U.S. Department of Education

NCES 2007-066
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U.S. Department of Education

NCES 2007-066

The Conditionof Education in BriefJune 2007EditorAndrea LivingstonMPR Associates, Inc.
U.S. Department of Education

Margaret SpellingsSecretaryInstitute of Education SciencesGrover J. WhitehurstDirectorNational Center for Education StatisticsMark SchneiderCommissioner

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reportrelated to education in the United States and other nations. It fulfi lls a congressional mandate to collect, collate, anand report full and complete statistics on the condition of education in the United States; conduct and publish repspecialized analyses of the meaning and signifi cance of such statistics; assist state and local education agencies in their statistical systems; and review and report on education activities in other countries.NCES activities are designed to address high-priority education data needs; provide consistent, reliable, com plete, acurate indicators of ed u ca tion status and trends; and report timely, useful, and high-quality data to the U.S. De part mEducation, the Congress, the states, other education policymakers, prac ti tio ners, data users, and the general public. specifi cally noted, all information contained herein is in the public domain.We strive to make our products available in a variety of formats and in language that is appropriate to a variety of aYou, as our customer, are the best judge of our success in communicating information effectively. If you have any coor suggestions about this or any other U.S. Department of Education, National Center for Ed u ca tion Statistics, prodreport, 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 20006–5651June 2007The NCES World Wide Web Home Page is http://nces.ed.gov.The NCES World Wide Web Electronic Catalog is http://nces.ed.gov/pubsearch.
What’s Inside

This publication contains a sample of the 48 indicators in The Condition of E

edition of The Condition free of charge, call ED PUBS (1-877-4ED-PUBS). 

The indicators in this publication are numbered sequentially, rather than accThe Contents page offers a cross-reference between the two publications.Since 1870, the federal government has gathered data about students, teachdated by Congress, the U.S. De part ment of Ed u ca tion’s National Center for EdEducation Sciences annually publishes a sta tis ti cal report on the status and pCondition of Education in cludes data and analysis on a wide variety of issueprivate sources. The 2007 edition of The Condition contains a special analysis high school students and additional indicators that are divided into fi ve secti

• Participation in Education• Learner Outcomes• Student Effort and Educational Progress• Contexts of Elementary and Secondary Education• Contexts of Postsecondary Education

The publication also contains ad di tion al tables and notes related to each in dThe Condition of Education 2007 in Brief and the complete edition are ava
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Contents

Indicator 1 Past and Projected Public School Enrollments (Indicator 3) .....Indicator 2 Trends in Private School Enrollments (Indicator 4) ......................

Indicator 3 Language Minority School-Age Children (Indicator 6) ...............Indicator 4 Past and Projected Undergraduate Enrollments (Indicator 8) .

Indicator 5 Reading Performance of Students in Grades 4, 8, and 12 (Indi

Indicator 6 Mathematics Performance of Students in Grade 12 (Indicator 

Indicator 7 Science Performance of Students in Grades 4, 8, and 12 (Indic

Indicator 8 Reading and Mathematics Score Trends by Age (Indicator 15) Indicator 9 Annual Earnings of Young Adults (Indicator 20) ...........................Indicator 10 Student Preparedness (Indicator 22) .................................................

Indicator 11 Status Dropout Rates by Race/Ethnicity (Indicator 23)...............

Indicator 12 Public High School Graduation Rates by State (Indicator 24) ..Indicator 13 Degrees Earned by Women (Indicator 28).......................................

Indicator 14 Student/Teacher Ratios in Public Elementary and Secondary 

Indicator 15 Charter Schools (Indicator 32) .............................................................

Indicator 16 Characteristics of Full-Time School Teachers (Indicator 33) ......

Indicator 17 School Violence and Safety (Indicator 36) .......................................

Indicator 18 Expenditures in Public Elementary and Secondary Schools b

Indicator 19 International Comparisons of Degrees by Field (Indicator 43) 

Indicator 20 Total and Net Access Price for Graduate and First-Professiona

Participationin EducationLearner OutcomesStudent Effort andEducational ProgressContexts of Elementaryand Secondary EducationContexts ofPostsecondary Education
Page 2 | The Condition of Education 2007 in Brief

Indicator 1Past and Projected Public School Enrollments

Following declines in the 1970s and early 1980s, public school e12th grade increased in the latter part of the 1980s through testimated 49.6 million students in 2007.1 Of these students

grade, and 15.0 million in grades 9–12. Total public school enrecords each year from 2007 through 2016, at which time it imillion. Since 1965 the South has had the largest share of puthis percentage is expected to increase between 2008 and 201

Public elementary and secondary enrollment is projected 

1 All estimates are from the fall of the referenced year.

NOTE: Includes kindergarten and most prekindergarten enrollment. Data for years 2000, 2003, and 2004 were revised and may differ from previously published fi gures.SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES). Digest of Education Statistics, 

2006 (NCES 2007-017), table 36; Hussar, W. (forthcoming). Projections of Education Statistics to 2016 (NCES 2007-038), tables 1 and 4; Snyder, T., and Hoffman, C.M. (1995). State Comparisons of Education Statistics: 1969–70 to 1993–94

(NCES 95-122), tables 10, 11, and 12; and table ESE65, retrieved January 10, 2006, from http://nces.ed.gov/surveys/AnnualReports/reports.asp?type=historicalTables; data from U.S. Department of Education, NCES, Common Core of Data (CCD), “State Nonfiscal Survey of Public Elementary/Secondary Education,” 1986–87 to 2004–05 and Statistics of Public Elementary and Secondary School Systems, various years, 1965–66 to 1985–86.

SCHOOL ENROLLMENT: Public school enrollment in prekindergarten thVarious years, fall 1965–2016

0

20,00010,00030,00040,00050,00060,000

Enrollment (in thousands) 

Grades 9–12Grades preK–8Total

Fall of year

1965 1970 1975 1980 1985 1990 19
Th

Participation in Education Between 1989–90 and 2001–02, private school enrollment in kindergarten through grade 12 increased from 4to 5.3 million students, but had declined to 5.1 million students by 2003–04. During this period, the percentaenrolled in private school fl uctuated around 10 percent. Roman Catholic schools continued to have the largeshare of total private school enrollment, but the percentage decreased from 55 to 46 percent because of the decliin the percentage of private school students enrolled in parochial schools.1 However, at both the elementary an

secondary levels, there were increases in the percentage of students enrolled in Conservative Christian schoofrom 11 to 15 percent, and in the percentage enrolled in nonsectarian private schools, from 13 to 18 percent

The number of private school students in kindergarten through grade 12 increased from 1989–90 through 2001–02 and then declined in 2003–04, while the percentage enrolled remained near 10 percen

PRIVATE SCHOOL ENROLLMENT: Percentage distribution of private school students in kindergarten through grade 1by school type: 1989–90 and 2003–04

0

20406080

100Percent

1989–90 2003–04

Nonsectarian3 Other religious2

School type

Roman Catholic

Conservative Affiliated Unaffiliated

Christian

Total Parochial Diocesan Private Total

55

21

15 18

7 7

32 36

11 15 9 10 13 11 13 18

32

46
Page 4 | The Condition of Education 2007 in Brief

Indicator 3Language Minority School-Age Children

Between 1979 and 2005, the number of school-age children (ages at home increased from 3.8 to 10.6 million (from 9 to 20 percenalso evident between 2000 and 2005 (18 to 20 percent). Among language at home, the total number who spoke English with diffi all 5- to 17-year-olds) to 2.9 million (6 percent) between 1979 an2000. In 2005, the majority of school-age children who spoke a followed by other Indo-European languages,1 Asian/Pacifi c IslanThe number of children ages 5–17 who spoke a language doubled between 1979 and 2005.

1 An Indo-European language other than Spanish (e.g., French, 

German, Portuguese, etc.).

2 Any native language spoken by Asians or Pacific Islanders, which linguists classify variously as Sino-Tibetan, Austroasiatic, or Austronesian languages.NOTE: Respondents were asked whether each child in the household spoke a language other than English at home. If they answered “yes,” they were asked how well each child could speak English. Categories used for reporting were “very well,” “well,” “not well,” and “not at all.” All those who reported speaking English less than “very well” were considered to have difficulty speaking English. In 1994, the survey methodology for the Current Population Survey (CPS) was changed and weights were adjusted. Spanish-language versions of both the CPS and the American Community Survey (ACS) were available to respondents.SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), 1979 and 1989 November Supplement and 1992, 1995, and 1999 October Supplement, and American Community Survey (ACS), 2000–05.

LANGUAGE MINORITY: Percentage of 5- to 17-year-olds who spoke a spoke English with diffi culty: Selected years, 1979–2005

05

10152025Percent

Year

1979 1989 1992 1995 

93

12

4

13

5

14

5
Th

Participation in Education Total undergraduate enrollment in degree-granting postsecondary institutions has generally increased over tpast three and a half decades and is projected to continue to do so through 2016, albeit at a slower rate. Theincreases have been accompanied by changes in the proportion of students who are female. Since 1970, womenundergraduate enrollment increased more than three times as fast as men’s and surpassed men’s enrollment 1978. From 2006 to 2016, both men’s and women’s undergraduate enrollments are projected to increase, bless so than they did from 1995 to 2005. Women’s undergraduate enrollment is projected to continue growifaster than men’s enrollment, with women expected to make up 60 percent of enrollment in 2016.Women are projected to make up 60 percent of undergraduate enrollment in 2016.

02468

1012

Enrollment (in millions)

Female

Male

Year

1970 1975 1980 1985 1990 1995 2000 2005 2010 2016

Projected

8.76.4

UNDERGRADUATE ENROLLMENT: Total undergraduate enrollment in degree-granting 2- and 4-year postsecondainstitutions with projections, by sex: Fall 1970–2016
Page 6 | The Condition of Education 2007 in Brief

Indicator 5Reading Performance of Students in Grades 4, 8, and 12 The National Assessment of Educational Progress (NAEP) ha

and 12th-graders in public and private schools since 1992. Rereading scores of 4th- and 8th-graders varied little between 1992 in 2005 than in 1992. The reading scores of 12th-graders, howThe percentage of 4th-graders at or above Profi cient (indica

between 1992 and 2005 (from 29 to 31 percent). The percentameasurably, but the percentage of 12th-graders decreased from 

National average reading scores of 4th- and 8th-graders hwere 2 points higher in 2005 than in 1992. However, the sc

1 Testing accommodations (e.g., extended time, small group testing) for children with disabilities and limited-English-profi cient 

students were not permitted.NOTE: Beginning in 2002, the NAEP national sample for grades 4 and 8 was obtained by aggregating the samples from each state and the District of Columbia, rather than by obtaining an independently selected national sample. As a consequence, the size of the national samples for grades 4 and 8 increased, and smaller differences between years or between types of students were found to be statistically signifi cant than would have been detected in previous assessments. Differences are based upon unrounded estimates. .SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1992, 1998, and 2005 Reading Assessments, NAEP Data Explorer.

READING PERFORMANCE: Percentage of students performing at or ab

grade: 1992, 1998, and 2005

0

20406080

100Percent

At or above Basic At or ab

1992 1998 2

1 1998 2005

Grade 4 Grade 8 

19921

64

69 73 7

29 31 32 

29

60 62

29
Th

Learner Outcomes The average mathematics score of public and private school 12th-graders on the 2005 National Assessment 

Educational Progress (NAEP) was set at 150 (on a scale of 0–300). When examining the overall mathemaics scores of 12th-graders, Asian/Pacifi c Islander students scored higher on average in 2005 than studenin the other racial/ethnic groups. The average score for White students was higher than the average scorfor Black, Hispanic, and American Indian students; Hispanic students scored higher on average than Blastudents. Those students attending schools with lower percentages of students eligible for free or reduceprice lunch scored higher than students in schools with higher percentages of eligible students. Students the Midwest outperformed their peers in the West, South, and Northeast.

In 2005, the mathematics scores of 12th-graders in schools with lower percentages of students eligible for free/reduced-price lunch were higher than those in schools with higher percentages of eligible students.

MATHEMATICS PERFORMANCE: Average mathematics scores of 12th-grade students, by race/ethnicity, percentage students eligible for free or reduced-price lunch, and region: 2005

Race/ethnicity White

Black

Hispanic

Asian/Pacific Islander

American Indian/Alaska Native

RegionPercentage of studentsin school eligible for freeor reduced-price lunch

0 50 100 150 200 250

157

127

133

163

134

West

151

South 146

Midwest 157

Northeast

148

10 or less 162

11–25 15526–50 14751–75 136

More than 75 122

Score
Page 8 | The Condition of Education 2007 in Brief

Indicator 7

The National Assessment of Educational Progress (NAEP) has a12th-graders in public and private schools since 1996, using a sepaand 2005, the national average 4th-grade science score increasechange in the 8th-grade score; and the 12th-grade score decreasand 8th-graders at or above Profi cient (indicating solid academifrom 1996 to 2005, while the percentage of 12th-graders at this lsome 29 percent of 4th- and 8th-graders and 18 percent of 12th

Science Performance of Students in Grades 4, 8, and 12

In 2005, the average science score of students was higher years, was not measurably different at grade 8, and was lo

NOTE: Variations or changes in exclusion rates for students with disabilities and limited-English-profi cient students in the NAEP samples may affect comparative performance results. SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1996, 2000, and 2005 Science Assessments, NAEP Data Explorer.

SCIENCE PERFORMANCE: Percentage of students performing at or abgrade: 1996, 2000, and 2005

0

20406080

100Percent

At or above Basic At or ab

63

28

63

27

68

29

60

29

59

30

59

2000 2005 1996 2000 2

Grade 4 Grade 8 

1996
Th

Learner OutcomesThe average reading and mathematics scores on the long-term trend National Assessment of Educational Progress were higher in 2004 than in the early 1970s for 9- and 13-year-olds.National Assessment of Educational Progress (NAEP) long-term trend results indicate that the reading and mathemics achievement of 9- and 13-year-olds improved between the early 1970s and 2004. In reading, 9-year-olds scorhigher in 2004 than in any previous assessment year, with an increase of 7 points between 1999 and 2004. The 20average reading score for 13-year-olds was not measurably different from the 1999 average score, but was highthan the 1971 and 1975 scores. In mathematics, the achievement of 9- and 13-year-olds in 2004 was the higheof any assessment year. Though the performance of 17-year-olds on both NAEP assessments was not measurabdifferent from prior years, scores for Black and Hispanic 17-year-olds have improved since the early 1970s.

NAEP SCORES: Average reading and mathematics scale scores on the long-term trend National Assessment Educational Progress (NAEP), by age: Various years, 1971 through 2004

225 225250 250275 275300 300325 325Score

1971 1975 1980 1984 1988

Year Year

1992 19961999 2004 1973 1978 1982 1986 1990 1994 1999 2004

Score

Reading Mathematics

0 0

200 200

17-year-olds13-year-olds9-year-olds

17-year-olds13-year-olds9-year-olds
Page 10 | The Condition of Education 2007 in Brief

Indicator 9Annual Earnings of Young Adults

Between 1980 and 2005, earnings for those ages 25–34 who weducational level. For example, young adults with at least a bacearnings than those with less education, and this pattern generaoverall and generally within each subgroup, earnings fl uctuated and decreased among those with less education. These changes cgap. The earnings of those with a high school diploma1 decreased 

bachelor’s or higher degree increased by $2,300.

Adults ages 25–34 with a bachelor’s degree or higher havpeers with less education, and these earnings differences i

1 Includes those who earned a high school diploma or 

equivalent (e.g., a General Educational Development [GED] certificate).NOTE: Earnings are presented in 2004 constant dollars by means of the Consumer Price Index (CPI) to eliminate infl ationary factors and allow direct comparison across years. Full-year worker refers to those who were employed 50 or more weeks the previous year; full-time worker refers to those who were usually 

employed 35 or more hours per week. The Current Population Survey (CPS) questions used to obtain educational attainment were changed in 1992. In 1994, the survey instrument for the CPS was changed and weights were adjusted. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), March and Annual Social and Economic Supplement, selected years, 1981–2006.

ANNUAL EARNINGS: Median annual earnings of full-time, full-year waattainment: Selected years, 1980–2005

0

Dollars [In constant 2004 dollars]

Year

10,00020,00030,00040,000

$50,000

1980 1985 1990 1995 
The 

Student Effort and Educational Progress When 10th-graders were asked to report how often they came to school without books; without paper, peor pencil; and without their homework—all of which can be used as measures of student preparedness fschool—the percentage of students who reported being chronically unprepared for school (i.e., “usuallor “often”) was larger in 2002 than in 1980. However, percentages were lower in 1990 than in 1980 2002. For example, the percentage who reported coming to school usually or often without their homewoin 2002 was 26 percent, compared with 22 percent in 1980 and 18 percent in 1990. A similar pattern wfound for usually or often coming to school without paper, pen, or pencil or without books.In 2002, a quarter of 10th-graders reported that they “usually” or “often” came to school without their homework.

EDUCATIONAL PREPAREDNESS: Percentage of 10th-graders who usually or often came to school unprepared withoschool books, supplies, or homework, by selected student characteristics: 1980, 1990, and 2002

0

1020304050

Percent

1980 1990 2002

Came to school without

paper, pen, or pencil

Came to school without

homework

Came to school

without books

9

6

17 18

22

18

26

11

15
Page 12 | The Condition of Education 2007 in Brief

Indicator 11Status Dropout Rates by Race/Ethnicity

The status dropout rate represents the percentage of an age groearned a high school credential (i.e., diploma or equivalent, s[GED] certifi cate). Among 16- through 24-year-olds, the statu(15 to 9 percent); a decline has also been seen since 2000. SHispanics have each generally declined since 1972. However, status dropout rate was lowest for Whites and highest for Hisof Blacks and Whites and Hispanics and Whites have decreaseStatus dropout rates for Whites, Blacks, and Hispanics agesince 1972, but in 2005, rates for Whites remained lower th

Stude

NOTE: The status dropout rate discussed in this indicator is one 

of a number of rates reporting on high school dropout and completion behavior in the United States. Total includes other race/ethnicity categories not separately shown. Race categories exclude persons of Hispanic ethnicity. Some estimates are revised from previous publications. SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), October Supplement, 1972–2005.

STATUS DROPOUTS: Dropout rates of 16- through 24-year-olds, by rac

0

1020304050Percent

Year

HispanicBlackWhiteTotal

1972 1975 1978 1981 1984 1987 1990 
The 

Student Effort and Educational Progress Among all public high school students in the class of 2003–04, the averaged freshman graduation rate—an es

mate of the percentage of an incoming freshman class that graduates 4 years later with a regular diploma—w75.0 percent in the 48 reporting states and the District of Columbia.1 Among the states that reported 2003–

graduation counts, Nebraska had the highest averaged freshman graduation rate at 87.6 percent, and Nevahad the lowest rate at 57.4 percent. The overall averaged freshman graduation rate among public school stdents increased from 71.7 percent for the class of 2000–01 to 74.3 percent for the class of 2003–04.2 Betwe

these years, there was an increase in the graduation rate in 44 states and the District of Columbia.

About three-quarters of the freshman class graduated from high school on time with a regular diploma in 2003–04.

HIGH SCHOOL GRADUATION: Averaged freshman graduation rate for public high school students, by state: School ye2003–04

80.0 percent or more (15)75.0–79.9 percent (13)70.0–74.9 percent (9)Less than 70.0 percent (12)Not available (2)

DC
Page 14 | The Condition of Education 2007 in Brief

Indicator 13Degrees Earned by Women

Between 1979–80 and 2004–05, the percentage of bachelor’s to 57 percent. While women have earned more than half of all the percentage of bachelor’s degrees awarded in particular fi eldwomen earned 87 percent of the degrees awarded in health pra quarter of the bachelor’s degrees awarded in the fi elds of cand engineering and engineering technologies (18 percent). Win the fi elds of agriculture/natural resources (48 percent), mphysical sciences and science technologies (42 percent).Women have earned a greater percentage of bachelor’s degbut men still earn a greater percentage in computer and info

Stude

1 Includes other fi elds not shown separately.

NOTE: Based on data from Title IV degree-granting institutions. The shaded section shows fi elds in which women earned at least 50 percent of the degrees in 2004–05. Detail may not sum to totals because of rounding. Some estimates were revised from previous publications.SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES). Digest of Education Statistics, 2006

(NCES 2007-017), tables 258, 279, 281, 283–287, 289, 292–294, 296, 298, and 300; data from U.S. Department of Education, NCES, 1979–80 Higher Education General Information Survey (HEGIS), “Degrees and Other Formal Awards Conferred”; and 1989–90, 1999–2000, and 2004–05 Integrated Postsecondary Education Data System, “Completions Survey” (IPEDS-C:87 and Fall 2000 and 2005), and Fall 2005.

BACHELOR’S DEGREES: Percentage of bachelor’s degrees earned by wwomen, by fi eld of study: Selected years, 1979–80 through 2004–05  Field of study 1979–80 1989–90  Total1 49.0 53.2 

Health professions and related clinical sciences 82.3 84.6 Education 73.8 78.1 Psychology 63.3 71.6 English language/literature/letters 65.1 67.0 Communication, journalism, and related programs 52.3 60.5 Biological and biomedical sciences 42.1 50.8 Visual and performing arts 63.2 62.0 Social sciences and history 43.6 44.2 Business 33.6 46.8 Agriculture/natural resources 29.6 31.6 Mathematics and statistics 42.3 46.2 Physical sciences and science technologies 23.7 31.3 Computer/information sciences 30.2 29.9 Engineering and engineering technologies 9.4 14.1 
The 

Contexts of Elementary and Secondary Education The ratio of students to teachers, sometimes used as a proxy measure for class size, declined betwe1990 and 2004 from 17.6 to 16.3 students per teacher for all regular1 public elementary, secondary, an

combined schools. Likewise, the student/teacher ratio for regular public elementary schools declined durithis period. In contrast, student/teacher ratios for all regular public secondary schools increased betwe1990 and 1996 and then declined in 2004. From 1990 through 2004, student/teacher ratios tended be higher in public schools with larger enrollments than in public schools with smaller enrollments. Fexample, in 2004, regular elementary schools with enrollments over 1,500 had 6.8 more students pteacher, on average, than elementary schools with enrollments under 300.

Student/teacher ratios tend to be higher in public schools with larger enrollments than in public schools with smaller enrollments.

STUDENT/TEACHER RATIO: Student/teacher ratios in regular public elementary and secondary schools, by school enroment: Fall 1990–2004

05

10152025

1990 1996 1992 2002 2004 1994 1998 2000 1998 1990 1996 1992 2002 2004 1994 2000

Students

per teacher

Enrollment

Elementary Secondary

Year

1,500 or more1,000–1,499500–999300–499Under 300
Page 16 | The Condition of Education 2007 in Brief

Indicator 15Charter Schools

In the 2004–05 school year, there were 3,294 charter schools1 in the 

the District of Columbia), compared with 90,001 conventional puschools made up 4 percent of all public schools. The population of the student population served by conventional public schools. CharHispanic, and American Indian/Alaska Native students and lower students than conventional public schools. A larger percentage of public schools (16 percent) had less than 15 percent of students eli

Charter schools are more likely to enroll higher proportiondian/Alaska Native students than conventional public sch

Contexts of Elem

1 A charter school is a publicly funded school that is typically 

governed by a group or organization under contract or charter with the state; the charter exempts the school from selected state or local rules and regulations. In return for funding and autonomy, the charter school must meet accountability standards. A school’s charter is reviewed (typically every 3 to 5 years) and can be revoked if guidelines on curriculum and management are not followed or the standards are not met (U.S. Department of Education, Offi ce of Educational Research and Improvement. [2000]. The State of Charter Schools 2000: Fourth-Year Report).NOTE: These tabulations exclude schools with no charter status designation and those not reporting membership. Race categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/Secondary School Universe Survey,” 2004–05.

CHARTER SCHOOLS: Percentage distribution of the race/ethnicity of p

Percent

White Black Hispanic 

0 20 40 

Charter

Conventional

42

58
The 

Contexts of Elementary and Secondary Education The number of full-time teachers in the United States increased from 2.6 to 3.3 million in the three survyears between 1993–94 and 2003–04. During this period, the percentage of full-time teachers who weunder age 30 increased (from 12 to 17 percent). In the fi rst two survey years, private schools employgreater percentages of teachers under age 30 than did public schools. This pattern continued in 2003–0for secondary schools, but there was no measurable difference by school type for elementary schools. Thewas also an increase in the percentage of teachers ages 50–59 between 1993–94 and 2003–04 (from 21 29 percent), but no measurable differences were found for teachers age 60 and over.In 2003–04, the percentages of full-time teachers who were under age 30 and between ages 50–59, respectively, were higher than the percentages of these teachers in 1993–94.

TEACHERS: Percentage distribution of full-time teachers, by age: School years 1993–94, 1999–2000, and 2003–04

1999–2000 2003–04

School year

1993–94

0

20406080

100Percent

50–59

60 and over40–4930–39Under 30

17242529

18223126

12224121

4 3 4
Page 18 | The Condition of Education 2007 in Brief

Indicator 17School Violence and Safety

From 1992 through 2004, the rate of nonfatal crime1 against 

percent (from 144 to 55 crimes per 1,000 students). During that school declined 65 percent for theft (from 95 to 33 crimes pcrimes (from 48 to 22 crimes per 1,000 students). In each year were lower when students were at school than away from schschool-age students than high school-age students were victims at school were higher for urban students than for suburban st

Between 1992 and 2004, the rate of nonfatal crime againsdeclined 62 percent.

Contexts of Elem

1 Nonfatal crime includes theft and all violent crime; all violent 

crime includes serious violent crimes (rape, sexual assault, robbery, and aggravated assault) and simple assault.

2 “At school” includes inside the school building, on school 

property, or on the way to and from school.SOURCE: Dinkes, R., Cataldi, E.F., Kena, G., and Baum, K. (2006). Indicators of School Crime and Safety: 2006 (NCES 2007-003/NCJ 

214262), table 2.1, data from U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS), 1992–2004.

TRENDS IN VICTIMIZATION: Rate of nonfatal crime against students agper 1,000 students, by type of crime: 1992–2004

Rate (per 1,000 students)

408020

0

60

100

Year

Serious violent c

All violent crimeTheft

1992 1993 1994 1995 1996 1997 1998 19
The 

Contexts of Elementary and Secondary Education Between 1989–90 and 2003–04, total expenditures per student in public elementary and secondary schooincreased from $7,692 to $9,762 (or 27 percent in constant 2003–04 dollars). This rate of increase was nevenly distributed among the fi ve major categories of expenditures (instruction, administration, operatioand maintenance, capital outlay and interest, and other1). The percentage change in spending on capit

outlay and interest increased the most (68 percent), followed by spending on instruction, operation anmaintenance, and administration. In 2003–04, some 52 percent of the $9,762 spent per student went towainstruction expenditures such as teacher salaries and benefi ts. Total expenditures per student were highein the Northeast, followed by the Midwest, West, and South. 

Expenditures per student rose 27 percent in constant dollars from 1989–90 to 2003–04, with capital expenditures increasing the fastest. 

Expenditures per student

[In constant 2003–04 dollars]

2,0004,000

0

6,0008,000

10,000

$12,000

Total expendituresInstructionOther1Capital outlay andinterestOperation andmaintenanceAdministration

1989–90 1991–92 1993–94 1995–96 1997–98 1999–2000 2001–02 2003–04

School year

EXPENDITURES BY CATEGORY: Total expenditures per student in fall enrollment in public elementary and secondaschools, by expenditure category: 1989–90 through 2003–04 
Page 20 | The Condition of Education 2007 in Brief

Indicator 19International Comparisons of Degrees by Field For many fi elds, the differences between the proportions of gradua

States and other Organization for Economic Cooperation and Drelatively small. However, the United States was 7.7 percentage pbusiness, social sciences, and other fi elds combined,1 and 3.8 pe

combined. The U.S. proportion of degrees earned in business, social 

than in any other reporting OECD country, except for Hungary agraduates earning degrees was somewhat lower than the OECD 

U.S. students are more likely than those in other OECD counthumanities and business/social sciences/other fi elds, and les

Con

1 Includes journalism, agriculture, and services.

NOTE: Includes academic degrees conferred at International Standard Classifi cation of Education (ISCED), levels 5A and 6. These levels correspond to bachelor’s, master’s, fi rst-professional, and doctoral degrees in the United States. Detail may not sum to totals because of rounding. The G-8 countries, Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom, and the United States, are among the world’s most economically developed countries. Data for the United Kingdom and Russian Federation were not available. OECD average is computed on the basis that each country contributes equally, without respect to size of the country. SOURCE: Organization for Economic Cooperation and Development (OECD), Center for Educational Research and Innovation. Retrieved December 23, 2006, from http://stats.oecd.org/wbos/default.aspx.

DEGREES AWARDED: Percentage distribution of degrees conferred b2004

United States

Japan

Germany

France

Canada

OECD average

Country

Percent

0 20 40 60 

Italy

Sciences,mathematics,and computerscience

Arts andhumanities

Health 

Engineering

12 11 12 12 14 

8 12 14 10 14 

12 16 17 3 9 

16 14 15 14 8 

15 7 12 16 8 

20 5 18 6 6 

6 10 15 8 13 
The 

Contexts of Postsecondary Education

Master’s, doctoral, and fi rst-professional students differ in their enrollment patterns and in the types and amounts of fi nancial aid they receive to help pay for their education.

In 2003–04, the average total price (tuition and fees, books and materials, and living expenses) for 1 year of futime graduate education ranged from $21,900 for a master’s degree program at a public institution to $41,9for a fi rst-professional degree program at a private not-for-profi t institution.1 Students attending full time typ

cally received some types of fi nancial aid to help cover their expenses2—81 percent at the master’s level and ov

90 percent at the doctoral and fi rst-professional levels. Compared with doctoral and fi rst-professional degr

students, relatively few master’s degree students (about 20 percent at each institution type) enrolled full timStudents differed in the types and amounts of fi nancial aid they received by the level of their degree program

PRICE OF ATTENDANCE: Average annual total price, fi nancial aid, and net access price for full-time graduate and fi rsprofessional students and percentage of all students attending full time: 2003–04

0

10,00020,00030,00040,000

$50,000

Amount

Master’s

Percent full time

Assistantshipsand other aidLoansGrantsNet access price

Private

not-for-profit

Private Public

not-for-profit

Private Public

not-for-profit

Public

21 19 46 52 89 71

800

800

7,300

8,000

1,200

3,200

41,900

30,300

40,200

28,600

34,100

21,900

3,300

2,200

8,800

8,100

3,300

2,700

25,700

20,500

10,300

5,700

13,200

6,300

Doctoral First-professional

6,700

13,900

6,800

16,400

9,700 12,200
Page 22 | The Condition of Education 2007 in Brief

List of Indicators on The Condition of Education Website (2000–2007)This List of Indicators includes all the indicators that appear on The Condition of Education webs

(http://nces.ed.gov/programs/coe), drawn from the 2000–2007 print vol umes. The list is or ga nized fi rst 

section and then by subject area. Thus, the indicator num bers and the years in which the indicators wepublished are not sequential.

Special Analyses

 Entering Kindergarten: A Portrait of American Children When They Begin School ..........................................................................................................2 Students Whose Parents Did Not Go to College: Postsecondary Access, Persistence, and Attainment ..............................................................................2 Private Schools: A Brief Portrait ..........................................................................................................................................................................................2 Nontraditional Undergraduates .........................................................................................................................................................................................2 Reading—Young Children’s Achievement and Classroom Experiences ..........................................................................................................................2 Paying for College: Changes Between 1990 and 2000 for Full-Time Dependent Undergraduates ..................................................................................2 Mobility in the Teacher Workforce ......................................................................................................................................................................................2 U.S. Student and Adult Performance on International Assessments of Educational Achievement ..................................................................................2 High School Coursetaking ...................................................................................................................................................................................................2

Section 1—Participation in Education

 Enrollment Trends by Age ..............................................................................................................................................................................................1–2 Enrollment in Early Childhood Education Programs .....................................................................................................................................................2–2 Trends in Full- and Half-Day Kindergarten ....................................................................................................................................................................3–2 Past and Projected Elementary and Secondary Public School Enrollments .................................................................................................................3–2 Trends in Private School Enrollments .............................................................................................................................................................................4–2 Homeschooled Students ...............................................................................................................................................................................................3–2 Racial/Ethnic Distribution of Public School Students ...................................................................................................................................................5–2 Concentration of Enrollment by Race/Ethnicity and Poverty .......................................................................................................................................6–2 Family Characteristics of 5- to 17-Year-Olds ................................................................................................................................................................2–2 Language Minority School-Age Children .....................................................................................................................................................................6–2 Children With Disabilities in Public Schools ..................................................................................................................................................................7–2 Past and Projected Undergraduate Enrollments ...........................................................................................................................................................8–2

Indicator–Y
The 

 Trends in Graduate/First-Professional Enrollments ..................................................... Participation in Adult Education ...................................................................................

Section 2—Learner Outcomes

 Students’ Reading and Mathematics Achievement Through 3rd Grade ..................... Children’s Skills and Profi ciency in Reading and Mathematics Through Grade 3 ....... Reading Performance of Students in Grades 4, 8, and 12 ............................................ International Comparisons of Reading Literacy in Grade 4 .......................................... Writing Performance of Students in Grades 4, 8, and 12 ............................................. Mathematics Performance of Students in Grades 4 and 8 .......................................... Mathematics Performance of Students in Grade 12 .................................................... International Comparison of 4th- and 8th-Grade Performance in Mathematics ....... Poverty and Student Mathematics Achievement ........................................................ Reading and Mathematics Score Trends by Age .......................................................... Reading and Mathematics Achievement at 5th Grade ................................................ Trends in the Achievement Gaps in Reading and Mathematics .................................. Student Reading and Mathematics Performance in Public Schools by Urbanicity .... International Comparisons of Mathematics Literacy ................................................... International Comparisons of Mathematics Cognitive Domains of 4th- and 8th-Gra Science Performance of Students in Grades 4, 8, and 12 ............................................. International Comparison of 4th- and 8th-Grade Performance in Science................. U.S. History Performance of Students in Grades 4, 8, and 12 ...................................... Geography Performance of Students in Grades 4, 8, and 12 ........................................ Trends in Adult Literacy................................................................................................. Trends in Adult Literary Reading Habits ....................................................................... Adult Reading Habits .................................................................................................... Education and Health ................................................................................................... Youth Neither in School nor Working ........................................................................... Annual Earnings of Young Adults ................................................................................. Employment Outcomes of Young Adults by Race/Ethnicity ........................................

List of Indicators on The Condition of Education Website (2000–2
Page 24 | The Condition of Education 2007 in Brief

Section 3—Student Effort and Educational Progress

 Time Spent on Homework ...........................................................................................................................................................................................21–2 Student Preparedness ..................................................................................................................................................................................................22–2 Postsecondary Expectations of 12th-Graders ............................................................................................................................................................23–2 Student Absenteeism ..................................................................................................................................................................................................24–2 Grade Retention ...........................................................................................................................................................................................................25–2 Event Dropout Rates by Family Income, 1972–2001 ..................................................................................................................................................16–2 Status Dropout Rates by Race/Ethnicity .....................................................................................................................................................................23–2 High School Sophomores Who Left Without Graduating Within 2 Years ...................................................................................................................27–2 Public High School Graduation Rates by State ...........................................................................................................................................................24–2 Immediate Transition to College ..................................................................................................................................................................................25–2 International Comparison of Transition to Postsecondary Education..........................................................................................................................17–2 Remediation and Degree Completion .........................................................................................................................................................................18–2 Transfers From Community Colleges to 4-Year Institutions ........................................................................................................................................19–2 Institutional Retention and Student Persistence at 4-Year Institutions .....................................................................................................................20–2 Persistence and Attainment of Students With Pell Grants ..........................................................................................................................................23–2 Trends in Undergraduate Persistence and Completion ...............................................................................................................................................19–2 Postsecondary Participation and Attainment Among Traditional-Age Students ......................................................................................................22–2 Degrees Earned ............................................................................................................................................................................................................26–2 Degrees Earned by Women .........................................................................................................................................................................................28–2 Time to Bachelor’s Degree Completion........................................................................................................................................................................21–2 Postsecondary Attainment of 1988 8th-Graders .......................................................................................................................................................22–2 Educational Attainment ..............................................................................................................................................................................................27–2 Advanced Degree Completion Among Bachelor’s Degree Recipients ........................................................................................................................32–2

Section 4—Contexts of Elementary and Secondary Education

 Early Development of Children ....................................................................................................................................................................................35–2 Early Literacy Activities ...............................................................................................................................................................................................33–2 Care Arrangements for Children After School .............................................................................................................................................................33–2

List of Indicators on The Condition of Education Website (2000–2007)—Continued

Indicator–
The 

 Afterschool Activities ..................................................................................................... Availability of Advanced Courses in High Schools ........................................................ Student/Teacher Ratios in Public Elementary and Secondary Schools ....................... Out-of-Field Teaching in Middle and High School Grades ............................................ Out-of-Field Teaching by Poverty Concentration and Minority Enrollment ................ Public Alternative Schools for At-Risk Students ........................................................... Inclusion of Students With Disabilities in General Classrooms .................................... Charter Schools .............................................................................................................. Parental Choice of Schools ............................................................................................. Profi le and Demographic Characteristics of Public Charter Schools ............................ Characteristics of Full-Time School Teachers ................................................................. Beginning Teachers ........................................................................................................ Elementary/Secondary School Teaching Among Recent College Graduates .............. Characteristics of School Principals ............................................................................... Size of High Schools ...................................................................................................... Student Perceptions of Their School’s Social and Learning Environment .................... Parents’ Attitudes Toward Schools ................................................................................. School Violence and Safety ........................................................................................... Student Support Staff in Public Schools ........................................................................ High School Guidance Counseling ................................................................................ Variations in Instruction Expenditures per Student ....................................................... Public Elementary and Secondary Expenditures by District Poverty ........................... Public Elementary and Secondary Expenditures by District Location ......................... Expenditures in Public Elementary and Secondary Schools by Expenditure Category  Public Effort to Fund Elementary and Secondary Education ....................................... International Comparisons of Expenditures for Education ........................................... Changes in Sources of Public School Revenue ..............................................................

List of Indicators on The Condition of Education Website (2000–20
Page 26 | The Condition of Education 2007 in Brief

Section 5—Contexts of Postsecondary Education

 Minority Student Enrollments .....................................................................................................................................................................................31–2 Fields of Study .............................................................................................................................................................................................................42–2 Top 30 Postsecondary Courses ....................................................................................................................................................................................30–2 International Comparisons of Degrees by Field ...........................................................................................................................................................43–2 Remedial Coursetaking ...............................................................................................................................................................................................31–2 Instructional Faculty and Staff Who Teach Undergraduates .......................................................................................................................................46–2 Distance Education by Postsecondary Faculty ............................................................................................................................................................47–2 Distance Education at Postsecondary Institutions ......................................................................................................................................................32–2 Services and Accommodations for Students With Disabilities ..................................................................................................................................34–2 Faculty Salary, Benefi ts, and Total Compensation .......................................................................................................................................................44–2 Electronic Services in Academic Libraries....................................................................................................................................................................33–2 State Transfer and Articulation Policies ........................................................................................................................................................................34–2 Institutional Aid at 4-Year Colleges and Universities ..................................................................................................................................................37–2 Total and Net Access Price of Attending a Postsecondary Institution ........................................................................................................................47–2 Total and Net Access Price for Graduate and First-Professional Students...................................................................................................................48–2 Debt Burden of College Graduates ..............................................................................................................................................................................38–2 Employment of College Students ................................................................................................................................................................................45–2 Federal Grants and Loans to Undergraduate Students ...............................................................................................................................................46–2 Public Effort to Fund Postsecondary Education ..........................................................................................................................................................40–2

List of Indicators on The Condition of Education Website (2000–2007)—Continued

Indicator–