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The "2022 Fall Enrollment Report" contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent of Part Time Students, Full Time Equivalencies, and Scheduled Credit Hours; (5) Trending Headcount, Full Time Enrolled, and FTE of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount by Delivery Method; (8) Degree Credit Headcount by Distance Education Delivery; (9) Undergraduate Headcount by State; (10) Graduate and Professional Headcount by State; (11) Headcount of North Dakota Students by County of Residence; (12) Unduplicated Headcount for North Dakota Students by County of Residence (graphic); (13) Historical Headcount for North Dakota Students by County of Residence; (14) Headcount by Residency and Tuition Residency Status; (15) Headcount by Age; and (16) Headcount by Race. Data Sources and Data Definitions are included, along with an appendix of tables and maps. [For the 2021 Fall Enrollment Report, see ED615689.]

The Fall 2022 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2021 Enrollment Fact Book, see ED617838.]

The "2021 Fall Enrollment Report" contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent of Part Time Students, Full Time Equivalencies, and Scheduled Credit Hours; (5) Trending Headcount, Full Time Enrolled, and FTE of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount by Delivery Method; (8) Degree Credit Headcount by Distance Education Delivery; (9) Undergraduate Headcount by State; (10) Graduate and Professional Headcount by State; (11) Headcount of North Dakota Students by County of Residence; (12) Unduplicated Headcount for North Dakota Students by County of Residence (graphic); (13) Historical Headcount for North Dakota Students by County of Residence; (14) Headcount by Residency and Tuition Residency Status; (15) Headcount by Age; and (16) Headcount by Race. Data Sources and Data Definitions are included, along with an appendix of tables and maps. [For the 2020 Fall Enrollment Report, see ED612582.]

The Fall 2021 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2020 Enrollment Fact Book, see ED617836.]

The "2020 Fall Enrollment Report" contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent of Part Time Students, Full Time Equivalencies, and Scheduled Credit Hours; (5) Trending Headcount, Full Time Enrolled, and FTE of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount by Delivery Method; (8) Degree Credit Headcount by Distance Education Delivery; (9) Undergraduate Headcount by State; (10) Graduate and Professional Headcount by State; (11) Headcount of North Dakota Students by County of Residence; (12) Unduplicated Headcount for North Dakota Students by County of Residence (graphic); (13) Historical Headcount for North Dakota Students by County of Residence; (14) Headcount by Residency and Tuition Residency Status; (15) Headcount by Age; and (16) Headcount by Race. Data Sources and Data Definitions are included, along with an appendix of tables and maps. [For the 2019 Fall Enrollment Report, see ED605039.]

Age requirements for free and compulsory education help policymakers ensure that students receive the benefits of early education and support a reduction in dropout rates. Depending on the state, students are required to attend school for as few as nine years and up to 13 years. However, exemptions exist on both sides of the K-12 spectrum to support students with circumstances outside of compulsory attendance requirements. Some common exemptions include home instruction, mental or physical conditions that make attendance infeasible, or completion of equivalent high school requirements. This resource provides a national comparison of school age requirements for both free and compulsory education across all 50 states and the District of Columbia. Unless otherwise noted, all information in this resource was gathered from state statutes and constitutions only. [View the full "50-State Comparison: Free and Compulsory School Age Requirements" here: https://www.ecs.org/50-state-comparison-free-and-compulsory-school-age-requirements/.]

The Persistence and Retention report series examines first-year persistence and retention rates for beginning postsecondary students. Persistence rate is measured by the percentage of students who return to college at any institution for their second year, while retention rate is by the percentage of students who return to the same institution. Students attaining a credential in their first year are accounted for in persistence and retention rates. The report is designed to help institutions understand trends and patterns in this important early success indicator, and identify disparities by institutional type, state, degree level, starting enrollment intensity, and student demographic factors such as age, gender, and race/ethnicity. [For "First-Year Persistence and Retention for Fall 2017 Cohort. Snapshot™ Report, Summer 2019," see ED601214.]

The Fall 2020 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2019 Enrollment Fact Book, see ED611659.]

The "2019 Fall Enrollment Report" contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount Enrollment; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent Enrollments of Part Time and Full Time by Level of Student Based on Total Student Credit Hours; (5) Trending Headcount, Full Time Enrolled, and Full Time Equivalencies (FTE) of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount Enrollment by Instructional Mode; (8) Degree Credit Headcount Enrollment by E-Learning Delivery Method; (9) Undergraduate Headcount Enrollment by State; (10) Graduate and Professional Headcount Enrollment by State; (11) Headcount Enrollments for North Dakota Students by County of Residence; (12) Unduplicated Headcount Enrollments for North Dakota Students by County of Residence; (13) All Enrollments for North Dakota Students by County of Residence; (14) Headcount Enrollments and Headcount by Tuition Residency Status; (15) Headcount Enrollment by Age; and (16) Headcount Enrollment by Race. Data Sources Used for Reporting and Data Definitions are included. [For the 2018 Fall Enrollment Report, see ED590844.]

This report uses data from the 2016 Early Childhood Program Participation Survey (ECPP) of the National Household Educational Surveys Program (NHES). It provides findings about percentages of children who received any nonparental care, the type (relative care, nonrelative care, center-based care, or multiple arrangements), associated costs of care, assistance received, and the factors that influenced parents' decisions about childcare arrangements.

The Fall 2019 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2018 Enrollment Fact Book, see ED594012.]

Among all students who enrolled in college for the first time in fall 2017, 73.8 percent persisted at any U.S. institution in fall 2018, while 61.7 percent were retained at their starting institution. This brief report presents the following statistics on first-year persistence and retention for the Fall 2017 Cohort: (1) First-Year Persistence and Retention by Starting Enrollment Intensity, All Institutions, 2009-2017; (2) First-Year Persistence and Retention by Race and Ethnicity All Institutions, Fall 2017 Entering Cohort; (3) First-Year Persistence and Retention by Age at College Entry All Institutions, 2009-2017; (4) First-Year Persistence and Retention for Students Who Started College in Four-Year Public Institutions, 2009-2017; (5) First-Year Persistence and Retention by Race and Ethnicity Four-Year Public Institutions, Fall 2017 Entering Cohort; (6) First-Year Persistence and Retention for Students Who Started College in Two-Year Public Institutions, 2009-2017; (7) First-Year Persistence and Retention by Race and Ethnicity Two-Year Public Institutions, Fall 2017 Entering Cohort; (8) First-Year Persistence and Retention for Students Who Started College in Four-Year Private Nonprofit Institutions, 2009-2017; (9) First-Year Persistence and Retention by Race and Ethnicity Four-Year Private Nonprofit Institutions, Fall 2017 Entering Cohort; (10) First-Year Persistence and Retention for Students Who Started College in Four-Year Private For-Profit Institutions, 2010-2017; (11) First-Year Persistence and Retention for Top Five Popular Majors, Bachelor's Degree Programs, Fall 2017 Entering Cohort; (12) First-Year Persistence and Retention for Top Five Popular Majors, Associate Degree Programs, Fall 2017 Entering Cohort; and (13) First-Year Persistence and Retention for Top Five Popular Majors, Undergraduate Certificate Programs, Fall 2017 Entering Cohort. Definitions and notes on cohort selection are included.

The Fall 2018 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2017 Enrollment Fact Book, see ED594011.]

The Association of Community College Trustees (ACCT) "Citizen Trustee Survey" is the most current look at the individuals providing leadership to community colleges across the country by serving on those institutions' governing boards. By conducting this survey, ACCT sought to gain a better understanding of trustees' backgrounds, roles, and challenges in serving community colleges and their students. This information can educate community college leaders themselves, policymakers, and the public about who is leading these institutions which serve nearly 40 percent of all postsecondary students. This summary report presents selected data points from the survey that will be particularly valuable to those working in higher education, policymakers, and the public. This report addresses four questions: (1) What are the demographic characteristics of trustees?; (2) What was trustees' prior relationships with their community college and their motivations for serving?; (3) What are trustees' priorities?; and (4) What do trustees view as the primary challenges facing their college and community? A key finding from the survey is that the demographic backgrounds of trustees, particularly with regard to gender and race and ethnicity, are starkly different from the backgrounds of community college students. While the data reveal important demographic differences between trustees and students, they also describe trustees' strong commitment to service.

The Fall 2017 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2016 Enrollment Fact Book, see ED594009.]

Based on data from the second follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:08/12), these Web Tables present information on the employment, enrollment, and debt of first-time bachelor's degree recipients 4 years after graduation. The tables describe graduates' employment history and status after 4 years, their current or most recent occupation and salary, and their experiences with unemployment after college. In addition, some tables focus on steps taken toward further education, including enrollment after the 2007-08 bachelor's degree and attainment of additional degrees. Finally, the tables present information on graduates' borrowing for postsecondary education and repayment of education loans.

The Fall 2016 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2015 Enrollment Fact Book, see ED594008.]

This publication presents estimates of apprentice and trainee activity in Australia for the March quarter 2017. The figures in this publication are derived from the National Apprentice and Trainee Collection no.92 (June 2017 estimates). The most recent figures in this publication are estimated (that is, for training activity from the June quarter 2015 to the March quarter 2017). Estimates take into account reporting lags that occur at the time of data collection. Consequently, the figures in this publication may differ from those published in earlier or later reports. The figures in bold are the actual numbers. Estimated data are presented on a quarterly and 12-month ending series basis. The 12-month ending series is particularly useful in showing longer-term data trends, but is less useful in identifying turning points. This publication also presents early trend estimates for the June quarter 2017 for seasonally adjusted and smoothed commencements at the national level for trades and non-trades occupations. Seasonal adjustment and smoothing involves the use of a mathematical model to smooth out fluctuations due to seasonal influences. These early trend estimates cannot be disaggregated further by state and territory. Note that the percentages presented in this publication are reported to one decimal place. All other numbers, after aggregation, have been rounded to the nearest hundred. Rounding can lead to instances where the numbers in the body of a given table might not add to the rounded totals.

The Fall 2015 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2014 Enrollment Fact Book, see ED594006.]

In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda that seeks to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional level. While the higher education landscape has been shaped by the CCTA, higher education is evolving to adopt Governor Bill Haslam's statewide reform agenda, collectively known as the "Drive to 55." Calendar year 2015 ushered in a new long-range plan, the 2010-2015 Master Plan for Tennessee Higher Education, which sets the stage for continued transformational change in Tennessee higher education. Stated succinctly, this plan seeks to: (1) make dramatic increases in degree production and efficiency; (2) within available resources (state operating appropriations plus tuition); (3) without diminishing educational quality; (4) thereby improving community, county, and statewide postsecondary attainment; and (5) to support improvements in workforce capacity and quality as well as economic and community (i.e., workplace) development. This fact book contains tables and charts with data relevant to student participation, student success, academic and fiscal trends, outcomes funding, etc. The Fact Book is a resource for various stakeholders in higher education such as administrators, researchers, and legislators. A glossary is also included. [For the "Tennessee Higher Education Fact Book: 2014-2015," see ED572975.]

In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda that seeks to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional levels. While the higher education landscape has been shaped by the CCTA, higher education is evolving to adopt Governor Bill Haslam's statewide reform agenda, collectively known as the "Drive to 55." Calendar year 2015 ushered in a new long-range plan, the 2015-2025 Master Plan for Tennessee Postsecondary Education, which sets the stage for continued transformational change in Tennessee higher education. This plan seeks to: (1) make dramatic increases in degree production and efficiency; (2) within available resources (state operating appropriations plus tuition); (3) without diminishing educational quality; (4) thereby improving community, county, and statewide postsecondary attainment; (5) to support improvements in workforce capacity and quality as well as economic and community (i.e., workplace) development. The success of this goal relies largely on the recruitment, retention, and completion of adults in higher education. Tennessee Reconnect, the adult-focused efforts of the Drive to 55, works to engage the over 900,000 Tennessee adults over 25 who have some college but have not completed their degree, and the 1.4 million Tennesseans over 25 with only a high school degree. Beyond meeting baseline metrics for labor market demand, state-level initiatives intend to ensure that postsecondary education is a viable option for any adult Tennessean who chooses to pursue it. This is accomplished by: (1) providing research for building the policy framework; (2) coordinating community and regional initiatives; (3) developing and leveraging employer and workforce partnerships; (4) supporting and building capacity within institutions to serve adults more effectively; and, (5) supporting and reaching out to adult learners. In order to more deeply understand and illustrate the importance and condition of adult learners in Tennessee higher education, we must analyze and report the rich data we have access to in our state. In 2015, The Tennessee Higher Education Commission (THEC) released the first edition of this THEC Fact Book focused solely on adult learners to provide institutional faculty and staff, state higher education policy leaders and non-profit organizations the context of adult student participation and success in Tennessee higher education. The purpose through all Tennessee Reconnect initiatives is to further understand the complexities, challenges and barriers facing adult learners in Tennessee in order to inform and influence state and institutional policy, support various community and state partnerships and build capacity within the state's institutions to more effectively support and reach out to adult learners. This fact book contains tables and charts with data relevant to Tennessee public institution profiles, adult student participation, adult student success, and Tennessee reconnect program updates. A glossary is also included. [For the " Tennessee Higher Education Adult Student Fact Book: 2014-2015," see ED572970.]

Between 2014 and 2060, the U.S. population is projected to increase from 319 million to 417 million, reaching 400 million in 2051. The U.S. population is projected to grow more slowly in future decades than in the recent past, as these projections assume that fertility rates will continue to decline and that there will be a modest decline in the overall rate of net international migration. By 2030, one in five Americans is projected to be 65 and over; by 2044, more than half of all Americans are projected to belong to a minority group (any group other than non-Hispanic White alone); and by 2060, nearly one in five of the nation's total population is projected to be foreign born. This report summarizes results from the U.S. Census Bureau's 2014 National Projections, with a focus on changes in the age structure and shifts in the racial and ethnic composition of the population--both the total population as well as the native and foreign born.

The Fall 2014 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [This report was produced by the Mississippi Institutions of Higher Learning Office of Strategic Data Management. For the Fall 2013 Enrollment Fact Book, see ED594005.]

In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda that seeks to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional level. While the higher education landscape has been shaped by the CCTA, higher education is evolving to adopt Governor Bill Haslam's statewide reform agenda, collectively known as the "Drive to 55." Calendar year 2015 will usher in a new long-range plan that will supplant the 2010-2015 Public Agenda for Tennessee Higher Education, which helped set the stage for transformational change in Tennessee higher education. Stated succinctly, this plan seeks to: (1) make dramatic increases in degree production and efficiency; (2) within available resources (state operating appropriations plus tuition); (3) without diminishing educational quality; (4) thereby improving community, county, and statewide postsecondary attainment; and (5) to support improvements in workforce capacity and quality as well as economic and community (i.e., workplace) development. This fact book contains tables and charts with data relevant to student participation, student success, academic and fiscal trends, outcomes funding, etc. The Fact Book is a resource for various stakeholders in higher education such as administrators, researchers, and legislators. A glossary is also included. [For the "Tennessee Higher Education Fact Book: 2013-2014," see ED572973.]

In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda that seeks to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional levels. While the higher education landscape has been shaped by the CCTA, higher education is evolving to adopt Governor Bill Haslam's statewide reform agenda, collectively known as the "Drive to 55." The goal of the Drive to 55 is to raise the proportion of the state's working-age population with college credentials to 55 percent by the year 2025. The success of this goal relies largely on the recruitment, retention, and completion of adults in higher education. Tennessee Reconnect, the adult-focused efforts of the Drive to 55, works to engage the over 900,000 Tennessee adults over 25 who have some college but have not completed their degree, and the 1.4 million Tennesseans over 25 with only a high school degree. Beyond meeting baseline metrics for labor market demand, state-level initiatives intend to ensure that postsecondary education is a viable option for any adult Tennessean who chooses to pursue it. This is accomplished by (1) providing research for building the policy framework; (2) coordinating community and regional initiatives; (3) developing and leveraging employer and workforce partnerships; (4) supporting and building capacity within institutions to serve adults more effectively; and (5) supporting and reaching out to adult learners. This fact book contains tables and charts with data relevant to adult student participation and adult student success. A glossary is also included.

This document is a companion guide to "A Descriptive Analysis of the Principal Workforce in Florida Schools" (Folsom, Osborne-Lampkin, & Herrington, in press). It describes the methods used to extract information from the Florida Department of Education database in order to conduct a descriptive analysis of the demographic composition, certifications, and career paths of the state's school leaders in the 2011/12 school year. This companion guide aims to help those interested in using similar databases in other states or contexts for replication or further extension. This guide describes the process of data cleaning, merging, and analysis, including: (1) Identifying and requesting data; (2) Creating functional datasets; (3) Merging datasets; and (4) Analyzing data. This applied research methods report outlines the process and procedures used to mine and analyze data from the Florida education staffing database. The report also provides directions and examples for conducting similar work with other administrative databases. Appendices include: (1) Sample project timeline; (2) Key Terms; (3) Sample data request; and (4) Data dictionary.

In the state supplement to the National Student Clearinghouse's sixth Signature Report, a national study on college completion, the authors take a state-by-state look at the various pathways that students take to complete a college degree or certificate. The results are displayed in three sets of tables organized by institution type, showing each state's outcomes for students who started postsecondary education at four-year public institutions, two-year public institutions, and four-year private nonprofit institutions. Each set of tables provides state-level overviews of college completion outcomes. Further results are included, showing state-level six-year outcomes for students. Among the study's findings are: (1) Nationally, 13% of students who started at four-year public institutions completed at an institution other than the starting institution. In 18 states, students who started at four-year public institutions had a higher completion rate elsewhere, with Minnesota having the highest rate at 26 percent followed by Missouri and Nebraska each with 19 percent; (2) 3.6 percent of all students who started at a four-year public institution received their first degree/certificate at a two-year institution. The rate was over five percent in Arkansas, Minnesota, North Dakota, South Dakota, and Wisconsin; (3) In seven states, more than 20 percent of the students who started in two-year public institutions completed at a four-year institution (with or without first receiving a credential at a two-year institution) within six years, with Kansas having the highest rate at 26 percent followed by Virginia at 23 percent; and (4) In 14 states, at least one in every five women who started at two-year public institutions completed at a four-year institution. Only in three states did at least 20 percent of men who started in a two-year public institution complete at a four-year institution. [This report is a supplement to "Completing College: A National View of Student Attainment Rates, Fall 2007 Cohort. (Signature Report No. 6)" (ED596257).]

The Fall 2013 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [This report was produced by the Mississippi Institutions of Higher Learning Office of Academic & Student Affairs.]

In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda that seeks to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional level. At the center of these reforms is the need for more Tennesseans to be better educated and trained, while also acknowledging the state's diminished fiscal capacity to support higher education. The overarching goal of the 2010-15 Public Agenda for Tennessee Higher Education is to have Tennessee meet the projected national average in educational attainment by 2025. The primary state policy levers for addressing the state's educational needs include promoting: (1) productivity and efficiency through an outcomes-based funding formula; (2) quality assurance through revised performance funding standards; (3) economic and workforce development through responses to a study of labor market supply and demand; (4) efficiency and effectiveness through purposeful reporting; (5) efficiencies through mission and sector differentiation; (6) efficiencies through inter-institutional collaboration and reduced duplication; and (7) efficiencies through incentives for extramural support. This fact book contains tables and charts with data relevant to student participation, student success, academic and fiscal trends, outcomes funding, etc. The Fact Book is a resource for various stakeholders in higher education such as administrators, researchers, and legislators. A glossary is also included. [For the "Tennessee Higher Education Fact Book: 2012-2013," see ED560718.]

This report provides a snapshot of statistics from academic year 2016-17 related to students at UK higher education institutions and the income and expenditure of these institutions. The statistics reviewed include universities' research activity, student employability, and information on international students and staff. ?????Highlights include: (1) Non-UK staff accounted for 43% of academic staff in engineering and technology; and 39% in biological, mathematical and physical sciences; (2) 14% of undergraduate students, 35% of postgraduate students and 30% of academic staff were from outside the UK 18-year-old entry rates were at their highest recorded levels in England and Scotland; and (3) The high-skill employment rate in England was 56% higher for postgraduates than non-graduates. One appendix is included. [To view the 2017 report, see ED592536.]

Since the 1970s, the National Assessment of Educational Progress (NAEP) has monitored the academic performance of 9-, 13-, and 17-year-old students with what have become known as the long-term trend assessments. Four decades of results offer an extended view of student achievement in reading and mathematics. Results in this report are based on the most recent performance of more than 50,000 public and private school students who, by their participation, have contributed to our understanding of the nation's academic achievement. Both 9- and 13-year-olds scored higher in reading and mathematics in 2012 than students their age in the early 1970s (figure A). Scores were 8 to 25 points higher in 2012 than in the first assessment year. Seventeen-year-olds, however, did not show similar gains. Average reading and mathematics scores in 2012 for 17-year-olds were not significantly different from scores in the first assessment year. Closing achievement gaps is a goal of both national and state education policy. The results from the 2012 NAEP long-term trend assessments show some progress toward meeting that goal. Appended are: (1) Percentage of students assessed in NAEP reading, by age group and selected characteristics: Various years, 1971-2012; (2) Percentage of students assessed in NAEP mathematics, by age group and selected characteristics: Various years, 1978-2012; (3) Percentage of students identified as students with disabilities and/or English language learners excluded in NAEP reading and mathematics, as a percentage of all students, by subject and age group: Various years, 1990-2012; and (4) Percentage of 9-, 13-, and 17-year-old students with disabilities (SD) and/or English language learners (ELL) identified, excluded, and assessed in NAEP reading and mathematics, as a percentage of all students, by SD/ELL category: 2012. (Contains 38 figures and 10 tables.)

College completion, earning a degree or certificate, is considered to be a key college success outcome, supported by every educational policymaker. Yet, institutions and policymakers in the U.S. know surprisingly little about the rates of completion for students who follow all but the most traditional of postsecondary pathways. This is because traditional graduation rate calculations are institution based and only count students who finish at the same institution where they started. Building on findings from previous reports in the National Student Clearinghouse Research Center's "Signature Report" series, this new report measures this key college success outcome--rates of first completion--encompassing postsecondary credentials of all levels and types at any institution in any state, whether it is the first, second, third, or more, attended. This report draws on the Clearinghouse database's near-census national coverage of enrollments and awarded degrees to explore the six-year outcomes of a cohort of first-time-in-college degree-seeking students who started in fall 2006 (N=1,878,484). It enhances the traditional graduation rate by reporting in four key ways: (1) Student completion anywhere, beyond institutional boundaries, across state lines, and over time; (2) Persistence anywhere, not just at the starting institution, for those who have not yet completed but are still pursuing a degree; (3) College outcomes broken out by student age at first entry and enrollment intensity, thus addressing questions about the role of students' varied postsecondary pathways in progress toward national completion goals; and (4) Enrollment intensity based on the enrollment status in all terms of enrollment, and not just the first term. Specifically, this report examines: (1) Six-year college outcomes, including the first instance of degree or certificate completion (first completion), persistence, and stop-out. Outcomes are broken out by students' age at first entry, students' enrollment intensity, enrollment intensity within each age group, and type of starting institution; (2) Six-year college outcomes for students who started at four-year public institutions, at two-year public institutions, at four-year private nonprofit institutions, and at four-year private for-profit institutions; and (3) Patterns of completion across state lines, broken out by students' enrollment intensity, students' age at first entry, and enrollment intensity within each age group. The findings presented in this report show that within six years, 12.1 percent of first-time-in-college degree-seeking students who enrolled in fall 2006 completed a degree or certificate at an institution other than their starting institution, raising the overall completion rate from 42.0 percent to 54.1 percent. Mixed enrollment students completed at an institution other than their starting institution at a higher rate (14.6 percent) than exclusively full-time (10.6 percent) and exclusively part-time (3.1 percent) students. Appended are: (1) Methodological Notes; (2) Coverage Tables; and (3) Results Tables. (Contains 29 figures, 34 tables, and 5 footnotes.)

The World Geographic Trend Report presents trends in the student pipeline for graduate management education. Examination of data collected from respondents taking the Graduate Management Admission Test[R](GMAT[R]) during the 2007 and 2011 testing years (TY) and from the destination of their score reports forms the basis for this report. The GMAT score-sending data studied for this update reveal two key types of information related to examinees' geographic program preferences. First is "absolute" change in the overall number of GMAT score reports that are sent each year, which reflects the physical size of the annual student pipeline. Absolute change tends to fluctuate widely depending on yearly testing volume. The second type of information is "relative" change, which measures the proportion of total scores sent to a given country or region and reveals structural changes in market share. Relative change is generally more stable over time. Understanding both types of information--absolute and relative--enhances a school's ability to navigate the student pipeline and recruit effectively. Major differences in score-sending behavior were observed between TY 2007 and TY 2011 for many of the citizen and geographic groups covered in this report. This is not surprising given the global nature of higher education today. Many factors influence the attractiveness of certain programs to students and also the ability of students to pursue management education. This report identifies the aggregate outcomes of such dynamics. Appended are: (1) Regional Categories; and (2) Supplemental GMAT Data. (Contains 28 tables, 26 figures and 3 footnotes.) [Contributors include Alex Chisholm and Hillary Chan.]

The North American Geographic Trend Report presents trends in the student pipeline for graduate management education. Examination of data collected from respondents taking the Graduate Management Admission Test[R] (GMAT[R]) during the 2007 and 2011 testing years (TY) and from the requested destination of their score reports forms the basis of this report. The GMAT score-sending data studied for this update reveal two key types of information related to examinees' geographic program preferences. First is "absolute" change in the overall number of GMAT score reports that are sent each year, which reflects the physical size of the annual student pipeline. Absolute change tends to fluctuate widely depending on yearly testing volume. The second type of information is "relative" change, which measures the proportion of total scores sent to a given country or region and reveals structural changes in market share. Relative change is generally more stable over time. Understanding both types of information--absolute and relative--enhances a school's ability to navigate the student pipeline and recruit effectively. Significant differences in score-sending behavior were observed between TY 2007 and TY 2011 for many of the groups covered in this report. This is not surprising given the global nature of higher education today, which is characterized by innovation and constant change. Many factors influence the attractiveness of certain programs to students and also the ability of students to pursue management education. This report identifies the aggregate outcomes of such dynamics for North American residents and schools. Appended are: (1) US Regional Category Descriptions; and (2) US State-by-State GMAT[R] Data. (Contains 26 tables, 24 figures and 1 footnote.) [Contributors include Alex Chisholm and Hillary Taliaferro Chan.]

The Asian Geographic Trend Report presents trends in the student pipeline for graduate management education. Examination of data collected from respondents taking the Graduate Management Admission Test[R] (GMAT[R]) during the 2007 and 2011 testing years (TY) and from the requested destination of their score reports forms the basis of this report. The GMAT score-sending data studied for this update reveal two key types of information related to examinees' geographic program preferences. First is "absolute" change in the overall number of GMAT score reports that are sent each year, which reflects the physical size of the annual student pipeline. Absolute change tends to fluctuate widely depending on yearly testing volume. The second type of information is "relative" change, which measures the proportion of total scores sent to a given country or region and reveals structural changes in market share. Relative change is generally more stable over time. Understanding both types of information--absolute and relative--enhances a school's ability to navigate the student pipeline and recruit effectively. Major differences in score-sending behavior were observed between TY 2007 and TY 2011 for many of the citizenship and geographic groups covered in this report. This is not surprising given the global nature of higher education today, which is characterized by innovation and constant change. Many factors influence the attractiveness of certain programs to students and also the ability of students to pursue management education. This report identifies the aggregate outcomes of such dynamics. Appended are: (1) Regional Categories; and (2) Supplemental GMAT Data. (Contains 28 tables, 26 figures and 2 footnotes.) [Contributors include Alex Chisholm and Hillary Chan.]

Education plays a fundamental role in American society. This paper takes a look at school enrollment, costs and educational outcomes. How does school enrollment today compare with 1970, when the baby boom generation was in its prime years of school attendance (age 6 to 24) and made up 90 percent of all students enrolled in school? What do people earn with a college degree? How much does one spend on schools? The American Community and other Census Bureau surveys provide information to answer these and other valuable questions. Education statistics are vital to communities in determining funding allocations and guiding program planning.

This report updates a series of NCES reports on high school dropout and completion rates that began in 1988. The report includes national and regional population estimates for the percentage of students who dropped out of high school between 2008 and 2009, the percentage of young people who were dropouts in 2009, and the percentage of young people who were not in high school and had some form of high school credential in 2009. Data are presented by a number of characteristics including race/ethnicity, sex, age, family income, disability, and geographic region. Annual data for these population estimates are provided for the 1972-2009 period. Information about the high school class of 2009 is also presented in the form on on-time graduation rates from public high schools. Appended are Technical Notes, Glossary, and Standard Error Tables. Among the findings: Event dropout rates: On average, 3.4 percent of students who were enrolled in public or private high schools in October 2008 left school before October 2009 without completing a high school program. Event dropout rates by sex: There was no measurable difference in the 2009 event dropout rates for males and females, a pattern generally found since 1972 (tables 1 and 3). Exceptions to this pattern occurred in 4 years--1974, 1976, 1978, and 2000--when males had measurably higher event dropout rates than females. Event dropout rates by race/ethnicity: Black and Hispanic students had higher event dropout rates than White students in 2009. Event dropout rates by family income: In 2009, the event dropout rate of students living in low-income families was about five times greater than the rate of their peers from high-income families (7.4 percent vs. 1.4 percent). (Contains 28 tables, 6 figures, and 30 footnotes.) [For the previous report, "Trends in High School Dropout and Completion Rates in the United States: 1972-2008. Compendium Report. NCES 2011-012," see ED513692.]

The Student Right to Know Act requires institutions that participate in any student financial assistance program under Title IV of the Higher Education Act of 1965 (as amended) to disclose graduation rates. To assist institutions in meeting this requirement, the National Center for Education Statistics (NCES) collects these rates as part of the Integrated Postsecondary Education Data System (IPEDS) in the Graduation Rates component (GRS). The cohort for this rate comprises all full-time, first-time, degree- or certificate-seeking students. Students' inclusion in the GRS cohort is based on their attendance status and degree/certificate-seeking status at the time they first enter the institution. Subsequent changes in attendance status and degree/certificate-seeking status does not change students' inclusion or exclusion from the GRS cohort. Many students are not captured in the GRS cohort. For example, the cohort excludes students who started their first semester part time or who transferred from another postsecondary education institution. Additionally, because most GRS cohorts are based on fall enrollment, full-time students who enroll for the first time in the winter/spring semester are excluded. These Web Tables compare enrollment information for entering students included in the GRS cohort (full-time, first-time degree- or certificate-seeking students) to three other degree- or certificate-seeking entering student groups: (1) part-time, first-time students; (2) full-time, transfer-in students; and (3) part-time, transfer-in students. The Web Tables present the distribution of these four student groups across institutions possessing different characteristics and by the gender and race/ethnicity of the entering student population. Specifically, these Web Tables provide information on: (1) The distribution of entering degree/certificate-seeking undergraduate students by attendance status and type of institution by select institutional characteristics (tables 1,d 3); (2) The distribution of entering degree/certificate-seeking undergraduate students by attendance status and type of institution by gender (table 4); and (3) The distribution of entering degree/certificate-seeking undergraduate students by attendance status and type of institution by race/ethnicity (table 5). A glossary is included. (Contains 15 tables and 1 endnote.)

Education and earnings interact in complex and often unexpected ways--but there are rules to the game. "The College Payoff," a new paper from the Georgetown University Center on Education and the Workforce, uses in-depth data analysis to identify, illuminate and elucidate those rules. This executive summary provides a glimpse of the education and earnings game, and cracks open the rule book for examination. (Contains 17 figures.) [For the full report, "The College Payoff: Education, Occupations, Lifetime Earnings," see ED524299.]

A college degree pays off--but by just how much? In this report from the Georgetown University Center on Education and the Workforce, the authors examine just what a college degree is worth--and what else besides a degree might influence an individual's potential earnings. This report examines lifetime earnings for all education levels and earnings by occupation, age, race/ethnicity, and gender. The data are clear: a college degree is key to economic opportunity, conferring substantially higher earnings on those with credentials than those without. A 2002 Census Bureau study estimated that in 1999, the average lifetime earnings of a Bachelor's degree holder was $2.7 million (2009 dollars), 75 percent more than that earned by high school graduates in 1999. Today, the authors find similar numbers--but since 1999, the premium on college education has grown to 84 percent. In other words, over a lifetime, a Bachelor's degree is worth $2.8 million on average. The authors present their findings in dollar totals over a career, which is defined as being a full-time, full-year worker from 25 to 64 years old. Lifetime Earnings by Educational Attainment and Occupation are appended. (Contains 11 tables, 6 figures and 5 footnotes.) [For "The College Payoff: Education, Occupations, Lifetime Earnings. Executive Summary," see ED524300.]

More than 3 million students were enrolled in graduate or first-professional programs in the United States during the 2007-08 academic year. These students varied widely both in their demographic characteristics and in the degree programs they pursued. These Web Tables use data from the most recent National Postsecondary Student Aid Study (NPSAS:08) to show the variation in demographic and enrollment characteristics among students enrolled in graduate-level programs. A glossary is included. (Contains 30 tables and 3 endnotes.)

This paper produces two sets of estimates of future student demand for higher education in Australia. The two sets of estimates allow Go8 to consider the capacity of the university sector to accommodate future growth in student numbers (including staff and facilities), and to identify the costs involved, including for the Government which has undertaken to fund student demand at the undergraduate level and postgraduate coursework level for programs leading to a first professional qualification. The first projection method, "Method A," uses Department of Education, Employment and Workplace Relations (DEEWR) data on university and FEE-HELP approved Higher Education Provider (HEP) enrolments (student numbers) by age and level of study. Method A is a conservative approach in that it counts only university and HEP enrolments, not broader tertiary education participation. The second approach to estimating future student demand, "Method B," uses Australian Bureau of Statistics (ABS) estimates of participation in education and training through its annual survey of "Education and Work." Method B is more expansionary than Method A in that it captures participants across the range of education and training institutions, public and private, funded and unfunded. It also includes those international students who were resident in Australia for 12 months or more. Attached are: (1) The choice of "Series A"; (2) Estimating Method A: data; (3) Estimating Method B: data sets; (4) Projected enrolment growth by qualification: Access Economics; and (5) Projected increase in 16-19 year olds under ABS "Series A" population growth. (Contains 6 figures, 15 tables, and 13 footnotes.) [This is an updated version of "Go8 Backgrounder 10" previously released in June 2010. A number of amendments have been made due to errors found in the base participation rates used in the modelling for Method B. The key findings have not significantly altered.]

Daily text messaging among American teens has shot up in the past 18 months, from 38% of teens texting friends daily in February of 2008 to 54% of teens texting daily in September 2009. And it's not just frequency--teens are sending enormous quantities of text messages a day. Half of teens send 50 or more text messages a day, or 1,500 texts a month, and one in three send more than 100 texts a day, or more than 3,000 texts a month. Older teen girls ages 14-17 lead the charge on text messaging, averaging 100 messages a day for the entire cohort. The youngest teen boys are the most resistant to texting--averaging 20 messages per day. Text messaging has become the primary way that teens reach their friends, surpassing face-to-face contact, email, instant messaging and voice calling as the go-to daily communication tool for this age group. However, voice calling is still the preferred mode for reaching parents for most teens. This study is based on the 2009 Parent-Teen Cell Phone Survey which obtained telephone interviews with a nationally representative sample of 800 teens age 12-to-17 years-old and their parents living in the continental United States and on 9 focus groups conducted in 4 U.S. cities in June and October 2009 with teens between the ages of 12 and 18. The survey was conducted by Princeton Survey Research Associates International. The interviews were done in English by Princeton Data Source, LLC from June 26 to September 24, 2009. Statistical results are weighted to correct known demographic discrepancies. (Contains 2 tables and 57 footnotes.) [This project was undertaken in collaboration with researchers in the Department of Communication Studies at the University of Michigan in Ann Arbor.]

This compilation of statistical information covers prekindergarten through graduate school to describe the current American education scene. The "Mini-Digest" is designed as an easy reference for materials found in detail in the "Digest of Education Statistics, 2009". These volumes include selections of data from many government sources, especially those of the National Center for Education Statistics (NCES). They include information on the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational outcomes, finances, and federal funds for education. Unless otherwise stated, all data are extracted from the "Digest of Education Statistics, 2009". Unless indicated as a projection or estimate, all data presented in this report are actual. (Contains 1 footnote, 1 figure, and 42 tables.) [For the "Digest of Education Statistics, 2009", see ED509883.]

This report summarizes fall enrollment in Iowa's community colleges. Every year Iowa's 15 community college districts submit data on students enrolled on the 10th day of the fall semester. Highlights include: (1) Enrollment grew at its fastest pace since 1975 to a record high of 100,736 students; (2) Year-to-year growth was 14.3 percent, which is over twice the average rate of growth since 1965; (3) Full-time students outnumber part-time students for the first time since 2006; (4) Credit hours increased 15.3 percent since last year to a total of 966,945 credit hours this fall; (5) Average credit hours per student rose slightly to 9.59 credit hours, indicating that students are spending more time in courses; (6) Females still outnumber males, but the proportion of females dropped slightly from last year; (7) Students are older this year, the average age increased to 23 years old due to a disproportional increase in students between 25 and 65; (8) Community colleges still serve a large share of "traditional age" students, 72 percent of enrollees are under 25 years old; (9) Racial/ethnic minorities comprised 12 percent of fall enrollment; (10) Enrollment in college parallel programs increased 26 percent while career and technical education programs only increased one percent; (11) Health sciences is the largest career cluster, followed by business management and administration and manufacturing; (12) Enrollment of high school students grew 13 percent to 26,111 students; (13) On average, high school students enrolling in college courses enrolled in 5.13 credit hours; (14) Fall 2010 enrollment departed from projected enrollment; and (15) Enrollment is expected to increase approximately 3.5 percent next fall based on current conditions. (Contains 6 tables and 9 figures.)

Enrollment at Connecticut's 46 colleges and universities reached yet another record of 184,544 in fall 2008. This report presents general trends in headcount enrollment; analyzes full-time equivalent (FTE) enrollment; and provides demographic details on residence, race, freshmen, migration of recent high school graduates, gender and age. (Contains 11 tables and 6 endnotes.)

The 2006-07 total for home education students in Pennsylvania was 22,136. The total was comprised of 11,422 males and 10,714 females. There was a decrease of 276 students, or 1.2%, from the 2005-06 total of 22,412. It was the fourth year in a row that home education enrollments decreased and only the fifth year overall since the passage of Act 169 of 1988, which authorized parents, guardians and legal custodians to teach their children at home. Data was collected from all of Pennsylvania's 501 school districts for home education students aged five through 21. Austin Area, Blacklick Valley, Bristol Borough and Midland Borough were the only school districts that reported no home education students in 2006-07. The number of home education students decreased in 40 of Pennsylvania's 67 counties. Once again, Lancaster County led the state with 2,513 students, followed by York County with 1,590. Students educated at home comprised an additional 1.1% of the state's public, private and nonpublic enrollments in 2006-07. There were 366 school districts (73.1%), up from 345, that allowed home education students to participate in curricular programs. Act 67 of 2005, amended the home education law of Pennsylvania. This law allowed home-educated students to participate in the school district activities that are subject to the provisions of Sec. 511 of the School Code. These activities included clubs, musical ensembles, athletics (such as varsity sports), and theatrical productions and may include other activities related to the school program. The school board may develop or amend current policies on these activities, but local policies may not conflict with Act 67 of 2005. The law allowed participation in activities beginning January 1, 2006. Appended are: (1) Home Education Students by School District and Age Group, 2006-07; (2) Glossary; and (3) Sources. (Contains 5 figures and 2 tables.)

Total headcount enrollment at Connecticut's colleges and universities reached 176,560 students in fall 2006, a fifth consecutive record year. The increase of 2,287 students (or 1.3%) over fall 2005 is the ninth year of enrollment growth, but the rate of increase is slowing. The average annual growth rate since 2003 was 1.0 percent, less than half the average growth for the period 1999 through 2002 of 2.4 percent. The moderation in enrollment growth is more pronounced at the public institutions--0.9 percent for 2003-2006 compared to 3.2 percent for 1999-2002. This report analyzes fall 2006 headcount enrollment at Connecticut's public and independent colleges and universities. It presents data and historical trends on students enrolled for credit at 47 institutions, with details on attendance status, level and sector of higher education. A subsequent report will provide demographic detail on race/ethnicity, gender, age, residence, etc., and full-time-equivalent (FTE) enrollment. All references to years in this report are to enrollment in the fall of that year. Fall 2006 Final Enrollment: Connecticut Colleges and Universities is appended. (Contains 2 tables, 7 figures and 3 footnotes.)

Enrollment at Connecticut's 47 colleges and universities reached an all-time record of 174,273 in fall 2005. A November 2005 report titled, "Fall 2005 College and University Headcounts in Connecticut," analyzed headcount enrollment by status, level, institution and sector. This broader report presents general trends in headcount enrollment; analyzes data on full-time equivalent (FTE) enrollment and provides demographic details on residence, race, freshmen, migration of recent high school graduates, gender and age. (Contains 11 tables and 6 endnotes.)

This report examines the demographics, performance, and success of students who were admitted to the University of British Columbia on the basis of transfer credits earned at a BC college during the five year period comprising the 2000/01 through 2004/05 academic years. Data are provided that indicates the number of transfer students, where they transferred from, number of credits transferred, programs entered, and performance measures after transfer. Academic performance of transfer students is compared to that of students entering directly from high school. Appended is: Admission GPA Requirements for BC College Transfer students. (Contains 16 tables and 4 figures.)