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Descriptors:
School Statistics; Educational Indicators; Educational Trends; Educational Finance; Teaching (Occupation); Educational Environment; Elementary Secondary Education; Postsecondary Education; Professional Education; Outcomes of Education; Educational Resources; Academic Persistence; Participation; Federal Government; Enrollment; Dropouts

Abstract:
Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandated by Congress, the U.S. Department of Education's National Center for Education Statistics (NCES) in the Institute of Education Sciences annually publishes a statistical report on the status and progress of education in the United States. "The Condition of Education" includes data and analysis on a wide variety of issues. These data are taken from government and private sources. The 2011 edition of "The Condition" contains indicators that are divided into five sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Educational Progress; (4) Contexts of Elementary and Secondary Education; and (5) Contexts of Postsecondary Education. The publication also contains additional tables and notes related to each indicator. (Contains 11 figures and 1 table.) [For the full report, "The Condition of Education 2011. NCES 2011-033," see ED520001.] 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; Postsecondary Education; School Statistics; Educational Indicators; Educational Trends; Academic Persistence; Participation; Enrollment; Outcomes of Education; Academic Achievement; Educational Environment; Disadvantaged Schools; Poverty; Educational Attainment; Public Schools; Private Schools; Race; Ethnicity; Student Characteristics; Language Minorities; Disabilities; Reading Achievement; Mathematics Achievement; Achievement Gap; Fine Arts; Science Achievement; Foreign Countries; Income; Young Adults; Dropout Rate; Graduation Rate; Academic Degrees; Institutional Characteristics; School Safety; Crime; Teacher Characteristics; Principals; Administrator Characteristics; School Personnel; Teacher Student Ratio; Charter Schools; Educational Finance; Expenditures; Incentives; Study Abroad; Undergraduate Study; Graduate Study; Professional Education; College Faculty; Teacher Salaries; Teacher Employment Benefits; Student Financial Aid; Student Employment; Student Costs; Racial Distribution; College Students; National Competency Tests

Abstract:
To ensure reliable, accurate, and timely data, which are necessary to monitor 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 49 indicators of important developments and trends in U.S. education. These indicators focus on participation and persistence in education, student performance and other measures of achievement, the environment for learning, and resources for education. This statement summarizes the main findings of the indicators, which are divided into five sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Educational Progress; (4) Contexts of Elementary and Secondary Education; and (5) Contexts of Postsecondary Education. Appendices include: (1) Supplemental Tables; (2) Supplemental Notes; (3) Glossary; (4) Bibliography; and (5) Index. (Contains 110 tables and 105 figures.) [For "The Condition of Education, 2009", see ED505415.] 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:
Elementary Secondary Education; School Statistics; Educational Indicators; Enrollment; Postsecondary Education; Enrollment Rate; Enrollment Trends; Educational Trends; Academic Persistence; Participation; Outcomes of Education; Academic Achievement; Educational Environment; Disadvantaged Schools; Poverty; Educational Attainment; Public Schools; Private Schools; Race; Ethnicity; Student Characteristics; Disabilities; Reading Achievement; Mathematics Achievement; Achievement Gap; Science Achievement; Income; Young Adults; Dropout Rate; Graduation Rate; Academic Degrees; Institutional Characteristics; School Safety; Crime; Teacher Characteristics; Principals; Administrator Characteristics; School Personnel; Teacher Student Ratio; Charter Schools; Educational Finance; Expenditures; Study Abroad; Undergraduate Study; Graduate Study; Professional Education; College Faculty; Teacher Salaries; Teacher Employment Benefits; Student Financial Aid; Student Employment; Racial Distribution; College Students; National Competency Tests

Abstract:
This publication contains a sample of the indicators in "The Condition of Education 2010." The indicators in this publication are numbered sequentially, rather than according to their numbers in the complete edition. Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandated by Congress, the U.S. Department of Education's National Center for Education Statistics (NCES) in the Institute of Education Sciences annually publishes a statistical report on the status and progress of education in the United States. "The Condition of Education" includes data and analysis on a wide variety of issues. These data are taken from government and private sources. The 2010 edition of "The Condition" contains indicators that are divided into five sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and ACEducational Progress; (4) Contexts of Elementary and Secondary Education; and (5) Contexts of Postsecondary Education. The publication also contains additional tables and notes related to each indicator. (Contains 9 figures.) [For "The Condition of Education 2010. NCES 2010-028," see ED509940.] 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; School Statistics; Educational Indicators; Enrollment Rate; Student Participation; School Districts; Academic Achievement; Enrollment; Educational Attainment; Enrollment Trends; Charter Schools; Disabilities; Federal Legislation; Educational Finance; Mathematics Instruction; Reading Instruction; Grade 4; Grade 8; Ethnic Groups; Postsecondary Education; Outcomes of Education; Undergraduate Students; College Students; Grade 12; High School Students; Private Schools; English Language Learners

Abstract:
To ensure reliable, accurate, and timely data, which are necessary to monitor 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 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. Appended are: (1) Tables; (2) Guide to sources; (3) Notes; (4) Glossary; (5) Ebibliography; and (6) Index. (Contains 100 tables, 106 figures and 2 footnotes. ) [For "The Condition of Education 2011. NCES 2011-033," see ED520001.] 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:
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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Descriptors:
Educational Objectives; Outcomes of Education; Educational Indicators; Foreign Countries; Academic Achievement; Educational Policy; Graduation Rate; Adults; Teacher Salaries; Educational Trends; Trend Analysis; Access to Education; Educational Environment; Employment Level; Teacher Student Ratio; Education Work Relationship; Student Financial Aid; Expenditure per Student; Age Differences; Educational Attainment; Class Size; Educational Demand; Study Abroad; Economic Climate; Educational Finance; Educational Quality; Enrollment Trends; Faculty Workload; Foreign Students; Gender Differences; High Schools; Income; Postsecondary Education; Elementary Secondary Education; Student Characteristics; Student Evaluation; Trust (Psychology); Vocational Education; Comparative Analysis; Salary Wage Differentials; Tables (Data); Charts

Abstract:
Across OECD (Organisation for Economic Cooperation and Development) countries, governments are having to work with shrinking public budgets while designing policies to make education more effective and responsive to growing demand. The 2011 edition of "Education at a Glance: OECD Indicators" enables countries to see themselves in the light of other countries' performance. It provides a broad array of comparable indicators on education systems and represents the consensus of professional thinking on how to measure the current state of education internationally. The indicators show who participates in education, how much is spent on it, and how education systems operate. They also illustrate a wide range of educational outcomes, comparing, for example, student performance in key subjects and the impact of education on earnings and on adults' chances of employment. The Excel[TM] spreadsheets used to create the tables and charts in this publication are available via the StatLinks printed in this publication. Individual sections contain references. (Contains 132 tables.) [For "Education at a Glance 2010: OECD Indicators," see ED518232. For "Education at a Glance 2011: Highlights," see ED524204.] 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:
Professional Education; African American Students; Black Colleges; Social Capital; Graduate Study; Graduate Students; Educational Resources; Labor Market; African Americans; Educational History; Educational Trends; Outcomes of Education; Influences; College Choice; Student Participation; Public Colleges; Doctoral Degrees; Predictor Variables; Academic Persistence; STEM Education; Alumni; Donors

Abstract:
This book provides context about the experiences of Black graduate and professional students attending HBCUs. Indeed, such research is important, particularly since HBCUs play a significant role in the number of Blacks who receive doctorates and professional degrees (i.e. M.D., D.D.S., J.D. etc.), especially in science and engineering. In fact, according to Redd and Minor (2008), the role of HBCUs in graduate education will become even more significant as more seek to offer graduate and professional programs, particularly at the doctoral level. This book focuses on the historical nature of graduate and professional education at HBCUs and the programs' contribution to society. Further, it provides context about the experiences of students who have attended these institutions for their post-baccalaureate pursuits. Finally, the book addresses the future of graduate and professional education at HBCUs and what fundamental aspects are needed to ensure their survival, competitiveness, and growth. This book appeals to faculty, departmental chairs, administrators, and students. Furthermore, higher education scholars, who conduct or have an interest in pursuing empirical research on Black graduate and professional education or the efficacy and relevance of HBCUs, will find this book useful given its unique and comprehensive approach focusing on supporting retaining, and graduating Black graduate students at HBCUs. In addition, this book is an invaluable teaching resource for faculty in Higher Education Administration, Student Affairs, or Sociology program. This book contains the following: (1) Black Graduate Education at Historically Black Colleges and Universities: Trends, Experiences, and Outcomes (Robert T. Palmer, Adriel A. Hilton, and Tiffany P. Fountaine); (2) A Short History of Graduate and Professional Programs at Historically Black Colleges and Universities (Marybeth Gasman and Michael Steven Williams); (3) Contributing Beyond the Baccalaureate: Graduate and Professional Degree Programs at HBCUs (Valerie C. Lundy-Wagner); (4) An Exploratory Study of Factors That Influence Black Students to Attend Historically Black Colleges and Universities for Graduate School (Robert T. Palmer); (5) An Examination of the Participation of African American Students in Graduate Education without public HBCUs (John Michael Lee, Jr.); (6) The Potential Benefits of Attending Historically Black Colleges and Universities for Black Doctoral Students (Ferlin G. McGaskey); (7) Finding Support One Relationship at a Time: The Role of Faculty and Peers in Supporting Black Graduate Students at HBCUs (Carmen McCallum, Dorian L. McCoy, and Rachelle Winkle-Wagner); (8) Supporting Black Millennial Graduate Students at HBCUs (Fred A. Bonner, II, Petra A. Robinson, and David A. Byrd); (9) A Quantitative Investigation of Predictors for Engagement and Persistence at HBCUs (Tiffany Patrice Fountaine); (10) The Contribution of Historically Black Colleges and Universities to STEM Graduate Degree Production among Black Collegians (Terrell L. Strayhorn); (11) Social Capital in HBCUs: Implications for Graduate Students in the 21st Century (Sharon L. Holmes and Doris Wright Carroll); (12) Encouraging Giving among Graduate and Professional Degree Alumni at HBCUs (Noah D. Drezner); (13) Labor Market Outcomes for HBCU Graduate Students (J. Luke Wood); and (14) On a Wing and a Prayer: The Future of Graduate Education at HBCUs (Maurice C. Taylor). 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:
Higher Education; Educational Finance; Student Participation; College Preparation; Graduation Rate; Academic Persistence; School Holding Power; Student Financial Aid; Profiles; Income; Educational Trends; Trend Analysis; Economic Factors; Tuition; Community Colleges; African American Students; Comparative Analysis; College Students; Adult Students; Educational Indicators; Hispanic American Students; Enrollment Trends; Academic Achievement

Abstract:
The statute [T.C.A. Section 49-7-202(c)(7)] requires the Tennessee Higher Education Commission to prepare a biennial report for the governor and the general assembly, "commenting upon major developments, trends, new policies, budgets and financial considerations which in the judgment of the commission will be useful to the governor and to the general assembly in planning for the sound and adequate development of the state's program of public higher education." The purpose of this report is to provide state policymakers with a brief overview of Tennessee higher education within a regional and national context. This report presents data and analyses on five broad policy issues important to the state: (1) State context of higher education; (2) Student preparation; (3) Student participation; (4) Student progression; and (5) State higher education finance. (Contains 29 figures and 2 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:
Postsecondary Education; Educational Attainment; Age; Academic Persistence; School Holding Power; Graduation Rate; Computation; Credentials; Enrollment; Graduation; Colleges; College Transfer Students; Educational Indicators; School Statistics

Abstract:
College completion, earning a degree or certificate, is considered to be a key college success outcome, supported by every educational policymaker. Yet, institutions and policymakers in the U.S. know surprisingly little about the rates of completion for students who follow all but the most traditional of postsecondary pathways. This is because traditional graduation rate calculations are institution based and only count students who finish at the same institution where they started. Building on findings from previous reports in the National Student Clearinghouse Research Center's "Signature Report" series, this new report measures this key college success outcome--rates of first completion--encompassing postsecondary credentials of all levels and types at any institution in any state, whether it is the first, second, third, or more, attended. This report draws on the Clearinghouse database's near-census national coverage of enrollments and awarded degrees to explore the six-year outcomes of a cohort of first-time-in-college degree-seeking students who started in fall 2006 (N=1,878,484). It enhances the traditional graduation rate by reporting in four key ways: (1) Student completion anywhere, beyond institutional boundaries, across state lines, and over time; (2) Persistence anywhere, not just at the starting institution, for those who have not yet completed but are still pursuing a degree; (3) College outcomes broken out by student age at first entry and enrollment intensity, thus addressing questions about the role of students' varied postsecondary pathways in progress toward national completion goals; and (4) Enrollment intensity based on the enrollment status in all terms of enrollment, and not just the first term. Specifically, this report examines: (1) Six-year college outcomes, including the first instance of degree or certificate completion (first completion), persistence, and stop-out. Outcomes are broken out by students' age at first entry, students' enrollment intensity, enrollment intensity within each age group, and type of starting institution; (2) Six-year college outcomes for students who started at four-year public institutions, at two-year public institutions, at four-year private nonprofit institutions, and at four-year private for-profit institutions; and (3) Patterns of completion across state lines, broken out by students' enrollment intensity, students' age at first entry, and enrollment intensity within each age group. The findings presented in this report show that within six years, 12.1 percent of first-time-in-college degree-seeking students who enrolled in fall 2006 completed a degree or certificate at an institution other than their starting institution, raising the overall completion rate from 42.0 percent to 54.1 percent. Mixed enrollment students completed at an institution other than their starting institution at a higher rate (14.6 percent) than exclusively full-time (10.6 percent) and exclusively part-time (3.1 percent) students. Appended are: (1) Methodological Notes; (2) Coverage Tables; and (3) Results Tables. (Contains 29 figures, 34 tables, and 5 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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Evidence; Private Education; Elementary Secondary Education; Educational Finance; Accountability; Student Attrition; Student Characteristics; Electronic Learning; Virtual Classrooms; Web Based Instruction; Corporations; Criticism; Program Effectiveness; Organizational Effectiveness; Program Evaluation; Vendors; Educational Indicators; Federal Programs; Learning Problems; Teacher Effectiveness; Academic Persistence; School Holding Power; Surveys; Disabilities; Special Needs Students; Inclusion; Low Income Groups; School Effectiveness; Public Education; Outcomes of Education; Educational Testing; Educational Policy; Expenditures; Charter Schools; Teacher Attitudes

Abstract:
K12 Inc. enrolls more public school students than any other private education management organization in the U.S. Much has been written about K12 Inc. (referred to in this report simply as "K12") by financial analysts and investigative journalists because it is a large, publicly traded company and is the dominant player in the operation and expansion of full-time virtual schools. Using federal and state data, Gary Miron and Jessica Urschel provided a description of the students served by K12 and the public revenues received and spent by the company at the school level. Further, they presented evidence from a range of school performance measures and strives to understand and explain the overall weak performance of these virtual schools. The National Education Policy Center (NEPC) sent a copy to K12 Inc. and invited them to send the authors a response to their evaluation report. Although the authors did not receive a response, "K12 Inc. Public Affairs" did prepare a document that was posted on their website that had fourteen bullet points, currently available on the K12 Inc website at http://k12choice.com/images/stories/K12_Response_to_NEPC_1.pdf. In this paper, the authors provide a brief response to these points. The following concerns of K12 Inc. are answered in this report: (1) Objection to the report's use of the term "falling behind"; (2) Pointing to K12 Inc.'s data concerning results of a "Scantron Performance Series exam"; (3) Pointing out new initiatives undertaken by K12 Inc. to support struggling students; (4) Contesting spending evidence from the report; (5) Attempting to minimize the importance and strength of the CREDO study; (6) Concerning the weakness of AYP measures; (7) Defending the company's teachers; (8) Concerning student attrition; (9) Concerning the company's internal "customer satisfaction surveys"; (10) Concerning students with disabilities; and (11) Concerning inclusion and exclusion of the company's schools and concerning data on free- and reduced-price lunch. [For the main report, "Understanding and Improving Full-Time Virtual Schools: A Study of Student Characteristics, School Finance, and School Performance in Schools Operated by K12 Inc. [with Appendices]," see ED533960.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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