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Descriptors:
African American Students; Ethnicity; Race; Pacific Islanders; Hawaiians; American Indians; Alaska Natives; Outcomes of Education; Educational Experience; Educational Attainment; Asian Americans; Minority Groups; Student Behavior; Hispanic American Students; Enrollment; Enrollment Trends; White Students; Educational Trends; Comparative Analysis; Educational Status Comparison; Demography; Educational Indicators; Elementary Secondary Education; Preschool Education; Academic Persistence; Postsecondary Education; Family Characteristics; Academic Achievement; Mathematics Achievement; Reading Achievement; Advanced Courses; Advanced Placement; College Entrance Examinations; Special Needs Students; Student Financial Aid; Unemployment; After School Programs; Pregnancy; School Safety; Substance Abuse; Public Agencies

Abstract:
"Status and Trends in the Education of Racial and Ethnic Groups" examines the educational progress and challenges of students in the United States by race/ethnicity. This report shows that over time, the numbers of students of each race/ethnicity who have completed high school and continued their education in college have increased. Despite these gains, the rate of progress has varied, and differences persist among Whites, Blacks, Hispanics, Asians, Native Hawaiians or Other Pacific Islanders, American Indians/Alaska Natives and students of two or more races in their performance on key indicators of educational performance. The report begins with demographic information (chapter 1) and then is organized roughly according to the chronology of an individual's education, starting with indicators on preprimary, elementary, and secondary education (chapter 2), student achievement (chapter 3) and persistence in education (chapter 4), behaviors that can affect educational experience (chapter 5), participation in postsecondary education (chapter 6), and outcomes of education (chapter 7). Guide to Sources is appended. (Contains 65 tables, 52 figures and 33 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:
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:
Student Behavior; Outcomes of Education; Minority Groups; American Indians; Asian Americans; African Americans; Hispanic Americans; Enrollment; White Students; Pacific Islanders; Educational Trends; Educational Attainment; Alaska Natives; Educational Status Comparison; Demography; Educational Indicators; Elementary Secondary Education; Preschool Education; Academic Persistence; Postsecondary Education; Family Characteristics; Enrollment Trends; Mathematics Achievement; Advanced Placement Programs; Advanced Courses; College Entrance Examinations; Special Needs Students; Student Financial Aid; Income; Unemployment; Computers; Internet; After School Programs; Pregnancy; School Safety; Substance Abuse; Public Agencies

Abstract:
"Status and Trends in the Education of Racial and Ethnic Minorities" examines the educational progress and challenges that racial and ethnic minorities face in the United States. This report shows that over time larger numbers of minorities have completed high school and continued their education in college. Despite these gains, progress has varied, and differences persist among Hispanic, Black, American Indian/Alaska Native, Asian, Native Hawaiian or Other Pacific Islander, and White students on key indicators of educational performance. This report uses statistics to examine current conditions as well as changes in the education of racial and ethnic minority students in the United States. Minorities in general have made strides in educational achievement over the past few decades; however, some groups continue to lag behind others in certain areas. "Status and Trends in the Education of Racial and Ethnic Minorities" is part of a series of reports produced by the National Center for Education Statistics (NCES) that in the past have focused on specific racial/ethnic groups, including "Status and Trends in the Education of Blacks" (Hoffman and Llagas 2003), "Status and Trends in the Education of Hispanics" (Llagas 2003), and "Status and Trends in the Education of American Indians and Alaska Natives" (Freeman and Fox 2005). The report begins with demographic information (chapter 1) and then is organized roughly according to the chronology of an individual's education, starting with indicators on preprimary, elementary, and secondary education (chapter 2), student achievement (chapter 3) and persistence in education (chapter 4), behaviors that can affect educational experience (chapter 5), participation in postsecondary education (chapter 6), and outcomes of education (chapter 7). The following are appended: (1) Supplemental Tables; (2) Supplemental Notes; and (3) Guide to Sources. (Contains 66 tables and 52 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:
Graduate Students; Females; Enrollment Trends; Postsecondary Education; Student Financial Aid; Minority Groups; Undergraduate Students; Gender Differences; Trend Analysis; Race; Ethnic Groups; Statistical Data; Bachelors Degrees; Educational Attainment

Abstract:
This chapter focuses on indicators of postsecondary participation, looking at the characteristics of students who enroll in postsecondary education, students who receive financial aid, and students who receive different levels of postsecondary degrees. Between 1976 and 2004, minority enrollments increased as a percentage of undergraduate enrollments, from 17 to 32 percent. Since 1976, the percentage of female undergraduate enrollments has surpassed that of male undergraduate enrollments. In 2004, the enrollment gender gap was largest for Black undergraduates. Trends in graduate enrollments were similar to those for undergraduate enrollments, with the percentage of enrolled graduate students who were minorities increasing 14 percentage points from 1976 to 2004. As with undergraduate enrollments, female graduate enrollments surpassed male graduate enrollments during this period. Looking at the participation rates of 18- to 24-year-olds in colleges and universities, participation rates of Whites, Blacks, and Hispanics increased between 1980 and 2004 and Black, Hispanic, and White females had higher enrollment rates than their male counterparts in 2004. (Contains 7 tables, 5 figures and 2 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:
Educational Indicators; School Statistics; Academic Achievement; Student Participation; Elementary Secondary Education; Postsecondary Education; Educational Trends; Enrollment Trends; Educational Environment; Educational Research; Early Childhood Education; Adult Education; Public Schools; Student Characteristics; Socioeconomic Influences; School Choice; Institutional Characteristics; Teacher Characteristics; College Faculty

Abstract:
Efforts to monitor the progress of U.S. education and respond to its opportunities and challenges depend on reliable, accurate, and timely data. To provide such data, the National Center for Education Statistics (NCES) each year submits to Congress the mandated report, The Condition of Education. This year's report presents indicators of important developments and trends in American education. Recurrent themes underscored by the indicators include participation and persistence in education, student performance and other outcomes, the environment for learning, and resources for education. In addition, this year's volume contains a special analysis that presents key findings of several recent international assessments that examine the achievement of U.S. students in reading, mathematics, and science and the literacy of adults relative to the performance of their peers in other countries. This analysis is particularly timely given the concern for the competitiveness of the United States. This report is organized into the following 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 following are appended: (1) Supplemental Tables; (2) Supplemental Notes; and (3) Standard Error Tables. A glossary and bibliography is included. 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:
American Indians; Alaska Natives; Outcomes of Education; Higher Education; Educational Indicators; Academic Achievement; Educational Trends; Trend Analysis; Demography; Statistical Data; Educational Attainment

Abstract:
This report shows that over time more American Indian/Alaska Native students have completed high school and gone on to college and that their attainment expectations have substantially increased in the past 20 years. Despite these gains, progress has been uneven and differences persist between American Indian/Alaska Native and White students on key indicators of educational performance. This report is organized into the following four sections: (1) Demographic Overview; (2) Preprimary, Elementary, and Secondary Education; (3) Postsecondary Education; (4) and Outcomes of Education. The data in this reports draws on many different surveys, including from the National Center for Education Statistics. In addition to data from the National Center for Education Statistics, this report draws from federal agencies and other organizations. 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; Young Adults; Student Characteristics; Employment Level; Extracurricular Activities; Health Behavior; Academic Achievement; Educational Attainment; High School Students; Enrollment Trends

Abstract:
The National Center for Education Statistics (NCES) published the first edition of "Youth Indicators" in 1988, which contained statistics to describe the circumstances of young people's lives both in school and beyond the schoolhouse. This current report is the fifth edition in this series. "Youth Indicators" is a statistical compilation of data on the distribution of youth, their family structure, economic factors, school and extracurricular activities, health factors, and other elements that constitute the world of young people between the ages of 14 to 24. These data present a composite of the youth experience, highlighting connections between their lives inside and outside of school. Much of the data in this publication are central to long-term policy debates on education issues. Where possible, trend data are provided as a historical context for interpretation. This report presents a selection of indicators that provide a broad perspective on youth; it uses trend data that cut across disciplines and agency lines; and it provides information on both positive and negative aspects of the youth experience. These indicators are examined in five sections: (1) Demographics; (2) School-Related Characteristics; (3) Employment-Related Characteristics; (4) Activities Outside of School and Work; and (5) Health. Each indicator contains a table, figure, and brief descriptive text describing the types of comparisons one might reasonably make. A short glossary defines key technical terms. (Contains 52 tables and 51 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:
Classroom Techniques; Creative Activities; Grade 4; Intermediate Grades; Learning Activities; Lesson Plans; Monologs; State History; Student Educational Objectives; Student Research; Teacher Developed Materials; Writing Assignments

Abstract:
In this lesson, each fourth-grade student is asked to choose a famous person who was born in his/her state, research the person's contributions to history, write a monologue, and then perform the monologue using a costume and/or a prop. The lesson offers an overview; suggests lesson length and grade level; lists subjects and subtopics; cites dimensions of learning and intelligences being addressed; notes equipment and materials needed; lists teacher resources; and addresses National Standards for Arts Education and other standards. It also cites instructional objectives and strategies; provides a detailed, step-by-step instructional plan; and suggests assessment and extension activities. (NKA) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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