America's Children in Brief: Key National Indicators of Well-Being, 2008
Education Figures
Figure ED1: Percentage of children ages 3–5 who were read to every day in the last week by a family member by mother's education, selected years 1993–2005
NOTE: Data are available for 1993, 1995, 1996, 1999, 2001, and 2005. Estimates are based on children ages 3–5 who have yet to enter kindergarten.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Household Education Surveys Program (NHES).
Figure ED2.A: Average mathematics scale scores for students in grades 4, 8, and 12, selected years 1990–2007
NOTE: Data are available for 1990, 1992, 1996, 2000, 2003, 2005, and 2007, although the 2003 and 2007 assessments only included grades 4 and 8. The 2005 assessment included a 12th-grade component, but the National Assessment Governing Board introduced changes in the 2005 NAEP mathematics framework for grade 12 in both the assessment content and administration procedures. As a result, the 12th-grade assessment results cannot be compared with those of previous assessments. In early years of the assessment, testing accommodations (e.g., extended time, small group testing) for children with disabilities and limited-English-proficient students were not permitted. In 1996, scores are shown for both the assessments 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 reading scale scores for students in grades 4, 8, and 12, selected years 1990–2007
NOTE: Data are available for 1992, 1994, 1998, 2000, 2002, 2003, 2005, and 2007, although the 2000 assessment only included grade 4, and the 2003 and 2007 assessments only included grades 4 and 8. In early years of the assessment, testing accommodations (e.g., extended time, small group testing) for children with disabilities and limited-English-proficient students were not permitted. In 1998, scores are shown for both the assessments 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 high school graduates who had completed advanced coursework in mathematics, science, English, and foreign language, selected years 1982–2004
NOTE: Data are available for 1982, 1987, 1990, 1992, 1994, 1998, 2000, and 2004. Advanced coursework includes the following: mathematics: courses above Algebra II; science: chemistry, physics, or advanced biology; English: more courses at the honors level than at the low academic or regular level; and foreign language: a year 3, year 4, or advanced placement course. For a detailed listing of courses, see Tables ED3.A, ED3.B, ED3.C, and ED3.D.
SOURCE: U.S. Department of Education, National Center for Education Statistics, High School and Beyond Study, National Education Longitudinal Study of 1988, National Assessment of Educational Progress Transcript Study, and Education Longitudinal Study of 2002 High School Transcript Study.
Figure ED4: Percentage of young adults ages 18–24 who have completed high school by race and Hispanic origin, 1980–2006
NOTE: Percentages are based only on those not currently enrolled in high school or below. Prior to 1992, this indicator was measured as completing 4 or more years of high school rather than the actual attainment of a high school diploma or equivalent. For all years, data on race and Hispanic origin are collected separately, and five race categories are used. Until 2002, respondents were asked to report only one race and were classified into a single race category. From 2003 onward, respondents could choose more than one race. Those reporting more than one race were classified as "Two or more races." Thus, data from 2003 onward are not directly comparable with data from earlier years. Persons of Hispanic origin may be of any race; race categories exclude persons of Hispanic ethnicity.
SOURCE: U.S. Census Bureau, Current Population Survey, School Enrollment Supplement (1980–2006).
Figure ED5: Percentage of youth ares 16–19 who are neither enrolled in school nor working by gender, and race and Hispanic origin, 1985–2007
NOTE: For data before 2003, the 1977 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. The revised 1997 OMB standards were used for data for 2003 and later years. Persons could select one or more of five racial groups: White, Black or African American, American Indian or Alaska Native, Asian, and Native Hawaiian or Other Pacific Islander. Included in the total, but not shown separately, are American Indian or Alaska Native, Asian, Native Hawaiian or Other Pacific Islander, and Two or more races. From 2003 onward, people who responded to the question on race indicated only one race unless otherwise specified. Data from 2003 onward are not directly comparable with data from earlier years. Data on race and Hispanic origin are collected separately. Persons of Hispanic origin may be of any race.
SOURCE: U.S. Census Bureau, 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, 1980–2006
NOTE: A 3-year moving average is the average of the estimates for the year prior to the reported year, the reported year, and the following year. Thus a moving average cannot be calculated for the most recent year.
SOURCE: U.S. Census Bureau, Current Population Survey, School Enrollment Supplement (1980–2006).