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Federal Education Statistics

AIR’s experts contribute to the development of high-quality statistics about education that inform discussion, debate, and planning at national, state, and local levels. AIR:

• develops data collection instruments for large-scale surveys and assessments,
• plans and implements strategies to assure high-quality data,
• analyzes data and writes reports to monitor continuing and emerging topics,
• conducts methodological studies in statistics and large-scale surveys and assessments, and
• facilitates communication among statisticians, survey methodologists, practitioners, policy analysts, researchers, and the public for input and dissemination of findings.

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All Reports

• New Report on Trends in U.S Education Finds Fewer High School Students Are Employed Compared to 1990

  AIR experts played a key role in producing the latest edition of The Condition of Education 2012, a congressionally mandated annual report that provides a definitive look at developments and trends in U.S. education. Released by the National Center for Education Statistics (NCES), this year’s report takes a close look at high schools and how they have changed over the last few decades. The report found that only 16 percent of high school students were employed in 2010, compared to 32 percent in 1990.

• Condition of Education 2011 Report Offers New Insights Into U.S. Education Trends

  

  AIR experts played a major role in producing the latest edition of The Condition of Education 2011, a congressionally mandated annual report that provides a definitive look at developments and trends in U.S. education. Released by the National Center for Education Statistics (NCES), the report projects that enrollment in U.S. schools is expected to grow through the decade, as the U.S. population increases.

• Public School Graduates and Dropouts from the Common Core of Data: School Year 2008–09

  This report uses data collected as part of the Common Core of Data (CCD) and presents findings associated with public high school graduation and event dropout counts for school year 2008–09.

• New Report Finds Majority of Students in the 100 Largest U.S. School Districts Are Hispanic or Black

  AIR authors wrote a new federal report, Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2008–09, that found that the majority of students in the 100 largest school districts in the United States were Hispanic or Black (63 percent).

• Public Elementary and Secondary School Student Enrollment and Staff From the Common Core of Data: School Year 2008-09

  This report presents national- and state-level data on student enrollment by grade and by race/ethnicity within grade, the numbers of teachers and other education staff, and several student/staff ratios for the 2008-09 school year.

• More Females than Males Earned College Degrees in 2008, According to NCES Report

  A new report on racial and ethnic group education trends from NCES, and co-authored by AIR experts, has found that in 2008, U.S. females earned more college degrees than males within each racial/ethnic group, and Black females received more than twice as many degrees as Black males.

• Teacher Strategies to Help Fourth-Graders Having Difficulty in Reading: An International Perspective

  This report uses data from the Progress in International Reading Literacy Study (PIRLS) on fourth-grade teachers’ reading instruction practices and strategies.

• Measures and Methods for the National Reporting System for Adult Education

  For more than 15 years, AIR has led the National Reporting System for Adult Education for the Office of Vocational and Adult Education (OVAE). AIR developed the adult education accountability system—the NRS—and from its inception developed a parallel line of technical assistance activities to ensure its effective implementation and use.

• Achievement Gaps: How Black and White Students in Public Schools Perform in Math and Reading

  

  Detailed information on the size of the achievement gaps between Black and White students at both the national and state level and how those achievement gaps have changed over time.

• The Second Derivative: International Benchmarks in Mathematics For U.S. States and School Districts

  

  A new international grading index that provides states, school districts and policymakers with a way to determine where their students rank in comparison with their peers around the world.

• U.S. Performance Across International Assessments of Student Achievement: Special Supplement to The Condition of Education 2009

  

  This special analysis examines the performance of U.S. students in reading, mathematics, and science compared with the performance of their peers in other countries that participated in PIRLS, PISA, and TIMSS in terms of students’ average scores and the percentage of students reaching internationally benchmarked performance levels.

• Comparative Indicators of Education in the United States and Other G-8 Countries: 2009

  This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom.

• Public Elementary and Secondary School Student Enrollment and Staff from the Common Core of Data: School Year 2006-07

  This First Look presents 2006-07 school year information at the national and state level on student enrollment by grade and by race/ethnicity within grade, the numbers of teachers and other education staff, and several student/staff ratios.

• Student Victimization in U.S. Public Schools: Results from the 2005 School Crime Supplement to the National Crime Victimization Survey

  This report provides estimates of student victimization and characteristics of victims and nonvictims using data from the 2005 National Crime Victimization Survey Basic Screen Questionnaire, the NCVS Crime Incident Report, and the School Crime Supplement to the NCVS.

• Counting on the Future

  In a highly interconnected world, the students served by urban school systems—the subject of this report—will require strong mathematic skills to compete against their peers around the globe. Reports such as Counting on the Future help policymakers and educators to know how well they are doing in meeting this challenge and to track progress over time.

• Dropout and Completion Rates in the United States

  These reports build upon a series of National Center for Education Statistics reports on high school dropout and completion rates that began in 1988.

• Revenues and Expenditures by Public School Districts: School Year 2005-06 (Fiscal Year 2006)

  This report presents data from the School District Finance Survey for School Year 2005-06 (fiscal year 2006, or FY 06). The School District Finance Survey is a district-level survey that consists of data submitted annually to the National Center for Education Statistics (NCES) by state education agencies (SEAs) in the 50 states and the District of Columbia. All financial transactions associated with assets, expenditures, revenues, and indebtedness are accounted for, including revenues from federal, state, and local sources and expenditures in categories such as instruction and instruction-related activities, student support services, administration, operation, capital outlay, and debt services.  

• Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States

  This report is released annually and provides basic information from the Common Core of Data (CCD) about the nation's largest public school districts. The data include such characteristics as the number of students and teachers, number of high school completers and the averaged freshman graduation rate, and revenues and expenditures.

• Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2005-06 (Fiscal Year 2006)

  The Common Core of Data (CCD) is an annual collection of public elementary and secondary education data administered by the National Center for Education Statistics (NCES) and its collection agent, the U.S. Census Bureau. Data for CCD surveys are provided by state education agencies (SEAs). This report presents findings on public education revenues and expenditures using fiscal year 2006 (FY 06) data from the National Public Education Financial Survey (NPEFS) of the CCD survey system. Programs covered in the NPEFS include regular, special, and vocational education; charter schools (if they reported data to the SEA); and state-run education programs (such as special education centers or education programs for incarcerated youth).  

• Digest of Education Statistics

  Since 1962, the primary purpose of the Digest of Education Statistics has been to provide a compilation of statistical information covering the broad field of American education from pre-kindergarten through graduate school, containing data on a variety of topics.

• Indicators of School Crime and Safety: 2007

  This report covers topics such as victimization, fights, bullying, classroom disorder, weapons, student perceptions of school safety, teacher injury, and availability and student use of drugs and alcohol. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur outside of school grounds are offered as a point of comparison where available.

• The Reading Literacy of U.S. Fourth-Grade Students in an International Context Results From the 2001 and 2006 Progress in International Reading Literacy Study (PIRLS)

  This report uses data from the Progress in International Reading Literacy Study (PIRLS) assessment and summarizes the performance of U.S. students.

• Crime, Violence, Discipline, and Safety in U.S. Public Schools, Findings from the School Survey on Crime and Safety

  These reports present findings on crime and violence in U.S. public schools, using data from the School Survey on Crime and Safety (SSOCS). First administered in school year 1999–2000 and repeated in school years 2003–04 and 2005–06, SSOCS provides information about school crime-related topics from the perspective of the schools. Developed by the National Center for Education Statistics and supported by the Office of Safe and Drug-Free Schools of the U.S. Department of Education, SSOCS asks public school principals about the frequency of incidents, such as physical attacks, robberies, and thefts in their schools. Portions of this survey also focus on school programs, disciplinary actions, and the policies implemented to prevent and reduce crime in schools.  

• Public School Practices for Violence Prevention and Reduction: 2003–04

  School violence can lead to a disruptive and threatening environment, physical injury, and emotional stress, all of which can be obstacles to student achievement (Elliott, Hamburg, and Williams 1998). Educators have responded to the perceived threat of school violence by implementing programs designed to prevent, deter, and respond to the potential for violence in schools (Peterson, Larson, and Skiba 2001). In addition, the No Child Left Behind Act of 2001 (P.L. 107-110) emphasizes the importance of safe learning environments by requiring schools to have a safety plan in place and to fund programs and practices intended to prevent and reduce violence in schools.  

• Public Elementary and Secondary School Student Enrollment, High School Completions and Staff From the Common Core of Data: School Year 2005-06

  National and state level on student enrollment by grade, numbers of high school completers, and the averaged freshman graduation rate for 2004-05.

• Revenues and Expenditures by Public School Districts: School Year 2004-05

  This report presents data from the School District Finance Survey for School Year 2004-05 (fiscal year 2005, or FY05). The School District Finance Survey is a district-level survey that consists of data submitted annually to the National Center for Education Statistics (NCES) by state education agencies (SEAs) in the 50 states and the District of Columbia. All financial transactions associated with assets, expenditures, revenues, and indebtedness are accounted for, including revenues from federal, state, and local sources and expenditures in categories such as instruction and instruction-related activities, student support services, administration, operation, capital outlay, and debt services.  

• Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2004-05 (Fiscal Year 2005)

  The Common Core of Data (CCD) is an annual collection of public elementary and secondary education data administered by the National Center for Education Statistics (NCES) and its collection agent, the U.S. Census Bureau. Data for CCD surveys are provided by state education agencies (SEAs). This report presents findings on public education revenues and expenditures using fiscal year (FY) 2005 data from the National Public Education Financial Survey (NPEFS) of the CCD survey system. Programs covered in the NPEFS include regular, special, and vocational education; charter schools (if they reported data to the SEA); and state-run education programs (such as special education centers or education programs for incarcerated youth).  

• Indicators of School Crime and Safety: 2006

  This report covers topics such as victimization, fights, bullying, disorder, weapons, student perceptions of school safety, teacher injury, and drugs and alcohol. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur outside of school grounds are offered as a point of comparison where available.

• Overview of Public Elementary and Secondary Students, Staff, Schools, School Districts, Revenues and Expenditures: School Year 2004-05 and Fiscal Year 2004

  Common Core of Data (CCD) surveys for the 2004-05 school year and the fiscal year 2004, includes data about students enrolled in public education, including the number of students by grade and the number receiving special education, migrant, or English language learner services.

• User’s Guide to Computing High School Graduation Rates, Volume 2: Technical Evaluation of Proxy Graduation Indicators

  This report examines the existing measures of high school completion and the newly proposed proxy measures.

• Single-Sex Versus Coeducational Schooling

  Single-sex education refers most generally to education at the elementary, secondary, or postsecondary level in which males or females attend school exclusively with members of their own sex. This report is a systematic quantitative review of single-sex education at the elementary and secondary levels.

• Becoming an Educated Consumer of Research

  This paper is a primer from which practitioners can draw when they are faced with new and unfamiliar research. It is an attempt to flesh out the most important aspects of quality research and to explain how those not trained in advanced research methods can be effective consumers of education research.

• Campbell Collaboration Bibliography of CRTs currently in C2-SPECTR

  Bibliography prepared for the Campbell Collaboration Briefing Conference on Place Randomized Trials in Education, Crime, Social Welfare, and Health.

• Random Assignment in Program Evaluation and Intervention Research: Questions and Answers

  This project was supported under contract number ED-01-C0-0039 (0002), as administered by the Institute of Education Sciences, U.S. Department of Education.

• Evaluation Systems in the Adult Education Program

  Quality indicators have helped states define the components of program quality and enabled them to develop measures for evaluating programs to ensure effective practice. This paper presents a summary of state implementation of the quality indicators, focusing on the development of measures and standards for the indicators and the impact they have had on state accountability systems and program quality, and discusses how states are using the quality indicators and presents a summary of the indicator measurement systems in six states.