Suggested Citation:

Snyder, Thomas D. (2016). Mobile

Digest of Education Statistics, 2014

(NCES 2016-011). National Center for 

Education Statistics, U.S. Department of 

Education. Washington, DC.
Mobile

Digest of 

Education 

Statistics 

2014 

August 2016

Thomas D. Snyder 

National Center for 

Education Statistics

U.S. Department of Education

NCES 20 1 6 - 011
U.S. Department of Education 

John B. King, Jr., Secretary

Institute of Education Sciences 

Ruth Neild, Deputy Director for Policy and Research 

Delegated Duties of the Director

National Center for Education Statistics 

Peggy G. Carr, Acting Commissioner

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 fulfills 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 

significance of such statistics; assist state and local 

education agencies in improving their statistical systems; 

and review and report on education activities in foreign 

countries.

National Center for Education Statistics

Institute of Education Sciences

U.S. Department of Education

550 12th Street, SW

Washington, DC 20202

August 2016

The NCES Home Page address is http://nces.ed.gov.
iii

Contents

Page

Foreword..................................................................... v

Overview ................................................................... vi

The Structure of American Education.................. vii

Enrollment...............................................................................1

Elementary and Secondary Schools ........................... 2 

Public Schools .............................................................. 2 

Private Schools............................................................. 3 

Projections.................................................................... 4 

Prekindergarten and Kindergarten Enrollment.............. 5 

Enrollment Rates .......................................................... 6 

Enrollment by Race and Ethnicity ................................ 7 

Enrollment in Programs for Children With Disabilities . 8 

Degree-Granting Institutions......................................... 9 

College Enrollment....................................................... 9 

Enrollment by Level and Attendance.......................... 10

Enrollment Rates of 18- to 24-Year-Olds................... 11

Enrollment by Sex and Age ........................................ 12

Enrollment by Race and Ethnicity .............................. 13

Undergraduate Enrollment.......................................... 14

Postbaccalaureate Enrollment..................................... 15

Teachers, Faculty, and Staff ...............................17

Elementary and Secondary Schools ......................... 18

Number of Teachers.................................................... 18

Teachers’ Salaries....................................................... 20

Teacher Characteristics, Public Schools..................... 21

Teacher Characteristics, Private Schools.................... 22

Degree-Granting Institutions....................................... 23
iv

Page

College Staff............................................................... 23

Faculty Salaries for Males and Females...................... 24

Faculty Salaries at Public and Private Institutions...... 25

Educational Outcomes.................................................27

Reading Performance.................................................. 28

Mathematics Performance .......................................... 29

Science Performance................................................... 30

High School Coursetaking Patterns ............................ 31

Graduates.................................................................... 33

Dropouts..................................................................... 35

College Degrees.......................................................... 36

Educational Attainment .............................................. 39

Finance ..................................................................................41

Total Expenditures ..................................................... 42

Public Elementary and Secondary Schools ............ 44

Revenues..................................................................... 44

Expenditures............................................................... 46

Degree-Granting Institutions..................................... 47

Revenues for Public Institutions................................. 47

Revenues for Private Nonprofit Institutions................ 48

Revenues for Private For-Profit Institutions ............... 49

Expenditures of Public Institutions............................. 50

Expenditures of Private Nonprofit Institutions ........... 51

Expenditures of Private For-Profit Institutions........... 52

College Costs.............................................................. 53

Financial Aid for Students.......................................... 54

Federal Funding.......................................................... 56

Source Information............................................................. 58

NCES Website Tools............................................................ 65
v 

Foreword

Welcome to the second edition of the Mobile Digest of 

Education Statistics. This compact compilation of 

statistical information covers prekindergarten through 

graduate school to describe the current American 

education scene. The Mobile Digest is designed as an 

easy mobile reference for materials found in detail in the 

Digest of Education Statistics, 2014. 

The Digest includes selections of data from many 

government sources, especially those of the National 

Center for Education Statistics (NCES). The Digest

includes information on schools and colleges, 

enrollments, teachers, graduates, finances, and 

educational outcomes. Unless otherwise stated, all data 

are extracted from the Digest of Education Statistics, 

2014 (http://nces.ed.gov/programs/digest/). Unless 

indicated as a projection or estimate, all data presented 

in this report are actual. Information on statistical 

procedures, definitions, and survey sources appears in 

the introduction, and appendixes A and B of the Digest 

of Education Statistics, 2014.

For more information on education statistics, please 

go to http://nces.ed.gov. For further detail on the 

tools available through the NCES website, go to page 

65 of this publication. 
vi

Overview

In the fall of 2014, about 85.1 million people in the United 

States were either enrolled or employed in public and 

private schools and colleges (Digest of Education 

Statistics, 2014, table 105.10). Included in this total were 

75.2 million students enrolled in American schools and 

colleges.1 About 4.6 million people were employed as 

elementary and secondary school teachers or as college 

faculty, as measured in full-time equivalents (FTE). Other 

professional, administrative, and support staff of 

educational institutions totaled 5.3 million. In a nation 

with a population of about 319 million in 2014, more than 

1 out of every 4 people participated in the education

system (Digest of Education Statistics, 2014, table 

106.60).

 

1 Tables in this report on elementary and secondary schools do not include 

data on homeschooled children. In 2012, there were 1.8 million homeschooled children (Parent and Family Involvement in Education, From 

the National Household Education Surveys Program of 2012, NCES 

2013-028).
vii

The Structure of 

American Education

Figure 1 shows the structure of education in the United 

States: the three levels of education—elementary, 

secondary, and postsecondary—and the approximate age 

range of people at the elementary and secondary levels. 

Students ordinarily spend 6 to 8 years in the elementary 

grades, which may be preceded by 1 to 3 years in early 

childhood education programs and kindergarten. The 

elementary program is frequently followed by a middle 

school or junior high school program, which generally 

lasts 2 or 3 years. Students then may finish their 

compulsory schooling at the secondary or high school 

level, which may last 3 to 6 years depending on the 

structure within their school district. Students normally 

complete the entire program through grade 12 by age 18.

High school completers who decide to continue their 

education may enter a career or technical institution, a 

2-year college, a 4-year college, or a university. A 2-year 

college normally offers the first 2 years of a standard 

4-year college curriculum and a selection of career and 

technical programs.

Academic courses completed at a 2-year college are 

usually transferable for credit at a 4-year college or 

university. A career or technical education institution 

offers postsecondary technical training leading to a 

specific career.
viii

The term “degree-granting institutions” used in this report 

refers to colleges and universities that offer associate’s or 

higher degrees and whose students are eligible to 

participate in Title IV federal financial aid programs.

An associate’s degree requires the equivalent of at least 

2 years of full-time college-level work; a bachelor’s 

degree normally can be earned in 4 years. At least 1 year 

beyond the bachelor’s is necessary for a master’s degree, 

while a doctor’s degree usually requires a minimum of 

3 or 4 years beyond the bachelor’s.

Professional schools differ widely in admissions 

requirements and in program length. Medical students, for 

example, generally complete a 4-year program of 

premedical studies at a college or university before they 

can enter the 4-year program at a medical school. Law 

programs normally require 3 years of coursework beyond 

the bachelor’s degree level.

Other types of educational opportunities for adults are 

offered by community organizations, libraries, religious 

institutions, and businesses.
ix

Figure 1. The structure of education in the United 

States

NOTE: Figure is not intended to show relative number of institutions 

nor relative size of enrollment for the different levels of education. 

Figure reflects typical patterns of progression rather than all possible 

variations. Adult education programs, while not separately 

delineated above, may provide instruction at the adult basic, adult 

secondary, or postsecondary education levels. 
1 

Enrollment
2 

Elementary and Secondary Schools 

Public Schools 

Overall, public school enrollment increased 27 percent between 

1985 and 2014. Elementary (prekindergarten through grade 8) 

enrollment rose from 27.0 million in fall 1985 to a projected 

35.2 million in fall 2014, an increase of 30 percent. In the 

secondary grades (9 through 12), the net result of changes in 

enrollment over the same period was a 20 percent increase. 

Table 1. Enrollment in public elementary and 

secondary schools: Selected years, fall 

1985 through fall 2014 

[In thousands]

Year Total

Elementary 

(prekindergarten 

through grade 8)

Secondary 

(grades 9 

through 12)

1985 39,422 27,034 12,388

1990 41,217 29,876 11,341

1995 44,840 32,338 12,502 

2000 47,204 33,686 13,517 

2005 49,113 34,204 14,909

2008 49,266 34,286 14,980

2009 49,361 34,409 14,952

2010 49,484 34,625 14,860

2011 49,522 34,773 14,749

2012 49,771 35,018 14,753

20131 49,942 35,188 14,754

20141 49,986 35,159 14,826

1 Projected.

NOTE: Detail may not sum to totals because of rounding. Some data 

have been revised from previously published figures.
3 

Private Schools 

Overall, private school enrollment was 10 percent lower in 2014 

than in 1985. Total private school enrollment at the 

elementary and secondary levels was projected at 5.0 

million in fall 2014, amounting to about 9 percent of all 

elementary and secondary students (tables 1 and 2). 

Table 2. Enrollment in private elementary and 

secondary schools: Selected years, fall 

1985 through fall 2014 

[In thousands]

Year Total

Elementary 

(prekindergarten 

through grade 8)

Secondary 

(grades 9 

through 12)

1985 5,557 4,195 1,362

19901 5,648 4,512 1,136 

1995 5,918 4,756 1,163

20001 6,169 4,906 1,264

2005 6,073 4,724 1,349

2007 5,910 4,546 1,364

20081 5,707 4,365 1,342

2009 5,488 4,179 1,309

20101 5,382 4,084 1,299

2011 5,268 3,977 1,291

20122 5,181 3,906 1,275

20132 5,094 3,858 1,236 

20142 4,979 3,779 1,200

1 Estimated.

2 Projected.

NOTE: Detail may not sum to totals because of rounding. Some data 

have been revised from previously published figures.
4 

Projections 

Fall 2014 enrollment marked a new record for total public 

school enrollment, according to projections. Public 

elementary enrollments are expected to continue 

increasing, with an overall increase of 7 percent between 

2014 and 2024. Secondary enrollment is expected to 

increase 4 percent between 2014 and 2024. 

Table 3. Projected enrollment in public elementary 

and secondary schools: Fall 2014 to fall 2024 

[In thousands]

Year Total

Elementary 

(prekindergarten 

through grade 8)

Secondary 

(grades 9 

through 12)

2014 49,986 35,159 14,826

2015 50,094 35,182 14,912

2016 50,229 35,282 14,947

2017 50,584 35,595 14,989

2018 50,871 35,856 15,015

2019 51,183 36,125 15,058

2020 51,547 36,366 15,182

2021 51,910 36,587 15,324

2022 52,260 36,839 15,421

2023 52,601 37,223 15,378

2024 52,920 37,615 15,304

NOTE: Detail may not sum to totals because of rounding.
5 

Prekindergarten and Kindergarten Enrollment 

In 2013, about 65 percent of 3- to 5-year-olds were 

enrolled in prekindergarten or kindergarten programs. 

About 60 percent of these children in prekindergarten and 

kindergarten programs attended a full-day program, up 

from 53 percent in 2000.

Table 4. Enrollment of 3- to 5-year-olds in 

prekindergarten and kindergarten programs, 

by control, level of school, and attendance 

status: Selected years, October 1990 through 

October 2013 

[Numbers in thousands]

Control, level of school, 

and attendance status 1990 2000 2010 2013 

Total 6,659 7,592 8,246 7,878

Percent enrolled 59.4 64.0 63.7 64.8 

Control

 Public 3,971 4,847 5,829 5,448

 Private 2,688 2,745 2,417 2,430

Level of school

 Prekindergarten 3,379 4,326 4,797 4,625

 Kindergarten 3,280 3,266 3,449 3,254

Attendance status

 Full-day 2,577 4,008 4,813 4,753

 Part-day 4,082 3,584 3,432 3,125 

 Percent full-day 38.7 52.8 58.4 60.3 

NOTE: Starting in 1994, prekindergarten and kindergarten enrollment data 

were collected using new procedures and may not be comparable to 

figures for earlier years. This revision primarily affected rates for 3- and 4- 

year-olds. Detail may not sum to totals because of rounding.
6 

Enrollment Rates 

School enrollment rates were higher for 3- and 4-year-olds 

in 2013 (55 percent) than in 2000 (52 percent), but rates 

for 5- and 6-year-olds decreased from 96 percent to 

94 percent. There was no measurable change in the 

enrollment rates of 7- to 13-year-olds and 14- to 17-yearolds between 2000 and 2013. 

Table 5. Percentage of 3- to 17-year-olds enrolled in 

school: Selected years, October 1990 

through October 2013

Year

3 and 4 

years

5 and 6 

years

7 to 13 

years

14 to 17 

years

1990 44.4 96.5 99.6 95.8

2000 52.1 95.6 98.2 95.7 

2001 52.4 95.3 98.3 95.8

2002 56.3 95.5 98.3 96.4

2003 55.1 94.5 98.3 96.2

2004 54.0 95.4 98.4 96.5

2005 53.6 95.4 98.6 96.5

2006 55.7 94.6 98.3 96.4

2007 54.5 94.7 98.4 96.4

2008 52.8 93.8 98.7 96.8

2009 52.4 94.1 98.2 96.3

2010 53.2 94.5 98.0 97.1

2011 52.4 95.1 98.3 97.1

2012 53.5 93.2 98.0 97.0

2013 54.9 93.8 98.1 96.1

NOTE: Starting in 1994, prekindergarten and kindergarten enrollment data 

were collected using new procedures and may not be comparable to 

figures for earlier years. This revision primarily affected rates for 3- and 4-

year-olds. Includes enrollment in any school or college.
7 

Enrollment by Race and Ethnicity 

The percentage of students in public elementary and 

secondary schools who were White decreased from 67 to 

51 percent between 1992 and 2012. The percentage of 

students who were Hispanic rose from 12 percent to 

24 percent, and the percentage of students who were 

Asian/Pacific Islander rose from 3 to 5 percent. The 

percentage of students who were Black rose from 16 to 

17 percent between 1992 and 2002, and then decreased 

to 16 percent in 2012. 

Table 6. Racial/ethnic percentage distribution of 

students in public elementary and secondary 

schools: Fall 1992, 2002, and 2012

Race/ethnicity of student 19921 2002 2012 

Total 100.0 100.0 100.0

White 66.7 59.4 51.0 

Black 16.5 17.2 15.7 

Hispanic 12.3 17.8 24.3

Asian/Pacific Islander 3.5 4.3 5.1

American Indian/Alaska Native 1.0 1.2 1.1 

Two or more races — — 2.8 

— Not available.

1 Digest of Education Statistics, 2004. 

NOTE: Race categories exclude persons of Hispanic origin. Detail may not 

sum to totals because of rounding.
8 

Enrollment in Programs for Children With Disabilities

The percentage of students (3 to 21 years old) served by 

federally supported special education programs rose from 

8 percent to 14 percent between 1976–77 and 2004–05, 

and then decreased to 13 percent in 2012–13. Between 

2004–05 and 2012–13, the percentage of students 

identified as having autism increased from 0.4 percent to 

1.0 percent of enrollment; and the percentage of those with 

specific learning disabilities decreased from 5.7 percent to 

4.6 percent of enrollment (see Digest of Education 

Statistics, 2014, table 204.30). 

Table 7. Number and percentage of 3- to 21-year-olds 

served in programs for children with 

disabilities: Selected years, 1976–77 through 

2012–13 

Year

Number of 

students with 

disabilities, in 

thousands

Students with 

disabilities 

as a percent 

of public 

enrollment1

Students with 

specific 

learning 

disabilities 

as a percent 

of public 

enrollment1

1976–77 3,694 8.3 1.8

1980–81 4,144 10.1 3.6

1990–91 4,710 11.4 5.2

2000–01 6,296 13.3 6.1

2004–05 6,720 13.8 5.7

2012–13 6,429 12.9 4.6 

1 Based on the enrollment in public elementary and secondary schools 

(prekindergarten through 12th grade).
9 

Degree-Granting Institutions

College Enrollment 

Enrollment in 2-year and 4-year colleges rose 37 percent 

from 15.3 million in fall 2000 to 21.0 million in fall 2010, 

and then decreased 3 percent to 20.4 million in fall 2013. 

In fall 2013, 8.9 million students were males and 11.5 

million were females. 

Table 8. Fall enrollment in degree-granting 

postsecondary institutions, by sex, 

attendance status, and control of institution: 

Fall 1990, 2000, 2010, and 2013 

[In thousands]

Sex, attendance status, 

and control of institution 1990 2000 2010 2013 

Total 13,819 15,312 21,019 20,376

Males 6,284 6,722 9,046 8,861

 Full-time 3,808 4,111 5,838 5,682

 Part-time 2,476 2,611 3,207 3,179

Females 7,535 8,591 11,974 11,515

 Full-time 4,013 4,899 7,249 6,915

 Part-time 3,521 3,692 4,725 4,600

Public 10,845 11,753 15,142 14,746

 Males 4,875 5,132 6,679 6,569

 Females 5,970 6,620 8,463 8,177

Private 2,974 3,560 5,877 5,630

 Males 1,409 1,589 2,367 2,292

 Females 1,565 1,970 3,510 3,338

NOTE: Detail may not sum to totals because of rounding. 
10

Enrollment by Level and Attendance

Enrollment at public institutions increased 29 percent from 

2000 to 2010, but then decreased 3 percent between 2010 

and 2013. Enrollment at private for-profit institutions 

grew by 349 percent from 2000 to 2010, and then 

decreased 18 percent between 2010 and 2013. Enrollment 

at private nonprofit institutions increased 24 percent from 

2000 to 2010, and by another 3 percent between 2010 and

2013. 

Table 9. Fall enrollment in degree-granting 

postsecondary institutions, by control and 

level of institution: Fall 1990, 2000, 2010, and 

2013 

[In thousands]

Control and level of institution 1990 2000 2010 2013 

Total 13,819 15,312 21,019 20,376

4-year 8,579 9,364 13,336 13,407

2-year 5,240 5,948 7,684 6,969

Public 10,845 11,753 15,142 14,746

 4-year 5,848 6,055 7,924 8,120

 2-year 4,996 5,697 7,218 6,625

Private 2,974 3,560 5,877 5,630

 Private, nonprofit 2,760 3,109 3,854 3,974

 4-year 2,671 3,051 3,822 3,942 

 2-year 89 59 33 32 

 Private, for-profit 214 450 2,023 1,656

 4-year 59 258 1,590 1,345

 2-year 154 192 433 311

NOTE: Detail may not sum to totals because of rounding.
11

Enrollment Rates of 18- to 24-Year-Olds 

The percentage of 18- and 19-year-olds enrolled in high 

school or postsecondary education in 2013 (67 percent) 

was higher than in 2000 (61 percent). Also, the enrollment 

rates of 20- and 21-year-olds were higher in 2013 (53 

percent) than in 2000 (44 percent). Similarly, enrollment 

rates for 22- to 24-year-olds were higher in 2013 (30 

percent) than in 2000 (25 percent). 

Table 10. Percentage of 18- to 24-year-olds enrolled 

in high school or postsecondary education: 

Selected years, October 1985 through 

October 2013 

Year

18- and 19- 

year-olds

 20- and 21-

year-olds

22- to 24- 

year-olds

1985 51.6 35.3 16.9

1990 57.2 39.7 21.0

1995 59.4 44.9 23.2

2000 61.2 44.1 24.6

2003 64.5 48.3 27.8

2004 64.4 48.9 26.3

2005 67.6 48.7 27.3

2006 65.5 47.5 26.7

2007 66.8 48.4 27.3

2008 66.0 50.1 28.2

2009 68.9 51.7 30.4

2010 69.2 52.4 28.9

2011 71.1 52.7 31.1

2012 69.0 54.0 30.7

2013 67.1 52.8 29.7
12

Enrollment by Sex and Age

Between 2000 and 2013, the enrollment of people under 

age 25 grew 35 percent and enrollment of people age 

25 and older increased 30 percent. Enrollment of females 

under age 25 grew by 35 percent, and enrollment of 

females age 25 and older grew by 33 percent. Enrollment 

of males under age 25 grew by 36 percent, and enrollment 

of males age 25 and older grew by 25 percent.

Table 11. Fall enrollment in degree-granting 

postsecondary institutions, by sex and age: 

1990, 2000, and 2013 

[In thousands]

Sex and age 1990 2000 2013 

Total 13,819 15,312 20,376

19 years and younger 2,930 3,389 3,980

20 and 21 years old 2,593 3,005 4,248 

22 to 24 years old 2,202 2,600 3,949

25 years and older 6,094 6,319 8,199

Males, total 6,284 6,722 8,861

 19 years and younger 1,364 1,522 1,812

 20 and 21 years old 1,259 1,411 1,956

 22 to 24 years old 1,129 1,222 1,879

 25 years and older 2,532 2,566 3,214

Females, total 7,535 8,591 11,515

 19 years and younger 1,566 1,867 2,168

 20 and 21 years old 1,334 1,593 2,293

 22 to 24 years old 1,073 1,378 2,070

 25 years and older 3,562 3,753 4,985

NOTE: Detail may not sum to totals because of rounding. Some data 

have been revised from previously published figures. 
13

Enrollment by Race and Ethnicity 

The percentage of American college students 

(undergraduate and postbaccalaureate) who are White has 

been decreasing, while the percentages of students who 

are Black or Hispanic have been increasing. In 2013, 

59 percent of college students were White, compared with 

71 percent in 2000. Between 2000 and 2013, the 

percentage of students who were Black rose from 12 to 

15 percent and the percentage who were Hispanic rose 

from 10 percent to 16 percent. About 3 percent of students 

were of Two or more races in 2013. 

Table 12. Percentage of fall enrollment in degreegranting postsecondary institutions, by 

race and ethnicity: 1990, 2000, 2010, and 

2013 

Race/ethnicity 1990 2000 2010 2013 

Total 100.0 100.0 100.0 100.0

White 79.9 70.8 62.6 59.3

Black 9.3 11.7 15.0 14.7 

Hispanic 5.8 9.9 13.5 15.8 

Asian/Pacific Islander 4.3 6.6 6.3 6.4 

 Asian — — 6.0 6.1 

 Pacific Islander — — 0.3 0.3

American Indian/Alaska 

Native 0.8 1.0 1.0 0.8 

Two or more races — — 1.6 2.9 

— Not available.

NOTE: Race categories exclude persons of Hispanic ethnicity. Detail may 

not sum to totals because of rounding.
14

Undergraduate Enrollment 

Undergraduate enrollment increased 37 percent between 2000 

and 2010, before decreasing 3 percent between 2010 and 2013. 

Full-time undergraduate enrollment rose by 45 percent and 

part-time rose by 27 percent between 2000 and 2010. From 

2010 to 2013, full-time enrollment decreased 5 percent. Parttime enrollment was 1 percent lower in 2013 than in 2010. The 

number of females rose by a higher percentage between 2000

and 2010 (39 percent) than the number of males (36 percent). 

In contrast, male enrollment was 2 percent lower in 2013 than 

2010 and female enrollment was 4 percent lower. 

Table 13. Fall undergraduate enrollment in degreegranting postsecondary institutions, by 

sex and attendance status: Selected 

years, 1990 through 2013 

[In thousands]

Year Total Males Females Full-time Part-time

1990 11,959 5,380 6,579 6,976 4,983

1995 12,232 5,401 6,831 7,145 5,086

2000 13,155 5,778 7,377 7,923 5,232

2005 14,964 6,409 8,555 9,446 5,518

2007 15,604 6,728 8,876 9,841 5,763

2008 16,366 7,067 9,299 10,255 6,111

2009 17,464 7,563 9,901 11,038 6,426 

2010 18,082 7,836 10,246 11,457 6,625 

2011 18,077 7,823 10,254 11,365 6,712

2012 17,732 7,714 10,019 11,098 6,635

2013 17,475 7,660 9,815 10,938 6,536

NOTE: Detail may not sum to totals because of rounding. Some data 

have been revised from previously published figures.
15

Postbaccalaureate Enrollment 

Postbaccalaureate enrollment increased 36 percent between 

2000 and 2010, before decreasing 1 percent between 2010 and 

2013. Full-time enrollment rose by 50 percent between 2000 

and 2010, and part-time enrollment rose by 22 percent. In 

2013, full-time enrollment was 2 percent higher than in 2010, 

but part-time enrollment was 5 percent lower. The number of 

females enrolled rose by a higher percentage between 2000 and 

2010 (42 percent) than the number of males (28 percent). In 

2013, male enrollment was 1 percent lower than in 2010, and 

female enrollment was 2 percent lower than in 2010.

Table 14. Fall postbaccalaureate enrollment in 

postsecondary degree-granting 

institutions, by sex and attendance 

status: Selected years, 1990 through 2013 

[In thousands]

Year Total Males Females Full-time Part-time

1990 1,860 904 955 845 1,015

1995 2,030 941 1,089 984 1,047

2000 2,157 944 1,213 1,087 1,070

2005 2,524 1,047 1,476 1,351 1,173

2007 2,644 1,088 1,556 1,429 1,215

2008 2,737 1,122 1,615 1,493 1,244

2009 2,849 1,170 1,680 1,567 1,282 

2010 2,937 1,209 1,728 1,630 1,307

2011 2,933 1,211 1,722 1,637 1,296

2012 2,910 1,205 1,705 1,639 1,271

2013 2,901 1,201 1,700 1,659 1,242

NOTE: Detail may not sum to totals because of rounding. Some data 

have been revised from previously published figures.
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17

Teachers, Faculty, and Staff
18

Elementary and Secondary Schools

Number of Teachers 

Some 3.5 million elementary and secondary school 

teachers were engaged in classroom instruction in the fall 

of 2012, with about 3.1 million teachers in public schools 

and 0.4 million in private schools. 

The number of public elementary and secondary school 

teachers rose by 2 percent between 2002 and 2012. The 

number of public school teachers increased by a slightly 

lower percentage than the number of students during that 

period (3 percent). Although the number of teachers in 

2012 was higher than in 2002, the number of teachers in 

2012 (3.1 million) was slightly lower than the number in 

2008 (3.2 million). 

In the fall of 2012 the pupil/teacher ratio for public 

schools was 16.0, compared to 15.9 in 2002. The 

pupil/teacher ratio in private schools was 12.5 pupils per 

teacher in 2012, compared to 14.1 in 2002.
19

Table 15. Teachers and pupil/teacher ratios in 

public and private elementary and 

secondary schools: Selected years, fall 

1990 through fall 2012 

[In full-time equivalents]

Year Total Public Private

Teachers, in thousands

1990 2,759 2,398 361

2000 3,366 2,941 424 1

2002 3,476 3,034 442 

2005 3,593 3,143 450 1

2008 3,670 3,222 448 1

2009 3,647 3,210 437

2010 3,529 3,099 429 1

2011 3,524 3,103 421

2012 3,523 3,109 414 1

Pupil/teacher ratio

1990 17.0 17.2 15.6 1

2000 15.9 16.0 14.5 1

2002 15.7 15.9 14.1 

2005 15.4 15.6 13.5

2008 15.0 15.3 12.8 1

2009 15.0 15.4 12.5

2010 15.5 16.0 12.5 1

2011 15.5 16.0 12.5

2012 15.6 16.0 12.5 1

1 Estimated.

NOTE: Full-time-equivalent teachers are the sum of full-time teachers, plus 

the number of part-time teachers expressed as the fraction of their 

scheduled hours compared to the normal full-time teacher scheduled 

hours. Detail may not sum to totals because of rounding. Some data 

have been revised from previously published figures. 
20

Teachers’ Salaries 

After adjustment for inflation, teachers’ base salaries were 

2 percent lower in 2011–12 than they were in 2003–04. 

There was no measurable difference between 1990–91 and 

2011–12 in the average salary for all teachers, but the 

average salary for teachers with a bachelor’s or master’s 

degree was lower in 2011–12 than in 1990–91. 

Table 16. Average annual base salary for public 

school teachers, by highest degree earned 

and years of experience: Selected years, 

1990–91 through 2011–12 

[In constant 2013–14 dollars]1

Year and 

selected fulltime teaching 

experience

All 

teachers

Bachelor’s 

degree

Master’s 

degree

1990–91 $54,970 $48,670 $61,330 

1999–2000 55,370 49,000 62,050 

2003–04 56,010 49,490 62,420 

2007–08 55,080 48,440 60,830

2011–122 54,790 47,850 59,710 

 1 year or less 41,850 39,750 46,720

 6 to 9 years 49,870 44,860 53,080

 10 to 14 years 56,640 50,200 60,150

 15 to 19 years 60,790 52,960 64,490

 20 to 24 years 62,910 55,870 67,460

 25 to 29 years 65,850 58,740 69,750

1 Constant 2013–14 dollars based on the Consumer Price Index, prepared 

by the Bureau of Labor Statistics, U.S. Department of Labor. 

2 Includes other full-time experience levels not separately shown. 
21

Teacher Characteristics, Public Schools 

The teaching force in public elementary and secondary 

schools in 2011–12 was 76 percent female. Some 

58 percent of teachers had at least 10 years of full-time 

teaching experience, and 56 percent of teachers held a

master’s or higher degree.

Table 17. Characteristics of full-time and part-time 

teachers in public elementary and 

secondary schools: 2011–12

Selected characteristic

Number, in 

thousands Percent

Total 3,385 100.0

Sex

Male 802 23.7

Female 2,584 76.3

Race/ethnicity

White 2,773 81.9

Black 231 6.8

Hispanic 264 7.8 

Other racial/ethnic groups 117 3.5

Full-time teaching experience

Less than 3 years 305 9.0

3 to 9 years 1,128 33.3 

10 to 20 years 1,232 36.4

More than 20 years 720 21.3

Highest degree

Less than bachelor’s 128 3.8

Bachelor’s 1,350 39.9

Master’s or above 1,907 56.3

NOTE: Excludes prekindergarten teachers. Race categories exclude persons 

of Hispanic ethnicity. Detail may not sum to totals because of rounding.
22

Teacher Characteristics, Private Schools

The teaching force in private elementary and secondary 

schools in 2011–12 was 75 percent female. Some 

49 percent of teachers had at least 10 years of full-time 

teaching experience, and 43 percent of all teachers held 

a master’s or higher degree.

Table 18. Characteristics of full-time and part-time 

teachers in private elementary and 

secondary schools: 2011–12

Selected characteristic

Number, in 

thousands Percent

Total 465 100.0

Sex

Male 117 25.2 

Female 348 74.8 

Race/ethnicity

White 411 88.3

Black 17 3.6

Hispanic 24 5.2 

Other racial/ethnic groups 13 2.8

Experience

Less than 3 years 91 19.5

3 to 9 years 145 31.3 

10 to 20 years 129 27.7 

More than 20 years 100 21.4

Highest degree

Less than bachelor’s 39 8.4 

Bachelor’s 225 48.5

Master’s or above 200 43.1

NOTE: Excludes prekindergarten teachers. Race categories exclude persons 

of Hispanic ethnicity. Detail may not sum to totals because of rounding.
23

Degree-Granting Institutions

College Staff

About 3.9 million people were employed in 

colleges and universities in the fall of 2013, including 

1.5 million faculty, 0.4 million graduate assistants, and 

2.0 million other staff. About 64 percent of the staff 

worked full time and 36 percent worked part time. About 

2.1 million, or 54 percent, of all staff were female (see 

Digest of Education Statistics, 2014, table 314.30). 

Table 19. Employees in degree-granting institutions, 

by control of institution, primary occupation, 

and level of institution: Fall 2013 

[In thousands] 

Primary occupation 

and level of institution Total Public

Private, 

nonprofit

Private, 

for-profit

Total 3,896 2,527 1,157 212

Faculty 1,544 968 449 128 

Full-time 791 512 253 26

Part-time 753 455 195 102

Graduate assistants 360 284 76 # 

Other staff 1,993 1,276 633 84 

4-year 3,203 1,885 1,151 168

Full-time, total staff 2,145 1,272 799 74

Part-time, total staff 1,059 612 352 94

2-year 693 643 6 44

Full-time, total staff 331 300 4 28

Part-time, total staff 362 343 2 16 

#Rounds to zero.

NOTE: Detail may not sum to totals because of rounding.
24

Faculty Salaries for Males and Females

The average salary for faculty on 9-month contracts was 

$78,625 in 2013–14. The average faculty salary was 

1 percent higher in 2013–14 than in 1999–2000, after 

adjustment for inflation.

Table 20. Average salary of full-time instructional 

faculty on 9-month contracts in degreegranting postsecondary institutions, by sex: 

Selected years, 1990–91 through 2013–14 

[In constant 2013–14 dollars]1

Year Total Males Females

1990–91 $73,982 $79,070 $62,955

1995–96 74,991 80,321 65,199 

1999–2000 77,569 83,392 68,004

2002–03 79,131 85,320 69,809

2003–04 79,014 85,208 69,922

2004–05 78,735 84,990 69,777

2005–06 78,135 84,507 69,270

2006–07 78,942 85,367 70,230

2007–08 78,896 85,390 70,308

2008–09 80,530 87,246 71,848

2009–10 80,897 87,685 72,253

2010–11 80,220 87,013 71,709

2011–12 79,058 85,855 70,695

2012–13 78,485 85,291 70,203

2013–14 78,625 85,528 70,355

1 Constant 2013–14 dollars based on the Consumer Price Index, prepared 

by the Bureau of Labor Statistics, U.S. Department of Labor.
25

Faculty Salaries at Public and Private Institutions

From 1999–2000 to 2013–14, faculty salaries increased by 

7 percent at private 4-year institutions, after adjustment for 

inflation. Faculty salaries at public 4-year institutions were 

1 percent lower in 2013–14 than in 1999–2000, and 

salaries in public 2-year institutions were 6 percent lower. 

Table 21. Average salary of full-time instructional 

faculty on 9-month contracts in degreegranting postsecondary institutions, by 

control and level of institution: Selected 

years, 1990–91 through 2013–14 

[In constant 2013–14 dollars]1

Year

Public 

4-year

Public 

2-year

Private 

4-year

Private 

2-year

1990–91 $78,096 $65,015 $74,085 $42,264

1995–96 77,824 65,844 77,287 48,537

1999–2000 80,430 66,954 80,948 49,861

2003–04 81,238 67,016 84,510 45,861

2004–05 80,964 66,107 84,571 45,756

2005–06 80,235 65,421 84,147 45,517

2006–07 81,100 66,144 84,756 47,351

2007–08 80,863 66,201 84,730 48,172

2008–09 82,363 67,245 86,922 47,661

2009–10 82,552 67,502 87,376 48,512

2010–11 81,681 66,274 87,252 47,980

2011–12

2012–13 

2013–14 

80,375 64,587 86,423 49,360

79,230 63,890 86,426 45,681

79,711 63,198 86,467 44,566

1 Constant 2013–14 dollars based on the Consumer Price Index, prepared 

by the Bureau of Labor Statistics, U.S. Department of Labor.
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27

Educational Outcomes
28

Reading Performance 

The 2013 average National Assessment of Educational 

Progress (NAEP) reading score for 4th-graders was 

5 points higher than the 1992 score, and the average score 

for 8th-graders was 8 points higher (see Digest of 

Education Statistics, 2013, table 221.10). Females at both 

grade levels had higher average scores than males in 2013. 

Table 22. Performance of 8th-graders in NAEP 

reading assessments, by selected 

characteristics: 1992, 2011, and 2013

Selected characteristic 1992 2011 2013

Average scale score 260 265 268 

Sex

Male 254 261 263

Female 267 270 273

Race/ethnicity

White 267 274 276 

Black 237 249 250

Hispanic 241 252 256

Asian/Pacific Islander 268 275 280

 American Indian/Alaska Native — 252 251

Percent of students at performance 

levels

At or above Basic 69 76 78

 At or above Proficient 29 34 36

 At or above Advanced 3 3 4 

— Not available.

NOTE: Scale ranges from 0 to 500. Race categories exclude persons of 

Hispanic ethnicity.
29

Mathematics Performance 

The average NAEP mathematics scores of 4th- and 8thgraders were higher in 2013 than in 1990 (see Digest of 

Education Statistics, 2013, table 222.10). White students 

had higher average scores than Black and Hispanic

students at both grade levels in 2013, but lower average 

scores than Asian/Pacific Islander students. 

Table 23. Performance of 8th-graders in NAEP 

mathematics assessments, by selected 

characteristics: 1990, 2011, and 2013

Selected characteristic 1990 2011 2013

Average scale score 263 284 285 

Sex

Male 263 284 285 

Female 262 283 284 

Race/ethnicity

White 270 293 294 

Black 237 262 263 

Hispanic 246 270 272

Asian/Pacific Islander 275 305 309 

American Indian/Alaska Native ‡ 265 269 

Percent of students at performance

At or above Basic 52 73 74

 At or above Proficient 15 35 35 

 At or above Advanced 2 8 9 

‡ Reporting standards not met. 

NOTE: Scale ranges from 0 to 500. Race categories exclude persons of 

Hispanic ethnicity.
30

Science Performance 

The average NAEP science scores were higher for males 

than females at the 4th, 8th, and 12th grades in the most 

recent assessments. White students had higher average 

scores than Black, Hispanic, and American Indian/Alaska 

Native students at all three grade levels. White students 

had higher average scores than Asian/Pacific Islander 

students at grades 4 and 8.

Table 24. Performance of 4th-, 8th-, and 12th-graders 

in NAEP science assessments, by selected 

characteristics: 2009 and 2011

Selected characteristic

4th

grade, 

2009 

8th 

grade,

2011 

12th 

grade, 

2009 

Average scale score 150 152 150

Sex

Male 151 154 153

Female 149 149 147 

Race/ethnicity

White 163 163 159 

Black 127 129 125 

Hispanic 131 137 134

Asian/Pacific Islander 160 159 164

American Indian/Alaska Native 135 141 144

Percent at performance levels

At or above Basic 72 65 60

 At or above Proficient 34 32 21

 At or above Advanced 1 2 1 

NOTE: Scale ranges from 0 to 300, but scores cannot be compared across 

grades. Race categories exclude persons of Hispanic ethnicity.
31

High School Coursetaking Patterns

In 1983, the National Commission on Excellence in 

Education recommended that all students take 4 years of 

English; 3 years each of mathematics, science, and social 

studies; and half a year of computer science. For those 

going on to college, 2 years of foreign language study 

was also recommended.

The average number of science and mathematics credits 

earned by high school graduates increased between 1982 

and 2009. The mean number of mathematics credits 

(Carnegie units) earned in high school rose from 2.6 in 

1982 to 3.9 in 2009, and the number of science credits 

rose from 2.2 to 3.5 (see Digest of Education Statistics, 

2013, table 225.10). During the same period, the average 

number of English credits increased from 3.9 to 4.4, and 

the number of social science credits increased from 3.2 to 

4.2. The Carnegie unit is a standard of measurement that 

represents one credit for the completion of a 1-year 

course.

The percentage of graduates who met or exceeded the 

college preparatory program recommended by the 

National Commission on Excellence in Education 

(excluding computer science) rose from 10 percent in 

1982 to 62 percent in 2009.
32

Table 25. Percentage of public and private high 

school graduates earning or exceeding 

selected combinations of academic 

credits: 1982, 1998, 2005, and 2009 

Year of graduation and course 

combinations taken

All 

graduates

1982 graduates

 4 Eng., 3 S.S., 3 Sci., 3 Math, and 2 F.L. 9.5

 4 Eng., 3 S.S., 3 Sci., and 3 Math 14.3

 4 Eng., 3 S.S., 2 Sci., and 2 Math 31.5

1998 graduates

 4 Eng., 3 S.S., 3 Sci., 3 Math, and 2 F.L. 44.2

 4 Eng., 3 S.S., 3 Sci., and 3 Math 55.0

 4 Eng., 3 S.S., 2 Sci., and 2 Math 74.5

2005 graduates

 4 Eng., 3 S.S., 3 Sci., 3 Math, and 2 F.L. 54.7

 4 Eng., 3 S.S., 3 Sci., and 3 Math 67.4

 4 Eng., 3 S.S., 2 Sci., and 2 Math 83.0

2009 graduates

 4 Eng., 3 S.S., 3 Sci., 3 Math, and 2 F.L. 61.8

 4 Eng., 3 S.S., 3 Sci., and 3 Math 74.3

 4 Eng., 3 S.S., 2 Sci., and 2 Math 87.7

NOTE: Eng. = English; S.S. = social studies; Sci. = science; and F.L. = foreign 

language.
33

Graduates

About 3,430,000 high school students are expected to 

graduate during the 2014–15 school year, including 

3,137,000 public school graduates and 293,000 private 

school graduates. High school graduates include only 

recipients of diplomas, not recipients of equivalency 

credentials. The 2014–15 projection of high school 

graduates is lower than the record high projection of 

3,471,000 graduates for 2012–13, but exceeds the high 

point during the baby boom era in 1975–76, when 

3,142,000 students earned diplomas.

The averaged freshman graduation rate is an estimate of 

the percentage of students in the incoming freshman 

class who graduate 4 years later. In 2011–12, the 

averaged freshman graduation rate was 80.8 percent for 

public schools. The 2011–12 averaged freshman 

graduation rate was 8.2 percentage points higher than the 

rate in 2001–02 (72.6 percent).
34

Table 26. High school graduates, by control of 

school and averaged freshman 

graduation rate for public schools: 

Selected years, 1975–76 through 2014–15

School year

High school graduates, 

in thousands

Averaged 

freshman 

graduation 

rate for 

public schools 

Total Public Private (percent)

1975–76 3,142 2,837 305 74.9

1979–80 3,042 2,748 295 71.5

1989–901 2,574 2,320 254 73.6

1999–20001 2,833 2,554 279 71.7

2002–03 3,016 2,720 296 73.9

2003–041 3,054 2,753 301 74.3

2004–05 3,106 2,799 307 74.7

2005–061 3,123 2,816 307 73.4

2006–07 3,200 2,893 307 73.9

2007–081 3,312 3,001 311 74.7

2008–09 3,348 3,039 309 75.5 

2009–101 3,439 3,128 311 78.2

2010–11 3,450 3,144 306 79.6

2011–121 3,454 3,148 306 80.8

2012–132 3,471 3,171 300 — 

2013–142 3,452 3,155 297 — 

2014–152 3,430 3,137 293 — 

— Data not available.

1 Private high school data are estimated.

2 Projected.

NOTE: Graduates include diploma recipients only and exclude other 

completers. Some data have been revised from previously published 

figures. 
35

Dropouts 

The dropout rate among 16- to 24-year-olds decreased

from 10 to 7 percent between 2003 and 2013. Rates for 

Hispanics, Blacks, and Whites decreased over this period. 

The dropout rate for Hispanics in 2013 (12 percent) was 

higher than the rates for Whites (5 percent) and Blacks 

(7 percent).

Table 27. Percentage of high school dropouts 

(status dropouts) among persons 

16 to 24 years old, by race/ethnicity: 

Selected years, 1980 through 2013

Year All races1 White Black Hispanic

1980 14.1 11.4 19.1 35.2

1985 12.6 10.4 15.2 27.6

1990 12.1 9.0 13.2 32.4

19952 12.0 8.6 12.1 30.0

20002 10.9 6.9 13.1 27.8

20032 9.9 6.3 10.9 23.5

20052 9.4 6.0 10.4 22.4

20082 8.0 4.8 9.9 18.3

20092 8.1 5.2 9.3 17.6

20102 7.4 5.1 8.0 15.1

20112 7.1 5.0 7.3 13.6

20122 6.6 4.3 7.5 12.7

20132 6.8 5.1 7.3 11.7

1 Includes all other racial/ethnic groups not separately shown. 

2 Wording of questionnaire on educational attainment was changed in 

1992.

NOTE: Status dropouts are persons not enrolled in school who neither 

completed high school nor received GED credentials. Race categories 

exclude persons of Hispanic ethnicity.
36

College Degrees

Between 2002–03 and 2012–13, the number of people earning 

associate’s degrees increased by 59 percent; the number earning

bachelor’s degrees, by 36 percent; the number earning master’s 

degrees, by 45 percent; and the number earning doctor’s degrees, 

by 44 percent. The number of associate’s, master’s, and doctor’s 

degrees conferred to females increased by a higher percentage 

than the number conferred to males between 2002–03 and 2012–

13 (see Digest of Education Statistics, 2014, table 318.10). 

Between 2002–03 and 2012–13, the number of bachelor’s 

degrees awarded to males increased by 37 percent, while the 

number awarded to females increased by 36 percent.

In 2012–13, colleges and universities awarded 1,007,000 

associate’s degrees; 1,840,000 bachelor’s degrees; 752,000 

master’s degrees; and 175,000 doctor’s degrees. In 2012–13, 

females earned the majority of degrees at all degree levels. 

Of the 1,840,000 bachelor’s degrees conferred in 2012–13, the 

largest numbers of degrees were conferred in the fields of 

business (361,000), health professions and related programs

(181,000), social sciences and history (178,000), psychology 

(114,000), and education (105,000) (see Digest of Education 

Statistics, 2014, tables 322.10, 323.10, and 324.10). At the 

master’s degree level, the largest numbers of degrees were in the 

fields of business (189,000) and education (165,000). The fields 

with the largest number of degrees at the doctor’s degree level 

were health professions and related programs (64,200), legal 

professions and studies (47,200), education (10,600), engineering 

and engineering technologies (9,500), biological and biomedical 

sciences (7,900), psychology (6,300), and physical sciences and 

science technologies (5,500).
37

Table 28. Associate’s and bachelor’s degrees

conferred and percentage of bachelor’s

degrees awarded to females by degreegranting institutions: Selected years,

1979–80 through 2012–13 

Year

Associate’s 

degrees

Bachelor’s 

degrees

Percent of 

bachelor’s 

degrees 

awarded 

to females

1979–80 400,910 929,417 49.0

1984–85 454,712 979,477 50.7

1989–90 455,102 1,051,344 53.2

1994–95 539,691 1,160,134 54.6

1997–98 558,555 1,184,406 56.1

1998–99 564,984 1,202,239 56.8

1999–2000 564,933 1,237,875 57.2

2000–01 578,865 1,244,171 57.3

2001–02 595,133 1,291,900 57.4

2002–03 634,016 1,348,811 57.5

2003–04 665,301 1,399,542 57.5

2004–05 696,660 1,439,264 57.4

2005–06 713,066 1,485,242 57.5

2006–07 728,114 1,524,092 57.4

2007–08 750,164 1,563,069 57.3

2008–09 787,243 1,601,399 57.2

2009–10 848,856 1,649,919 57.2

2010–11 943,506 1,716,053 57.2

2011–12 1,021,718 1,792,163 57.3

2012–13 1,006,961 1,840,164 57.2 
38

Table 29. Master’s and doctor’s degrees conferred 

and percent of master’s degrees awarded to 

females by degree-granting institutions: 

Selected years, 1979–80 through 2012–13 

Year

Master’s 

degrees

Percent of 

master’s 

degrees 

awarded 

to females

Doctor’s 

degrees

1979–80 305,196 48.6 95,631

1984–85 293,472 49.1 100,785

1989–90 330,152 52.1 103,508

1994–95 403,609 54.6 114,266

1995–96 412,180 55.5 115,507

1997–98 436,037 56.7 118,735

1998–99 446,038 57.4 116,700

1999–2000 463,185 57.7 118,736

2000–01 473,502 58.2 119,585

2001–02 487,313 58.4 119,663

2002–03 518,699 58.5 121,579

2003–04 564,272 58.7 126,087

2004–05 580,151 59.1 134,387

2005–06 599,731 59.7 138,056

2006–07 610,597 60.3 144,690

2007–08 630,666 60.3 149,378

2008–09 662,082 60.2 154,564

2009–10 693,313 60.3 158,590

2010–11 730,922 60.1 163,827

2011–12 755,967 60.0 170,217

2012–13 751,751 59.9 175,038
39

Educational Attainment

Americans are completing more years of education. The 

percentage of 25- to 29-year-olds who completed high 

school rose from 87 percent in 2004 to 91 percent in 2014. 

During the same time period, the percentage of young 

adults with a bachelor’s or higher degree increased from 

29 percent to 34 percent. 

Table 30. Percentage of persons 25 years and older 

who completed various years of school: 

Selected years, 1980 through 2014 

Year

25 years old and older 25- to 29-year-olds

High school 

completion 

or higher

Bachelor’s 

or higher 

degree

High school 

completion 

or higher

Bachelor’s 

or higher 

degree

1980 68.6 17.0 85.4 22.5 

1985 73.9 19.4 86.1 22.2

1990 77.6 21.3 85.7 23.2

1995 81.7 23.0 86.8 24.7

2000 84.1 25.6 88.1 29.1

2004 85.2 27.7 86.6 28.7 

2005 85.2 27.7 86.2 28.8

2009 86.7 29.5 88.6 30.6

2010 87.1 29.9 88.8 31.7

2011 87.6 30.4 89.0 32.2

2012 87.6 30.9 89.7 33.5

2013 88.2 31.7 89.9 33.6

2014 88.3 32.0 90.8 34.0

NOTE: High school completers include those earning a high school diploma 

or an equivalency credential such as a GED. The 25- to 29-year-old columns 

are a subset of the 25 years old and older group. 
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41

Finance
42

Total Expenditures 

Expenditures for public and private education, from 

preprimary through graduate school, are projected at 

$1.2 trillion for 2013–14. The expenditures of 

elementary and secondary schools are expected to total 

$682 billion for 2013–14, while colleges and universities 

will spend about $512 billion (see Digest of Education 

Statistics, 2014, tables 106.10 and 106.20). After 

adjustment for inflation, total expenditures for all 

educational institutions rose by an estimated 14 percent 

between 2003–04 and 2013–14. Expenditures for 

elementary and secondary schools were 5 percent higher 

in 2013–14 than in 2003–04, while total expenditures for 

colleges and universities rose by 28 percent.

The total expenditures for education are estimated to 

amount to about 7.1 percent of the gross domestic 

product in 2013–14.
43

Table 31. Total expenditures of educational 

institutions and percentage of gross 

domestic product: Selected years, 1980–

81 through 2013–14 

Year

Expenditures 

in billions of 

current 

dollars

Expenditures 

in billions of 

constant 

2013–14 

dollars1

Percent of 

gross 

domestic 

product2

1980–81 $176 $478 6.2

1985–86 259 560 6.0

1990–91 395 694 6.6

1995–96 509 773 6.6

2000–01 705 946 6.9

2001–02 753 993 7.1

2002–03 796 1,027 7.2

2003–04 830 1,048 7.2

2004–05 876 1,074 7.1

2005–06 925 1,093 7.1

2006–07 984 1,133 7.1

2007–08 1,055 1,171 7.3

2008–09 1,090 1,193 7.4

2009–10 1,101 1,194 7.6

2010–11 1,124 1,194 7.5

2011–12 1,137 1,174 7.3

2012–133 1,165 1,183 7.2

2013–143 1,194 1,194 7.1 

1 Constant 2013–14 dollars based on the Consumer Price Index, prepared 

by the Bureau of Labor Statistics, U.S. Department of Labor.

2 Gross domestic product data from the Bureau of Economic Analysis, U.S. 

Department of Commerce.

3 Projected.

NOTE: Includes expenditures for public and private education, from 

preprimary through graduate school. Some data have been revised from 

previously published figures. 
44

Public Elementary and Secondary 

Schools

Revenues 

The state share of revenues for public elementary and 

secondary schools generally grew from the 1930s through 

the mid-1980s, while the local share decreased during the 

same time period (see Digest of Education Statistics, 

2014, table 235.10). However, this pattern changed in the 

late 1980s, when the local share began to increase at the 

same time the state share decreased. Between 1986–87 

and 1993–94, the state share decreased from 49.7 percent 

to 45.2 percent, while the local share rose from 43.9 

percent to 47.8 percent. Between 1993–94 and 2000–01, 

the state share rose again to 49.7 percent, the highest share 

since 1986–87, but decreased every school year thereafter 

until 2005–06, when the state share was 46.5 percent.

Total revenues increased 12 percent between 2001–02 and 

2011–12, after adjustment for inflation. Federal revenues 

increased 44 percent and local revenues increased 

17 percent during this time period. Revenues from state 

sources were 3 percent higher in 2011–12 than in 2001–

02. The federal revenue per student was $1,235 in 2011–

12, amounting to 10.2 percent of public school revenues. 
45

Table 32. Percentage distribution of revenues for 

public elementary and secondary 

schools, by source of funds: Selected 

years, 1979–80 through 2011–12 

Year Federal State Local1

1979–80 9.8 46.8 43.4

1986–87 6.4 49.7 43.9

1989–90 6.1 47.1 46.8

1992–93 7.0 45.8 47.2

1993–94 7.1 45.2 47.8

1994–95 6.8 46.8 46.4

1995–96 6.6 47.5 45.9

1996–97 6.6 48.0 45.4

1997–98 6.8 48.4 44.8

1998–99 7.1 48.7 44.2

1999–2000 7.3 49.5 43.2

2000–01 7.3 49.7 43.0

2001–02 7.9 49.2 42.9

2002–03 8.5 48.7 42.8

2003–04 9.1 47.1 43.9

2004–05 9.2 46.9 44.0

2005–06 9.1 46.5 44.4

2006–07 8.5 47.4 44.1

2007–08 8.2 48.3 43.5

2008–09 9.6 46.7 43.8

2009–10 12.7 43.4 43.9

2010–11 12.5 44.2 43.3 

2011–12 10.2 45.2 44.6 1 Includes revenues from nongovernmental local sources (2.0 percent in 

2011–12). 

NOTE: Beginning in 1980–81, revenues for state education agencies are 

excluded. Beginning in 1988–89, new survey procedures were 

implemented. Detail may not sum to totals because of rounding.
46

Expenditures 

After an increase of 37 percent during the 1980s, current 

expenditure per pupil in public schools fluctuated during 

the early 1990s. Between 2001–02 and 2011–12, current 

expenditure per pupil rose 8 percent after adjustment for 

inflation. In 2011–12, the current expenditure per pupil in 

fall enrollment was $11,014 (in 2013–14 dollars). 

Table 33. Total and current expenditure per pupil in 

fall enrollment in public schools: Selected 

years, 1979–80 through 2011–12 

Year

Total expenditure1 Current expenditure

Unadjusted 

dollars

Constant 

2013–14 

dollars2

Unadjusted 

dollars

Constant 

2013–14 

dollars2

1979–80 $2,290 $6,930 $2,088 $6,321

1989–90 5,172 9,570 4,643 8,591

1994–95 6,206 9,695 5,529 8,637

1999–2000 8,030 11,145 6,912 9,594

2001–02 8,993 11,858 7,727 10,189

2003–04 9,625 12,153 8,310 10,493

2004–05 10,078 12,354 8,711 10,677

2005–06 10,603 12,520 9,145 10,798

2006–07 11,252 12,951 9,679 11,141

2007–08 11,965 13,280 10,298 11,430

2008–09 12,222 13,379 10,540 11,537

2009–10 12,133 13,154 10,636 11,531

2010–11 12,054 12,811 10,663 11,332

2011–12 12,010 12,401 10,667 11,014 1 Includes current expenditures, capital outlay, and interest on school debt. 

2 Constant 2013–14 dollars based on the Consumer Price Index, prepared 

by the Bureau of Labor Statistics, U.S. Department of Labor.
47

Degree-Granting Institutions

Revenues for Public Institutions 

In 2012–13, public institutions received 21 percent of their 

revenue from tuition and fees, 18 percent from state 

appropriations, and 9 percent from federal grants. 

Table 34. Revenues of public degree-granting 

institutions, by source: 2012–13 

Source

Revenue, in

billions

Percentage distribution

Revenue 

per fulltimeequivalent 

student1

Total revenues $327.9 100.0 $30,388

Operating revenues 192.3 58.6 17,819

Tuition and fees2 68.1 20.8 6,310

Grants and contracts 45.9 14.0 4,253

Federal3 28.4 8.7 2,635

State 6.7 2.0 620

Local 10.8 3.3 999

Other operating revenues 78.3 23.9 7,256

Nonoperating revenues 121.0 36.9 11,214

Federal appropriations 1.7 0.5 162

State appropriations 58.6 17.9 5,433

Local appropriations 10.7 3.3 994

Other nonoperating 49.9 15.2 4,625

Other revenues and 

additions 14.6 4.5 1,355 1 Full-time students plus the full-time-equivalent of the part-time students. 2 Net of allowances and discounts.

3 Excludes loans to students and parents. 

NOTE: Detail may not sum to totals because of rounding.
48

Revenues for Private Nonprofit Institutions 

The largest sources of revenue for private nonprofit 

institutions in 2012–13 were tuition and fees (32 percent, 

or $19,560 per student), investment return (19 percent, or 

$11,492 per student) federal government (12 percent, or 

$7,072 per student), hospitals (9 percent, or $5,669 per 

student), and private gifts and contributions (9 percent, or 

$5,219 per student). 

Table 35. Revenues of private nonprofit degreegranting institutions, by source: 2012–13 

Source

Revenue, in 

billions

Percentage distribution

 Revenue 

per fulltimeequivalent 

student1

Total $202.1 100.0 $60,261

Tuition and fees 65.6 32.5 19,560

Federal government2 23.7 11.7 7,072

State and local 

governments 1.9 1.0 578

Private grants/contracts 4.8 2.4 1,442

Private gifts/contributions 17.5 8.7 5,219

Investment return 38.5 19.1 11,492

Educational activities 5.5 2.7 1,650

Auxiliary enterprises 16.0 7.9 4,759

Hospitals 19.0 9.4 5,669

Other 9.5 4.7 2,820 1 Full-time students plus the full-time-equivalent of the part-time students.

2 Includes independent operations.

NOTE: Detail may not sum to totals because of rounding.
49

Revenues for Private For-Profit Institutions

Private for-profit institutions received 91 percent of their 

revenues, or about $15,887 per student, from student 

tuition and fees in 2012–13. The next largest sources in 

2012–13 were federal government (4 percent), auxiliary 

enterprises (2 percent), and educational activities and other 

(1 percent from each source). 

Table 36. Revenues of private for-profit degreegranting institutions, by source: 2012–13 

Source

Revenue, in 

billions

Percentage distribution

Revenue 

per fulltimeequivalent 

student1

Total $24.78 100.0 $17,510

Tuition and fees 22.48 90.7 15,887

Federal government 1.09 4.4 772

State and local 

governments 0.10 0.4 68 

Private gifts, grants, 

and contracts 0.01 0.1 10

Investment return 0.06 0.2 41

Educational activities 0.31 1.3 220

Auxiliary enterprises 0.48 2.0 343

Other 0.24 1.0 168 1 Full-time students plus the full-time-equivalent of the part-time students.

NOTE: Detail may not sum to totals because of rounding.
50

Expenditures of Public Institutions

Expenditures at public degree-granting institutions totaled 

$311 billion in 2012–13, amounting to $28,887 per fulltime-equivalent student. Instruction expenditures 

accounted for 27 percent of total expenditures. 

Table 37. Expenditures of public degree-granting 

institutions, by purpose: 2012–13

Purpose

Expenditures, 

in 

billions

Percentage 

distribution

Expenditures per 

full-timeequivalent 

student1

Total $311.4 100.0 $28,887

Instruction 82.9 26.6 7,694

Research 29.9 9.6 2,770

Public service 11.9 3.8 1,104

Academic support 21.3 6.8 1,972

Student services 14.7 4.7 1,363

Institutional support 25.3 8.1 2,344

Operation and maintenance of plant 19.7 6.3 1,829

Depreciation 17.4 5.6 1,617

Scholarships and fellowships2 16.2 5.2 1,505

Auxiliary enterprises 22.5 7.2 2,086

Hospitals 31.8 10.2 2,953

Independent operations 1.2 0.4 114

Interest 6.4 2.0 590

Other 10.2 3.3 946 1 Full-time students plus the full-time-equivalent of the part-time students.

2 Excludes discounts and allowances.

NOTE: Detail may not sum to totals because of rounding.
51

Expenditures of Private Nonprofit Institutions 

Expenditures at private nonprofit degree-granting 

institutions totaled $166 billion in 2012–13, amounting to 

$49,373 per full-time-equivalent student. Nonprofit 

institutions’ largest expenditure category was instruction, 

which accounted for 33 percent of their expenditures. The 

next largest expenditure was institutional support, which 

accounted for 13 percent.

Table 38. Expenditures of private nonprofit degreegranting institutions, by purpose: 2012–13 

Purpose

Expenditures, in 

billions

Percentage 

distribution

Expenditures per 

full-timeequivalent 

student1

Total $165.6 100.0 $49,373

Instruction 54.3 32.8 16,180

Research 17.5 10.6 5,223

Public service 2.3 1.4 691

Academic support 14.9 9.0 4,450

Student services 13.7 8.3 4,081

Institutional support 21.9 13.2 6,518

Auxiliary enterprises 15.3 9.3 4,572

Net grant aid to students2 0.9 0.5 254

Hospitals 16.7 10.1 4,980

Independent operations 5.4 3.3 1,621

Other 2.7 1.6 804

1 Full-time students plus the full-time-equivalent of the part-time students.

2 Excludes tuition and fee allowances and agency transactions, such as 

Pell grants.

NOTE: Detail may not sum to totals because of rounding.
52

Expenditures of Private For-Profit Institutions

Expenditures at private for-profit 4-year and 2-year degreegranting institutions totaled $22 billion in 2012–13, amounting 

to $15,502 per full-time-equivalent student. Private for-profit 

institutions’ largest expenditure category was student services, 

academic and institutional support, which accounted for 

65 percent of their expenditures in 2012–13. The next largest 

category was instruction, which accounted for 25 percent of 

their expenditures.

Table 39. Expenditures of private for-profit degreegranting institutions, by purpose: 2012–13 

Purpose

Expenditures, in 

billions

Percentage distribution

Expenditures 

per full-timeequivalent 

student1

Total $21.94 100.0 $15,502

Instruction 5.42 24.7 3,833

Research and public 

service 0.03 0.1 20 

Student services, 

academic and 

institutional 

support 14.36 65.4 10,145

Auxiliary enterprises 0.46 2.1 328

Net grant aid to 

students2 0.05 0.2 38 

Other 1.61 7.3 1,139 1 Full-time students plus the full-time-equivalent of the part-time students. 2 Excludes tuition and fee allowances and agency transactions, such as 

student awards made from contributed funds or grant funds.

NOTE: Detail may not sum to totals because of rounding.
53

College Costs 

For the 2013–14 academic year, average annual 

undergraduate charges for tuition, room, and board were 

$18,110 at public 4-year institutions and $36,589 at private 

4-year institutions.

 Table 40. Average undergraduate tuition, room, and 

board charges, by level and control of 

institution: 1993–94, 2003–04, and 2013–14 

[In constant 2013–141 dollars]

Year and 

control of 

institution

Total tuition, room, and board

charges

All 

institutions 4-year 2-year

All

1993–94 $12,745 $14,939 $7,149

2003–04 16,355 19,578 8,466

2013–14 21,003 24,706 9,888

Public

1993–94 9,151 10,229 6,421

2003–04 11,675 13,478 7,591

2013–14 15,640 18,110 9,282

Private

1993–94 24,901 25,557 16,723

2003–04 31,091 31,654 24,695

2013–14 35,987 36,589 23,860 

1 Constant 2013–14 dollars based on the Consumer Price Index, prepared 

by the Bureau of Labor Statistics, U.S. Department of Labor.
54

Financial Aid for Students 

About 84 percent of all full-time undergraduates who 

attended postsecondary institutions for the full academic 

year (full-year) received some form of financial aid in 

2011–12. A higher percentage of students at private 

institutions received aid than did students at public 

institutions. About 92 percent of full-time undergraduates 

at private nonprofit institutions and 95 percent at private 

for-profit institutions received aid, compared with 

80 percent at public institutions. Full-time students 

obtained aid through a variety of programs: 73 percent 

received some sort of federal aid, 24 percent received state 

aid, 34 percent received institutional aid, and 28 percent 

received aid from other sources (see Digest of Education 

Statistics, 2014, table 331.50). Private nonprofit 

institutions provided institutional aid to 74 percent of their 

full-time undergraduates. For all full-time, full-year 

undergraduates, the average student aid package from all 

sources (including grants, loans, work-study, and other) 

totaled $15,510 in 2011–12 (see Digest of Education 

Statistics, 2014, table 331.40).

In 2011–12, some 86 percent of all full-time, full-year

graduate students received at least one form of financial 

aid. About 62 percent of graduate students received loans, 

26 percent received fellowship grants, 21 percent received 

assistantships, 10 percent received tuition waivers, and 

10 percent received support through their employers (see 

Digest of Education Statistics, 2014, table 332.30).
55

Table 41. Percentage of full-time, full-year

undergraduate and graduate students 

receiving financial aid, by type of aid, level 

of student, and level and control of 

institution: 2011–12

Level of student and level 

and control of institution

Aid from 

any

source Grants Loans

All undergraduate students 84.4 72.4 56.7

Public 80.4 67.3 48.5

 4-year doctoral-granting 83.9 67.8 61.6

Other 4-year institutions 83.5 69.2 55.5

 2-year institutions 74.5 65.7 27.5

Less than 2-year institutions 71.6 68.6 20.5

Private, nonprofit 91.6 85.4 68.4

 4-year doctoral-granting 90.4 84.2 66.7

Other 4-year institutions 93.1 87.2 70.7

Less than 4-year institutions 90.2 77.8 61.2

Private, for-profit institutions 94.8 78.6 84.1

All graduate students 86.1 — 61.6

Master’s degree students 82.6 — 62.6

Public institutions 83.8 — 57.5

Private institutions 81.8 — 66.4

Doctor’s degree students 93.4 — 25.4

Public institutions 94.1 — 22.2

Private institutions 92.5 — 29.5

First-professional students 90.7 — 84.2

Public institutions 91.1 — 83.9

Private institutions 90.4 — 84.4

— Not available.
56

Federal Funding 

Federal on-budget support for education increased 383 

percent from fiscal year (FY) 1965 to FY 2014, after 

adjustment for inflation. (On-budget support excludes 

education funds that are generated by federal subsidies, 

such as Federal Family Education Loans and the Federal 

Direct Student Loans.) Increases occurred from 1965 to 

1975. After a change of 1 percent from 1975 to 1980, 

federal funding for education decreased approximately 

16 percent from 1980 to 1985. Federal on-budget funding 

for education increased 128 percent from 1985 to 2014. 

Federal support for education in FY 2014 was estimated at 

$80.1 billion for elementary and secondary education,

$57.0 billion for postsecondary education, and $9.5 billion 

for other programs (see Digest of Education Statistics, 

2014, table 401.10). Research support at educational 

institutions was estimated at $32.9 billion.

In FY 2013, an estimated $91.1 billion (about 50 percent 

of the $183.4 billion spent by the federal government on 

education) came from the U.S. Department of Education 

(see Digest of Education Statistics, 2014, table 401.20). 

The other agencies with the largest amounts of education 

funding included the U.S. Department of Health and 

Human Services ($28.8 billion), the U.S. Department of 

Agriculture ($23.3 billion), U.S. Department of Veterans 

Affairs ($11.7 billion) and the U.S. Department of 

Defense ($7.1 billion). 
57

Table 42. Federal on-budget funds for education: 

Selected fiscal years 1965 through 2014 

[In billions of dollars]

Year

Total on-budget support

Unadjusted

dollars

Constant 2014 

dollars1

1965 $5.3 $37.2 

1970 12.5 71.4 

1975 23.3 93.5 

1980 34.5 94.5 

1985 39.0 78.6 

1990 51.6 89.6 

1995 71.6 106.1 

2000 85.9 116.7 

2001 94.8 125.5 

2002 109.2 142.1 

2003 124.4 157.4 

2004 132.4 163.3 

2005 147.9 176.2 

2006 166.5 191.8 

2007 145.7 163.5 

2008 144.3 156.5 

2009 271.3 293.7 

2010 183.2 196.0 

2011 183.7 192.7 

2012 189.8 195.5 

2013 183.4 186.2 

2014 179.3 179.3 

1 Data adjusted by the federal funds composite deflator prepared by the 

data source. 

NOTE: Some data have been revised from previously published figures. 
58

Source Information

The following reports and surveys from the National 

Center for Education Statistics, Institute of Education 

Sciences, U.S. Department of Education (except where 

noted otherwise) were used as sources for this document.

Table 1: Digest of Education Statistics, 2014 (table 105.30), 

Common Core of Data (CCD), “State Nonfiscal Survey of 

Public Elementary and Secondary Education,” 1985–86 

through 2012–13; National Elementary and Secondary 

Enrollment Projection Model, 1972 through 2024.

Table 2: Digest of Education Statistics, 2014 (table 105.30), 

Private Schools in American Education; Private School 

Universe Survey (PSS), 1989–90 through 2011–12; National 

Elementary and Secondary Enrollment Projection Model, 

1972 through 2024.

Table 3: Digest of Education Statistics, 2014 (table 105.30), 

National Elementary and Secondary Enrollment Projection 

Model, 1972 through 2024. 

Table 4: Digest of Education Statistics, 2014 (table 202.10), 

U.S. Department of Commerce, Census Bureau, Current 

Population Survey (CPS), October 1990 through October 

2013. 

Table 5: Digest of Education Statistics, 2014 (table 103.20), U.S. 

Department of Commerce, Census Bureau, Current 

Population Survey (CPS), October 1990 through October 

2013. 

Table 6: Digest of Education Statistics, 2004 (table 42), Digest 

of Education Statistics, 2014 (table 203.50), Common Core 

of Data (CCD), “State Nonfiscal Survey of Public 

Elementary/Secondary Education,” 1992–93, 2002–03, 

and 2012–13. 
59

Table 7: Digest of Education Statistics, 2014 (table 204.30), 

Statistics of Public Elementary and Secondary School 

Systems, 1977–78 and 1980–81; Common Core of Data 

(CCD), “State Nonfiscal Survey of Public 

Elementary/Secondary Education,” 1990–91 through 

2012–13. U.S. Department of Education, Office of Special 

Education and Rehabilitative Services, Annual Report to 

Congress on the Implementation of The Individuals with 

Disabilities Education Act, selected years, 1977 through 

1996; and Individuals with Disabilities Education Act (IDEA) 

database, retrieved October 3, 2014, from 

https://inventory.data.gov/dataset/8715a3e8-bf48-4eef9deb-fd9bb76a196e/resource/a68a23f3-3981-47db-ac75-

98a167b65259. 

Table 8: Digest of Education Statistics, 2014 (table 303.30), 

Integrated Postsecondary Education Data System (IPEDS),

“Fall Enrollment Survey” (IPEDS-EF:90), and Spring 2001, 

Spring 2011, and Spring 2014, Enrollment component. 

Table 9: Digest of Education Statistics, 2014 (table 303.25), 

Integrated Postsecondary Education Data System (IPEDS),

“Fall Enrollment Survey” (IPEDS-EF:90), and Spring 2001, 

Spring 2011, and Spring 2014, Enrollment component. 

Table 10: Digest of Education Statistics, 2014 (table 103.20), 

U.S. Department of Commerce, Census Bureau, Current 

Population Survey (CPS), October 1985 through October 

2013. 

Table 11: Digest of Education Statistics, 2014 (table 303.40),

Integrated Postsecondary Education Data System (IPEDS), 

“Fall Enrollment Survey” (IPEDS-EF:90), Spring 2001 and 

Spring 2014, Enrollment component; and Enrollment in 

Degree-Granting Institutions Projection Model, 1972

through 2024. U.S. Department of Commerce, Census 

Bureau, Current Population Survey (CPS), October, 1990, 

2000, and 2013. 
60

Table 12: Digest of Education Statistics, 2014 (table 306.10), 

Integrated Postsecondary Education Data System (IPEDS), 

“Fall Enrollment Survey” (IPEDS-EF:90), Spring 2001, Spring 

2011, and Spring 2014, Enrollment component. 

Table 13: Digest of Education Statistics, 2014 (table 303.70), 

Integrated Postsecondary Education Data System (IPEDS), 

“Fall Enrollment Survey” (IPEDS-EF:90–99), and Spring 2001 

through Spring 2014, Enrollment component. 

Table 14: Digest of Education Statistics, 2014 (table 303.80), 

Integrated Postsecondary Education Data System (IPEDS), 

“Fall Enrollment Survey” (IPEDS-EF:90–99), and Spring 2001 

through Spring 2014, Enrollment component. 

Table 15: Digest of Education Statistics, 2014 (table 208.20), 

Common Core of Data (CCD), “State Nonfiscal Survey of 

Public Elementary/Secondary Education,” 1990–91 

through 2012–13; Private School Universe Survey (PSS), 

1989–90 through 2011–12. 

Table 16: Digest of Education Statistics, 2014 (table 211.20), 

Schools and Staffing Survey (SASS), “Public School 

Teacher Data File,” 1990–91, 1999–2000, 2003–04, 2007–08, 

and 2011–12; and “Charter School Teacher Data File,” 

1999-2000. U.S. Department of Labor, Bureau of Labor 

Statistics, Consumer Price Index.

Table 17: Digest of Education Statistics, 2014 (table 209.20), 

Schools and Staffing Survey (SASS), “Public School 

Teacher Data File,” 2011–12. 

Table 18: Digest of Education Statistics, 2014 (table 209.20), 

Schools and Staffing Survey (SASS), “Private School 

Teacher Data File,” 2011–12. 

Table 19: Digest of Education Statistics, 2014 (table 314.30), 

Integrated Postsecondary Education Data System (IPEDS), 

Spring 2014, Human Resources component, Fall Staff 

section. 
61

Tables 20 and 21: Digest of Education Statistics, 2014 (table 

316.10), Integrated Postsecondary Education Data System 

(IPEDS), “Salaries, Tenure, and Fringe Benefits of Full-Time 

Instructional Faculty Survey” (IPEDS-SA:90–99), and Winter 

2002–03 through Winter 2011–12, Spring 2013 and Spring 

2014, Human Resources component, Salaries section. U.S. 

Department of Labor, Bureau of Labor Statistics, 

Consumer Price Index.

Table 22: Digest of Education Statistics, 2014 (table 221.10), 

National Assessment of Educational Progress (NAEP), 1992, 

2011, and 2013 Reading Assessments, retrieved June 16, 

2014, from the Main NAEP Data Explorer 

(http://nces.ed.gov/nationsreportcard/naepdata/).

Table 23: Digest of Education Statistics, 2014 (table 222.10), 

National Assessment of Educational Progress (NAEP), 1990, 

2011, and 2013 Mathematics Assessments, retrieved June 

16, 2014, from the Main NAEP Data Explorer 

(http://nces.ed.gov/nationsreportcard/naepdata/).

Table 24: Digest of Education Statistics, 2014 (table 223.10), 

National Assessment of Educational Progress (NAEP), 2009 

and 2011 Science Assessments. 

Table 25: Digest of Education Statistics, 2014 (table 225.50), 

High School and Beyond Longitudinal Study of 1980 

Sophomores (HS&B-So:80/82), “High School Transcript 

Study”; and 1998, 2005, and 2009 High School Transcript 

Study (HSTS).
62

Table 26: Digest of Education Statistics, 2014 (table 219.10), 

Statistics of Public Elementary and Secondary School 

Systems, 1976–77 and 1979–80; Statistics of Nonpublic 

Elementary and Secondary Schools, 1976 through 1980; 

Common Core of Data (CCD), “State Nonfiscal Survey of 

Public Elementary/Secondary Education,” 1984–85 

through 2009–10; “State Dropout and Completion Data 

File,” 2005–06 through 2011–12; Private School Universe 

Survey (PSS), 1989 through 2011; and National High School 

Graduates Projection Model, 1972–73 through 2023–24.

Table 27: Digest of Education Statistics, 2014 (table 219.70), 

U.S. Department of Commerce, Census Bureau, Current 

Population Survey (CPS), October 1975 through October 

2014. 

Tables 28 and 29: Digest of Education Statistics, 2014 (table 

318.10), Higher Education General Information Survey 

(HEGIS), “Degrees and Other Formal Awards Conferred” 

surveys, 1979–80 and 1984–85; and Integrated 

Postsecondary Education Data System (IPEDS), 

“Completions Survey” (IPEDS-C:90–98), and Fall 2000 

through Fall 2013, Completions component. 

Table 30: Digest of Education Statistics, 2014 (table 104.10 

and 104.20), U.S. Department of Commerce, Census 

Bureau, Current Population Survey (CPS), March 1980 

through March 2014. 
63

Table 31: Digest of Education Statistics, 2014 (table 106.10), 

Revenues and Expenditures for Public Elementary and 

Secondary Education, 1980–81 and 1985–86; Common 

Core of Data (CCD), “National Public Education Financial 

Survey,” 1990–91 through 2011–12; Higher Education 

General Information Survey (HEGIS), Financial Statistics of 

Institutions of Higher Education, 1980–81 and 1985–86; 

Integrated Postsecondary Education Data System (IPEDS), 

“Finance Survey” (IPEDS-F:FY91–99), and Spring 2002 

through Spring 2014. U.S. Department of Commerce, 

Bureau of Economic Analysis, National Income and 

Product Accounts Tables, retrieved May 1, 2015, from

http://www.bea.gov/iTable/index_nipa.cfm. 

Table 32: Digest of Education Statistics, 2014 (table 235.10), 

Revenues and Expenditures for Public Elementary and 

Secondary Education, 1970–71 through 1985–86; 

Common Core of Data (CCD), “National Public 

Education Financial Survey,” 1986–87 through 2011–12. 

Table 33: Digest of Education Statistics, 2014 (table 236.55), 

Revenues and Expenditures for Public Elementary and 

Secondary Education, 1970–71 through 1985–86; 

Common Core of Data (CCD), “National Public 

Education Financial Survey,” 1986–87 through 2011–12. 

Table 34: Digest of Education Statistics, 2014 (table 333.10), 

Integrated Postsecondary Education Data System (IPEDS), 

Spring 2013, Enrollment component and Spring 2014, 

Finance component. 

Table 35: Digest of Education Statistics, 2014 (table 333.50), 

Integrated Postsecondary Education Data System (IPEDS),

Spring 2013, Enrollment component and Spring 2014, 

Finance component. 

Table 36: Digest of Education Statistics, 2014 (table 333.60), 
64

Integrated Postsecondary Education Data System (IPEDS), 

Spring 2013, Enrollment component and Spring 2014, 

Finance component. 

Table 37: Digest of Education Statistics, 2014 (table 334.10), 

Integrated Postsecondary Education Data System (IPEDS), 

Spring 2013, Enrollment component and Spring 2014, 

Finance component. 

Table 38: Digest of Education Statistics, 2014 (table 334.40), 

Integrated Postsecondary Education Data System (IPEDS), 

Spring 2013, Enrollment component and Spring 2014, 

Finance component. 

Table 39: Digest of Education Statistics, 2014 (table 334.60), 

Integrated Postsecondary Education Data System (IPEDS), 

Spring 2013, Enrollment component and Spring 2014, 

Finance component.

Table 40: Digest of Education Statistics, 2014 (table 330.10), 

Integrated Postsecondary Education Data System (IPEDS), 

“Fall Enrollment Survey” (IPEDS-EF:92), “Institutional 

Characteristics Survey” (IPEDS-IC:92), Spring 2004 and 

Spring 2014, Enrollment component, and Fall 2003 and Fall 

2013, Institutional Characteristics component. U.S. 

Department of Labor, Bureau of Labor Statistics, 

Consumer Price Index.

Table 41: Digest of Education Statistics, 2014 (tables 331.60

and 332.30), 2011–12 National Postsecondary Student Aid 

Study (NPSAS:12).

Table 42: Digest of Education Statistics, 2014 (table 401.10), 

U.S. Department of Education, Budget Service. U.S. 

Department of Education, National Center for Education 

Statistics, unpublished tabulations. U.S. Office of 

Management and Budget, Budget of the U.S. 

Government, Appendix, fiscal years 1967 through 2015. 

National Science Foundation, Federal Funds for Research 

and Development, fiscal years 1967 through 2014. 
65

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