NATIONAL

CENTER

FOR

EDUCATION

STATISTICS

U.S. Department

of Education

Office of Educational Research

and Improvement

NCES 2001–045
U.S. Department of Education

Rod Paige

Secretary

National Center for Education Statistics

Gary W. Phillips

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 other 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.

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Suggested Citation:

U.S.Department of Education,National Center for Education Statistics, The Condition of Education 2000 in Brief, Jeanne H. Nathanson NCES 2001–045,Washington,DC:

U.S. Government Printing Office, 2001.

For ordering information on this report, write:

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or call toll free 1–877–4ED–PUBS
The following charts are a sample of the 67 indicators contained in The Condition of Education 2000 and have been sequentially numbered for this

publication. The table of contents offers a cross reference between the two publications. The indicator numbers cited in parantheses correspond to the

indicators as presented in The Condition of Education 2000.

Since 1870, the federal government has been gathering data about students, teachers, schools, and education funding. The U.S. Department of

Education’s National Center for Education Statistics (NCES) 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. The indicators in the 2000 edition are in six sections:

● Participation in Education

● Learner Outcomes

● Student Effort and Academic Progress

● Quality of Elementary and Secondary Educational Environments

● The Context of Postsecondary Education

● Societal Support for Learning

The indicators in the publication use data from government and private sources. The publication includes an essay on what students know as they enter

school, as well as additional tables and notes related to each indicator.

Until supplies are exhausted, a single copy of The Condition of Education 2000 (NCES 2000-062) may be obtained at no cost from ED Pubs (1-877-4EDPubs).

This report, as well as many other NCES products, are also available on the NCES Internet site at http://nces.ed.gov.
Contents

Indicator 1 Past and Projected Elementary and Secondary School Enrollment (Indicator 3) ................................................................................................................................ 6

Indicator 2 Racial-Ethnic Distribution of Public School Students (Indicator 4) ........................................................................................................................................................... 7

Indicator 3 Language Spoken at Home by Hispanic Students (Indicator 5) ............................................................................................................................................................... 8

Indicator 4 Past and Projected Postsecondary Enrollments (Indicator 7) .................................................................................................................................................................... 9

Indicator 5 High Performance in Mathematics and Science (Indicator 16) ............................................................................................................................................................... 10

Indicator 6 Trends in the Achievement Gap in Reading Between White and Black Students (Indicator 17) .................................................................................................. 11

Indicator 7 International Comparisons of Student Performance in Mathematics (Indicator 18) ....................................................................................................................... 12

Indicator 8 Annual Earnings of Young Adults (Indicator 23) .......................................................................................................................................................................................... 15

Indicator 9 Educational Plans (Indicator 24) ........................................................................................................................................................................................................................ 16

Indicator 10 First-Time Kindergartners’ Approaches to Learning (Indicator 26) ....................................................................................................................................................... 17

Indicator 11 Remediation and Degree Completion (Indicator 34) ................................................................................................................................................................................. 18

Indicator 12 Who Is Prepared for College (Indicator 30) .................................................................................................................................................................................................... 19

Indicator 13 Enrollment of Students With Risk Factors (Indicator 33) ........................................................................................................................................................................... 20

Indicator 14 Sex Differences in Graduate/Professional Enrollment (Indicator 36) .................................................................................................................................................... 21

Indicator 15 Degrees Earned by Women (Indicator 37) ..................................................................................................................................................................................................... 22

Indicator 16 Educational Attainment (Indicator 38) ............................................................................................................................................................................................................ 23

Indicator 17 Coursetaking in Mathematics and Science (Indicator 39) ......................................................................................................................................................................... 24

Indicator 18 Class Size of Kindergartens (Indicator 41) ...................................................................................................................................................................................................... 25

Indicator 19 Student/Teacher Ratios (Indicator 43) ............................................................................................................................................................................................................. 26

Indicator 20 Instructional Environments in 8th-Grade Mathematics (Indicator 44) ................................................................................................................................................... 27

Indicator 21 Students’ Use of the Internet (Indicator 45) ................................................................................................................................................................................................... 28

Indicator 22 School Choice and Parental Satisfaction (Indicator 46) ............................................................................................................................................................................. 29

Indicator 23 Preparation and Qualifications of Public School Teachers (Indicator 47) ............................................................................................................................................. 30

Indicator 24 Perceived Impact of Professional Development (Indicator 48) ............................................................................................................................................................... 31

Indicator 25 Age of School Buildings (Indicator 49) ............................................................................................................................................................................................................ 32

Indicator 26 Distance Learning in Postsecondary Education (Indicator 53) ................................................................................................................................................................ 33

Indicator 27 Services for Disabled Postsecondary Students (Indicator 54) ................................................................................................................................................................. 34

Indicator 28 Before and After School Care (Indicator 58) .................................................................................................................................................................................................. 35

Indicator 29 Disparity in Public School Finance (Indicator 64) ......................................................................................................................................................................................... 36

Indicator 30 Financial Preparation for Postsecondary Education (Indicator 66) ........................................................................................................................................................ 37
Page 6 | The Condition of Education 2000 in Brief

SCHOOL ENROLLMENT: Public elementary and secondary school enrollment, by grade level: Fall 1965–2009

After declining during the 1970s and early 1980s, public school enrollment for grades 1–12 increased

during the latter part of the 1980s and the 1990s, reaching a projected 43.2 million in 1999. It is projected

to be 43.5 million in fall 2000. Public school enrollment for grades 1–12 is projected to continue increasing through the first half of this decade to an all-time high of 44.4 million students in 2006, and then to

begin declining slightly.

The regional distribution of students in public schools has changed since the 1970s, with a large increase in

the total share of enrollment occurring in the West. Declining shares of enrollment for the Northeast and

Midwest are projected through 2009, whereas increases are expected for the West and South. These changes

coincide with increased population growth in the West and South compared with other regions.

Past and Projected

Elementary and

Secondary School

Enrollment

SOURCE: U.S. Department of Education, NCES. Common Core

of Data, various years, and Projections of Education Statistics to

2009 (NCES 1999–038), 1999. 0

10,000

20,000

30,000

40,000

50,000

Grades 9–12

Grades 1–8

Total

1965 1969 1973 1977 1981 1985 1989 1993 1997 2001 2005 2009

Number (in thousands)

Fall of year

Projected

Indicator 1 Elementary/Secondary Education
The Condition of Education 2000 in Brief | Page 7

In 1998, 37 percent of public school students enrolled in grades 1–12 were considered to be part of a

minority group, an increase of 15 percentage points from 1972. This increase was largely due to the

growth in the proportion of students who were Hispanic. In 1998, black and Hispanic students accounted

for 17 and 15 percent of the public school enrollment, up 2 and 9 percentage points, respectively, from

1972. The percentage of students from other racial-ethnic groups also increased, from 1 percent in 1972 to

5 percent in 1998.

Racial-Ethnic Distribution

of Public School Students

ENROLLMENT: Percentage of public school students enrolled in grades 1–12 who were minorities, by region: October

1972 –98

NOTE: Data not available for 1979 and 1980. In 1994, the methodology for the Current Population Survey (CPS) was changed

and weights were adjusted.

SOURCE: U.S. Department of Commerce, Bureau of the Census.

October Current Population Surveys, 1972–98.

Percent

0

10

20

30

40

50

19721978198819931998197219781983198819931998

1972

19781983198819931998

1972

19781983198819931998

Other

Hispanic

Black

Northeast South West Midwest

Region

1983

Elementary/Secondary Education Indicator 2
Page 8 | The Condition of Education 2000 in Brief

Indicator 3

In 1999, 57 percent of Hispanic students in grades K–12 spoke mostly English at home, 25 percent spoke

mostly Spanish, and 17 percent spoke English and Spanish equally. Hispanic students who were enrolled in

grades K–5 were more likely than those enrolled in higher grades (6–8 or 9–12) to speak mostly Spanish at

home (28 versus 21 and 22 percent, respectively).

While over half of Hispanic students spoke mostly English at home, language usage varied according to

their mothers’ place of birth. Nearly 90 percent of the students whose mothers were born in the United

States spoke mostly English at home, while 28 percent of the students whose mothers were not U.S. born

did so.

Hispanic students who spoke mostly Spanish at home had parents who had less education than those who

spoke mostly English at home.

Language Spoken at

Home by Hispanic

Students

LANGUAGE SPOKEN AT HOME: Percentage of Hispanic students who spoke English or Spanish at home, by mother’s place

of birth and grade level: 1999

* Information is not available for Hispanic students who did

not live with their mothers.

SOURCE: U.S. Department of Education, NCES. National Household Education Survey (NHES), 1999 (Parent Interview Component).

Percent

0

20

40

60

80

100

Grades K–5 Grades 6–8 Grades 9–12

Hispanic students whose mothers were not

born in the United States*

Spoke English

and Spanish

equally at home

Spoke mostly 

Spanish

at home

Spoke mostly 

English 

at home

Spoke English

and Spanish

equally at home

Spoke mostly 

Spanish

at home

Spoke mostly 

English 

at home

5 5 4 4

10

4

49

37 39

26

32

27

90

86

92

24

29

34

Hispanic students whose mothers were 

born in the United States

Elementary/Secondary Education
The Condition of Education 2000 in Brief | Page 9

Indicator 4

Past and Projected

Postsecondary

Enrollments

POSTSECONDARY ENROLLMENT: Total undergraduate enrollment in degree-granting 2- and 4-year postsecondary education institutions, with projections, by sex, enrollment status, and level: Fall 1970–2009

SOURCE: U. S. Department of Education, NCES. Digest of Education Statistics 1998 (NCES 1999–036), 1999, Digest of Education Statistics 1999 (NCES 2000-031), 2000, and Projections

of Education Statistics to 2009 (NCES 1999–038), 1999.

In the 1970s, part-time enrollment increased at a faster rate than did full-time enrollment, but the majority

of students were still enrolled full time. More students attend 4-year institutions than 2-year institutions.

Four-year enrollment has consistently increased over the past three decades and is expected to increase at

a rate at least one and one-half times the rate of 2-year enrollment in the next decade.

The total number of women enrolled in degree-granting 2- and 4-year postsecondary institutions exceeded

the number of men enrolled by 1980. The number and proportion of students in higher education who are

women are projected to reach new highs in the next decade.

Undergraduate Education

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

10,000

11,000

12,000

1970 1980 1990 2000 2009 1970 1980 1990 2000 2009 1970 1980 1990 2000 2009

Enrollment (in thousands)

Female

Male

Full-time

Part-time

4-year

2-year

Year

Projected Projected Projected

1970–96: Actual 1997–2009: Projected
Page 10 | The Condition of Education 2000 in Brief

Indicator 5

High Performance in

Mathematics and Science

SOURCE: U.S. Department of Education, NCES. NAEP 1999 Trends

in Academic Progress (NCES 2000–469), 2000.

HIGH PERFORMANCE: Percentage of 17-year-old students scoring at or above 300 on the NAEP mathematics and science

assessments: 1977–96

For both mathematics and science performance as assessed by the National Assessment of Educational

Progress (NAEP), a greater percentage of 17-year-old students scored at or above 300 in 1996 than in 1978

(for mathematics) or 1977 (for science). For mathematics, the percentage of students scoring at or above

300 remained stable from 1978 to 1982, was greater in 1990 than in 1982, and remained stable again

between 1990 and 1996. For science, the percentage of students scoring at 300 or above decreased between 1977 and 1982, but then increased between 1982 and 1996.

Trends in high mathematics performance were slightly different for females than males. In 1978, males

were slightly more likely than females to score at or above 300 on the mathematics assessments; in 1996,

males and females were as likely to score at or above 300.

0

20

40

60

80

100

Science

Mathematics

1977 1978 1982 1986 1990 1992 1994 1996

Percent

Year

Academic Outcomes
The Condition of Education 2000 in Brief | Page 11

Indicator 6

Trends in the

Achievement Gap in

Reading Between White

and Black Students

READING ACHIEVEMENT GAP: Difference in average reading performance of 9-, 13-, and 17-year-old white and black

students: 1971–96

SOURCE: U.S. Department of Education, NCES. NAEP 1999 Trends

in Academic Progress (NCES 2000–469), 2000.

Since 1971, black 9-, 13-, and 17-year-olds have had lower reading scores on the National Assessment of

Educational Progress (NAEP), on average, than those of their white peers. However, the average difference

between black and white students’ scores has changed over time. There has been an overall narrowing in

this achievement gap since 1971, most of which is due to decreases that occurred before 1988.

One indication of the meaning of these score changes for the achievement of black students is that in 1971

the average reading score of black 17-year-olds (239) was below that of white 13-year-olds (261). By 1988

the average reading score of black 17-year-olds (274) was between that of white 17-year-olds (295) and

white 13-year-olds (261).

0

10

20

30

40

50

60

Age 17

Age 13

Age 9

1971 1975 1980 1984 1988 1990 1992 1994 1996

Scale score difference

Year

Academic Outcomes
Page 12 | The Condition of Education 2000 in Brief

Indicator 7

MATHEMATICS PERFORMANCE: Average mathematics performance of 4th-grade1 students: 1995

Average score relative to U.S. Country

Significantly higher Austria2 Korea

Czech Republic Netherlands2

Hong Kong Singapore

Japan

Not significantly different Australia2 Ireland

Canada Israel2

Hungary2 Slovenia2

Significantly lower Cyprus Latvia (LSS)2

England New Zealand

Greece Norway

Iceland Portugal

International average Scotland

Iran, Islamic Republic Thailand2

Kuwait2

International

Comparisons of Student

Performance in

Mathematics

1

 In most countries.

2 Did not satisfy one or more of the sampling or other guidelines. In the final year of secondary school, this included the

United States. Latvia is designated LSS for Latvian-speaking

schools only.

SOURCES: U.S. Department of Education, NCES. Pursuing Excellence: A Study of U.S. Fourth-Grade Mathematics and Science

Achievement in International Context (NCES 97–255), 1997; U.S.

Department of Education, NCES. Pursuing Excellence: A Study of

U.S. Eighth-Grade Mathematics and Science Teaching, Learning,

Curriculum, and Achievement in International Context (NCES 97–

198), 1996; U.S. Department of Education, NCES. Pursuing Excellence: A Study of U.S. Twelfth-Grade Mathematics and Science

Achievement in International Context (NCES 98–049),1998.

On the Third International Mathematics and Science Study (TIMSS) conducted in 1995, U.S. students at

the 4th-grade level scored, on average, above the international average in mathematics, performed above

their peers in 12 countries, and scored lower than their peers in 7 countries in mathematics.

Both 8th- and 12th-grade students in the United States scored below the international averages in mathematics. Of the 41 nations participating at the 8th-grade level, the average student in the United States scored

higher than their peers in 7 countries and was outperformed by students in 20 countries. Of the 21 nations

participating at the final year of secondary school level, U.S. students scored, on average, below the average student in 14 other countries and above the average student in 2 other countries.

Sex gaps in mathematics performance were apparent in some of the participating countries. In the United

States, males and females scored similarly at all three grade levels. Female students did not score higher

than male students at any grade level in any country.

Academic Outcomes
The Condition of Education 2000 in Brief | Page 13

Indicator 7—Continued

MATHEMATICS PERFORMANCE: Average mathematics performance of 8th-grade1 students: 1995

Average score relative to U.S. Country

Significantly higher Australia2 Ireland

Austria2 Japan

Belgium (Flemish) Korea

Belgium (French)2 Netherlands2

Bulgaria2 Russian Federation

Canada Singapore

Czech Republic Slovak Republic

France Slovenia2

Hong Kong Sweden

Hungary Switzerland

International average

Not significantly different Denmark2 New Zealand

England Norway

Germany2 Romania2

Greece2 Scotland2

Iceland Spain

Israel2 Thailand2

Latvia (LSS)

Significantly lower Colombia2 Lithuania

Cyprus Portugal

Iran, Islamic Republic South Africa2

Kuwait2

International

Comparisons of Student

Performance in

Mathematics

1

 In most countries.

2 Did not satisfy one or more of the sampling or other guidelines. In the final year of secondary school, this included the

United States. Latvia is designated LSS for Latvian-speaking

schools only.

SOURCES: U.S. Department of Education, NCES. Pursuing Excellence: A Study of U.S. Fourth-Grade Mathematics and Science

Achievement in International Context (NCES 97–255), 1997; U.S.

Department of Education, NCES. Pursuing Excellence: A Study of

U.S. Eighth-Grade Mathematics and Science Teaching, Learning,

Curriculum, and Achievement in International Context (NCES 97–

198), 1996; U.S. Department of Education, NCES. Pursuing Excellence: A Study of U.S. Twelfth-Grade Mathematics and Science

Achievement in International Context (NCES 98–049),1998.

Academic Outcomes
Page 14 | The Condition of Education 2000 in Brief

Indicator 7—Continued

International

Comparisons of Student

Performance in

Mathematics

1 Did not satisfy one or more of the sampling or other guidelines. In the final year of secondary school, this included the

United States. Latvia is designated LSS for Latvian-speaking

schools only.

SOURCES: U.S. Department of Education, NCES. Pursuing Excellence: A Study of U.S. Fourth-Grade Mathematics and Science

Achievement in International Context (NCES 97–255), 1997; U.S.

Department of Education, NCES. Pursuing Excellence: A Study of

U.S. Eighth-Grade Mathematics and Science Teaching, Learning,

Curriculum, and Achievement in International Context (NCES 97–

198), 1996; U.S. Department of Education, NCES. Pursuing Excellence: A Study of U.S. Twelfth-Grade Mathematics and Science

Achievement in International Context (NCES 98–049),1998.

MATHEMATICS PERFORMANCE: Average mathematics performance of students in their final year of secondary school:

1995

Average score relative to U.S. Country

Significantly higher Australia1 International average

Austria1 Netherlands1

Canada1 New Zealand

Denmark1 Norway1

France1 Slovenia1

Germany1 Sweden

Hungary Switzerland

Iceland1

Not significantly different Czech Republic Lithuania

Italy1 Russian Federation

Significantly lower Cyprus1 South Africa1

Academic Outcomes
The Condition of Education 2000 in Brief | Page 15

Indicator 8

Annual Earnings of

Young Adults

ANNUAL EARNINGS: Ratio of median annual earnings of all wage and salary workers ages 25–34 with various levels of

educational attainment to those with a high school diploma or GED: 1970–98

NOTE: This ratio is most useful when compared with 1.0. For

example, the ratio of 1.56 in 1998 for males whose highest

education level was a bachelor’s degree or higher means that

they earned 56 percent more than males who had a high school

diploma or GED. The ratio of 0.70 in 1998 for males whose

highest education level was grades 9–11 means that they

earned 30 percent less than males who had a high school diploma or GED. The Current Population Survey (CPS) questions

used to obtain educational attainment were changed in 1992.

In 1994, the survey methodology for the CPS was changed and

weights were adjusted.

SOURCE: U.S. Department of Commerce, Bureau of the Census.

March Current Population Surveys.

Between 1980 and 1998, the earnings of young adults who completed at least a bachelor’s degree increased

relative to their counterparts who completed no more than a high school education. This increase occurred

for both men and women, from 19 percent to 56 percent higher for males, and from 52 percent to 100

percent higher for females. During the same period, the earnings of young adults who completed less than

a high school education continued to lag behind those with a high school education, ranging from 27

percent to 30 percent less for males, and from 35 to 31 percent less for females.

0.50

0.75

1.00

1.25

1.50

1.75

2.00

Bachelor’s degree or higher

Some college

Grades 9–11

1970 1972 1974 1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998

Ratio

Year

High school diploma or GED

Male

Female

Economic Outcomes
Page 16 | The Condition of Education 2000 in Brief

Indicator 9

Educational Plans

STUDENTS’ EDUCATIONAL PLANS: Percentage of high school seniors who reported definite plans for postsecondary education, by type of program: 1980, 1990, and 1997

NOTE: The response rates for this survey do not meet NCES

standards. Students were asked how likely it was that they

would participate in different types of postsecondary education. The response options were “definitely will,” “probably

will”, “probably won’t,” and “definitely won’t.”

SOURCE: U.S. Department of Education, NCES. Trends in Educational Equity for Girls and Women (NCES 2000–030), 2000

(1980 and 1990 data); University of Michigan, Institute for Social Research, Monitoring the Future Study (1997 data).

0 10 20 30 40 50 60

1997

1990

1980

Attend graduate or

professional school

after college

Graduate from a

4-year college program

Graduate from a

2-year college program

Attend a technical/

vocational school 8

Percent

9

9

12

16

9

48

9 56

21

15

9

16

35

11

Type of program

The percentage of 12th-graders who said they “definitely will” complete a bachelor’s degree increased

considerably between 1980 and 1997 (from 35 to 56 percent). The proportion who said they “definitely

will” attend graduate or professional school nearly doubled during the same period, from 11 to 21 percent.

The percentage of students who definitely planned to complete a 2-year college program increased between 1980 and 1990, but that percentage did not change between 1990 and 1997. The percentage of 12thgrade students who definitely planned to attend a technical/vocational school declined slightly from 1980

to 1997.

In 1980, 1990, and 1997, women were more likely than men to report definite plans to complete 2-year

degrees. In 1980, there was no sex difference in the percentage with definite plans to complete a 4-year

degree, but in 1997, females were more likely than males to have such plans. In 1980, males were slightly

more likely than females to report definite plans to attend graduate/professional school, but in 1997, that

sex difference was reversed (24 percent of females versus 17 percent of males).

Student Attitudes and Aspirations
The Condition of Education 2000 in Brief | Page 17

Indicator 10

In 1998, kindergarten teachers reported that 71 percent of first-time kindergartners persisted at tasks, 75

percent seemed eager to learn, and 66 percent paid attention often or very often.

Teachers perceived girls to be more likely than boys to persist at tasks, to be eager to learn, and to pay

attention often or very often.

Children of mothers with lower levels of education were perceived as generally less likely than children

whose mothers had higher levels of education to persist at tasks, to be eager to learn, and to pay attention

often or very often.

Teachers perceived white and Asian children to be more likely than black or Hispanic children to persist at

tasks, to be eager to learn, and to pay attention often or very often.

First-Time

Kindergartners’

Approaches to Learning

APPROACHES TO LEARNING: Percentage of first-time kindergartners whose teachers reported that they persist at tasks,

are eager to learn, and pay attention “often or very often,” by sex: Fall 1998

SOURCE: U.S. Department of Education, NCES. Early Childhood

Longitudinal Study, “Kindergarten Class of 1998–99,” Fall 1998.

0

20

40

60

80

100

Boys Girls

Persist at tasks Eager to learn Pay attention

Percent

65

78

71

78

74

58

Student Effort
Page 18 | The Condition of Education 2000 in Brief

Indicator 11

REMEDIATION AND COMPLETION: Percentage of postsecondary education students with varying patterns of remedial

courses who complete 2- or 4-year degrees: 1980–93

Remediation and Degree

Completion

NOTE: The patterns of remedial coursework are mutually exclusive, starting with “any remedial reading” and proceeding downward. Thus, no student included in a pattern is included in any pattern below. Students who attended only

sub-baccalaureate vocational/technical schools are not included.

SOURCE: U.S. Department of Education, NCES. High School

and Beyond Longitudinal Study of 1980 Sophomores,

“Postsecondary Education Transcript Study” (HS&B:So PETS).

Among 1982 high school graduates who took any postsecondary remedial reading, 42 percent were in

three or more other remedial courses, and 67 percent took remedial mathematics. In contrast, among

students who took any postsecondary remedial mathematics courses, 16 percent were in three or more

remedial courses and 24 percent took remedial reading.

Students who took only one remedial course (other than remedial mathematics or reading) completed

degrees at the same rate as students who took no remedial courses (55 and 56 percent, respectively).

A higher percentage of community college students than 4-year college students are assigned to remedial

courses.

Percent

0 10 20 30 40 50 60

No remedial courses

One remedial course, not

mathematics or reading

Two or more remedial courses

but no reading courses

Two or fewer remedial

courses: mathematics only

Any remedial reading 34

45

43

55

56

Remedial courses

Postsecondary Persistence and Progress
The Condition of Education 2000 in Brief | Page 19

Indicator 12

Who Is Prepared

for College

QUALIFIED FOR COLLEGE: Percentage of 1992 high school graduates qualified for admission at a 4-year institution, by

level of qualification and family income

NOTE: The 4-year College Qualification Index is based on high

school GPA, senior class rank, NELS 1992 aptitude test, SAT or

ACT scores, and curricular rigor.

SOURCE: U.S. Department of Education, NCES. National Education Longitudinal Study of 1988 Eighth Graders, “Third Follow-up” (NELS:1988/1994).

Eighty-six percent of 1992 high school graduates from families with high incomes ($75,000 or more) were

at least minimally academically qualified for admission to a 4-year institution, compared with 68 percent

of those from middle income ($25,000–74,999) and 53 percent from low-income (less than $25,000)

families.

High income graduates were almost twice as likely as middle-income graduates and four times as likely as

low-income graduates to be very highly qualified for 4-year college admission.

Asian/Pacific Islander and white graduates were more likely than black and Hispanic graduates to be at

least minimally qualified for 4-year college admission. The proportion of very highly qualified graduates

was largest among Asians/Pacific Islanders.

0 20 40 60 80 100

Very highly qualified Highly qualified Somewhat qualified Minimally qualified

$75,000 or more

$25,000–74,999

Less than $25,000

Percent

Family income

19

16

12

7 14 13

15 20 17

29 27 18

Transitions to College
Page 20 | The Condition of Education 2000 in Brief

TRANSITION TO COLLEGE: Percentage of 1992 high school graduates with risk factors who enrolled in a 4-year college by

1994, by selected student characteristics

NOTE: Percentages may not add to 100 due to rounding.

SOURCE: U.S. Department of Education, NCES. National Education Longitudinal Study of 1988 Eighth Graders (NELS:1988/

1994), Data Analysis System.

About 58 percent of all 1992 high school graduates had at least one factor in their family background or

school experiences prior to entering high school that placed them at some risk of lower educational attainment. However, 35 percent of these graduates with risk factors not only finished high school, but also

enrolled in a 4-year college or university within two years of their high school graduation (and 68 percent

enrolled in some type of postsecondary institution).

Enrollment of Students

With Risk Factors

Indicator 13 Transitions to College

0 10 20 30 40 50 60 70 80

Student’s 10th-grade aspirations

High school mathematics

Academic preparation

Help with postsecondary application

Extracurricular activities: 1990

Parents’ highest educational level

Percent

12

53

5

68

57

29

43

18

46

21

Bachelor’s degree or higher 59

Some postsecondary

 High school diploma or less

Two or more

None

One

High school helped

High school did not help

At least minimally prepared

Not prepared

 Advanced academic

Algebra II

Algebra I and Geometry

 Non- or low-academic

Bachelor’s degree or higher

Less than a bachelor’s degree

24

36

0

32

31
The Condition of Education 2000 in Brief | Page 21

Indicator 14

NOTE: If students enrolled in more than one program, the field

corresponding to the highest level program is shown. Percentages may not add to 100 due to rounding.

SOURCE: U.S. Department of Education, NCES. Baccalaureate

and Beyond Longitudinal Study, “Second Follow-up”

(B&B:1993/1997), Data Analysis System.

Of those who had earned bachelor’s degrees in 1992–93, the same percentages of the men and women had,

by 1997, applied for admission to an advanced degree program (41 percent), been accepted (35 percent),

and enrolled (30 percent).

Men were more likely than women to enroll in business and management; medicine or dentistry; engineering, mathematics, or computer science; and life and physical sciences.

Women were more likely than men to enroll in education, in health sciences other than medicine or dentistry, and in social and behavioral sciences. Enrollment rates in law, arts and humanities, and “other”

fields did not differ significantly by sex.

Sex Differences in

Graduate/Professional

Enrollment

Postseconday Persistence and Progress

0 5 10 15 20 25 30 35

Female

Male

Other

Law

Arts and humanities

Social and behavioral sciences

Other health sciences

Education

Life and physical sciences

Engineering/mathematics/

computer science

Medicine/dentistry

Business and management 23

Percent

14

8

3

14

4

8

4

10

32

8

7

12

8

8

10

7

4

6

12

Graduate field of study

GRADUATE FIELDS: Percentage distribution of 1992–93 bachelor’s degree recipients who enrolled in a graduate or firstprofessional progam by 1997 according to graduate field of study, by sex
Page 22 | The Condition of Education 2000 in Brief

* Includes other fields of study not shown separately.

SOURCE: U.S. Department of Education, NCES. 1970–71 Higher

Education General Information Survey (HEGIS), “Degrees and

Other Formal Awards Conferred” survey and 1996–97 Integrated Postsecondary Education Data System (IPEDS), “Completions” survey.

BACHELOR’S DEGREES: Percentage of bachelor’s degrees earned by women, by field of study: 1970–71 and 1996–97

Indicator 15

In 1970–71, women earned 43 percent of all bachelor’s degrees. They made gradual gains throughout the

1970s, and in each year since the early 1980s, they have earned more than half of all the bachelor’s degrees

awarded. In 1996–97, they earned 56 percent of the bachelor’s degrees awarded.

In certain fields (health professions and related sciences, education, English, and visual and performing

arts), women earned a majority of bachelor’s degrees in both 1970–71 and 1996–97.

In 1996–97, women still earned considerably less than half the bachelor’s degrees in the traditionally maledominated fields of agriculture/natural resources (39 percent), physical sciences (37 percent), computer

and information sciences (33 percent), and engineering (17 percent).

Degrees Earned by

Women

Completions

0 20 40 60 80 100

Engineering

Computer and

information sciences

Physical sciences

Agriculture and natural resources

Mathematics

Social sciences and history

Business management

and administrative services

Visual and performing arts

English language

and literature/letters 

Education

Health professions

and related sciences

Total*

Percent

1996–97

1970–71

1 17

14

33

14 37

4

39

38 46

37

49

9

49

59

60

66

66

75

75

81

77

56 43

Field of study
The Condition of Education 2000 in Brief | Page 23

Completions Indicator 16

Educational Attainment

EDUCATIONAL ATTAINMENT: Percentage of 25- to 29-year-olds attaining selected levels of education, by race-ethnicity:

March 1971 and 1999

* Included in high school completers with some college or a

bachelor’s degree or higher.

NOTE: The Current Population Survey (CPS) questions used to

obtain educational attainment were changed in 1992. In 1994,

the methodology for the CPS was changed and weights were

adjusted.

SOURCE: U.S. Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971 and 1999.

The percentage of 25- to 29-year-olds who completed at least high school rose from 78 percent in 1971 to

88 percent in 1999. Over the same period, the percentage of high school completers in this age group who

also completed at least some college increased from 44 to 66 percent, and the percentage who obtained a

bachelor’s degree or higher rose from 22 to 32 percent.

The gap in attainment between white and black high school completers with at least some college remained

similar, and the gap between blacks and whites who completed college widened. The differences in attainment rates between whites and Hispanics remained about the same at every educational level.

By 1999, females had higher rates than males for completing high school and some college.

0

20

40

60

80

100

High school

completers

with a bachelor’s degree or higher

High school

completers

with some

college

High school

completers*

Percent

High school

completers

with a bachelor’s degree or higher

High school

completers

with some

college

High school

completers*

82

48

59

31

45

23

12

31

11

93 89

62

69

58

51

36

17 14

White Black Hispanic

1971 1999
Page 24 | The Condition of Education 2000 in Brief

In 1998, there were differences in the highest levels of mathematics and science coursework completed

among student groups.

Asian/Pacific Islander and white high school graduates were usually more likely to complete Advanced

academic level mathematics, which includes such courses as trigonometry and calculus, and the highest

level of science courses (Chemistry II or Physics II) than were graduates from other racial-ethnic groups.

Similarly, graduates from private schools usually completed higher levels of mathematics and some science

courses than did public school graduates.

Coursetaking in

Mathematics and Science

DIFFERENCES IN COURSETAKING: Percentage of high school graduates who took advanced mathematics or science

 courses, by race-ethnicity: 1998

NOTE: The placement of graduates in the various levels of

mathematics and science courses is determined by the completion of at least one course at that level. Graduates who have

completed coursework at more than one level were placed into

the higher level of coursework completed. Graduates may

achieve higher levels of coursework without having taken

courses at lower levels.

SOURCE: U.S. Department of Education, NCES. 1998 National

Assessment of Educational Progress (NAEP) High School Transcript Study.

0

10

20

30

40

50

60

Advanced academic mathematics Chemistry II or Physics II

American Indian/

Alaskan Native

Asian/

Pacific Islander

White Black Hispanic

45

7

5

30

2

6

26

17

56

27

Percent

Indicator 17 Coursetaking and Standards
The Condition of Education 2000 in Brief | Page 25

Indicator 18

The average kindergarten class in public schools had 20 students in 1998. Approximately 15 percent of

these kindergarten classrooms had 15 or fewer children enrolled; 85 percent had more than 15 children

enrolled. The average kindergarten class in private schools had 18 children. Forty-one percent of these

classes had 15 or fewer students and the remainder had more than 15 students.

Class size also varied by the percentage of minority children in the classroom. Kindergarten classrooms

with less than 10 percent minority children were more likely to have 15 or fewer children than classrooms

where 75 percent or more of the children were minorities.

Class Size of

Kindergartens

CLASS SIZE: Percentage distribution of kindergarten classrooms, by control of school and class size: Fall 1998

NOTE: Percentages may not add to 100 due to rounding.

SOURCE: U.S. Department of Education, NCES. Early Childhood

0 Longitudinal Study, “Kindergarten Class of 1998–99,” Fall 1998.

20

40

60

80

100

Percent

15

85

41

59

15 or fewer students More than 15 students

 Public Private

Control of school

Learning Opportunities
Page 26 | The Condition of Education 2000 in Brief

Student/Teacher Ratios

STUDENTS AND TEACHERS: Student/teacher ratios: 1970–98

NOTE: Data for teachers are expressed in full-time equivalent

(FTE) units. Distribution of unclassified teachers by level is estimated. Distribution of elementary and secondary school

teachers by level is determined by reporting units. Included in

the totals and the elementary category are a small number of

nursery school teachers and students. Public school ratios for

1998 and private school ratios for 1971–75, 1979–80, 1981–

82, 1984–85, and 1986–96 are estimated. Private school ratios for 1997 and 1998 are projected.

SOURCE: U.S. Department of Education, NCES. Statistics of Public Elementary and Secondary Day Schools; Common Core of

Data surveys; Private School Surveys; Projections of Education

Statistics to 2009 (NCES 1999–038), 1999; and Digest of Education Statistics 1999 (NCES 2000–031), 2000.

Student/teacher ratios were smaller in 1998 than in 1970. In 1970, there were 24 and 20 elementary and

secondary students per teacher, respectively, in public schools. In 1998, there were an estimated 19 and 14

elementary and secondary students per public school teacher, respectively. Decreases in student/teacher

ratios also occurred at private schools, with most of them taking place during the 1970s and the 1980s.

In most years, student/teacher ratios were usually smaller at private schools than public schools and at the

secondary level than the elementary level.

Private secondary

Private elementary

Public secondary

Public elementary

1970 1972 1974 1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998

Ratio

Year

0

5

10

15

20

25

30

Indicator 19 Learning Opportunities
The Condition of Education 2000 in Brief | Page 27

Indicator 20

A rating of the quality of the mathematical content of a subset of lessons was obtained from the Third

International Mathematics and Science Study (TIMSS) Videotape Classroom Study. It found the United

States lagging behind Germany and Japan in the quality of content in its 8th-grade mathematics lessons.

Thirty-nine percent of the Japanese mathematics lessons and 28 percent of the German lessons received the

highest quality rating whereas none of the U.S. lessons received this rating. In addition, U.S. lessons were

more likely to receive the lowest rating (89 percent) than lessons in Germany (34 percent) or Japan (11

percent).

While German and U.S. teachers emphasized mathematical skills as a goal more often than Japanese

teachers, Japanese teachers emphasized mathematical thinking more often than did their German and

American counterparts.

Instructional

Environments in

8th-Grade Mathematics

NOTE: Percentages may not add to100 due to rounding.

SOURCE: U.S. Department of Education, NCES. The TIMSS Videotape Classroom Study: Methods and Findings from an Exploratory Research Project on Eighth-Grade Mathematics Instruction in Germany, Japan, and the United States (NCES 1999–

074), 1999.

CONTENT QUALITY: Percentage distribution of 8th-grade lessons rated as having low-, medium-, and high-quality

mathematical content: 1994–95

0

20

40

60

80

100

Low Medium High 

United States Japan Germany

34

38

28

11

51

39

89

11

0

Country 

Percent 

Learning Opportunities
Page 28 | The Condition of Education 2000 in Brief

Students’ Use of the

Internet

INTERNET USE: Percentage of students in grades 1–12 who used the Internet for various purposes at various locations:

1998

NOTE: Analysis includes only those students in grades 1–12

who were ages 5–18.

SOURCE: U.S. Department of Commerce, Bureau of the Census.

December and October Current Population Surveys, 1998.

In 1998, 78 percent of students in grades 1–12 used the Internet at school. White students in grades 1–12

were more likely than black or Hispanic students to use the Internet at school (83 versus 70 and 71 percent,

respectively). Students from high-income families were more likely than students from low- and middleincome families to use the Internet at school (86 versus 68 and 78 percent, respectively).

Fifty-eight percent of students in grades 1–12 had a computer in their household in 1998, but such access

varied substantially across racial-ethnic groups. In 1998, 70 percent of white students had a computer in

their household, compared with 28 percent of black or Hispanic students.

Access to a computer also varied substantially with family income: 88 percent of students from highincome families had a computer in the household, compared with 54 percent of students from middleincome families and 21 percent of students from low-income families.

Percent

19

2

5

78

25

2

3

20

Location

0 20 40 60 80 100

15

9 Purpose for use at home

At someone

else’s computer

At public library

Outside the home

At home

At school

Games, entertainment, fun

Search for information

News, weather, sports

Educational courses/

research for school

E–mail

Purpose and location

Indicator 21 Learning Opportunities
The Condition of Education 2000 in Brief | Page 29

Indicator 22

School Choice and

Parental Satisfaction

SCHOOL SATISFACTION: Percentage of students in grades 3–12 whose parents reported being very satisfied with aspects of their child’s school, by type of choice: 1999

NOTE: Includes those who responded “very satisfied,” from a scale

of “very satisfied,” “somewhat satisfied,” “somewhat dissatisfied,” and “very dissatisfied.” Ungraded students and

homeschoolers were excluded from the estimates.

SOURCE: U.S. Department of Education, NCES. National Household Education Survey (NHES), 1999 (Parent Interview Component).

0

20

40

60

80

100

Public-assigned Public-chosen Private

Academic Discipline

standards

School Teachers

Percent

48

62

78

53

62

75

53

63

81

54

63

85

Satisfaction measure

Between 1993 and 1999, the percentage of students in grades 3–12 attending an assigned public school

dropped from 80 to 76 percent. Black students were more likely to be in a chosen school than white and

Hispanic students. Of the black and Hispanic children whose parents selected their schools, more attended

a public rather than a private school.

At private schools, a greater percentage of children had parents who were very satisfied with discipline

than with the school or teachers in 1999.

In 1997, the percentages of students whose parents reported being very satisfied with their child’s school,

teachers, school’s discipline, and academic standards were highest among those in private schools.

School Choice
Page 30 | The Condition of Education 2000 in Brief

Indicator 23

In 1998, almost all public school teachers had a bachelor’s degree and 45 percent held a master’s degree.

Teachers at schools with high minority enrollment (50 percent or more) or a high percentage of students

eligible for free or reduced-price lunch (60 percent or more) were less likely to have master’s degrees than

their counterparts at schools with a low minority enrollment (5 percent or less) or a low percentage of

students eligible for free or reduced-price lunch (less than 15 percent). Teachers at elementary and middle

schools were less likely to have a master’s degree than teachers at high schools. In 1998, 38 percent of fulltime public school teachers held degrees in academic subjects rather than in education.

Preparation and

Qualifications of Public

School Teachers

TEACHERS’ EDUCATION: Percentage of full-time public school teachers with undergraduate or graduate majors in an

academic field, by years of teaching experience: 1998

* Includes full-time public school teachers who taught grades

1–12 whose main teaching assignment was in English/language arts, social studies/social sciences, foreign language,

mathematics, or science, or who taught in a self-contained

classroom.

SOURCE: U.S. Department of Education, NCES. Teacher Quality:

A Report on the Preparation and Qualifications of Public School

Teachers (NCES 1999–080), 1999.

0

10

20

30

40

50

60

 Total* 3 or fewer years 4–9 years 10–19 years 20 or more years

50

38

36

32

41

Percent

Years of teaching experience

Teachers
The Condition of Education 2000 in Brief | Page 31

Indicator 24

Addressing the needs of

students with disabilities

Addressing the needs of LEP

students or those from diverse

cultural backgrounds

Integration of educational

technology in grade/

subject taught

State/district curriculum and

performance standards

New methods of teaching 

In-depth study in subject area of

main teaching assignment

More than

8 hours

1–8 hours

Percent

Selected activities

0 10 20 30 40 50

12

41

12

39

7

20

12

38

9

38

8

42

In 1998, the percentage of full-time public school teachers who participated in professional development

activities in the past 12 months ranged from 81 percent (implementing state or district curriculum and

performance standards) to 31 percent (addressing the needs of students with limited English proficiency or

from diverse cultural backgrounds).

In 1998, 12 percent of teachers who participated in an in-depth study in the subject area of their main

teaching assignment for 1–8 hours believed that the activity improved their classroom teaching “a lot,”

whereas 41 percent of teachers who spent more than 8 hours participating in this activity shared the same

perception.

PARTICIPATION IN PROFESSIONAL DEVELOPMENT: Percentage of full-time public school teachers who participated in professional development in the past 12 months who believed the activity improved their classroom teaching “a lot”: 1998

SOURCE: U.S. Department of Education, NCES. Teacher Quality:

A Report on the Preparation and Qualifications of Public School

Teachers (NCES 1999–080), 1999.

Perceived Impact of

Professional

Development

Teachers
Page 32 | The Condition of Education 2000 in Brief

Nationwide, the average age of public schools is 42 years old, and 73 percent are 30 years old or older.

Across the nation, 29 percent of all public schools are in the “oldest” condition, built before 1970 and not

renovated since 1980. Sixty-one percent are “moderate” schools, built between 1970 and 1984 or before

1970 and last renovated in 1980 or later. Ten percent are “newest” schools, which were built after 1984,

renovated or not.

Age of School Buildings

NOTE: Estimates are aggregates of data collected in 1994, 1995,

and 1996. Percentages may not add to 100 due to rounding.

SOURCE: U. S. Department of Education, NCES. How Old Are

America’s Public Schools? (NCES 1999–048), 1999.

CONDITION OF SCHOOLS: Percentage distribution of public schools according to school condition, by region: 1994–96

0

20

40

60

80

100

Oldest Moderate Newest

Percent

33

62

5

21

68

11

36

57

6

25

59

15

Northeast Southeast Central West

Region

Indicator 25 Other School Resources

A larger percentage of public schools in the Central region than in the Southeast are in the oldest category

(36 versus 21 percent). In the rest of the country, 25 percent of public schools in the West and 33 percent

in the Northeast are among the oldest. A smaller percentage of schools in the Central and Northeast

regions than in the West are in the newest category (6 and 5 percent, respectively, versus 15 percent).

Eleven percent of public schools in the Southeast are considered newest.
The Condition of Education 2000 in Brief | Page 33

Indicator 26

DISTANCE EDUCATION COURSES: Percentage of postsecondary, degree-granting institutions that offered distance education courses, by institution type: Fall 1995 and 1997–98

SOURCE: U.S. Department of Education, NCES. Postsecondary

Education Quick Information System, “Survey on Distance Education Courses Offered by Higher Education Institutions,” 1995;

and “Survey on Distance Education at Postsecondary Institutions,” 1997–98.

Increasing numbers of institutions, particularly in the public sector, have begun offering distance learning.

Among public 4-year institutions, the percentage offering such courses grew from 62 percent in fall 1995

to 79 percent in 1997–98, and in public 2-year institutions, rising from 58 to 72 percent. In 1997–98, an

additional 12 percent of public 4-year and 19 percent of public 2-year institutions planned to offer them in

the next 3 years.

Total enrollment in distance education courses across all postsecondary degree-granting institutions approximately doubled from 1995 to 1997-98, from 754,000 to 1.6 million.

0

20

40

60

80

100

Fall 1995 1997–98

Public 2-year Public 4-year Private 4-year

Percent

Institution type

58

72

79

62

12

22

Learning Opportunities

Distance Learning in

Postsecondary Education
Page 34 | The Condition of Education 2000 in Brief

SERVICES FOR DISABLED STUDENTS: Percentage of 2-year and 4-year postsecondary education institutions that enrolled

students with disabilities that offered selected services or accommodations to students with disabilities, by type of

service or accommodation: 1996–97 or 1997–98

Selected service Public Private

or accommodation Total 2-year 4-year 2-year 4-year

Alternative exam formats or more time 88 94 100 55 90

Tutors to assist with ongoing coursework 77 87 82 51 75

Readers, notetakers, scribes 69 82 93 18 66

Registration assistance or priority registration 62 77 83 26 53

Adaptive equipment/technology 58 81 80 30 39

Textbooks on tape 55 66 85 11 49

NOTE: Institutions were asked whether they provided each

service in 1996–97 or 1997–98.

SOURCE: U.S. Department of Education, NCES. Postsecondary

Education Quick Information System, “Survey on Students with

Disabilities at Postsecondary Education Institutions,” 1998.

Services for Disabled

Postsecondary Students

In 1995–96, about 6 percent of undergraduates reported that they had a disability. Of those with disabilities, 29 percent had a learning disability, 23 percent an orthopedic impairment, 16 percent a noncorrectable

vision impairment, 16 percent a hearing impairment, and 3 percent a speech impairment. Compared with

other students, students with disabilities were less likely to attend public 4-year institutions and more

likely to attend for-profit or less-than-4-year institutions.

In 1996–97 or 1997–98, about three-quarters of 2- and 4-year postsecondary education institutions enrolled students with disabilities, and nearly all (98 percent) of these institutions provided at least one

support service or accommodation for students with disabilities.

Although students with disabilities were more likely to attend public 2-year institutions than public 4-year

institutions, public 4-year institutions were more likely than public 2-year institutions to provide alternative examination formats or more time to complete exams and to provide readers, notetakers, or scribes

and textbooks on tape.

Indicator 27 Special Programs
The Condition of Education 2000 in Brief | Page 35

Indicator 28

Among children in grades K–8, 19 percent received before and after school care from a relative, 7 percent

received care from a nonrelative, 19 percent attended a center-based program, and 12 percent cared for

themselves in 1999. In contrast, about half of children in grades K–8 received before and after care from

a parent.

Black children were more likely to receive nonparental before or after school care than white or Hispanic

children. Black and Hispanic children were more likely than white children to receive care from a relative.

Black children were more likely to attend center-based programs than white or Hispanic children.

The percentage of children who received care from a relative was greater for poor children than for nonpoor

children. Whereas poor and nonpoor children were equally likely to have attended a center-based program, nonpoor children were more likely to care for themselves.

Before and

After School Care

BEFORE AND AFTER SCHOOL CARE: Percentage of children in grades K–8 who received various types of care before and

after school: 1999

* Care received from a relative or nonrelative may be provided

inside or outside of the child’s home.

NOTE: The National Household Education Survey (NHES) asked

parents or guardians about the type of care received by the

child on a regular basis before or after school. “Received care

from a relative” includes care received from someone other than

the parent or guardian. Percentages may not add to 100 because children can be included in more than one type of care

arrangement.

SOURCE: U.S. Department of Education, NCES. National Household Education Survey (NHES), 1999 (Parent Interview Component).

Total K–5 6–8

Child cared

for self

Attended

center-based program

Received care

from nonrelative*

Received care

from relative*

19 21

16

7

10

3

20 19

15

12

5

26

Percent

Type of care

Parental care

only

52 53 51

0

10

20

30

40

50

60

Family Support
Page 36 | The Condition of Education 2000 in Brief

Disparity in Public

School Finance

FINANCE INEQUALITY: Percentage distribution of disparity in per-pupil instructional expenditures among and within

states: School years 1992–93 to 1996–97

NOTE: Disparity measures for within states and among states,

and the relative shares of each, were calculated using analysis

of variance (ANOVA). Only insturctional expenditures and unified school districts are included in the analysis.

SOURCE: U.S. Department of Commerce, Bureau of the Census,

Elementary-Secondary School District Finance Data Files,

1992–93 to 1996–97.

Examination of the average per pupil expenditures on instruction of school districts between 1992–93 and

1996–97 shows that the disparity in per pupil spending due to differences within states declined from 45

percent of the total variation nationally in 1992–93 to 38 percent in 1994–95. Between 1994–95 and

1996–97, the proportion of the differences in per pupil expenditures attributable to within-state differences increased slightly but still remained less than in 1992–93 or 1993–94.

Conversely, the proportion of the disparity in per pupil instructional expenditures due to differences among

states rose from 55 percent of the total variation nationally in 1992–93 to 62 percent in 1994–95 and

stayed between 60 and 62 percent through 1996–97.

Within states

Among states

Percent

School year

0

20

40

60

80

100

1992–93 1993–94 1994–95 1995–96 1996–97

55 54

46

62

38 40

60

45 40

60

Indicator 29 Financial Support
The Condition of Education 2000 in Brief | Page 37

Financial Support Indicator 30

In 1999, parents of 93 percent of students in grades 6–12 expected their children to continue their education after high school, although not all had begun preparing financially. Among students in these grades

whose parents expected them to go on to postsecondary education, parents of 55 percent reported that

they had obtained information on or an estimate of the cost of tuition and fees, 60 percent had started

saving money or making other financial plans, and 38 percent had talked with someone or read materials

about financial aid.

The lower the family income, the less likely students in grades 6–12 generally were to have parents making

any of these financial preparations for their children’s postsecondary education.

Financial Preparation for

Postsecondary Education

SOURCE: U.S. Department of Education, NCES. National Household Education Survey (NHES), 1999 (Parent Interview Component).

FINANCIAL PREPARATION: Percentage of students in grades 6–12 whose parents reported that their children would

continue education after high school, and of those students, percentage whose parents reported having taken various

steps to prepare to pay for their children’s postsecondary education, by grade and family income: 1999

Percentage of Of students whose parents expected

students whose them to go on to postsecondary education,

parents reported percentage whose parents reported that they had

that they expected Obtained Talked with Heard of Lifetime

their children to information/had Started saving someone/read Learning or

Grade and continue education an estimate of money/making materials about Hope Scholarfamily income after high school tuition and fees financial plans financial aid ship tax credits

 Total 93.3 55.2 60.3 38.4 29.7

Grade

 6–8 94.9 45.7 57.9 27.0 27.6

 9–12 92.1 62.7 62.2 47.4 31.4

Family income

 $25,000 or less 89.1 35.2 38.5 31.5 19.8

 25,001–50,000 92.7 50.9 58.2 38.7 27.6

 50,001–75,000 95.6 66.2 69.2 43.1 33.9

 Over $75,000 97.6 75.4 81.5 42.4 40.4
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