http://edpro.stanford.edu/hanushek/content.asp?ContentId=61Hoover Institution:
Its mission statement outlines its basic tenets: representative government, private enterprise, peace, personal freedom, and the safeguards of the American system.<1>
The Hoover Institution is influential in the American conservative and libertarian movements.
The Institution has long been a place of scholarship for high-profile conservatives with government experience. A number of Hoover Institution fellows had connections to or held positions in the Bush administration and other Republican administrations. High-profile conservatives Edwin Meese, Condoleezza Rice, George Shultz, Thomas Sowell, Shelby Steele, and Amy Zegart are all Hoover Institution fellows. Retired U.S. Army General John P. Abizaid, former commander of the U.S. Central Command, was recently named the Institution's first Annenberg Distinguished Visiting Fellow.
http://en.wikipedia.org/wiki/Hoover_InstitutionPercentage of 25+ Year Olds Who Have Completed At Least 4 Years of High School, 1960-2000
1960 2000
Total 41.1 84.1
White 43.2 84.9
Black 20.1 78.5
Hispa NA 57.0
A/PI NA 85.7
Expenditure per pupil (2000 dollars)
1970: 4,427
2000: 8,787
Source: U.S. Census Bureau. Statistical Abstract of the United States: 1994 and 2001. Notes: NA stands for data not available.
Median Income and Poverty Level in 2000 Constant Dollars, 1965 to 2000
No high school diploma:
1965: 17,160
2000: 14,474
High school diploma:
1965: 20,991
2000: 21,395
Bachelor's degree:
1965: 30,409
2000: 39,835
Poverty threshold, four person family with two children
1965: 17,619
2000: 17,463
Source: U.S. Census Bureau. "Table P-16. Educational Attainment—People 25 Years Old and Over by Median Income and Sex: 1991 to 2000", "Table P-17. Years of School Completed—People 25 Years Old and Over by Median Income and Sex: 1958 to 1990.", and "Table 1. Weighted Average Poverty Thresholds for Families of Specified Size 1959 to 2000." Retrieved April 8, 2002 from
http://www.census.gov.Average Student Reading Proficiency Scores for 13 Year Olds, 1971-1999
Average score, overall:
1971: 255.2
1999: 259.4
Source: National Center for Education Statistics. U.S. Department of Education. Digest of Education Statistics, 2001.
Average Student Mathematics Proficiency Scores for 17 Year Olds, 1973-1999
1973: 304
2000: 308
Source: National Center for Education Statistics. U.S. Department of Education. Digest of Education Statistics, 2001.
NCES 2010-013
April 2010
Chapter 2: Elementary and Secondary Education
The Individuals with Disabilities Education Act (IDEA), enacted in 1975, mandates that children and youth ages 3–21 with disabilities be provided a free and appropriate public school education. The percentage of total public school enrollment that represents children served by federally supported special education programs increased from 8.3 percent to 13.4 percent between 1976–77 and 2007–08 (table 50).
Much of this overall increase can be attributed to a rise in the percentage of students identified as having specific learning disabilities from 1976–77 (1.8 percent) to 1990–91 (5.2 percent).
Teachers and Other School Staff
During the 1970s and early 1980s, public school enrollment decreased, while the number of teachers generally increased. For public schools, the number of pupils per teacher—that is, the pupil/teacher ratio1 —declined from 22.3 in 1970 to 17.9 in 1985 (table 64 and figure 6).
Decreases have continued since then, and the public school pupil/teacher ratio was 15.5 in 2007.
By comparison, the pupil/teacher ratio for private schools was 13.0 in 2007.
The average class size in 2007–08 was 20.0 pupils for public elementary schools and 23.4 pupils for public secondary schools (table 67).From 1969–70 to 1980, there was an 8 percent increase in the number of public school teachers, compared with a 48 percent increase in the number of all other public school staff2 (table B and table 80). From 1980 to 2007, the number of teachers and the number of all other staff grew at more similar rates (46 and 53 percent, respectively) than they did in the 1970s.
In 2007, there were 8 pupils per staff member (total staff) at public schools, compared with 10 pupils per staff member in 1980. At private schools in 2007, by comparison, the number of pupils per staff member was 7 (table 60).High School Graduates and Dropouts
In 2006–07, an estimated 73.9 percent of public high school students graduated on time—that is, received a diploma 4 years after beginning their freshman year (table 105).
The percentage of dropouts among 16- to 24-year-olds has shown some decreases over the past 20 years. This percentage, known as the status dropout rate, includes all people in the 16- to 24-year-old age group who are not enrolled in school and who have not completed a high school program, regardless of when they left school. (People who left school but went on to receive a GED credential are not treated as dropouts.) Between 1988 and 2008, the status dropout rate declined from 12.9 to 8.0 percent (table 108).
Although the status dropout rate declined for both Blacks and Hispanics during this period, their rates (9.9 and 18.3 percent, respectively) remained higher than the rate for Whites (4.8 percent) in 2008. This measure is based on the civilian noninstitutionalized population, which excludes people in prisons, people in the military, and other people not living in households.
Achievement
Much of the student performance data in the Digest are drawn from the National Assessment of Educational Progress (NAEP). The NAEP assessments have been conducted using three basic designs: the national main NAEP, state NAEP, and long-term trend NAEP.
The main NAEP reports current information for the nation and specific geographic regions of the country. The assessment program includes students drawn from both public and nonpublic schools and reports results for student achievement at grades 4, 8, and 12.
Since 1990, NAEP assessments have also been conducted at the state level. In its content, the state assessment is identical to the assessment conducted nationally.
NAEP long-term trend assessments are designed to give information on the changes in the basic achievement level of America’s youth since the early 1970s. They are administered nationally and report student performance in reading and mathematics at ages 9, 13, and 17. Measuring long-term trends of student achievement requires the precise replication of past procedures...The differences in procedures between the main NAEP and the long-term trend NAEP mean that their results cannot be compared directly.
Reading
Reported on a scale of 0 to 500, NAEP long-term trend results in reading are available for 12 assessment years going back to the first in 1971. The average reading score for 9-year-olds was higher in 2008 than in all previous assessment years, increasing 4 points since 2004 and 12 points in comparison to 1971 (table 116). While the average score for 13-year-olds in 2008 was higher than in both 2004 and 1971, it was not significantly different from the scores in some assessment years in between. The average reading score for 17-year-olds was higher in 2008 than in 2004 but was not significantly different from the score in 1971.
White, Black, and Hispanic 9-, 13-, and 17-year-olds all had higher average reading scores in 2008 than they did in the first assessment year (which is 1975 for Hispanic students because separate data for Hispanics were not collected in 1971).At age 9, White, Black, and Hispanic students scored higher in 2008, on average, than in any previous assessment year. In comparison to 2004, average reading scores were higher in 2008 for White students at all three ages, for Black students at ages 9 and 13, and for Hispanic students at age 9. Reading results for 2008 continued to show gaps in scores between White and Black students (ranging from 21 to 29 points, depending on age) and between White and Hispanic students (ranging from 21 to 26 points). From 2004 to 2008, no significant changes were seen in these reading score gaps. However, the White-Black reading gap was smaller in 2008 than in 1971 at all three ages, and the White-Hispanic reading gap narrowed at ages 9 and 17 in comparison to 1975.
In 2008, female students continued to have higher average reading scores than male students at all three ages. The gap between male and female 9-year-olds was 7 points in 2008; this was not significantly different from the gap in 2004 but was narrower than the gap in 1971. The 8-point gender gap for 13-year-olds in 2008 was not significantly different from the gaps in either 2004 or in 1971. At age 17, the 11-point gap between males and females in 2008 was not significantly different from the gaps in any of the previous assessment years.
Mathematics
NAEP long-term trend mathematics results, reported on a scale of 0 to 500, are available for 11 assessment years, going back to the first in 1973.
Average mathematics scores for 9- and 13-year-olds were higher in 2008 than in all previous assessment years (table 132). The average score for 9-year-olds in 2008 was 4 points higher than in 2004 and 24 points higher than in 1973. For 13-year-olds, the average score in 2008 was 3 points higher than in 2004 (based on unrounded scores) and 15 points higher than in 1973. In contrast, the average score for 17-year-olds in 2008 was not significantly different from the scores in 2004 and 1973.
White, Black, and Hispanic 9-, 13-, and 17-year-olds all had higher average mathematics scores in 2008 than in 1973. In comparison to 2004, average mathematics scores were higher in 2008 for White students at age 9. From 2004 to 2008, there were no significant changes in scores for 9-, 13-, and 17-year-old Black and Hispanic students or for 13- and 17-year-old White students. Mathematics results for 2008 continued to show score gaps between White and Hispanic students (ranging from 16 to 23 points, depending on age) and between White and Black students (ranging from 26 to 28 points). Across all three age groups,
neither the White-Black gap nor the White-Hispanic gap in mathematics scores changed significantly from 2004 to 2008, but both were smaller in 2008 than in 1973.While there was no significant difference between the average mathematics scores of male and female 9-year-olds in 2008, male students did score higher than female students at ages 13 and 17. At age 13, the 4-point gap between males and females in 2008 was not significantly different when compared to the gap in 2004, but it was larger than the gap in 1973. At age 17, the 5-point gender score gap in 2008 was not significantly different from the gaps in previous assessment years.
Science
NAEP has assessed the science abilities of students in grades 4, 8, and 12 since 1996, using a separate scale of 0 to 300 for each grade. From 1996 to 2005, the national average 4th-grade science score increased from 147 to 151, there was no measurable change in the 8th-grade score, and the 12th-grade score decreased from 150 to 147 (table 140). Certain subgroups outperformed others in science in 2005. For example, males outperformed females at all three grades. White students scored higher, on average, than Black and Hispanic students at all three grades in 2005. At 4th grade, average scores were higher for White, Black, Hispanic, and Asian/Pacific Islander students in 2005 than in 1996. At 8th grade, the average score for Black students was higher in 2005 than in 1996, but no measurable increases occurred for other racial/ethnic groups from 1996 to 2005. At 12th grade, there were no measurable changes in average scores for any racial/ethnic group when comparing results from 2005 with those from 1996. Asian/Pacific Islander 4th-graders’ results from 2000 are not included because reporting standards were not met.
Skills of Young Children
In addition to student performance data available through NAEP, the Digest presents data from other surveys to provide additional perspectives on student achievement. Differences among demographic groups in the acquisition of mental skills have been demonstrated at relatively early ages (table 112).
A higher percentage of females (69 percent) demonstrated expressive vocabulary than males (59 percent).
Also, a higher percentage of White 2-year-olds (71 percent) demonstrated expressive vocabulary than Black, Hispanic, or American Indian/Alaska Native 2-year-olds (56, 54, and 50 percent, respectively).
The percentage of 2-year-olds from families with high socioeconomic status (SES) who demonstrated expressive vocabulary (75 percent) was higher than the percentage of children from low-SES families who did so (52 percent).
Similar patterns of differences were observed by race/ethnicity and SES for children at about 4 years of age (table 113). White (14.2) and Asian (17.5) 48- to 57-month-old children had higher literacy scores than Black (12.0), Hispanic (10.7), and American Indian/Alaska Native (9.6) children.
Also, high-SES children (18.0) had higher average literacy scores than low-SES children (9.2). These same patterns were observed among 48- to 57-month-old children with respect to average mathematics scores.
Coursetaking in High School
The average number of science and mathematics courses completed by public high school graduates increased between 1982 and 2005. The average number of mathematics courses (Carnegie units) completed in high school rose from 2.6 in 1982 to 3.7 in 2005, and the number of science courses rose from 2.2 to 3.3 (table 149). The average number of courses in career/technical areas completed by all high school graduates was lower in 2005 (4.0 units) than in 1982 (4.6 units). As a result of the increased academic course load, the percentage of students completing the 1983 National Commission on Excellence recommendations for college-bound students (4 units of English, 3 units of social studies, 3 units of science, 3 units of mathematics, 2 units of foreign language, and .5 units of computer science) rose from 2 percent in 1982 to 36 percent in 2005 (table 153). School Violence
In 2007–08, about 85 percent of public schools had a criminal incident, which is defined as a serious violent crime or a less serious crime such as a fight without weapons, theft, or vandalism (table 159). The percentage of schools having a criminal incident in 2007–08 was about the same as the percentage in 1999–2000 (86 percent). In 2007–08, some 75 percent of schools reported one or more violent incidents, 47 percent of schools reported one or more thefts/larcenies, and 67 percent reported other types of incidents. Overall, there were 4 criminal incidents reported per 100 students.
Revenues and Expenditures
The state share of revenues for public elementary and secondary schools generally grew from the 1930s through the mid-1980s, while the local share declined during the same time period (table 172 and figure 9).
However, this pattern changed in the late 1980s, when the local share began to increase at the same time the state share decreased. Between 1986–87 and 1993–94, the state share declined from 49.7 percent to 45.2 percent, while the local share rose from 43.9 percent to 47.8 percent.
Between 1993–94 and 2000–01, the state share rose again to 49.7 percent, the highest share since 1986–87, but declined every school year thereafter until 2005–06, when the state share was 46.5 percent.
Between 1995–96 and 2005–06, the federal share of revenues rose from 6.6 to 9.1 percent. The local share declined from 45.9 percent in 1995–96 to 42.8 in 2002–03 and then increased each year, reaching 44.4 percent in 2005–06.
Between 2005–06 and 2006–07, these patterns shifted. The federal percentage declined from 9.1 to 8.5 percent and the local percentage declined from 44.4 to 43.9 percent. In contrast, the state percentage rose from 46.5 to 47.6 percent.
After adjustment for inflation, current expenditures per student in fall enrollment at public schools rose during the 1980s, remained stable during the first part of the 1990s, and rose again after 1992–93 (table 182 and figure 10).
There was an increase of 37 percent from 1980–81 to 1990–91; a change of less than 1 percent from 1990–91 to 1994–95 (which resulted from small decreases at the beginning of this period, followed by small increases after 1992–93); and an increase of 29 percent from 1994–95 to 2006–07.
In 2006–07, current expenditures per student in fall enrollment were $9,683 in unadjusted dollars. In 2006–07, some 56 percent of students in public schools were transported at public expense at a cost of $779 per pupil, also in unadjusted dollars (table 176).--------------------------------------------------------------------------------
1 The pupil/teacher ratio is based on all teachers—including teachers for students with disabilities and other special teachers—and all students enrolled in the fall of the school year. Unlike the pupil/teacher ratio, the average class size excludes students and teachers in classes that are exclusively for special education students. Class size averages are based on surveys of teachers reporting on the counts of students in their classes.2 "All other public school staff" includes administrative staff, principals, librarians, guidance counselors, secretaries, custodial staff, food service workers, school bus drivers, and other professional and nonprofessional staff.
NCESProductsTables 1990 K Street, NW
Washington, DC 20006, USA
Phone: (202) 502-7300 (map)Statistical Standards|FedStats.gov
http://nces.ed.gov/programs/digest/d09/ch_2.asp.
Printer-friendly format
Email this thread to a friend
Bookmark this thread
(1000+ posts)
Send PM |
Profile |
Ignore
