Mobile Digest 

of Education 

Statistics, 

2013 
Suggested Citation:

Snyder, Thomas D. (2014). Mobile

Digest of Education Statistics, 2013

(NCES 2014-085). National Center 

for Education Statistics, Institute of 

Educational Sciences, U.S. 

Department of Education. 

Washington, DC.
U.S. Department of Education

NCES 2014-086

Mobile 

Digest of 

Education 

Statistics, 

2013

November 2014

Thomas D. Snyder

National Center for 

Education Statistics
U.S. Department of Education 

Arne Duncan, Secretary

Institute of Education Sciences 

Sue Betka, Acting 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

1990 K Street NW

Washington, DC 20006-5651

November 2014 

The NCES World Wide Web Home Page address is

http://nces.ed.gov/
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 ................................ 16

Elementary and Secondary Schools ...........................17

Number of Teachers ...................................................17

Teachers’ Salaries ......................................................19 

Teacher Characteristics, Public Schools .....................20

Teacher Characteristics, Private Schools ....................21

Degree-Granting Institutions .......................................22

iii
Page

College Staff ...............................................................22

Faculty Salaries for Males and Females......................23

Faculty Salaries at Public and Private Institutions.......24

Educational Outcomes......................................... 25

Reading Performance .................................................26

Mathematics Performance ..........................................27

Science Performance ..................................................28

High School Coursetaking Patterns.............................29

Graduates ....................................................................31

Dropouts .....................................................................33

College Degrees..........................................................34

Educational Attainment...............................................37

Finance................................................................... 38

Total Expenditures .....................................................39

Public Elementary and Secondary Schools.............41

Revenues ....................................................................41

Expenditures ...............................................................43

Degree-Granting Institutions .....................................44

Revenues for Public Institutions .................................44

Revenues for Private Nonprofit Institutions ...............45

Revenues for Private For-Profit Institutions................46

Expenditures of Public Institutions .............................47

Expenditures of Private Nonprofit Institutions ...........48

Expenditures of Private For-Profit Institutions............49

College Costs .............................................................50

Financial Aid for Students ..........................................51

Federal Funding .........................................................53

Source Information..........................................................56

NCES Website Tools.........................................................63

iv
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.

Foreword

Welcome to the first 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, 2013. 

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, 2013 

(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, 2013.

v 
Overview 

In the fall of 2013, about 85.2 million people in the 

United States were either enrolled or employed in public 

and private schools and colleges (Digest of Education 

Statistics, 2013, table 105.10). Included in this total were 

75.4 million students enrolled in American schools and 

colleges.1 About 4.5 million people were employed as 

elementary and secondary school teachers or as college 

faculty and teaching assistants, 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 317 

million in 2013, more than 1 out of every 4 people 

participated in the education system (Digest of Education 

Statistics, 2013, 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).

vi

 
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 

vii
postsecondary technical training leading to a specific 

career.

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.

viii
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. 

ix
Enrollment

1
Elementary and Secondary Schools 

Public Schools

Overall, public school enrollment increased 26 percent between 

1985 and 2013. Elementary (prekindergarten through grade 8) 

enrollment rose from 27.0 million in fall 1985 to a projected 

35.1 million in fall 2013, an increase of 30 percent. In the 

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

enrollment over the same period was an 18 percent increase.

Table 1. Enrollment in public elementary and 

secondary schools: Selected years, fall 1985 

through fall 2013

[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

2006 49,316 34,235 15,081

2007 49,293 34,205 15,087

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

20121 49,652 34,968 14,684

20131 49,750 35,111 14,639

1 Projected.

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

have been revised from previously published figures.

2
Private Schools

Overall, private school enrollment was 8 percent lower in 2013 

than in 1985. Total private school enrollment at the 

elementary and secondary levels was projected at 5.1

million in fall 2013, amounting to about 9 percent of all 

elementary and secondary students (tables 2 and 3).

Table 2. Enrollment in private elementary and 

secondary schools: Selected years, fall 1985 

through fall 2013

[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

2003 6,099 4,788 1,311

2005 6,099 4,724 1,349

2007 6,087 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 5,091 3,856 1,235

1 Estimated.

2 Projected.

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

have been revised from previously published figures.

3
Projections

Fall 2013 enrollment marked a new record for public 

elementary school enrollment, according to projections. 

Public elementary enrollments are expected to continue 

increasing, with an overall increase of 5 percent between 

2013 and 2023. Secondary enrollment is expected to 

increase 3 percent between 2013 and 2023. 

Table 3. Projected enrollment in public elementary 

and secondary schools: Fall 2013 to fall 2023

[In thousands]

Year Total

Elementary 

(prekindergarten 

through grade 8)

Secondary 

(grades 9 

through 12)

2013 49,750 35,111 14,639

2014 49,751 35,062 14,689

2015 49,839 35,069 14,770

2016 49,951 35,142 14,810

2017 50,280 35,412 14,868

2018 50,543 35,642 14,901

2019 50,834 35,878 14,957

2020 51,165 36,115 15,050

2021 51,485 36,335 15,151

2022 51,804 36,585 15,219

2023 52,113 36,967 15,146

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

4
Prekindergarten and Kindergarten Enrollment 

In 2012, about 64 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 2012

[Numbers in thousands]

Control, level of school, and 

attendance status 1990 2000 2010 2012

Total 6,659 7,592 8,246 7,883

Percent enrolled 59.4 64.0 63.7 64.3

Control

 Public 3,971 4,847 5,829 5,638

 Private 2,688 2,745 2,417 2,245

Level of school

 Prekindergarten 3,379 4,326 4,797 4,602

 Kindergarten 3,280 3,266 3,449 3,281

Attendance status

 Full-day 2,577 4,008 4,813 4,760

 Part-day 4,082 3,584 3,432 3,123

 Percent full-day 38.7 52.8 58.4 60.4

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.

5
Enrollment Rates

There was no measurable change in the school enrollment 

rates for 3- and 4-, and 7- to 13-year-olds between 2000

and 2012. School enrollment rates for 5- and 6-year-olds 

declined from 96 percent in 2000 to 93 percent in 2012, 

while enrollment rates for 14- to 17-year-olds rose from 

96 to 97 percent.

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

school: Selected years, October 1990 through

October 2012

Year

3 and 4 

years

5 and 6 

years

7 to 13 

years

14 to 17 

years

1990 44.4 96.5 99.6 96.3

1995 48.7 96.0 98.9 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

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.

6
Enrollment by Race and Ethnicity

The percentage of students in public elementary and 

secondary schools who were White decreased from 67 to 

52 percent between 1991 and 2011. 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 1991 and 2001, and then decreased to 16 

percent in 2011.

Table 6. Racial/ethnic percentage distribution of 

students in public elementary and secondary 

schools: Fall 1991, 2001, and 2011

Race/ethnicity of student 19911 2001 2011

Total 100.0 100.0 100.0

White 67.4 60.3 51.7

Black 16.4 17.1 15.8

Hispanic 11.8 17.1 23.7

Asian/Pacific Islander 3.4 4.3 5.1

American Indian/Alaska Native 1.0 1.2 1.1

Two or more races — — 2.6

— Not available.

1 Digest of Education Statistics, 2003.

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

sum to totals because of rounding.

7
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 declined to 13 percent in 2011–12. Between 2004–05

and 2011–12, the percentage of students identified as 

having autism increased from 0.4 percent to 0.9 percent of 

enrollment; and the percentage of those with specific 

learning disabilities decreased from 5.7 percent to 4.7

percent of enrollment (see Digest of Education Statistics, 

2013, table 204.30). 

Table 7. Number and percentage of 3- to 21-yearolds served in programs for children with 

disabilities: Selected years, 1976–77 through 

2011–12

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 6,719 13.8 5.7

2011–12 6,401 12.9 4.7

1 Based on the enrollment in public elementary and secondary schools 

(prekindergarten through 12th grade).

8
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 2 percent to 20.6 million in fall 

2012. In fall 2012, 8.9 million students were males and 

11.7 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 2012

[In thousands]

Sex, attendance status, 

and control of institution 1990 2000 2010 2012

Total 13,819 15,312 21,016 20,643

Males 6,284 6,722 9,045 8,919

 Full-time 3,808 4,111 5,837 5,710

 Part-time 2,476 2,611 3,208 3,209

Females 7,535 8,591 11,971 11,724

 Full-time 4,013 4,899 7,245 7,027

 Part-time 3,521 3,692 4,726 4,697

Public 10,845 11,753 15,143 14,880

 Males 4,875 5,132 6,680 6,581

 Females 5,970 6,620 8,463 8,299

Private 2,974 3,560 5,873 5,762

 Males 1,409 1,589 2,365 2,338

 Females 1,565 1,970 3,508 3,425

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

9
Enrollment by Level and Attendance

Enrollment at public institutions increased 29 percent 

from 2000 to 2010, but then decreased 2 percent between 

2010 and 2012. Enrollment at private for-profit 

institutions grew by 348 percent from 2000 to 2010, and 

then decreased 10 percent between 2010 and 2012. 

Enrollment at private nonprofit institutions increased 24 

percent from 2000 to 2010, and by another 3 percent 

between 2010 and 2012. 

Table 9. Fall enrollment in degree-granting 

postsecondary institutions, by control and 

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

2012

[In thousands]

Control and level of 

institution 1990 2000 2010 2012

Total 13,819 15,312 21,0168 20,6438

4-year 8,579 9,364 13,335 13,479

2-year 5,240 5,948 7,681 7,164

Public 10,845 11,753 15,143 14,880

4-year 5,848 6,055 7,925 8,093

2-year 4,996 5,697 7,218 6,788

Private 2,974 3,560 5,873 5,762

 Private, nonprofit 2,760 3,109 3,855 3,954

 4-year 2,671 3,051 3,822 3,916

 2-year 89 59 33 38

 Private, for-profit 214 450 2,018 1,809

 4-year 59 258 1,588 1,470

 2-year 154 192 430 339

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

10
Enrollment Rates of 18- to 24-Year-Olds 

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

school or postsecondary education rose from 61 percent in 

2000 to 69 percent in 2012. During the same time period, 

the enrollment rates of 20- and 21-year-olds rose from 44

to 54 percent and the rates for 22- to 24-year-olds rose 

from 25 to 31 percent. 

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

school or postsecondary education: Selected 

years, October 1985 through October 2012

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

2001 61.1 46.1 25.5

2002 63.3 47.8 25.6

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

11
Enrollment by Sex and Age

Between 2000 and 2012, the enrollment of people under 

age 25 grew 35 percent and enrollment of people age 25 

and older also increased 35 percent. Enrollment of females 

under age 25 grew by 34 percent, and enrollment of 

females age 25 and older grew by 40 percent. Enrollment 

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

of males age 25 and older grew by 28 percent.

Table 11. Fall enrollment in degree-granting postsecondary 

institutions, by sex and age: 1990, 2000, and 2012

[In thousands]

Sex and age 1990 2000 2012

Total 13,819 15,312 20,643

19 years and younger 2,930 3,389 4,006

20 and 21 years old 2,593 3,005 4,240

22 to 24 years old 2,202 2,600 3,871

25 years and older 6,094 6,319 8,526

Males, total 6,284 6,722 8,919

 19 years and younger 1,364 1,522 1,821

 20 and 21 years old 1,259 1,411 1,962

 22 to 24 years old 1,129 1,222 1,862

 25 years and older 2,532 2,566 3,275

Females, total 7,535 8,591 11,724

 19 years and younger 1,566 1,867 2,185

 20 and 21 years old 1,334 1,593 2,278

 22 to 24 years old 1,073 1,378 2,009

 25 years and older 3,562 3,753 5,251

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

have been revised from previously published figures.

12
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 2012, 60

percent of college students were White, compared with 71

percent in 2000. Between 2000 and 2012, the percentage 

of students who were Black rose from 12 to 15 percent

and the percentage who were Hispanic rose from 10

percent to 15 percent. About 3 percent of students were of 

two or more races in 2012. 

Table 12. Fall enrollment in degree-granting 

postsecondary institutions, by race and 

ethnicity: 1990, 2000, 2010, and 2012

Race/ethnicity 1990 2000 2010 2012

Total 100.0 100.0 100.0 100.0

White 79.9 70.8 62.7 60.3

Black 9.3 11.7 15.0 14.9

Hispanic 5.8 9.9 13.5 15.0

Asian/Pacific Islander 4.3 6.6 6.3 6.3

 Asian — — 6.0 6.0

 Pacific Islander — — 0.3 0.3

American Indian/Alaska Native 0.8 1.0 1.0 0.9

Two or more races — — 1.6 2.5

— Not available.

NOTE: Race categories exclude persons of Hispanic ethnicity. Detail 

may not sum to totals because of rounding.

13
Undergraduate Enrollment

Undergraduate enrollment increased 37 percent between 2000 

and 2010, before decreasing 2 percent between 2010 and 2012. 

Full-time undergraduate enrollment rose by 45 percent and parttime undergraduate enrollment rose by 27 percent between 2000 

and 2010. From 2010 to 2012, full-time enrollment decreased 3 

percent, while part-time enrollment increased slightly (0.1 

percent). The number of females rose by a higher percentage 

between 2000 and 2010 (39 percent) than the number of males 

(36 percent), but enrollment of both males and females decreased 

by 2 percent between 2010 and 2012.

Table 13. Fall undergraduate enrollment in degree-granting 

postsecondary institutions, by sex and attendance 

status: Selected years, 1990 through 2012

[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

2006 15,184 6,514 8,671 9,571 5,613

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

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

2009 17,565 7,595 9,670 11,143 6,422

2010 18,079 7,835 10,244 11,452 6,627

2011 18,063 7,817 10,246 11,359 6,704

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

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

14
Postbaccalaureate Enrollment

Postbaccalaureate enrollment increased 36 percent between 2000 

and 2010, before decreasing 1 percent between 2010 and 2012. 

Full-time postbaccalaureate enrollment rose by 50 percent and 

part-time postbaccalaureate enrollment rose by 22 percent 

between 2000 and 2010. From 2010 to 2012, full-time

enrollment increased by 1 percent, while part-time decreased by 3 

percent. The number of females enrolled rose by a higher 

percentage between 2000 and 2010 (42 percent) than the 

number of males (28 percent), but enrollment of both males and 

females decreased between 2010 and 2012.

Table 14. Fall postbaccalaureate enrollment in 

postsecondary degree-granting institutions, by 

sex and attendance status: Selected years, 1990 

through 2012

[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

2006 2,575 1,061 1,514 1,386 1,188

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

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

2009 2,862 1,174 1,688 1,579 1,283

2010 2,937 1,210 1,728 1,631 1,307

2011 2,931 1,210 1,722 1,642 1,289

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

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

15
Teachers, Faculty, and Staff

16
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 2011, 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 3 percent between 2001 and 2011. The 

number of public school teachers increased by a slightly 

lower percentage than the number of students during that 

period (4 percent). Although the number of teachers in 

2011 was higher than in 2001, there was a decrease in the 

number of public school teachers between 2008 and 2011, 

from 3.2 to 3.1 million. 

In the fall of 2011, the pupil/teacher ratio for public 

schools was 16.0 compared to 15.9 in 2001. The 

pupil/teacher ratio in private schools was 12.5 pupils per 

teacher in 2011 compared to 14.3 in 2001.

17
Table 15. Teachers and pupil/teacher ratios in public and 

private elementary and secondary schools: 

Selected years, fall 1990 through fall 2011

[In full-time equivalents]

Year Total Public Private

Teachers, in thousands

1990 2,759 2,398 361

2000 3,366 2,941 424 1

2001 3,440 3,000 441

2005 3,593 3,143 450 1

2007 3,634 3,178 456

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

Pupil/teacher ratio

1990 17.0 17.2 15.6 1

2000 15.9 16.0 14.5 1

2001 15.7 15.9 14.3

2005 15.4 15.6 13.5

2007 15.2 15.5 13.0

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

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. 

18
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 in the average salary 

for all teachers for 1990–91 and 2011–12, 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 2012–13 dollars]1

Year and selected 

full-time teaching 

experience

All 

teachers

Bachelor’s 

degree

Master’s 

degree

1990–91 $54,130 $47,920 $60,390

1999–2000 54,510 48,250 61,090

2003–04 55,150 48,730 61,460

2007–08 54,230 47,700 59,900

2011–122 53,950 47,110 58,790

 1 year or less 41,210 39,130 46,000

 6 to 9 years 49,100 44,170 52,260

 10 to 14 years 55,770 49,430 59,230

 15 to 19 years 59,860 52,140 63,500

 20 to 24 years 61,940 55,010 66,430

 25 to 29 years 64,840 57,840 68,680

1 Constant 2012–13 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. 

19
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.

20
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.

21
Degree-Granting Institutions

College Staff

Approximately 3.8 million people were employed in 

colleges and universities in the fall of 2011, including 

2.9 million professional and 0.9 million nonprofessional 

staff. About 49 percent of the staff were faculty or 

graduate assistants; 6 percent were managerial; 21 percent 

were other professional staff; and 24 percent were 

nonprofessional staff.

Table 19. Employees in degree-granting institutions, by 

control of institution, primary occupation, and 

level of institution: Fall 2011

[In thousands] 

Primary occupation 

and level of institution Total Public

Private, 

nonprofit

Private, 

for-profit

Total 3,841 2,485 1,118 238

Professional staff 2,924 1,865 844 215

Managerial 239 112 104 22

Faculty 1,524 953 433 138

Graduate assistants 356 286 69 1

Other professional 806 514 238 54

Nonprofessional staff 917 620 274 23

4-year 3,141 1,843 1,111 187

Full-time, total staff 2,097 1,238 773 86

Part-time, total staff 1,044 606 338 100

2-year 700 642 7 51

Full-time, total staff 338 301 4 33

Part-time, total staff 362 341 3 19

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

22
Faculty Salaries for Males and Females

The average salary for faculty on 9-month contracts was 

$77,301 in 2012–13. The average faculty salary was 1

percent higher in 2012–13 than in 1999–2000, after 

adjustment for inflation.

Table 20. Average salary of full-time instructional faculty on 

9-month contracts in degree-granting 

postsecondary institutions, by sex: Selected years, 

1990–91 through 2012–13 

[In constant 2012–13 dollars]1

Year Total Males Females

1990–91 $72,844 $77,854 $61,986

1995–96 73,837 79,085 64,196

1999–2000 76,376 82,110 66,958

2002–03 77,914 84,008 68,735

2003–04 77,799 83,898 68,846

2004–05 77,524 83,683 68,704

2005–06 76,933 83,208 68,205

2006–07 77,728 84,054 69,150

2007–08 77,683 84,076 69,227

2008–09 79,292 85,904 70,743

2009–10 79,658 86,340 71,148

2010–11 78,976 85,669 70,593

2011–12 77,845 84,537 69,609

2012–13 77,301 84,026 69,114

1 Constant 2012–13 dollars based on the Consumer Price Index, prepared 

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

23
Faculty Salaries at Public and Private Institutions

From 1999–2000 to 2012–13, 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 2012–13 than in 1999–2000, and 

salaries in public 2-year institutions were 5 percent lower. 

Table 21. Average salary of full-time instructional faculty on 

9-month contracts in degree-granting 

postsecondary institutions, by control and level of 

institution: Selected years, 1990–91 through 

2012–13

[In constant 2012–13 dollars]1

Year

Public 4-

year

Public 2-

year

Private 4-

year

Private 2-

year

1990–91 $76,894 $64,015 $72,946 $41,614

1995–96 76,627 64,831 76,098 47,790

1999–2000 79,193 65,925 79,703 49,094

2002–03 80,653 66,481 82,341 44,243

2003–04 79,989 65,985 83,210 45,155

2004–05 79,719 65,090 83,270 45,052

2005–06 79,001 64,415 82,852 44,817

2006–07 79,853 65,127 83,453 46,623

2007–08 79,619 65,182 83,427 47,431

2008–09 81,097 66,211 85,585 46,928

2009–10 81,289 66,464 86,039 47,766

2010–11 80,430 65,193 85,905 47,242

2011–12 79,138 63,610 85,088 48,601

2012–13 78,111 62,781 85,167 44,978

1 Constant 2012–13 dollars based on the Consumer Price Index, prepared 

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

24
Educational Outcomes

25
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.

26
27

Mathematics Performance 

National Assessment of Educational Progress (NAEP) 

mathematics scores of 4th- and 8th-graders 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 

levels

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.
28

Science Performance

The average National Assessment of Educational Progress 

(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. 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 of students 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.
29

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. 
30

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.
31

Graduates

About 3,366,000 high school students are expected to 

graduate during the 2013–14 school year, including 

3,070,000 public school graduates and 295,000 private 

school graduates. High school graduates include only 

recipients of diplomas, not recipients of equivalency 

credentials. The 2013–14 projection of high school 

graduates is lower than the record high projection of 

3,452,000 graduates for 2011–12, 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).
32

Table 26. High school graduates, by control of school and 

averaged freshman graduation rate for public 

schools: Selected years, 1975–76 through 2013–14

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

2001–02 2,907 2,622 285 72.6

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 3,340 3,128 312 78.2

2010–11 3,450 3,144 306 79.6

2011–121 3,452 3,148 305 80.8

2012–132 3,409 3,110 298 —

2013–142 3,366 3,070 295 —

— 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. 
33

Dropouts

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

from 10 to 7 percent between 2002 and 2012. Rates for 

Hispanics, Blacks, and Whites declined over this period. 

The dropout rate for Hispanics in 2012 (13 percent) was 

higher than the rates for Whites (4 percent) and Blacks (8

percent).

Table 27. Percentage of high school dropouts (status 

dropouts) among persons 16 to 24 years old, by 

race/ethnicity: Selected years, 1980 through 2012

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

20022 10.5 6.5 11.3 25.7

20052 9.4 6.0 10.4 22.4

20072 8.7 5.3 8.4 21.4

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

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.
34

College Degrees

Between 2001–02 and 2011–12, the number of people earning 

associate’s degrees increased by 71 percent; the number earning

bachelor’s degrees, by 39 percent; the number earning master’s 

degrees, by 55 percent; and the number earning doctor’s degrees, 

by 42 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 2001–02 and 

2011–12 (see Digest of Education Statistics, 2013, table 318.10). 

Between 2001–02 and 2011–12, the number of bachelor’s 

degrees awarded to males increased by 39 percent, while the 

number awarded to females increased by 38 percent.

In 2011–12, colleges and universities awarded 1,018,000 

associate’s degrees; 1,791,000 bachelor’s degrees; 754,000 

master’s degrees; and 170,000 doctor’s degrees. In 2011–12, 

females earned the majority of degrees at all degree levels. 

Of the 1,791,000 bachelor’s degrees conferred in 2011–12, the 

largest numbers of degrees were conferred in the fields of business 

(367,000), social sciences and history (179,000), health 

professions and related clinical sciences (163,000), psychology 

(109,000), and education (106,000) (see Digest of Education 

Statistics, 2013, 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 (192,000) and education (178,000). The fields 

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

were health professions and related programs (62,100), legal 

professions and studies (46,800), education (10,000), engineering 

and engineering technologies (8,900), biological and biomedical 

sciences (7,900), psychology (5,900), and physical sciences and 

science technologies (5,400).
35

Table 28. Associate’s and bachelor’s degrees conferred 

and percentage of bachelor’s degrees awarded 

to females by degree-granting institutions: 

Selected years, 1979–80 through 2011–12

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

1996–97 571,226 1,172,879 55.6

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

2008–09 787,325 1,601,368 57.2

2009–10 849,452 1,650,014 57.2

2010–11 942,327 1,715,913 57.2

2011–12 1,017,538 1,791,046 57.3
36

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 2011–12

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

1996–97 425,260 56.4 118,747

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

2008–09 662,079 60.2 154,425

2009–10 693,025 60.3 158,558

2010–11 730,635 60.1 163,765

2011–12 754,229 59.9 170,062
37

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 2003 to 90 percent in 

2013. During the same time period, the percentage of 

young adults with a bachelor’s or higher degree increased 

from 28 percent to 34 percent. 

Table 30. Percentage of persons 25 years and older who 

completed various years of school: Selected 

years, 1980 through 2013

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

2003 84.6 27.2 86.5 28.4

2005 85.2 27.7 86.2 28.8

2008 86.6 29.4 87.8 30.8

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

NOTE: High school completers include those earning a high school 

diploma or an equivalency credential such as a GED. The 25- to 29-yearold columns are a subset of the 25 years old and older group.
38

Finance
39

Total Expenditures 

Expenditures for public and private education, from 

preprimary through graduate school, are projected at 

$1,165 billion for 2012–13. The expenditures of 

elementary and secondary schools are expected to total 

$669 billion for 2012–13, while colleges and universities 

will spend about $496 billion (see Digest of Education 

Statistics, 2013, tables 106.10 and 106.20). After 

adjustment for inflation, total expenditures for all 

educational institutions rose by an estimated 15 percent 

between 2002–03 and 2012–13. Expenditures for 

elementary and secondary schools were 7 percent higher in 

2012–13 than in 2002–03, while total expenditures for 

colleges and universities rose by 29 percent.

The total expenditures for education are estimated to 

amount to about 7.2 percent of the gross domestic 

product in 2012–13.
40

Table 31. Total expenditures of educational institutions and 

percentage of gross domestic product: Selected 

years, 1980–81 through 2012–13

Year

Expenditures in 

billions of 

current dollars

Expenditures in 

billions of 

constant 

2012–13 

dollars1

Percent of 

gross 

domestic 

product2

1980–81 $176 $471 6.2

1985–86 259 551 6.0

1990–91 395 683 6.6

1995–96 509 761 6.6

1999–2000 649 887 6.7

2000–01 705 932 6.9

2001–02 753 977 7.1

2002–03 796 1,011 7.2

2003–04 830 1,032 7.2

2004–05 876 1,057 7.1

2005–06 925 1,076 7.1

2006–07 984 1,115 7.1

2007–08 1,055 1,153 7.3

2008–09 1,090 1,174 7.4

2009–10 1,101 1,175 7.6

2010–11 1,123 1,176 7.5

2011–123 1,140 1,159 7.3

2012–133 1,165 1,165 7.2

1 Constant 2012–13 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. 
41

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 declined during the 

same time period (see Digest of Education Statistics, 2013, 

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 declined 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 declined every school year thereafter until 

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

Total revenues increased 19 percent between 2000–01 and 

2010–11, after adjustment for inflation. Federal revenues 

increased 106 percent and local revenues increased 20

percent during this time period. Revenues from state 

sources were 6 percent higher in 2010–11 than in 2000–

01. The federal revenue per student was $1,527 in 2010–

11, amounting to 12.5 percent of public school revenues.
42

Table 32. Percentage distribution of revenues for public 

elementary and secondary schools, by source of 

funds: Selected years, 1979–80 through 2010–11

Year Federal State Local1

1979–80 9.8 46.8 43.4

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 44.1 43.4

1 Includes revenues from nongovernmental local sources (2.0 percent in 

2010–11). 

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.
43

Expenditures 

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

expenditure per pupil in public schools fluctuated during 

the early 1990s. Between 2000–01 and 2010–11, current 

expenditure per pupil rose 14 percent after adjustment for 

inflation. In 2010–11, the current expenditure per pupil

in fall enrollment was $10,658.

Table 33. Total and current expenditure per pupil in fall 

enrollment in public schools: Selected years, 

1979–80 through 2010–11

Year

Total expenditure1 Current expenditure

Unadjusted 

dollars

Constant 

2012–13 

dollars2

Unadjusted 

dollars

Constant 

2012–13 

dollars2

1979–80 $2,290 $6,823 $2,088 $6,224

1989–90 5,172 9,423 4,643 8,459

1994–95 6,206 9,546 5,529 8,504

1999–2000 8,030 10,973 6,912 9,446

2000–01 8,572 11,326 7,380 9,751

2003–04 9,625 11,966 8,310 10,332

2004–05 10,078 12,164 8,711 10,513

2005–06 10,603 12,328 9,145 10,632

2006–07 11,252 12,752 9,679 10,969

2007–08 11,965 13,075 10,298 11,254

2008–09 12,222 13,173 10,540 11,359

2009–10 12,133 12,951 10,636 11,353

2010–11 12,048 12,608 10,658 11,153

1 Includes current expenditures, capital outlay, and interest on school 

debt. 

2 Constant 2012–13 dollars based on the Consumer Price Index, prepared 

by the Bureau of Labor Statistics, U.S. Department of Labor.
44

Degree-Granting Institutions

Revenues for Public Institutions 

In 2011–12, public institutions received 21 percent of 

their revenue from tuition and fees, 19 percent from state 

appropriations, and 9 percent from federal grants. 

Table 34. Revenues of public degree-granting institutions, 

by source: 2011–12

Source

Revenue, in

billions

Percentage distribution

Revenue 

per full-timeequivalent 

student1

Total revenues $317.3 100.0 $28,982

Operating revenues 187.0 58.9 17,076

Tuition and fees2 65.4 20.6 5,972

Grants and contracts 46.1 14.5 4,215

Federal3 29.2 9.2 2,664

State 6.8 2.2 624

Local 10.1 3.2 927

Other operating revenues 75.4 23.8 6,889

Nonoperating revenues 114.7 36.2 10,480

Federal appropriations 1.8 0.6 168

State appropriations 58.8 18.5 5,370

Local appropriations 10.2 3.2 933

Other nonoperating 43.9 13.8 4,010

Other revenues and additions 15.6 4.9 1,425

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.
45

Revenues for Private Nonprofit Institutions 

The largest sources of revenue for private nonprofit 

institutions in 2011–12 were tuition and fees (39 percent,

or $19,013 per student), federal government (15 percent,

or $7,285 per student), hospitals (12 percent, or $5,632

per student), and private gifts and contributions (11 

percent, or $5,181 per student).

Table 35. Revenues of private nonprofit degree-granting 

institutions, by source: 2011–12

Source

Revenue, in 

billions

Percentage distribution

 Revenue 

per fulltimeequivalent 

student1

Total $161.9 100.0 $48,835

Tuition and fees 63.0 38.9 19,013

Federal government2 24.1 14.9 7,285

State and local 

governments 2.0 1.2 593

Private grants/contracts 4.4 2.7 1,341

Private gifts/contributions 17.2 10.6 5,181

Investment return 4.5 2.8 1,371

Educational activities 5.1 3.1 1,533

Auxiliary enterprises 15.5 9.6 4,676

Hospitals 18.7 11.5 5,632

Other 7.3 4.5 2,209

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.
46

Revenues for Private For-Profit Institutions

Private for-profit institutions received 89 percent of their 

revenues, or about $14,927 per student, from student 

tuition and fees in 2011–12. The next largest sources in 

2011–12 were federal government (6 percent), auxiliary 

enterprises (2 percent), and educational activities and 

other (1 percent from each source).

Table 36. Revenues of private for-profit degree-granting 

institutions, by source: 2011–12

Source

Revenue, in 

billions

Percentage distribution

Revenue 

per fulltimeequivalent 

student1

Total $26.92 100.0 $16,721

Tuition and fees 24.04 89.3 14,927

Federal government 1.53 5.7 949

State and local 

governments 0.10 0.4 64

Private gifts, grants, 

and contracts 0.01 # 6

Investment return 0.04 0.1 23

Educational activities 0.35 1.3 219

Auxiliary enterprises 0.51 1.9 318

Other 0.35 1.3 216

#Rounds to zero.

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

NOTE: Detail may not sum to totals because of rounding.
47

Expenditures of Public Institutions

Expenditures at public degree-granting institutions totaled 

$306 billion in 2011–12, amounting to $27,906 per fulltime-equivalent student. Instruction expenditures 

accounted for 26 percent of total expenditures.

Table 37. Expenditures of public degree-granting 

institutions, by purpose: 2011–12

Purpose

Expenditures, 

in 

billions

Percentage 

distribution

Expenditures per 

full-timeequivalent 

student1

Total $305.5 100.0 $27,906

Instruction 80.9 26.5 7,389

Research 29.7 9.7 2,709

Public service 11.9 3.9 1,091

Academic support 20.3 6.6 1,854

Student services 14.2 4.6 1,293

Institutional support 24.2 7.9 2,206

Operation and maintenance of plant 19.2 6.3 1,752

Depreciation 16.5 5.4 1,504

Scholarships and fellowships2 16.6 5.4 1,518

Auxiliary enterprises 22.2 7.3 2,027

Hospitals 30.9 10.1 2,822

Independent operations 1.2 0.4 110

Interest 6.1 2.0 560

Other 11.7 3.8 1,070

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.
48

Expenditures of Private Nonprofit Institutions 

Expenditures at private nonprofit degree-granting 

institutions totaled $160 billion in 2011–12, amounting 

to $48,233 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 degree-granting 

institutions, by purpose: 2011–12

Purpose

Expenditures, in 

billions

Percentage 

distribution

Expenditures per 

full-timeequivalent 

student1

Total $159.9 100.0 $48,233

Instruction 52.2 32.7 15,753

Research 17.4 10.9 5,259

Public service 2.3 1.5 704

Academic support 14.2 8.9 4,280

Student services 12.9 8.1 3,886

Institutional support 21.2 13.2 6,382

Auxiliary enterprises 14.9 9.3 4,510

Net grant aid to students2 0.8 0.5 255

Hospitals 15.5 9.7 4,671

Independent operations 5.5 3.4 1,644

Other 2.9 1.8 889

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.
49

Expenditures of Private For-Profit Institutions

Expenditures at private for-profit 4-year and 2-year degreegranting institutions totaled $23 billion in 2011–12, 

amounting to $14,307 per full-time-equivalent student. 

Private for-profit institutions’ largest expenditure category was 

student services, academic and institutional support, which 

accounted for 67 percent of their expenditures in 2011–12. 

The next largest category was instruction, which accounted for 

24 percent of their expenditures.

Table 39. Expenditures of private for-profit degree-granting 

institutions, by purpose: 2011–12

Purpose

Expenditures, in 

billions

Percentage distribution

Expenditures 

per full-timeequivalent 

student1

Total $23.04 100.0 $14,307

Instruction 5.61 24.4 3,484

Research and public 

service 0.04 0.2 26

Student services, 

academic and 

institutional support 15.34 66.6 9,527

Auxiliary enterprises 0.49 2.1 304

Net grant aid to 

students2 0.05 0.2 34

Other 1.50 6.5 932

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.
50

College Costs 

For the 2012–13 academic year, average annual 

undergraduate charges for tuition, room, and board were 

$17,474 at public 4-year institutions and $35,074 at 

private 4-year institutions.

 Table 40. Average undergraduate tuition, room, and board 

charges, by level and control of institution: 1992–93, 

2002–03, and 2012–13

[In constant 2012–131 dollars]

Year and 

control of 

institution

Total tuition, room, and board

charges

All 

institutions 4-year 2-year

All

1992–93 $12,097 $14,216 $6,830

2002–03 15,262 18,344 7,943

2012–13 20,234 23,872 9,574

Public

1992–93 8,731 9,772 6,166

2002–03 10,800 12,434 7,116

2012–13 15,022 17,474 8,928

Private

1992–93 23,754 24,364 16,076

2002–03 29,652 30,220 22,554

2012–13 34,483 35,074 23,328

1 Constant 2012–13 dollars based on the Consumer Price Index, prepared 

by the Bureau of Labor Statistics, U.S. Department of Labor.
51

Financial Aid for Students 

About 84 percent of all full-time undergraduates who 

attended 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, 2013, 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, 2013, 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 
52

percent received support through their employers (see 

Digest of Education Statistics, 2013, table 332.30).

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.
53

Federal Funding 

Federal on-budget support for education increased 389

percent from fiscal year (FY) 1965 to FY 2011, 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 between 1965 

and 1975. After a decrease of less than 1 percent between

1975 and 1980, federal funding for education declined 

approximately 16 percent between 1980 and 1985, when

adjusted for inflation. Thereafter, federal on-budget

funding for education generally increased, showing a rise

of 142 percent from 1985 to 2011, after adjustment for 

inflation.

For FY 2012, estimates show federal program funds for 

elementary and secondary education at $79.0 billion, for 

postsecondary education at $69.9 billion, and for other 

programs at $9.6 billion (see Digest of Education Statistics, 

2012, table 419).

In FY 2011, an estimated $93.8 billion (about 51 percent 

of the $185.2 billion spent by the federal government on 

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

(see Digest of Education Statistics, 2012, table 420). The 

other agencies with the largest amounts of education 

funding included the U.S. Department of Health and 

Human Services ($29.3 billion), the U.S. Department of 
54

Agriculture ($20.4 billion), and the U.S. Department of 

Defense ($6.8 billion).
55

Table 42. Federal on-budget funds for education: Selected 

fiscal years 1965 through 2011

[In billions of dollars]

Year

Total on-budget support

Unadjusted

dollars

Constant 2012 

dollars1

1965 $5.3 $38.9

1970 12.5 74.3

1975 23.3 95.2

1980 34.5 94.4

1985 39.0 78.6

1990 51.6 89.1

1995 71.6 105.9

1996 71.3 102.9

1997 73.7 104.2

1998 76.9 107.7

1999 82.9 114.4

2000 85.9 115.8

2001 94.8 124.6

2002 109.2 141.2

2003 124.4 156.7

2004 132.4 162.2

2005 146.2 172.7

2006 166.5 190.0

2007 145.7 161.8

2008 145.0 155.3

2009 260.7 277.9

2010 183.3 193.1

2011 185.2 189.9

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

data source. 

NOTE: Some data have been revised from previously published figures. 
56

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, 2013 (table 105.30), 

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

of Public Elementary and Secondary Education,” 1985–

86 through 2011–12; National Elementary and 

Secondary Enrollment Projection Model, 1972 through 

2023.

Table 2: Digest of Education Statistics, 2013 (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 2023.

Table 3: Digest of Education Statistics, 2013 (table 105.30), 

National Elementary and Secondary Enrollment 

Projection Model, 1972 through 2023.

Table 4: Digest of Education Statistics, 2013 (table 202.10), 

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

Population Survey (CPS), October 1990 through 

October 2012.

Table 5: Digest of Education Statistics, 2013 (table 103.20), 

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

Population Survey (CPS), October 1990 through 

October 2012.

Table 6: Digest of Education Statistics, 2003 (table 42), 

Digest of Education Statistics, 2013 (table 203.50), 

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

of Public Elementary/Secondary Education,” 1991–92, 

2001–02, and 2011–12.
57

Table 7: Digest of Education Statistics, 2013 (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 

2011–12. 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 March 21, 

2013, from http://tadnet.public.tadnet.org/pages/712.

Table 8: Digest of Education Statistics, 2013 (table 303.30), 

Integrated Postsecondary Education Data System 

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

Spring 2001, Spring 2011, and Spring 2013, Enrollment 

component.

Table 9: Digest of Education Statistics, 2013 (table 303.25), 

Integrated Postsecondary Education Data System 

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

Spring 2001, Spring 2011, and Spring 2013, Enrollment 

component.

Table 10: Digest of Education Statistics, 2013 (table 103.20), 

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

Population Survey (CPS), October 1985 through 

October 2012.

Table 11: Digest of Education Statistics, 2013 (table 303.40),

Integrated Postsecondary Education Data System 

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

2001 and Spring 2013, Enrollment component; and

Enrollment in Degree-Granting Institutions Projection 

Model, 1972 through 2023. U.S. Department of 

Commerce, Census Bureau, Current Population Survey 

(CPS), October, 1990, 2000, and 2012.
58

Table 12: Digest of Education Statistics, 2013 (table 306.10), 

Integrated Postsecondary Education Data System 

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

2001, Spring 2011, and Spring 2013, Enrollment 

component.

Table 13: Digest of Education Statistics, 2013 (table 303.70), 

Integrated Postsecondary Education Data System 

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

Spring 2001 through Spring 2013, Enrollment component.

Table 14: Digest of Education Statistics, 2013 (table 303.80), 

Integrated Postsecondary Education Data System 

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

Spring 2001 through Spring 2013, Enrollment component.

Table 15: Digest of Education Statistics, 2013 (table 208.20), 

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

of Public Elementary/Secondary Education,” 1990–91 

through 2011–12; Private School Universe Survey (PSS), 

1989–90 through 2011–12.

Table 16: Digest of Education Statistics, 2013 (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, 2013 (table 209.20), 

Schools and Staffing Survey (SASS), “Public School 

Teacher Data File,” 2011–12.

Table 18: Digest of Education Statistics, 2013 (table 209.20), 

Schools and Staffing Survey (SASS), “Private School 

Teacher Data File,” 2011–12.

Table 19: Digest of Education Statistics, 2013 (table 314.30), 

Integrated Postsecondary Education Data System 

(IPEDS), Winter 2011–12, Human Resources component, 

Fall Staff section.
59

Tables 20 and 21: Digest of Education Statistics, 2013 (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 2012–13, Human 

Resources component, Salaries section. U.S. 

Department of Labor, Bureau of Labor Statistics, 

Consumer Price Index.

Table 22: Digest of Education Statistics, 2013 (table 221.10), 

National Assessment of Educational Progress (NAEP), 

1992, 2011, and 2013 Reading Assessments, retrieved 

April 4, 2014, from the Main NAEP Data Explorer 

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

Table 23: Digest of Education Statistics, 2013 (table 222.10), 

National Assessment of Educational Progress (NAEP), 

1990, 2011, and 2013 Mathematics Assessments, 

retrieved April 4, 2014 , from the Main NAEP Data 

Explorer (http://nces.ed.gov/nationsreportcard/

naepdata/).

Table 24: Digest of Education Statistics, 2010 (table 223.10), 

National Assessment of Educational Progress (NAEP), 

2009 and 2011 Science Assessments.

Table 25: Digest of Education Statistics, 2013 (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).

Table 26: Digest of Education Statistics, 2013 (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 
60

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

School Graduates Projection Model, 1972–73 through 

2023–24.

Table 27: Digest of Education Statistics, 2013 (table 219.70), 

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

Population Survey (CPS), October 1975 through 

October 2013.

Tables 28 and 29: Digest of Education Statistics, 2013 (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 2012, Completions component.

Table 30: Digest of Education Statistics, 2013 (table 104.10 

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

Bureau, Current Population Survey (CPS), March 1980 

through March 2013.

Table 31: Digest of Education Statistics, 2013 (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 2010–11; 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 2013. U.S. Department of 

Commerce, Bureau of Economic Analysis, National 

Income and Product Accounts Tables, retrieved 

February 5, 2014, from

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

Table 32: Digest of Education Statistics, 2013 (table 235.10), 

Revenues and Expenditures for Public Elementary and 

Secondary Education, 1970–71 through 1985–86; 
61

Common Core of Data (CCD), “National Public 

Education Financial Survey,” 1986–87 through 2010–11.

Table 33: Digest of Education Statistics, 2013 (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 2010–11.

Table 34: Digest of Education Statistics, 2013 (table 333.10), 

Integrated Postsecondary Education Data System 

(IPEDS), Spring 2012, Enrollment component and Spring

2013, Finance component.

Table 35: Digest of Education Statistics, 2013 (table 333.50), 

Integrated Postsecondary Education Data System 

(IPEDS), Spring 2012, Enrollment component and Spring 

2013, Finance component.

Table 36: Digest of Education Statistics, 2013 (table 333.60), 

Integrated Postsecondary Education Data System 

(IPEDS), Spring 2012, Enrollment component and Spring 

2013, Finance component.

Table 37: Digest of Education Statistics, 2013 (table 334.10), 

Integrated Postsecondary Education Data System 

(IPEDS), Spring 2012, Enrollment component and Spring 

2013, Finance component.

Table 38: Digest of Education Statistics, 2013 (table 334.40), 

Integrated Postsecondary Education Data System 

(IPEDS), Spring 2012, Enrollment component and Spring 

2013, Finance component.

Table 39: Digest of Education Statistics, 2013 (table 334.60), 

Integrated Postsecondary Education Data System 

(IPEDS), Spring 2012, Enrollment component and Spring 

2013, Finance component.

Table 40: Digest of Education Statistics, 2013 (table 330.10), 

Integrated Postsecondary Education Data System 

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

“Institutional Characteristics Survey” (IPEDS-IC:92), Spring 
62

2003 and Spring 2013, Enrollment component, and Fall 

2002 and Fall 2012, Institutional Characteristics 

component. U.S. Department of Labor, Bureau of Labor 

Statistics, Consumer Price Index.

Table 41: Digest of Education Statistics, 2013 (tables 331.60

and 332.30), 2011–12 National Postsecondary Student 

Aid Study (NPSAS:12).

Table 42: Digest of Education Statistics, 2012 (table 419), 

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 2014. 

National Science Foundation, Federal Funds for 

Research and Development, fiscal years 1967 through 

2011.
63

NCES Website Tools

http://nces.ed.gov

The NCES website serves as your gateway to a rich source 

of data. A variety of information access tools help you find 

the education data you need, quickly and easily. 

You can...

(1) access thousands of publications and data products: 

http://nces.ed.gov/pubsearch/
64

(2) learn about the more than 40 NCES programs and 

surveys, including those shown below: 

http://nces.ed.gov/surveys/

(3) build your own tables using raw data from NCES 

surveys: 

http://nces.ed.gov/datatools/
65

(4) obtain information on individual schools, colleges, and 

libraries: 

http://nces.ed.gov/globallocator/

(5) explore Kids’ Zone with a child:

http://nces.ed.gov/nceskids/