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Descriptors:
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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Educational Opportunities; Ethnicity; Geographic Regions; High School Graduates; High Schools; Public Schools; Private Schools; Race; Prediction; Educational Trends; Enrollment; Tables (Data)

Abstract:
The Western Interstate Commission for Higher Education (WICHE) has been producing high school graduate forecasts for over 30 years. This publication marks the eighth edition in the series, covering the period from 1996-97 through 2027-28, with projections starting with graduates of the 2009-10 academic year. WICHE is proud to produce these projections by state and race/ethnicity, which have become a trusted source of information for a wide and diverse audience of policymakers, enrollment managers, college counselors, schools and school districts, researchers, and the media. As in the past this edition updates the projections for graduates of both public and nonpublic high schools for the nation, four geographic regions, and each of the 50 states plus the District of Columbia. Projections disaggregated by race/ethnicity are also available for public high school graduates. This publication includes detailed analysis of the data for the nation and the four regions. WICHE's principal goal in generating these projections is to equip decision makers at all levels with information about how the supply of high school graduates is likely to change in the years ahead. Such information is crucial for planning and policymaking, to ensure that educational opportunities beyond high school are both widely available and of high quality. Appended are: (1) Data Tables; and (2) Technical Information. (Contains 66 figures, 20 tables, and 59 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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Secondary Schools; High School Graduates; School Statistics; Enrollment Projections; Elementary Secondary Education; Public Schools; Educational Trends; Elementary School Teachers; Secondary School Teachers; Expenditures; Postsecondary Education; Elementary Schools; Student Characteristics; Academic Degrees; Colleges; Teacher Salaries; Institutional Characteristics; Ethnicity; Race

Abstract:
"Projections of Education Statistics to 2020" is the 39th 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 2019". Included are projections of enrollment, graduates, teachers, and expenditures to the year 2020. 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 2020 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. This report is organized by the level of schooling with sections 1, 2, 3, and 4 covering aspects of elementary and secondary education and sections 5 and 6 covering aspects of postsecondary education. Appended are: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. (Contains 78 tables and 28 figures.) [For "Projections of Education Statistics to 2019. Thirty-Eighth Edition. NCES 2011-017," see ED517134.] 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 Indicators; Dropouts; Charter Schools; Educational Attainment; High School Graduates; Graduate Students; Young Adults; High Schools; Elementary Secondary Education; Undergraduate Students; Postsecondary Education; School Statistics; Educational Finance; Outcomes of Education; Enrollment Rate; School Districts; Academic Achievement; Enrollment; Enrollment Trends; Disabilities; Academic Persistence; Federal Legislation; Educational Legislation; Mathematics Instruction; Reading Instruction; Ethnicity; Race; Educational Trends; High School Students; Expenditure per Student; Teacher Salaries; Achievement Gap; National Competency Tests; School Safety; Academic Degrees; Poverty; Compensation (Remuneration); Education Work Relationship; Demography; Educational Environment; Educational Assessment; Student Financial Aid; Preschool Education

Abstract:
To help inform policymakers and the public about the progress of education in the United States, Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report, "The Condition of Education." This year's report presents 42 indicators of important developments and trends in U.S. education. These indicators focus on population characteristics, participation in education, elementary and secondary education, and postsecondary education. As this year's "Condition" shows, in 2012, about 90 percent of young adults ages 25 to 29 had a high school diploma, or its equivalent, and 33 percent had a bachelor's degree or higher. As in previous years, annual median earnings in 2011 were higher for those with higher levels of education--for example, 25- to 34-year-olds with a college degree earned over twice as much as high school dropouts. In 2011, almost two-thirds of 3- to 5-year-olds were enrolled in preschool, and nearly 60 percent of these children were in full-day programs. At the elementary and secondary level, there were about 50 million public school students in 2011, a number that is expected to grow to 53 million in the next decade. Of these students, nearly 2 million attended charter schools. Postsecondary enrollment in 2011 was at 21 million students, including 18 million undergraduate and 3 million graduate students. NCES's newest data on elementary and secondary schools show that about one in five public schools was considered high poverty in 2011--meaning that 75 percent or more of their enrolled students qualified for free or reduced-price lunch--up from about to one in eight in 2000. In school year 2009-10, some 3.1 million public high school students, or 78.2 percent, graduated on time with a regular diploma. And, in 2011, about 68 percent of recent high school completers were enrolled in college the following fall. Meanwhile, the status dropout rate, or the percentage of 16- to 24-year-olds who are not enrolled in school and do not have a high school diploma or its equivalent, declined from 12 percent in 1990 to 7 percent in 2011. At 4-year colleges in 2011, nearly 90 percent of full-time students at public and private nonprofit institutions were under the age of 25. However, only about 29 percent of full-time students at private for-profit colleges were, while 39 percent were between the ages of 25 to 34 and another 32 percent were 35 and older. About 56 percent of male students and 61 percent of female students who began their bachelor's degree in the fall of 2005, and did not transfer, had completed their degree by 2011. In that year, there were 1.7 million bachelor's degrees and over 700,000 master's degrees awarded. "The Condition of Education 2013" includes the latest data available on these and more key indicators. As new data are released, the indicators will be updated and made available. Along with these indicators, NCES produces a wide range of reports and data to help inform policymakers and the American public about trends and conditions in U.S. education. A glossary is included. (Contains 148 tables, 6 tables, and 1 footnote.) [For "The Condition of Education 2012. NCES 2012-045," see ED532315.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Children; Disabilities; Individualized Education Programs; Public Schools; Catholic Schools; Private Schools; Differences; Institutional Characteristics; Regional Characteristics; Foreign Countries

Abstract:
A cornerstone of special education practice is customising instruction to meet individual students' needs. Individual education programs (IEPs) are used in many countries to document the manner in which such instruction is customised and to provide a record of student outcomes. Using 2009 data from the Longitudinal Study of Australian Children, this paper examines a range of student and school variables associated with Australian children aged 8 to 9 years who had an IEP at the time. There were significant differences across government, Catholic and independent schools, and significant differences across the states and territories in the use of IEPs. The Discussion section of the paper explores possible reasons for those differences and the desirability for more consistent use of IEPs with students with a disability in Australia. 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:
School Statistics; Elementary Secondary Education; Enrollment Projections; Educational Trends; Computation; Futures (of Society); High School Graduates; Ethnicity; Race; Elementary Schools; Secondary Schools; Elementary School Teachers; Secondary School Teachers; Expenditures

Abstract:
"Projections of Education Statistics to 2019" is the 38th report in a series begun in 1964. It includes statistics on elementary and secondary schools and degree-granting institutions. This report provides revisions of projections shown in "Projections of Education Statistics to 2018." Included are projections of enrollment, graduates, teachers, and expenditures to the year 2019. This is the first edition of the "Projections of Education Statistics" to include projections of elementary and secondary school enrollment and high school graduates by race/ethnicity. 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 2019 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. Six appendixes are included: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. (Contains 69 tables, 7 exhibits, and 28 figures.) [For "Projections of Education Statistics to 2018. Thirty-Seventh Edition. NCES 2009-062," see ED506451.] 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:
Academic Records; Advanced Placement; Advanced Placement Programs; African American Students; Asian American Students; College Bound Students; Comparative Analysis; Content Analysis; Educational Attainment; Educational Improvement; Ethnic Groups; Ethnicity; Evaluation; Gender Differences; Grade Point Average; High School Graduates; High School Seniors; Hispanic American Students; Mathematics Achievement; Pacific Islanders; Parent Background; Public Schools; Private Schools; Race; Racial Differences; Science Achievement; Scores; Statistical Significance; STEM Education; Time Perspective; White Students

Abstract:
This report presents information about the types of courses that high school graduates in the class of 2009 took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school coursetaking records and performance in mathematics and science on the National Assessment of Educational Progress (NAEP) is also included. Transcripts were collected from about 610 public schools and 130 private schools for the 2009 High School Transcript Study (HSTS). These transcripts constituted a nationally representative sample of 37,700 high school graduates, representing approximately 3 million 2009 high school graduates. The 2009 results are compared to the results of earlier transcript studies dating back to 1990, and differences among graduates by race/ethnicity, gender, and parent education are examined. Because the study is restricted to high school graduates, it contains no information about dropouts, who may differ from graduates. Graduates who receive a special education diploma or certificate of completion are also excluded from analyses in this report unless noted otherwise. Some of the findings include: 2009 graduates earned over three credits more than their 1990 counterparts, or about 420 additional hours of instruction during their high school careers. Graduates who completed an Advanced Placement (AP) or International Baccalaureate (IB) mathematics or science course, a higher level mathematics or science course in ninth grade, or a rigorous curriculum had average NAEP scores at the "Proficient" level in both mathematics and science. Graduates who completed a midlevel or a standard curriculum had average NAEP scores at the "Basic" level. Since 2005, male graduates have narrowed the gap with female graduates in credits earned in mathematics and science. Since 1990 more graduates from each racial/ethnic group completed a rigorous curriculum. The percentage of Asian/Pacific Islander graduates completing a rigorous curriculum in 2009, 29 percent, was greater than that of White, Black, or Hispanic graduates (14 percent, 6 percent, and 8 percent respectively). All four racial/ethnic groups on average earned more credits and higher grade point averages (GPAs) in 2009 than they did in 1990. The GPAs of White and Asian/Pacific Islander graduates increased between 2005 and 2009. (Contains 42 figures and 10 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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Mothers; School Attitudes; Public Opinion; Elementary Secondary Education; Preferences; Public Schools; Charter Schools; Private Schools; Educational Vouchers; Scholarships; Regional Characteristics; Differences; National Surveys; Questionnaires; Interviews

Abstract:
Moms and Schools Educational Choice, conducted by Braun Research, Inc. (BRI), measures Americans views on area schools (district, charter, or private), school type preferences, and school vouchers. In this paper, Moms, report response levels of public opinion. For some questions, discussion to examine differences of voter opinion (sometimes using the terms ) and the intensity of responses are also expanded. This polling paper has four sections. The first section summarizes key findings. The second section, "Survey Snapshots", offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section presents the questionnaire and results ("topline numbers"), essentially allowing the reader to follow the actual interview as it was conducted, with respect to question wording and ordering. (Contains 3 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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Descriptors:
Academic Achievement; Academic Aspiration; Academic Standards; Access to Information; Achievement Tests; African American Students; Alignment (Education); American Indian Students; Articulation (Education); Asian American Students; Benchmarking; Cohort Analysis; College Bound Students; College Readiness; Core Curriculum; Course Selection (Students); Difficulty Level; Educational Assessment; Educational Trends; English; Ethnicity; Gender Differences; High School Graduates; Higher Education; Hispanic American Students; Mathematics Achievement; Occupational Aspiration; Pacific Islanders; Postsecondary Education; Profiles; Race; Racial Differences; Reading Achievement; Science Achievement; Scores; Secondary Education; Tables (Data); Test Results; Testing; Trend Analysis; White Students; Writing Tests

Abstract:
This report provides information about the performance of Arkansas's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see "The Condition of College & Career Readiness, 2012" (ED534761), "ACT Profile Report: National. Graduating Class 2012" (ED534873), and "ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students" (ED534874).] 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:
Academic Achievement; Academic Aspiration; Academic Standards; Access to Information; Achievement Tests; African American Students; Alignment (Education); American Indian Students; Articulation (Education); Asian American Students; Benchmarking; Cohort Analysis; College Bound Students; College Readiness; Core Curriculum; Course Selection (Students); Difficulty Level; Educational Assessment; Educational Trends; English; Ethnicity; Gender Differences; High School Graduates; Higher Education; Hispanic American Students; Mathematics Achievement; Occupational Aspiration; Pacific Islanders; Postsecondary Education; Profiles; Race; Racial Differences; Reading Achievement; Science Achievement; Scores; Secondary Education; Tables (Data); Test Results; Testing; Trend Analysis; White Students; Writing Tests

Abstract:
This report provides information about the performance of California's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see "The Condition of College & Career Readiness, 2012" (ED534761), "ACT Profile Report: National. Graduating Class 2012" (ED534873), and "ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students" (ED534874).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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