Education Figures

Figure ED1: Percentage of children ages 3–5 who were read to three or more times in the last week by a family member by mother's education, selected years 1993–2019
Percentage of children ages 3–5 who were read to three or more times in the last week by a family member by mother's education, selected years 1993–2019

NOTE: Estimates are based on children ages 3–5 who have yet to enter kindergarten. Children without mothers or female guardians in the home are not included in the estimates. Prior to 2012, National Household Education Surveys Program (NHES) surveys were administered by telephone with an interviewer. NHES:2012 used self-administered paper-and-pencil questionnaires that were mailed to respondents. For NHES:2016, all sampled households received initial contact by mail. Although the majority of respondents completed paper questionnaires, a small sample of cases were part of a web experiment with mailed invitations to complete the survey online. For NHES:2019, the majority of data were collected using a web-based survey instrument that respondents accessed with credentials they received in a mailed invitation. Paper surveys were used for nonresponse follow-up and for a small experiment. Measurable differences in estimates between 2012, 2016, 2019, and prior years could reflect actual changes in the population, or the changes may have resulted from the mode change. Some data were revised from previously published figures.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Household Education Surveys Program..

Figure ED2.A: Average mathematics scale scores of 4th and 8th graders, selected years 1990–2019
Average mathematics scale scores of 4th and 8th graders, selected years 1990–2019

NOTE: Results of the National Assessment of Educational Progress (NAEP) mathematics assessment are reported as a composite scale that combines the results of separately estimated scales for each content area: number properties and operations; measurement; geometry; data analysis, statistics, and probability; and algebra. The scale ranges from 0 to 500 for Grades 4 and 8. Prior to 1996, testing accommodations (e.g., extended time, small-group testing) for children with disabilities and limited-English-proficient students were not permitted. For 1996, scores are provided for both the assessment with and without accommodations to show comparability across the assessments.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress.

Figure ED2.B: Average mathematics scale scores of 12th graders by race and Hispanic origin, 2005, 2015, and 2019
Average mathematics scale scores of 12th graders by race and Hispanic origin, 2005, 2015, and 2019

NOTE: NH = non-Hispanic origin; AIAN = American Indian or Alaska Native; and API = Asian or Pacific Islander. The scale ranges from 0 to 300.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress.

Figure ED2.C: Average reading scale scores of 4th, 8th, and 12th graders, selected years 1992–2019
Average reading scale scores of 4th, 8th, and 12th graders, selected years 1992–2019

NOTE: The National Assessment of Educational Progress (NAEP) reading assessment scale is a composite combining separately estimated scales for each type of reading (literacy and informational) specified by the reading framework. The scale ranges from 0 to 500. The 2000 assessment included data for only Grade 4, and the 2003, 2007, 2011, and 2017 assessments included data for only Grades 4 and 8. In 1992, 1994, and 1998, testing accommodations (e.g., extended time, small-group testing) for children with disabilities and limited-English-proficient students were not permitted. For 1998, scores are provided for both the assessment with and without accommodations to show comparability across the assessments.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress.

Figure ED3: Percentage of public school students enrolled in selected secondary mathematics and science courses, 2017–18
Percentage of public school students enrolled in selected secondary mathematics and science courses, 2017–18

NOTE: Data reflect the percentage of students in Grades 9–12 and grade equivalents who were enrolled in each course during the 2017–18 school year. Advanced mathematics courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry/analytic geometry, trigonometry/mathematical analysis, analytic geometry, mathematical analysis, mathematical analysis/analytic geometry, probability and statistics, and precalculus.

SOURCE: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection and U.S. Department of Education, National Center for Education Statistics, Common Core of Data, Public Elementary/Secondary School Universe Survey.

Figure ED4: Percentage of young adults ages 18–24 who have completed high school by race and Hispanic origin, 2000–2020
Percentage of young adults ages 18–24 who have completed high school by race and Hispanic origin, 2000–2020

NOTE: High school completion is measured by the attainment of a high school diploma or equivalent. Diploma equivalents include alternative credentials obtained by passing exams such as the General Educational Development (GED) test. Beginning in 2003, those in a given racial category represent those reporting only that race. Data from 2003 onward are not directly comparable with data from earlier years. Data on race and Hispanic origin are collected separately and combined for reporting according to the 1997 U.S. Office of Management and Budget standards for data on race and ethnicity. Persons of Hispanic origin may be of any race.

SOURCE: U.S. Census Bureau, Current Population Survey, School Enrollment Supplement.

Figure ED5: Percentage of youth ages 16–19 who are neither enrolled in school nor working by age and race and Hispanic origin, 2000–2021
Percentage of youth ages 16–19 who are neither enrolled in school nor working by age and race and Hispanic origin, 2000–2021

NOTE: Data relate to the labor force and enrollment status of persons ages 16–19 in the civilian noninstitutionalized population during an "average" week of the school year. The percentages represent an average based on responses to the survey questions for the months that youth are usually in school (January through May and September through December). Results are based on 9 months of data. School refers to both high school and college. Data on race and Hispanic origin are collected separately. Persons of Hispanic origin may be of any race. Data reflect the impact of the COVID-19 pandemic and efforts to contain it.

SOURCE: Bureau of Labor Statistics, Current Population Survey.

Figure ED6: Percentage of high school completers who were enrolled in college the October immediately after completing high school by race and Hispanic origin, 2000–2020
Percentage of high school completers who were enrolled in college the October immediately after completing high school by race and Hispanic origin, 2000–2020

NOTE: Enrollment in college as of October of each year for individuals ages 16–24 who had completed high school earlier in the calendar year. High school completers include recipients of a General Educational Development (GED) or other high school equivalency credential. Data were revised since previous publication in America's Children. Due to some short-term data fluctuations associated with small sample sizes, moving averages are used to produce more stable estimates for the race and Hispanic origin data. A 3-year moving average is the weighted average of the estimates for the year prior to the reported year, the reported year, and the following year. For 2020, a 2-year moving average is used, reflecting an average of the 2019 and 2020 estimates. For Asian, non-Hispanic completers, the moving average for 2003 reflects an average of 2003 and 2004. Beginning in 2003, those in a given racial category represent those reporting only that race. Data from 2003 onward are not directly comparable with data from earlier years. Data on race and Hispanic origin are collected separately and combined for reporting according to the 1997 U.S. Office of Management and Budget standards for data on race and ethnicity. Persons of Hispanic origin may be of any race.

SOURCE: U.S. Census Bureau, Current Population Survey, School Enrollment Supplement.