This set of Web Tables uses data from the Postsecondary Education Transcript Study (PETS) and the 2008/09 Baccalaureate and Beyond Longitudinal Study (B&B;:08/09) to provide estimates on the broad fields and specific courses baccalaureate degree holders pursue. The tables first present students’ participation in 37 different fields by sex, race/ethnicity, age, first postsecondary institution sector, bachelor’s degree institution sector, and major. The tables then show the courses most commonly taken by bachelor’s degree recipients at large, bachelor’s degree recipients who began in 2-year colleges, and bachelor’s degree recipients who pursue specific majors. The final two tables report the five STEM courses in which non-STEM majors most frequently earned credits, and the five non-STEM courses in which STEM majors most frequently earned credits.
The Condition of Education 2013 summarizes important developments and trends in education using the latest available data. The report presents 42 indicators on the status and condition of education, in addition to Spotlights that look more closely at 4 issues of current interest. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available.
This First Look presents preliminary data findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2012 collection, which included three survey components: Institutional Characteristics for the 2012-13 academic year, Completions covering the period July 1, 2011, through June 30, 2012, and data on 12-Month Enrollment for the 2011-12 academic year.
In FY 10, current expenditures per pupil in the 100 largest public school districts ranged from a low of $5,528 in Alpine School District, Utah to a high of $19,184 in New York City School District, NY. Expenditures per pupil were next highest in Boston City Schools, MA ($19,169); Montgomery County Schools, MD ($15,582); Atlanta Public Schools, GA ($15,043); Baltimore City Schools, MD ($14,711); and Howard County Schools, MD ($14,704). In FY 10, local education agencies received $75.3 billion from the federal government for public elementary and secondary education, which represents an increase of 32.7 percent from FY 09.
As part of a larger inter-agency effort to develop new federal data on adults’ education and training for work, NCES developed and pilot-tested of a set of survey items on certification, licensure, and educational certificates. The pilot test concluded that the main item on certification and licensure provides a valid measure of these credentials, and that three additional items, on the credential provider, occupational field of the credential, and whether the credential is required for work, can be used to provide key information on these credentials. The use of proxy respondents was also found to be acceptable for measuring (only) key characteristics. For subbaccalaureate certificates, the pilot test produced equivocal results, leading to the recommendation for further work specifically on this educational credential. This pilot study was undertaken for questionnaire and procedural development purposes only. The estimates from this report should not be cited as population estimates because the sample design and data collection procedures were not intended for that purpose, but rather to support the evaluation of questionnaire items. To view the full report please visit http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2013190 For more information about NCES’ interagency work on adult education and training, please visit the website for the Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA). [link to http://nces.ed.gov.surveys/gemena]
NCES has released "Federal Student Loan Debt Burden of Noncompleters," which focuses on the cumulative federal education debt (Stafford and Perkins loans) accrued by students who do not complete a postsecondary degree or certificate (“noncompleters”) within 6 years of first enrolling. It is based on data from the two most recent longitudinal studies of beginning postsecondary students conducted by the National Center for Education Statistics: students who first enrolled in 1995-96 (and left without a degree as of 2001) and those who first enrolled in 2003-04 (and left without a degree as of 2009).
This report looks at the math coursetaking patterns of America’s high school graduates to examine the content and challenge of Algebra I and Geometry courses in our nation’s public high schools.
This report provides national estimates about dual enrollment programs and courses at postsecondary institutions. The estimates presented in this report are based on an institution survey about dual enrollment programs and courses offered by the postsecondary institutions during the 2010-11 school year.