National Center for

Education Sta tis tics

U.S. Department of EducationInstitute of Education Sci enc es

NCES 2005–095
U.S. Department of Education

Institute of Education SciencesNCES 2005–095

The Conditionof Education 2005in BriefJune 2005EditorsAndrea LivingstonMPR Associates, Inc.John WirtNational Center forEducation Statistics
U.S. Department of Education

Margaret SpellingsSecretaryInstitute of Education SciencesGrover J. WhitehurstDirectorNational Center for Education StatisticsGrover J. WhitehurstActing CommissionerThe National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in tStates and other nations. It fulfi lls a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of edu

United States; conduct and publish reports and specialized analyses of the meaning and signifi cance of such statistics; assist state and local educatioimproving 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, and accurate indicators of ed u ca titrends; and report timely, useful, and high quality data to the U.S. De part ment of Education, the Congress, the states, other education policymakers, pdata users, and the general public.We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, ajudge of our success in communicating information effectively. If you have any comments or suggestions about this or any other U.S. Department oNational Center for Ed u ca tion Statistics product or report, we would like to hear from you. Please direct your comments to: National Center for Education Statistics Institute of Education Sciences U.S. Department of Education 1990 K Street, NW Washington, DC 20006–5651June 2005The NCES World Wide Web Home Page is: http://nces.ed.gov

The NCES World Wide Web Electronic Catalog is: http://nces.ed.gov/pubsearchSuggested Citation:Livingston, A., and Wirt, J. (2005). The Condition of Education 2005 in Brief (NCES 2005–095). U.S. Department of Education, National Center for Educatio

Washington, DC: U.S. Government Printing Offi ce.For additional information, contact John Wirt, National Center for Education Statistics (phone: 202-502-7478; e-mail: john.wirt@ed.gov).

To order this pub li ca tion or the complete volume, write:U.S. Department of Education, ED Pubs, P.O. Box 1398, Jessup, MD 20794–1398or call toll free 1–877–4ED–PUBS. The complete volume also appears on the NCES website (http://nces.ed.gov/programs/coe).
What’s Inside

This publication contains a sample of the 40 indicators in The Condition of Education 2005. To order the entire printeThe Condition, call ED PUBS (1-877-4ED-PUBS). The indicators in this publication are numbered sequentially, rather than according to their numbers in the complete eContents page offers a cross reference between the two publications.Since 1870, the federal government has gathered data about students, teachers, schools, and education fund ing. As maCongress, the U.S. De part ment of Ed u ca tion’s National Center for Education Statistics (NCES) annually publishes a sta tis on the status and progress of ed u ca tion in the United States. The Condition of Education in cludes data and analysis o

variety of issues. The indicators in the 2005 edition are in six sections:

● Participation in Education● Learner Outcomes● Student Effort and Educational Progress● Contexts of Elementary and Secondary Education● Contexts of Postsecondary Education● Societal Support for Learning

The indicators in The Condition of Education use data from government and private sources. The complete publicatioa special analysis on the teacher workforce and the movement of teachers into and out of this workforce. It also contai

tion al tables and notes related to each in di ca tor.The Condition of Education in Brief and the complete edition are available on the NCES website (http://nces.ed.gov)
THIS PAGE INTENTIONALLY LEFT BLANK
Contents

Indicator 1 Past and Projected Elementary and Secondary Public School Enrollments (Indicator 1) ...............Indicator 2 Trends in Private School Enrollments (Indicator 2) ........................................................................................

Indicator 3 Racial/Ethnic Distribution of Public School Students (Indicator 4)..........................................................

Indicator 4 Past and Projected Undergraduate Enrollments (Indicator 7)...................................................................

Indicator 5 Reading Performance of Students in Grades 4 and 8 (Indicator 9)..........................................................

Indicator 6 Mathematics Performance of Students in Grades 4 and 8 (Indicator 10) ..............................................Indicator 7 International Comparisons of Mathematics Literacy (Indicator 13) ........................................................

Indicator 8 Annual Earnings of Young Adults by Race/Ethnicity (Indicator 16) .........................................................

Indicator 9 Status Dropout Rates by Race/Ethnicity (Indicator 19) ................................................................................

Indicator 10 Immediate Transition to College (Indicator 20)...............................................................................................

Indicator 11 Postsecondary Participation and Attainment Among Traditional-Age Students (Indicator 22) ...Indicator 12 Availability of Advanced Courses in High Schools (Indicator 25) .............................................................

Indicator 13 Inclusion of Students With Disabilities in Regular Classrooms (Indicator 27) ......................................

Indicator 14 School Violence and Safety (Indicator 30).........................................................................................................

Indicator 15 Minority Student Enrollments (Indicator 31)....................................................................................................Indicator 16 Faculty Salary, Benefi ts, and Total Compensation (Indicator 32) ...............................................................Indicator 17 Early Development of Children (Indicator 35) .................................................................................................Indicator 18 Public Elementary and Secondary Expenditures by District Poverty (Indicator 36) .........................

Indicator 19 Public Effort to Fund Postsecondary Education (Indicator 40) ..................................................................

Participation in EducationLearner OutcomesStudent Effort andEducational ProgressContexts of Elementaryand Secondary EducationContexts ofPostsecondary EducationSocietal Supportfor Learning
Page 2 | The Condition of Education 2005 in Brief

Indicator 1Past and Projected Elementary and Secondary Public School Enrollments

Participation in 

As a result of rising immigration and the baby boom echo—the 25 percent increase in the numbirths that began in the mid-1970s and peaked in 1990—enrollment in public schools for pr(preK) through grade 12 increased in the latter part of the 1980s, throughout the 1990s, anfi rst half of the 2000s, reaching an estimated 48.3 million in 2004. Enrollments are projecteach year through 2014 to an all-time high of 50.0 million. Public school enrollment in graprojected to decrease through 2005 and then to increase through 2014, whereas public enrollm9–12 is projected to increase through 2007 and then to decrease. Public elementary and secondary enrollment is projected to increase to 50 million in 2

SCHOOL ENROLLMENT: Public elementary and secondary enrollment in prekindergarten through gradlevel, with projections: Fall 1965–2014

NOTE: Includes kindergarten and most prekindergarten enrollment.SOURCE: Hussar, W. (forthcoming). Projections of Education Statistics to 2014 (NCES 2005–065), tables 1 and 4 and U.S. Department of Education, National Center for Education Statistics (NCES) (forthcoming) Digest of Education Statistics 2004 (NCES 

2005–079), table 37. Data from U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “State Nonfi scal Survey of Public Elementary/Secondary Education,” 1986–2002 and “Statistics of Public Elementary and Secondary School Systems,” various years.

0

10,00020,00030,00040,00050,000

Enrollment (in thousands) Projected

Grades 9–12

Grades preK–

Total

1990 1995 2000 2005 2010 201

Fall of year

1965 1970 1975 1980 1985
The Condition of Education 2005 in 

Between 1989–90 and 2001–02, private school enrollment in kindergarten through grade 12 increased from 4.8 to 5.3 million students. Catholic schools have the largest enrollment of private school students, but the distribution of students across types of private schools changed over this period. For example, the percentage of private school students attending Catholic schools decreased from 55 to 47 percent, with parochial schools1

experiencing the largest decrease. However, the percentage of students enrolled in other religious schools increased from 32 to 36 percent, with conservative Christian schools experiencing the largest increase. Also, the percentage of students enrolled in nonsectarian private schools increased, from 13 to 17 percent. 

Trends i

School Enr

1 Parochial schools are Catholic schools 

a diocese or independently

2 Affi liated schools are those with a r

purpose that are members of a religiobut are not Conservative Christian or Ca

3 Nonsectarian schools do not have a 

purpose.NOTE: Detail may not sum to totals becauSOURCE: Broughman, S.P., and Pugh, K.Wof Private Schools in the United States: ResuPrivate School Universe Survey (NCES 2previously unpublished tabulation (DeceU.S. Department of Education, NationaStatistics, Private School Universe Surv1989–90 through 2001–02. 

Participation in Ed u ca tion

The number of private school students in kindergarten through grade 12 increased from 1989–90 to 2001–02, though enrollments decreased slightly as a percentage of total elementary/secondary enrollments. 

PRIVATE SCHOOL ENROLLMENT: Percentage distribution of private school students in kindergarten through grade 12, by type of school: 1989–90 and 2001–02

0

20406080

100

Percent

55

47

32

23

15 17

7 7

32 36

11 15 13 11 9 10 13 17

1989–90 2001–02

Nonsectarian3

Affiliated Unaffiliated Conservative 2

Christian

Total Parochial Diocesan Private Total

Catholic Other religious
Page 4 | The Condition of Education 2005 in Brief

In 2003, 42 percent of public school students were considered to be part of a racial or etgroup, up from 22 percent in 1972. In comparison, the percentage of public school students wdecreased from 78 to 58 percent. The minority increase was largely due to the growth in tof students who were Hispanic, from 6 percent in 1972 to 19 percent in 2003. The proportiwho were Black or other minorities increased less over this period than the proportion who wand Hispanic enrollment surpassed that of Blacks for the fi rst time in 2002. In the West, mschool enrollment exceeded White enrollment in 2003. 

Racial/Ethnic Distribution of Public School Students# Rounds to zero.NOTE: Detail may not sum to totals because of rounding. Includes all public school students enrolled in kindergarten through 12th grade. Black includes African American and Hispanic includes Latino. Race categories exclude Hispanic origin unless specified. In 1994, the survey methodology for the Current Population Survey (CPS) was changed and weights were adjusted. In 2003, the categories for race changed on the CPS, allowing respondents to select more than one race. Respondents who selected more than one race were placed in the “other” category for the purposes of this analysis. SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Survey (CPS), October 1972 and 2003 Supplements, previously unpublished tabulation (December 2004).

Participation in 

The percentage of racial/ethnic minority students enrolled in the nation’s public schoofrom 1972 to 2003, primarily due to growth in Hispanic enrollments. 

Indicator 3

MINORITY ENROLLMENT: Percentage distribution of public school students in kindergarten through region and race/ethnicity: Fall 1972 and 2003

0

20406080

100

Percent

Total

Region

1972 2003

Northeast

1972 2003

Midwest

1972 2003

South

1972 2003

West

1972 2003

7815

6

1

581619

7

8112

6 1

651614

5

8811

2

#

7414

65

7025

5 1

542517

5

73

6

15

6

46

5

3613
The Condition of Education 2005 in 

Participation in Ed u ca tion 

Past and 

Under

Enr

NOTE: Projections are based upon thassumptions concerning the economimputed using alternative procedures. SOURCE: U.S. Department of EducatioEducation Statistics (NCES). (forthcomiStatistics 2004 (NCES 2005–079), tables sar, W. (forthcoming) Projections of Educ(NCES 2005–065), tables 16, 18, and 1

Total undergraduate enrollment in degree-granting postsecondary institutions has generally increased over the past 

three decades and is projected to continue increasing throughout the next 10 years, albeit at a slower rate. These increases have been accompanied by changes in the proportion of students who are women. Since 1978, the number of undergraduate women in degree-granting 2- and 4-year institutions has exceeded the number of undergraduate men. Since 1970, women’s undergraduate enrollment has increased more than twice as much as men’s. In the next 10 years, the undergraduate enrollments of both men and women are projected to increase, but less than in the past 10 years. Women’s undergraduate enrollment, however, is projected to continue growing faster than men’s enrollment. 

In the next 10 years, women’s enrollment is expected to increase at a faster rate than men’s. 

UNDERGRADUATE ENROLLMENT: Total undergraduate enrollment in degree-granting 2- and 4-year postsecondary institutions, by sex, with projections: Fall 1970–2014

0

1,0002,0003,0004,0005,0006,0007,0008,0009,000

10,00011,00012,000

Enrollment (in thousands)

Female

Projected

Male

Year

1970 1975 1980 1985 1990 1995 2000 2005 2010 2014
Page 6 | The Condition of Education 2005 in Brief

Reading Performance of Students in Grades 4 and 8 The National Assessment of Educational Progress (NAEP) has assessed performance in readi

and 8 in public and private schools since 1992, using the assessment reported here. The average of 4th-graders in 2003 was not signifi cantly different from that in 1992. The average score was higher in 2003 than in 1992. In both grades, females outperformed males, and White and Islander students had higher average scores than American Indian, Black, and Hispanic studof poverty in the school, as measured by the percentage of students eligible for free or reducewas negatively associated with student achievement in both grades in 2003. While 8th-graders’ reading performance improved between 1992 and 2003, no differedetected in the performance of 4th-graders. 

Learner 

Indicator 5

READING PERFORMANCE: Average reading scores for 4th- and 8th-graders: Selected years, 1992–2003

* Signifi cantly different from 2003.1 Testing accommodations (e.g., extended time, small group 

testing) for children with disabilities and limited-Englishprofi cient students were not permitted.NOTE: In addition to allowing for accommodations, the accommodations-permitted results at grade 4 (1998–2003) differ slightly from previous years’ results, and from previously reported results for 1998 and 2000, due to changes in sample weighting procedures. Beginning in 2002, the NAEP national sample was obtained by aggregating the samples from each state, rather than by obtaining an independently selected national sample. As a consequence, the size of the national sample 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. In years with assessments for accommodations permitted and not permitted, NAEP focuses on comparisons using the accommodations-permitted results. The 2003 reading assessment did not include students in grade 12. SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES). (2003). The Nation’s Report Card: Reading Highlights 2003 (NCES 2004–452) and NAEP web data tool (http://nces.ed.gov/nationsreportcard/naepdata/

search.asp).

Score

200250

300

175225275

WithaccomWithoaccom

0

><

Year

1992 1994 1998 2000 2002 2003

217 214* 217 217

213*

219 218

263 264* 263264 260* 260*

215*

Grade 8Grade 4
The Condition of Education 2005 in 

Mat

Perfor

St

Grade

* Signifi cantlydifferent from 2003.1 Testing accommodations (e.g., exten

testing) for children with disabilities profi cient students were not permittedNOTE: In addition to allowing for accommodations-permitted results (1996–20previous years’ results, and from previou1996 and 2000, due to changes in samplThe NAEP national sample in 2003 was ing the samples from each state, ratheindependently selected national samplesize of the national sample increased, abetween years or between types of stbe statistically signifi cant than would previous assessments. The 2003 mathenot include students in grade 12. SOURCE: U.S. Department of Educafor Education Statistics (NCES). (2003Card: Mathematics Highlights 2003 (NAEP web data tool (http://nces.ed.g

naepdata/search.asp).

The National Assessment of Educational Progress (NAEP) has assessed performance in mathematics in grades 4 and 8 in public and private schools since 1990, using the assessment reported here. Average scores were higher in 2003 than in all previous assessments for 4th- and 8th-grade students. In both grades, males scored higher than females in 2003, and White and Asian/Pacifi c Islander students achieved higher scores than American Indian, Black, and Hispanic students. In grade 8, student coursetaking and parents’ education were positively associated with student achievement, and in both grades, school poverty level was negatively associated with student achievement. The mathematics performance of 4th- and 8th-graders improved steadily from 1990 to 2003. For both grades, the average scores in 2003 were higher than in all previous assessments.Learner Outcomes 

MATHEMATICS PERFORMANCE: Average mathematics scores for 4th- and 8th-graders: Selected years, 1990–2003

275

Score

200250

300

175

225

WithaccommodationsWithoutaccommodations1

0

>

<

Year

1990 1992 1996 2000 2003

228*

226*

224*

224*

272*

270*

268*

263*213*

220*

275*

273*

235

278

Grade 8Grade 4
Page 8 | The Condition of Education 2005 in Brief

Indicator 7 Learner International Comparisons of Mathematics Literacy The Program for International Student Assessment 2003 reported on the mathematics literacy and p

ability of 15-year-olds in 29 OECD industrialized countries and 11 non-OECD countries assessed. Uscored below the international average for OECD countries in combined mathematics literacy, specifi skill areas, and problem solving. In combined mathematics literacy, students in 20 OECD countries ancountries outperformed U.S. students, while U.S. students outperformed students in 5 OECD countOECD countries. In problem solving, students in 22 OECD countries and 3 non-OECD countries U.S. students, while U.S. students outperformed students in 3 OECD countries and 6 non-OECD cU.S. 15-year-olds performed below the international average of 29 industrialized counmathematics literacy and problem solving in 2003. 

INTERNATIONAL MATHEMATICS LITERACY: Average combined mathematics literacy scores of 15-year-o2003

NOTE: The OECD average is the average of the national averages of the Organization for Economic Cooperation and Development (OECD) member countries with data available. Because the Program for International Student Assessment (PISA) is principally an OECD study, the results for non-OECD countries are not included in the OECD average. Due to low response rates, data for the United Kingdom are not included in this indicator. Non-OECD countries participating in this assessment are Brazil, Hong Kong-China, Indonesia, Latvia, Liechtenstein, Macao-China, Russian Federation, Serbia and Montenegro, Thailand, Tunisia, and Uruguay. SOURCE: U.S. Department of Education, National Center for Education Statistics. (2004). International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results from the U.S. Perspective (NCES 2005–003), table 2.

Hong Kong-China 550 Switzerland 527 Sweden Finland 544 Macao-China 527 Austria Korea 542 New Zealand 523 Germany Netherlands 538 Australia 524 Ireland Liechtenstein 536 Czech Republic 516 OECD average Japan 534 Iceland 515 Slovak Republic Canada 532 Denmark 514 Norway Belgium 529 France 511 Luxembourg Poland 490 Spain 485 Latvia Hungary 490 United States 483

Russian Federation 468 Serbia and Montenegro 437 Mexico Portugal 466 Turkey 423 Indonesia Italy 466 Uruguay 422 Tunisia Greece 445 Thailand 417 Brazil 

Average score 

relative to the 

United States Country and score

Signifi cantly 

higher

Not signifi cantly 

different

Signifi cantly 

lower
The Condition of Education 2005 in 

Annual Earnings 

Adults by Race/

From 1977 to 2003, the median annual earnings of all White, Black, and Hispanic young adults generally decreased through the early 1990s before increasing. The median earnings of Whites and Hispanics were lower in 2003 than in 1977, while no measurable change existed in the earnings of Blacks. For Whites, Blacks, and Hispanics, earnings increase with education: those with at least a bachelor’s degree have higher median earnings than those with less education. During this period, the median earnings of Whites, Blacks, and Hispanics with a bachelor’s degree or higher increased relative to those with less education: Whites with a bachelor’s degree or higher earned 20 percent more than White high school completers1 in 1977, and 49 percent more in 2003. White, Black, and Hispanic young adults with at least a bachelor’s degree have higher median earnings than their peers with less education, and these differences increased between 1977 and 2003. Learner Outcomes 

1 High School completers have earned 

or equivalent (e.g., a General Educationcertifi cate).NOTE: Black includes African American Latino. Race categories exclude Hispanic Earnings presented in constant dollars by to eliminate infl ationary factors and alacross years. The Current Population Sused to obtain educational attainment In 1994, the survey methodology for the weights were adjusted. The Consumer Prito adjust earnings into constant dollarsSOURCE: U.S. Department of CommerceCurrent Population Survey (CPS), AnnuSupplement, 1978–2004, previously u(January 2005).

ANNUAL EARNINGS: Median annual earnings of full-time, full-year wage and salary workers ages 25–34 whose highest educational level was a high school diploma or equivalent or a bachelor’s degree or higher, by race/ethnicity: 1977–2003

Dollars [In constant 2003 dollars]

Year

White bachelor’sdegree or higher

Black high schooldiploma or equivalentBlack bachelor’sdegree or higherHispanic high schooldiploma or equivalentWhite high schooldiploma or equivalentHispanic bachelor’sdegree or higher

0

10,00020,00030,00040,000

$50,000

1977 1980 1985 1990 1995 2000 2003
Page 10 | The Condition of Education 2005 in Brief

Indicator 9Status Dropout Rates by Race/Ethnicity

Student Effort and Education

The status dropout rate represents the percentage of an age group that is not enrolled in schoearned a high school credential.1 According to this measure, 10 percent of 16- through 24-y

out of school without a high school credential in 2002. Although the status dropout rate declinthrough 2002, it remained fairly stable over the last decade. Between 1972 and 2002, the rafor Whites and highest for Hispanics, but the rates for White, Black, and Hispanic young aoverall. In 2002, almost one-third of status dropouts were Hispanics who were born outside States,2 partly accounting for the persistently high dropout rates for all Hispanic young adu

Since 1972, status dropout rates for Whites, Blacks, and Hispanics ages 16–24 have denonetheless, rates for Hispanics have remained higher than those for other racial/ethn

STATUS DROPOUTS: Dropout rates of 16- through 24-year-olds, by race/ethnicity: October 1972–2002

1 A high school credential is a diploma or equivalent, such 

as a GED.

2 The United States refers to the 50 states and the District of 

Columbia. NOTE: The status dropout rate reported in this indicator is one of a number of rates reporting on high school dropout and completion behavior in the United States. Due to small sample sizes for most or all of the years shown in the fi gure, American Indians/Alaska Natives and Asians/Pacifi c Islanders are included in the total but are not shown separately. The erratic nature of the Hispanic status dropout rates refl ects, in part, the historically small sample size of Hispanics. Black includes African American and Hispanic includes Latino. Race categories exclude Hispanic origin unless specifi ed. Some estimates are revised from previous publications.SOURCE: Laird, J., Lew, S., and Chapman, C. (forthcoming). Dropout Rates in the United States: 2002 (NCES 2005–040), table 8. Data from U. S. Department of Commerce, Bureau of the Census, Current Population Survey (CPS), October Supplement, 1972–2002.

Percent

204010

0

3050

Year

HispanicBlack

White

Total

1972 1976 1980 1984 1988 1992 1996 2000 
The Condition of Education 2005 in B

Immediate T

t

Student Effort and Educational ProgressThe immediate college1 enrollment rate for White high school completers was not measurably different from 50 

percent between 1972 and 1978, increased to 68 percent by 1997, and then remained steady. The rate for Blacks was not measurably different from 50 percent between 1972 and 1977, but decreased between 1978 and 1983, increasing the gap between the two groups. However, between 1984 and 1998, the rate increased faster for Blacks than Whites, narrowing the gap between the two groups; the rate for Blacks reached 62 percent by 1998 and then remained steady. For Hispanics, the rate was not different from 50 percent in 1972, and the trend has been fl at since then. Consequently, between 1972 and 2003, the gap between Whites and Hispanics widened. 

The immediate college enrollment rate has increased since 1972 but has held steady since 1998. Between the mid-1980s and the late 1990s, the Black-White gap narrowed, but the Hispanic-White gap widened. 

COLLEGE ENROLLMENT RATES: Actual and trend rates of immediate enrollment in postsecondary education, by race/ethnicity: October 1972–2003 1 Includes 2- or 4-year institutions. 

NOTE: Includes those ages 16–24 compgiven year. Actual values are yearly estthe Current Population Survey (CPS). The linear trend of these estimates over thThe questions about educational attain1992. Before then, “High school complecompleted 12 years of schooling; beginthose who received a high school diplotifi cate. In 1994, the survey instrument foand weights were adjusted. Black includeHispanic includes Latino. Race categories unless specifi ed. The erratic nature of the part, the small sample size of Hispanicsrevised from previously published fi gurSOURCE: U.S. Department of Education, Ncation Statistics. (2003). The Condition o2003–067), indicator 18 and previoustions for 2002–03 (January 2005). Data of Commerce, Bureau of the Census, Cur(CPS), October Supplement, 1972–200

0

20

406080

100

Percent

White White

White vs. Black White vs. Hispanic

Black Hispanic

ActualTrend

Rates

Year

1972 1975 1978 1981 1984 1987 1990 1993 1996 1999 2003 1972 1975 1978 1981 1984 1987 1990 1993 1996 1999 2003
Page 12 | The Condition of Education 2005 in Brief

Student Effort and Education

Compared with high school graduates in earlier decades, an increasing proportion are attendicompleting a bachelor’s degree. Seventy-seven percent of the class of 1992 enrolled in a postsecondwithin 8.5 years of high school versus 59 and 55 percent of the classes of 1982 and 1972, respecthose earning more than 10 postsecondary credits, 50 percent of the class of 1992 completedegree within 8.5 years of high school versus 43 and 46 percent of the classes of 1982 and 197Among students earning more than 10 credits and any credits at a 4-year institution, 67 perceof 1992 earned a bachelor’s degree within 8.5 years versus about 62 percent of the earlier clas

Twelfth-graders in 1992 were more likely than their 1972 and 1982 counterparts to enpostsecondary education and, if so, to earn at least a bachelor’s degree by their mid-tw

Indicator 11Postsecondary Participation and Attainment Among Traditional-Age Students

ACCESS AND PERSISTENCE: Percentage of 1972, 1982, and 1992 12th-graders who entered postsecondary among those who earned more than 10 credits or more than 10 credits and any from a 4-year institutiwho earned a bachelor’s degree within 8.5 years

NOTE: The 8.5 years is relative to the modal high school graduation date (June) for the cohort, not the individual’s graduation date. For example, the end point for all the 1992 graduates is the end of 2000.SOURCE: U.S. Department of Education, National Center for Education Statistics, National Longitudinal Study of the High School Class of 1972, “Fifth Follow-up” (NLS:72/86), High School and Beyond Longitudinal Study of 1980 Sophomores, “Postsecondary Education Transcript Study” (HS&B-So:PETS), and National Education Longitudinal Study of 1988 (NELS:88/2000), “Fourth Follow-up, Postsecondary Transcript Survey, 2000,” previously unpublished tabulation (November 2004).

0

20406080

100

Percent

55 59

77

46 43 50

63 62 67

1972 1982 1992

Among those who earned 

than 10 credits and any cre

from a 4-year institution, ea

a bachelor’s degree

Among those who earned

more than 10 credits, earned

a bachelor’s degree

Entered at least one

postsecondary institution
The Condition of Education 2005 in B

Availability of A

Courses in Hig

Contexts of Elementary and Secondary Education Students attending schools in a central city or urban fringe/large town and in schools with a 12th-grade enrollment of 450 or more were more likely than their peers to have the opportunity to take four or more advanced courses each in mathematics, English, science, and a foreign language in 2000. Students attending schools in the Northeast and Southeast were also more likely to have such an opportunity than their peers in schools in Central states. Students in rural/small town schools and in schools with a 12th-grade enrollment of less than 150 students were less likely than their peers to be able to take one or more advanced courses in each of these subjects in 2000. 

Students in rural schools or schools with a 12th-grade enrollment of less than 150 have the least opportunity to take advanced courses in mathematics, English, science, and a foreign language. 

AVAILABILITY OF ADVANCED COURSES: Percentage of students in schools that offer at least four advanced courses each in mathematics, English, science, and foreign language, by location, region, and 12th-grade enrollment: 2000 

0 10 20 30 40 50

Percent

450 or more

300–449150–299

Less than 150

West

Central

Southeast

Northeast

Rural/small town

Urban fringe/large town

Central city 32

25

5

31

27

23

10

1

17

43

29

LocationRegion12th-grade enrollment

NOTE: Detail may not sum to totals becSOURCE: U.S. Department of Education, Ncation Statistics, National Assessment o(NAEP), 2000 High School Transcript Stunpublished tabulation (November 20
Page 14 | The Condition of Education 2005 in Brief

Indicator 13 Contexts of Elementary and Secondary Inclusion of Students With Disabilities in Regular Classrooms In the 2003–04 school year, almost half of all students ages 6–21 with disabilities were in regu

for 80 percent or more of the day, although there were marked racial/ethnic differences in stment. White students with disabilities were more likely than students of any other race/ethn80 percent or more of their day in a regular classroom. In contrast, Black students with dimore likely than students of any other race/ethnicity to spend less than 40 percent of their daclassroom and were the most likely to be placed outside of a regular school. Hispanics were lstudents of any other race/ethnicity to be placed outside of a regular school. 

About half of all disabled students in 2003–04 spent 80 percent or more of their day in classroom, with Black students spending less time there than non-Black students.

STUDENTS WITH DISABILITIES: Percentage distribution of students ages 6–21 served by the Individuals wEducation Act, by placement in educational environment and race/ethnicity: 2003–04

NOTE: Students counted as disabled are those students served under Part B of the Individuals with Disabilities Education Act (IDEA) in the United States and outlying areas. American Indian includes Alaska Native, Black includes African American, Pacifi c Islander includes Native Hawaiian, and Hispanic includes Latino. Race categories exclude Hispanic origin unless specifi ed. Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, Office of Special Education Programs. (2003). Individuals with Disabilities Education Act (IDEA). Data from tables AB8 and AB10, unpublished tabulations. Retrieved February 7, 2005, from http://www.ideadata.org/arc_toc5.asp#partbLRE.

0 20 40 60 80 

Percent of students

Hispanic

White

Black

Asian/Pacific Islander

American Indian

Total

Race/ethnicity

80 percent ormore of dayin a regularclassroom

79–40 percentof day in aregularclassroom

Less than 40percent of dayin a regularclassroom

Not in aregular scho

46 27

55 28

39 28

49 24

50 33

50 28

23

14

28

23

14

19
The Condition of Education 2005 in B

Schoo

 a

Contexts of Elementary and Secondary Education From 1992 through 2002, crime rates against students at school1 declined by 58 percent for theft (from 95 

to 40 crimes per 1,000 students), 50 percent for all violent crime2 (from 48 to 24 crimes per 1,000 students), 

and 70 percent for serious violent crime (from 10 to 3 crimes per 1,000 students). These rates also decreased when students were away from school. In each year observed, the rates for serious violent crime were lower when students were at school than away from school. In 2002, middle school-aged students (12–14) were more likely than high school-aged students (15–18) to be victims of crime at school, but high school-aged students were more likely to be victims of crime away from school. 

From 1992 through 2002, there was a general decline in the rate at which students ages 12–18 were victims of theft, violent crime, and serious violent crime at school. 

TRENDS IN VICTIMIZATION: Rate of nonfatal crime against students ages 12–18 at school or on the way to or from school per 1,000 students, by type of crime: 1992–2002

 1 “At school” includes inside the scho

property, or on the way to and from sch

2 All violent crime includes serious viole

assault, robbery, and aggravated assaulSOURCE: DeVoe, J., Peter, K., Kaufman, PSnyder T., and Baum, K. (2004). IndicatoSafety: 2004 (NCES 2005–002/NCJ 205Data from U.S. Department of Justice, BuNational Crime Victimization Survey (N

Rate (per 1,000 students)

408020

0

60

100

Year

TheftAll violent crimeSerious violent crime

1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002
Page 16 | The Condition of Education 2005 in Brief

Indicator 15 Contexts of Postsecondary 

Minority Student Enrollments

In 2002, Black and Hispanic students accounted for similar percentages of total enrollmepercent, respectively), and about one-fi fth of each group attended institutions where they wity. However, Black students were more than twice as likely as Hispanic students to attend where they made up at least 80 percent of the total enrollment (12 vs. 5 percent). This refl ecexistence of institutions that were principally established to educate Black Americans. Asian/Pstudents accounted for a relatively low proportion of overall enrollment (6 percent), and 4 pattended an institution where they were the majority. 

In 2002, Black students were more than twice as likely as Hispanic students to attend awhere they made up at least 80 percent of the total enrollment.

NOTE: Black includes African American, Pacific Islander includes Native Hawaiian, and Hispanic includes Latino. Race categories exclude Hispanic origin unless specifi ed. Includes undergraduate, graduate, and first-professional students. Nonresident aliens are included in the total enrollment (i.e., the denominator), but none are considered minority students. American Indians constituted 1 percent of total enrollment and were not examined separately. Data are for 4- and 2-year degree-granting institutions participating in title IV federal fi nancial aid programs in fall 2002.SOURCE: U.S. Department of Education, National Center for Education Statistics, 2002 Integrated Postsecondary Education Data System, “Fall Enrollment Survey” (IPEDS-EF:02), fall 2002, previously unpublished tabulation (December 2004). 

MINORITY ENROLLMENT: Percentage of students enrolled in degree-granting institutions who were Asian/Black, and Hispanic and the percentage of each racial/ethnic group enrolled at institutions where their gfor 50 percent or more or 80 percent or more of the total enrollment: Fall 2002

0

5

10152025

Percent

Asian/Pacific Black HispanicIslander

Percent enrolled wher

their group accounted

for 80 percent or more

Percent enrolled where

their group accounted

for 50 percent or more

Percent of total enrollment

in all institutions

5

12

1

20 21

4

10

12

6
The Condition of Education 2005 in B

Faculty Salary, 

and Total Comp

Contexts of Postsecondary Education 

In 2002–03, the average salary for full-time instructional faculty was $62,800, about $4,400 more than in 1987–88. Average salaries were higher in 2002–03 than in 1987–88 for faculty in each academic rank except for the “no rank” category. The increase was greatest for instructors, whose average salary increased by 27 percent. The average salary increased at most types of institutions, ranging from 1 percent at 2-year institutions to 12 percent at doctoral universities; it also increased more at private than at public institutions. Combining salary with benefi ts, full-time instructional faculty across all institutions received a total compensation package averaging $78,300 in 2002–03, about $8,300 more than in 1987–88. Average salaries for full-time instructional faculty increased 8 percent from 1987–88 to 2002–03. Faculty at private 4-year doctoral universities earned more and received more in benefi ts than other faculty. 

FACULTY SALARIES: Average salaries of full-time instructional faculty at degree-granting institutions by academic rank and type of institution, average fringe benefi ts, and total compensation: Selected academic years, 1977–78 to 2002–03

1 Total compensation is the sum of sala

Salary does not include outside incominclude, for example, retirement plans, group life insurance, other insurance disability income protection, tuition phousing plans, Social Security taxes, unetion, worker’s compensation, or other bNOTE: Full-time instructional faculty ocontracts were excluded. Salaries, benewere in constant 2002–03 dollars, whicConsumer Price Index (CPI) from the Buand rounded to the nearest 100. Detail because of rounding. SOURCE: U.S. Department of EducatioEducation Statistics, 1977–78 and 1982General Information Survey (HEGIS), “Fand Fringe Benefi ts Survey,” 1987–88, 1Integrated Postsecondary Education DTenure, and Fringe Benefi ts of Full-TimSurvey” (IPEDS-SA:87–98) and “Comple87–98), and IPEDS, winter 2002–03, ptabulation (December 2004).

[In constant 2002–03 dollars] Percent change 

Compensation, salary, 1987–88 toand benefi ts1 1977–78 1982–83 1987–88 1992–93 1997–98 2002–03 2002–03

 Total compensation $66,600 $63,100 $70,000 $72,700 $73,500 $78,300 11.9Salary 57,000 52,100 58,400 59,000 59,700 62,800 7.5 Academic rank Professor 77,000 68,600 76,800 77,900 79,300 86,100 12.1 Associate professor 58,000 51,800 57,500 58,100 58,600 62,800 9.2 Assistant professor 47,400 42,300 47,400 48,200 48,400 52,800 11.4 Instructor 38,300 34,100 37,200 37,800 38,100 47,300 27.2 Lecturer 44,200 38,500 42,500 40,300 40,900 43,700 2.8 No rank 52,100 46,600 49,600 48,100 49,000 46,500 -6.3 Type of institution  Doctoral universities 64,600 59,400 67,500 68,600 70,800 75,500 11.9 Master’s colleges and universities 55,700 50,300 56,400 55,100 56,000 57,800 2.5 Other 4-year 47,400 44,600 48,800 50,400 50,400 52,700 8.0 2-year 52,200 46,800 50,600 49,300 50,100 51,000 0.8Fringe benefi ts 9,600 11,000 11,600 13,700 13,800 15,500 33.6
Page 18 | The Condition of Education 2005 in Brief

Indicator 17 Societal Support foEarly Developmentof Children

More than 60 percent of children who were about 9 months old in 2001–02 had a family mthem, take them on errands, and play peek-a-boo daily. In addition, on a daily basis, 47 percealso were taken outside for play, 33 percent were read to, and 27 percent were told storiemember. The number of family risk factors1 was negatively associated with children about 

being read to, told stories, or sung to by a family member daily. White children were more been read to than those in other racial/ethnic groups and more likely than all except Asian/Pchildren to be told stories daily. 

Children about 9 months old without family risk factors, such as poverty, are more likefamily members who read to them, tell them stories, and sing to them daily. 

1 Family risk factors include living below the poverty level, 

living in a household where the primary language was not English, having a mother whose highest education was less than a high school diploma or equivalent, and living in a single-parent household. SOURCE: U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Birth Cohort (ECLS–B), Restricted-Use File (NCES 2004–093) previously unpublished tabulation (January 2005).

PARENT-CHILD INTERACTIONS: Percentage of children about 9 months of age who engaged in selected afamily member daily in a typical week, by number of family risk factors: 2001–02

0

20406080

100

Percent

Zero One Two or more

41

25

20

31

25

20

77 73

65 64 64 63

70 67 64

46 47 5

Played

outsid

Played

peek-a-boo

Taken on

errands

Number of family risk factors

Told

stories

Read Sung to

stories
The Condition of Education 2005 in B

Public Elemen

Secondary Expe

by Distric

Societal Support for LearningBetween 1989–90 and 1999–2000, total expenditures per student1 increased by 19 percent, from $6,794 to $8,085; 

about three-quarters of this increase occurred after 1995–96. In 1999–2000, the highest total expenditures per student ($8,957) were in the low-poverty districts.2 The next highest expenditures ($8,503) were in the high-poverty districts. The lowest expenditures ($7,434) were in the middle high-poverty districts. Between 1989–90 and 

1999–2000, total expenditures per student increased the most for the high- and middle-poverty districts (each 22 percent) and the middle low-poverty districts (21 percent). Expenditures in the low-poverty districts increased the least (14 percent). Current expenditures per student3 followed the same pattern as total expenditures per student. 

Total expenditures per student in 1999–2000 were highest in the most affl uent school districts and next highest in the least affl uent school districts. 

1 Total expenditures per student inc

allocable to per student costs—curregular school programs, capital outlaydebt—divided by fall enrollment.

2 Eligibility for the National School Lun

assisted meal program for free lunch, low-income family status. To be eligible must be from a household with an inpercent of the federal poverty guidelinof Health and Human Services.

3 Current expenditures per student includ

istrative, and operation and maintenanSOURCE: U.S. Department of EducatioEducation Statistics, Common Core otudinal School District Fiscal-Nonfiscto 1999–2000, FY 1990 to 2000, prtabulation. Retrieved January 2005 fro

pubsearch/pubsinfo.asp?pubid=20058

TOTAL EXPENDITURES PER STUDENT: Regular public school district expenditures per student, by district poverty level: 1989–90 to 1999–2000

Expenditures per student

[In constant 1999–2000 dollars]

School year

Middle low

MiddleMiddle highLow

District poverty level

High

0

5,0006,0007,0008,0009,000

$10,000

1989–90 1991–92 1993–94 1995–96 1997–98 1999–2000

>

<
Page 20 | The Condition of Education 2005 in Brief

Indicator 19 Societal Support fo

Public Effort to Fund Postsecondary Education

Government appropriations per student for public institutions increased from $5,227 to $5,409 (3 percdollars between 1969–70 and 2000–01. The revenues per student of public institutions from sougovernment appropriations increased substantially more than government appropriations per studefees per student increased from $1,364 to $2,716 (by 99 percent), and other sources of education aenues per student increased from $2,204 to $3,571 (by 62 percent). Thus, education and general reveof public institutions increased by 33 percent. Government appropriations for postsecondary educfrom .66 percent of GDP in 1969–70 to .79 percent in 1975–76 and then decreased to .60 percent 

From 1969–70 to 2000–01, government appropriations per student for public institutiincreased 3 percent in constant dollars, while tuition and fees per student increased 9

NOTE: Education and general revenue consists of all revenue with the exception of revenue from sales of goods and services that are incidental to the conduct of instruction, research, or public service and from major federally funded research operations. Government appropriations are the sum of appropriations of federal, state, and local governments. Other education and general revenue are the sums of government contracts and grants, private gifts, grants and contracts, endowment income, and revenue from other sources. Revenues are in constant 2001–02 dollars, adjusted using the Consumer Price Index (CPI). SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES). (2004). Digest of Education Statistics 2003 (NCES 2005–025), tables 174 and 334 and Digest of 

Education Statistics, various years. 

PUBLIC EFFORT: Education and general revenue per student for public degree-granting institutions, by s1969–70 to 2000–01

0

2,000

4,000

6,000

8,000

10,000

$12,000

Revenue per student

0

1.0

2.03.04.05.06.0

Percentage of gross domestic product

1970 1975 1980 1985 1990 1995 2001 1970 1975 1980 1985 1990 199

Academic year ending Academic year ending

[In constant 2001–02 dollars]

Total education and general

revenue per student

Government appropriations

per student

Government appropriations

as a percentage of GDP