the condition of education in brief 2006

U.S. Department of Education NCES 2006-072 This page intentionally left blank. U.S. Department of Education NCES 2006-072 The Condition of Education 2006 in Brief June 2006 Editor Andrea Livingston MPR Associates, Inc. U.S. Department of Education Margaret Spellings Secretary Institute of Education Sciences Grover J. Whitehurst Director National Center for Education Statistics Mark Schneider Commissioner Suggested Citation Livingston, A. (2006). The Condition of Education 2006 in Brief (NCES 2006-072). U.S. Department of Ed- ucation. Washington, DC: National Center for Education Statistics. For additional information, contact Michael Planty: National Center for Education Statistics phone: 202-502-7312 e-mail: michael.planty@ed.gov. To order this pub li ca tion or the complete volume, write to U.S. Department of Education ED Pubs P.O. Box 1398 Jessup, MD 20794–1398 call toll free 1-877-4ED-PUBS; or order online at http://www.edpubs.org. The complete volume also appears on the NCES website: http://nces.ed.gov/programs/coe. The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfi lls a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and signifi cance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in other countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, com plete, and ac- curate indicators of ed u ca tion status and trends; and report timely, useful, and high-quality data to the U.S. De part ment of Education, the Congress, the states, other education policymakers, prac ti tio ners, data users, and the general public. Unless specifi cally noted, all information contained herein is in the public domain. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other U.S. Department of Education, National Center for Ed u ca tion Statistics, product or report, we would like to hear from you. Please direct your comments to National Center for Education Statistics Institute of Education Sciences U.S. Department of Education 1990 K Street NW Washington, DC 20006–5651 June 2006 The NCES World Wide Web Home Page is http://nces.ed.gov. The NCES World Wide Web Electronic Catalog is http://nces.ed.gov/pubsearch. What’s Inside This publication contains a sample of the 50 indicators in The Condition of Education 2006. To order the entire printed edition of The Condition free of charge, call ED PUBS (1-877-4ED-PUBS). The indicators in this publication are numbered sequentially, rather than according to their numbers in the complete edition. The Contents page offers a cross-reference between the two publications. Since 1870, the federal government has gathered data about students, teachers, schools, and education fund ing. As man- dated by Congress, the U.S. De part ment of Ed u ca tion’s National Center for Education Statistics (NCES) in the Institute of Education Sciences annually publishes a sta tis ti cal report on the status and progress of ed u ca tion in the United States. The Condition of Education in cludes data and analysis on a wide variety of issues. The 2006 edition contains a special analysis and The Condition indicators are divided into fi ve sections: • Participation in Education • Learner Outcomes • Student Effort and Educational Progress • Contexts of Elementary and Secondary Education • Contexts of Postsecondary Education The indicators in The Condition of Education use data from government and private sources. The complete publication includes a special analysis on the performance of U.S. students and adults relative to their peers in other countries. The publication also contains ad di tion al tables and notes related to each in di ca tor. The Condition of Education 2006 in Brief and the complete edition are available on the NCES website (http://nces.ed.gov). This page intentionally left blank. Contents Indicator 1 U.S. Performance on International Education Assessments (Table 10) 2 Indicator 2 Past and Projected Elementary and Secondary Public School Enrollments (Indicator 3) 3 Indicator 3 Trends in Private School Enrollments (Indicator 4) 4 Indicator 4 Racial/Ethnic Distribution of Public School Students (Indicator 5) 5 Indicator 5 Past and Projected Undergraduate Enrollments (Indicator 9) 6 Indicator 6 Reading Performance of Students in Grades 4 and 8 (Indicator 12) 7 Indicator 7 Mathematics Performance of Students in Grades 4 and 8 (Indicator 13) 8 Indicator 8 Science Performance of Students in Grades 4, 8, and 12 (Indicator 18) 9 Indicator 9 Trends in Adult Literacy (Indicator 19) 10 Indicator 10 Status Dropout Rates by Race/Ethnicity (Indicator 26) 11 Indicator 11 Public High School Graduation Rates by State (Indicator 28) 12 Indicator 12 Immediate Transition to College (Indicator 29) 13 Indicator 13 Educational Attainment (Indicator 31) 14 Indicator 14 Student/Teacher Ratios in Public Elementary and Secondary Schools (Indicator 35) 15 Indicator 15 Parental Choice of Schools (Indicator 36) 16 Indicator 16 School Violence and Safety (Indicator 39) 17 Indicator 17 Expenditures in Public Elementary and Secondary Schools by Expenditure Category (Indicator 42) 18 Indicator 18 Degrees and Fields of Study (Indicator 45) 19 Indicator 19 Federal Grants and Loans to Undergraduate Students (Indicator 50) 20 Special Analysis Participation in Education Learner Outcomes Student Effort and Educational Progress Contexts of Elementary and Secondary Education Contexts of Postsecondary Education Page 2 | The Condition of Education 2006 in Brief Indicator 1 U.S. Performance on International Education Assessments U.S. 4th-graders perform relatively well in reading literacy compared with their international peers, including those in highly industrialized countries. At 4th grade, U.S. students perform relatively well in mathematics and science, but may not be keeping pace with their international peers. They are showing improvement at 8th grade. However, when U.S. 15-year-olds are asked to apply what they have learned in mathematics and science, they show less ability than most of their peers in other highly industrialized countries. U.S. adults scored below four out of fi ve other countries in literacy and numeracy. Based on the results of recent international assessments, measures of students’ and adults’ skills and abilities in reading, mathematics, and science present a mixed picture. 1 Includes those countries with approved data appearing in reports. Total excludes the United States. SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Progress in International Reading Literacy Study (PIRLS), 2001; Trends in International Mathematics and Science Study (TIMSS), 2003; Statistics Canada and Organization for Economic Cooperation and Development (OECD), Adult Literacy and Lifeskills (ALL) Survey, 2003; OECD, Program for International Student Assessment (PISA), 2003, previously unpublished tabulation (October 2005). Special Analysis U.S. performance on international assessments of mathematics, science, and reading relative to other countries Number of countries with average score relative to the United States Number of Signifi cantly Not signifi cantly Signifi cantly Subject and grade or age countries 1 higher different lower Reading 4th-graders (2001) 34 3 8 23 15-year-olds (2000) 30 3 20 7 Mathematics 4th-graders (2003) 24 11 0 13 8th-graders (2003) 44 9 10 25 15-year-olds (2003) 38 23 4 11 Science 4th-graders (2003) 24 3 5 16 8th-graders (2003) 44 7 5 32 15-year-olds (2003) 38 18 9 11 Adult literacy Ages 16–65 (2003) 5 4 0 1 Adult numeracy Ages 16–65 (2003) 5 4 0 1 The Condition of Education 2006 in Brief | Page 3 Participation in Education Indicator 2 Past and Projected Elementary and Secondary Public School Enrollments Rising immigration since 1970 and the baby boom echo—a 25 percent increase in the number of annual births that began in the mid-1970s and peaked in 1990—boosted public school enrollment in grades pre- kindergarten (preK) through 12 from the latter part of the 1980s through the early 2000s. Public school enrollment is projected to reach an estimated 48.7 million in 2005 and to increase each year to an all-time high of 51.2 million in 2015. Enrollment in grades preK –8 is projected to decrease to 33.8 million in 2005 and then to increase to 36.4 million in 2015, while enrollment in grades 9–12 is projected to increase to 15.1 million in 2007 and then to decrease to 14.8 million in 2015. Public elementary and secondary enrollment is projected to increase to 51 million in 2015. SCHOOL ENROLLMENT: Public elementary and secondary school enrollment in prekindergarten through grade 12, by grade level, with projections: Various years, fall 1965–2015 0 20,000 10,000 30,000 40,000 50,000 60,000 Enrollment (in thousands) Projected Grades 9–12 Grades preK–8 Total Fall of year 20152010200520001995199019851980197519701965 48,560 33,925 14,634 NOTE: Includes kindergarten and most prekindergarten enroll- ment. Data for years 2001 and 2002 were revised and may differ from previously published fi gures. SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES). (forthcoming). Digest of Education Statistics, 2005 (NCES 2005-030), tables 37 and 40; Hussar, W. (forthcoming). Projections of Education Statistics to 2015 (NCES 2006-084), table 1; Snyder, T., and Hoffman, C.M. (1995). State Comparisons of Education Statistics: 1969–70 to 1993–94 (NCES 95-122), tables 10 and 11; and table ESE65, retrieved January 10, 2006, from http://nces.ed.gov/surveys/ AnnualReports/reports.asp?type=historicalTables. Data from U.S. Department of Education, NCES, The NCES Common Core of Data (CCD), “State Nonfi scal Survey of Public Elementary/ Secondary Education,” 1986–87 to 2003–04 and Statistics of Public Elementary and Secondary School Systems, various years, 1965–66 to 1985–86. Page 4 | The Condition of Education 2006 in Brief Indicator 3 Trends in Private School Enrollments Between 1989–90 and 2001–02, private school enrollment in kindergarten through grade 12 increased from 4.8 to 5.3 million students but declined to 5.1 million students in 2003–04. The distribution of students across types of private schools changed between 1989–90 and 2003–04. Though Roman Catholic schools continue to have the largest share of total private school enrollment, the percentage decreased from 55 to 46 percent due to the decline in the percentage of students enrolled in parochial schools. 1 However, there were increases in the percentage of students enrolled in Conservative Christian schools, from 11 to 15 percent, and in the percentage enrolled in nonsectarian private schools, from 13 to 18 percent. The number of private school students in kindergarten through grade 12 increased from 1989–90 through 2001–02 and then declined in 2003–04, while the percentage fl uctuated at around 10 percent. 1 Parochial schools are Catholic schools run by a parish, not by a diocese or independently. 2 Other religious schools have a religious orientation or purpose, but are not Roman Catholic. Conservative Christian schools are those with membership in at least one of four associations: Ac- celerated Christian Education, American Association of Christian Schools, Association of Christian Schools International, or Oral Roberts University Education Fellowship. Affi liated schools are those with membership in other religious school associations. Unaffi liated schools are those that have a religious orientation or purpose, but are not classifi ed as Conservative Christian or affi liated. 3 Nonsectarian schools do not have a religious orientation or purpose. NOTE: Detail may not sum to totals because of rounding. SOURCE: Broughman, S.P., and Swaim, N.L. (2006). Character- istics of Private Schools in the United States: Results From the 2003–2004 Private School Universe Survey (NCES 2006-319), table 7 and previously unpublished tabulation (September 2005). Data from U.S. Department of Education, National Center for Education Statistics, Private School Universe Survey (PSS), various years, 1989–90 through 2003–04. Participation in Education PRIVATE SCHOOL ENROLLMENT: Percentage distribution of private school students in kindergarten through grade 12, by school type: 1989–90 and 2003–04 0 20 40 60 80 100 Percent 1989–90 2003–04 Non- sectarian 3 Other religious 2 School type Roman Catholic UnaffiliatedAffiliatedConservative Christian TotalPrivateDiocesanParochialTotal 55 21 15 18 77 32 36 11 15 9 10 13 11 13 18 32 46 [...]... second half of this period than during the first half Each year, more bachelor’s degrees were awarded in business than in any other field Although there was a 24 percent increase in the number of bachelor’s degrees awarded in business, the rate of increase was slower than the rate for bachelor’s degrees overall Three of the next five largest fields in 2003–04 also experienced increases in the number of bachelor’s... Assessment of Educational Progress (NAEP) assessment included a 12th-grade component, but these data were not available at the time of this analysis The Condition of Education 2006 in Brief | Page 7 Indicator 7 Mathematics Performance of Students in Grades 4 and 8 Learner Outcomes The mathematics performance of 4th- and 8th-graders improved steadily from 1990 to 2005 For both grades, the average score in 2005... 1 The 2005 National Assessment of Educational Progress (NAEP) assessment included a 12th-grade component, but at the time of this analysis, these data were not available 325 300 294 299 Grade 121 NOTE: Beginning in 2003, the NAEP national sample was obtained by aggregating the samples from each state, rather than by obtaining an independently selected national sample As a consequence, the size of the. .. were 2 points higher in 2005 than in 1992 Reported on a scale of 0–500, the average score of 4th-graders increased from 217 in 1992 to 219 in 2005, while the average score of 8th-graders increased from 260 to 262 The percentage of 4th-graders at or above Proficient (indicating solid academic achievement) increased between 1992 and 2002 (from 29 to 31 percent) and has remained steady since then Thirty-one... credits are not included in any of the totals Loans as a percentage of federal aid is determined by dividing the amount of federal loans received (including zero loan amounts) by the amount of total federal aid received for each case Income for dependent students is based on parents’ annual income in the prior year Low-income students were defined as those with family incomes below the 25th percentile... (2005) The Nation’s Report Card: Mathematics 2005 (NCES 2006- 453), figure 1 Data from U.S Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1990–2005 Mathematics Assessments Page 8 | The Condition of Education 2006 in Brief 0 1990 1992 1996 2000 Year Accommodations not permitted2 Indicator 8 Learner Outcomes In 2005, the. .. projected to continue increasing through 2015, albeit at a slower rate These increases have been accompanied by changes in the proportion of students who are women Since 1978, the number of undergraduate women in degree-granting 2- and 4-year institutions has exceeded the number of undergraduate men Since 1970, women’s undergraduate enrollment has increased more than twice as fast as men’s From 2006 to 2015,... 22 percent in 1972 In comparison, the percentage of public school students who were White decreased from 78 to 57 percent The minority increase was largely due to the growth in the proportion of students who were Hispanic, from 6 percent in 1972 to 19 percent in 2004 The proportion of students who were Black or members of other minority groups increased less over this period than the proportion who... Beginning in 2002, the NAEP national sample was obtained by aggregating the samples from each state, rather than by obtaining an independently selected national sample As a consequence, the size of the national sample increased, and smaller differences between years or between types of students were found to be statistically significant than would have been detected in previous assessments 263 250 1 The. .. National Assessment of Educational Progress (NAEP), 1996, 2000, and 2005 Science Assessments The Condition of Education 2006 in Brief | Page 9 Indicator 9 Trends in Adult Literacy Learner Outcomes While the quantitative literacy of adults improved from 1992 to 2003, the prose and document literacy of adults was not measurably different between these two years The National Assessment of Adult Literacy . http://nces.ed.gov/pubsearch. What’s Inside This publication contains a sample of the 50 indicators in The Condition of Education 2006. To order the entire printed edition of The Condition free of charge, call ED. Department of Education NCES 2006- 072 This page intentionally left blank. U.S. Department of Education NCES 2006- 072 The Condition of Education 2006 in Brief June 2006 Editor Andrea Livingston MPR. 8 | The Condition of Education 2006 in Brief Indicator 7 Mathematics Performance of Students in Grades 4 and 8 The National Assessment of Educational Progress (NAEP) has assessed the mathematics