NCES 2011-034

U.S. DEPARTMENT OF EDUCATION

The Condition of Education 2011 

in Brief

MAY 2011

Editors

Susan Aud

National Center for Education Statistics

Gretchen Hannes

American Institutes for Research

NCES 2011-034

U.S. DEPARTMENT OF EDUCATION
U.S. Department of Education Institute of Education Sciences National Center for Education Statistics

Arne Duncan John Q. Easton Jack Buckley

Secretary Director 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.

NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report 

timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. 

Unless specifically noted all information contained herein is in the public domain.

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This report was prepared for the National Center for Education Statistics under Contract No. ED-05-CO-0044 with Education Statistics Services Institute—American Institutes for 

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Suggested Citation

Aud, S., and Hannes, G. (Eds.) (2011). The Condition of Education 2011 in Brief (NCES 2011-034). U.S. Department of Education, National Center for Education Statistics. 

Washington, DC: U.S. Government Printing Office.

For ordering information on this report, write to

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Content Contact

Susan Aud

(202) 219-7013

susan.aud@ed.gov
What’s Inside

This publication contains a sample of the indicators in The Condition of Education 2011. To order the entire printed edition of The Condition

free of charge, call ED Pubs (1-877-4ED-PUBS).

The indicators in this publication are numbered sequentially, rather than according to their numbers in the complete edition. The Contents 

page offers a cross-reference between the two publications.

Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandated by Congress, 

the U.S. Department of Education’s National Center for Education Statistics (NCES) in the Institute of Education Sciences annually 

publishes a statistical report on the status and progress of education in the United States. The Condition of Education includes data and 

analysis on a wide variety of issues. These data are taken from government and private sources. The 2011 edition of The Condition contains 

indicators that are divided into five sections: 

 Participation in Education

 Learner Outcomes

 Student Effort and Educational Progress

 Contexts of Elementary and Secondary Education

 Contexts of Postsecondary Education

The publication also contains additional tables and notes related to each indicator.
The Condition of Education 2011 in Brief and the complete edition are available on the NCES website (http://nces.ed.gov).
Contents Page

Participation in Education

Indicator 1. Enrollment Trends by Age (Indicator 1).....................................................................................................................................2

Learner Outcomes

Indicator 2. Reading Performance and Achievement Gaps (Indicators 10 and 11) .........................................................................................4

Indicator 3. Mathematics Performance and Achievement Gaps (Indicators 12 and 13)..................................................................................6

Indicator 4. International Reading, Mathematics, and Science Literacy (Indicators 15 and 16) .....................................................................8

Indicator 5. Annual Earnings of Young Adults (Indicator 17)...................................................................................................................... 10

Student Effort and Educational Progress

Indicator 6. Public High School Graduation Rates (Indicator 19) ............................................................................................................... 12

Indicator 7. Status Dropout Rates (Indicator 20)......................................................................................................................................... 14

Indicator 8. Immediate Transition to College (Indicator 21)........................................................................................................................ 16

Indicator 9. Postsecondary Graduation Rates (Indicator 23)........................................................................................................................ 18

Contexts of Elementary and Secondary Education

Indicator 10. Concentration of Students Eligible for Free or Reduced-Price Lunch (Indicator 28) ................................................................20

Contexts of Postsecondary Education

Indicator 11. Characteristics of Undergraduate Institutions (Indicator 39)....................................................................................................22

Indicator 12. Degrees Conferred by Public and Private Institutions (Indicator 42)........................................................................................24

List of Indicators on The Condition of Education Website (2003–2011)..........................................................................................................26
2 The Condition of Education 2011 in Brief

Indicator 1

Enrollment Trends by Age

Between 2000 and 2009, enrollment rates increased for young adults ages 18–19 and 

adults ages 20–24, 25–29, and 30–34; students in these age groups are typically enrolled 

in college or graduate school.

Between 1970 and 2009, the school enrollment rate for 

children ages 3–4 (typically in nursery or preschool)

increased from 20 to 52 percent. More recently, from 2000 

through 2009, the enrollment rate for children ages 3–4 

remained stable between 52 and 56 percent. The enrollment 

rate for children ages 5–6, who are typically enrolled in 

kindergarten or first grade, rose from 90 percent in 1970 to 

96 percent in 1976 and has since remained stable. For youth 

ages 7–13 and 14–15, enrollment rates have remained at 

nearly 100 percent over the past 39 years, reflecting states’ 

compulsory age requirements for school attendance. The 

enrollment rate for 16- to 17-year-olds increased from 90 

percent in 1970 to 95 percent in 2009. 

For young adults ages 18–19, the overall school enrollment 

rate increased from 48 to 69 percent between 1970 and 2009, 

with enrollment at the secondary level increasing from 10 

to 19 percent and enrollment at the college level increasing 

from 37 to 50 percent. Between 2000 and 2009, the college 

enrollment rate for young adults ages 18–19 increased from 45 

to 50 percent. During the same period, the enrollment rate for 

adults ages 20–24 increased from 32 to 39 percent; for adults 

ages 25–29, from 11 to 13 percent; and for adults ages 30–34, 

from 7 to 8 percent.

Technical Notes

Estimates include enrollment in any type of graded public, 

parochial, or other private school. This includes nursery 

schools, kindergartens, elementary schools, high schools, 

colleges, universities, and professional schools. Estimates 

include only enrollments in regular schooling; that is, schools 

or classes that advance a person toward a high school diploma, 

or a college, university, or professional school degree. 
Participation in Education 3

Figure 1. Percentage of the population ages 3–34 enrolled in school, by age group: October 1970–2009

1970 1975 1980 1985 1990 1995 2000 2009 2005

Ages 3–19

Year Year

Ages 3–41

Ages 18–19

Ages 14–15 Ages 7–13 Ages 16–17 Ages 5–6

Ages 18–34

Ages 18–19

Ages 20–24

Ages 25–29

Ages 30–34

1970 1975 1980 1985 1990 1995 2000 2009 2005

Percent

0

20

40

60

80

100

Percent

0

20

40

60

80

100

1 Beginning in 1994, new procedures were used to collect enrollment data on children ages 3–4. As a result, pre-1994 data may not be comparable to

data from 1994 or later. 

NOTE: Includes enrollment in any type of graded public, parochial, or other private schools. Includes nursery schools, kindergartens, elementary schools, 

high schools, colleges, universities, and professional schools. Attendance may be on either a full-time or part-time basis and during the day or night. 

Excluded are enrollments in schools or classes that do not advance students to regular school degrees, such as trade schools, business colleges, or 

vocational schools. 

SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October Supplement, 1970–2009.

Indicator 1
4 The Condition of Education 2011 in Brief

Indicator 2

Reading Performance and Achievement Gaps

Between 2007 and 2009, the average grade 4 reading score showed no measurable 

change and the average grade 8 reading score increased by 1 point. At grade 12, the 

average reading score increased by 2 points between 2005 and 2009.

In 2009, the average National Assessment for Educational 

Progress (NAEP) reading scale score for 4th-graders (221) 

was not measurably different from the 2007 score, but was 

higher than the scores on all assessments between 1992 (217) 

and 2005 (219). For 8th-graders, the average score in 2009 

(264) was 1 point higher than in 2007 and 4 points higher 

than in 1992. The average reading score for 12th-graders was 

2 points higher in 2009 (288) than in 2005, the year of the 

immediately preceding assessment, but was 4 points lower 

than the score in 1992. 

At grade 4, the average reading scores in 2009 for White, 

Black, Hispanic, Asian/Pacific Islander, and American 

Indian/Alaska Native students were not measurably different 

from their scores in 2007. However, the 2009 reading scores 

for White, Black, and Hispanic students were higher than 

the scores from assessment years prior to 2007. In 2009, the 

average reading score of Black 4th-grade students was less 

than that of White 4th-grade students by 26 points. This gap 

was not measurably different from the gap in 2007 but was 

smaller than the gaps in all other assessment years prior to 

2007. In 2009, Hispanic 4th-grade students scored 25 points 

lower than their White peers; this gap was not measurably 

different from the gaps in 2007 or 1992.

At grade 8, average reading scores were higher in 2009 

than in 2007 for all racial/ethnic groups. Black and Hispanic 

8th-grade students scored lower than their White counterparts 

in 2009, by 26 and 24 points, respectively; neither of these 

gaps was measurably different from the corresponding gaps 

in 2007 and 1992.

The average scores for White and Asian/Pacific Islander 

12th-graders were higher in 2009 than in 2005 by 3 and 11 

points, respectively, while scores for Blacks, Hispanics, and 

American Indians/Alaska Natives did not measurably change. 

In 2009, White 12th-grade students scored 27 points higher 

in reading than Black students and 22 points higher than 

Hispanic students. Neither score gap was measurably different 

from the respective score gaps in previous assessment years.

Technical Notes

NAEP reading scores range from 0 to 500. Score gaps are 

calculated based on differences between unrounded scores. 

The 12th-grade reading assessment was not administered in 

2003 or 2007. Race categories exclude persons of Hispanic 

ethnicity.
Learner Outcomes 5

Figure 2. Average reading scale scores of 4th-, 8th-, and 12th-grade students: Selected years, 1992–2009

0

220

230

210

240

260

270

250

280

290

300

500

1992 1994 1998 2002 2003 2005 2007 2009

Scale score

8th grade

12th grade

4th grade

Accommodations not permitted Accommodations permitted

Year

NOTE: The National Assessment of Educational Progress (NAEP) reading scale ranges from 0 to 500. Student assessments are not designed to permit 

comparisons across subjects or grades. Testing accommodations (e.g., extended time, small group testing) for children with disabilities and English 

language learners were not permitted in 1992 and 1994; students were tested with and without accommodations in 1998. The 12th-grade NAEP reading 

assessment was not administered in 2003 or 2007. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), selected years, 

1992–2009 Reading Assessments, NAEP Data Explorer.

Indicator 2
6 The Condition of Education 2011 in Brief

Indicator 3

Mathematics Performance and Achievement Gaps

From 1990 to 2009, average grade 4 mathematics scores increased by 27 points and 

average grade 8 scores increased by 20 points. At grade 12, average scores increased 

by 3 points between 2005 and 2009.

In 2009, the average National Assessment of Educational 

Progress (NAEP) mathematics scale score for 4th-grade 

students (240) was not measurably different from the 2007 

score, but was higher than the scores on all of the assessments 

given between 1990 and 2005. The average score for 8th-grade 

students in 2009 (283) was higher than the average scores in 

all previous assessment years. From 1990 to 2009, average 

grade 4 and grade 8 mathematics scores increased by 27 and 

20 points, respectively. The average 12th-grade mathematics 

score was 3 points higher in 2009 (153) than it was in 2005, 

the year the assessment was first given. 

At grade 4, the average mathematics scores in 2009 for White, 

Black, Hispanic, Asian/Pacific Islander, and American Indian/

Alaska Native students were not measurably different from 

their scores in 2007. However, the 2009 scores for White, 

Black, Hispanic, and Asian/Pacific Islander 4th-grade students 

were higher than their scores from assessment years prior to 

2007. Black 4th-grade students scored 26 points lower than 

their White peers in 2009. This gap was not measurably 

different from that in 2007 but was smaller than the gap in 

1990, when the average score of Black 4th-grade students was 

32 points lower than that of their White peers. The 21-point 

achievement gap between White and Hispanic 4th-grade 

students in 2009 was not measurably different from the gap 

in 2007 or the gap in 1990.

At grade 8, average mathematics scores were higher in 2009 

than in 2007 for all racial/ethnic groups except American 

Indians/Alaska Natives. Black and Hispanic 8th-grade students 

scored lower than their White counterparts in 2009, by 32 and 

26 points, respectively; neither of these gaps was measurably 

different from the corresponding gaps in 2007 and 1990.

At grade 12, average mathematics scores were higher in 2009 

than in 2005 for all racial/ethnic groups. In 2009, White 

12th-grade students scored 30 points higher in mathematics 

than Black students and 23 points higher than Hispanic 

students. Neither gap was measurably different from the 

corresponding gaps in 2005.

Technical Notes

NAEP mathematics scores range from 0 to 500 for grades 4 and 

8. The framework for the 12th-grade mathematics assessment 

was revised in 2005; as a result, the 2005 and 2009 results 

cannot be compared with those from previous years. At grade 

12, mathematics scores on the revised assessment range from 

0 to 300. Race categories exclude persons of Hispanic ethnicity.
Learner Outcomes 7

Figure 3. Average mathematics scale scores of 4th- and 8th-grade students: Selected years, 1990–2009

0

200

210

220

230

240

250

260

270

280

290

500

Accommodations not permitted Accommodations permitted

Year

1990 1992 1996 2000 2003 2005 2007 2009

Average scale scores

Grade 8

Grade 4

NOTE: At grades 4 and 8, the National Assessment of Educational Progress (NAEP) mathematics scale ranges from 0 to 500. Testing accommodations 

(e.g., extended time, small group testing) for children with disabilities and limited-English proficient students were not permitted in 1990 and 1992; 

students were tested with and without accommodations in 1996. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), selected years, 

1990–2009 Mathematics Assessments, NAEP Data Explorer.

Indicator 3
8 The Condition of Education 2011 in Brief

Indicator 4

International Reading, Mathematics, and Science Literacy

In 2009, the average U.S. combined reading literacy score and the combined science 

literacy score for 15-year-old students were not measurably different from the average 

score of the 34 OECD member countries, while the average U.S. mathematics literacy 

score was below the OECD average. 

The 2009 Program for International Student Assessment 

(PISA) reports the performance of 15-year-old students in 

reading, mathematics, and science literacy in 65 countries 

and other education systems, including the 34 Organization 

for Economic Co-operation and Development (OECD) 

countries, 26 non-OECD countries, and 5 other education 

systems. The OECD countries are a group of the world’s 

most advanced economies. Other education systems refer 

to non-national entities, such as Shanghai-China.

The U.S. students’ average score on the combined reading 

literacy scale (500) was not measurably different from the 

average score of OECD countries (493). Compared with 

the other 64 countries and other education systems, the U.S. 

average was lower than the average in 9 countries and other 

education systems (6 OECD countries, 1 non-OECD country, 

and 2 other education systems) and higher than the average in 

39 countries and other education systems (13 OECD countries, 

24 non-OECD countries, and 2 other education systems).

The average U.S. mathematics literacy score (487) in 2009 

was lower than the average score of the 34 OECD countries 

(496). In comparison with students in all 64 other countries 

and education systems, students in the United States on 

average scored lower than students in 23 (17 OECD 

countries, 2 non-OECD countries, and 4 other education 

systems) and higher than students in 29 (5 OECD countries, 

23 non-OECD countries, and 1 other education system).

The average U.S. science literacy score (502) in 2009 was not 

measurably different from the average score of the 34 OECD 

countries (501). In comparison with students in all 64 other 

countries and education systems, students in the United 

States on average scored lower than students in 18 (12 OECD 

countries, 2 non-OECD countries, and 4 other education 

systems) and higher than students in 33 (9 OECD countries, 

23 non-OECD countries, and 1 other education system).

Technical Notes

Since PISA is principally an OECD study, the results for 

non-OECD countries and other education systems are 

displayed separately and are not included in the OECD 

average. The OECD average is the average of the national 

averages of the 34 OECD member countries, with each 

country weighted equally. Scores are reported on a scale 

from 0 to 1,000. 
Learner Outcomes 9

Figure 4. Average scores of 15-year-old students in the United States and OECD countries on reading, mathematics, and 

science literacy scales: 2009

0

350

1,000

650

600

550

500

450

400

Scale score

Reading Mathematics Science

Literacy subject area

493 500 496 487* 501 502

OECD average United States average

*p < .05. U.S. average is significantly different from the Organization for Economic Co-operation and Development (OECD) average at the .05 level of 

statistical significance. 

NOTE: The OECD average is the average of the national averages of the OECD member countries, with each country weighted equally. Scores are reported 

on a scale of 0 to 1,000. 

SOURCE: Fleischman, H.L., Hopstock, P.J., Pelczar, M.P., and Shelley, B.E. (2010). Highlights From PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, 

Mathematics, and Science Literacy in an International Context (NCES 2011-004).

Indicator 4
10 The Condition of Education 2011 in Brief

Indicator 5

Annual Earnings of Young Adults

In 2009, young adults ages 25–34 with a bachelor’s degree earned more than twice as 

much as those without a high school diploma or its equivalent, 50 percent more than 

high school completers, and 25 percent more than those with an associate’s degree.

For young adults ages 25–34 who worked full time 

throughout a full year, higher educational attainment 

was associated with higher median earnings. This pattern 

was consistent for each year examined between 1995 and 

2009. For example, young adults with a bachelor’s degree 

consistently had higher median earnings than those with 

less education. This relationship of higher median earnings 

corresponding with higher educational attainment also 

held across sex and race/ethnicity subgroups.

In 2009, the median of the earnings for young adults with a 

bachelor’s degree was $45,000, while the median was $21,000 

for those without a high school diploma or its equivalent, 

$30,000 for those with a high school diploma or its equivalent, 

and $36,000 for those with an associate’s degree. In other 

words, young adults with a bachelor’s degree earned more 

than twice as much as young adults without a high school 

diploma or its equivalent, 50 percent more than young adult 

high school completers, and 25 percent more than young 

adults with an associate’s degree.

Earnings differences were also observed by sex and by race/

ethnicity. In 2009, the median of the earnings for young adult 

males was higher than the median for young adult females at 

every education level. For example, in 2009 young adult males 

with a bachelor’s degree earned $51,000, while their female 

counterparts earned $40,100. In the same year, the median 

of the earnings of White young adults was higher than that 

of Black and Hispanic young adults at most education levels. 

Asian young adults with a bachelor’s degree or master’s degree 

or higher had higher median earnings than did their White, 

Black, and Hispanic counterparts in 2009. 

Technical Notes

High school completers are those who earned a high school 

diploma or equivalent (e.g., a General Educational 

Development [GED] certificate). Full-year worker refers 

to those who were employed 50 or more weeks during the 

previous year; full-time worker refers to those who were usually 

employed 35 or more hours per week. Race categories exclude 

persons of Hispanic ethnicity. 
Learner Outcomes 11

Figure 5. Median annual earnings of full-time, full-year wage and salary workers ages 25–34, by educational attainment and 

sex: 2009

High school

diploma or

equivalent

Some

college

Associate’s

degree

Total Total2 Bachelor’s

degree

Bachelor’s degree or higher

Master’s degree

or higher

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

$80,000

$40,000

$23,000

$19,000

$32,900

$39,000

$29,300

$42,000

$31,000

$51,000

$40,100

$70,000

Dollars

Educational attainment

Less than

high school

completion1

Male Female

$25,000

$55,000 $54,000

$35,000

$45,000

1 Young adults in this category did not earn a high school diploma or receive alternative credentials, such as a General Educational Development (GED) 

certificate. 2 Total represents median annual earnings of young adults with a bachelor’s degree or higher.

NOTE: Full-year worker refers to those who were employed 50 or more weeks during the previous year; full-time worker refers to those who were usually 

employed 35 or more hours per week.

SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), March and Annual Social and Economic Supplement, 2010.

Indicator 5
12 The Condition of Education 2011 in Brief

Indicator 6

Public High School Graduation Rates

In 2007–08, about three-quarters of public high school students graduated on time with 

a regular diploma.

Among public high school students in the class of 2007–08, 

the averaged freshman graduation rate—an estimate of the 

percentage of an incoming freshman class that graduates with 

a regular diploma 4 years later—was 74.7 percent; that is, 

about 3 million students graduated on time. Wisconsin had 

the highest graduation rate at 89.6 percent. Sixteen other 

states had rates of 80 percent or more (ordered from high to 

low): Vermont, Minnesota, Iowa, New Jersey, South Dakota, 

North Dakota, Nebraska, New Hampshire, Pennsylvania, 

Missouri, Connecticut, Montana, Massachusetts, Maryland, 

Illinois, and Idaho. The District of Columbia had the lowest 

rate, at 56.0 percent. Nine other states had graduation 

rates below 70 percent (ordered from high to low): Alaska, 

Alabama, Florida, New Mexico, Georgia, Mississippi, 

Louisiana, South Carolina, and Nevada.

The overall averaged freshman graduation rate was higher 

for the graduating class of 2007–08 (74.7 percent) than it 

was for the graduating class of 2001–02 (72.6 percent). 

However, from 2004–05 to 2005–06, the overall averaged 

freshman graduation rate decreased from 74.7 percent to 

73.4 percent. Looking at changes by state, there was an 

increase in the graduation rate in 40 states from school year 

2001–02 to 2007–08; in 8 of these states rates increased 

by more than 5 percentage points. The graduation rate 

decreased in 11 states and the District of Columbia; 3 of these 

experienced a decline of more than 5 percentage points.

Technical Notes

The averaged freshman enrollment count is the sum of 

the number of 8th-graders 5 years earlier, the number of 

9th-graders 4 years earlier (when current-year seniors were 

freshmen), and the number of 10th-graders 3 years earlier, 

divided by 3. The intent of this averaging is to account for the 

high rate of grade retention in the freshman year, which adds 

9th-grade repeaters from the previous year to the number of 

students in the incoming freshman class each year. Ungraded 

students were allocated to individual grades proportional to 

each state’s enrollment in those grades. The 2005–06 national 

estimates include imputed data for the District of Columbia, 

Pennsylvania, and South Carolina. The 2007–08 national 

estimates excludes graduates of semi-private schools in Maine. 
Student Effort and Educational Progress 13

Figure 6. Averaged freshman graduation rate for public high school students, by state or jurisdiction: School year 2007–08 

RI

DE

DC

80.0 percent or higher (17)

Less than 70.0 percent (10)

70.0–79.9 percent (24)

NOTE: The rate is the number of graduates divided by the estimated freshman enrollment count 4 years earlier. This count is the sum of the number of 

8th-graders 5 years earlier, the number of 9th-graders 4 years earlier, and the number of 10th-graders 3 years earlier, divided by 3. Ungraded students were 

allocated to individual grades proportional to each state’s enrollment in those grades. The estimate for Maine excludes graduates of semi-private schools. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “NCES Common Core of Data State Dropout 

and Completion Data File,” school year 2007–08, version 1b.

Indicator 6
14 The Condition of Education 2011 in Brief

Indicator 7

Status Dropout Rates

In general, the status dropout rates for Whites, Blacks, and Hispanics each declined 

between 1980 and 2009. However, in each year during that period, the status dropout 

rate was lower for Whites and Blacks than for Hispanics.

The status dropout rate represents the percentage of 16- 

through 24-year-olds who are not enrolled in school and 

have not earned a high school credential (either a diploma 

or an equivalency credential such as a General Educational 

Development [GED] certificate). In this indicator, status 

dropout rates are estimated using both the Current Population 

Survey (CPS) and the American Community Survey (ACS). 

While the CPS has longer time trends, the 2009 ACS has 

larger sample sizes than the CPS, thus allowing for more 

detailed comparisons of status dropout rates by race/ethnicity, 

nativity, and sex.

Based on the CPS, the status dropout rate declined from 

14 percent in 1980 to 8 percent in 2009. In general, the status 

dropout rates for Whites, Blacks, and Hispanics each declined 

between 1980 and 2009. However, in each year during that 

period, the status dropout rate was lower for Whites and 

Blacks than for Hispanics. In addition, the rate for Asians/

Pacific Islanders was lower than that for Hispanics and 

Blacks every year between 1989 and 2009. 

Data from the 2009 ACS show that the status dropout rate for 

Hispanics born in the United States was higher than the rates 

for Asians, Whites, Blacks, and persons of two or more races 

born in the United States. Overall, the status dropout rate for 

U.S.-born 16- through 24-year-olds was lower than the rate for 

their peers born outside of the United States (7 vs. 20 percent). 

Hispanics and Asians born in the United States had lower 

status dropout rates than did their counterparts born outside 

of the United States, whereas U.S.-born Blacks had higher 

status dropout rates than did their counterparts born outside 

of the United States. 

Technical Notes

CPS estimates include civilian, noninstitutionalized 16- 

through 24-year-olds. Young adults in the military or those 

who are incarcerated are not included in this measure. 

However, the 2009 ACS includes noninstitutionalized and 

institutionalized group quarters. Therefore, due to this and 

other methodological differences between the CPS and ACS, 

status dropout estimates from the two surveys are not directly 

comparable.
Student Effort and Educational Progress 15

Figure 7. Status dropout rates of 16- through 24-year-olds in the civilian, noninstitutionalized population, by race/ethnicity: 

October Current Population Survey (CPS) 1995–2009

Percent

0

10

50

40

30

20

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Year

Hispanic

American Indian/Alaska Native White

Black

Asian/Pacific Islander

NOTE: The status dropout rate is the percentage of 16- through 24-year-olds who are not enrolled in high school and have not earned a high school 

credential (either a diploma or an equivalency credential such as a General Educational Development [GED] certificate). The status dropout rate 

includes all dropouts regardless of when they last attended school. Data for American Indians/Alaska Natives in 1999 have been suppressed due to 

unstable estimates. Race categories exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October Supplement, 1995–2009.

Indicator 7
16 The Condition of Education 2011 in Brief

Indicator 8

Immediate Transition to College

The immediate college enrollment rate after high school increased from 1975 to 1997 

(51 to 67 percent), declined from 1997 to 2001 (to 62 percent), then increased from 

2001 to 2009 (70 percent). Gaps in immediate enrollment rates by family income, 

race/ethnicity, and sex have persisted over time.

The rate at which high school completers enrolled in college 

in the fall immediately after high school ranged from 49 to 

70 percent between 1975 and 2009. This rate increased from 

51 percent in 1975 to 67 percent in 1997 and then declined 

to 62 percent in 2001 before increasing to 70 percent in 2009. 

In every year between 1975 and 2009, the immediate college 

enrollment rates of high school completers from low- and 

middle-income families were lower than those of high school 

completers from high-income families. In 2009, the difference 

in enrollment rates between students from low- and highincome families was 29 percentage points (55 percent vs. 

84 percent). The difference in rates between students from 

middle- and high-income families was 17 percentage points 

(67 percent vs. 84 percent).

Differences in enrollment rates by race/ethnicity have also 

persisted over time. In every year between 2003 and 2009, 

the immediate college enrollment rate of Asian high school 

completers was higher than the rates of White, Black, and 

Hispanic high school completers. In 2009, the immediate 

college enrollment rate of Asian high school completers (90 

percent) was 19 percentage points higher than that of White 

high school completers (71 percent). These immediate college 

enrollment rates of White and Asian high school completers 

were higher than the rates of Black (63 percent) and Hispanic 

(62 percent) high school completers. 

Technical Notes

Low income refers to the bottom 20 percent of all family 

incomes, high income refers to the top 20 percent of all 

family incomes, and middle income refers to the 60 percent 

in between. Race categories exclude persons of Hispanic 

ethnicity. This indicator provides data on high school 

completers ages 16–24, who account for about 98 percent 

of all high school completers in a given year. Before 1992, 

high school completer referred to those who had completed 

12 years of schooling. As of 1992, high school completer 

refers to those who have received a high school diploma 

or equivalency certificate.
Student Effort and Educational Progress 17

Figure 8. Percentage of high school completers who were enrolled in 2- or 4-year colleges the October immediately following 

high school completion, by family income: 1975–2009

Percent

0

100

80

60

40

20

1975 1980 1985 1990 1995 2000 2005 2009

Year

High income

Middle income

Low income1

1 Due to the small sample size for the low-income category, data are subject to relatively large sampling errors. Therefore, moving averages are used to 

produce more stable estimates. The 3-year moving average is an arithmetic average of the year indicated, the year immediately preceding, and the year 

immediately following. For 1975 and 2009, a 2-year moving average is used: data for 1975 reflect an average of 1975 and 1976, and data for 2009 reflect 

an average of 2008 and 2009.

NOTE: Includes high school completers ages 16–24, who account for about 98 percent of all high school completers in a given year. Low income refers 

to the bottom 20 percent of all family incomes, high income refers to the top 20 percent of all family incomes, and middle income refers to the 60 percent 

in between. 

SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October Supplement, 1975–2009.

Indicator 8
18 The Condition of Education 2011 in Brief

Indicator 9

Postsecondary Graduation Rates

About 54 percent of male and 60 percent of female first-time students who sought a 

bachelor’s degree and enrolled at a 4-year institution full time in fall 2002 completed a 

bachelor’s degree at that institution within 6 years.

Approximately 57 percent of first-time students who sought 

a bachelor’s degree or its equivalent and enrolled at a 4-year 

institution full time in fall 2002 completed a bachelor’s 

degree or its equivalent at that institution within 6 years. 

Six-year graduation rates were highest at private not-for-profit 

institutions (65 percent), followed by public institutions 

(55 percent) and private for-profit institutions (22 percent).

Among students who enrolled in 4-year institutions in fall 

2002, Asian/Pacific Islander students had the highest 6-year 

graduation rate (67 percent), followed by Whites (60 percent), 

Hispanics (49 percent), Blacks (40 percent), and American 

Indians/Alaska Natives (38 percent). At both public and 

private not-for-profit 4-year institutions, the 6-year graduation 

rates for females were higher than the rates for males. About 

54 percent of male and 60 percent of female first-time 

students who sought a bachelor’s degree completed a bachelor’s 

degree at that institution with 6 years. At public institutions, 

about 58 percent of females seeking a bachelor’s degree or 

its equivalent graduated within 6 years, compared with 52 

percent of males. 

At 2-year institutions, about 27 percent of first-time, full-time 

students who enrolled in fall 2005 completed a certificate 

or associate’s degree within 150 percent of the normal time 

required to complete such a degree. Fifty-eight percent of 

students graduated within 150 percent of the normal time 

at private for-profit 2-year institutions, 48 percent did so at 

private not-for-profit institutions, and 21 percent did so at 

public institutions. 

Technical Notes

The graduation rate was calculated as the total number of 

students who completed a degree at the institution first 

entered (i.e., did not transfer) within the specified time to 

degree attainment (for bachelor’s degrees, 6 years; for less 

than 4-year degrees, 150 percent of the normal time required 

to attain such a degree) divided by the revised cohort, 

meaning the cohort minus any allowable exclusions. For this 

indicator, the revised cohorts are the spring 2009 estimates 

of the number of students who entered a 4-year institution 

in fall 2002 as first-time, full-time undergraduates seeking a 

bachelor’s or equivalent degree and the number of students 

who entered a 2-year institution in fall 2005 as first-time, 

full-time undergraduates seeking a certificate or associate’s 

degree. Race categories exclude persons of Hispanic ethnicity. 
Student Effort and Educational Progress 19

Figure 9. Percentage of students seeking a bachelor’s degree at 4-year institutions who completed a bachelor’s degree 

within 6 years, by control of institution and race/ethnicity: Cohort year 2002

White Black Hispanic Asian/Pacific Islander American Indian/Alaska Native

Public Private not-for-profit Private for-profit

Control of institution

Total

Percent

0

20

40

60

80

100

60

40

49

67

38

57

39

46

65

36

67

45

59

75

50

25

16

28

35

17

NOTE: The rate was calculated as the total number of students who completed a degree within the specified time to degree attainment (6 years) divided 

by the revised cohort, meaning the cohort minus any allowable exclusions. The revised cohort is the spring 2009 estimate of the number of students who 

entered the institution in 2002 as first-time, full-time undergraduates seeking a bachelor’s or equivalent degree. Students who transferred to another institution 

and graduated from the other institution are not counted as completers at their initial institution. Race categories exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Spring 2009, 

Graduation Rates component.

Indicator 9
20 The Condition of Education 2011 in Brief

Indicator 10

Concentration of Students Eligible for Free or Reduced-Price Lunch

In 2008–09, greater percentages of Black, Hispanic, and American Indian/Alaska Native 

students attended high-poverty elementary and secondary public schools than did 

White or Asian/Pacific Islander students.

The percentage of students eligible for free or reduced-price 

lunch (FRPL) provides a proxy measure for the concentration 

of low-income students within a school. High-poverty schools 

are defined as public schools where more than 75 percent of 

the students are eligible for FRPL. In 2008–09, approximately 

22 percent of elementary and 8 percent of secondary school 

students attended high-poverty schools, up from the 20 

percent of elementary and 6 percent of secondary school 

students in 2007–08.

In 2008–09, greater percentages of Hispanic, Black, and 

American Indian/Alaska Native students attended high-poverty 

public elementary and secondary schools than did White or 

Asian/Pacific Islander students. In addition, greater percentages 

of Asian/Pacific Islander students attended these schools than 

did White students. For example, at the elementary level, 45 

percent of Hispanic, 44 percent of Black, and 31 percent of 

American Indian/Alaska Native students were enrolled in 

high-poverty schools, compared with 17 percent of Asian/

Pacific Islander and 6 percent of White students.

Examining the racial/ethnic distributions within schools 

of a given poverty level provides a more detailed snapshot 

of the extent to which students of various races/ethnicities 

are concentrated in certain schools. White students were 

underrepresented in high-poverty schools in 2008–09, 

while Black and Hispanic students were overrepresented. 

While over half (54 percent) of public school students were 

White, 14 percent of students attending high-poverty schools 

were White. Blacks made up 17 percent of students overall 

and 34 percent of students in high-poverty schools, and 

Hispanics made up 21 percent of students overall and 45 

percent of students in high-poverty schools.

Technical Notes

Race categories exclude persons of Hispanic ethnicity.
Contexts of Elementary and Secondary Education 21

Figure 10. Percentage of public school students in high-poverty schools, by race/ethnicity and school level: School year 

2008–09

Elementary Secondary

American Indian/

Alaska Native

Hispanic Asian/

Pacific Islander

Total White Black 1

Percent

Race/ethnicity

0

20

40

60

80

100

22

8 6

2

44

18

45

18 17

6

31

16

1 Includes students whose racial/ethnic group was not reported. 

NOTE: The National School Lunch Program is a federally assisted meal program. To be eligible, a student must be from a household with an income at or 

below 130 percent of the poverty threshold for free lunch, or between 130 percent and 185 percent of the poverty threshold for reduced-price lunch. Highpoverty schools are public schools where more than 75 percent of the students are eligible for the free or reduced-price lunch program. Race categories 

exclude persons of Hispanic ethnicity. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/Secondary School 

Universe Survey,” 2008–09.

Indicator 10
22 The Condition of Education 2011 in Brief

Indicator 11

Characteristics of Undergraduate Institutions

In fall 2009, some 11 percent of all full-time undergraduate students attended private 

for-profit institutions, including 38 percent of full-time students age 35 and over and 5 

percent of full-time students under the age of 25.

Of the 18 million undergraduate students enrolled full or 

part time at degree-granting institutions in the United States 

in fall 2009, some 76 percent attended public institutions, 

15 percent attended private not-for-profit institutions, and 

9 percent attended private for-profit institutions. 

Among undergraduate students who were enrolled full time 

in fall 2009, some 11 percent attended private for-profit 

institutions. About 38 percent of full-time students age 35 

and over attended private for-profit institutions, compared 

with 5 percent of full-time students under the age of 25. 

For part-time undergraduate students under the age of 25, 

more than two-thirds (70 percent) attended public 2-year 

institutions in fall 2009. 

Some 77 percent of full-time students and 46 percent of parttime students who entered 4-year institutions in 2008 returned 

the following year to continue their studies; this percentage is 

the retention rate. At 2-year institutions, the retention rates for 

those who entered school in 2008 were 61 percent for full-time 

students and 40 percent for part-time students. Among 4-year 

institutions, retention rates varied based on the percentage 

of applicants who were accepted for admission. At 4-year 

institutions with open admissions policies, retention rates 

were 57 percent for full-time and 46 percent for part-time 

students. Four-year institutions that accepted less than a 

fourth of applicants had retention rates of 95 percent for 

full-time students and 60 percent for part-time students. 

Technical Notes

Degree-granting institutions grant associate’s or higher 

degrees and participate in Title IV federal financial aid 

programs. For 4-year institutions, the retention rate is the 

percentage of first-time, bachelor’s degree-seeking students 

who return to the institution to continue their studies the 

following fall. For 2-year institutions, the retention rate is 

the percentage of first-time degree/certificate-seeking students 

enrolled in the fall who either returned to the institution or 

successfully completed their program by the following fall. 

Full time refers to students who enrolled full time (as defined 

by the institution) in the fall. 
Contexts of Postsecondary Education 23

Figure 11. Percentage distribution of fall undergraduate enrollment in degree-granting institutions, by student attendance 

status, age, and control and level of institution: Fall 2009

35 years old and over

25 to 34 years old

Under 25 years old

Part time

35 years old and over

25 to 34 years old

Under 25 years old

Full time

Percent

0 20 40 60 80 100

Public 4-year Public 2-year Private not-for-profit 4-year

Private not-for-profit 2-year Private for-profit 4-year Private for-profit 2-year

49 24 21 3

3

#

2

29 30 11 22

#

7

16 33 12 30

#

8

22 70 4

#

#

23 61 8 8

#

1

19 63 10 7

#

1

# Rounds to zero.

NOTE: Degree-granting institutions grant associate’s or higher degrees and participate in Title IV federal financial aid programs. Institutions in this indicator 

are classified based on the highest degree offered. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2009 Integrated Postsecondary Education Data System (IPEDS), Spring 2010. 

Indicator 11
24 The Condition of Education 2011 in Brief

Indicator 12

Degrees Conferred by Public and Private Institutions

Between 1998–99 and 2008–09, the number of degrees conferred by private for-profit 

institutions increased by a larger percentage than the number conferred by public 

institutions and private not-for-profit institutions; this was true for all levels of degrees.

From 1998–99 to 2008–09, the number of degrees 

conferred by public, private for-profit, and private not-forprofit institutions generally increased for each level of degree: 

the number of associate’s degrees awarded increased by 41 

percent; bachelor’s degrees, by 33 percent; master’s degrees, 

by 49 percent; first-professional degrees, by 17 percent; and 

doctoral degrees, by 54 percent. 

The number of associate’s degrees awarded from 1998–99 

to 2008–09 increased by 33 percent for public institutions 

and more than doubled for private for-profit institutions but 

decreased by 1 percent for private not-for-profit institutions. 

From 1998–99 to 2008–09, the number of bachelor’s degrees 

awarded by public institutions increased by 29 percent, 

the number awarded by private not-for-profit institutions 

increased by 26 percent, and the number awarded by private 

for-profit institutions more than quadrupled. Despite the 

large percentage increase for private for-profit institutions, 

they awarded 5 percent of all bachelor’s degrees conferred in 

2008–09, while public institutions awarded 64 percent and 

private not-for-profit institutions awarded 31 percent of all 

bachelor’s degrees. 

The number of master’s degrees conferred by private not-forprofit institutions increased by 48 percent from 1998–99 to 

2008–09, yet the percentage of master’s degrees conferred by 

these institutions remained about the same. The number of 

master’s degrees conferred by public institutions increased at 

a lower rate (29 percent), resulting in a decrease in their share 

of master’s degrees. Private for-profit institutions conferred 

2 percent of master’s degrees in 1998–99 and 10 percent in 

2008–09. 

From 1998–99 to 2008–09, the number of first-professional 

degrees awarded by public institutions increased by 18 percent, 

the number awarded by private not-for-profit institutions 

increased by 16 percent, and the number awarded by private 

for-profit institutions more than doubled. During the same 

period, the number of doctoral degrees conferred increased 

by 42 percent for public institutions, by 62 percent for private 

not-for-profit institutions, and by almost 500 percent for 

private for-profit institutions.

Technical Notes

This indicator includes only degree-granting institutions that 

participated in Title IV federal financial aid programs. 
Contexts of Postsecondary Education 25

Indicator 12

Table 1. Number of degrees conferred by degree-granting institutions and percent change, by control of institution and level 

of degree: Academic years 1998–99 and 2008–09

Level of degree and 

academic year Total Public

Private

Total Not-for-profit For-profit

Number of degrees

Associate’s

1998–99 559,954 448,334 111,620 47,611 64,009

2008–09 787,325 596,098 191,227 46,929 144,298

Percent change 40.6 33.0 71.3 -1.4 125.4

Bachelor’s

1998–99 1,200,303 790,287 410,016 393,680 16,336

2008–09 1,601,368 1,020,435 580,933 496,260 84,673

Percent change 33.4 29.1 41.7 26.1 418.3

Master’s

1998–99 439,986 238,501 201,485 192,152 9,333

2008–09 656,784 308,206 348,578 285,098 63,480

Percent change 49.3 29.2 73.0 48.4 580.2

First-professional

1998–99 78,439 31,693 46,746 46,315 431

2008–09 92,004 37,357 54,647 53,572 1,075

Percent change 17.3 17.9 16.9 15.7 149.4

Doctoral

1998–99 44,077 28,134 15,943 15,501 442

2008–09 67,716 39,911 27,805 25,169 2,636

Percent change 53.6 41.9 74.4 62.4 496.4

NOTE: Includes only institutions that participated in Title IV federal financial aid programs.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1998–99 and 2008–09 Integrated Postsecondary Education Data 

System (IPEDS), “Completions Survey” (IPEDS-C:99) and Fall 2009.
26 The Condition of Education 2011 in Brief

List of Indicators on The Condition of Education Website (2003–2011)

The List of Indicators includes all of the indicators that appear on The Condition of Education website (http://nces.ed.gov/

programs/coe), drawn from the 2003–2011 print volumes. Since indicators are cumulative over the years, the same indicator 

appearing in multiple years is listed here only for the most recent year. The list is organized first by section then by subject area. 

Thus, the indicator numbers and the years in which the indicators were published are not sequential.

Topics in Focus

Reading—Young Children’s Achievement and Classroom Experiences ...........................................................................2003

Paying for College: Changes Between 1990 and 2000 for Full-Time Dependent Undergraduates ..................................2004

Mobility in the Teacher Workforce.................................................................................................................................2005

U.S. Student and Adult Performance on International Assessments of Educational Achievement...................................2006

High School Coursetaking .............................................................................................................................................2007

Community Colleges .....................................................................................................................................................2008

U.S. Performance Across International Assessments of Student Achievement .................................................................2009

High-Poverty Schools.....................................................................................................................................................2010

A Closer Look at Postsecondary Education by Institution Level and Control .................................................................2011

Section 1—Participation in Education

All Ages

Enrollment Trends by Age..........................................................................................................................................1–2011

Preprimary Education

Early Education and Child Care Arrangements of Young Children ............................................................................2–2008

Knowledge and Skills of Young Children....................................................................................................................3–2009 

Indicator–Year
Indicators on the Website 27

http://nces.ed.gov/programs/coe

Elementary/Secondary Education

Public School Enrollment........................................................................................................................................... 2–2011

Charter School Enrollment ........................................................................................................................................ 3–2011

Private School Enrollment.......................................................................................................................................... 4–2011

Homeschooled Students............................................................................................................................................. 6–2009

Racial/Ethnic Enrollment in Public Schools............................................................................................................... 5–2011

Family Characteristics of 5- to 17-Year-Olds .............................................................................................................. 6–2008

Children Who Spoke a Language Other Than English at Home................................................................................. 6–2011

Children and Youth With Disabilities......................................................................................................................... 7–2011

Undergraduate Education

Undergraduate Enrollment......................................................................................................................................... 8–2011

Mobility of College Students.................................................................................................................................... 10–2008

Graduate and Professional Education

Postbaccalaureate Enrollment..................................................................................................................................... 9–2011

Adult Learning

Participation in Adult Education.............................................................................................................................. 10–2007

Section 2—Learner Outcomes

Early Childhood Outcomes

Children’s Skills and Proficiency in Reading and Mathematics Through Grade 3........................................................ 8–2005

Indicator–Year
28 The Condition of Education 2011 in Brief

Academic Outcomes

Reading Performance ...............................................................................................................................................10–2011

Reading Achievement Gaps......................................................................................................................................11–2011

Mathematics Performance........................................................................................................................................12–2011

Mathematics Achievement Gaps...............................................................................................................................13–2011

Science Performance.................................................................................................................................................14–2011

Writing Performance of Students in Grades 8 and 12...............................................................................................14–2008

Economics Performance of Students in Grade 12 .....................................................................................................15–2008

Poverty and Student Mathematics Achievement.......................................................................................................15–2006

Reading and Mathematics Score Trends ...................................................................................................................13–2010

Achievement in the Arts...........................................................................................................................................14–2010

International Reading Literacy .................................................................................................................................15–2011

International Mathematics and Science Literacy.......................................................................................................16–2011

Reading and Mathematics Achievement at 5th Grade ..............................................................................................16–2007

International Comparisons of Reading Literacy in Grade 4 ......................................................................................18–2008

International Trends in Mathematics Performance....................................................................................................15–2009

International Mathematics Content .........................................................................................................................15–2010

International Trends in Science Performance............................................................................................................16–2009

International Science Content..................................................................................................................................16–2010

U.S. History Performance of Students in Grades 4, 8, and 12 ..................................................................................14–2003

Geography Performance of Students in Grades 4, 8, and 12.....................................................................................13–2003

Indicator–Year

List of Indicators on The Condition of Education Website (2003–2011)
Indicators on the Website 29

http://nces.ed.gov/programs/coe

Adult Literacy

Trends in Adult Literacy........................................................................................................................................... 18–2007

Trends in Adult Literary Reading Habits.................................................................................................................. 15–2005

Adult Reading Habits............................................................................................................................................... 20–2006

Social and Cultural Outcomes

Youth Neither in School nor Working...................................................................................................................... 19–2007

Economic Outcomes

Annual Earnings of Young Adults............................................................................................................................. 17–2011

Employment Outcomes of Young Adults ................................................................................................................. 18–2011

Section 3—Student Effort and Educational Progress

Student Attitudes and Aspirations

Time Spent on Homework....................................................................................................................................... 21–2007

Student Preparedness................................................................................................................................................ 22–2007

Postsecondary Expectations of 12th-Graders ............................................................................................................ 23–2006

Student Effort

Student Absenteeism ................................................................................................................................................ 24–2006

Elementary/Secondary Persistence and Progress

Grade Retention of 16- to 19-Year-Olds................................................................................................................... 25–2006

Grade Retention....................................................................................................................................................... 18–2009

Indicator–Year
30 The Condition of Education 2011 in Brief

Public High School Graduation Rates......................................................................................................................19–2011

Students With Disabilities Exiting School With a Regular High School Diploma ....................................................22–2008

Event Dropout Rates by Family Income...................................................................................................................16–2004

Status Dropout Rates ...............................................................................................................................................20–2011

Transition to College

Immediate Transition to College ..............................................................................................................................21–2011

Remedial Coursetaking ............................................................................................................................................22–2011

Postsecondary Persistence and Progress

Postsecondary Graduation Rates...............................................................................................................................23–2011

Completions

Educational Attainment ...........................................................................................................................................24–2011

International Comparison of Educational Attainment..............................................................................................25–2011

Degrees Earned ........................................................................................................................................................26–2011

Advanced Degree Completion Among Bachelor’s Degree Recipients........................................................................32–2006

Section 4—Contexts of Elementary and Secondary Education

School Characteristics and Climate

Characteristics of Public Schools ..............................................................................................................................27–2011

Parents’ Attitudes Toward Schools ............................................................................................................................38–2006

Concentration of Students Eligible for Free or Reduced-Price Lunch .......................................................................28–2011

Indicator–Year

List of Indicators on The Condition of Education Website (2003–2011)
Indicators on the Website 31

http://nces.ed.gov/programs/coe

School-Age Children Living in Poverty.....................................................................................................................29–2011

Concentration of Public School Enrollment by Locale and Race/Ethnicity...............................................................26–2009

Rates of School Crime..............................................................................................................................................30–2011

School Crime and Safety ..........................................................................................................................................26–2010

School Suspension and Expulsions ...........................................................................................................................28–2009

Teachers and Staff

Newly Hired Teachers ..............................................................................................................................................28–2010

Elementary/Secondary School Teaching Among Recent College Graduates..............................................................37–2006

Characteristics of Full-Time Teachers.......................................................................................................................31–2011

Teacher Turnover: Stayers, Leavers, and Movers........................................................................................................32–2011

Characteristics of School Principals ..........................................................................................................................33–2011

Principal Turnover: Stayers, Leavers, and Movers......................................................................................................34–2011

Public School Staff ...................................................................................................................................................30–2010

Student Support Staff in Public Schools ...................................................................................................................35–2007

International Teacher Comparisons..........................................................................................................................29–2009

Learning Opportunities

Parent and Family Involvement in Education...........................................................................................................30–2009

Early Development of Children................................................................................................................................35–2005

Early Literacy Activities............................................................................................................................................33–2006

Afterschool Activities................................................................................................................................................29–2007

Student/Teacher Ratios in Public Schools.................................................................................................................31–2010

Indicator–Year
32 The Condition of Education 2011 in Brief

Out-of-Field Teaching in Middle and High School Grades.......................................................................................28–2003

Out-of-Field Teaching by Poverty Concentration and Minority Enrollment.............................................................24–2004

School Choice

Parental Choice of Schools .......................................................................................................................................32–2009

Finance

Public School Revenue Sources ................................................................................................................................35–2011

Public School Expenditures......................................................................................................................................36–2011

Variations in Instruction Expenditures .....................................................................................................................37–2011

Public School Expenditures by District Poverty ........................................................................................................36–2010

Education Expenditures by Country ........................................................................................................................38–2011

Salaries and Pay Incentives for Teachers....................................................................................................................37–2010

Section 5—Contexts of Postsecondary Education

Characteristics of Postsecondary Students

Characteristics of Undergraduate Institutions...........................................................................................................39–2011

Racial/Ethnic Concentration of Higher Education...................................................................................................39–2010

International Students in the United States ..............................................................................................................39–2009

U.S. Students Studying Abroad................................................................................................................................40–2010

Indicator–Year

List of Indicators on The Condition of Education Website (2003–2011)
Indicators on the Website 33

http://nces.ed.gov/programs/coe

Programs and Courses

Undergraduate Fields of Study ................................................................................................................................. 40–2011

Graduate and First-Professional Fields of Study........................................................................................................ 41–2011

Degrees Conferred by Public and Private Institutions............................................................................................... 42–2011

Distance Education in Higher Education ................................................................................................................. 43–2011

International Comparisons of Degrees by Field ........................................................................................................ 43–2007

Learning Opportunities

Instructional Faculty and Staff Who Teach Undergraduates...................................................................................... 46–2006

Faculty and Staff

Faculty Salaries, Benefits, and Total Compensation .................................................................................................. 44–2011

Finance

College Student Employment................................................................................................................................... 45–2011

Federal Grants and Loans to Undergraduates ........................................................................................................... 46–2011

Price of Attending an Undergraduate Institution...................................................................................................... 47–2010

Price of Graduate and First-Professional Attendance................................................................................................. 48–2011

Tuition and Fees, Student Loans, and Default Rates................................................................................................. 49–2011

Public Effort to Fund Postsecondary Education........................................................................................................ 40–2005

Financial Aid for First-Time Students....................................................................................................................... 45–2009

Postsecondary Revenues and Expenses...................................................................................................................... 50–2011

Indicator–Year