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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 Research; School Statistics; Politics of Education; Comparative Analysis; Elementary Schools; School Demography; Ethnicity; Race; American Indian Students; Asians; African American Students; Pacific Islanders; Hispanic American Students; Multiracial Persons; White Students; Figurative Language; Mathematical Concepts; Information Literacy; Information Skills

Abstract:
Current educational statistics have pitted subgroups against one another without consideration of the actual population sizes of each group. This paper is intended to provided a clearer understanding of the current usage of sub-group comparisons in American education. (Contains 4 figures.)

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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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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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Higher Education; Institutional Research; Data Collection; School Statistics; Standards; Benchmarking; Comparative Analysis; Foreign Countries

Abstract:
Efforts to develop common higher education data standards are expanding both within and across countries. The institutional research (IR) community plays a critical role in assuring that these efforts capture the diverse manifestations of the postsecondary and tertiary education systems and promote responsible comparisons. This chapter provides four narratives related to the development of comparative data systems in the United States, Australia, South Africa, and the European Union. These narratives reveal a range of issues related to the prospects of forming a global, empirically based view of higher education institution (HEI) operations. After presenting these narratives, the authors consider the themes that emerge and their implications for the development of global data standards. (Contains 1 table.) 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:
Program Effectiveness; Teacher Evaluation; Praxis; Academic Achievement; Program Evaluation; Teacher Education Programs; College Programs; Profiles; School Statistics; State Legislation; Statistical Analysis; Statistical Significance; Teacher Placement; Teacher Persistence

Abstract:
The Tennessee General Assembly passed legislation in 2007 requiring that the State Board of Education produce an assessment on the effectiveness of teacher training programs. The law requires that the report include data on the performance of each program's graduates in the following areas: placement and retention rates, Praxis II results, and teacher effect data based on the Tennessee Value-Added Assessment System (TVAAS) scores. The 2012 report card includes additional indicators for each program; more information on the changes and additions can be found in the following section. The "2012 Report Card on the Effectiveness of Teacher Training Programs" contains information designed to inform the public of the effectiveness of teacher training programs and to provide preparation programs with the opportunity to improve the quality of programs through the use of data as set forth in the Tennessee Code Annotated 48-5-108. The following changes have been put into effect for the 2012 report: (1) The report will include data collected through individual teacher performance assessments as collected through the Tennessee Educator Acceleration Model (TEAM) as well as the alternative teacher evaluation models; and (2) Teacher training programs will have the ability to develop additional individual reports tailored to the intricacies of their program in order to facilitate continuous improvement. A glossary of terms is included. Individual sections contain footnotes. [For the 2011 report, "Report Card on the Effectiveness of Teacher Training Programs," see ED530920.] 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:
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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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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Descriptors:
Elementary Secondary Education; Public Schools; Educational Quality; Administrative Organization; Resource Staff; Paraprofessional School Personnel; Teaching (Occupation); Staff Role; Personnel Selection; Incidence; Federal Legislation; School Statistics; Educational Finance; Context Effect; Academic Achievement; Teachers; Educational Change; Educational Legislation

Abstract:
This report analyzes changes in public school staffing over time by examining data from the annual editions of the Digest of Education Statistics, which is compiled by the U.S. Department of Education's National Center for Education Statistics. The report's main part analyzes changes in public school staffing over the past generation, the fiscal year (FY) 1992 to FY 2009. Particular attention is paid to changes in (a) overall public school staffing relative to changes in the number of public school students, and (b) changes in the number of teachers and non-teaching staff relative to the change in number of students. In reading this report, please keep two issues in mind: (1) Although dramatic increases in staffing in K-12 schools perhaps were warranted in 1950, does that necessarily imply public school staffing should increase forever? Are adding teachers and non-teaching staff at rates higher than increases in students a wise investment?; and (2) Is there an inherent trade-off between the number of public school staff and overall public school staff quality? When public schools hire more staff, does that require hiring less effective personnel and create more bureaucracy to burden classroom teachers? The rest of this report is organized as follows: The next two sections highlight the significant increases in public school staffing in the United States as a whole and the corresponding lack of increases in student achievement. Next, the report considers and--based on the historical data--rejects the claim the federal No Child Left Behind law is responsible for rises in public school staffing, especially among non-teaching personnel. Later sections contain the following: (1) To add context, the report compares public school staffing in the U.S. to countries in the Organisation for Economic Co-operation and Development; (2) A description--and rejection--of the argument that American public school students today are more disadvantaged than past American students; (3) An explanation of how increases in public school staffing could be harmful to student achievement; (4) Changes in staffing in the individual states and Washington, D.C., between 1992 and 2009; and (5) Thought experiments showing the significant opportunity costs that result from the rapid increase in public school employment. (Contains 7 figures, 9 tables and 34 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Physics; Academic Degrees; Departments; Enrollment; National Surveys; School Surveys; Educational Trends; Higher Education; School Statistics

Abstract:
Academic year 2010-11 produced 2 new all-time highs for physics bachelor's and physics PhDs conferred in the U.S. The 6,296 physics bachelor's degrees earned in the class of 2011 represent a 73% increase from a recent low in the class of 1999 twelve years earlier. The 1,688 PhDs in the class of 2011 is up 55% from a recent low 7 years earlier. This roster contains detailed data from the annual Survey of Enrollments and Degrees. The survey was conducted in the fall of the 2011-12 academic year and covers all degree-granting physics departments in the United States. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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