NATIONAL CENTER FOR EDUCATION STATISTICS

U.S. Department of Education

Office of Educational Research and Improvement

NCES 2001–125
ent of Education

ational Research and Improvement

hurst

ary

er for Education Statistics

sioner

enter for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United

r nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in

es; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education

proving their statistical systems; and review and report on education activities in other countries.

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

 report timely, useful, and high quality data to the U.S. Department of Education, the Congress, the states, other education policymakers,

ata users, and the general public.

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

ccess in communicating information effectively. If you have any comments or suggestions about this or any other U.S. Department of Education,

r for Education Statistics product or report, we would like to hear from you. Please direct your comments to:

onal Center for Education Statistics

e of Educational Research and Improvement

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hington, DC 20006-5651

01

d Wide Web Home Page is: http://nces.ed.gov

d Wide Web Electronic Catalog is: http://nces.ed.gov/pubsearch/index.asp

ation:

t of Education, National Center for Education Statistics, The Condition of Education 2001 in Brief, John Wirt and Andrea Livingston, NCES 2001–

n, DC: U.S. Government Printing Office, 2001.

nformation, contact John Wirt, National Center for Education Statistics (phone: 202-502-7478; e-mail: john.wirt@ed.gov).

ublication or the complete volume, write:

t of Education, ED Pubs, P.O. Box 1398, Jessup, MD 20794–1398

1–877–4ED–PUBS.

olume also appears on the NCES Web site (http://nces.ed.gov/programs/coe).
What’s Inside

This publication contains a sample of the 59 indicators in The Condition of Education 2001. To order the entire printed edCondition, complete and return the enclosed card or call ED PUBS (1-877-4ED-PUBS).

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

Contents page offers a cross reference between the two publications.Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandCongress, the U.S. Department of Education’s National Center for Education Statistics (NCES) annually publishes a statisticathe status and progress of education in the United States. The Condition of Education includes data and analysis on a widissues. The indicators in the 2001 edition are in six sections:

● Participation in Education● Learner Outcomes● Student Effort and Academic Progress● Quality of Elementary and Secondary School Environments● The Context of Postsecondary Education● Societal Support for Learning

The indicators in The Condition of Education use data from government and private sources. The complete publication in

essay on the postsecondary access, persistence, and attainment of students whose parents did not go to college, as well atables and notes related to each indicator.The Condition of Education in Brief and the complete edition are available on the NCES Web site (http://nces.ed.gov).
 THIS PAGE INTENTIONALLY LEFT BLANK
Contents

Indicator 1 Enrollment in Preprimary Education (Indicator 1) ..................................................................................Indicator 2 Past and Projected Elementary and Secondary School Enrollment (Indicator 2) .......................Indicator 3 Racial/Ethnic Distribution of Public School Students (Indicator 3) ..................................................Indicator 4 Past and Projected Undergraduate Enrollments (Indicator 5) ...........................................................Indicator 5 Students’ Overall Reading and Mathematics Performance Through 1st Grade (Indicator 8) ...Indicator 6 Trends in the Reading Performance of 9-, 13-, and 17-Year-Olds (Indicator 10) ...........................Indicator 7 Trends in the Achievement Gap in Reading Between White and Black Students (Indicator 1Indicator 8 Trends in the Mathematics Performance of 9-, 13-, and 17-Year-Olds (Indicator 12) ..................Indicator 9 Education and Health (Indicator 17) .............................................................................................................Indicator 10 Annual Earnings of Young Adults (Indicator 18) .......................................................................................Indicator 11 Status Dropout Rates, by Race/Ethnicity (Indicator 23) .........................................................................Indicator 12 Mathematics Curriculum and College Enrollment (Indicator 24) .....................................................Indicator 13 Perceptions of College Costs (Indicator 25) ..............................................................................................Indicator 14 High School Academic Preparation and Postsecondary Progress (Indicator 28) ........................Indicator 15 Degrees Earned by Women (Indicator 30) ..................................................................................................Indicator 16 Educational Attainment (Indicator 31) ........................................................................................................Indicator 17 Trends in English and Foreign Language Coursetaking (Indicator 33) .............................................Indicator 18 Trends in High School Occupational Coursetaking (Indicator 35) .....................................................Indicator 19 Student/Teacher Ratios in Public Elementary and Secondary Schools (Indicator 38) ...............Indicator 20 Teachers’ Readiness to Use Computers and the Internet (Indicator 39) .........................................Indicator 21 Inclusion of Students With Disabilities in Regular Education Classrooms (Indicator 40) ..........Indicator 22 Qualifications of College Graduates Who Enter Teaching (Indicator 42) ........................................Indicator 23 School-Related Violence and Safety (Indicator 44) .................................................................................Indicator 24 Instructional Methods of Postsecondary Faculty (Indicator 46) ........................................................Indicator 25 Distance Education by Postsecondary Faculty (Indicator 49) ..............................................................Indicator 26 Early Reading Activities (Indicator 52) .........................................................................................................Indicator 27 International Comparisons of Expenditures for Education (Indicator 57) ......................................

Participationin EducationLearner OutcomesStudent Effort andAcademic ProgressQuality of Elementaryand Secondary SchoolEnvironmentsThe Context ofPostsecondary EducationSocietal Supportfor Learning
Page 6 | The Condition of Education 2001 in Brief

ENROLLMENT IN PREPRIMARY EDUCATION: Percentage of children ages 3–5 who were enrolled in cenchildhood care and education programs, by race/ethnicity: Selected years 1991–99

Participation in preprimary education programs such as Head Start, nursery school, or prekihelp a child prepare for elementary school and serve as child care. Between 1991 and 1999, thchildren ages 3–5 who attended center-based early childhood care and education programs rospercent. The participation rates of black children increased from 58 to 73 percent. Black childlikely than white or Hispanic children to participate in preprimary education programs in 19versus 60 and 44 percent, respectively).

Enrollment inPreprimary EducationNOTE: Estimates are based on children who have yet toenter kindergarten. Center-based programs include day carecenters, Head Start programs, preschool, nursery school,prekindergarten, and other early childhood programs.SOURCE: U.S. Department of Education, NCES. NationalHousehold Education Surveys Program (NHES), and Federal Interagency Forum on Child and Family Statistics,America’s Children: Key National Indicators of Well-Being,2000.Indicator 1 Participation in 

Preprimary enrollment rates for 3- to 5-year-olds were higher in 1999 than in 1991. Black enrolled in preprimary education programs at higher rates than did white and Hispanic 

0

20406080

100

1030507090

Percent

0

Black

White

Total

Hispanic

1991 1993 1995 1996 1999
The Condition of Education 2001 in 

As a result of the “baby boom echo” and rising immigration, public school enrollment for grades K–12 hasgrown since the mid-1980s, increasing the need for new schools, teachers, and money to fund education.Projections through 2010 suggest that public school enrollment will rise to an all-time high of 47.5 million in2005. Between 2000 and 2010, public enrollment is projected to decline slightly for grades K–8 and to increase4 percent for grades 9–12.

Past and 

Eleme

Seconda

En

SCHOOL ENROLLMENT: Public elementary and secondary school enrollment in grades K–12 (in thousands), by grade level,with projections: Fall 1965–2010

NOTE: Includes most kindergarten anenrollment.SOURCE: U.S. Department of Educatioof Data, various years, and Projectionto 2010 (NCES 2000–071), 2000.

Participation in Education 

Public elementary and secondary school enrollment is projected to reach 47.2 million in 2001, and toincrease through 2005 before decreasing slowly.

0

10,00020,00030,00040,00050,000

Number (in thousands) Projected

Fall of year

Grades 9–12

Grades K–8

Total

1965 1970 1975 1980 1985 1990 1995 2000 2005 2010
Page 8 | The Condition of Education 2001 in Brief

Indicator 3Racial/EthnicDistribution of PublicSchool Students

ENROLLMENT: Percentage of public school students enrolled in grades K–12 who were minorities, by 1972–99

SOURCE: U.S. Department of Commerce, Bureau of the Census. October Current Population Surveys, 1972–99.

Participation in 

Percent

0

1020304050

OHB

Northeast South West Midwest

Region

1972

1977

1982

1987

1992

1999

1972

1977

1982

1987

1992

1999

1972

1977

1982

1987

1992

1999

1972

1977

1982

1987

1992

1999

Variety in student backgrounds can enhance the learning environment and also create or incrfor schools. In 1999, 38 percent of public school students were considered minority, up 16 perfrom 1972. This increase was largely due to the growth in the proportion of students who wrepresenting 16.2 percent of the public school enrollment in 1999, up 10 percentage points from this period, blacks increased their enrollment by 2 percentage points, and students from othpercentage points. In 1999, minority students’ enrollment differed by region: large concentratiWest and the South, while fewer resided in the Midwest.Hispanic students are the fastest growing student group in the Nation’s elementary and schools.
The Condition of Education 2001 in 

Past and 

Under

En

UNDERGRADUATE ENROLLMENT: Total enrollment in degree-granting 2- and 4-year postsecondary institutions (in thousands) by sex, enrollment status, and type of institution, with projections: Fall 1970–2010

NOTE: Projections are based on the sumptions concerning the economy.SOURCE: U.S. Department of Educatiocation Statistics 2000 (NCES 2001–0tions of Education Statistics to 2010 (N

Participation in Education

0

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

10,00011,00012,000

1970 1980 1990 2000 2010 1970 1980 1990 2000 2010 1970 1980 1990 2000 2010

Enrollment (in thousands)

Female

Male

Full-time

Part-time

4-year2-year

Year

Projected Projected Projected

1970–97: Actual 1998–2010: Projected

Over the past 3 decades, total undergraduate enrollments in degree-granting postsecondary institutions havegenerally increased and are projected to continue doing so throughout this decade. During this decade, thegrowth rate for full-time undergraduate enrollment is expected to increase faster than part-time enrollment;undergraduate enrollment is expected to grow faster at 4-year institutions than 2-year institutions; andwomen’s enrollment, which now exceeds that of men, is projected to grow at a faster rate than men’s, reachinga new high throughout this decade.

Although part-time and 2-year enrollments displayed more rapid growth than full-time and 4-yearenrollments in the 1970s, future growth is expected to be greater in full-time and 4-year enrollments.
Page 10 | The Condition of Education 2001 in Brief

Indicator 5Students’ OverallReading andMathematicsPerformance Through1st GradeNOTE: The reading scale score ranged from 0–72, and themathematics score from 0–64. Based on those assessed inEnglish (excludes 19 percent of Asian/Pacific Islander and31 percent of Hispanic children). Based on children whoentered kindergarten for the first time in fall 1998.SOURCE: U.S. Department of Education, NCES. Early Childhood Longitudinal Study, Kindergarten Class of 1998–99(ECLS-K) Public-use file.

EARLY READING AND MATHEMATICS PERFORMANCE: Children’s overall reading and mathematics performdergarten through 1st grade, by mother’s education: 1998–2000

Learne

20408060

100

Scale score Reading Mathematics

Kindergarten 1st grade Kindergarten 1st grade

0

High school or equivalenLess than hiBachelor’s dor higherSome collegvocational/t

Fall Spring Fall Spring Fall Spring Fall Spring

In the early years of school, children acquire the knowledge and skills that prepare them foAcross kindergarten and 1st grade, children demonstrated significant gains in reading and math

edge and skills in 1998–2000. During kindergarten, their average reading scale scores increaseand in 1st grade by 19 points. In mathematics, average scores rose by 8 and 10 points in kinde

grade, respectively. Children entered kindergarten with knowledge and skills that differed by education, and these gaps persisted or increased through 1st grade. First-graders whose mother

high school diploma showed greater reading gains than children whose mothers had less educ

Differences in children’s reading and mathematics performance persist across the kind1st-grade years.
The Condition of Education 2001 in B

Trends in the 

Performance 

and 17

READING PERFORMANCE: Average reading performance, by age: 1971–99

* Significantly different from 1999.SOURCE: U.S. Department of EducatTrends in Academic Progress: Three Decmance (NCES 2000–469), 2000.

Learner Outcomes

175225250200275325300

Age 17Age 13Age 9

Scale score

Year

0

>

<

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999

209 211 211 212 212

258 258 259288 288 288

260 257*

215 211 212 208* 210

255* 256* 258 257 257

285 289 290 290 290 285 286

The National Assessment of Educational Progress (NAEP) has assessed the performance of 9-, 13-, and 17-year-old students since 1971 and thus provides a long-term perspective on how their performance has changed.In reading, both 9- and 13-year-olds’ achievement scores increased in the 1970s. Although no further improvements in average reading scores have occurred for these age groups since the 1970s, their average scores werehigher in 1999 than in 1971. In contrast, average scores for 17-year-olds were about the same in both 1971 and1999. Their scores have remained within a narrow range during all assessment years.

The reading performance of 9- and 13-year-olds in 1999 was higher than their performance in 1971,but there was no meaningful difference among 17-year-olds.
Page 12 | The Condition of Education 2001 in Brief

Indicator 7Trends in theAchievement Gap inReading Between Whiteand Black StudentsSOURCE: U.S. Department of Education, NCES. NationalAssessment of Educational Progress (NAEP), 1999 LongTerm Trend Assessment, and NAEP 1999 Trends in AcademicProgress: Three Decades of Student Performance (NCES 2000–469), 2000.

Learne

The National Assessment of Educational Progress (NAEP) provides a picture of how student preading has changed since the early 1970s, specifically the achievement gap between black and The average difference between black and white students’ scores has changed over time, wnarrowing in the gap since 1971, most of which is due to decreases that occurred before 1988between 1971 and 1988, the black-white score gap decreased for all 13- and 17-year-olds. Betw1999, the gap increased for 13-year-olds. The apparent increase for 17-year olds was not staticant.While white students outperform black students in reading, the gaps decreased between 1970s and the late 1980s. Since then, however, the gaps have remained relatively stable o

30

0

10

20406050

Scale score difference

Year

1971 1975 1980 1984 1988 1990 1992 1994 1996 1999

READING ACHIEVEMENT GAP: Difference in average reading scale scores of 9-, 13-, and 17-year-old wstudents: 1971–99
The Condition of Education 2001 in B

Tre

Mat

Performance 

and 17

* Significantly different from 1999.SOURCE: U.S. Department of EducatTrends in Academic Progress: Three Decmance (NCES 2000–469), 2000.

Learner OutcomesThe National Assessment of Educational Progress (NAEP), which has assessed trends in mathematics performance for 9-, 13-, and 17-year-olds since 1973, indicates how their performance has changed over time. Inmathematics, positive trends in the assessment results appear for all three groups. For 9-year-olds, a period ofstable performance in the 1970s was followed by a rise in average scores from 1982 to 1990, and then somemodest increases through the 1990s. For 13-year-olds, a rise in average scores between 1978 and 1982 wasfollowed by additional increases during the 1990s, resulting in a pattern of overall progress. The average scoresof 17-year-olds declined between 1973 and 1982, but since then have risen.

Mathematics scores for 9-, 13-, and 17-year-olds have increased since 1973.

175200225250275300325

Age 17Age 13Age 9

Scale score

Year

0

>

<

1973 1978 1982 1986 1990 1992 1994 1996 1999

219* 219* 219* 222*

266*

264*

269* 269*

304* 300* 298* 302*

230* 230* 231 231 232270* 273* 274 274 276305* 307 306 307 308

MATHEMATICS PERFORMANCE: Average mathematics performance, by age: 1973–99
Page 14 | The Condition of Education 2001 in Brief

Indicator 9

EDUCATION AND HEALTH: Percentage of the population age 25 and above who reported being in excellehealth, by educational attainment and family income: 1997

Education and HealthNOTE: Includes those who responded excellent or very goodon a scale of excellent, very good, good, fair, and poor.SOURCE: U.S. Department of Health and Human Services,Centers for Disease Control, National Center for Health Statistics. National Health Interview Survey, 1997.

Learne

According to the National Health Interview Survey, education is positively related to health, anthe relationship is independent of income. Within each income range, individuals with a bachhigher reported being in better health than those with some education beyond high schoolreported being in better health than high school completers. Those completing high school, in being in better health than those with less than a high school diploma.The better educated a person is, the more likely that person is to report being in very gooexcellent health, regardless of income.

Percent

0

20406080

100

1030507090

Educational attainment

$35Less $20$75$55

Bachelor’s degree

or higher

Some college,

 including 

vocational/technical

High school diploma

 or equivalent

Less than 

high school
The Condition of Education 2001 in B

Annual Ea

You

ANNUAL EARNINGS: Ratio of median annual earnings of all wage and salary workers ages 25–34 whose highest level ofeducation was grades 9–11 and a bachelor’s degree or higher, compared with those with a high school diploma or equivalent, by sex: March 1970–99

NOTE: This ratio is most useful when example, the ratio of 1.58 in 1999 for mof education was a bachelor’s degree or earned 58 percent more than males wdiploma or equivalent. The ratio of 0.69 highest level of education was grades earned 31 percent less than males whploma or equivalent. The Current Populations used to obtain educational attain1992. In 1994, the survey methodology and weights were adjusted.SOURCE: U.S. Department of CommercMarch Current Population Surveys, vari

Learner OutcomesYoung adults ages 25–34 who completed at least a bachelor’s degree earned more than those with lesseducation. For example, in 1999, male and female college graduates earned 58 and 92 percent more, respectively, than those who completed high school. Between 1980 and 1999, the earnings of young adults whocompleted at least a bachelor’s degree have increased relative to those completing no more than high school(from 19 percent to 58 percent higher for men, and from 52 to 92 percent higher for women). Gaps in earningsbetween males and females decline with increasing levels of education.

Over the past 20 years, the earnings of young adults who completed at least a bachelor’s degree

increased relative to their counterparts who completed no more than high school.

0.500.751.001.251.501.752.00

Ratio

Year

MaleFemale

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

Bachelor’s degree or higher

Grades 9–11

High school diploma or equivalent
Page 16 | The Condition of Education 2001 in Brief

NOTE: Due to relatively small sample sizes, American Indians/Alaskan Natives and Asians/Pacific Islanders areincluded in the total but are not shown separately. In addition, the erratic nature of the Hispanic status rates reflects, in part, the small sample size of Hispanics.SOURCE: U. S. Department of Commerce, Bureau of theCensus. October Current Population Surveys, various years.

STATUS DROPOUTS: Dropout rates of 16- to 24-year-olds, by race/ethnicity: October 1972–99

Indicator 11Status Dropout Rates, byRace/Ethnicity

Student Effort and Academ

The status dropout rate represents the percentage of an age group not enrolled in school anearned a high school credential (a diploma or an alternative credential such as a GED). Acmeasure, 11 percent of 16- to 24-year-olds were out of school without a high school credAlthough the status dropout rate remained fairly consistent from 1992 to 1999, it declined fooverall between the early 1970s and 1999, varying by race/ethnicity. Between 1972 and 199whites was lower each year than the rate for blacks or Hispanics, and the rate for Hispanics wthat for blacks.Since 1972, status dropout rates for whites and blacks ages 16–24 have declined; rates fhave not decreased and remain higher than those for other racial/ethnic groups.

0

10203040

Percent

Year

Hispanic

Black

White

Total

1972 1975 1978 1981 1984 1987 1990 1993 1996 1999
The Condition of Education 2001 in B

Mathematics C

and College En

MATHEMATICS AND COLLEGE ENROLLMENT: Percentage of 1992 high school graduates who had enrolled in a 4-year institution as of 1994, by highest level of mathematics completed in high school and parents’ education

SOURCE: U.S. Department of Educatiocation Longitudinal Study of 1988 Follow-up” (NELS:1988/1994), Data 

Student Effort and Academic Progress College students whose parents have completed no more than high school are often called “first-generation” students.Among 1992 high school graduates, at all mathematics levels completed except the lowest, first-generation studentsenrolled in 4-year colleges at lower rates than their peers with at least one parent with a bachelor’s degree. However,completing advanced math courses appeared to help mitigate the disadvantages of first-generation status: amongstudents whose parents did not attend college, 64 percent completing advanced math courses in high school enrolled ina 4-year college, compared with 34 percent completing through algebra II and 11 percent completing algebra I andgeometry. Comparable percentages for students whose parent had a bachelor’s degree were 85, 63, and 28 percent.Taking advanced mathematics in high school increases the likelihood of college enrollment,especially for students whose parents never attended college.

0 20 40 60 80 100

High school

mathematics level

Percent

Advanced 

(beyond

 algebra II)

No mathematics/

nonacademic

Algebra I

 and geometry

Algebra II

Parents withbachelor’s 

degree or higher

Parents with some collegeParents withno college(first generation)

85

70

64

63

41

34

28

15

11

13

7

4
Page 18 | The Condition of Education 2001 in Brief

Indicator 13 Student Effort and AcademPerceptions of CollegeCosts

PERCEPTIONS OF COLLEGE COSTS: Percentage distribution of tuition and fees charged at public 4-year estimates reported by 6th- to 12th-graders and their parents: 1999

NOTE: Distributions for in-state tuition only. Students’ andparents’ estimates include only those who were able to provide estimates of tuition and fees. Percentages may not addto 100 due to rounding.SOURCE: U.S. Department of Education, NCES. NationalHousehold Education Surveys Program (NHES), 1999 (Parent and Youth Interview Surveys); The College Board, Trendsin College Pricing, 1998 (for actual tuition and fees).

Media attention about rising college prices can foster the perception that college is unaffordabage some students and parents from making the necessary financial and academic preparationswhen 6th- to 12th-grade children who planned to attend a public 4-year institution and their pare

in 1999 to estimate annual in-state tuition and fees, students’ and parents’ estimates ($5,66respectively) were substantially higher than the average amount charged full-time undergradua($3,243). Moreover, 27 percent of these students and 28 percent of their parents estimated tui$8,000 or more, even though no public 4-year institutions charged that much in the nation.

In 1999, 6th- to 12th-graders and their parents overestimated the price of attending colleg

6th- to 12th-graders’

parents’ estimates

6th- to 12th-graders’

estimates

Actual tuition and fees

in 1998–99

$8,000

 or more

$5,000–7,999$4,000–4,999$3,000–3,999$2,000–2,999

Less than

 $2,000

28

25

12

10

19

6

27

27

10

13

13

11

0

6

19

26

20 40 20 40 20 40

39 

10

Average $3,243 Average $5,664 Average $5,970
The Condition of Education 2001 in B

High School 

Prepar

Postsecondary 

PERSISTENCE TRACK: Percentage of 1995–96 beginning postsecondary students who persisted toward a bachelor’s degree, by the academic rigor of their secondary school curriculum and first-generation status: June 1998

NOTE: First-generation students are thono education beyond high school. The Clum includes 4 years of English and 3 yics, science, and social science. The “rcludes the Core New Basics with adv(biology, chemistry, and physics); 4 yearbra I, geometry, algebra II, and precaforeign language and 1 honors/Advaor Advanced Placement test score. Beand II include the Core New Basics cmathematics and science courses, such II. See Supplemental Note 6 in the cominformation.SOURCE: U.S. Department of EducaPostsecondary Students Longitudinal (BPS:1996/1998).

Student Effort and Academic ProgressParents’ level of education is associated with students’ persistence in postsecondary education, but takingrigorous academic coursework in high school narrows the persistence gap between first-generation and otherstudents. Among postsecondary students who had taken no more than the Core New Basics curriculum in highschool and enrolled in a 4-year institution in 1995–96, first-generation students were less likely to persisttoward a bachelor’s degree in 1998 than their counterparts with a parent who has a bachelor’s degree (55versus 69 percent). In contrast, the likelihood of students who had taken rigorous coursework persisting did notdiffer meaningfully between first-generation students and their counterparts (81 versus 89 percent).

Rigorous academic preparation in high school narrows the gap in postsecondary persistencebetween first-generation students and their peers with a parent who has a bachelor’s degree.

Percent

0 20 40 60 80 100

Rigorous

 Core New Basics

or below

Beyond Core New

Basics I and II

Curriculum

At least one parenthas bachelor’s degreeFirst-generation

89

81

69

55

75

65
Page 20 | The Condition of Education 2001 in Brief

Degrees Earned byWomen

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

*Includes other fields of study not shown separately.SOURCE: U.S. Department of Education, NCES. Higher Education General Information Survey (HEGIS) 1970–71, “Degrees and Other Formal Awards Conferred” survey andIntegrated Postsecondary Education Data System (IPEDS)1997–98, “Completions” survey.Indicator 15 Student Effort and Academ

Women have made considerable progress in attaining postsecondary degrees. In 1997–98, tpercent of all bachelor’s degrees, up from 43 percent in 1970–71. In health professions and reeducation, English, and visual/performing arts, women earned a majority of bachelor’s degrees 71 and 1997–98. In psychology, communications, and biological/life sciences, they earned a degrees in 1997–98, but not in 1970–71. Women still earned considerably less than half the bacin the traditionally male-dominated fields of agriculture/natural resources, physical sciences, cmation sciences, and engineering in 1997–98, but have made substantial gains in these fields sWomen earn more than half of all bachelor’s degrees. They still trail men in certain fieldmade considerable progress over the past quarter century.

11

Percent

Field of study

0 20 40 60 80 

Engineering

Computer and information sciences

Physical sciences

Agriculture and natural resources

Mathematics

Business management and administrative services 

Social sciences and history

Biological/life sciences

Visual and performing arts

Communications

English language and literature/letters

Psychology

Education

Health professions and related sciences

Total *

17

27

14

48

49

37

55

59

6060

67

66

74

7575

82

77

56

43

44

35

29

46 38

9

38

14

41

4

1
The Condition of Education 2001 in B

Educational At

* Included high school completers wbachelor’s degree or higher.NOTE: The Current Population Survey to obtain educational attainment wThe category “diploma or equivalenthose who have a high school diplocertificate; “some college” includes thdegree or a vocational certificate; anhigher” includes those with an advathe survey instrument for the CPS wafor undercounted populations were SOURCE: U.S. Department of Commesus. March Current Population Survey

EDUCATIONAL ATTAINMENT: Percentage of 25- to 29-year-olds who attained selected levels of education, by race/ethnicity:March 1971 and 2000

Student Effort and Academic ProgressFrom 1971 to 2000, the gap in the rates at which blacks and whites ages 25–29 completed at least high schoolbegan to close. In 1971, the completion rate of blacks was 23 percentage points less than that of whites, whileit was 7 percentage points less than that of whites in 2000. In contrast, the gap in attainment between whiteand black high school completers with at least some college remained similar, and the gap between blacks andwhites who completed college widened. Among Hispanics, there were increases in completion rates across alllevels of education. Nonetheless, the differences in attainment rates between whites and Hispanics remainedsimilar at every educational level.

Attainment rates among 25- to 29-year-olds increased at all educational levels for all racial/ethnicgroups from 1971 to 2000.

0

20406080

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

94

87

63

68

61

52

36

21

15

48

59

31

45

23

12

31

11

White Black Hispanic

1971 2000
Page 22 | The Condition of Education 2001 in Brief

Trends in English andForeign LanguageCoursetaking

COURSE-TAKING LEVELS: Percentage distribution of high school graduates according to level of courses comyears 1982–98

NOTE: Not displayed are the percentage of students whocompleted low or no English courses and the percentagewho completed no foreign language.SOURCE: U.S. Department of Education, NCES. High Schooland Beyond Longitudinal Study of 1980 Sophomores, “Second Follow-up” (HS&B:1980/1984); National EducationLongitudinal Study of 1988 Eighth Graders, “High SchoolTranscript Study” (NELS:1992); and 1987, 1990, 1992, 1994,and 1998 National Assessment of Educational Progress(NAEP) High School Transcript Studies.Indicator 17 Quality of Elementary and Secondary School Env

Since the 1980s, when states began to make the requirements for a high school diploma more dpercentage of high school graduates completing honors English and advanced foreign language and higher) has increased. In 1982, only 13 percent of graduates had completed advanced Engl(“honors” courses); by 1998, 29 percent had done so. Moreover, the percentage completing 75–their English courses at the honors level tripled, but the percentage completing low academic Englincreased. Over this period, the percentage of graduates who had completed advanced foreign increased from 15 to 30 percent, while the percentage completing no foreign language study decreThe percentages of high school graduates who have completed advanced academic leEnglish and foreign language study have doubled from 1982 to 1998.

0

20406080

100

Percent

English Foreign language

Foreign lan

Year

1982 1987 1990 1992 1994 1998 1982 1987 1990 1992 1994 1998

Year 2 or 

Year 3

Year 4AP

English

All regul(no low 

Less thahonors c

50–74 phonors c75–100 honors c
The Condition of Education 2001 in B

Trends in Hi

Occ

Cou

VOCATIONAL CREDITS: Average credits earned in vocational education by public high school graduates, by vocationalcurriculum: 1982–98

SOURCE: U.S. Department of Educatiand Beyond Longitudinal Study of 1Follow-up” (HS&B:1980/1982) and Study; National Education LongitudinGraders, “Second Follow-up” (NELS:School Transcript Study; and 1990, 19Assessment of Educational ProgresTranscript Studies.

Quality of Elementary and Secondary School EnvironmentsHigh school vocational education consists of occupational education, general labor market preparation, andfamily and consumer sciences education. Occupational education, which is intended to prepare students for aspecific occupation or cluster of occupations, constitutes the largest share of the vocational curriculum.Although overall vocational coursetaking declined among public high school graduates between 1982 and1998, occupational coursetaking remained relatively steady. Vocational coursetaking declined by .69 creditson average, from 4.68 total vocational credits in 1982 to 3.99 credits in 1998. In contrast, the level ofoccupational coursetaking remained about the same (3.03 credits in 1982 and 2.87 credits in 1998).

Although overall vocational coursetaking declined between 1982 and 1998, occupationally specificcoursetaking remained relatively steady.

Credits

012345

1982 1990 1992 1994 1998

Family and consumer sciences education

General labor marketpreparation

Occupational education

2.90.60.5

2.80.60.5

2.80.60.5

2.90.70.6

3.01.00.7
Page 24 | The Condition of Education 2001 in Brief

Indicator 19Student/Teacher Ratiosin Public Elementary andSecondary Schools

STUDENT/TEACHER RATIOS: Regular public elementary and secondary school student/teacher ratios, by enro

NOTE: Data from schools that did not report both studentenrollment and the number of teachers employed werenot included in the calculations of these student/teacherratios. Teacher data for elementary schools includeprekindergarten. The method for calculating these ratioshas been revised. These ratios express the total number ofstudents divided by the total number of full-time equivalent teachers.SOURCE: U.S. Department of Education, NCES. CommonCore of Data (CCD), various years.

Quality of Elementary and Secondary School Env

To measure progress in meeting class size reduction goals, educators frequently use the ratio teachers as a proxy for class size. Between 1990 and 1998, the student/teacher ratios in elemwere stable at first but then declined; student/teacher ratios in secondary schools rose and fell, higher in 1998 than in 1990. These trends were consistent for elementary and secondary schooschool size. Variations in student/teacher ratios among schools with different enrollment leconsistent. At both the elementary and secondary levels, schools with more than 1,000 students students per teacher, on average, than schools with enrollments under 300.Between 1990 and 1998, student/teacher ratios declined in public elementary schoslightly in public secondary schools. Differences by school size persist at both level

Studentsper teacher

Year

Les

To1,030

0

1618121420

1990 1991 1992 1993 1994 1995 1996 1997 1998 1990 1991 1992 1993 1994 1995 1996 1997 1998

Elementary Secondary 

>

<

Enrollment
The Condition of Education 2001 in B

READINESS TO USE TECHNOLOGY: Percentage distribution of public school teachers according to how well prepared theyfelt to use computers and the Internet for classroom instruction, by number of years of teaching experience: 1999

NOTE: Less than 1 percent of all pubported no computers or the Internet anywhere in their school. These teachin the estimates presented here. Perce100 due to rounding.SOURCE: U.S. Department of EducatioSurvey System, “Public School Teachand the Internet,” FRSS 70, 1999.

Teachers’ Rea

Use Compute

Quality of Elementary and Secondary School EnvironmentsWhile computers and the Internet have transformed how business and research are conducted in the UnitedStates, most public school teachers do not yet feel prepared to use these technologies. In 1999, only 10 percentof public school teachers reported feeling “very well prepared,” and an additional 23 percent reported feeling“well prepared” to use computers or the Internet for instruction. The majority (53 percent) reported feeling“somewhat prepared,” and 13 percent reported feeling “not at all prepared.” Teachers with fewer years ofteaching experience were more likely to feel prepared to use computers or the Internet than their moreexperienced colleagues.

Only one-third of teachers felt “well prepared” or “very well prepared” to use computers or the Internetfor instruction in 1999.

0

20406080

100

Percent

Years of teaching experience

Not at all prepared Somewhat prepared Well prepared Very well prepared

3 or fewer 4–9 10–19 20 or more Total

10

46

31

13 10

49

28

13 14 10

21

55

16

58

19

8

13

23

10

53
Page 26 | The Condition of Education 2001 in Brief

Inclusion of StudentsWith Disabilities inRegular EducationClassroomsNOTE: Students counted as disabled are those students servedunder Part B of the Individuals with Disabilities EducationAct (IDEA) in the United States and outlying areas. Percentages may not add to 100 due to rounding.SOURCE: U.S. Department of Education, Office of SpecialEducation and Rehabilitative Services. 22nd Annual Reportto Congress on the Implementation of the Individuals withDisabilities Education Act, 2000.

SPECIAL EDUCATION: Percentage distribution of students ages 6–21 with disabilities, by educationa1988–89 and 1997–98

Indicator 21 Quality of Elementary and Secondary School Env

Data suggest that, since 1988, U.S. schools have found inclusion in the regular education class“least restrictive environment” for increasing numbers of students with disabilities. They alprogress has been made toward reaching the target, set by the U.S. Department of EducatSpecial Education Programs, that by 2000–01, 50 percent of children with disabilities age“served in the regular education classroom 80 percent of the day or more.” In 1997–98, states rpercent of students with disabilities spent 80 percent of the day or more in a regular education 1988–89, only 31 percent of such students did so.Inclusion rates for students of almost all disability types have increased over the past d

1988–89 1997–98

0

1020304050

Percent

Not in a 

regular school

80 or more 79–40 Less than 40

Percentage of day in a regular education classroom

6

4

24

20

39

29

46

31
The Condition of Education 2001 in B

ACADEMIC QUALIFICATIONS: Percentage of 1992–93 college graduates in the top quartile of SAT or ACT scores, by selectedcharacteristics: 1997

1Graduates classified as “prepared to tstudent-teaching assignment or earne2The top quartile in this analysis doebecause SAT and ACT scores were ngraduates.NOTE: Excludes 1992–93 bachelor’s had taught before receiving their baSOURCE: U.S. Department of Educatioand Beyond Longitudinal Study, (B&B:1993/1997), Data Analysis Sys

Quality of Elementary and Secondary School Environments

Qualific

College Gradu

The entrance examination scores of college graduates can serve as a useful proxy for academic caliber to Enter examine the percentages of academically strong and weak graduates according to their college major andwhether they prepared to teach1 and taught. Among 1992–93 college graduates majoring in education, 14

percent had SAT or ACT scores in the top quartile, which is significantly less than the percentage of graduatesmajoring in the social sciences, humanities, or mathematics/computer/natural sciences. Those who taught onlyin private schools were more likely to score in the top quartile than those who taught only in public schools, aswere those who taught only in secondary schools versus those who taught only in elementary schools.

Academically strong college graduates who become teachers are more likely not to have preparedfor a teaching career than to have prepared and to leave teaching than to remain.

Percent

0 10 20 30 40 50

 No longer teaching

 Still teaching

 Secondary

 Elementary

 Private

 Public

 Taught but did not prepare

 Prepared and have taught

 Mathematics/computer/natural sciences

 Humanities

 Social sciences

 Business/management

 Education

Total2 24

26

31

37

14

15

33

25

14

16

27

35

18

College 14majorTeacherpreparation1School atwhich taught

Level atwhich taught

Teachingstatus in 1997
Page 28 | The Condition of Education 2001 in Brief

NOTE: The data do not meet NCES standards for responserates.SOURCE: U.S. Department of Health and Human Services,Public Health Service, Centers for Disease Control and Prevention, National Center for Health Statistics. National HealthInterview Survey—Youth Risk Behavior Survey, 1993, 1995,1997, and 1999.School-Related Violenceand SafetyIndicator 23 Quality of Elementary and Secondary School Env

A survey of 9th- to 12th-graders by the Centers for Disease Control and Prevention indicates that 

measures of violent victimization in schools have remained constant over time, other measurebehaviors affecting school safety have decreased. Between 1993 and 1999, the percentage owere threatened or injured with a weapon on school property remained constant, whereas the pwere in a fight on school property in the last 12 months declined from 16 percent in 1993 to 14 pDuring this period, the percentage of students who carried a weapon at school in the pasdecreased, from 12 to 7 percent.

The percentages of high school students engaging in fights and carrying weapons at scdeclined since 1993, but not the percentage being threatened or injured with a weapon

SCHOOL-RELATED VIOLENCE: Percentage of high school students who reported being threatened or injured engaging in a physical fight, and carrying a weapon on school property: 1993, 1995, 1997, and 1999

5 10 15 

Percent

Carried a weapon within

 the past 30 days

In a physical fight within

 the past 12 months

Was threatened or injured

 with a weapon within 

 the past 12 months

0

7

8

16

16

15

14

12

10

9

7

7

8
The Condition of Education 2001 in B

Instructional M

Postseconda

INSTRUCTIONAL METHODS: Percentage of postsecondary instructional faculty and staff who used specific instructionaland grading methods in some or all of their classes, by teaching discipline: Fall 1998

NOTE: Instructional methods include adergraduate, graduate, and professiograding methods include only undergrages may not add to 100.0 because facmultiple responses.SOURCE: U.S. Department of Educatioof Postsecondary Faculty (NSOPF:1999

The Context of Postsecondary EducationPostsecondary instructional faculty and staff use many methods to promote student learning and measure studentachievement, and the ones they select are related to their teaching disciplines. Compared with the overall average,instructors in the health sciences (38 percent) and fine arts (34 percent) used labs/clinics more often than averagein fall 1998. Instructional faculty and staff in education (13 percent) and the health sciences (10 percent) providedfieldwork opportunities such as internships and apprenticeships more often than average. For grading studentperformance, faculty indicated they more frequently used competency-based grading than grading on a curve (61versus 30 percent). There were also differences among disciplines in the types of assessment methods faculty chose.

Among postsecondary and instructional faculty and staff, lecturing is popular: 83 percent used it astheir primary instructional method in at least one class taught for credit.

Primary instructional method Grading methods

Lab / Field- CompetencyTeaching discipline Lecture Seminar clinic work Other Curve based

 Total 82.7 14.7 21.8 5.3 7.4 29.7 60.7Agriculture/ home economics 84.3 10.2 31.8 9.6 3.9 36.8 63.6Business 90.6 10.4 16.6 3.0 6.1 37.9 57.8Education 77.1 20.7 16.2 12.7 7.8 19.7 67.2Engineering 87.7 8.9 21.5 3.1 5.0 57.9 58.3Fine arts 69.4 14.8 34.0 5.2 20.4 21.4 70.4Health sciences 75.7 14.9 38.0 10.2 5.0 22.9 64.3Humanities 88.0 16.5 10.8 3.0 6.9 20.4 58.8Natural sciences 86.3 10.3 24.7 2.3 5.3 37.7 56.0Social sciences 89.5 22.9 8.9 3.7 4.7 35.0 52.9
Page 30 | The Condition of Education 2001 in Brief

Distance Education byPostsecondary Faculty

DISTANCE EDUCATION INSTRUCTION: Percentage distribution of instructional faculty and staff and averagcompensation, by participation in distance education and full- or part-time employment: Fall 1998

NOTE: Includes faculty and staff with some instructional dutiesfor credit at degree-granting institutions. “Distance educationprogram” was not defined for respondents. Nonface-to-faceclasses are those with a computer, TV-based, or other primaryinstructional medium. Base salary and other income (such asfor a teaching overload or summer session) are for calendaryear 1998 from the institution at which the respondent wassampled.SOURCE: U.S. Department of Education, NCES. National Studyof Postsecondary Faculty (NSOPF:1999), Data Analysis System.Indicator 25 The Context of Postsecondary 

In fall 1998, 6 percent of full- and part-time instructional faculty and staff at degree-granting inany instructional duties for credit indicated that they taught at least one class or section throeducation program. About 8 to 10 percent reported teaching at least one class using a primary than face-to-face instruction, e.g., a computer- or TV-based class. The teaching load was hightional faculty teaching distance classes than for those not doing so. Full-time faculty teaching dalso averaged more course preparations than their counterparts (about 3.1 versus 2.5). Faculty’s not vary by participation in distance education, but they earned about $1,700 more in other iInstructional faculty and staff teaching distance education classes teach more overall twho do not, but their compensation is generally similar.

Number of Number of

Participation and classes/ course employment status Percent sections preparations Salary  Total 100.0 2.9 2.1 $37,580 Taught in distance education program Full time

Yes 6.0 5.0 3.1 55,040 No 94.0 3.6 2.5 55,150 

Taught nonface-to-face class

Yes 9.5 4.7 3.1 54,160 No 90.5 3.6 2.5 55,240 

Taught in distance education program Part time

Yes 5.7 3.5 1.9 11,550 No 94.3 2.5 1.6 11,230 

Taught nonface-to-face class

Yes 8.3 3.5 1.9 12,930 No 91.7 2.5 1.5 11,090 

Workload

Comp
The Condition of Education 2001 in B

Societal Support for Learning 

Earl

NOTE: Types of literacy activities includtelling a story; teaching letters, wordssongs or music; and doing arts or crafined as having a race/ethnicity othemother whose home language is otha mother whose highest education is being a member of a family with nparent in the household; and being whose poverty status is below the poSOURCE: U.S. Department of EducatioActivities and Signs of Children’s Emer1999 (NCES 2000–026), and Natiotion Surveys Program (NHES), 1999.

PRESCHOOL READING ACTIVITIES: Percentage of 3- to 5-year-old children not yet enrolled in kindergarten who participated inhome literacy activities with a family member three or more times in the week before the survey, by number of risk factors: 1999

Data collected by the National Household Education Surveys Program show how frequently families withyoung children engage in literacy-building activities. Except for being taught songs or music, children withmultiple risk factors were less likely than those with no risk factors or only one to engage in literacy activitieswith their families at least three times a week. In 1999, 67 percent of children with two or more risk factorswere read to that often versus 92 percent of those with no risk factors and 83 percent with one. Likewise, 39percent of children with two or more risk factors were told a story that often versus 54 percent of those withoutany risk factors and 57 percent with one.

Among children ages 3–5 not in kindergarten, those with multiple risk factors were less likely thanthose with one or fewer risk factors to engage in literacy activities frequently with their families.

0

20406080

100

Percent

Home literacy activities

None One risk factor Two or more risk factors

Did arts and

crafts

Taught songs

 or music

Taught letters, 

words, or numbers

Read to Told a story

92

83

67

54

57

39

65

69

60

48 50 49 46

36

31
Page 32 | The Condition of Education 2001 in Brief

Indicator 27 Societal Support fInternationalComparisons ofExpenditures forEducationNOTE: Per student expenditures are calculated based onpublic and private full-time-equivalent (FTE) enrollmentfigures and expenditures from both public and private sourceswhere data are available. Purchasing Power Parity (PPP)indices are used to convert other currencies to U.S. dollars.Within-country consumer price indices are used to adjust thePPP indices to account for inflation because the fiscal yearhas a different starting date in different countries.SOURCE: Organisation for Economic Co-operation and Development, Centre for Educational Research and Innovation.Education at a Glance: OECD Indicators, 2000, 2000.

INTERNATIONAL EXPENDITURES FOR EDUCATION: Educational expenditures per student in relation to GDlevel of education for selected OECD countries: 1997

Wealthier countries, on average, spent more per student in 1997 than did less wealthy countries GDP per capita. Annual expenditures per student at the primary level among OECD membe$935 in Mexico to $6,596 in Denmark. At the secondary level, the range was from $1,726 in Mein Switzerland. U.S. spending on primary and secondary education was $5,718 and $7,230, resSwitzerland and Austria spent more per student than the United States at the secondary level. Exstudent at the higher education level varied considerably among the OECD countries in 1997. Astudent, U.S. expenditures were more than twice those of 15 OECD countries.

U.S. expenditures on primary and secondary education ranked high compared with othU.S. spending at the higher education level was the highest of all the OECD countries.

Expenditures per student

$0 10,000 15,000 20,000 5,000

GDP per capita (in equivalent U.S. dollars converted using PPPs)

25,000 30,000

0

5,0002,5007,500

10,00012,50015,00017,500

$20,000

U.S.

Japan Norway

Austria

Germany

France

U.K.

Spain

Korea

Hungary

Mexico

Czech

Republic

Switzerland

Denmark

<

>
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