Digest of Education Statistics, 2007
The 43rd annual Digest of Education Statistics report has been released by the National Center for Education Statistics (NCES). The Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The report contains a series of data tables covering a variety of topics, including the number of schools, colleges, and teachers; enrollments and graduates; educational attainment; finances; and international comparisons. (3/08)
Ten Years after College: Comparing the Employment Experiences of 1992-93 Bachelor’s Degree Recipients with Academic and Career-Oriented Majors
A report from the National Center for Education Statistics (NCES) examines the work experiences of 1992-93 bachelor’s degree recipients in 1994, 1997 and 2003. The report includes information on the college graduates’ labor force status, employment stability and intensity, occupations and industries, salaries and benefits, and perceptions about their jobs. It also compares the experiences of graduates with academic and career-oriented undergraduate majors. By 2003, most graduates were settled in a job they considered a career and used their education, and the average salary for a graduate employed full time at one job, adjusted for inflation, had roughly doubled since 1994. (3/08)
Mapping Educational Progress 2008
The U.S. Department of Education has posted data online about student achievement in reading and mathematics and high school graduation rates, as well as other accountability measures established under No Child Left Behind. Users may view data at both the national and state levels. (3/08)
Engaging Faculty and Staff: An Imperative for Fostering Retention, Advising, and Smart Borrowing
This publication from the Educational Policy Institute and TG was written to provide useful insights and strategies for institutions to use in order to increase student retention, persistence and postsecondary success. The report provides a background of student success issues and discusses several areas that are important to student retention and success, including faculty/student relationships; academic, financial and career counseling; and early warning systems. (2/08)
Young Adults in the United States: A Mid-Decade Profile
A working paper from the MacArthur Foundation Research Network on Transitions to Adulthood presents a detailed profile of young adults (age 18 to 34) in the United States using data from the U.S. Census Bureau’s Current Population Survey. The authors present data on their demographic, socioeconomic and occupational characteristics. The report also examines the timing and sequencing of conventional milestones of the transition to adulthood and how this may differ by gender, race/ethnicity, and nativity or generation. The early-transition cohort (18 to 24) is compared to the older cohorts (25 to 29 and 30 to 34). (2/08)
What It’s Worth: Fields of Training and Economic Status in 2004
A series of data tables from the U.S. Census Bureau compare the monthly earnings of postsecondary degree holders with training in various fields, demonstrating that both educational attainment and chosen career field influence future economic status. Tables also include data on the average time students took to complete their degrees. (2/08)
Educational Attainment in the United States: 2007
This annual series of data tables from the U.S. Census Bureau summarizes information on educational trends and attainment levels. Data are shown by characteristics, such as age, sex, race, and Hispanic origin. Highlighted findings include:
- About 33 percent of young women 25 to 29 had a bachelor’s degree or more education in 2007, compared with 26 percent of their male counterparts.
- More than half of Asians 25 and older had a bachelor’s degree or more (52 percent), compared with 32 percent of non-Hispanic whites, 19 percent of blacks and 13 percent of Hispanics.
- Workers 18 and older with a master’s, professional or doctoral degree earned an average of $82,320 in 2006, while those with less than a high school diploma earned $20,873.
- Workers 18 and older with a bachelor’s degree earned an average of $56,788 in 2006, while those with a high school diploma earned $31,071. (1/08)
How Should Colleges Assess and Improve Student Learning?: Employers’ Views on the Accountability Challenge
A survey commissioned by The Association of American Colleges and Universities highlights employers’ opinions of the work-readiness of recent college graduates and what they consider to be effective assessment tools. Results show that employers are satisfied that the majority of college graduates are prepared for success in entry-level positions but are less confident that they are prepared for advancement. According to the employers surveyed, the areas where recent graduates lag are in global knowledge, self-direction, and writing. Employers also indicate that they prefer assessments of real-world and applied-learning approaches, such as evaluations of supervised internships, community-based projects, and comprehensive senior projects, to multiple-choice tests of general content knowledge. (1/08)
Numbers and Rates of Public High School Dropouts: School Year 2004-05
A National Center for Education Statistics’ report presents findings on the numbers and rates of public school students who dropped out of school in school years 2002-03, 2003-04 and 2004-05. The report includes high school dropout rates by state, region, school district size, and several student characteristics. (12/07)
Experiences That Matter: Enhancing Student Learning and Success
Findings from the 2007 National Survey of Student Engagement (NSSE) show that taking part in certain activities during college boosts students’ performance in many areas, such as thinking critically, solving real world problems, and working effectively with others. These “high impact” activities include learning communities, undergraduate research, study abroad, internships, and capstone projects. (11/07)
The Postsecondary Achievement of Participants in Dual Enrollment: An Analysis of Student Outcomes in Two States
A Community College Research Center study examines the impact of dual enrollment participation on postsecondary outcomes for all students, including average-achieving students and those enrolled in career and technical education (CTE) programs. (11/07)
Education Longitudinal Study of 2002 (ELS: 2002): A First Look at the Initial Postsecondary Experiences of the High School Sophomore Class of 2002
A new report from the National Center for Education Statistics provides selected, nationally representative information about the transition of 2002 high school sophomores to college, the selectivity and other characteristics of the institutions in which they enrolled, their choice of major and other characteristics of their enrollment. (10/07)
What Matters for Staying On-Track and Graduating in Chicago Public High Schools
A report from the Consortium on Chicago School Research at the University of Chicago looks at students' performance in their coursework during their freshman year, how it is related to eventual graduation, and how personal and school factors contribute to success or failure in freshman-year courses. The report is summarized in the Education Commission of the States’ (ECS) Research Studies Database. (10/07)
Education Pays 2007
Higher education results in both individual and societal benefits, according to a report from the College Board. Data presented in the report shows that those who pursue higher education enjoy increased salaries and employer-sponsored benefits. College graduates also are more likely than others to engage in behaviors that improve their health. Higher rates of volunteering, voting and donating blood correspond to higher levels of education as do lower unemployment and poverty rates. (10/07)
The Progress of Education Reform 2007: Dropout Prevention
A recent edition of Education Commission of the States’ (ECS) Progress of Education Reform summarizes the findings of five recent studies on dropout prevention. The studies focus on: 1) early predictors for dropping out of school; 2) ninth-grade predictors of risk in an urban environment; 3) school characteristics linked to higher graduation rates; 4) economic benefits of several programs that positively influence high school completion rates; and 5) a synthesis of the research on dropping out and the importance of state data systems to support dropout prevention efforts. (9/07)
State Graduation Rate Goals for High School Accountability
A StateNote brief from Education Commission of the States examines each states' graduation rate target and the method it will use to calculate the state graduation rate to demonstrate adequate yearly progress under NCLB. (9/07)
Education and Public Safety
The Justice Policy Institute summarizes recent findings on educational attainment as it relates to crime trends and public safety. Comparing state-level education data with crime rates and incarceration rates reveals that those states that have focused the most on education tend to have lower violent crime rates and lower incarceration rates. (9/07)
Status and Trends in the Education of Racial and Ethnic Minorities
A National Center for Education Statistics report examines the educational progress and challenges that racial and ethnic minorities face in the United States. This report shows that over time larger numbers of minorities have completed high school and continued their education in college. Despite these gains, progress has varied, and differences persist among racial/ethnic groups on key indicators of educational performance. The report is divided into the following sections: demographics; preprimary, elementary, and secondary education; achievement; persistence; student behaviors; postsecondary participation; and outcomes of education. (9/07)
Persistence and Attainment of 2003–04 Beginning Postsecondary Students: After Three Years
A ‘First Look’ report from the National Center for Education Statistics provides a brief description of the persistence and degree attainment of a nationally representative sample of students who began postsecondary education for the first time in the 2003–04 academic year. The report provides information about rates of program completion, transfer and attrition for students who first enrolled at various types of postsecondary institutions. Findings show that—among the beginning students who were recent (2003) high school graduates, enrolled full time in the fall of 2003 and had bachelor’s degree plans—70 percent were still enrolled at their first institution without a degree, 4 percent had attained a degree or certificate at their first institution and 20 percent had transferred elsewhere without a degree. (8/07)
Do Student Success Courses Actually Help Community College Students Succeed?
A research brief from the Community College Research Center examines recent findings of an in-depth study on the relationship between enrollment in student success courses and successful outcomes, including credential completion, persistence and transfer. (8/07)
Public Elementary and Secondary School Student Enrollment, High School Completions, and Staff from the Common Core of Data: School Year 2005–06
A report from the National Center for Education Statistics summarizes the numbers of students enrolled in public elementary/secondary education by grade; the number of diplomas and other completion credentials awarded for the 2004–05 school year; the averaged freshman graduation rate for the 2004–05 school year; pupil/teacher ratios; and the number of teaching, administrative and support staff employed in public education. The information is presented by state and for the United States as a whole. (7/07)
Dropout Rates in the United States: 2005
Research from the National Center for Education Statistics presents estimates of dropout rates for 2005 and provides data about trends in dropout and completion rates over the last three decades (1972–2005). Among other findings, the report shows that students living in low-income families were approximately six times more likely than their peers from high-income families to drop out of high school between 2004 and 2005. (7/07)
Event Dropout Rates for Public School Students in Grades 9–12: 2002–03 and 2003–04
A report from the National Center for Education Statistics summarizes and compares event dropout rates for public high school students, by state, for 2002–03 and 2003–04. Event dropout rates included in the report measure the percent of 9th- through 12th-grade students who drop out over the course of a school year. Among reporting states in 2003–04, the rates ranged from a low of 1.8 percent in Connecticut and New Jersey to a high of 7.9 percent in Louisiana. (7/07)
Back to School: 2007–2008
An installment of Facts for Features from the U.S. Census Bureau highlights many statistics related to the return to school by our nation’s students. The data presented cover a variety of topics including Pre–K through 12 and college enrollment, number of public elementary and secondary schools and degree-granting postsecondary institutions, availability and use of technology, college prices and financial aid, number of diplomas and college degrees awarded, and earnings by educational attainment. (7/07)
Diplomas Count: Ready for What? Preparing for College, Careers, and Life After High School
A report from Education Week concludes that today’s high school graduates will need at least some college to gain access to decent-paying careers, as they examine the distribution of jobs nationally and within each state along with the relationship between education and pay levels. The report also includes the latest analysis by the Editorial Projects in Education Research Center of graduation rates nationwide and for the 50 largest school districts. The Diplomas Count Web site also contains several policy briefs related to high school graduation issues, state-specific reports and an online mapping tool that allows users to create interactive maps and download special reports for any school district in the country that includes comparisons to state and national statistics. (7/07)
Course Credit Accrual and Dropping Out of High School
An Issue Brief from the National Center for Education Statistics examines differences in the average number of course credits earned between high school graduates and dropouts. Differences in course credit accrual by selected subjects (English, mathematics and science) also are reported. The findings from the analysis indicate that high school dropouts earn fewer credits than do on-time graduates within each academic year, and the gap in course credits accrued between dropouts and on-time graduates increased across academic years. (6/07)
Dropout Prevention
The U.S. Department of Education's What Works Clearinghouse has published reviews of several dropout prevention programs, including both school-based and community-based interventions. (6/07)
Who’s Counted? Who’s Counting? Understanding High School Graduation Rates
A report from the Alliance for Excellent Education illustrates the discrepancies in graduation rates reported by government and independent sources, examines why this is important and explains how certain federal policies have contributed to the graduation rate confusion. While the average difference between state and independent sources is about 13%, the gap ranges from a low of 4% to a high of 32%. (6/07)
Students Entering and Leaving Postsecondary Occupational Education: 1995-2001
In a report, the National Center for Education Statistics (NCES) examines three questions concerning students pursuing postsecondary certificates or associate’s degrees in career related fields: 1) who enters postsecondary occupational education; 2) to what extent do occupational students persist in postsecondary education and attain their credential goals; and 3) what are the labor market outcomes for occupational students who earn credentials. No differences were found in the rates at which occupational and academic subbaccalaureate students persist in postsecondary education and attain a credential. No differences were found in the rates at which occupational completers and noncompleters were employed or in their average salary; however, among students who entered a job related to their field of study, average salary increased with the years of education completed. (5/07)
Hidden Benefits: The Impact of High School Graduation on Household Wealth
According to research from the Alliance for Excellent Education, if high school dropouts who currently head households in the United States had earned their diplomas, the U.S. economy would have benefited from an additional $74 billion in wealth accumulated by families. Individual state profiles also are included. (4/07)
America’s Perfect Storm: Three Forces Changing Our Nation’s Future
A report from ETS examines the convergence of three powerful forces that are changing our nation's future: divergent skill distributions, the changing economy, and demographic trends. (3/07)
Strategies for Improving Student Success in Postsecondary Education
The Western Interstate Commission for Higher Education (WICHE) examines, in a report, why the U.S. has higher levels of access and lower levels of readiness and completion than other countries. The report also provides suggestions for how states can improve the preparation and performance of all students in postsecondary education, but particularly for the most disadvantaged students. (3/07)
Hitting Home: Quality, Cost, and Access Challenges Confronting Higher Education Today
The Making College Affordable project issued a report that says that the U.S. will fall behind its foreign competitors by nearly 16 million college educated people by 2025. To close the degree gap, the report estimates that the nation’s colleges and universities will need to increase the number of people earning college degrees each year by more than 37 percent. In addition, many of these degrees will have to be earned by minority, adult, and low-income students. (3/07)
America’s High School Graduates: Results from the 2005 NAEP High School Transcript Study
A report from the National Center for Education Statistics (NCES) presents information about the types of courses 2005 high school graduates completed, how many credits they earned, and the grades they received. Information on the relationships between high school academic records and performance on the NAEP mathematics and science assessments also is included. Highlights of the findings include:
- graduates in 2005 completed more rigorous curricula than previous graduates;
- overall GPA has been climbing since 1990 and was 2.98 in 2005; and
graduates with stronger academic records obtain higher NAEP scores. (2/07)
Research Studies Database
The Education Commission of the States’ (ECS) High School Policy Center has launched an online research database that provides concise summaries of research studies related to student success in high school and college. The database currently has only 12 studies, including several directly related to counseling, but the database will expand in the coming months. (2/07)
National Freshman Attitudes Report
The second annual report from Noel-Levitz examines the attitudes of first-year college students. The report is based on survey responses from nearly 98,000 students who entered college in the Fall 2006 term. Highlights include:
- entering students strongly desire to complete their education, yet data show nearly half will not graduate;
- only half of entering students enjoy reading, with females enjoying it much more than males;
most first-year students report that they would welcome assistance in areas such as preparing for college exams, career guidance, math tutoring, and assistance with getting a part-time job. (1/07)
Postsecondary Institutions in the United States: Fall 2005 and Degrees and Other Awards Conferred: 2004-05
This First Look from the National Center for Education Statistics presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2005 data collection, which included two survey components: Institutional Characteristics for the 2005-06 academic year, and Completions covering the period July 1, 2004, through June 30, 2005. Key findings include:
- Among the 6,600 Title IV postsecondary institutions in the United States and other jurisdictions, 40 percent were classified as 4-year institutions, 34 percent were 2-year institutions, and the remaining 26 percent were less-than-2-year institutions.
- During 2005-06, undergraduates attending private not-for-profit 4-year institutions paid $16,888 on average for tuition and required fees. Undergraduates attending private for-profit 4-year institutions paid $13,894 on average, and out-of-state undergraduates attending public 4-year institutions paid $12,652 on average for tuition and required fees. Public in-state undergraduates paid an average of $5,206 in tuition and required fees during 2005-06.
For the 2004-05 academic year, about 2.3 million degrees were awarded by 4-year Title IV institutions and about 557,000 were awarded by 2-year institutions. (1/07)
Lost Learning, Forgotten Promises: A National Analysis of School Racial Integration, Student Achievement, and “Controlled Choice” Plans
A report from the Center for American Progress considers the educational consequences of the considerable racial segregation that remains in schools today and the potential of controlled choice to address them. Using test score information required by the federal No Child Left Behind (NCLB) Act, the study analyzes the effects of segregation in more than 22,000 schools across the country that enroll more than 18 million students. The study finds that minorities in integrated schools learn more and perform better in both college attendance and employment. (12/06)
Dropout Rates in the United States: 2004
A report released by the National Center for Education Statistics (NCES) builds upon a series of reports on high school dropout and completion rates that began in 1988. It presents estimates of rates for 2004, and provides data about trends in dropout and completion rates over the last three decades (1972–2004), including characteristics of dropouts and completers in these years. Among other findings, the report shows that students living in low-income families were approximately four times more likely to drop out of high school between 2003 and 2004 than were their peers from high-income families. Focusing on indicators of on-time graduation from public high schools, the averaged freshman graduation rate for the 3 most recent years for which data are available shows an increase from 72.6 percent for 2001–02 to 73.9 percent for 2002–03 to 74.3 percent for 2003–04. (12/06)
Placing College Graduation Rates in Context: How 4-Year College Graduation Rates Vary With Selectivity and the Size of Low-Income Enrollment
A report from the National Center for Education Statistics (NCES) provides a systemwide overview of how graduation rates of comparable 4-year institutions vary with institution selectivity and the size of the low-income population enrolled. Results clearly shows that graduation rates dropped systematically as the proportion of low-income students increased, even within the same Carnegie classification and selectivity levels. Variations by gender and race/ethnicity also were evident. (12/06)
Academic Pathways, Preparation, and Performance: A Descriptive Overview of the Transcripts from the High School Graduating Class of 2003-04
The National Center for Education Statistics uses transcript data in a report from the Education Longitudinal Study of 2002 (ELS:2002) to provide nationally representative information about the level of academic preparation the high school graduating class of 2003-04 had when leaving high school. The report links coursetaking patterns with test achievement in mathematics, grade point average, and expectations for future educational attainment. (11/06)
Where Are They Now? A Description of 1992-93 Bachelor's Degree Recipients 10 Years Later
A report from the National Center for Education Statistics provides an overview of the status of 1992–93 college graduates 10 years after graduation using data from the 2003 Baccalaureate and Beyond Longitudinal Study (B&B:93/03). The report presents highlights of these college graduates’ lives in 2003 in five areas—education after the bachelor’s degree, labor force participation, opinions about their undergraduate education, family status, and civic participation. (11/06)