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The Condition of Education 2007 U.S U.S. Department of Education NCES 2007-064 This page intentionally left blank. The Condition of Education 2007 U.S. Department of Education NCES 2007-064 June 2007 Michael Planty Stephen Provasnik William Hussar Thomas Snyder National Center for Education Statistics Grace Kena Gillian Hampden-Thompson Rachel Dinkes Education Statistics Services Institute– American Institutes for Research Susan Choy MPR Associates, Inc. Production: Barbara Kridl Managing Editor Andrea Livingston Senior Editor MPR Associates, Inc. U.S. Department of Education Margaret Spellings Secretary Institute of Education Sciences Grover J. Whitehurst Director National Center for Education Statistics Mark Schneider Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfi lls a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and signifi cance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high- quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifi cally noted all information contained herein is in the public domain. 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, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES 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 20006-5651 June 2007 The NCES World Wide Web Home Page address is http://nces.ed.gov. The NCES World Wide Web Electronic Catalog is http://nces.ed.gov/pubsearch. Suggested Citation U.S. Department of Education, National Center for Education Statistics. (2007). The Condition of Education 2007 (NCES 2007-064). Washington, DC: U.S. Government Printing Offi ce. For ordering information on this report, write to U.S. Department of Education ED Pubs P.O. Box 1398 Jessup, MD 20794-1398 or call toll free 1-877-4ED-PUBS or order online at http://www.edpubs.org. Content Contact Michael Planty (202) 502-7312 [email protected] Commissioner’s Statement Commissioner’s Statement INTRODUCTION Most states have enacted minimum requirements for graduation focusing Reliable, accurate, and timely data are neces- on the numbers and types of courses sary to monitor the progress of U.S. education that students take in high school, and respond to its opportunities and challenges. such as the New Basics coursetaking To ensure such data are available, Congress recommendations. A growing number of has mandated that the National Center for states also require the passing of “exit Education Statistics (NCES) produce an an- exams” that test profi ciency or competency nual report, The Condition of Education. This in specifi c subjects. year’s report presents indicators of important developments and trends in U.S. education. Between 1982 and 2004, the average These indicators focus on participation and number of course credits accrued by high persistence in education, student performance school graduates increased 19 percent, and other measures of achievement, the envi- from 21.7 to 25.8 credits. Graduates ronment for learning, and resources for educa- in 2004, compared with those in 1982, tion. In addition, this year’s volume contains a earned an average of 4.3 versus 4.0 special analysis that examines changes in stu- credits in English, 3.6 versus 2.7 credits dent coursetaking in high school using national in mathematics, and 3.2 versus 2.2 credits transcript data from 1982 to 2005. While the in science. analysis focuses on the credit accrual of high school graduates, it also takes a special look at In 2004, more high school graduates the coursework of high school dropouts and had completed advanced courses in courses taken for college credit. mathematics and science than in 1982— in particular, in calculus, chemistry I, and This statement summarizes the main fi ndings physics I. For example, the average number of the special analysis and the 48 indicators of credits that graduates earned in algebra that appear in the fi ve following sections. Each and more advanced mathematics courses indicator discussed is referenced by its number increased from 1.9 to 3.1; in chemistry, (e.g., indicator 10) in the volume. from 0.4 to 0.7; and in physics, from 0.2 to 0.4. Graduates also earned more SPECIAL ANALYSIS ON HIGH SCHOOL COURSE- credits in English and foreign languages TAKING during this period. To explore the coursetaking patterns and trends The percentage of students who took of high school students, the special analysis uses Advanced Placement (AP) examinations national data from two surveys sponsored by increased between 1997 and 2005, with NCES: the high school longitudinal transcript the total number of students taking these studies, which provide information on high examinations doubling. Although the school graduates in 1982, 1992, and 2004, average scores in AP examinations have and the National Assessment of Educational remained relatively stable, there has been Progress (NAEP) High School Transcript Stud- a decrease (from 65 to 59 percent) in the ies, which cover the experiences of high school percentage of examinations resulting in a graduates in selected years from 1987 to 2005. qualifying score of 3.0 or more. Drawing from these sources and others, the analysis reveals that: Differences in advanced coursetaking by sex and race/ethnicity are evident The Condition of Education 2007 | Page iii Commissioner’s Statement Commissioner’s Statement Continued in mathematics, science, English, and care and education programs—including foreign language study. Since 1998, day care centers, Head Start programs, female graduates have been more likely preschool, nursery school, prekinder- than male graduates to complete some garten, and other early childhood advanced science coursework, though programs—increased from 53 percent no measurable differences by sex were in 1991 to 60 percent in 1999 and then detected in the proportions of graduates decreased to 57 percent in 2005. A greater who took the highest levels of science or percentage of nonpoor children ages 3–5 mathematics coursework. In addition, participated in center-based programs Asian graduates were more likely than than poor children (indicator 2). graduates from other racial/ethnic groups to complete advanced courses In 2007, public school enrollment in the in mathematics, science, English, and United States is expected to approach foreign language study in 2004. about 50 million students: 34.6 million in prekindergarten through 8th grade and 15.0 million in grades 9 through PARTICIPATION IN EDUCATION 12. Total public school enrollment is As the U.S. population increases in size, so does projected to set new records each year its enrollment at all levels of public and private from 2007 through 2016, at which time education. At the elementary and secondary it is expected to reach 53.3 million. The levels, growth is due largely to the increase in South is projected to experience the largest the size of the school-age population. At the increase in enrollments of all regions in postsecondary level, both population growth the country (indicator 3). and increasing enrollment rates help account for rising enrollments in undergraduate, graduate, The percentage of all children enrolled in and fi rst-professional programs. The cohorts of private schools in kindergarten through learners have become more diverse, with stu- grade 12 remained near 10 percent dents who are members of racial/ethnic minori- between 1989–90 and 2003–04. Roman ties or who speak a language other than English Catholic schools continued to have the at home making up an increasing proportion of largest percentage of total private school the school-age population over time. enrollment during this period, but there was a shift in the distribution of students Between 1970 and 2005, enrollment from Roman Catholic to other religious rates increased for children ages 5–6, and nonsectarian private schools at both who are typically in kindergarten or 1st the elementary and secondary levels grade, and for adults ages 18–34, who (indicator 4). are typically in postsecondary education. Youth ages 18–19 experienced the largest Between 1972 and 2005, the percentage overall increase in enrollment during this of racial/ethnic minority students enrolled period, from 48 to 68 percent. The overall in the nation’s public schools increased enrollment rate for 2005 was up from 61 from 22 to 42 percent, primarily due percent of students in this age group in to growth in Hispanic enrollments. In 2000 (indicator 1). 2005, Hispanic students represented 20 percent of public school enrollment, up The percentage of child ren ages 3–5 who from 6 percent in 1972. The distribution attended center-based early childhood of minority students in public schools Page iv | The Condition of Education 2007 Commissioner’s Statement Commissioner’s Statement Continued differed across regions of the country, growing faster than men’s, and women with minority public school enrollment are projected to make up 60 percent of (54 percent) in 2005 exceeding White enrollment in 2016. In addition, full-time enrollment (46 percent) in the West undergraduate enrollment is expected (indicator 5).
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