcomes, finances, and federal funds for education. Unless otherwise stated, all data in the "Mini-Digest of Education Statistics, 2010" are extracted from the "Digest of Education Statistics, 2010". (Contains 1 footnote, 1 figure and 42 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Desegregation; School Segregation; Racial Segregation; Magnet Schools; Counties; Educational History; Busing; Hispanic American Students; African American Students; White Students; Public Schools; Enrollment; Low Income Groups; Racial Composition; Urban Schools; State Legislation; Federal Legislation; Equal Education

Abstract:
Maryland, as one of 17 states that had de jure segregation, has an intense history of school segregation. Following the 1954 Brown decision, school districts across the state employed various methods to desegregate their schools, including mandatory busing in Prince George's County, magnet schools in Montgomery County, and a freedom of choice plan in Baltimore. Although the districts made some progress in desegregating their schools, after plans that had the explicit goal of decreasing segregation ended, many of the schools in Maryland again reached high levels of segregation. This report investigates trends in school segregation in Maryland over the last two decades by examining concentration, exposure, and evenness measures by both race and class. After exploring the overall enrollment patterns and segregation trends at the state level, this report turns to the Baltimore-Washington CMSA to analyze similar measures of segregation. Given the trends presented in this report, it is likely that segregation will continue to intensify if nothing is done to address it. Having already reached high levels of segregation for the state's students of color, it is necessary that Maryland now take steps to reverse these trends by being proactive in addressing the segregated nature of its public schools. Appended are: (1) Additional Data Tables; and (2) Data Sources and Methodology. (Contains 32 tables, 20 figures and 83 footnotes.) [Foreword by Gary Orfield. This paper was written with Greg Flaxman, John Kucsera, and Genevieve Siegel-Hawley.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Enrollment Projections; Graduation Rate; Expenditures; Educational Finance; Elementary Secondary Education; Public Schools; Private Schools; High School Graduates; Elementary School Teachers; Secondary School Teachers; Public Education; Postsecondary Education; College Graduates; Academic Degrees; Regional Characteristics; Age Differences; Gender Differences; Racial Differences; Public Colleges; Private Colleges; College Freshmen; Teacher Student Ratio; School Statistics; Educational Trends

Abstract:
"Projections of Education Statistics to 2021" is the 40th report in a series begun in 1964. It includes statistics on elementary and secondary schools and postsecondary degree-granting institutions. This report provides revisions of projections shown in "Projections of Education Statistics to 2020" and projections of enrollment, graduates, teachers, and expenditures to the year 2021. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2021 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. They are not intended to supplant detailed projections prepared for individual states. Assumptions regarding the population and the economy are the key factors underlying the projections of education statistics. NCES projections do not reflect changes in national, state, or local education policies that may affect education statistics. Appended are: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. (Contains 77 tables, 27 figures and 1 footnote.) [For "Projections of Education Statistics to 2020. Thirty-Ninth Edition. NCES 2011-026," see ED524098.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Elementary Secondary Education; Educational Finance; Financial Support; Federal Aid; Federal Legislation; Federal Programs; Grants; Educational Change; Funding Formulas; School Districts; Poverty; Academic Achievement; Special Education; National Competency Tests; Graduation Rate; Enrollment; Suburban Schools; Rural Schools; Urban Schools

Abstract:
The American Recovery and Reinvestment Act (ARRA or the Recovery Act) of 2009 provided an unprecedented level of funding designed to "stimulate the economy in the short-term and invest wisely, using these funds to improve schools, raise achievement, drive reforms and produce better results for children and young people for the long-term health of our nation." The distribution of Recovery Act funds was intended to reflect these multiple goals. Nearly $97.4 billion were allocated to the U.S. Department of Education (ED), of which $70.6 billion were awarded by ED for primary and secondary (K-12) education through existing and new federal programs. These funds were distributed to states and districts using formulas based primarily on population and student poverty and through competitive grants. Consistent with its emphasis on transparency, the Recovery Act also included extensive reporting requirements for the receipt and use of Recovery Act funds. This report brings together publicly available information about Recovery Act education grants--all awarded by September 30, 2010--and the sub-grants made by grant recipients as of December 31, 2010. It examines (1) how much states and districts received from the Recovery Act and its different programs; and (2) whether and how the distribution of funds varied by selected characteristics of the recipient states and districts. This information lays the groundwork for ED's multi-year evaluation, "Charting the Progress of Education Reform: An Evaluation of the Recovery Act's Role." The evaluation examines the implementation of K-12 education reforms promoted by the Act across states, school districts, and schools. Key findings from this examination reveal that: (1) the Recovery Act provided an average of $1,396 per pupil for K-12 programs; (2) the Recovery Act K-12 funding to individual states ranged from $1,063 to $3,632 per pupil; (3) on average, 81 percent of Recovery Act K-12 funding was awarded to local education agencies (LEAs), either through sub-grants from states or through direct grants from ED. In total, 93 percent of all school districts in the nation received Recovery Act funds from at least one program; and (4) high-need school districts--defined as those with the highest rates of child poverty as well as those with the lowest student achievement--received considerably more funding per pupil than did districts with less need. Appended are: (1) Data Sources; (2) Methods; and (3) Supplementary Data Tables. (Contains 15 figures, 13 tables, and 45 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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