NCES 2009-082

U.S. DEPARTMENT OF EDUCATION
For sale by the Superintendent of Documents, U.S. Government Printing Office 

Internet: bookstore.gpo.gov Phone: toll free (866) 512-1800; DC area (202) 512-1800 

Fax: (202) 512-2104 Mail: Stop IDCC, Washington DC 20402-0001
The Condition of Education 2009 

in Brief

JUNE 2009

Editors 

Michael Planty 

National Center for Education Statistics

Grace Kena

Gretchen Hannes

American Institutes for Research

NCES 2009-082

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

Arne Duncan Sue Betka Stuart Kerachsky 

Secretary Acting Director 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.

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.

We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of 

our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear 

from you. Please direct your comments to:

National Center for Education Statistics 

Institute of Education Sciences 

U.S. Department of Education 

1990 K Street NW 

Washington, DC 20006-5651

June 2009

The NCES World Wide Web Home Page address is http://nces.ed.gov. 

The NCES World Wide Web Electronic Catalog is http://nces.ed.gov/pubsearch.

Suggested Citation

Planty, M., Kena, G., Hannes, G. (Eds.) (2009). The Condition of Education 2009 in Brief (NCES 2009-082). National Center for Education Statistics, Institute of 

Education Sciences, U.S. Department of Education. Washington, DC.

For ordering information on this report, write to

U.S. Department of Education 

ED Pubs 

P.O. Box 1398 

Jessup, MD 20794-1398

or call toll free 1-877-4ED-PUBS or order online at http://www.edpubs.org.

Content Contact

Michael Planty 

(202) 502-7312 

Michael.Planty@ed.gov
What’s Inside

This publication contains a sample of the indicators in The Condition of Education 2009. 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 

2009 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 2009 in Brief and the complete edition are available on the NCES website (http://nces.ed.gov).
Contents

Participation in Education

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

Learner Outcomes

Indicator 2. Reading Performance and Achievement Gaps (Indicator 12) .......................................................................................... 4

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

Indicator 4. Reading and Mathematics Score Trends (Indicator 14)................................................................................................... 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 22)............................................................................................................. 18

Contexts of Elementary and Secondary Education

Indicator 10. Public School Expenditures (Indicator 34).................................................................................................................. 20

Contexts of Postsecondary Education

Indicator 11. Undergraduate Fields of Study (Indicator 40).............................................................................................................. 22

Indicator 12. Financial Aid for First-Time Students (Indicator 45)................................................................................................... 24

List of Indicators for The Condition of Education Website (2000–2009)........................................................................................... 26

Page
2 The Condition of Education 2009 in Brief

Enrollment Trends by Age

Children ages 3–4 (typically nursery school ages) 

experienced the largest increase in enrollment rates, 

from 20 to 55 percent, of any age group between 1970 

and 2007. The rate for children ages 5–6 (typically 

kindergarten or 1st grade ages) increased from 90 to 96 

percent between 1970 and 1976 and has since remained 

stable. For youth ages 7–13, the enrollment rate has 

remained at nearly 100 percent over the past 37 years, 

reflecting states’ minimum compulsory age requirements 

for school attendance. The rate for 14- to 17-year-olds has 

fluctuated between 93 and 96 percent during this period.

For those ages 18–19, the overall enrollment rate 

increased from 48 to 67 percent: elementary/secondary 

enrollment increased from 10 to 18 percent, while 

postsecondary enrollment rose from 37 to 49 percent. 

For those ages 20–21, overall enrollment increased from 

32 to 48 percent, and for those ages 22–24, from 15 to 

27 percent. Among older adults, the enrollment rate 

increased from 8 to 12 percent for those ages 25–29 and 

from 4 to 7 percent for those ages 30–34. 

Technical Notes

Estimates include enrollment in any type of graded 

public, parochial, or other private school. Attendance 

may be on either a full-time or part-time basis and during 

the day or night. Excluded are enrollments in less-than2-year postsecondary institutions and enrollments in 

“special” schools, such as trade schools, business colleges, 

or correspondence schools. 

Between 1970 and 2007, children ages 3–4 had the largest increase in enrollment 

rates. There was also growth in enrollment rates for those ages 18–19 and 20–24.

Indicator 1

Enrollment Trends by Age
Participation in Education 3

Percent Ages 3–19 Ages 18–34

Year

0

1970 1975 1980 1985 1990 1995 2000 2007 1970 1975 1980 1985 1990 1995 2000 2007

20

40

60

80

Ages 5–6 Ages 14–17

Ages 18–19 Ages 18–19

Ages 20–24

Ages 25–29

Ages 30–34

Ages 3–41

Ages 7–13

100

Figure 1. Percentage of the population ages 3–34 enrolled in school, by age group: October 1970–2007

1 Beginning in 1994, new procedures were used to collect preprimary enrollment data. 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. Excludes enrollments in less-than-2-year postsecondary institutions and enrollments in “special” schools, such as trade schools, 

business colleges, or correspondence schools. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2008 (NCES 2009-020), table 7, data 

from U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October, 1970–2007. 

 

Indicator 1
4 The Condition of Education 2009 in Brief

Reading Performance and Achievement Gaps

The percentage of 4th-graders performing at or above 

the Basic achievement level on the National Assessment 

of Educational Progress (NAEP) reading assessment 

was higher in 2007 than in 1992 (67 vs. 62 percent), 

as was the percentage performing at or above Proficient

(33 vs. 29 percent). Percentages of 4th-graders at both 

achievement levels were also higher in 2007 than in 

2005. The percentage of 8th-graders performing at or 

above Basic was higher in 2007 than in 2005, while 

there was no measurable difference in the percentage 

performing at or above Proficient. The percentage of 

12th-graders at or above Basic was lower in 2005 than 

in 1992 (73 vs. 80 percent), as was the percentage of 

12th-graders performing at or above Proficient (35 vs. 

 40 percent).

Although the reading achievement gap between White 

and Black 4th-graders was smaller in 2007 than in 

all previous assessments, the gap between White and 

Hispanic 4th-graders was not measurably different in 

2007 compared with 1992 or 2005. In 2007, at the 

Technical Notes

NAEP reading scores range from 0 to 500. Achievement 

levels define what students should know and be able 

to do: Basic indicates partial mastery of fundamental 

skills; Proficient indicates demonstrated competency 

over challenging subject matter; and Advanced indicates 

superior performance. The 2007 NAEP Reading 

Assessment was not administered to 12th-grade students, 

and state samples were not collected for grade 12. Race 

categories exclude persons of Hispanic ethnicity.

4th-grade level, on average, Blacks scored 27 points 

lower than Whites and Hispanics scored 26 points 

lower than Whites. Similarly, for 8th-graders, the 

gap between Whites and Blacks on the 2007 reading 

assessment was 27 points, and the gap between Whites 

and Hispanics was 25 points. For 12th grade, there were 

no measurable changes in the gaps between Whites 

and their Black and Hispanic counterparts from 1992 

to 2005.

National average reading scores of 4th- and 8th-graders were higher in 2007 than 

in 1992, by 4 and 3 points, respectively. However, the reading score of 12th-graders 

was 6 points lower in 2005 than in 1992.

Indicator 2

Reading Performance and Achievement Gaps
Learner Outcomes 5

50

0

50

100

38

34

22

6

40

31

22

7

38

32

24

7

40

30

22

7

36

32

24

7

37

32

24

8

36

33

24

8

33

34

25

8

Year

Below Basic At Basic At Proficient At Advanced

Percent

Percent

Grade 4

Grade 8

Above

Basic

Below 

Basic

Above

Basic

Below 

Basic

19921 19941 19981 1998 2002 2003 2005 2007

50

0

50

100

31

40

26

3

30

40

27

3

26

41

31

3

27

41

30

3

25

43

30

3

26

42

29

3

27

42

28

3

26

43

28

3

Figure 2. Percentage distribution of 4th- and 8th-grade students across NAEP reading achievement levels: Selected 

years, 1992–2007

1 Testing accommodations (e.g., extended time, small group testing) for children with disabilities and limited-English-proficient students were not

permitted.

NOTE: The National Assessment of Educational Progress (NAEP) achievement levels define what students should know and be able to do: Basic

indicates partial mastery of fundamental skills; Proficient indicates demonstrated competency over challenging subject matter; and Advanced

indicates superior performance. Detail may not sum to totals because of rounding.

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

years, 1992–2007 Reading Assessments, NAEP Data Explorer.

Indicator 2 
6 The Condition of Education 2009 in Brief

Mathematics Performance and Achievement Gaps

The percentages of 4th- and 8th-grade students 

performing at or above the Basic, at or above the 

Proficient, and at the Advanced achievement levels were 

higher in 2007 than those for all previous mathematics 

assessments. The percentage of 4th-graders at or above 

Proficient tripled from 1990 to 2007 and increased by 3 

percentage points from 2005 to 2007. At the 8th-grade 

level, the percentage of students at or above Proficient

doubled from 1990 and increased by 2 percentage points 

from the 2005 assessment.

 From 1990 to 2007, the average NAEP mathematics 

scale scores increased 27 points for 4th-graders and 19 

points for 8th-graders. Increases in scores were seen for 

most racial/ethnic groups. Average mathematics scores 

in 2007 for White, Black, Hispanic, and Asian/Pacific 

Islander 4th-graders were higher than the scores in any 

previous assessment. The achievement gap between 

White and Black 4th-graders was smaller in 2007 than 

in 1990 (26 vs. 32 points), while the gap between White 

Technical Notes

NAEP mathematics scores range from 0 to 500. Achievement levels define what students should know and be 

able to do: Basic indicates partial mastery of fundamental 

skills; Proficient indicates demonstrated competency 

over challenging subject matter; and Advanced indicates 

superior performance. Race categories exclude persons of 

Hispanic ethnicity.

and Hispanic 4th-graders (21 points) in 2007 was not 

measurably different from the gap in 1990 despite 

fluctuations over time. At grade 8, average scores in 

2007 were higher than in any previous assessment for 

White, Black, and Hispanic students. In 2007, among 

8th-graders, the White-Black mathematics gap was 32 

points (smaller than the gap in 2005), and the WhiteHispanic gap was 26 points (not measurably different 

from the gap in 2005).

In 2007, students in grades 4 and 8 showed improvements from all previous NAEP 

assessments at all mathematics achievement levels.

Indicator 3

Mathematics Performance and Achievement Gaps
Learner Outcomes 7

50

0

50

100

Year

Below Basic At Basic At Proficient At Advanced

Percent

Percent

Grade 4

Grade 8

Above

Basic

Below 

Basic

Above

Basic

Below 

Basic

19901 19921 19961 1996 2000 2003 2005 2007

50

0

50

100

50

37

12

1

41

41

16

2

37

43

19

2

36

43

19

2

35

42

21

3

23

45

29

4

20

44

31

5

18

43

34

6

48

37

13

2

42

37

18

3

38

39

20

4

39

38

20

4

37

38

21

5

32

39

23

5

31

39

24

6

29

39

25

7

Figure 3. Percentage distribution of 4th- and 8th-grade students across NAEP mathematics achievement levels: 

Selected years, 1990–2007

1 Testing accommodations (e.g., extended time, small group testing) for children with disabilities and limited-English-proficient students were not

permitted.

NOTE: Achievement levels define what students should know and be able to do: Basic indicates partial mastery of fundamental skills; Proficient

indicates demonstrated competency over challenging subject matter; and Advanced indicates superior performance. Detail may not sum to 

totals because of rounding. 

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

years, 1990–2007 Mathematics Assessments, NAEP Data Explorer.

Indicator 3 
8 The Condition of Education 2009 in Brief

Reading and Mathematics Score Trends

NAEP long-term trend results indicate that the 

achievement of 9- and 13-year-olds in reading and 

mathematics improved between the early 1970s and 

2008. In reading, 9-year-olds scored higher in 2008 than 

in any previous assessment. The average score for 13-yearolds in 2008 was higher than in both 2004 and 1971, 

but the 2008 score was not significantly different from 

the scores in some of the intervening assessment years. In 

mathematics, the average scores for 9- and 13-year-olds 

in 2008 were the highest of any assessment year. The 

performance of 17-year-olds on the 2008 reading and 

mathematics assessment was not measurably different 

from their performance in the early 1970s.

White, Black, and Hispanic 9-year-olds had higher 

average reading scores in 2008 than in all previous 

assessment years. At age 13, White and Black students 

had higher reading scores in 2008 than in 2004 and 

1971. White and Black 17-year-olds made gains in 

reading of 4 and 28 points, respectively, comparing 2008 

with 1971. Reading scores for Hispanic students at ages 

13 and 17 were higher in 2008 than in 1975. 

Technical Notes

The long-term National Assessment of Educational Progress (NAEP) score ranges from 0-500. Race categories 

exclude persons of Hispanic ethnicity.

The average mathematics score for 9-year-olds increased 

from 1973 to 2008 for White students by 25 points 

compared with 34 points for Black students. Between 

1973 and 2008, for 13-year-olds, White students in 2008 

showed a gain of 16 points and Black students showed 

a gain of 34 points. For 17-year-olds, White students 

showed a 4 point increase and Black students gained 

17 points.

The average reading and mathematics scores on the long-term trend National 

Assessment of Educational Progress were higher in 2008 than in the early 1970s for 

9- and 13-year-olds; scores for 17-year-olds did not differ measurably over that time.

Indicator 4

Reading and Mathematics Score Trends
Learner Outcomes 9

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004 2008

0

500

325

300

275

250

225

200

Year

Score

17-year-olds

13-year-olds

9-year-olds

Original assessment format Revised assessment format

Figure 4. Average reading scale scores on the long-term trend National Assessment of Educational Progress (NAEP), 

by age: Various years, 1971 through 2008

NOTE: Includes public and private schools. NAEP scores range from 0 to 500. The revised assessment format reflects the inclusion of and 

accommodations for students with disabilities and English language learners.

SOURCE: Rampey, B.D., Dion, G.S., and Donahue, P.L. (2009). NAEP 2008 Trends in Academic Progress in Reading and Mathematics (NCES 2009-

479). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, Washington, DC. 

Indicator 4 
10 The Condition of Education 2009 in Brief

Annual Earnings of Young Adults

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 shown between 1995 and 

2007. For example, young adults with a bachelor’s degree 

consistently had higher median earnings than those with 

less education. This pattern held for male, female, White, 

Black, Hispanic, and Asian subgroups. 

In 2007, the median earnings of young adults with a 

bachelor’s degree were $45,000; earnings were $35,000 

for those with an associate’s degree, $29,000 for high 

school completers, and $23,000 for those who did not 

earn a high school diploma or equivalent certificate. 

Young adults with a bachelor’s degree earned 29 

percent more than young adults with an associate’s 

degree, 55 percent more than high school completers, 

and 96 percent more than those who did not earn a 

high school diploma. 

Earnings differences were observed by sex and race/

ethnicity. In 2007, at every educational level, young 

Technical Notes

High school completers includes those who earned a high 

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

Development [GED] certificate). Earnings are presented 

in 2007 constant dollars by means of the Consumer Price 

Index (CPI) to eliminate inflationary factors and allow 

for direct comparison across years. 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.

adult males had higher median earnings than young 

adult females. That year, White young adults had 

higher median earnings than their Black and Hispanic 

counterparts at each educational level, with the exception 

of Hispanics with a master’s degree or higher. Asian 

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

or higher had higher earnings than their White and 

Black counterparts.

In 2007, young adults ages 25–34 with a bachelor’s degree earned 29 percent 

more than young adults with an associate’s degree and 55 percent more than 

young adult high school completers. 

Indicator 5

Annual Earnings of Young Adults
Learner Outcomes 11

Less than 

high school

High school 

diploma or 

equipvalent

Some college Associate’s 

degree

Total1 Bachelor’s 

degree

Master’s degree 

or higher

0

10,000

20,000

30,000

40,000

50,000

$60,000

$23,000

$29,000

$33,000 $35,000

$48,000

$45,000

$56,000

Bachelor’s degree or higher

Dollars

Educational attainment

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

attainment: 2007

1 Total represents the median earnings of those 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, 2008.

Indicator 5 
12 The Condition of Education 2009 in Brief

Public High School Graduation Rates

Among public high school students in the class of 

2005–06, the averaged freshman graduation rate—an 

estimate of the percentage of an incoming freshman class 

that graduates 4 years later—was 73.2 percent based on 

the 48 states that reported nationally. Among reporting 

states, Wisconsin had the highest rate in 2005–06 (87.5 

percent). Thirteen other states had rates of 80 percent or 

more (ordered high to low): Nebraska, Iowa, Minnesota, 

New Jersey, South Dakota, Vermont, North Dakota, 

Montana, New Hampshire, Missouri, Connecticut, 

Idaho, and Arkansas. Nevada had the lowest rate (55.8 

percent). Nine other states had graduation rates below 

70 percent: California, New York, New Mexico, Alaska, 

Alabama, Florida, Mississippi, Georgia, and Louisiana. 

To compare rates over time, 2005–06 rates were 

estimated for the District of Columbia (DC) and the 

two states (Pennsylvania and South Carolina) that did 

not report. Including estimates for DC and the two 

nonreporting states with the reported 2005–06 data, 

the averaged freshman graduation rate for the nation 

was 73.4 percent. The overall graduation rate among 

public school students increased from 71.7 percent for 

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 graduating class of 2000–01 to 73.4 percent for 

the class of 2005–06. However, between 2004–05 and 

2005–06, the overall averaged freshman graduation rate 

decreased from 74.7 percent to 73.4 percent. Overall, 

between 2000–01 and 2005–06, the rate increased in 40 

states and DC; 9 of these states and DC (2004–05 data) 

had an increase of more than 5 percentage points. The 

graduation rate decreased in 10 states; one state, Nevada, 

had a decrease of more than 5 percentage points.

In 2005–06, about three-quarters of the 2002–03 freshman class graduated from 

high school with a regular diploma.

Indicator 6

Public High School Graduation Rates
Student Effort and Educational Progress 13

RI

DE

DC

80 percent or more (15)

75.0–79.9 percent (15)

Less than 70.0 percent (12)

70.0–74.9 percent (9)

Figure 6. Averaged freshman graduation rate for public high school students, by state: School year 2005–06 

NOTE: The rate is the number of graduates divided by the estimated count of freshmen 4 years earlier. The freshman enrollment 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. Estimates for the District of 

Columbia, Pennsylvania, and South Carolina are based on imputed data. 

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 2005-06, version 1a; and “State Nonfiscal Survey of Public Elementary/Secondary 

Education,” 2001–02, Version 1c, 2002–03, Version 1b, 2003–04, Version 1b, and 2004–05, Version 1b. 

 

Indicator 6 
14 The Condition of Education 2009 in Brief

Status Dropout Rates

The status dropout rate is the percentage of 16- through 

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

earned a high school diploma or equivalent credential, 

such as a General Educational Development (GED) 

certificate. In this indicator, rates are estimated using the 

American Community Survey (ACS) and the Current 

Population Survey (CPS). The 2007 ACS allows for more 

detailed comparisons of status dropout rates by race/

ethnicity, nativity, and sex than does the CPS. The CPS, 

however, provides several decades of historical trends on 

status dropouts that are not available from the ACS. 

Data from the 2007 ACS show that the status dropout 

rate for native-born 16- through 24-year-olds was lower 

than that for their foreign-born counterparts (8 vs. 21 

percent). Native-born Hispanics, Asians, and Pacific 

Islanders had lower status dropout rates than their 

foreign-born peers, whereas native-born Whites and 

Blacks had higher status dropout rates than their foreignborn counterparts. The rate for foreign-born Hispanic 

16- through 24-year-olds was 34 percent, compared with 

11 percent for their native-born Hispanic peers. 

Technical Notes

The 2007 ACS includes noninstitutionalized and institutionalized group quarters. However, estimates using the 

CPS include civilian, noninstitutionalized 16- through 

24-year-olds. Thus, estimates from the ACS and CPS are 

not directly comparable. Race categories exclude persons 

of Hispanic ethnicity.

Based on the CPS, the status dropout rate declined from 

14 percent in 1980 to 9 percent in 2007. In general, the 

status dropout rates for Whites, Blacks, and Hispanics 

declined between 1980 and 2007. However, for each year 

during that period, the status dropout rate was lower 

for Whites and Blacks than for Hispanics. The rate for 

Asians/Pacific Islanders was also lower than those for 

Hispanics and Blacks between 1989 and 2007. 

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

1980 and 2007. In 2007, foreign-born Hispanics dropped out at a higher rate than 

native-born Hispanics, while the opposite trend held for Whites and Blacks.

Indicator 7

Status Dropout Rates
Student Effort and Educational Progress 15

Percent

0

10

50

40

Hispanic

American Indian/Alaska Native

White

Black

Asian/Pacific Islander

30

20

School year

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

Figure 7. Status dropout rates of 16- through 24-year-olds, by race/ethnicity: October 1994–2007

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

high school credential (either a diploma or 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 1994–2007.

Indicator 7 
16 The Condition of Education 2009 in Brief

Immediate Transition to College

The rate at which high school completers enrolled in 

college in the fall immediately after high school was 

approximately 50 percent between 1972 and 1980. The 

rate increased to 67 percent in 1997, declined to about 

62 percent in 2001 and then increased again to the 

current rate of 67 percent in 2007.

For family income, despite an overall narrowing of 

the gaps, the immediate college enrollment rates of 

high school completers from low- and middle-income 

families trailed those of their peers from high-income 

families by more than 10 percentage points in each 

year between 1972 and 2007. In 2007, the enrollment 

rate gap between students from low- and high-income 

families was 23 percentage points and that between 

students from middle- and high-income families was 

15 percentage points. 

Although the immediate college enrollment rates of 

White, Black, and Hispanic high school completers 

each increased between 1972 and 2007, enrollment 

rates for Black and Hispanic high school completers 

Technical Notes

High school completer refers to those who had completed 

12 years of schooling for years before 1992; beginning in 

1992, it refers to those who had received a high school 

diploma or equivalency certificate. 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. 

Parents’ education refers to the highest education level 

attained by either parent or, in the absence of both 

parents, the highest level attained by the householder or 

that of the householder’s spouse. Race categories exclude 

persons of Hispanic ethnicity.

have nonetheless been lower than for their White peers 

almost every year since 1985. In 2007, the immediate 

college enrollment rate was 70 percent for White high 

school completers, compared with 56 percent for Black 

high school completers and 61 percent for Hispanic high 

school completers.

The rate of college enrollment immediately after high school completion 

increased from 49 percent in 1972 to 67 percent in 1997 and fluctuated between 

62 and 69 percent through 2007. 

Indicator 8

Immediate Transition to College
Student Effort and Educational Progress 17

1972 1975 1980 1985 1990 1995 2000 2005 2007

Percent

0

100

80

60

40

20

High income

Middle income

Low income1

Year

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

high school completion, by family income: 1972–2007

1 Due to unreliable (or unstable) estimates associated with small sample sizes for the low-income category, moving average rates are presented. 

These rates were calculated as the average of the annual rates for the following three adjacent years: the year in question, the year immediately 

before it, and the year immediately after it. For 1972, 1973, 1975, and 2007, which do not have available data for one of the 3 adjacent years, the 

moving average rate was calculated as the average of the annual rates in the 2 available adjacent years. 

NOTE: Includes high school completers ages 16–24, who accounted for about 98 percent of all high school completers in each 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. Family income data were not available for 1974. 

SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October Supplement, 1972–2007.

Indicator 8 
18 The Condition of Education 2009 in Brief

Postsecondary Graduation Rates

Approximately 58 percent of a 2000–01 cohort of firsttime students seeking a bachelor’s or equivalent degree 

and attending a 4-year institution full time, completed a 

bachelor’s or equivalent degree at that institution within 

6 years. Six-year graduation rates were higher at private 

not-for-profit institutions (65 percent) than at public 

institutions (55 percent) or private for-profit institutions 

(33 percent). 

Asian/Pacific Islanders had the highest 6-year graduation rate (67 percent), followed by Whites (60 percent), 

Hispanics (49 percent), Blacks (42 percent), and 

American Indians/Alaska Natives (40 percent). This 

pattern held at public, private not-for-profit, and private 

for-profit institutions, with Blacks and American Indians/

Alaska Natives having the lowest graduation rates of the 

five racial/ethnic groups. The 6-year graduation rate for 

females was higher than for males in public and private 

not-for-profit institutions. About 58 percent of females 

seeking a bachelor’s or equivalent degree at a public institution graduated in 6 years, compared with 51 percent of 

their male counterparts.

Technical Notes

The graduation rate was calculated as the total number of 

completers within the specified time to degree attainment 

divided by the revised cohort minus any allowable 

exclusions. The revised cohort is the spring 2007 estimate 

of the number of students entering the institution in 

2000 as first-time, full-time undergraduates seeking a 

bachelor’s or equivalent degree. For 4-year institutions, 

the cohort consists of those students who enrolled for the 

first time in the 2000–01 academic year. Race categories 

exclude persons of Hispanic ethnicity. 

About 58 percent of first-time students seeking a bachelor’s degree or its 

equivalent and attending a 4-year institution full time in 2000-01 completed 

a bachelor’s degree or its equivalent at that institution within 6 years.

Indicator 9

Postsecondary Graduation Rates
Student Effort and Educational Progress 19

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

60

42

49

67

40 41

46

64 67

46

59

51

38

30

34

47

30

100

57

38

75

Figure 9. Percentage of students seeking a bachelor’s or equivalent degree at 4-year Title IV institutions who 

completed a bachelor’s or equivalent degree within 6 years, by race/ethnicity and control of institution: 

Cohort year 2000

NOTE: Race categories exclude persons of Hispanic ethnicity. Persons with unknown race/ethnicity are not shown. The rate was calculated as 

the total number of completers within the specified time to degree attainment divided by the revised cohort minus any allowable exclusions. The 

revised cohort is the spring 2007 estimate of the number of students entering the institution in 2000 as first-time, full-time undergraduates seeking 

a bachelor’s or equivalent degree. 

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

2007, Graduation Rates component.

Indicator 9 
20 The Condition of Education 2009 in Brief

Public School Expenditures

From 1989–90 to 2005–06, total expenditures per 

student in public elementary and secondary schools rose 

31 percent in constant dollars, from $8,627 to $11,293, 

with most of this increase occurring after 1997–98. 

Among the expenditure components, spending on 

interest on school debt increased the fastest, at a rate of 

100 percent, followed by capital outlay (70 percent), and 

current expenditures (26 percent). 

During this period, the amount of current expenditures 

per student spent on staff salaries increased 17 percent; 

but because other expenditures increased more rapidly, 

the percentage of current expenditures spent on salaries 

decreased 5 percentage points, from 66 to 61 percent. 

The amounts of current expenditures spent on employee 

benefits and purchased services each increased 47 

percent, and the percentage spent on employee benefits 

and purchased services correspondingly increased as well 

(from 17 to 20 percent for employee benefits and from 8 

to 10 percent for purchased services). 

Technical Notes

Expenditures have been adjusted for the effects of 

inflation using the Consumer Price Index (CPI) and are 

in constant 2007–08 dollars. Total expenditures exclude 

“Other current expenditures,” such as community 

services, private school programs, adult education, 

and other programs not allocable to expenditures per 

student at public schools. Enterprise operations include 

expenditures for operations funded by sales of products 

or services together with amounts for direct program 

support made available by state education agencies for 

local school districts. 

Total expenditures per student in public elementary and secondary schools rose 

31 percent in constant dollars from 1989–90 through 2005–06, with interest on 

school debt increasing faster than current expenditures or capital outlay.

Indicator 10

Public School Expenditures
Contexts of Elementary and Secondary Education 21

Percent change

Interest on

school debt

Capital outlay

Tuition and other

Supplies

Purchased

services

Employee

benefits

Salaries

Current

expenditures

Total

expenditures

Expenditure function and object

0 20 40 60 80 100

100

70

21

38

47

47

17

26

31

Figure 10. Percentage change in total expenditures per student in fall enrollment in public elementary and secondary 

schools, by expenditure type and objects of current expenditures: School years 1989–90 to 2005–06 

NOTE: “Current expenditures,” “Capital outlay,” and “Interest on school debt” are subcategories of “Total expenditures”; “Salaries,” “Employee 

benefits,” “Purchased services,” “Supplies,” and “Tuition and other” are subcategories of “Current expenditures.” Expenditures have been adjusted 

for the effects of inflation using the Consumer Price Index (CPI) and are in constant dollars. 

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

Financial Survey,” 1989–90 through 2005–06. 

Indicator 10 
22 The Condition of Education 2009 in Brief

Undergraduate Fields of Study

In 2006–07, over 50 percent of the 1.5 million bachelor’s 

degrees awarded were concentrated in five fields: business 

(21 percent); social sciences and history (11 percent); 

education (7 percent); health professions and related 

clinical sciences (7 percent); and psychology (6 percent). 

Overall, 351,200 more bachelor’s degrees were awarded in 

2006–07 than in 1996–97 (a 30 percent increase). 

About 57 percent of all bachelor’s degrees conferred 

in 2006–07 were awarded to females. Females earned 

between 49 and 86 percent of all degrees awarded in 

the five most prevalent bachelor’s degree fields. Females 

earned fewer bachelor’s degrees than males in some fields, 

including engineering and engineering technologies, 

computer and information sciences and support services, 

philosophy and religious studies, and physical sciences 

and science technologies. The field with the smallest 

percent increase for females during this time period was 

education (5 percent). There was a 14 percent decrease in 

the number of males who earned a bachelor’s degree in 

the field of education over this time period.

Technical Notes

The new Classification of Instructional Programs was 

initiated in 2002–03. Estimates for earlier years have 

been reclassified when necessary to conform to the new 

taxonomy. 

In 2006–07, degrees in the field of business made up 21 percent of the bachelor’s 

degrees awarded. Over 327,500 bachelor’s degrees were awarded in business 

that year.

Indicator 11

Undergraduate Fields of Study
Contexts of Postsecondary Education 23

1996–97 2006–07

Number of bachelor’s degrees awarded

Field of study

Business

Social sciences

and history

Education

Health professions and

related clinical sciences

Psychology

Visual and

performing arts

Engineering and

engineering technologies

0 50,000 100,000 150,000 200,000 250,000 300,000 350,000

327,531

225,934

164,183

124,891

105,641

105,116

101,810

87,997

90,039

74,308

85,186

50,083

82,072

75,757

Figure 11. Number of bachelor’s degrees awarded by degree-granting institutions in selected fields of study: 

Academic years 1996–97 and 2006–07

NOTE: The new Classification of Instructional Programs was initiated in 2002–03. Estimates for 1996–97 have been reclassified when necessary to 

conform to the new taxonomy. 

SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES), 1996–97 and 2006–07 Integrated Postsecondary 

Education Data System, “Completions Survey” (IPEDS-C:97) and Fall 2007.

Indicator 11 
24 The Condition of Education 2009 in Brief

Financial Aid for First-Time Students

About 73 percent of undergraduates participated in 

some type of financial aid program in 2006–07, 

including federal, state/local, and institutional grants, 

and student loans. The percentage of students receiving 

financial aid was higher at private not-for-profit 

institutions (85 percent) than at public institutions (70 

percent) and private for-profit institutions (69 percent). 

A lower percentage (61 percent) of undergraduates at 

public 2-year institutions received financial aid than did 

undergraduates at public 4-year institutions (75 percent). 

In 2006–07, the average federal grant was $3,841 at 

not-for-profit institutions, compared with $3,214 (in 

2007–08 dollars) at public institutions and $2,878 at 

for-profit institutions. Similarly, the average award for 

state/local grants at not-for-profit institutions ($3,444) 

was higher than at public institutions ($2,404) or at 

for-profit institutions ($2,565). Among the institutions, 

the largest difference in the average size of financial 

Technical Notes

All measures include only data for full-time, first-time 

degree/certificate-seeking undergraduates enrolled at 

2-year and 4-year institutions that grant associate’s 

or higher degrees and participate in Title IV federal 

financial aid programs. Average amounts awarded are for 

students participating in the indicated program. The data 

for loans include all Title IV subsidized and unsubsidized 

loans made directly to students, as well as institutionally 

and privately sponsored student loans and exclude Parent 

Loans for Undergraduate Students (PLUS) and other 

loans made directly to parents. 

aid packages was in institutional grants, where the 

average award at not-for-profit institutions was $11,122, 

compared with $3,439 at public institutions and $1,602 

at for-profit institutions.

Nearly three-quarters of full-time, first-time undergraduates received a student loan 

or grant in 2006–07. The percentage receiving financial aid was highest at not-forprofit institutions and lower at public institutions and for-profit institutions.

Indicator 12

Financial Aid for First-Time Students
Contexts of Postsecondary Education 25

For-profit

Not-for-profit

Public

Total

$0 $2,000 $4,000 $6,000 $8,000 $10,000 $12,000

$6,747

$1,602

$2,565

$2,878

$11,122

$3,444

$3,841

$4,232

$3,439

$2,404

$3,214

$5,200

$6,837

$2,619

$3,241

Average award

Control of degree-granting institution

Federal grants State/local grants Student loans1 Institutional grants

$5,750

Figure 12. Average award for full-time, first-time degree/certificate-seeking undergraduates participating in financial 

aid programs, by control of degree-granting institution: Academic year 2006–07

1 Includes all Title IV subsidized and unsubsidized loans made directly to students, as well as institutionally and privately sponsored student loans. 

Does not include Parent Loans for Undergraduate Students (PLUS) and other loans made directly to parents. 

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

for students participating in indicated programs. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, 2006–07 Integrated Postsecondary Education Data System 

(IPEDS), Spring 2008. 

Indicator 12 
26 The Condition of Education 2009 in Brief

List of Indicators on The Condition of Education Website (2000–2009)

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

ed.gov/programs/coe), drawn from the 2000–2009 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.

Special Analyses

Entering Kindergarten: A Portrait of American Children When They Begin School.........................................2000

Students Whose Parents Did Not Go to College: Postsecondary Access, Persistence, and Attainment..............2001

Private Schools: A Brief Portrait ........................................................................................................................2002

Nontraditional Undergraduates.........................................................................................................................2002

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

International Assessments .................................................................................................................. Summer 2009

Indicator–Year
Indicators on the Website 27

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

Section 1—Participation in Education

All Ages

Enrollment Trends by Age ............................................................................................................................1–2009

Preprimary Education

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

Early Development of Children ....................................................................................................................2–2009

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

Elementary/Secondary Education

Trends in Full- and Half-Day Kindergarten................................................................................................. 3–2004

Public School Enrollment..............................................................................................................................4–2009

Private School Enrollment.............................................................................................................................5–2009

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

Racial/Ethnic Enrollment in Public Schools .................................................................................................7–2009

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

Language Minority School-Age Children .....................................................................................................8–2009

Children and Youth With Disabilities in Public Schools...............................................................................9–2009

Undergraduate Education

Undergraduate Enrollment..........................................................................................................................10–2009

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

Indicator–Year
28 The Condition of Education 2009 in Brief

List of Indicators on The Condition of Education Website (2000–2009)

Graduate and Professional Education

Graduate and First-Professional Enrollment................................................................................................ 11–2009

Adult Learning

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

Section 2—Learner Outcomes

Early Childhood Outcomes

Students’ Reading and Mathematics Achievement Through 3rd Grade........................................................ 8–2004

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

Academic Outcomes

Reading Performance and Achievement Gaps.............................................................................................12–2009

Mathematics Performance and Achievement Gaps......................................................................................13–2009

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

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

Trends in the Achievement Gaps in Reading and Mathematics...................................................................16–2008

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

Reading and Mathematics Score Trends .....................................................................................................14–2009

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

Indicator–Year
Indicators on the Website 29

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

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

International Comparisons of Mathematics Literacy...................................................................................17–2006

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

International Comparisons of Science Literacy............................................................................................19–2008

Science Performance of Students in Grades 4, 8, and 12 .............................................................................13–2007

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

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

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

Education and Health.................................................................................................................................12–2004

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

Economic Outcomes

Annual Earnings of Young Adults............................................................................................................... 17–2009

Employment Outcomes of Young Adults by Race/Ethnicity ....................................................................... 17–2005

Indicator–Year
30 The Condition of Education 2009 in Brief

List of Indicators on The Condition of Education Website (2000–2009)

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 16–19-Year-Olds...........................................................................................................25–2006

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

Public High School Graduation Rates by State ...........................................................................................19–2009

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

Event Dropout Rates by Family Income, 1972–2001..................................................................................16–2004

Status Dropout Rates by Race/Ethnicity.................................................................................................... 20–2009

Transition to College

Immediate Transition to College.................................................................................................................21–2009

International Comparison of Transition to Postsecondary Education..........................................................17–2004

Indicator–Year
Indicators on the Website 31

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

Postsecondary Persistence and Progress

Remediation and Degree Completion .........................................................................................................18–2004

Transfers From Community Colleges to 4-Year Institutions........................................................................19–2003

Institutional Retention and Student Persistence at 4-Year Institutions.........................................................20–2003

Trends in Undergraduate Persistence and Completion ................................................................................19–2004

Postsecondary Participation and Attainment Among Traditional-Age Students..........................................22–2005

Postsecondary Graduation Rates.................................................................................................................22–2009

Completions

Educational Attainment............................................................................................................................. 23–2009

Degrees Earned...........................................................................................................................................24–2009

Degrees Earned by Women.........................................................................................................................27–2008

Time to Bachelor’s Degree Completion....................................................................................................... 21–2003

Postsecondary Attainment of 1988 8th-Graders..........................................................................................22–2003

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

Persistence and Attainment of Students With Pell Grants...........................................................................23–2003

Section 4—Contexts of Elementary and Secondary Education

School Characteristics and Climate

Size of High Schools ...................................................................................................................................30–2003

Indicator–Year
32 The Condition of Education 2009 in Brief

List of Indicators on The Condition of Education Website (2000–2009)

Student Perceptions of Their School’s Social and Learning Environment....................................................29–2005

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

Poverty Concentration in Public Schools ....................................................................................................25–2009

Racial/Ethnic Concentration in Public Schools.......................................................................................... 26–2009

Rates of School Crime................................................................................................................................ 36–2007

School Crime and Safety.............................................................................................................................27–2009

School Discipline........................................................................................................................................28–2009

Teachers and Staff

Characteristics of School Principals............................................................................................................ 34–2007

Characteristics of Full-Time School Teachers..............................................................................................33–2007

Beginning Teachers.....................................................................................................................................29–2003

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

Teacher Turnover ........................................................................................................................................31–2008

Public School Staff......................................................................................................................................32–2008

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

High School Guidance Counseling.............................................................................................................27–2004

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

Indicator–Year
Indicators on the Website 33

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

Learning Opportunities

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

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

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

Care Arrangements for Children After School ............................................................................................33–2004

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

Availability of Advanced Courses in High Schools......................................................................................25–2005

Student/Teacher Ratios in Public Elementary and Secondary Schools ........................................................31–2009

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

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

Special Programs

Public Alternative Schools for At-Risk Students ..........................................................................................27–2003

Inclusion of Students With Disabilities in General Classrooms...................................................................31–2007

School Choice

Charter Schools...........................................................................................................................................32–2007

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

Profile and Demographic Characteristics of Public Charter Schools............................................................28–2005

Indicator–Year
34 The Condition of Education 2009 in Brief

List of Indicators on The Condition of Education Website (2000–2009)

Finance

Public School Revenue Sources ...................................................................................................................33–2009

Public School Expenditures........................................................................................................................ 34–2009

Variations in Instruction Expenditures........................................................................................................35–2009

Public School Expenditures by District Poverty ......................................................................................... 36–2009

Public Effort to Fund Elementary and Secondary Education ......................................................................39–2005

Education Expenditures by Country...........................................................................................................37–2009

Section 5—Contexts of Postsecondary Education

Characteristics of Postsecondary Students

Racial/Ethnic Concentration in Higher Education .....................................................................................38–2009

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

Minority Student Enrollments .................................................................................................................... 31–2005

Programs and Courses

Undergraduate Fields of Study ................................................................................................................... 40–2009

Graduate and First-Professional Fields of Study...........................................................................................41–2009

Degrees Conferred by Public and Private Institutions .................................................................................42–2009

Top 30 Postsecondary Courses................................................................................................................... 30–2004

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

Indicator–Year
Indicators on the Website 35

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

Learning Opportunities

Remedial Coursetaking...............................................................................................................................31–2004

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

Distance Education by Postsecondary Faculty ............................................................................................47–2006

Distance Education at Postsecondary Institutions.......................................................................................32–2004

Faculty and Staff

Faculty Salary, Benefits, and Total Compensation...................................................................................... 43–2009

College Resources

Electronic Services in Academic Libraries ...................................................................................................33–2005

State Policy

State Transfer and Articulation Policies.......................................................................................................34–2005

Finance

Institutional Aid at 4-Year Colleges and Universities...................................................................................37–2004

Total and Net Access Price of Attending a Postsecondary Institution..........................................................47–2007

Total and Net Access Price for Graduate and First-Professional Students....................................................48–2007

Debt Burden of College Graduates............................................................................................................. 38–2004

College Student Employment..................................................................................................................... 44–2009

Federal Grants and Loans to Undergraduate Students................................................................................ 46–2007

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

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

Postsecondary Revenues and Expenditures................................................................................................. 46–2009

Indicator–Year