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Descriptors:
High Schools; Graduation Rate; Dropout Rate; Dropouts; High School Graduates; Student Characteristics; Educational Trends; Trend Analysis; Tables (Data); Educational Attainment; High School Students; High School Equivalency Programs; Enrollment; Low Income Groups; Ethnic Groups; Family Income

Abstract:
This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates in 2008, provides data about trends in dropout and completion rates over the last three and a half decades (1972-2008), and examines the characteristics of high school dropouts and high school completers in 2008. Four rates are presented to provide a broad picture of high school dropouts and completers in the United States, with the event dropout rate, the status dropout rate, the status completion rate, and the averaged freshman graduation rate each contributing unique information. Data presented in this report are drawn from the annual October Current Population Survey (CPS), the annual Common Core of Data (CCD) collections, and the annual General Education Development Testing Service (GEDTS) statistical reports. Appendices include: (1) Technical Notes; (2) Glossary; and (3) Standard Error Tables. (Contains 28 tables, 6 figures, and 28 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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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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Descriptors:
Dropouts; Evidence; High School Graduates; Graduation; High Schools; Graduation Rate; Social Indicators; Racial Differences; Gender Differences; Educational Trends; Trend Analysis; Income; African American Students; Hispanic American Students; Models; Salary Wage Differentials; Compensation (Remuneration); High School Equivalency Programs

Abstract:
I survey the evidence on patterns in U.S. high school graduation rates over the period 1970-2010 and report the results of new research conducted to fill in holes in the evidence. I begin by pointing out the strengths and limitations of existing data sources. I then describe six striking patterns in graduation rates. They include stagnation over the last three decades of the twentieth century, significant race-, income-, and gender-based gaps, and significant increases in graduation rates over the first decade of the twenty-first century, especially among blacks and Hispanics. I then describe the models economists use to explain the decisions of individuals to invest in schooling, and examine the extent to which the parameters of the models explain recent patterns in graduation rates. I find that increases in the nonmonetary costs of completing high school and the increasing availability of the GED credential help to explain stagnation in the face of substantial gaps between the wages of high school graduates and school dropouts. I point out that there are several hypotheses, but to date, very little evidence to explain the increases in high school graduation rates over the first decade of the twenty-first century. I conclude by reviewing the evidence on effective strategies to increase high school graduation rates, and explaining why the causal evidence is quite modest. 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:
Military Service; High Schools; Marital Status; Young Adults; Statistical Significance; Sampling; Longitudinal Studies; Labor Force; Males; Adults; Citizen Participation; High School Seniors; Females; Sample Size; Educational Attainment; Enrollment; Family Structure; Voting; Grouping (Instructional Purposes); Interviews; Dropouts; Trend Analysis; Questionnaires; College Bound Students; High School Graduates; Grade 12; Higher Education

Abstract:
This report describes patterns of continuity and change over time in four areas of the transition to adulthood among young adults as measured 2 years after their senior year of high school. The four areas are postsecondary enrollment, labor force roles, family formation, and civic engagement through voting or military service. The analysis population is spring-term high school seniors in 1972, 1980, 1992, and 2004. Analyses of these four cohorts of young adults represent their experiences in these four areas at four points in time 2 years after high school over a period of 32 years from 1974 to 2006. The data come from four separate studies: the National Longitudinal Study of the High School Class of 1972 (NLS:72), High School and Beyond (HS&B), the National Education Longitudinal Study of 1988 (NELS:88), and the Education Longitudinal Study of 2002 (ELS:2002). Each study was sponsored by the U.S. Department of Education's National Center for Education Statistics (NCES) to help fulfill a major purpose of NCES national educational longitudinal studies, which is to provide comparative data at different points in time that are germane to education policy and permit examination of patterns relative to education, career development, and societal roles. All differences discussed in the text of this report are statistically significant. For establishing statistical significance, t tests taking into account the effects of sampling error were performed, and the 0.05 level of significance was used as a criterion. Comparisons were tested across years for all seniors and by subgroup (e.g., males in 1974 versus males in 2006), within years across subgroups (e.g., females in 1974 versus males in 1974), and across subgroup gaps across years (e.g., female-male gap in 1974 versus the same gap in 2006). These analyses of trends in the measures of status as a young adult include the consideration of when the most change occurred with respect to three subperiods--1974 to 1982, 1982 to 1994, and 1994 to 2006--within this overall time period. Because even very small differences can be statistically significant with the large sample sizes involved in these analyses, not all statistically significant differences are discussed in the text. Appendix A--Technical Notes and Glossary provides more information about the statistical tests used, and Appendix B--Standard Error Tables provides the standard errors of the table estimates. Readers can use these two sources to calculate t statistics for independent sample comparisons. The next sections provide highlights of the report. In all instances, these results pertain to spring-term high school seniors 2 years later. Data reflect either (1) status at the time of the interview (e.g., current postsecondary enrollment); (2) data that are retrospective from the time of interview to the senior year interview (e.g., ever worked within the past 2 years); or (3) data anchored to a specific date (e.g., marital status as of the first week of February 1982). Readers are cautioned that while the findings compare different years, there is no available indication of what was happening in intervening years and whether these additional time points, were they available, would or would not support or qualify the trends presented in this report. In being nationally representative of the four cohorts of spring high school seniors since 1974, students who dropped out of school earlier than the spring of their senior year of high school and did not return by that time are not included. If they returned by the spring of their senior year of high school, they are included, even if they did not complete high school until the following fall or later. Appended are: (1) Technical Notes and Glossary; and (2) Standard Error Tables. (Contains 31 tables, 6 figures and 31 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:
Poverty; Low Income; Children; Low Income Groups; Family Income; Comparative Analysis; Educational Attainment; Graduation Rate; Educational Trends; Trend Analysis; Geographic Regions; College Attendance; High School Graduates; Educational Improvement

Abstract:
New data show that a larger percentage of children in SREB (Southern Regional Education Board) states continue to live in poverty than in other regions of the country: 26 percent in 2010. That's 7.1 million children and 44 percent of all children in poverty in the nation. The increase in children living in poverty in SREB states from 2005 to 2010 totaled 1.1 million--nearly equaling the entire increase in the rest of the country. Research on children from low-income families shows that, on average, they graduate from high school, continue to college and complete bachelor's degrees at much lower rates than children from more affluent families. Children from poverty-level families have even lower rates. As poverty levels grow, almost all SREB states face greater challenges in achieving the education improvement and college attainment goals that will ensure the region's continued social and economic vitality. [This paper updates the following report: "Fact Book on Higher Education: U.S. Regions and 50 States in Perspective" (ED528731).] 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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Descriptors:
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:
Expenditures; Higher Education; State Universities; Teacher Student Relationship; Family Income; Graduation Rate; Ethnic Groups; Comparative Education; Geographic Regions; Educational Trends; Trend Analysis; Educational Attainment; Enrollment Trends; College Attendance; Costs; Two Year Colleges; Definitions; Classification; Institutional Characteristics; College Graduates; Vocational Education; College Credits; Paying for College; Part Time Students; High School Graduates; Academic Persistence; College Freshmen; Employment; Unemployment

Abstract:
This 2011 edition of the "SREB (Southern Regional Education Board) Fact Book on Higher Education" is something new--bigger and better. As always, it continues a proud tradition begun in 1956 of presenting comparative data for colleges and universities in the SREB region in a national context. But this year--for the first time--it provides data for all 50 states and the District of Columbia, organized into geographical regions defined by the U.S. Census Bureau. Now more than ever, this larger, national format can help leaders both in education and government spot emerging trends, evaluate progress and make informed judgments about the impact of state and institutional policies. Inside readers will find detailed national, regional and state data on topics that they have come to expect, including: education attainment and demographics; economic indicators; elementary and secondary school enrollments; high school graduates; employment and unemployment; government revenues and expenditures; college-going rates, first-year college student persistence rates; enrollments by age, sex, racial/ethnic group and full-time or part-time attendance; undergraduate, graduate and professional-level enrollments; e-learning trends; graduation and progression rates and degrees granted; tuition and fees; financial aid to students; characteristics and salaries of faculty and administrators; funding for higher education; and college and university revenues and expenditures. The 2011 edition also adds important new measures on college completion and affordability. Readers will see valuable data on postsecondary career/technical education certificates and diplomas, college credits taken by high school students, time- and credits-to-degree for bachelor's and associate's degree graduates, and education attainment comparisons for younger and older components of the working-age population, in addition to the traditional report on adults ages 25 and over. New comparisons reveal the full cost of attendance and the "net price" of college for students by family income level, plus 100 percent of normal time graduation rates and student-to-faculty ratios. Appended are: (1) SREB-State Data Exchange Definitions of Institutional Categories and Listing of Public Universities, Four-Year and Two-Year Colleges, and Technical Institutes or Colleges; and (2) SREB-State Data Exchange Agendas. (Contains 105 tables and 42 endnotes.) [For an earlier edition, "Fact Book on Higher Education," see ED508022.] 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:
Evidence; Physical Environment; Immigration; Young Adults; Counties; Well Being; Geographic Regions; Physical Health; Mental Health; Employment; Civics; Local Issues; Youth; Job Skills; Geography; Socioeconomic Status; Race; Ethnicity; Immigrants; Health Promotion; Resource Allocation; At Risk Persons; Dropouts; High Schools; Educational Attainment; Higher Education

Abstract:
Will the Sacramento Capital Region prosper, thrive and ultimately grow into its full potential in coming years? To answer this question, the authors have to look carefully at the well-being of young people who now inhabit the Capital Region's nine counties. As go today's young people--tomorrow's workers, parents, neighbors and leaders--so goes the region. The interconnected prospects for the youth and the region have been examined by Healthy Youth/Healthy Regions (HY/HR), a two-year, multimethod study commissioned by Sierra Health Foundation with additional funding from The California Endowment and conducted by the UC Davis Center for Regional Change. The study reflects evidence that many different factors determine the youth's and the region's health and well-being, while focusing on five major, interrelated contributors: 1) education, 2) physical and mental health, 3) employment, 4) civic engagement, and 5) the built environment--the structures and surroundings created and modified by people. The authors explored the relationship between positive outcomes and regional dynamics, drawing on data from secondary sources and youth surveys, interviews with institutional leaders, young adults who left or considered leaving high school without graduating and their adult allies, and youth generated media documenting local conditions. This report synthesizes the research findings. Detailed HY/HR Working Papers, as well as maps and data on specific subjects addressed in this report, can be found at http://regionalchange.ucdavis. edu/projects/Healthy-Youth-Healthy-Regions. The overall findings of HY/HR can be briefly summarized by four key points: (1) The Capital Region cannot succeed unless its youth are successful in terms of health, education, job readiness and their preparation for the demands of family and civic life; (2) Today significant structural challenges undermine youth's progress in all these areas. Underscoring these challenges are disparities in resources and opportunities associated with geography, socioeconomic status, race, ethnicity, immigration status and other factors; (3) The challenges must be met through a unified approach that crosses sectors and systems on both a local and regional scale; and (4) Fostering healthy youth and a healthy region requires leadership from many people, including youth themselves, and unrealized community assets across all nine Capital Region counties. This report urges leaders and community members to think regionally about youth, stressing that the conventional demarcations frequently used to plan and allocate public resources fail to account for young people's highly mobile lives. In addition, this report highlights undertapped regional wealth that could be mobilized to foster youth and regional health, including the energy, insight and talents of young people themselves throughout the area. (Contains 12 figures and 18 endnotes.) [This study was conducted by the UC Davis Center for Regional Change.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Public Schools; Dropouts; High School Graduates; Graduation Rate; Enrollment; Dropout Rate; Grade 9; Grade 10; Grade 11; Grade 12; Asian American Students; White Students; African American Students; American Indian Students; Racial Differences; Gender Differences; High School Freshmen

Abstract:
This report presents the number of high school completers, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9-12 for public schools in school year 2009-10. State Education Agencies (SEAs) report annual counts of completers, dropouts, and enrollments to the National Center for Education Statistics' (NCES) Common Core of Data (CCD) nonfiscal survey of public elementary/secondary education as part of the Cooperative Education Statistics System established in section 157 of the Education Sciences Reform Act of 2002, part C and the U. S. Department of Education's ED"Facts" data collection system. Although tables 3 and 7 present data from eight sequential school years, the text presents only comparisons between the 2008-09 and 2009-10 school years. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2009-10 CCD Dropout and Completer provisional data files. 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. Data files and report tables include data for the 50 states, the District of Columbia, and 8 other jurisdictions. However, the findings discussed in this report focus on the reporting states and the District of Columbia. This First Look marks the first publication and the initial data release for 2009-10 CCD dropout and completer data. The data in this report are drawn from the 2009-10 CCD Dropout and Completer provisional data files. Data in these provisional data files have undergone an intensive review and editing process. Any additional revisions will be incorporated in the 2009-10 CCD Dropout and Completer data files to be released in subsequent provisional releases and the final release as warranted. Methodology and Technical Notes are appended. (Contains 8 tables and 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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