Education Figures

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.

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.

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. 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.

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.

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. For 2000 through 2002 data, the 1977 Office of Management and Budget (OMB) standards for data on race and ethnicity were used to classify persons into one of the following four racial groups: White, Black, American Indian or Alaskan Native, or Asian or Pacific Islander. Beginning with the 2003 data, the 1997 OMB standards were used to classify persons into one of the following six racial groups: White, Black or African American, American Indian or Alaska Native, Asian, Native Hawaiian or Other Pacific Islander, or Two or more races. Data on race and Hispanic origin are collected separately. Persons of Hispanic origin may be of any race. Due to the adoption of the 1997 OMB standards, data for 2003 and subsequent years are not strictly comparable with earlier data.

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

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.

SOURCE: Bureau of Labor Statistics, Current Population Survey.

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 2021, a 2-year moving average is used, reflecting an average of the 2020 and 2021 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.