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Institute of Education Sciences

NCES's Top Hits of 2020

As we wrap up what has been an unprecedented year in many ways, we’re taking a look back at some of NCES’s most popular content from 2020. As you reflect on the past year, we hope you’ll explore our most downloaded reports, most visited indicators, Fast Facts, and blog posts, and most viewed tweets over the past year. 

 

Top Five Reports, by number of PDF downloads

1. Condition of Education 2020 (7,328)

2Digest of Education Statistics 2018 (4,936)

3. Status and Trends in the Education of Racial and Ethnic Groups 2018 (3,379)

4. Trends in High School Dropout and Completion Rates in the United States: 2019 (2,994)

5. First-Generation Students: College Access, Persistence, and Postbachelor’s Outcomes (2,382)

 

Top Five indicators from the Condition of Education, by number of web sessions

1. Students With Disabilities (82,304)

2. Public High School Graduation Rates (66,993)

3. Education Expenditures by Country (61,766)

4. English Language Learners in Public Schools (46,293)

5. Undergraduate Enrollment (46,766)

 

Top Five Fast Facts, by number of web sessions

1. Back to School Statistics (214,148)

2. Tuition Costs of Colleges and Universities (111,491)

3. College and University Endowments (78,735)

4. Degrees Conferred by Race and Sex (73,980)

5. Closed Schools (69,142)

 

Top Five Blog Posts, by number of web sessions

1. Introducing the 2020 Classification of Instructional Programs (CIP) and Its Website (7,822)

2. Back to School by the Numbers: 2019–20 School Year (4,400)

3. Free or Reduced Price Lunch: A Proxy for Poverty? (4,199)

4. Educational Attainment Differences by Students’ Socioeconomic Status (2,919)

5. The Digital Divide: Differences in Home Internet Access (2,699)

 

Top Five Tweets, by number of impressions

1. Teacher Appreciation Day (21,146)

 

2. International Education Week (18,333)

 

3. Trends in High School Dropout and Completion Rates in the United States: 2019 (17,383)

 

4. International Early Learning Study 2018 Pilot (10,870)

 

5. NAEP Data Training Workshop (10,782)

 

Be sure to check our blog site and the NCES website to stay up-to-date on new findings and trends in 2021. You can also follow NCES on Twitter, Facebook, and LinkedIn for daily updates and content.

Bar Chart Races: Changing Demographics in K–12 Public School Enrollment

Bar chart races are a useful tool to visualize long-term trend changes. The visuals below, which use data from an array of sources, depict the changes in U.S. public elementary and secondary school enrollment from 1995 to 2029 by race/ethnicity.


Source: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “State Nonfiscal Survey of Public Elementary and Secondary Education,” 1995–96 through 2017–18; and National Elementary and Secondary Enrollment by Race/Ethnicity Projection Model, 1972 through 2029.


Total enrollment in public elementary and secondary schools has grown since 1995, but it has not grown across all racial/ethnic groups. As such, racial/ethnic distributions of public school students across the country have shifted.

One major change in public school enrollment has been in the number of Hispanic students enrolled. Enrollment of Hispanic students has grown from 6.0 million in 1995 to 13.6 million in fall 2017 (the last year of data available). During that time period, Hispanic students went from making up 13.5 percent of public school enrollment to 26.8 percent of public school enrollment. NCES projects that Hispanic enrollment will continue to grow, reaching 14.0 million and 27.5 percent of public school enrollment by fall 2029.

While the number of Hispanic public school students has grown, the number of White public school students schools has steadily declined from 29.0 million in 1995 to 24.1 million in fall 2017. NCES projects that enrollment of White public school students will continue to decline, reaching 22.4 million by 2029. The percentage of public school students who were White was 64.8 percent in 1995, and this percentage dropped below 50 percent in 2014 (to 49.5 percent). NCES projects that in 2029, White students will make up 43.8 percent of public school enrollment.

The percentage of public school students who were Black decreased from 16.8 percent in 1995 to 15.2 percent in 2017 and is projected to remain at 15.2 percent in 2029. The number of Black public school students increased from 7.6 million in 1995 to a peak of 8.4 million in 2005 but is projected to decrease to 7.7 million by 2029. Between fall 2017 and fall 2029, the percentage of public school students who were Asian/Pacific Islander is projected to continue increasing (from 5.6 to 6.9 percent), as is the percentage who were of Two or more races (from 3.9 to 5.8 percent). American Indian/Alaska Native students account for about 1 percent of public elementary and secondary enrollment in all years.

For more information about this topic, see The Condition of Education indicator Racial/Ethnic Enrollment in Public Schools.

 

By Ke Wang and Rachel Dinkes, AIR

Announcing the Condition of Education 2020 Release

NCES is pleased to present The Condition of Education 2020, an annual report mandated by the U.S. Congress that summarizes the latest data on education in the United States. This report uses data from across the center and from other sources and is designed to help policymakers and the public monitor educational progress. This year’s report includes 47 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons.

The data show that 50.7 million students were enrolled in public elementary and secondary schools (prekindergarten through grade 12) and approximately 5.7 million students were enrolled in private elementary and secondary schools in fall 2017, the most recent year for which data were available. In school year 2017–18, some 85 percent of public high school students graduated on time with a regular diploma. This rate was similar to the previous year’s rate. About 2.2 million, or 69 percent, of those who completed high school in 2018, enrolled in college that fall. Meanwhile, the status dropout rate, or the percentage of 16- to 24-year-olds who were not enrolled in school and did not have a high school diploma or its equivalent, was 5.3 percent in 2018.

Total undergraduate enrollment in degree-granting postsecondary institutions in 2018 stood at 16.6 million students. The average net price of college for first-time, full-time undergraduates attending 4-year institutions was $13,700 at public institutions, $27,000 at private nonprofit institutions, and $22,100 at private for-profit institutions (in constant 2018–19 dollars). In the same year, institutions awarded 1.0 million associate’s degrees, 2.0 million bachelor’s degrees, 820,000 master’s degrees, and 184,000 doctor’s degrees.

Ninety-two percent of 25- to 34-year-olds in the United States had a high school diploma or its equivalent in 2018. In comparison, the average rate for the Organization for Economic Cooperation and Development (OECD) member countries was 85 percent. Some 49 percent of these individuals in the United States had obtained a postsecondary degree, compared with the OECD average of 44 percent. Similar to previous years, annual median earnings in 2018 were higher for 25- to 34-year-olds with higher levels of education. In 2018, U.S. 25- to 34-year-olds with a bachelor’s or higher degree earned 66 percent more than those with a high school diploma or equivalent.

The Condition of Education includes an Executive Summary, an At a Glance section, a Reader’s Guide, a Glossary, and a Guide to Sources, all of which provide additional background information. Each indicator includes references to the source data tables used to produce the indicator.

As new data are released throughout the year, indicators will be updated and made available on The Condition of Education website

In addition to publishing The Condition of Education, NCES produces a wide range of other reports and datasets designed to help inform policymakers and the public about significant trends and topics in education. More information about the latest activities and releases at NCES may be found on our website or at our social media sites on TwitterFacebook, and LinkedIn.

 

By James L. Woodworth, NCES Commissioner

NCES’s Top Hits of 2019

As 2019 comes to an end, we’re taking stock of NCES’s most downloaded reports, most viewed indicators, Fast Facts, and blog posts, and most engaging tweets over the past year. As you reflect on 2019 and kick off 2020, we encourage you to take a few minutes to explore the wide range of education data NCES produces.

 

Top Five Reports, by PDF downloads

1. Condition of Education 2019 (8,526)

2. Condition of Education 2018 (5,789)

3Status and Trends in the Education of Racial and Ethnic Groups 2018 (4,743)

4. Student Reports of Bullying: Results From the 2015 School Crime Supplement to the National Crime Victimization Survey (4,587)

5. Digest of Education Statistics 2017 (4,554)

 

Top Five indicators from the Condition of Education, by number of web sessions

1. Children and Youth With Disabilities (86,084)

2. Public High School Graduation Rates (68,977)

3. Undergraduate Enrollment (58,494)

4. English Language Learners in Public Schools (50,789)

5. Education Expenditures by Country (43,474)

 

Top Five Fast Facts, by number of web sessions

1. Back to School Statistics (227,510)

2. College Graduate Rates (109,617)

3. Tuition Costs of Colleges and Universities (107,895)

4. College Endowments (71,056)

5. High School Dropout Rates (67,408)

 

Top Five Blog Posts, by number of web sessions

1. Free or Reduced Price Lunch: A Proxy for Poverty? (5,522)

2. Explore Data on Mental Health Services in K–12 Public Schools for Mental Health Awareness Month (4,311)

3. Educational Attainment Differences by Students’ Socioeconomic Status (3,903)

4. Education and Training Opportunities in America’s Prisons (3,877)

5. Measuring Student Safety: Bullying Rates at School (3,706)

 

Top Five Tweets, by number of impressions

1. Condition of Education (45,408 impressions)

 

2. School Choice in the United States (44,097 impressions)

 

3. NAEP Music and Visual Arts Assessment (32,440 impressions)

 

4. International Education Week (29,997 impressions)

 

5. Pop Quiz (25,188 impressions)

 

Be sure to check our blog site and the NCES website in 2020 to keep up-to-date with NCES’s latest activities and releases. You can also follow NCES on Twitter, Facebook, and LinkedIn for daily updates and content.

 

By Thomas Snyder

Trends in Graduate Student Loan Debt

Sixty percent of students who completed a master’s degree in 2015–16 had student loan debt, either from undergraduate or graduate school. Among those with student loan debt, the average balance was $66,000.[i] But there are many types of master’s degrees. How did debt levels vary among specific degree programs? And how have debt levels changed over time? You can find the answers, for both master’s and doctorate degree programs, in the Condition of Education 2018.

Between 1999–2000 and 2015–16, average student loan debt for master’s degree completers increased by:

  • 71 percent for master of education degrees (from $32,200 to $55,200),
  • 65 percent for master of arts degrees (from $44,000 to $72,800),
  • 39 percent for master of science degrees (from $44,900 to $62,300), and
  • 59 percent for “other” master’s degrees[ii] (from $47,200 to $75,100).

Average loan balances for those who completed master of business education degrees were higher in 2015–16 than in 1999–2000 ($66,300 vs. $47,400), but did not show a clear trend during this period.

Between 1999–2000 and 2015–16, average student loan debt for doctorate degree completers increased by:

  • 97 percent for medical doctorates (from $124,700 to $246,000),
  • 75 percent for other health science doctorates[iii] (from $115,500 to $202,400),
  • 77 percent for law degrees (from $82,400 to $145,500),
  • 104 percent for Ph.D.’s outside the field of education (from $48,400 to $98,800), and
  • 105 percent for “other (non-Ph.D.) doctorates[iv] (from $64,500 to $132,200).

While 1999–2000 data were unavailable for education doctorate completers, the average balance in 2015–16 ($111,900) was 66 percent higher than the average loan balance for education doctorate completers in 2003–04 ($67,300).

For more information, check out the full analysis in the Condition of Education 2018.

 

By Joel McFarland

 

[i] The average balances in this analysis exclude students with no student loans.

[ii] Includes public administration or policy, social work, fine arts, public health, and other.

[iii] Includes chiropractic, dentistry, optometry, pharmacy, podiatry, and veterinary medicine.

[iv] Includes science or engineering, psychology, business or public administration, fine arts, theology, and other.