IES Blog

Institute of Education Sciences

Research Roundup: NCES Celebrates Native American Heritage Month

Looking at data by race and ethnicity can provide a better understanding of education performance and outcomes than examining statistics that describe all students. In observation of Native American Heritage Month, this blog presents NCES findings on the learning experiences of American Indian/Alaska Native (AI/AN) students throughout their education careers.

Early Childhood Education

  • In 2019, 45 percent of AI/AN 3- to 4-year-olds and 83 percent of AI/AN 5-year-olds were enrolled in school.
     

K12 Education

  • The 2019 National Indian Education Study (NIES) surveyed students, teachers, and school principals about the experiences of AI/AN students in 4th and 8th grades.
     
    • How much do AI/AN students know about their culture?
      • Most 4th-grade AI/AN students reported having at least “a little” knowledge of their AI/AN tribe or group, with 17 percent reporting knowing “nothing.” About 19 to 23 percent reported having “a lot” of cultural knowledge across school types. (For more information, see NIES 2019, p. 11.)
         
    • Where do AI/AN students learn about their culture?
      • Family members were identified as the people who taught students the most about AI/AN history, with 45 percent of 4th-grade students and 60 percent of 8th-grade students so reporting. Teachers were the second most commonly identified group of people important for educating students on AI/AN cultural topics. (For more information, see NIES 2019, p. 12.)
         
    • How do teachers contribute to AI/AN student cultural knowledge?
      • A majority of AI/AN students had teachers who integrated AI/AN culture or history into reading lessons: overall, 89 percent of 4th-grade students and 76 percent of 8th-grade students had teachers who reported using these concepts in reading lessons “at least once a year.” (For more information, see NIES 2019, p. 16.)
         
    • What are AI/AN student trends on assessments in mathematics and reading?
      • Nationally, mathematics scores for AI/AN students from 2015 to 2019 remained unchanged for 4th-graders and declined for 8th-graders. Most states saw no change. (For more information, see NIES 2019, p. 46.)
         
  • In 2019, 52 percent of AI/AN 4th-grade students had access to a computer at home. (For more information, see NIES 2019, p. 45.)
     
  • There were 505,000 AI/AN students enrolled in public schools in 1995, compared with 490,000 AI/AN students in fall 2018 (the last year of data available).
     
  • In fall 2018, less than half of AI/AN students (40 percent) attended schools where minority students comprised at least 75 percent of the student population.
     
  • There are approximately 45,000 American Indian/Alaska Native students served by approximately 180 Bureau of Indian Education (BIE) schools located on 64 reservations in 23 states.
     
  • In school year 2018–19, the adjusted cohort graduation rate (ACGR) was 74 percent for AI/AN public school students. The ACGRs for AI/AN students ranged from 51 percent in Minnesota to 94 percent in Alabama and were higher than the U.S. average in eight states (Texas, Virginia, Louisiana, Tennessee, Connecticut, New Jersey, Alabama, and Kentucky).
     
  • In 2020, 95 percent of 25- to 29-year-olds who were AI/AN had completed at least high school.

 

Postsecondary Education

  • In academic year 2018–19, 14 percent of bachelor’s degrees conferred to AI/AN graduates were in a STEM field.
     
  • About 41 percent of AI/AN students who began seeking a bachelor’s degree full-time at a 4-year institution in fall 2013 completed that degree at the same institution within 6 years.

 

 

By Mandy Dean, AIR

Research Roundup: NCES Celebrates Hispanic Heritage Month

Breaking down data by race and ethnicity can provide a better understanding of education performance and outcomes than examining statistics representative of all students. In observation of Hispanic Heritage Month, this blog presents NCES findings on the learning experiences of Hispanic students throughout their education careers.

Early Childhood Education

  • In 2019, 43 percent of Hispanic 3- to 4-year-olds and 86 percent of Hispanic 5-year-olds were enrolled in school.

 

K12 Education



  • Between 2009 and 2018, the percentage of students enrolled in public schools who were Hispanic increased from 22 to 27 percent.


  • In school year 2018–19, the adjusted cohort graduation rate (ACGR) was 82 percent for Hispanic public school students. The ACGRs for Hispanic students ranged from 60 percent in the District of Columbia to 91 percent in Alabama and West Virginia.
  • Between 2010 and 2020, the percentage of Hispanic 25- to 29-year-olds who had completed at least high school increased by more than 20 percentage points, from 69 to 90 percent.

 

Postsecondary Education

  • In 2007, postsecondary enrollment of Hispanic students surpassed 2.0 million for the first time in history. In 2012, enrollment of Hispanic students surpassed enrollment of Black students, making Hispanic students the largest minority population enrolled in postsecondary education.


  • Between fall 2009 and fall 2019, Hispanic undergraduate enrollment increased by 48 percent (from 2.4 million to 3.5 million students).


  • In 2017–18, there were 99,718 bachelor’s degrees awarded to Hispanic students at Hispanic-serving institutions, which have a full-time undergraduate enrollment that is at least 25 percent Hispanic.


  • In academic year 2018–19, 17 percent of bachelor’s degrees conferred to Hispanic graduates were in a STEM field.
  • About 58 percent of Hispanic students who began seeking a bachelor’s degree full-time at a 4-year institution in fall 2013 completed that degree at the same institution within 6 years.

 

By Mandy Dean, AIR

New Analysis Reveals Differences in Parents’ Satisfaction With Their Child’s School Across Racial/Ethnic Groups

The National Household Education Surveys (NHES) program collects nationally representative, descriptive data on the educational activities of children and families in the United States. Specifically, NHES’s Parent and Family Involvement in Education (PFI) survey collects data about how families of K–12 students connect to their child’s school. Parents are asked questions about their involvement in and satisfaction with their child’s school as well as school choice.

This blog expands on the PFI First Look report, and more analysis of race and ethnicity in education and early childhood is available in new web tables.

The results from 2019 PFI survey—which was administered before the coronavirus pandemic—show differences across racial/ethnic groups1 in parents’ satisfaction with their child’s school. Overall, White students tended to have parents who were “very satisfied” with their child’s schools, teachers, and academic standards at the highest rates. 

Satisfaction with schools

In 2019, about two-thirds (67 percent) of White students had parents who were “very satisfied” with their child’s school (figure 1). This percentage was higher than the percentages for Hispanic students (64 percent), Asian or Pacific Islander students (61 percent), Black students (59 percent), and “Other race” students2 (57 percent).

A higher percentage of Hispanic students had parents who were “very satisfied” with their child’s school (64 percent) than did Black students (59 percent) and “Other race” students (57 percent).


Figure 1. Percentage of students enrolled in kindergarten through 12th grade whose parent/guardian reported being "very satisfied" with the student’s school, by student’s race/ethnicity: 2019

\1\"Other race" includes non-Hispanic students of Two or more races and non-Hispanic students whose parents did not choose any race from the categories provided on the race item in the questionnaire.
NOTE: Race categories exclude persons of Hispanic ethnicity.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Parent and Family Involvement in Education Survey of the National Household Education Surveys Program (PFI-NHES), 2019.


Satisfaction with teachers

Sixty-six percent of White students had parents who were “very satisfied” with their child’s teachers in 2019 (figure 2). This percentage was higher than the percentages for Hispanic students (62 percent), Black students (60 percent), “Other race” students (58 percent), and American Indian or Alaska Native students (49 percent). The percentage for Asian or Pacific Islander students was not measurably different from the percentages for any other racial/ethnic group.


Figure 2. Percentage of students enrolled in kindergarten through 12th grade whose parent/guardian reported being "very satisfied" with the student’s teachers, by student’s race/ethnicity: 2019

\1\"Other race" includes non-Hispanic students of Two or more races and non-Hispanic students whose parents did not choose any race from the categories provided on the race item in the questionnaire.
NOTE: Race categories exclude persons of Hispanic ethnicity.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Parent and Family Involvement in Education Survey of the National Household Education Surveys Program (PFI-NHES), 2019.


Satisfaction with academic standards

In 2019, about 64 percent of White students had parents who were “very satisfied” with the academic standards of their child’s school (figure 3). This percentage was higher than the percentages for Black students and Hispanic students (60 percent each), Asian or Pacific Islander students (56 percent), and “Other race” students (55 percent). The percentage for American Indian or Alaska Native students was not measurably different from the percentages for any other racial/ethnic group.


Figure 3. Percentage of students enrolled in kindergarten through 12th grade whose parent/guardian reported being "very satisfied" with the academic standards of the student's school, by student’s race/ethnicity: 2019

\1\"Other race includes non-Hispanic students of Two or more races and non-Hispanic students whose parents did not choose any race from the categories provided on the race item in the questionnaire.
NOTE: Race categories exclude persons of Hispanic ethnicity.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Parent and Family Involvement in Education Survey of the National Household Education Surveys Program (PFI-NHES), 2019.


Explore the NHES Table Library to find more data about differences in parents’ satisfaction with their child’s school.


[1] Race categories exclude students of Hispanic ethnicity, which are all included in the Hispanic category.
[2] "Other race" includes non-Hispanic students of Two or more races, and non-Hispanic students whose parents did not choose any race from the categories provided on the race item in the questionnaire..

 

By Rachel Hanson and Jiashan Cui, AIR

Back to School by the Numbers: 2021–22 School Year

Across the country, students are preparing to head back to school—whether in person, online, or through some combination of the two—for the 2021–22 academic year. Each year, the National Center for Education Statistics (NCES) compiles a Back-to-School Fast Fact that provides a snapshot of schools and colleges in the United States. Here are a few “by-the-numbers” highlights from this year’s edition.

Note: Due to the coronavirus pandemic, projected data were not available for this year’s Fast Fact. Therefore, some of the data presented below were collected in 2020 or 2021, but most of the data were collected before the pandemic began. Data collected in 2020 or 2021 are preliminary and subject to change.

 

 

48.1 million

The number of students who attended public elementary and secondary schools in fall 2020. 

The racial and ethnic profile of public school students includes 22.0 million White students, 13.4 million Hispanic students, 7.2 million Black students, 2.6 million Asian students, 2.2 million students of Two or more races, 0.4 million American Indian/Alaska Native students, and 0.2 million Pacific Islander students.

Additionally, in fall 2017, about 5.7 million students attended private schools.

 

3.7 million

The number of students projected to have graduated from high school in the 2018–19 school year, including 3.3 million students from public schools and 0.4 million students from private schools.

 

43 percent

The percentage of fourth- and eighth-grade students who were enrolled in remote instruction in February 2021.

In comparison, in May 2021, 26 percent of fourth- and eighth-grade students were enrolled in remote instruction.

 

2.3 million

The number of teachers in public schools in fall 2019.

Additionally, in fall 2017, there were 0.5 million teachers in private schools.

 

$13,187

The current expenditure per student in public elementary and secondary schools in the 2018–19 school year.

Total current expenditures in public elementary and secondary schools were $667 billion for the 2018–19 school year.

 

19.6 million

The number of students that attended colleges and universities in fall 2019—lower than the peak of 21.0 million in 2010.

About 5.6 million attended 2-year institutions and 14.0 million students attended 4-year institutions in fall 2019.

 

11.3 million

The number of female postsecondary students in fall 2019.

In comparison, there were 8.4 million male postsecondary students in fall 2019.

 

7.3 million

The number of postsecondary students who were enrolled in any distance education course in fall 2019.

In comparison, there were 12.3 million students who were not enrolled in distance education in fall 2019.

 

Be sure to check out the full Fast Fact to learn more about these and other back-to-school data.

The staff of NCES and of the Institute of Education Sciences (IES) hopes our nation’s students, teachers, administrators, school staffs, and families have an outstanding school year!

 

By Megan Barnett and Sarah Hein, AIR

New Data Reveal Public School Enrollment Decreased 3 Percent in 2020–21 School Year

NCES recently released revised Common Core of Data (CCD) Preliminary Files, which are the product of the school year (SY) 2020–21 CCD data collection. CCD, the Department of Education’s primary database on public elementary and secondary education in the United States, provides comprehensive annual data on enrollment, school finances, and student graduation rates.

Here are a few key takeaways from the newly released data files:

Public school enrollment in SY 2020–21 was lower than it was in SY 2019–20.

Overall, the number of students enrolled in public schools decreased by 3 percent from SY 2019–20 to SY 2020–21. Note that Illinois did not submit data in time to be included in this preliminary report. The SY 2019–20 and SY 2020–21 total enrollment counts for California, Oregon, American Samoa, and the Bureau of Indian Education do not include prekindergarten counts.

The rate of decline in public school enrollment in SY 2020–21 was not consistent across all states.

Within states, the largest decreases were in Mississippi and Vermont (5 percent each), followed by Washington, New Mexico, Kentucky, New Hampshire, and Maine (each between 4 and 5 percent) (figure 1). Eighteen states had decreases of 3 percent or more; 29 states had decreases between 1 and 3 percent; and the District of Columbia, South Dakota, and Utah had changes of less than 1 percent.



Lower grade levels experienced a greater rate of decline in public school enrollment than did higher grade levels in SY 2020–21.

Public school enrollment decreased by 13 percent for prekindergarten and kindergarten and by 3 percent for grades 1–8. Public school enrollment increased by 0.4 percent for grades 9–12.

Most other jurisdictions experienced declines in public school enrollment in SY 2020–21.

Public school enrollment decreased in Puerto Rico (6 percent), Guam (5 percent), and American Samoa (2 percent). The Virgin Islands, however, experienced an increase of less than 1 percent.

To access the CCD preliminary data files and learn more about public school enrollment in SY 2020–21, visit the CCD data files webpage.