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This report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2007-08 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system. Appended are: (1) methodology and technical notes; and (2) Common Core of Data glossary. (Contains 7 tables and 3 footnotes.)

This report presents findings on the numbers of public school students and staff in the United States and other jurisdictions in school year 2006-07, using data from the State Nonfiscal Survey of Public Elementary/Secondary Education of the Common Core of Data (CCD) survey system. The CCD is an annual collection of data that are reported by State Education Agencies (SEA) to the National Center for Education Statistics (NCES) through the U.S. Department of Education's "EDFacts" data collection system. The State Nonfiscal Survey of Public Elementary/Secondary Education presents counts of students by grade and race/ethnicity. The survey also presents counts of full-time equivalent (FTE) teachers, aides, support staff, and administrators in public schools and school districts. State education agencies (SEAs) participate in the CCD voluntarily, following standard definitions for the data items they report. Selected findings for the 2006-07 school year include: (1) Public elementary and secondary schools had 49.3 million students in membership; (2) 34.3 million students were enrolled in prekindergarten through grade 8 and ungraded classes; 15.0 million students were enrolled in grades 9-12; (3) When examining students for whom race/ethnicity was reported, 56.5 percent were White, non-Hispanic; 20.5 percent were Hispanic; 17.1 percent were Black, non-Hispanic; 4.7 percent were Asian/Pacific Islander; and 1.2 percent were American Indian/Alaska Native; (4) Public elementary and secondary schools and local education agencies employed a total of 6.2 million FTE staff; (5) Of FTE staff, 51.6 percent were teachers; 15.1 percent were instructional aides, instructional coordinators and supervisors, guidance counselors, or librarians; 22.8 percent were student and other support staff; and 10.5 percent were school administrators, school district administrators, and administrative support staff; and (6) Overall average student/teacher ratio in public schools was 15.5, ranging from a high of 22.1 to a low of 10.8, with an average elementary student/teacher ratio of 20.2, and an average secondary student/teacher ratio of 12.0, Two appendices are included: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 5 footnotes and 4 tables.)

This report presents findings on the numbers and types of public elementary and secondary schools in the United States and other jurisdictions in the 2006-07 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system. Appended are: methodology and technical notes; and Common Core of Data glossary. (Contains 7 tables and 5 footnotes.)

This report presents findings on the numbers and types of public elementary and secondary local education agencies (LEAs) in the United States and other jurisdictions in the 2006-07 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system. Appended are the methodology and technical notes; and Common Core of Data glossary. (Contains 6 tables, 7 footnotes, and lists 1 related data file.)

This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools in school year 2005-06. The counts of graduates, dropouts, and enrollments by grade (which serve as the denominators for the graduation and dropout rates) are from the Common Core of Data (CCD) non-fiscal surveys of public elementary/secondary education. The data for this collection were reported to the National Center for Education Statistics (NCES) through the U. S. Department of Education's "EDFacts" data collection system by state education agencies (SEAs). These data represent high school graduates receiving regular diplomas for the 2005-06 school year and dropouts from the 2005-06 school year. The report includes counts of high school graduates for school year 2005-06 for 48 states, American Samoa, the Commonwealth of the Northern Marianas Islands, and Puerto Rico. High school graduation data were suppressed for the District of Columbia because in the data submitted the number of diplomas awarded exceeded the number of students in twelfth grade. Data for high school graduates were missing from CCD reports for Pennsylvania, South Carolina, the Bureau of Indian Education, the Department of Defense domestic and overseas dependents schools, Guam, and the U.S. Virgin Islands. This report includes 2005-06 school year dropout data for 49 states and 4 other jurisdictions. Dropout data were missing for charter schools in the District of Columbia, and the data therefore have been suppressed in this report. The extent of missing data resulted in some suppression of dropout counts from Vermont. South Carolina, the Bureau of Indian Education, the Department of Defense domestic and overseas dependents schools, and Guam did not report dropouts. Selected findings include: (1) Across the 48 reporting states, a total of 2,649,001 public school students received a high school diploma in 2005-06, resulting in an averaged freshman graduation rate (AFGR) of 73.4 percent, ranging from 55.8 percent to 87.5 percent in Wisconsin; (2) Comparisons of data from 2002-03 through 2005-06 show that the AFGR increased consistently over these 4 years for a total gain of 4 percentage points or more in Hawaii, Kentucky, New Mexico, New York and Tennessee; (3) There were more than 579,000 dropouts from high school (grades 9 through 12) among 48 reporting states in 2005-06, an overall event dropout rate of 4.0 percent, ranging from 1.6 to 8.9 percent in Alabama; (4) High school event dropout rates among the reporting states were highest for American Indian/Alaska Native students (7.4 percent) and lowest for Asian/Pacific Islander students; (5) Among the 48 states for which comparisons between 2002-03 and 2005-06 could be made, the event dropout rate increased for 27 states and decreased for the remaining 21; (6) Urbanicity was associated with differences in graduation and dropout rates across the four US regions; and (7) School district size was associated with differences in graduation and dropout rates. Methodology and Technical Notes are appended. (Contains 2 footnotes and 8 tables.)

The Common Core of Data (CCD) is an annual universe collection of public elementary and secondary education data that is administered by the National Center for Education Statistics (NCES) and its data collection agent, the U.S. Census Bureau. Data for the CCD surveys are provided by state education agencies (SEAs). This report presents findings on the numbers and rates of public school students who dropped out of school in school years 2002-03, 2003-04, and 2004-05, using data from the "CCD State-Level Public-Use Data File on Public School Dropouts" for these years. The report also used the "Local Education Agency-Level Public-Use Data File on Public School Dropouts: School Year 2004-05," and the "NCES Common Core of Data Local Education Agency Universe Survey Dropout and Completion Restricted-Use Data File: School Year 2004-05." (Contains 7 tables and 1 related data file for all CCD surveys used in this report. Appended are: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary.)

This report presents findings on the numbers and types of public elementary and secondary schools in the United States and other jurisdictions in the 2005-06 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system. Data are presented on: (1) the number of operating public elementary/secondary schools; (2) number of schools of each type; (3) number of students enrolled in each type of school; (4) average student/teacher ratio; (5) average school size; (6) location of schools; and (7) percentage of students eligible for free or reduced-price lunch, by locale type. The following are appended: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 3 notes and 7 tables.)

The purpose of this publication is to provide basic descriptive information about the 100 largest school districts (ranked by student membership, that is, the number of students enrolled at the beginning of the school year) for the 2003-04 school year in the 50 states, the District of Columbia, Puerto Rico, the Bureau of Indian Affairs, the Department of Defense, and the four outlying areas (American Samoa, Guam, the Northern Marianas, and the U.S. Virgin Islands). In this report, the term "United States and jurisdictions" refers to these entities. This is different from most National Center for Education Statistics (NCES) reports, which include only the 50 states and the District of Columbia in the totals. Appended are: (1) Basic Tables; (2) Methodology; (3) Glossary; and (4) Supplementary Tables. (Contains 10 footnotes, 24 tables, and 1 figure.)

The averaged freshman graduation rate provides an estimate of the percentage of high school students who graduate on time. The rate uses aggregate student enrollment data to estimate the size of an incoming freshman class and aggregate counts of the number of diplomas awarded 4 years later. The incoming freshman class size is estimated by summing the enrollment in eighth grade in one year, ninth grade for the next year, and tenth grade for the year after and then dividing by three. The averaging is intended to account for higher grade retentions in the ninth grade. Although not as accurate as an on-time graduation rate computed from a cohort of students using student record data, this estimate of an on-time graduation rate can be computed with currently available data. The averaged freshman graduation rate was selected from a number of alternative estimates that can be calculated using cross-sectional data based on a technical review and analysis of a set of alternative estimates (Seastrom et al. forthcoming). This report presents the averaged freshman graduation rate (AFGR) for public school students for two school years--2001-02 and 2002-03. The data for this collection were reported to the National Center for Education Statistics (NCES) by state education agencies (SEAs) and represent high school graduates between October 1, 2001, and September 30, 2002, and between October 1, 2002, and September 30, 2003. (Contains 3 tables.)

The purpose of this publication is to provide basic descriptive information about the 100 largest school districts (ranked by student membership) in the United States (50 states and the District of Columbia) and other jurisdictions (Bureau of Indian Affairs, Department of Defense schools, Puerto Rico, and four outlying areas: American Samoa, Guam, the Northern Marianas, and the Virgin Islands) for the 2002?03 school year. In this report, the term "United States and jurisdictions" refers to these entities. This is different from most National Center for Education Statistics (NCES) reports, which include only the 50 states and the District of Columbia in the totals.

This report presents information about public elementary and secondary education for the 2002-03 school year. The data were provided by state education agencies through the Common Core of Data (CCD) survey system. Discussion of data is limited to the 50 states and the District of Columbia and excludes the Bureau of Indian Affairs, Department of Defense schools, and five outlying areas: American Samoa, Guam, the Northern Marianas, Puerto Rico, and the Virgin Islands. (Note that tables include data for all jurisdictions.) Appendixes include the following: (1) Technical Notes; (2) Key Terms; (3) Supplemental Data Tables; and (4) Reported and Missing Data Tables. (Contains 31 tables.)

The first task force meeting, co-organized by the Center for Education Statistics and CCSSO, was convened in Alexandria, Virginia, on March 13?15, 1988. The purpose of this meeting was to explore alternative strategies for a cooperative federal-state education statistics program that would be broad in scope, encompassing the Common Core of Data (CCD) and other surveys, as well as addressing the coordination of student achievement data collections. The task force accomplished the goal of the meeting by developing a conceptual framework for a cooperative system in terms of its approach, governance, mechanisms for operating the system, activities, and products in accord with the provisions of the proposed legislation. Using the proposed legislation as its guide, the task force focused on three major areas related to the development of a cooperative system: 1) administrative mechanisms for operating the cooperative system; 2) governance structure; and 3) activities and products. Appended are: (1) Proposal for Formal Working Relationship Between the National Forum on Education Statistics and the Education Information Advisory Committee; (2) Resolution, as Amended, Requesting Federal Coordination of Education Data Collection Efforts; (3) Resolution Recommending That the NCES Undertake Two Feasibility Studies Contained in A Guide to Improving the National Education Data System; (4) Resolution Requesting That NCES Propose a Plan and Budget for Activities Leading to the Implementation of the "Standards for Education Data Collection and Reporting" (SEDCAR); (5) Resolution Requesting That NCES Accept and Adopt the Recommendations of the Implementation Task Force Report ;(6) State of Nevada Department of Education; (7) Strategic Plan of the National Forum on Education Statistics Approved: January 27, 1993; (8) Resolutions Passed Relating to the Dropout Statistic Under the National Education Statistics Agenda Committee (NESAC) and; (9) Electronic Data Interchange (EDI) Task Fa

This report examines data from the National Center for Education Statistics' Common Core of Data (CCD) on public high school dropout and four-year completion rates. The four-year completion rate is the proportion of students who leave school from grades 9-12 as completers. The CCD four-year completion rate is limited to public school data from grades 9-12. Findings show that between 1993-94 and 1997-98, the high school dropout rates were between 4-7 percent in almost two-thirds of reporting states. White and Asian/Pacific Islander students were less likely to drop out than were American Indian, black, or Hispanic students. Students were more likely to drop out of high school in urban than rural districts. High school four-year completion rates were 80 percent or higher in 20 of 33 reporting states in 1997-98. The average four-year completion rate was less than 60 percent for American Indian students in 9 reporting states, Hispanic students in 6 states, and black students in 6 states in 1997-98. In every reporting state except Alabama, Maine, and West Virginia, the four-year completion rate of Asian students was higher than that of the other minority groups in 1997-98. (SM)

This report provides basic information about public elementary and secondary schools and education agencies during the 1997-1998 and 1996-1997 school years. The data describe the numbers and types of these institutions, their students, and staff. The purpose is to make this information easily accessible through a number of summary tables. The statistics were collected through the Common Core of Data (CCD) survey system. The CCD reports data provided voluntarily each year by education agencies from the 50 states, the District of Columbia, Department of Defense Dependents Schools, and 5 outlying areas. The system includes the Public Elementary and Secondary School Universe Survey and the Local Education Agency Universe Survey, which are the major focus of this report. The report contains tables for two school years, with the more current data presented first. Tables 1 through 14 and 30 through 43 contain information about the public schools and education agencies. They cover numbers, size (in terms of pupils), urbanicity, and grades served. Tables 15 through 24 and 44 through 53 provide information about student characteristics and outcomes. This includes the distribution of students by grade level, by various racial and ethnic groups, the numbers eligible for free lunch, and the numbers of students completing high school. The last tables, 25 through 29 and 54 through 58, report the numbers of teachers and other school staff. These tables focus on pupil/teacher ratios and the ratio of teachers to administrators and teachers to support staff. A glossary is included. (Contains 1 figure and 58 tables.) (SLD)

The National Center for Education Statistics (NCES) has explored the feasibility of adjusting nonstandard dropout reports to make them comparable with those from states using the standard Common Core of Data (CCD) definition. Between 1997 and 1999 staff from NCES and state education agencies worked with analysts from Westat to develop a methodology for adjusting nonconforming dropout data and to test a proposed high school completion rate. The analyses presented in this report find that the major types of nonstandard dropout reporting practices have statistically significant, but different, effects on the size of state dropout rates. The most common variant used a reporting calendar that takes a "snapshot" count of dropouts at the conclusion of the school year rather than the beginning. This typically leads to a small net increase in the number of dropouts reported, compared with the CCD reporting guidelines. This report recommends that data from states using an alternative calendar be published without adjustment, with data from states that conform to the CCD reporting calendar and a footnote to identify alternative reporting calendars. This would add 12 to the number of states with dropout data reported by the NCES. The effects of variations regarding the reporting of summer dropouts and the status of those moving to adult education are more variable, and it is recommended that NCES continue to withhold publication of data from states with these variations (10 states in 1995). Appendixes contain dropout and complete definitions and a map of Census regions. (Contains 12 tables.) (SLD)

This report provides information about the organization, students, staff, and financial resources of public elementary and secondary education agencies and schools in the United States during the 1995-96 school year. The information, taken from the Common Core of Data (CCD) survey system, is presented in the body of the report, with supplementary detailed tables in Appendix A. The CCD contains data provided voluntarily each year by the education agencies of the 50 states, the District of Columbia, the Department of Defense Dependents Schools (overseas), and five outlying areas. During the 1995-96 school year, there were more than 16,000 local education agencies in these regions, and almost 15,000 were regular school districts directly responsible for free, public education. There were about 45 million public school students in 1995-96. Of these, two-thirds were White, non-Hispanic; about one in six was Black; and about one in seven was Hispanic. The almost 2.6 million teachers in this school year accounted for more than half of the almost 5 million local education employees. Information is also provided about educational finance, including average expenditures. Four appendixes contain supplementary and detailed tables, information about the CCD, and a glossary. (Contains 72 tables and 12 figures.) (SLD)

This report describes the organization, students, staff, and financial resources of public elementary and secondary education in the United States during the 1993-94 school year. The purpose is to provide an overview of these institutions in a convenient format for general use. The information is drawn from the Common Core of Data (CCD) survey system, which collects data supplied by the education agencies of the 50 states, the District of Columbia, and 5 outlying areas. The CCD School Universe includes more than 85,000 public schools. Data indicate that schools and school districts are growing fewer and larger. There were 943 fewer regular school districts in 1993 than there had been in 1984, but the average size of the remaining districts had increased by about one-fifth. The same trend was evident for schools. In 1993-94 the median-sized school enrolled 461 students. About one in nine schools was in a large city, and about one in three students was a member of a minority racial group. Additional statistics reveal that across all local education agencies in 1993-94, about two-thirds of the personnel were instructional staff and another one-fourth provided services directly to students. Data are grouped in the following categories: (1) an introduction that describes the data; (2) public schools and agencies in the United States; (3) public school students and outcomes; (4) public school staff; and (5) school district revenues and expenditures. Appendixes contain supplementary tables and a glossary. (Contains 32 tables, 6 supplementary tables, and 12 figures.) (SLD)

In November 1995 staff from the National Center for Education Statistics sent a questionnaire about customer service to each of the Common Core of Data (CCD) coordinators who are responsible for the data reported annually on the CCD surveys. These surveys include the National Public Education Finance Survey (NPEFS) and four largely nonfiscal surveys: the School Universe, the Agency Universe, the State Nonfiscal Survey, and the Early Estimates Survey. For the nonfiscal surveys, 44 states and one outlying area submitted responses, while some states did not reply or declined to reply on the basis of lack of information. Response to the NPEFS was higher, with 48 state coordinators and one outlying area coordinator responding. Respondents generally indicated that completing the nonfiscal surveys took just over a week for the School Universe Survey, and less time for the others, with the Early Estimates Survey taking the least time to complete. Coordinators who explained why they found the CCD useful generally wrote that they used the data for comparisons or that edit checks helped them verify their own state data. Suggestions from respondents for revisions to the surveys included making the instructions clearer and more concise, collecting the dropout data as a separate file, and aggregating school or district data to create state figures. No revisions were planned for the NPEFS, so the customer service survey concentrated on difficulties with the existing survey. Coordinators reported that completing the survey was burdensome, with an average of 78.0 hours required. Many reported difficulty in meeting the March deadline, and many made specific suggestions about difficult items. (Contains 25 tables.) (SLD)