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Condition of Education - 1999 [publication] [4]
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Standard Error Tables
Table S44-1
Standard errors for table 44-1
3-year-olds
4-year-olds
5-year-olds
Center-
Center-
Center-
Center-
based
Center-
based
Center-
based
based
Kin-
and
based
Kin-
and
based
Kin-
and
pro-
der-
kinder-
pro-
der-
kinder-
pro-
der-
kinder-
Selected student characteristics
Total
grams
garten
garten
Total
grams
garten
garten
Total
grams
garten
garten
Total
1.5
1.6
-
-
1.5
1.4
0.2
0.2
0.7
1.1
1.3
0.8
Sex
Male
2.3
2.3
-
-
1.7
1.7
0.3
0.3
1.0
1.7
1.9
1.3
Female
1.9
2.0
-
-
2.1
2.0
0.4
0.1
0.9
1.3
2.0
1.2
Race-ethnicity
White
2.4
2.4
-
—
1.9
1.9
0.3
0.2
0.8
1.5
1.4
1.1
Black
4.1
4.2
-
-
4.5
4.4
0.9
-
1.9
2.6
3.4
2.2
Hispanic
2.5
2.4
-
-
3.0
3.2
0.7
1.1
1.6
2.2
2.4
1.4
Other
7.1
7.1
-
|
5.6
5.7
0.7
0.7
1.6
6.7
7.5
6.7
Household income
$10,000 or less
3.8
3.8
-
-
4.8
4.7
0.3
0.3
1.7
3.1
3.7
1.8
10,001-20,000
3.5
3.5
-
-
4.4
4.3
0.7
0.4
2.1
2.9
3.7
2.8
20,001-35,000
2.7
2.7
-
-
2.8
2.9
0.3
0.5
1.4
2.0
2.6
1.7
35,001-50,000
3.5
3.5
-
-
3.0
2.9
0.9
0.2
2.3
2.3
2.9
2.1
50,001 or more
3.1
3.1
-
-
2.2
2.2
0.5
0.3
0.7
2.2
2.3
1.7
Parents' highest education level
Less than high school diploma
4.8
4.5
-
-
5.8
5.6
0.6
-
2.0
3.7
4.4
1.9
High school diploma or GED
2.6
2.6
-
-
2.9
2.7
0.3
0.4
1.4
1.9
2.3
1.6
Some college/vocational/technical
2.8
2.8
-
-
2.6
2.8
0.6
0.2
1.4
2.4
2.5
1.8
Bachelor's degree
3.6
3.5
-
-
3.0
3.2
0.9
-
1.1
2.9
3.7
2.8
Graduate/professional school
5.1
5.1
-
-
3.2
3.3
0.6
0.7
1.8
3.4
3.3
2.6
Family structure
Two biological or adoptive parents
1.8
1.8
-
-
1.6
1.5
0.3
0.2
0.9
1.2
1.4
1.0
One biological or adoptive parent
3.1
3.1
-
-
3.2
3.2
0.4
0.3
1.2
1.9
2.5
2.0
One blological/adoptive and
one stepparent
8.7
7.7
-
-
6.7
6.5
1.6
0.9
2.2
4.4
4.8
3.1
Other relatives
7.0
7.0
-
-
10.1
10.1
-
-
2.3
9.9
10.1
4.3
Mother's first language
English
1.8
1.8
-
-
1.7
1.6
0.2
0.1
0.8
1.3
1.4
0.9
Spanish
2.5
2.3
-
-
3.9
4.2
1.1
1.7
1.9
2.8
3.3
1.8
Other
7.0
7.0
-
-
6.8
7.5
2.8
-
4.1
4.9
6.2
3.3
Poverty status
Poor
2.9
2.9
-
-
3.4
3.4
0.3
0.2
1.5
2.4
3.1
1.6
Nonpoor
1.7
1.7
-
-
1.4
1.4
0.3
0.2
0.7
1.2
1.4
0.9
Mother's employment status
35 hours or more per week
2.2
2.3
-
-
2.4
2.3
0.4
0.4
1.0
2.1
2.1
1.7
Less than 35 hours per week
3.3
3.3
-
-
2.7
3.0
0.6
0.2
1.4
2.8
2.8
1.9
Looking for work
7.4
7.3
-
-
6.2
6.3
0.7
-
3.9
5.4
7.1
2.7
Not in labor force
2.8
2.7
-
-
2.3
2.3
0.4
-
1.0
1.9
2.2
0.9
- Not applicable.
SOURCE: U.S. Department of Education, National Center for
Education Statistics, National Household Education Survey (NHES).
1995 (Early Childhood Program Participation File).
The Condition of Education 1999
315
Standard Error Tables
Table S46
Standard errors for the text table in Indicator 46
Black
Hispanic
Public schools
Public schools
Other
Non-
Other
Non-
Central
metro-
metro-
Private
Central
metro-
metro-
Private
Year
Total
city
politan
politan
schools
Total
city
politan
politan
schools
1970
0.2
0.8
0.3
0.4
0.5
-
-
I
I
I
1972
0.2
0.7
0.3
0.4
0.5
0.2
0.6
0.3
0.3
0.6
1974
0.3
0.7
0.3
0.4
0.5
0.2
0.6
0.3
0.3
0.8
1976
0.3
0.8
0.4
0.4
0.6
0.2
0.6
0.4
0.3
0.7
1978
0.3
0.8
0.4
0.4
0.6
0.2
0.7
0.4
0.3
0.7
1979
0.3
0.8
0.4
0.4
0.7
0.2
0.7
0.4
0.3
0.7
1982
0.3
0.9
0.4
0.5
0.7
0.3
0.8
0.4
0.4
0.9
1985
0.3
0.9
0.4
0.5
0.6
0.3
1.0
0.5
0.4
0.9
1986
0.3
0.8
0.4
0.5
0.7
0.3
0.9
0.5
0.5
0.9
1988
0.3
0.9
0.4
0.5
0.9
0.3
1.0
0.6
0.6
1.1
1990
0.3
0.8
0.4
0.5
0.8
0.3
0.9
0.6
0.5
1.0
1991
0.3
0.8
0.4
0.5
0.8
0.3
0.9
0.5
0.5
1.0
1992
0.3
0.8
0.4
0.4
0.8
0.3
0.9
0.6
0.5
1.0
1993
0.3
0.8
0.4
0.4
0.9
0.3
0.9
0.5
0.5
1.0
1994
0.3
0.7
0.3
0.4
0.7
0.3
0.7
0.4
0.4
0.7
1995
0.3
0.7
0.3
0.4
0.7
0.3
0.7
0.4
0.4
0.6
1996
0.3
0.7
0.3
0.4
0.7
0.3
0.7
0.4
0.5
0.7
- Not available.
SOURCE: U.S. Department of Commerce, Bureau of the Census,
Current Population Reports, Series P-20, "Level of Enrollment Below
College for Persons 3 to 24 Years Old, by Control of School,
Metropolitan Status, Sex, Race, and Hispanic Origin," various years;
and October Current Population Surveys.
Table S50
Standard errors for the text table in Indicator 50
MAT, MEd,
MA/MS
MA/MS in
(except
Law
Enrollment characteristics
MBA
education
education)
PhD
EdD
MD
(LLB or JD)
Time from bachelor's degree to program enrollment
Less than 1 year
3.0
2.6
2.9
5.0
3.0
4.9
3.6
1-2 - years
5.6
2.5
2.8
4.7
2.7
4.4
3.0
3-6 years
5.0
3.0
3.6
3.8
7.0
2.4
3.0
7 years or more
4.0
3.4
3.1
4.8
7.9
4.2
1.6
Attendance pattern
Full-time, full-year
2.5
1.6
2.0
4.5
5.3
2.2
2.2
Part-time, full-year
3.0
2.3
2.0
4.0
6.9
0.7
2.1
Part-year
2.2
2.2
2.4
1.8
7.6
2.0
1.2
Employment status
Worked at all
3.1
2.5
2.7
4.4
2.6
4.3
3.3
Worked full time if worked
4.0
2.9
4.0
5.0
6.9
3.9
2.5
Primary role if working
Student working to meet expenses
3.3
3.2
4.0
4.7
7.1
9.7
3.1
Employee enrolled in school
3.3
3.2
4.0
4.7
7.1
9.7
3.1
SOURCE: U.S. Department of Education, National Center for
Education Statistics, National Postsecondary Student Aid Study. 1995-
96, Graduate Data Analysis System.
316
The Condition of Education 1999
Standard Error Tables
Table S51
Standard errors for the text table in Indicator 51
Sex
Race-ethnicity
Family income
October
Total
Male
Female
White
Black
Hispanic
Low
Middle
High
1972
0.3
0.5
0.5
0.3
1.3
2.8
1.6
0.5
0.4
1974
0.3
0.5
0.5
0.4
1.4
2.5
-
-
-
1976
0.3
0.5
0.4
0.4
1.2
2.1
1.6
0.5
0.3
1978
0.3
0.5
0.5
0.4
1.3
2.8
1.7
0.5
0.4
1980
0.3
0.5
0.5
0.4
1.2
2.6
1.5
0.5
0.4
1982
0.3
0.5
0.5
0.4
1.2
2.3
1.5
0.5
0.4
1984
0.3
0.5
0.5
0.4
1.1
2.5
1.5
0.5
0.4
1986
0.3
0.5
0.5
0.3
1.1
2.7
1.3
0.5
0.3
1988
0.4
0.5
0.5
0.4
1.2
3.1
1.6
0.5
0.4
1990
0.3
0.5
0.5
0.4
1.2
2.3
1.4
0.5
0.3
1991
0.3
0.5
0.5
0.4
1.2
2.2
1.4
0.4
0.3
1992
0.4
0.5
0.5
0.4
1.1
2.2
1.4
0.5
0.4
1993
0.4
0.5
0.5
0.4
1.2
2.0
1.6
0.5
0.4
1994
0.3
0.5
0.5
0.4
1.0
1.5
1.4
0.4
0.4
1995
0.4
0.5
0.5
0.4
1.0
1.6
1.4
0.5
0.4
1996
0.3
0.5
0.5
0.4
1.1
1.5
1.3
0.5
0.4
1997
0.3
0.5
0.4
0.4
0.9
1.5
1.4
0.4
0.4
- Not available.
SOURCE: U.S. Department of Education, National Center for
Education Statistics, Dropout Rates in the United States, 1997, 1999
(based on the October Current Population Surveys).
Table S51-1
Standard errors for table 51-1
Parents' highest education level
1990
1991
1992
1993
1994
1995
1996
1997
Total
0.3
0.3
0.4
0.4
0.3
0.4
0.3
0.3
Less than high school completion
1.4
1.3
1.5
1.6
1.4
1.4
1.5
1.6
High school completion
0.5
0.6
0.6
0.6
0.7
0.8
0.6
0.6
Some college
0.6
0.6
0.5
0.6
0.5
0.5
0.6
0.5
Bachelor's degree or higher
0.3
0.4
0.3
0.4
0.3
0.3
0.3
0.3
Not available
3.8
3.8
3.3
3.2
3.1
3.2
3.5
2.9
SOURCE: U.S. Department of Commerce, Bureau of the Census,
October Current Population Surveys, various years.
The Condition of Education 1999
317
Standard Error Tables
Table S52(a) Standard errors for the first text table in Indicator 52
Hispanic
Non-Hispanic
Asian/
Other
Pacific
Recency of migration
Total
Total
Mexican
Hispanic
Total
White
Black
Islander
Total
0.3
1.1
1.4
2.3
0.3
0.3
0.8
1.1
Born outside 50 states/D.C.
1.1
2.0
2.6
3.3
1.0
1.3
2.5
1.6
First generation
0.8
1.6
2.1
2.8
0.8
1.1
2.8
1.2
Later generation
0.3
2.0
2.2
5.5
0.3
0.3
0.9
2.9
SOURCE: U.S. Department of Commerce, Bureau of the Census,
October Current Population Survey, 1997.
Table S52(b) Standard errors for the second text table in Indicator 52
Hispanic
Non-Hlspanic
Asian/
Year and recency
Other
Pacific
of migration
Total
Total
Mexican
Hispanic
Total
White
Black
Islander
1979 Total
0.3
2.0
2.5
3.5
0.8
0.3
1.2
-
Born outside 50 states/D.C.
2.4
3.0
5.3
4.8
4.4
2.4
5.3
-
First generation
1.2
4.1
3.8
5.1
5.7
1.2
9.9
-
Later generation
0.3
3.0
4.3
6.0
0.8
0.0
1.3
-
1989 Total
0.3
2.7
2.8
3.9
0.7
0.3
0.9
1.5
Born outside 50 states/D.C.
2.7
4.1
3.8
4.6
3.2
1.8
3.5
1.9
First generation
1.4
5.4
5.4
14.5
4.1
0.9
5.6
3.3
Later generation
0.3
3.9
4.0
9.0
0.8
0.3
1.0
2.8
1997 Total
0.3
1.2
1.5
2.1
0.2
0.2
0.7
1.1
Born outside 50 states/D.C.
0.9
1.5
1.9
2.5
0.8
1.2
2.8
1.3
First generation
0.9
2.1
3.3
2.3
0.9
1.0
4.0
2.0
Later generation
0.2
2.2
2.6
4.6
0.2
0.3
0.7
2.3
-Not available.
SOURCE: U.S. Department of Commerce, Bureau of the Census,
Current Population Survey, November 1979 and 1989, and Current
Population Survey, October 1997.
Table S52-1
Standard errors for table 52-1
Hispanic
Non-Hispanic
Aslan/
Puerto
Other
Pacific
Recency of migration
Total
Total
Rican
Mexican
Hispanic
Total
White
Black
Islander
Born outside 50 states/D.C.
0.8
2.0
1.8
1.4
1.4
0.9
0.6
1.7
1.6
First generation
0.8
2.1
2.1
1.4
1.4
0.9
0.7
2.1
2.8
Later generation
0.4
2.2
0.4
0.5
0.4
0.3
0.2
0.6
3.0
SOURCE: U.S. Department of Commerce, Bureau of the Census,
October Current Population Survey, 1997.
318
The Condition of Education 1999
Standard Error Tables
Table S53
Standard errors for the text table in Indicator 53
Family income
Race-ethnicity
Low
Middle
High
White
Black
Hispanic
Type of institution
3-year
3-year
3-year
October
Total
2-year
4-year
Annual
average
Annual
Annual
Annual
Annual
average
Annual
average
1972
1.3
-
-
3.4
(*)
1.7
2.2
1.4
4.6
(*)
9.7
(*)
1975
1.3
1.0
1.2
3.6
(*)
1.7
2.1
1.4
4.7
2.7
8.4
4.9
1979
1.3
1.0
1.2
3.8
2.1
1.7
2.0
1.4
4.7
2.6
7.9
4.8
1983
1.4
1.1
1.3
4.0
2.2
1.9
2.2
1.6
4.3
2.5
9.0
4.7
1987
1.5
1.2
1.4
3.9
2.2
2.1
2.2
1.7
4.8
2.7
8.3
5.0
1990
1.6
1.3
1.6
4.8
2.6
2.1
2.5
1.8
5.1
3.0
10.8
5.7
1991
1.6
1.4
1.6
4.5
2.6
2.2
2.4
1.8
5.2
2.9
9.6
5.5
1992
1.6
1.4
1.6
4.4
2.6
2.2
2.3
1.8
4.9
3.0
8.5
5.0
1993
1.6
1.4
1.6
4.6
2.6
2.1
2.5
1.9
5.3
3.0
8.2
5.0
1994
1.4
1.2
1.4
4.0
2.3
1.9
2.2
1.6
4.4
2.5
6.3
3.2
1995
1.4
1.2
1.4
3.6
2.2
2.0
1.9
1.6
4.2
2.4
4.9
3.2
1996
1.4
1.3
1.5
3.8
2.2
1.9
2.3
1.7
4.0
2.4
5.8
3.0
1997
1.4
1.2
1.5
1.4
(*)
2.0
2.0
1.6
4.1
(*)
4.5
(*)
- Not available.
SOURCE: U.S. Department of Commerce, Bureau of the Census.
October Current Population Surveys.
* Not applicable.
Table S53-1
Standard errors for table 53-1
Parents' highest education level
1990
1991
1992
1993
1994
1995
1996
1997
Total
1.6
1.6
1.6
1.6
1.4
1.4
1.4
1.4
Less than high school diploma
4.9
4.9
5.0
6.0
5.0
4.4
5.6
5.5
High school diploma or GED
2.8
3.0
3.0
2.9
3.0
2.9
2.8
3.0
Some college
3.4
3.3
3.0
3.3
2.8
2.5
2.7
2.7
Bachelor's degree or higher
2.4
2.2
2.4
2.1
2.1
1.8
2.0
1.9
Not available
5.7
5.7
5.4
5.0
4.2
4.2
4.4
4.0
SOURCE: U.S. Department of Commerce, Bureau of the Census,
October Current Population Surveys.
The Condition of Education 1999
319
Standard Error Tables
Table S53-2
Standard errors for table 53-2
Family income
Race-ethnicity
Type of institution
Low
Middle
High
White
Black
Hispanic
3-year
3-year
3-year
October
Total
2-year
4-year
Annual average
Annual
Annual
Annual
Annual average
Annual average
1972
1.3
-
-
3.4
(*)
1.7
2.2
1.4
4.6
(*)
9.7
(*)
1973
1.3
0.9
1.2
3.2
(*)
1.7
2.1
1.4
4.3
2.6
9.0
5.3
1974
1.3
0.9
1.2
-
-
-
-
1.4
4.6
2.6
8.9
5.1
1975
1.3
1.0
1.2
3.6
(*)
1.7
2.1
1.4
4.7
2.7
8.4
4.9
1976
1.3
0.9
1.2
4.2
2.2
1.8
2.1
1.4
4.8
2.7
8.0
4.7
1977
1.3
1.0
1.2
3.5
2.2
1.8
2.0
1.4
4.7
2.7
8.0
4.7
1978
1.3
1.0
1.2
3.7
2.1
1.7
2.1
1.4
4.5
2.7
8.4
4.7
1979
1.3
1.0
1.2
3.8
2.1
1.7
2.0
1.4
4.7
2.6
7.9
4.8
1980
1.3
1.0
1.2
3.5
2.1
1.8
2.1
1.4
4.4
2.6
8.7
4.8
1981
1.3
1.1
1.2
3.9
2.1
1.7
2.1
1.4
4.4
2.5
8.2
4.7
1982
1.4
1.1
1.3
3.8
2.3
1.8
2.1
1.5
4.3
2.6
8.0
4.9
1983
1.4
1.1
1.3
4.0
2.2
1.9
2.2
1.6
4.3
2.5
9.0
4.7
1984
1.4
1.1
1.3
3.6
2.3
1.9
2.1
1.5
4.1
2.5
7.7
4.9
1985
1.4
1.2
1.4
4.1
2.2
2.0
2.2
1.6
4.8
2.6
9.8
5.2
1986
1.4
1.1
1.4
3.6
2.2
2.0
2.3
1.6
4.4
2.7
8.9
5.2
1987
1.5
1.2
1.4
3.9
2.2
2.1
2.2
1.7
4.8
2.7
8.3
5.0
1988
1.6
1.3
1.5
4.4
2.5
2.1
2.5
1.8
4.9
3.0
10.1
6.0
1989
1.6
1.4
1.6
4.6
2.7
2.3
2.6
1.9
5.3
3.0
10.5
6.3
1990
1.6
1.3
1.6
4.8
2.6
2.1
2.5
1.8
5.1
3.0
10.8
5.7
1991
1.6
1.4
1.6
4.5
2.6
2.2
2.4
1.8
5.2
2.9
9.6
5.5
1992
1.6
1.4
1.6
4.4
2.6
2.2
2.3
1.8
4.9
3.0
8.5
5.0
1993
1.6
1.4
1.6
4.6
2.6
2.1
2.5
1.9
5.3
3.0
8.2
5.0
1994
1.4
1.2
1.4
4.0
2.3
1.9
2.2
1.6
4.4
2.5
6.3
3.2
1995
1.4
1.2
1.4
3.6
2.2
2.0
1.9
1.6
4.2
2.4
4.9
3.2
1996
1.4
1.3
1.5
3.8
2.2
1.9
2.3
1.7
4.0
2.4
5.8
3.0
1997
1.4
1.2
1.5
3.7
(*)
2.0
2.0
1.6
4.1
(*)
4.5
(*)
- Not available.
SOURCE: U.S. Department of Commerce, Bureau of the Census,
* Not applicable.
October Current Population Surveys.
320
The Condition of Education 1999
Standard Error Tables
Table S54
Standard errors for the text table in Indicator 54
Ages 18-24
Ages 25-34
Age 35 or older
October
Total
White
Black
Hispanic
Total
White
Black
Hispanic
Total
White
Black
Hispanic
1972
0.5
0.5
1.7
3.3
0.3
0.3
1.1
2.0
-
-
-
-
1974
0.5
0.5
1.6
3.2
0.3
0.3
1.1
2.2
-
-
-
-
1976
0.5
0.5
1.7
3.2
0.3
0.3
1.1
2.0
0.1
0.1
0.6
1.2
1978
0.4
0.5
1.6
2.9
0.2
0.3
1.0
1.8
0.1
0.1
0.6
1.2
1980
0.4
0.5
1.5
2.8
0.2
0.3
0.9
1.6
0.1
0.1
0.5
0.9
1982
0.5
0.5
1.5
2.8
0.2
0.3
0.9
1.6
0.1
0.1
0.5
0.9
1984
0.5
0.5
1.5
2.8
0.1
0.0
0.8
1.6
0.1
0.1
0.4
0.6
1986
0.5
0.6
1.5
2.7
0.2
0.2
0.8
1.5
0.1
0.1
0.4
0.8
1988
0.6
0.6
1.7
3.3
0.2
0.3
0.8
1.5
0.1
0.1
0.4
0.9
1990
0.5
0.6
1.7
2.8
0.2
0.3
0.7
1.3
0.1
0.1
0.4
0.8
1991
0.6
0.6
1.7
2.9
0.2
0.3
0.8
1.4
0.1
0.1
0.4
0.7
1992
0.6
0.6
1.7
2.9
0.2
0.3
0.7
1.4
0.1
0.1
0.3
0.7
1993
0.6
0.6
1.7
2.8
0.2
0.3
0.8
1.4
0.1
0.1
0.4
0.7
1994
0.5
0.6
1.4
1.8
0.2
0.3
0.7
0.9
0.1
0.1
0.3
0.5
1995
0.5
0.6
1.4
1.7
0.2
0.3
0.7
0.8
0.1
0.1
0.3
0.5
1996
0.5
0.6
1.5
1.8
0.2
0.3
0.8
0.9
0.1
0.1
0.3
0.4
1997
0.5
0.6
1.5
1.8
0.2
0.3
0.7
0.8
0.1
0.1
0.3
0.4
- Not available.
SOURCE: U.S. Department of Commerce, Bureau of the Census,
October Current Population Surveys.
The Condition of Education 1999
321
Standard Error Tables
Table S54-1
Standard errors for table 54-1
Ages 18-24
Ages 25-34
Age 35 or older
October
Total
White
Black
Hispanic
Total
White
Black
Hispanic
Total
White
Black
Hispanic
2-year institutions
1973
0.2
0.3
0.8
2.2
0.1
0.1
0.6
1.5
-
-
-
-
1974
0.3
0.3
0.9
2.4
0.1
0.1
0.7
1.3
-
-
-
-
1975
0.3
0.3
1.1
2.3
0.2
0.2
0.8
1.5
-
-
-
-
1976
0.3
0.3
1.0
2.4
0.2
0.2
0.7
1.6
0.1
0.1
0.4
0.9
1977
0.3
0.3
1.0
2.3
0.2
0.2
0.8
1.3
-
-
-
-
1978
0.3
0.3
0.9
2.1
0.1
0.1
0.6
1.3
0.1
0.1
0.4
0.8
1979
0.3
0.3
1.0
2.2
0.1
0.1
0.6
1.2
0.1
0.1
0.3
0.7
1980
0.3
0.3
1.0
2.0
0.1
0.1
0.6
1.1
0.1
0.1
0.3
0.6
1981
0.3
0.3
0.9
2.1
0.1
0.1
0.5
1.1
0.1
0.1
0.3
0.8
1982
0.3
0.3
0.9
2.2
0.1
0.1
0.5
1.1
0.1
0.1
0.3
0.6
1983
0.3
0.3
0.9
2.1
0.1
0.1
0.5
1.2
0.1
0.1
0.2
0.5
1984
0.3
0.3
1.0
1.9
0.1
0.1
0.5
1.0
0.1
0.1
0.3
0.4
1985
0.3
0.3
0.9
1.9
0.1
0.1
0.5
1.0
0.1
0.1
0.3
0.5
1986
0.3
0.3
0.8
2.0
0.1
0.1
0.4
1.0
0.1
0.1
0.3
0.4
1987
0.3
0.3
1.0
1.9
0.1
0.1
0.4
0.9
0.1
0.1
0.2
0.4
1988
0.4
0.4
1.0
2.4
0.1
0.1
0.5
1.0
0.1
0.1
0.3
0.6
1989
0.3
0.4
1.1
2.3
0.1
0.1
0.4
1.0
0.1
0.1
0.2
0.7
1990
0.3
0.4
1.1
2.1
0.1
0.2
0.5
0.9
0.1
0.1
0.2
0.6
1991
0.4
0.4
1.2
2.2
0.1
0.2
0.5
1.0
0.1
0.1
0.2
0.5
1992
0.4
0.4
1.1
2.3
0.1
0.2
0.4
0.9
*0.0
0.1
0.2
0.5
1993
0.4
0.4
1.1
2.2
0.1
0.1
0.5
0.9
0.1
0.1
0.2
0.5
1994
0.3
0.4
0.9
1.3
0.1
0.1
0.5
0.6
*0.0
*0.0
0.2
0.3
1995
0.3
0.4
0.9
1.2
0.1
0.1
0.4
0.5
*0.0
*0.0
0.2
0.3
1996
0.3
0.4
0.9
1.3
0.1
0.2
0.5
0.5
*0.0
*0.0
0.2
0.3
1997
0.3
0.4
1.0
1.3
0.1
0.2
0.4
0.4
*0.0
*0.0
0.2
0.3
4-year institutions
1973
0.4
0.4
1.2
2.5
0.1
0.1
0.6
1.2
-
-
-
-
1974
0.4
0.4
1.2
2.2
0.1
0.1
0.6
1.0
-
-
-
-
1975
0.4
0.4
1.3
2.5
0.1
0.1
0.6
1.0
-
-
-
-
1976
0.4
0.5
1.5
2.6
0.2
0.2
0.9
1.2
0.1
0.1
0.5
0.8
1977
0.4
0.5
1.4
2.5
0.2
0.2
0.9
1.6
-
-
-
-
1978
0.4
0.4
1.4
2.3
0.2
0.2
0.8
1.4
0.1
0.1
0.4
0.9
1979
0.4
0,4
1.4
2.3
0.2
0.2
0.7
1.5
0.1
0.1
0.4
0.6
1980
0.4
0.4
1.3
2.3
0.2
0.2
0.7
1.2
0.1
0.1
0.4
0.7
1981
0.4
0.4
1.3
2.1
0.2
0.2
0.7
1.2
0.1
0.1
0.4
0.6
1982
0.4
0.5
1.3
2.1
0.2
0.2
0.7
1.1
0.1
0.1
0.4
0.7
1983
0.4
0.5
1.3
2.4
0.2
0.2
0.6
1.1
0.1
0.1
0.4
0.7
1984
0.4
0.5
1.2
2.3
0.2
0.2
0.6
1.3
0.1
0.1
0.3
0.4
1985
0.4
0.5
1.2
2.2
0.2
0.2
0.6
1.2
0.1
0.1
0.3
0.7
1986
0.4
0.5
1.4
2.2
0.2
0.2
0.6
1.2
0.1
0.1
0.3
0.7
1987
0.5
0.5
1.4
2.1
0.2
0.2
0.6
1.1
0.1
0.1
0.3
0.5
1988
0.5
0.6
1.5
2.7
0.2
0.2
0.6
1.2
0.1
0.1
0.3
0.7
1989
0.5
0.6
1.5
2.5
0.2
0.2
0.6
1.1
0.1
0.1
0.3
0.6
1990
0.5
0.6
1.5
2.2
0.2
0.2
0.5
0.9
0.1
0.1
0.3
0.6
1991
0.5
0.6
1.4
2.4
0.2
0.2
0.6
1.1
0.1
0.1
0.3
0.5
1992
0.5
0.6
1.5
2.4
0.2
0.2
0.6
1.0
0.1
0.1
0.3
0.5
1993
0.5
0.6
1.5
2.3
0.2
0.2
0.6
1.0
0.1
0.1
0.3
0.5
1994
0.5
0.6
1.3
1.5
0.2
0.2
0.6
0.7
0.1
0.1
0.3
0.4
1995
0.5
0.6
1.3
1.5
0.2
0.2
0.5
0.7
0.1
0.1
0.3
0.4
1996
0.5
0.6
1.4
1.6
0.2
0.2
0.6
0.8
0.1
0.1
0.3
0.3
1997
0.5
0.6
1.4
1.5
0.2
0.2
0.6
0.7
0.1
0.1
0.3
0.3
- Not available.
SOURCE: U.S. Department of Commerce, Bureau of the Census,
* Standard errors less than 0.05 are rounded to 0.0.
October Current Population Surveys.
322
the Condition of Education 1999
Standard Error Tables
Table S55
Standard errors for the text table in Indicator 55
Left in 1989-90 without certificate
Attained
Persisted
Stopped
Stayed out
Type of first institution
certificate
to 1990-91
Total
out
through 1994
Total
0.3
1.2
1.2
1.0
1.0
Institution in 1989-90
Public 2-year
0.6
2.1
2.1
1.8
1.7
All 4-year
0.1
0.8
0.8
0.6
0.6
Public
0.1
1.1
1.1
0.8
0.8
Private, not-for-profit
0.1
1.0
1.0
0.7
0.7
SOURCE: U.S. Department of Education, National Center for
Education Statistics. 1989-90 Beginning Postsecondary Students
Longitudinal Study, Second Follow-up (BPS:90/94), Data Analysis
System.
Table S55-1
Standard errors for table 55-1
Attained by 1994 (highest degree)
No degree,
No degree,
Persistence or departure status
Associate
Bachelor's
enrolled
not enrolled
and type of first institution
Total
Certificate
degree
degree
in 1994
in 1994
All beginning students
Total
1.1
0.8
0.8
1.0
0.7
1.1
Persistence or departure in 1989-90
Persisted to 1990-91
1.2
1.1
1.1
1.3
0.9
1.1
Stopped out, returned to same institution
4.2
3.2
3.0
1.3
3.5
4.7
Stopped out, transferred to another institution
3.9
3.8
2.0
0.8
3.1
3.5
All 4-year
Total
1.3
0.4
0.4
1.4
0.8
1.0
Persistence or departure in 1989-90
Persisted to 1990-91
1.2
0.3
0.4
1.3
0.9
0.9
Stopped out, returned to same institution
4.4
0.7
1.3
4.2
4.4
4.7
Stopped out, transferred to another institution
4.0
3.2
2.9
2.0
3.3
4.3
Public 4-year
Total
1.6
0.5
0.5
1.6
1.0
1.4
Persistence or departure in 1989-90
Persisted to 1990-91
1.6
0.5
0.6
1.7
1.2
1.2
Stopped out, returned to same institution
4.9
0.0
1.8
4.7
5.8
6.0
Stopped out, transferred to another institution
5.2
4.1
3.7
2.4
4.2
5.5
Private, not-for-profit 4-year
Total
1.6
0.4
0.4
1.9
0.8
1.4
Persistence or departure in 1989-90
Persisted to 1990-91
1.4
0.4
0.4
1.7
0.8
1.1
Stopped out, returned to same Institution
7.3
2.5
0.8
7.7
4.6
6.1
Stopped out, transferred to another institution
5.1
2.5
4.0
3.3
4.5
5.3
Public 2-year
Total
2.0
1.4
1.6
1.0
1.5
2.0
Persistence or departure in 1989-90
Persisted to 1990-91
2.6
2.1
2.4
1.7
2.0
2.5
Stopped out, returned to same institution
5.8
3.6
4.7
1.3
4.3
5,7
Stopped out, transferred to another institution
6.3
6.3
2.8
0.0
5.5
5.6
NOTE: Standard errors less than 0.05 are rounded to 0.0.
SOURCE: U.S. Department of Education, National Center for
Education Statistics, 1989-90 Beginning Postsecondary Students
Longitudinal Study, Second Follow-up (BPS:90/94), Data Analysis
System.
The Condition of Education 1999
323
Standard Error Tables
Table S56
Standard errors for the text table in Indicator 56
Persisted
No
Highest degree attained
Attained No degree or
degree or
No
First-generation
degree or
certificate,
certificate,
degree or
Associate
Bachelor's
status¹
certificate
enrolled
Total
not enrolled
certificate
Certificate
degree
degree
All institutions
Total
1.1
0.7
1.1
1.1
1.1
0.8
0.8
1.0
First generation
1.6
1.1
1.7
1.7
1.6
1.3
1.1
1.1
Parents have some college
2.0
1.5
2.0
2.0
1.9
1.4
1.5
1.8
Parents have bachelor's
or advanced degree
1.6
1.3
1.5
1.5
1.7
0.8
1.2
1.7
Public 4-year
Total
1.7
1.1
1.4
1.4
1.6
0.5
0.6
1.6
First generation
2.5
1.7
2.3
2.3
2.4
1.3
1.1
2.5
Parents have some college
2.8
1.9
2.4
2.4
2.8
0.6
1.1
2.7
Parents have bachelor's
or advanced degree
1.9
1.7
1.5
1.5
1.9
0.5
0.7
1.9
Private, not-for-profit 4-year
Total
1.7
0.8
1.4
1.4
1.6
0.4
0.4
1.9
First generation
2.6
1.3
2.3
2.3
2.5
0.7
0.8
3.1
Parents have some college
2.6
1.4
2.3
2.3
2.5
1.2
1.1
2.6
Parents have bachelor's
or advanced degree
1.9
1.1
1.4
1.4
1.9
0.4
0.6
2.1
Public 2-year
Total
1.9
1.5
2.0
2.0
2.0
1.4
1.6
1.0
First generation
2.8
1.9
3.0
3.0
2.7
2.2
2.0
1.1
Parents have some college
4.1
3.3
4.4
4.4
4.1
2.6
3.3
2.1
Parents have bachelor's
or advanced degree
3.6
3.3
3.6
3.6
3.9
2.3
3.1
2.1
SOURCE: U.S. Department of Education, National Center for
Education Statistics, 1989-90 Beginning Postsecondary Students
Longitudinal Study, Second Follow-up (BPS:90/94), Data Analysis
System.
324
The Condition of Education 1999
Standard Error Tables
Table S56-1
Standard errors for table 56-1
First-generation status
Parents
Parents have
First
have some
bachelor's or
Student characteristics
Total
generation
college
advanced degree
Sex
Male
1.0
1.7
1.9
1.5
Female
1.0
1.7
1.9
1.5
Age in 1989-90
18 years or younger
1.3
1.8
2.2
1.6
19-24 years
1.0
1.5
2.1
1.6
25-29 years
0.5
1.1
0.8
0.4
30 years or older
0.8
1.2
1.0
0.4
Race-ethnicity
White
1.2
1.8
1.8
1.4
Black
0.7
1.0
1.4
0.9
Hispanic
0.7
1.3
1.1
0.7
Asian/Pacific Islander
0.5
0.7
0.7
0.8
American Indian/Alaskan Native
0.2
0.4
0.1
0.3
Marital status in 1989-90
Not married
0.9
1.5
1.4
0.7
Married
0.9
1.5
1.3
0.7
Separated
0.3
0.5
0.5
0.1
Dependency status in 1989-90
Dependent
1.2
1.8
1.8
1.0
Single independent
0.7
1.2
1.3
0.7
Independent with dependents
0.9
1.6
1.3
0.8
Socioeconomic status in 1989-90
Lowest quartile
0.8
1.4
1.2
0.5
Middle quartlles
1.0
1.6
2.0
1.5
Highest quartile
1.1
1.3
1.9
1.5
Educational aspirations in 1989-90
Trade school
0.6
1.2
1.1
0.4
2-year degree
0.8
1.5
1.4
1.0
Bachelor's degree
1.1
1.6
2.1
1.6
Advanced degree
1.0
1.5
2.1
1.6
SAT total score
Less than 600
0.9
1.7
1.3
1.2
600-799
1.6
3.3
2.6
1.8
800-999
1.9
3.0
2.9
2.5
1,000-1,199
1.5
2.5
2.7
2.1
1,200-1,399
1.4
0.9
1.3
2.2
1,400 or more
0.4
0.2
0.4
0.6
SOURCE: U.S. Department of Education, National Center for
Education Statistics, 1989-90 Beginning Postsecondary Students
Longitudinal Study, Second Follow-up (BPS:90/94), Data Analysis
System.
The Condition of Education 1999
325
Standard Error Tables
Table S56-2 Standard errors for table 56-2
Private,
Public
not-for-profit
Public
First-generation status
4-year
4-year
2-year
Other
Total
1.7
0.9
1.8
1.0
First generation
1.6
0.7
2.2
1.5
Parents have some college
2.5
1.2
3.0
1.3
Parents have bachelor's or advanced degree
2.3
1.6
2.4
0.8
SOURCE: U.S. Department of Education, National Center for
Education Statistics, 1989-90 Beginning Postsecondary Students
Longitudinal Study, Second Follow-up (BPS:90/94). Data Analysis
System.
Table S59
Standard errors for the text table in Indicator 59
High school completers with:
Diploma or equivalency certificate
Some college
Bachelor's degree or higher
March
Total
White
Black
Hispanic
Total
White
Black
Hispanic
Total
White
Black
Hispanic
1971
0.5
0.5
2.2
2.9
0.7
0.7
2.6
3.8
0.6
0.6
1.8
2.5
1973
0.5
0.5
2.0
2.6
0.6
0.7
2.5
3.3
0.5
0.6
1.8
2.2
1975
0.4
0.4
1.8
2.5
0.6
0.7
2.3
3.3
0.5
0.6
1.7
2.5
1977
0.4
0.4
1.7
2.5
0.6
0.6
2.2
3.3
0.5
0.6
1.7
2.1
1979
0.4
0.4
1.6
2.3
0.6
0.6
2.1
3.1
0.5
0.6
1.6
2.1
1981
0.4
0.3
1.5
2.1
0.6
0.6
2.0
2.7
0.5
0.5
1.4
1.8
1983
0.4
0.4
1.4
2.2
0.6
0.6
2.0
2.9
0.5
0.6
1.5
2.2
1985
0.4
0.4
1.4
2.1
0.6
0.6
1.9
2.8
0.5
0.6
1.4
2.1
1987
0.4
0.4
1.3
2.0
0.6
0.6
1.9
2.6
0.5
0.6
1.3
1.8
1989
0.4
0.4
1.4
2.2
0.6
0.7
2.0
2.9
0.5
0.6
1.5
2.2
1991
0.4
0.4
1.4
2.0
0.6
0.7
2.0
2.6
0.5
0.6
1.3
2.0
1992
0.4
0.4
1.4
2.0
0.6
0.7
2.0
2.6
0.5
0.6
1.4
1.9
1993
0.4
0.4
1.4
1.9
0.6
0.7
2.0
2.5
0.5
0.6
1.5
1.7
1994
0.4
0.4
1.1
1.2
0.6
0.6
1.7
1.6
0.5
0.6
1.2
1.1
1995
0.4
0.3
1.0
1.3
0.6
0.6
1.6
1.7
0.5
0.6
1.3
1.2
1996
0.4
0.4
1.1
1.3
0.6
0.7
1.7
1.7
0.5
0.7
1.3
1.2
1997
0.4
0.3
1.1
1.2
0.6
0.7
1.7
1.6
0.6
0.7
1.3
1.2
1998
0.4
0.3
1.0
1.2
0.6
0.7
1.7
1.6
0.6
0.7
1.3
1.2
SOURCE: U.S. Department of Commerce, Bureau of the Census,
March Current Population Surveys.
326
The Condition of Education 1999
Standard Error Tables
Table S59-1
Standard errors for table 59-1
All
White
Black
Hispanic
March
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
1971
0.5
0.7
0.7
0.5
0.7
0.7
2.2
3.2
2.9
2.9
4.3
3.9
1972
0.5
0.7
0.7
0.5
0.7
0.7
2.1
3.2
2.8
2.9
4.3
4.0
1973
0.5
0.7
0.7
0.5
0.7
0.7
2.0
3.0
2.7
2.6
3.8
3.5
1974
0.4
0.6
0.6
0.4
0.6
0.6
1.9
2.8
2.6
2.5
3.6
3.4
1975
0.4
0.6
0.6
0.4
0.6
0.6
1.8
2.7
2.5
2.5
3.5
3.4
1976
0.4
0.5
0.6
0.4
0.5
0.6
1.7
2.7
2.3
2.5
3.6
3.4
1977
0.4
0.5
0.6
0.4
0.5
0.6
1.7
2.4
2.3
2.5
3.6
3.4
1978
0.4
0.5
0.6
0.4
0.5
0.6
1.6
2.4
2.2
2.3
3.3
3.2
1979
0.4
0.5
0.5
0.4
0.5
0.5
1.6
2.5
2.2
2.3
3.4
3.2
1980
0.4
0.5
0.5
0.4
0.5
0.5
1.5
2.3
2.0
2.2
3.1
3.0
1981
0.4
0.5
0.5
0.3
0.5
0.5
1.5
2.1
2.0
2.1
3.0
2.9
1982
0.4
0.5
0.5
0.4
0.5
0.5
1.4
2.1
1.9
2.1
3.1
2.9
1983
0.4
0.5
0.5
0.4
0.5
0.5
1.4
2.1
1.9
2.2
3.1
3.0
1984
0.4
0.5
0.5
0.4
0.5
0.5
1.4
2.2
1.8
2.1
3.0
2.9
1985
0.4
0.5
0.5
0.4
0.5
0.5
1.4
2.0
1.9
2.1
3.1
2.9
1986
0.4
0.5
0.5
0.4
0.5
0.5
1.3
1.7
1.8
2.0
2.9
2.9
1987
0.4
0.5
0.5
0.4
0.5
0.5
1.3
1.8
1.8
2.0
2.8
2.8
1988
0.4
0.6
0.5
0.4
0.6
0.5
1.5
2.2
2.0
2.3
3.2
3.2
1989
0.4
0.6
0.5
0.4
0.6
0.5
1.4
2.2
1.9
2.2
3.1
3.2
1990
0.4
0.6
0.5
0.4
0.6
0.5
1.4
2.1
1.9
2.0
2.7
2.8
1991
0.4
0.6
0.5
0.4
0.6
0.5
1.4
1.9
1.9
2.0
2.8
2.9
1992
0.4
0.5
0.5
0.4
0.6
0.5
1.4
2.0
2.0
2.0
2.7
2.9
1993
0.4
0.6
0.5
0.4
0.6
0.5
1.4
1.9
2.0
1.9
2.6
2.8
1994
0.4
0.5
0.5
0.4
0.5
0.5
1.1
1.7
1.5
1.2
1.7
1.8
1995
0.4
0.5
0.5
0.3
0.5
0.5
1.0
1.5
1.5
1.3
1.7
1.8
1996
0.4
0.5
0.5
0.4
0.5
0.5
1.1
1.6
1.6
1.3
1.7
1.9
1997
0.4
0.5
0.5
0.3
0.5
0.5
1.1
1.7
1.4
1.2
1.7
1.8
1998
0.4
0.5
0.5
0.3
0.5
0.4
1.0
1.5
1.4
1.2
1.7
1.8
SOURCE: U.S. Department of Commerce, Bureau of the Census,
March Current Population Surveys.
The Condition of Education 1999
327
Standard Error Tables
Table S59-2
Standard errors for table 59-2
All
White
Black
Hispanic
March
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
1971
0.7
1.0
0.9
0.7
1.0
1.0
2.6
3.9
3.6
3.8
5.8
4.9
1972
0.7
0.9
0.9
0.7
1.0
1.0
2.6
3.9
3.4
4.0
6.0
5.2
1973
0.6
0.9
0.9
0.7
1.0
1.0
2.5
3.7
3.3
3.3
5.0
4.2
1974
0.6
0.9
0.9
0.7
1.0
1.0
2.4
3.5
3.2
3.3
4.8
4.5
1975
0.6
0.9
0.9
0.7
0.9
0.9
2.3
3.5
3.1
3.3
4.9
4.4
1976
0.6
0.8
0.8
0.6
0.9
0.9
2.2
3.4
2.9
3.2
4.8
4.2
1977
0.6
0.8
0.8
0.6
0.9
0.9
2.2
3.2
3.0
3.3
4.6
4.6
1978
0.6
0.8
0.8
0.6
0.9
0.9
2.2
3.2
2.9
3.1
4.4
4.3
1979
0.6
0.8
0.8
0.6
0.9
0.9
2.1
3.2
2.9
3.1
4.6
4.1
1980
0.6
0.8
0.8
0.6
0.9
0.9
2.0
3.0
2.7
2.8
4.1
3.8
1981
0.6
0.8
0.8
0.6
0.9
0.9
2.0
2.9
2.7
2.7
3.9
3.6
1982
0.6
0.8
0.8
0.6
0.9
0.9
2.0
3.0
2.7
2.7
4.0
3.8
1983
0.6
0.8
0.8
0.6
0.9
0.9
2.0
2.9
2.7
2.9
4.1
4.0
1984
0.6
0.8
0.8
0.6
0.9
0.9
1.9
2.9
2.6
2.8
4.1
3.8
1985
0.6
0.8
0.8
0.6
0.9
0.9
1.9
2.8
2.6
2.8
4.1
3.8
1986
0.6
0.8
0.8
0.6
0.9
0.9
1.9
2.7
2.6
2.6
3.8
3.7
1987
0.6
0.8
0.8
0.6
0.9
0.9
1.9
2.7
2.6
2.6
3.7
3.7
1988
0.6
0.9
0.8
0.7
1.0
1.0
2.0
3.0
2.8
2.9
4.2
4.2
1989
0.6
0.9
0.8
0.7
1.0
1.0
2.0
3.0
2.7
2.9
4.0
4.2
1990
0.6
0.8
0.8
0.7
1.0
0.9
2.0
2.9
2.7
2.6
3.6
3.6
1991
0.6
0.8
0.8
0.7
1.0
1.0
2.0
2.8
2.7
2.6
3.6
3.8
1992
0.6
0.9
0.8
0.7
1.0
1.0
2.0
2.9
2.8
2.6
3.5
3.8
1993
0.6
0.9
0.8
0.7
1.0
1.0
2.0
2.9
2.8
2.5
3.5
3.6
1994
0.6
0.8
0.8
0.6
0.9
0.9
1.7
2.5
2.3
1.6
2.2
2.4
1995
0.6
0.8
0.8
0.6
0.9
0.9
1.6
2.4
2.3
1.7
2.3
2.4
1996
0.6
0.8
0.8
0.7
0.9
0.9
1.7
2.6
2.4
1.7
2.3
2.5
1997
0.6
0.8
0.8
0.7
0.9
0.9
1.7
2.6
2.3
1.6
2.3
2.3
1998
0.6
0.8
0.8
0.7
1.0
0.9
1.7
2.5
2.3
1.6
2.2
2.3
SOURCE: U.S. Department of Commerce, Bureau of the Census,
March Current Population Surveys.
328
The Condition of Education 1999
Standard Error Tables
Table S59-3
Standard errors for table 59-3
All
White
Black
Hispanic
March
Total
Male
Female
Total
Male
Female
Total
Male
Female
Total
Male
Female
1971
0.6
0.8
0.7
0.6
0.9
0.8
1.8
2.8
2.4
2.5
4.3
2.7
1972
0.6
0.8
0.8
0.6
0.9
0.8
1.8
2.6
2.5
2.3
3.6
2.8
1973
0.5
0.8
0.7
0.6
0.9
0.8
1.8
2.5
2.4
2.2
3.4
2.9
1974
0.5
0.8
0.7
0.6
0.9
0.8
1.6
2.4
2.1
2.0
2.7
3.0
1975
0.5
0.8
0.7
0.6
0.9
0.8
1.7
2.6
2.3
2.5
3.9
3.2
1976
0.5
0.8
0.7
0.6
0.8
0.8
1.8
2.6
2.4
2.2
3.7
2.5
1977
0.5
0.8
0.7
0.6
0.9
0.8
1.7
2.4
2.3
2.1
3.0
3.0
1978
0.5
0.8
0.7
0.6
0.9
0.8
1.6
2.2
2.2
2.3
3.3
3.4
1979
0.5
0.8
0.7
0.6
0.8
0.8
1.6
2.5
2.1
2.1
3.2
2.7
1980
0.5
0.7
0.7
0.6
0.8
0.8
1.5
2.1
2.0
2.0
3.0
2.6
1981
0.5
0.7
0.7
0.5
0.8
0.7
1.4
2.1
1.9
1.8
2.8
2.3
1982
0.5
0.7
0.7
0.6
0.8
0.8
1.5
2.1
2.0
2.0
3.1
2.7
1983
0.5
0.7
0.7
0.6
0.8
0.8
1.5
2.2
2.0
2.2
3.1
3.1
1984
0.5
0.7
0.7
0.6
0.8
0.8
1.4
2.2
1.8
2.2
3.1
3.0
1985
0.5
0.7
0.7
0.6
0.8
0.8
1.4
1.9
1.9
2.1
3.2
2.9
1986
0.5
0.7
0.7
0.6
0.8
0.8
1.3
1.8
1.9
1.9
2.7
2.7
1987
0.5
0.7
0.7
0.6
0.8
0.8
1.3
1.9
1.8
1.8
2.7
2.5
1988
0.5
0.8
0.7
0.6
0.9
0.8
1.5
2.2
2.0
2.3
3.3
3.1
1989
0.5
0.8
0.7
0.6
0.9
0.9
1.5
2.2
2.0
2.2
2.9
3.2
1990
0.5
0.8
0.7
0.6
0.9
0.8
1.5
2.3
1.9
1.8
2.4
2.7
1991
0.5
0.8
0.7
0.6
0.9
0.9
1.3
2.0
1.8
2.0
2.6
3.0
1992
0.5
0.8
0.8
0.6
0.9
0.9
1.4
2.0
1.9
1.9
2.5
2.8
1993
0.5
0.8
0.8
0.6
0.9
0.9
1.5
2.1
2.1
1.7
2.3
2.6
1994
0.5
0.7
0.7
0.6
0.9
0.8
1.2
1.8
1.7
1.1
1.4
1.7
1995
0.5
0.7
0.7
0.6
0.9
0.9
1.3
1.9
1.7
1.2
1.6
1.8
1996
0.5
0.8
0.8
0.7
0.9
0.9
1.3
1.8
1.9
1.2
1.7
1.8
1997
0.6
0.8
0.8
0.7
0.9
0.9
1.3
1.8
1.8
1.2
1.7
1.9
1998
0.6
0.8
0.8
0.7
0.9
1.0
1.3
1.9
1.8
1.2
1.6
1.7
SOURCE: U.S. Department of Commerce, Bureau of the Census,
March Current Population Surveys.
The Condition of Education 1999
329
Standard Error Tables
330
The Condition of Education 1999
Sources of Data
Sources of Data
1. Federal Agency Sources
nontraditional (e.g., older) students and is repre-
sentative of all beginning students in postsecondary
National Center for Education Statistics
education. BPS followed first-time, beginning stu-
U.S. Department of Education
dents for 5 years (through spring 1994), collecting
student data and financial aid reports. By starting
Baccalaureate and Beyond Longitudinal Study
with a cohort that has already entered
postsecondary education (from the NPSAS:90), and
The Baccalaureate and Beyond Longitudinal Study
following it for 5 years (with the first followup in
(B&B) is based on the National Postsecondary Stu-
spring 1992 and the second followup in spring
dent Aid Study (NPSAS) and provides information
1994), BPS is able to determine to what extent, if
concerning education and work experience after
any, students who start postsecondary education
completing the bachelor's degree. B&B provides
later differ in their progress, persistence, and attain-
cross-sectional information 1 year after bachelor's
ment. A new cohort of beginning postsecondary
degree completion (comparable to the Recent Col-
students from 1995-96 will be followed in 1998.
lege Graduates Study), while at the same time
providing longitudinal data concerning entry into
For additional information about BPS, contact:
and progress through graduate level education and
Andrew G. Malizio
the work force. It also provides information on
Postsecondary Studies Division
entry into, persistence and progress through, and
National Center for Education Statistics
completion of graduate level education-informa-
555 New Jersey Avenue, NW
tion not available through followups involving high
Washington, DC 20208-5652
school cohorts or even college entry cohorts, both
Telephone: (202) 219-1774
of which are restricted in the number who actually
e-mail: [email protected]
complete a bachelor's degree and continue their
education.
Common Core of Data
About 11,000 students who completed their degree
The Common Core of Data (CCD) survey provides
in the 1992-93 academic year were included in the
the National Center for Education Statistics (NCES)
first B&B (B&B:93/94). In addition to the student
with a way to acquire and maintain statistical data
data, B&B collected postsecondary transcripts cov-
on the 50 states, the District of Columbia, and five
ering the undergraduate period, providing
outlying areas from the universe of state-level edu-
complete information on progress and persistence
cation agencies. Information about staff and
at both the undergraduate and graduate levels.
students is collected annually at the school, local
New B&B cohorts will alternate with the Beginning
education agency or school district (LEA), and state
Postsecondary Students Longitudinal Study (BPS)
levels. Information about revenues and expendi-
in using NPSAS as their base.
tures also is collected at the state level, and NCES
For additional information about B&B, contact:
joins the Bureau of the Census in collecting school
district finance data. Data are collected for a par-
Paula R. Knepper
ticular school year (October 1 through September
Postsecondary Studies Division
30) via survey instruments sent to the states by
National Center for Education Statistics
October 15 of the subsequent school year. States
555 New Jersey Avenue, NW
have 1 year in which to modify the data originally
Washington, DC 20208-5652
submitted.
Telephone: (202) 219-1914
e-mail: [email protected]
For additional information about CCD, contact:
John Sietsema
Beginning Postsecondary Students Longitudinal
Elementary/Secondary and Library Studies
Study
Division
The Beginning Postsecondary Students Longitudi-
National Center for Education Statistics
nal Study (BPS) provides information on
555 New Jersey Avenue, NW
persistence, progress, and attainment of students
Washington, DC 20208-5651
from their initial time of entry into postsecondary
Telephone: (202) 219-1335
education through their leaving school and enter-
e-mail: [email protected]
ing the work force. BPS includes traditional and
332
the Condition 01 Education 1999
Sources of Data
Fast Response Survey System
in 1980. The completion rate for sophomores eli-
gible for on-campus survey administration was
The Fast Response Survey System (FRSS) was es-
about 96 percent. About 89 percent of the students
tablished in 1975 to collect issue-oriented data
who left school between the base-year and first
quickly and with minimum response burden. FRSS
followup surveys (dropouts, transfer students, and
was designed to meet the data needs of Department
early graduates) completed the first followup
of Education analysts, planners, and decision-mak-
sophomore questionnaire.
ers when information could not be collected quickly
through traditional NCES surveys.
The sample for the second followup, which took
place in the spring of 1984, consisted of about 12,000
The data collected through FRSS are representative
members of the senior cohort and about 15,000
at the national level, drawing from a universe that
members of the sophomore cohort. The comple-
is appropriate for each study. FRSS collects data
tion rates were 91 and 92 percent, respectively.
from state education agencies and national samples
of other educational sectors, including:
HS&B third followup data collection activities were
conducted in the spring of 1986. Both the sopho-
Local education agencies;
more and senior cohort samples for this round of
Public and private elementary and secondary
data collection were the same as those used for the
schools;
second followup survey. The completion rates for
Public and private postsecondary institutions;
the sophomore and senior cohort samples were 91
Public school teachers;
percent and 88 percent, respectively. HS&B fourth
Public and school libraries; and
followup data collection activities have been con-
Adult literacy programs.
ducted, the data is not yet available.
For further information on the Fast Response Sur-
For additional information about HS&B, contact:
vey System, contact:
Aurora M. D'Amico
Bernard R. Greene
Postsecondary Studies Division
Early Childhood, International, and Crosscutting
National Center for Education Statistics
Studies Division
555 New Jersey Avenue, NW
National Center for Education Statistics
Washington, DC 20208-5652
555 New Jersey Avenue NW
Telephone: (202) 219-1365
Washington, DC 20208-5651
e-mail: Aurora_D'[email protected]
Telephone: (202) 219-1366
email: [email protected]
High School Transcript Studies
High School and Beyond
As part of the first followup of High School and
Beyond (HS&B), transcripts were requested in fall
High School and Beyond (HS&B) is a national lon-
1982 for an 18,152-member subsample of the sopho-
gitudinal study of 1980 high school sophomores and
more cohort. Of the 15,941 transcripts actually
seniors. The base-year survey was a probability
obtained, 1,969 were excluded because the students
sample of 1,015 high schools, with a target number
had dropped out of school before graduation; 799
of 36 sophomores and 36 seniors in each school. A
were excluded because they were incomplete; and
total of 58,270 students participated in the base-year
1,057 were excluded because the students gradu-
survey. Substitutions were made for noncooperating
schools-but not for students-in those strata where
ated before 1982 or the transcript indicated neither
a dropout status nor graduation. Thus, 12,116 tran-
it was possible. Overall, 1,122 schools were selected
scripts were used for an overall curriculum analysis.
in the original sample and 811 of these schools par-
ticipated in the survey. An additional 204 schools
Transcripts of 1987 high school graduates were com-
were drawn in a replacement sample. Student refus-
pared to transcripts of 1982 graduates to describe
als and student absences resulted in an 82 percent
changes in course-taking patterns across this 5-year
completion rate for the survey.
period. The sample of schools for the 1987 High
School Transcript Study consisted of a nationally
HS&B first followup activities were conducted in
representative sample of 497 secondary schools se-
the spring of 1982. The sample design of the first
lected for the 1986 National Assessment of
followup survey called for the selection of approxi-
Educational Progress (NAEP) for students in grade
mately 30,000 individuals who were sophomores
11 who were 17 years old, of which 433 schools par-
The Condition of Education 1999
333
Sources of Data
ticipated. The 1987 study was restricted to students
education is available (institutions), who partici-
who were in grade 11 during school year 1985-86
pates in it and completes it (students), which
equaling 27,732 graduates. The 1990 High School
programs are offered and are completed, and which
Transcript Study was conducted using methodol-
human and financial resources are involved in the
ogy and techniques nearly identical to those used
provision of institutionally based postsecondary
in the 1987 study.
education. Specifically, these components include:
fall enrollment in occupationally specific programs;
The analyses in the Condition focus on high school
salaries of full-time instructional faculty; comple-
graduates, so only those students who had gradu-
tions (degrees awarded); finance; staff; institutional
ated from high school were included from the 1990
characteristics, including institutional activity; fall
study, the 1987 High School Transcript Study, and
enrollment, including age and residence; and aca-
from HS&B. Because the methods used to identify
demic libraries.
and define disabled students were different for the
later studies, and in order to make the samples as
For additional information about IPEDS, contact:
comparable as possible, it was necessary to restrict
the samples to those students whose records indi-
Susan Broyles
cated they had not participated in a special
Postsecondary Studies Division
National Center for Education Statistics
education program. In the spring of 1991, tran-
scripts were collected from 21,607 students who
555 New Jersey Avenue, NW
graduated from high school in 1990. These students
Washington, DC 20208-5652
attended 330 schools that had previously been
Telephone: (202) 219-1587
sampled for the NAEP.
e-mail: [email protected]
Between May and November of 1994, high school
Fall Enrollment. This survey has been part of the
IPEDS or HEGIS series since 1966. The enrollment
transcripts were collected from 25,573 students who
graduated from high school in 1994. To be consis-
survey response rate is relatively high; for example,
tent with the 1982 study, students with an
the 1992 response rate was 86.9 percent.
Individualized Education Program (IEP) were omit-
Beginning in fall 1986, the survey system was rede-
ted. Also, students with incomplete transcripts
signed with the introduction of IPEDS (see above).
were dropped, bringing the number of transcripts
The new survey system comprises all
analyzed to 24,374. These students attended 340
postsecondary institutions, but also maintains com-
schools that had previously been sampled by NAEP.
parability with earlier surveys by allowing HEGIS
For additional information about the HS&B High
institutions to be tabulated separately. The new
School Transcripts studies, contact:
system also provides for preliminary and revised
data releases. This allows NCES the flexibility to
Steve Gorman
release early data sets while still maintaining a more
Assessment Division
accurate final database.
National Center for Education Statistics
555 New Jersey Avenue, NW
Salaries, Tenure, and Fringe Benefits of Full-Time In-
Washington, DC 20208-5653
structional Faculty. This survey has been conducted
Telephone: (202) 219-1937
for most years between 1966-67 and 1987-88, and
e-mail: [email protected]
annually since 1989-90. Although the survey form
was changed a number of times during those years,
only comparable data are presented in this report.
Integrated Postsecondary Education Data System
The data were collected from individual colleges
The Integrated Postsecondary Education Data Sys-
and universities.
tem (IPEDS) surveys all postsecondary institutions,
Between 1966-67 and 1985-86 this survey differed
including universities and colleges, as well as in-
from other HEGIS surveys in that imputations were
stitutions offering technical and vocational
not made for nonrespondents. Thus, there is some
education beyond the high school level. This sur-
possibility that the salary averages presented in this
vey system, which began in 1986, replaces and
report may differ from the results of a complete
expands upon the Higher Education General Infor-
enumeration of all colleges and universities. Be-
mation Survey (HEGIS).
ginning with the surveys for 1987-88, the IPEDS
IPEDS consists of several integrated components
data tabulation procedures included imputations
that obtain information on where postsecondary
for survey nonrespondents. The response rate for
the 1993-94 survey was 90.1 percent.
334
The Condition of Education 1999
Sources of Data
Completions. This survey was always part of the
Accountants; and HEGIS Financial Reporting Guide
HEGIS series. However, the degree classification
(1980), by NCES. Wherever possible, definitions and
taxonomy was revised in 1970 and again in 1980,
formats in the survey form are consistent with those
with additional revisions in 1985 and 1990. Collec-
in these three accounting texts.
tion of degree data has been maintained through
the IPEDS system.
Fall Staff. The fall staff data presented in this publi-
cation were collected in cooperation with the U.S.
Though information from survey years 1970-71
Equal Employment Opportunity Commission
through 1981-82 is directly comparable, care must
(EEOC). In 1989, survey instruments were mailed
be taken if information before or after that period
to 6,669 in-scope postsecondary education institu-
is included in any comparison. For example,
tions, including 2,576 4-year schools, 2,739 2-year
degrees-conferred trend tables arranged by the
schools, and 273 public less-than-2-year schools.
1982-83 classification were added to the Digest of
The universe of 5,002 less-than-2-year private in-
Education Statistics, 1992 to provide consistent data
stitutions were represented by a sample of 1,071
from 1970-71 to 1988-89. However, data on
institutions.
associate's degrees and other formal awards below
the baccalaureate, by field of study after 1982-83,
The 3,589 institutions of higher education (in the
are not comparable with figures for earlier years.
50 states and the District of Columbia) in operation
in 1989 form a subset of the universe of
The nonresponse rate did not appear to be a sig-
nificant source of nonsampling error for this survey.
postsecondary institutions in this report. These in-
The return rate over the years was high, with a re-
stitutions are accredited at the college level by an
sponse rate for the 1992-93 survey of 88.2 percent.
agency recognized by the Secretary, U.S. Depart-
Because of the high return rate, nonsampling error
ment of Education; these institutions were
caused by imputation was also minimal.
previously surveyed under HEGIS, which IPEDS
supersedes. The 1991 "Fall Staff" survey had an
Financial Statistics. This survey was part of the
overall response rate of 84.9 percent.
HEGIS series and has been continued under the
IPEDS system. Changes were made in the finan-
Institutional Characteristics. This survey provided
cial survey instruments in fiscal years (FY) 1976,
the basis for the universe of institutions presented
1982, and 1987. The FY 76 survey instrument con-
in the Directory of Postsecondary Institutions. The
tained numerous revisions to earlier survey forms
IPEDS contains approximately 10,000 schools
and made direct comparisons of line items very
whose primary purpose is to provide postsecondary
difficult. Beginning in FY 82, Pell grant data were
education. The Institutional Characteristics survey
collected on federal restricted grants and contracts
requests information about institutions that allows
revenues and restricted scholarships and fellow-
the universe to be classified by control, program
ships expenditures. The introduction of IPEDS in
level, and other characteristics. Each fall, institu-
the FY 87 survey included several important
tions are asked to update their information.
changes to the survey instrument and data process-
ing procedures. While these changes were
National Adult Literacy Survey
significant, considerable effort has been made to
The National Adult Literacy Survey (NALS) was
present only comparable information on trends in
created as a new measure of literacy and funded
this report and to note inconsistencies. Finance
by the U.S. Department of Education and by 12
tables for this publication have been adjusted by
states. It is the third, and largest, assessment of
subtracting the largely duplicative Pell grant
adult literacy funded by the federal government.
amounts from the later data to maintain compara-
The aim of the survey is to profile the English lit-
bility with pre-FY 82 data.
eracy of adults in the United States based on their
To reduce reporting error, NCES uses national stan-
performance across a wide array of tasks that re-
dards for reporting financial statistics. These
flect the types of materials and demands they
standards are contained in College and University
encounter in their daily lives.
Business Administration: Administrative Services (1974
To gather the information on adults' literacy skills,
edition), published by the National Association of
trained staff interviewed nearly 13,600 individuals
College and University Business Officers; Audits of
age 16 and older during the first 8 months of 1992.
Colleges and Universities (as amended August 31,
These participants had been randomly selected to
1974), by the American Institute of Certified Public
represent the adult population in the country as a
The Condition of Education 1999
335
Sources of Data
whole. In addition, some 1,100 inmates from 80
Unlike its predecessors, NELS:88 began with a co-
federal and state prisons were interviewed to gather
hort of 8th-grade students.
information on the proficiencies of the prison popu-
lation. In total, over 26,000 adults were surveyed.
NELS:88 is designed to provide trend data about
critical transitions experienced by young people as
For additional information about NALS, contact:
they develop, attend school, and embark on their
careers. It complements and strengthens state and
Andrew Kolstad
local efforts by furnishing new information on how
Assessment Division
school policies, teacher practices, and family in-
National Center for Education Statistics
volvement affect student educational outcomes (i.e.,
555 New Jersey Avenue, NW
academic achievement, persistence in school, and
Washington, DC 20208-5653
participation in postsecondary education). The
Telephone: (202) 219-1773
base-year NELS:88 was a multifaceted study ques-
e-mail: [email protected]
tionnaire with four cognitive tests, and
questionnaires for students, teachers, parents, and
National Assessment of Educational Progress
the school.
The National Assessment of Educational Progress
Within the school sample, 26,000 8th-grade students
(NAEP) is a congressionally mandated study
were selected at random. The first and second
funded by the Office of Educational Research and
followups revisited the same sample of students in
Improvement (OERI), U.S. Department of Educa-
1990, 1992 and 1994, when the 1988 8th-graders were
tion. The overall goal of the project is to determine
in the 10th and 12th grades and then 2 years after
the nation's progress in education. To accomplish
their scheduled high school graduation. A fourth
this goal, a cross-sectional study was designed and
followup is planned for the year 2000.
initially implemented in 1969. Periodically, NAEP
has gathered information about levels of educa-
For additional information about NELS, contact:
tional achievement across the country. NAEP has
Jeffrey A. Owings
surveyed the educational accomplishments of 9-,
Elementary/Secondary and Library Studies
13-, and 17-year-old students (and in recent years,
Division
students in grades 4, 8, and 12), and occasionally
National Center for Education Statistics
young adults, in 10 learning areas. Different learn-
555 New Jersey Avenue, NW
ing areas were assessed annually and, as of 1980-81,
Washington, DC 20208-5651
biennially. Most areas have been periodically reas-
Telephone: (202) 219-1777
sessed in order to measure possible changes in
e-mail: [email protected]
education achievement.
For additional information on NAEP, contact:
National Household Education Survey
Peggy Carr
The National Household Education Survey (NHES)
Assessment Division
is the first attempt by NCES to go beyond its tradi-
National Center for Education Statistics
tional, school-based data collection to a household
555 New Jersey Avenue, NW
survey. Historically, NCES has collected data from
Washington, DC 20208-5653
teachers, students, and schools through school-
Telephone: (202) 219-1576
based surveys and from administrative records data
e-mail: [email protected]
through surveys of school districts and state edu-
cation agencies. NHES has the potential to address
National Education Longitudinal Study of 1988
many education issues that have not been ad-
dressed previously by NCES data collections.
The National Education Longitudinal Study of 1988
(NELS:88) is the third major longitudinal study
During the spring of 1991, NCES fielded a full-scale
sponsored by NCES. The two studies that preceded
NHES on early education. Approximately 60,000
NELS:88, the National Longitudinal Study of the
households were screened to identify a sample of
High School Class of 1972 (NLS-72) and HS&B, sur-
children aged 3-8. The parents of these children
veyed high school seniors (and sophomores in
were interviewed in order to collect information
HS&B) through high school, postsecondary educa-
about their children's educational activities and the
tion, and work and family formation experiences.
role of the family in children's learning. The
NHES:93 is a subsequent survey conducted in the
336
The Condition of Education 1999
Sources of Data
spring of 1993. It addressed readiness for school
Peter S. Stowe
and safety and discipline in school. The NHES:93
Early Childhood, International, and Crosscutting
early childhood component focused on readiness
Studies Division
for school in a broad sense and examined several
National Center for Education Statistics
relevant issues. The School Safety and Discipline
555 New Jersey Avenue, NW
component of the NHES:93 addressed a new topic
Washington, DC 20208-5651
for the NHES. It focused on four areas: school en-
Telephone: (202) 219-2099
vironment, school safety, school discipline policy,
e-mail: [email protected]
alcohol/other drug use, and education. In the
NHES:95 survey, the Early Childhood Program
National Longitudinal Study of the High School
Participation component provided information on
Class of 1972
infants', toddlers', and preschoolers' participation
in a variety of early care and education settings,
The National Longitudinal Study of the High School
including both home-based and center-based ar-
Class of 1972 (NLS) was the first major longitudi-
rangements. The survey component also included
nal study sponsored by NCES. NLS was designed
data on kindergarten and primary school history
to produce representative data at the national level
and experiences.
on the cohort of students who were in the 12th grade
in 1972. The 1972 base study was followed by fol-
In the NHES:96, the topical components included
low-up studies in 1973, 1974, 1976, 1979, and 1986.
Parent/Family Involvement in Education and Civic
The follow-up studies asked respondents about
Involvement. The NHES:96 also expanded screen-
their education and work plans, community char-
ing features to include a series of questions on pub-
acteristics, family structure, attitudes and opinions,
lic library use.
school characteristics, grade point average, credits
earned, and financial assistance for postsecondary
In NHES, an adult education component was
education. After NLS, NCES sponsored two other
fielded in 1991 and 1995. Adult household mem-
major longitudinal studies: High School and Be-
bers were sampled and questioned about their
yond, and the National Education Longitudinal
participation in adult education. These adult edu-
Study of 1988.
cation components were, for the most part, adapted
from the previous Current Population Survey (CPS)
For additional information on the National Longi-
adult education supplements. However, unlike the
tudinal Study of 1972, contact:
CPS, NHES collects information on both adult edu-
Aurora M. D'Amico
cation participants and nonparticipants. The
NHES:91 survey identified and screened more than
Postsecondary Studies Division
National Center for Education Statistics
60,000 households. During the survey, a knowl-
edgeable adult was asked a series of questions to
555 New Jersey Avenue, NW
screen all household members for adult education
Washington, DC 20208-5652
participation in a sample of about 20,000 of these
Telephone: (202) 219-1365
60,000 households, resulting in interviews with ap-
e-mail: Aurora_D'[email protected]
proximately 12,000 adults. In the NHES:95 survey,
about 19,750 adults completed the interview.
National Postsecondary Student Aid Study
For additional information about the child care and
NCES conducted the National Postsecondary Stu-
early education program participation component
dent Aid Study (NPSAS) for the first time during
of NHES, contact:
the 1986-87 school year. This survey established
the first comprehensive student financial aid data-
Kathryn A. Chandler
base. Data were gathered from 1,074 postsecondary
Early Childhood, International, and Crosscutting
institutions and approximately 60,000 students and
Studies Division
14,000 parents. These data provided information
National Center for Education Statistics
on the cost of postsecondary education, the distri-
555 New Jersey Avenue, NW
bution of financial aid, the characteristics of both
Washington, DC 20208-5651
aided and nonaided students and their families, and
Telephone: (202) 219-1767
the nature of aid packages.
e-mail: [email protected]
In response to the continuing need for these data,
For additional information on the adult education
NCES conducted the second, third, and fourth
component of NHES, contact:
The Condition of Education 1999
337
Sources of Data
cycles of NPSAS in the 1989-90, 1992-93, and 1995-
universities; a survey of a stratified random sample
96 school years.
of 3,029 eligible department chairpersons (or their
equivalent) within the participating 4-year institu-
The 1990 in-school sample involved approximately
tions; and a survey of a stratified random sample
70,000 students selected from registrar lists of
of 11,013 eligible faculty members within the par-
enrollees at 1,200 postsecondary institutions. The
ticipating institutions. Response rates for the three
1993 sample was taken from 77,000 students at 1,000
surveys were 88 percent, 80 percent, and 76 per-
postsecondary institutions, and the 1996 sample
cent, respectively.
involved 50,000 students enrolled at 850
postsecondary institutions. The sample included
The universe of institutions from which the sample
both aided and nonaided students. Student
was selected was all accredited nonproprietary U.S.
information such as field of study, education level,
postsecondary institutions that grant a 2-year
and attendance status (part time or full time) was
(associate's) or higher degree and whose accredita-
obtained from registrar records. Types and amounts
tion at the higher education level is recognized by
of financial aid and family financial characteristics
the U.S. Department of Education. This includes
were abstracted from school financial aid records.
religious, medical, and other specialized
Also, approximately 16,000 parents of students were
postsecondary institutions as well as 2- and 4-year
sampled in 1990; 12,500 parents were sampled in
nonspecialized institutions. According to the 1987
1993; and 8,800 parents were selected for
IPEDS, this universe comprised 3,159 institutions.
participation in 1996. Data on family composition
The universe does not include proprietary 2- and
and parent financial characteristics also were
4-year institutions or less-than-2-year postsecon-
compiled. Students enrolled in postsecondary
dary institutions.
education for the first time in 1989-90 served as the
base for BPS. Students who received a bachelor's
The second cycle of NSOPF, conducted in 1992-93,
degree in 1992-93 served as the base for B&B, and
was limited to surveys of faculty and institutions,
students who began their postsecondary education
but with a substantially expanded sample of 974
in 1995-96 served as the base for BPS:96.
public and private nonproprietary higher educa-
tion institutions and 31,354 faculty. Unlike
For additional information about NPSAS, contact:
NSOPF-88, which was limited to faculty whose
regular assignment included instruction, the faculty
Andrew G. Malizio
universe for NSOPF-93 was expanded to include
Postsecondary Studies Division
anyone who was designated as faculty, whether or
National Center for Educational Statistics
not their responsibilities included instruction. Un-
555 New Jersey Avenue, NW
der this definition, researchers and administrators
Washington, DC 20208-5652
and other institutional staff who hold faculty posi-
Telephone: (202) 219-1448
tions but who do not teach were included in the
e-mail: [email protected]
sample. The definition of the institution universe
for NSOPF-93 was identical to the one used in
National Study of Postsecondary Faculty
NSOPF-88.
The National Study of Postsecondary Faculty
For additional information about NSOPF, contact:
(NSOPF-88) was a comprehensive survey of higher
education instructional faculty in the fall of 1987.
Linda J. Zimbler
It was the first such survey conducted since 1963,
Postsecondary Studies Division
and it gathered information regarding the back-
National Center for Education Statistics
grounds, responsibilities, workloads, salaries,
555 New Jersey Avenue, NW
benefits, and attitudes of both full- and part-time
Washington, DC 20208-5652
instructional faculty and staff in 2- and 4-year in-
Telephone: (202) 219-1834
stitutions under both public and private control. In
e-mail: [email protected]
addition, information was gathered from institu-
tional and department-level respondents on such
Postsecondary Education Quick Information Sys-
issues as faculty composition, new hires, departures
tem
and recruitment, retention, and tenure policies.
NCES established the Postsecondary Education
There were three major components of the study: a
Quick Information System (PEQIS) to collect timely
survey of institutional-level respondents at a strati-
data on focused issues needed for program plan-
fied random sample of 480 U.S. colleges and
ning and policy development with a minimum
338
The Condition of Education 1999
Sources of Data
burden on respondents. In addition to obtaining
Telephone: (202) 219-1581
information on emerging issues quickly, PEQIS sur-
e-mail: [email protected]
veys are also used to assess the feasibility of
developing large-scale data collection efforts on a
Recent College Graduates Study
given topic or to supplement other NCES
postsecondary surveys.
NCES has conducted periodic surveys of individu-
als, about 1 year after graduation, to collect
The PEQIS panel is a nationally representative
information on college outcomes. The Recent Col-
sample of approximately 1,500 2-year and 4-year
lege Graduates (RCG) surveys have concentrated
postsecondary institutions in the United States. The
on those graduates entering the teaching profession.
panel consists of all types of postsecondary institu-
To obtain accurate results on this smaller subgroup,
tions at the 2-year and 4-year level, including
graduates who are newly qualified to teach have
universities, baccalaureate colleges, community col-
been oversampled in each of the surveys.
leges, trade and technical schools, and other
postsecondary schools. PEQIS also includes a
The 1976 survey of 1974-75 college graduates was
supplementary panel of less-than-2-year institu-
the first and smallest in the series. The sample con-
tions. Depending on the topic of the survey,
sisted of 209 schools, of which 200 (96 percent)
questionnaires either are sent to all institutions in
responded. Of the 5,506 graduates in the sample,
the PEQIS panel, or to a subsample of the institu-
4,350 responded, for a response rate of 79 percent.
tions, for example, institutions designated as higher
The 1981 survey was larger, with 301 institutions
education institutions.
and 15,852 graduates. Responses were obtained
For more information on PEQIS, contact:
from 286 institutions, for an institutional response
rate of 95 percent, and from 9,312 graduates (716
Bernard R. Greene
others were determined to be out of scope), for a
Early Childhood, International, and Crosscutting
response rate of 62 percent. The 1985 survey re-
Studies Division
quested data from 18,738 graduates from 404
National Center for Education Statistics
colleges. Responses were obtained from 13,200 stu-
555 New Jersey Avenue, NW
dents, for a response rate of 74 percent (885 were
Washington, DC 20208-5652
out of scope). The response rate for the colleges
Telephone: (202) 219-1366
was 98 percent.
e-mail: [email protected]
The 1987 survey form was sent to 21,957 graduates.
Projections of Education Statistics
Responses were received from 16,878, for a response
rate of 79.7 percent. The 1987 Transcript Study col-
Since 1964, NCES has published Projections of Edu-
lected transcripts for each student who was part of
cation Statistics, a report that shows projections of
the 1987 sample. The 1991 survey sampled 18,135
key statistics for elementary and secondary schools
graduates and 400 institutions. The response rates
and institutions of higher education. Data are in-
were 95 percent for the institutions and 83 percent
cluded for enrollments, classroom teachers, high
for the graduates.
school graduates, earned degrees conferred, and
expenditures. Projections includes several alterna-
For additional information about RCG, contact:
tive projection series and a methodology section
Peter S. Stowe
describing the techniques and assumptions used to
Postsecondary Studies Division
prepare them. Data in this edition of The Condition
National Center for Education Statistics
of Education reflect the middle alternative projec-
555 New Jersey Avenue, NW
tion series only.
Washington, DC 20208-5652
For additional information about projection meth-
Telephone: (202) 219-2099
odology and accuracy, contact:
e-mail: [email protected]
Debra E. Gerald
Schools and Staffing Survey
Early Childhood International and Crosscutting
Studies Division
The Schools and Staffing Survey (SASS) provides
National Center for Education Statistics
national- and state-level data on schools, principals,
555 New Jersey Avenue, NW
teachers and districts for public schools. In addi-
Washington, DC 20208-5654
tion SASS provides national-level data on schools,
The Condition of Education 1999
339
Sources of Data
principals, and teachers. The survey monitors
For additional information about SASS, contact:
teacher supply and demand conditions, school poli-
Charles Hammer
cies and programs, characteristics and qualifications
of teachers and principals, and the general status
Elementary/Secondary and Library Studies
Division
of teaching and schooling. A proportion of the sur-
National Center for Education Statistics
vey is devoted to school libraries and media centers
as well as school librarians.
555 New Jersey Avenue, NW
Washington, DC 20208-5651
SASS is a multilevel linked set of surveys that al-
Telephone: (202) 219-1330
lows comparison between public and private
e-mail: [email protected]
schools and linkages of teachers and principals to
their schools and school districts. There are four
components: the Teacher Demand and Shortage
Office of Special Education and Rehabilitative
Survey, the Principal Survey, the School Survey, and
Services
the Teacher Survey. In the year following each SASS,
U.S. Department of Education
a follow-up survey of teachers is conducted to mea-
sure teacher attrition and mobility.
Annual Report to Congress on the Implementa-
tion of the Individuals with Disabilities Education
SASS was first conducted in the 1987-88 school year,
Act
and again in 1990-91 and 1993-94. It will be con-
ducted again in 1999-2000. The 1993-94 SASS
The Individuals with Disabilities Education Act
sample consisted of approximately 9,900 public
(IDEA), formerly the Education of the Handicapped
schools, 3,300 private schools, and 5,500 public
Act (EHA), requires the Secretary of Education to
school districts associated with the public schools
annually transmit to Congress a report that de-
in the sample. From these schools, about 57,700
scribes our school systems' progress in serving the
public school teachers and 11,500 private school
Nation's disabled children. The annual report con-
teachers were sampled.
tains information on such children served by the
public schools under the provisions of Part B of the
The public school sample for the 1993-94 SASS was
IDEA and on children served in state-operated pro-
based upon the 1991-92 school year Common Core
grams (SOP) for the disabled under Chapter I of
of Data (CCD), the compilation of all the Nation's
the Education Consolidation and Improvement Act
public school districts and public schools. The pri-
(ECIA). Statistics on children who receive special
vate school sample for the 1993-94 SASS was
education and related services in various settings
selected from the 1991-92 Private School Universe
and on school personnel who provide such services
Survey (PSS), supplemented with list updates from
are reported in an annual submission of data to the
states and some associations available in time for
Office of Special Education and Rehabilitative Ser-
sample selections.
vices (OSERS) by the 50 states, the District of
Public-use and restricted-use microdata files are
Columbia, and the outlying areas. The child-count
information is based on the number of disabled
available on CD-ROM or 9-track tape. Summary
data from the 1993-94 SASS can be found in Schools
children who receive special education and related
and Staffing in the United States: Selected Data for Pub-
services on December 1 of each year for IDEA and
lic and Private Schools, 1993-94 (NCES 95-191). More
October 1 for Chapter I of ECIA/SOP.
detailed results from the 1993-94 SASS are pub-
For more information about the Annual Report to
lished in Schools and Staffing in the United States: A
Congress, contact:
Statistical Profile, 1993-94 (NCES 96-124). Data by
state (public sector only) are available in SASS by
Lou Danielson
State-1993-94 Schools and Staffing Survey Selected
Office of Special Education and
State Results (NCES 96-312). Further information
Rehabilitative Services
about the sample may be obtained from 1993-94
Office of Special Education Programs
Schools and Staffing Survey: Sample Design and Esti-
Room 3523, Switzer Building
mation (NCES 96-089). Data from previous SASS
330 C Street, SW
collections are published in the 1987-88 and 1990-
Washington, DC 20202
91 Profile (NCES 92-120 and 93-146, respectively),
Bureau of the Census
as well as the 1987-88 and 1990-91 versions of the
U.S. Department of Commerce
sample design report (NCES 91-127 and 93-449, re-
spectively).
Current Population Survey
340
The Condition of Education 1999
Sources of Data
Current estimates of school enrollment and social
Beginning with the data for March 1994, tabulations
and economic characteristics of students are based
are controlled to the 1990 census. Estimates for ear-
on data collected in the Bureau of the Census'
lier years were controlled to earlier censuses.
monthly household survey of about 60,000 house-
For additional information about educational at-
holds, known as the Current Population Survey
(CPS). The CPS covers 729 sample areas consisting
tainment data, contact:
of 1,973 counties, independent cities, and minor civil
Education and Social Stratification Branch
divisions throughout the 50 states and the District
Population Division
of Columbia. Up to 1993, the sample was selected
Bureau of the Census
from 1980 census files and is periodically updated
U.S. Department of Commerce
to reflect new housing construction. In 1994, the
Washington, DC 20233
questionnaire for the CPS was redesigned, and the
computer-assisted personal interviewing (CAPI)
Voting and Registration. In November of election
method was implemented. In addition, the 1990
years, the CPS includes supplemental questions on
census-based population controls with adjustments
voting and registration within the civilian nonin-
for the estimated population undercount were also
stitutional population. CPS voting estimates exceed
introduced.
counts of the actual number of votes cast. On bal-
ance, the CPS overstates voting in Presidential
The primary function of the monthly CPS is to col-
elections by 10-20 percent of the total number of
lect data on labor force participation of the civilian
persons reported as having voted.
noninstitutional population. (It excludes military
personnel and inmates of institutions.) In October
Data on voter participation by social and economic
of each year, questions on school enrollment by
characteristics of the population of voting age have
grade and other school characteristics are asked
been published since 1964 in Current Population Re-
about each member of the household.
ports, Series P-20.
For additional information refer to the Current Popu-
For additional information about voting and regis-
lation Reports, Series P-20, or contact:
tration, contact:
Education and Social Stratification Branch
Jerry T. Jennings
Population Division
Population Division
Bureau of the Census
Bureau of the Census
U.S. Department of Commerce
U.S. Department of Commerce
Washington, DC 20233
Washington, DC 20233
School Enrollment. Each October, the CPS includes
supplemental questions on the enrollment status of
2. Other Organization Sources
the population aged 3 and older. Annual reports
documenting school enrollment of this population
American College Testing Program
have been produced by the Bureau of the Census
since 1946.
The American College Testing (ACT) Assessment
is designed to measure educational development
For additional information about the CPS school
in the areas of English, mathematics, social studies,
enrollment data, contact:
and natural sciences. The ACT Assessment is taken
by college-bound high school students, and the test
Education and Social Stratification Branch
results are used to predict how well students might
Population Division
perform in college.
Bureau of the Census
U.S. Department of Commerce
Prior to the 1984-85 school year, national norms
Washington, DC 20233
were based on a 10 percent sample of the students
taking the test. Since then, national norms have
Educational Attainment. Data on years of school
been based on the test scores of all students taking
completed are derived from two questions on the
the test. Moreover, beginning with 1984-85, these
CPS instrument. Biennial reports documenting edu-
norms have been based on the most recent ACT
cational attainment are produced by the Bureau of
scores available from students scheduled to gradu-
the Census using March CPS data.
ate in the spring of the year in which they take the
test. Duplicate test records are no longer used to
produce national figures.
The Condition of Education 1999
341
Sources of Data
The 1990 ACT assessment is significantly different
The SAT results are not representative of high school
from previous years. Consequently, it is not pos-
students or college-bound students nationally since
sible to make direct comparisons between scores
the sample is self-selected. Generally, tests are taken
earned in 1990 and scores earned in previous years.
by students who need the results to attend a par-
To permit continuity in the tracking of score trends,
ticular college or university. The state totals are
ACT has established links between scores earned
greatly affected by the requirements of its state col-
on ACT tests administered before October 1989 and
leges. Public colleges in a number of states require
scores on the new ACT.
ACT scores rather than SAT scores. Thus, the pro-
portion of students taking the SAT in these states is
For additional information about the ACT Assess-
very low and is inappropriate for any comparison.
ment, contact:
In recent years, about 1 million high school students
The American College Testing Program
have taken the examination annually.
2201 North Dodge Street
For additional information about the SAT, contact:
P.O. Box 168
Iowa City, IA 52243
College Entrance Examination Board
Educational Testing Service
American Federation of Teachers
Princeton, NJ 08541
The American Federation of Teachers (AFT) reports
Institute for Social Research
national and state average salaries and earnings of
teachers, other school employees, government
University of Michigan, Survey Research Center
workers, and professional employees over the past
Monitoring the Future
25 years. The AFT's survey of state departments of
education obtains information on minimum sala-
Monitoring the Future is designed to explore
ries, experienced teachers reentering the classroom,
changes in the values, behaviors, attitudes, and
and teacher age and experience. Most data from
lifestyles of the Nation's youth. Measurements are
the survey are reported as received, although some
taken on such topics as: attitudes, exposure, avail-
data are confirmed by telephone. These data are
ability, and use of drugs; deviant behavior and
available in the AFT's annual report Survey and
victimization; education; and social problems. This
Analysis of Salary Trends. While serving as the pri-
survey has been conducted for the past 23 years
mary vehicle for reporting the results of the AFT's
under a series of investigator-initiated research
annual survey of state departments of education,
grants awarded by the National Institute of Drug
several other data sources are also used in this re-
Abuse, which is part of the National Institutes of
port.
Health in the U.S. Department of Health and Hu-
man Services. Samples are selected to be nationally
For additional information about this survey, contact:
representative of all 8th-, 10th-, and 12th-graders en-
American Federation of Teachers
rolled in public and private schools in the
coterminous United States.
555 New Jersey Avenue, NW
Washington, DC 20001
For more information, please contact:
Institute for Social Research
College Entrance Examination Board
University of Michigan
The Admissions Testing Program of the College
426 Thompson
Board comprises a number of college admissions
Ann Arbor, MI 48104-2321
tests, including the Preliminary Scholastic Assess-
Telephone: (313) 764-8363
ment Test (PSAT), the Scholastic Assessment Test
e-mail: [email protected]
(SAT), and Advanced Placement (AP) examinations.
High school students participate in the testing pro-
National Education Association
gram as sophomores, juniors, or seniors-some
Estimates of School Statistics
more than once during these 3 years. If they have
taken the tests more than once, only the most re-
The National Education Association (NEA) reports
cent scores are tabulated. The PSAT and SAT report
revenues and expenditure data in its annual publi-
subscores in the areas of mathematics and verbal
ability.
342
The Condition of Education 1999
Sources of Data
cation, Estimates of School Statistics. Each year the
the students, their teachers, and the principals of
NEA prepares regression-based estimates of finan-
their schools were asked to respond to question-
cial and other education statistics and submits them
naires about their backgrounds and their attitudes,
to the states for verification. Generally, about 30
experiences, and practices in the teaching and learn-
states adjust these estimates based on their own
ing of mathematics and science.
data. These preliminary data are published by NEA
along with revised data from previous years. States
TIMSS is a collaborative research project sponsored
are asked to revise previously submitted data as
by the International Association for the Evaluation
final figures become available. The most recent
of Educational Achievement (IEA). The TIMSS In-
publication contains all changes reported to the
ternational Study Center is housed in the Center
NEA. Some tables in The Condition of Education use
for the Study of Testing, Evaluation, and Educa-
revised estimates of financial data prepared by the
tional Policy (CSTEEP) at Boston College. The
NEA because it is the most current source. Since
TIMSS International Study Director, Albert E.
expenditure data reported to NCES must be certi-
Beaton, directs the international activities of the
fied for use in the U.S. Department of Education
study, together with his staff at the International
formula grant programs (such as Chapter I of the
Study Center.
ECIA), NCES data are not available as soon as NEA
To contact the TIMSS International Study Center:
estimates.
Dr. Albert Beaton
For additional information about this data, contact:
TIMSS International Study Director
National Education Association-Research
CSTEEP, Campion Hall 323
1201 16th Street, NW
Boston College
Washington, DC 20036
Chesnut Hill, MA 02167
Telephone: (617) 552-4521
e-mail: [email protected]
The International Association for the
Evaluation of Educational Achievement
Organisation for Economic Co-operation and
Development
IEA Reading Literacy Study
The Organisation for Economic Co-operation and
In the period 1989-92, the International Association
Development (OECD) publishes analyses of na-
for the Evaluation of Educational Achievement
tional policies in education, training, and economics
(IEA) conducted a Reading Literacy Study in 32
in 23 countries. The countries surveyed include:
systems of education. The study focused on two
Australia, Austria, Belgium, Canada, Denmark, Fin-
levels in each of these systems: 1) the grade level
land, France, Germany, Ireland, Italy, Japan,
where most 9-year-olds were to be found; and 2)
Luxembourg, Netherlands, New Zealand, Norway,
the grade level where most 14-year-olds were to be
Portugal, Spain, Sweden, Switzerland, Turkey,
found.
United Kingdom, United States, and Yugoslavia.
To obtain comparable samples of students, multi-
Since only developed nations, mostly European, are
stage sampling was used in each country and
included in OECD studies, the range of analysis is
schools or classes were typically drawn with a prob-
limited. However, OECD data allow for some de-
ability proportional to the size of the school or class.
tailed international comparisons of financial
Additional information is available in the IEA re-
resources or other education variables to be made
port, How in the World Do Students Read? by Warwick
for this selected group of countries.
B. Elley.
For additional information on OECD data, contact:
The Third International Mathematics and Science
OECD/CERI/INES
Study
2, rue Andre-Pascal
75775 PARIS CEDEX 16, France
The Third International Mathematics and Science
Internet address:
Study (TIMSS) is the largest, most comprehensive,
http://www.oecd.org/els/
and most rigorous international comparison of edu-
cation ever undertaken. During the 1995 school
year, the study tested the mathematics and science
knowledge of half a million students from 41 na-
tions at five different grade levels. At the same time,
The Condition of Education 1999
343
Sources of Data
344
The Condition of Education 1999
Glossary
Glossary
Academic support: (See Expenditures.)
considered days that school is in session. The
Adult education: College, vocational, or
average daily membership for groups of schools
occupational programs, continuing education or
having varying lengths of terms is the average of
noncredit courses, correspondence courses and
the average daily memberships obtained for the
individual schools.
tutoring, as well as courses and other educational
activities provided by employers, community
Baccalaureate degree: (See Bachelor's degree.)
groups, and other providers.
Bachelor's degree: A degree granted for the
Advanced degree: Any formal degree attained
successful completion of a baccalaureate program
after the bachelor's degree. Advanced degrees
of studies, usually requiring at least 4 years (or the
include master's degrees, doctoral degrees, and
equivalent) of full-time college-level study. This
professional degrees.
includes degrees granted in a cooperative or work-
Appropriations (federal funds): Budget authority
study program.
provided through the congressional appropriation
Bilingual education: Programs in which students
process that permits federal agencies to incur
with limited English proficiency are taught using
obligations and to make payments.
their native language.
Appropriations (institutional revenues): An
Carnegie unit: A standard of measurement used
amount (other than a grant or contract) received
for secondary education that represents the
from or made available to an institution through
completion of a course that meets one period per
an act of a legislative body.
day for one year.
Associate's degree: A degree granted for the
Catholic school: (See Orientation.)
successful completion of a subbaccalaureate
program of studies, usually requiring at least 2
Center-based programs: Including Head Start,
years (or the equivalent) of full-time college-level
nursery school, prekindergartens, day-care centers
and preschools.
study. This includes degrees granted in a
cooperative or work-study program.
Cohort: A group of individuals who have a
Autism: A developmental disability significantly
statistical factor in common, for example, year of
birth.
affecting verbal and nonverbal communication and
social interaction, generally evident before age 3,
Certificate: An award granted for the successful
that adversely affects a child's educational
completion of a subbaccalaureate program of
performance. Other characteristics often associated
studies, which usual requires less than 2 years of
with autism are engagement in repetitive activities
full-time postsecondary study.
and stereotyped movements, resistance to
College: A postsecondary school that offers general
environmental change or change in daily routines,
or liberal arts education, usually leading to an
and unusual responses to sensory experiences.
associate's, bachelor's, master's, doctor's, or
Auxiliary enterprises: (See Revenues.)
first-professional degree. Junior colleges and
Average daily attendance (ADA): The aggregate
community colleges are included under this
attendance of students in a school during a
terminology.
reporting period (normally a school year) divided
Combined elementary and secondary school: A
by the number of days that school is in session
school that encompasses instruction at both the
during this period. Only days on which the
elementary and secondary levels. Examples of
students are under the guidance and direction of
combined elementary and secondary school grade
teachers should be considered days that school is
spans would be grades 1-12 or grades 5-12.
in session.
Comprehensive reform: Efforts to improve
Average daily membership (ADM): The aggregate
education for all students by establishing high
membership of a school during a reporting period
content and performance standards and
(normally a school year) divided by the number of
redesigning the various components of the
days that school is in session during this period.
educational system in a coordinated and coherent
Only days on which the students are under the
fashion to support students' learning to the
guidance and direction of teachers should be
standards.
346
The Condition of Education 1999
Glossary
Computer and information sciences: A group of
Current expenditures per pupil in enrollment:
instructional programs that describes computer
(See Expenditures.)
and information sciences, including computer
Current-fund expenditures: (See Expenditures.)
programming, data processing, and information
systems.
Current-fund revenues: (See Revenues.)
Constant dollars: Dollar amounts that have been
Deaf-blindness: Concomitant hearing and visual
adjusted by means of price and cost indexes to
impairments, the combination of which causes such
eliminate inflationary factors and allow direct
severe communication and other developmental
comparison across years.
and educational problems that the student cannot
Consumer price index (CPI): This price index
be accommodated in special education programs
solely for children with deafness or children with
measures the average change in the cost of a fixed-
blindness.
market basket of goods and services purchased by
consumers.
Dependent student: A student who under federal
Control of institutions: A classification of
criteria is considered to be financially dependent
institutions of elementary/secondary or higher
on his or her parents or guardians. Most full-time
education by whether the institution is operated
students are considered dependent until they are
by publicly elected or appointed officials (public
24 years old.
control) or by privately elected or appointed
Distance education: Education or training courses
officials and derives its major source of funds from
delivered to remote (off-campus) locations via
private sources (private control).
audio, video, or computer technologies.
Core subjects: A Nation at Risk recommended that
Doctor's degree: An earned degree carrying the
all students seeking a high school diploma be
title of Doctor. The Doctor of Philosophy degree
required to enroll in a core curriculum called "New
(Ph.D.) is the highest academic degree and requires
Basics." The core subjects included in this plan are
mastery within a field of knowledge and
4 units of English; 3 units each of science, social
demonstrated ability to perform scholarly research.
studies, and mathematics; and 0.5 units of
Other doctorates are awarded for fulfilling
computer science.
specialized requirements in professional fields,
Cost of college attendance: Cost of living for
such as education (Ed.D.), musical arts (D.M.A.),
students attending postsecondary institutions,
business administration (D.B.A.), and engineering
including tuition and fees, books, room and board,
(D.Eng. or D.E.S.). Many doctor's degrees in both
child care, transportation, and other miscellaneous
academic and professional fields require an earned
master's degree as a prerequisite. First-professional
expenses.
degrees, such as M.D. and D.D.S., are not included
Creating: According to the NAEP arts assessment,
under this heading. (See First-professional degree.)
"Creating" refers to generating original art. This
Drill and Practice: Software that enables the user
may include, but should not be limited to, the
expression of a student's unique and personal
to work intensively on specific academic skills.
ideas, feelings, and responses in the form of a visual
Dropout: The term is used to describe both the
image, a character, a written or improvised
event of leaving school before graduating and the
dramatic work, or the composition or
status of an individual who is not in school and
improvisation of a piece of music or a dance.
who is not a graduate. Transferring schools from a
Current dollars: Dollar amounts that have not been
public to a private school, for example, is not
adjusted to compensate for inflation.
regarded as a dropout event. A person who drops
out of school may later return and graduate, but
Current expenditures (elementary/secondary):
is called a dropout at the time he or she left school.
Expenditures for the day-to-day operations of the
At the time the person returns to school, he or she
schools. Expenditures for items lasting more than
is called a stopout. Measures to describe these often
one year (such as school buses and computers) are
complicated behaviors include the event dropout
not included in current expenditures.
rate (or the closely related school persistence rate),
the status dropout rate, and the high school
completion rate.
The Condition of Education 1999
347
Glossary
Educational and general expenditures: (See
Enrollment: The total number of students
Expenditures.)
registered in a given school unit at a given time,
Educational attainment: The highest grade of
generally in the fall of a year.
regular school attended and completed.
Expected family contribution (EFC): The amount
Elementary school: A school classified as
that a family is expected to pay toward meeting
elementary by state and local practice and
the costs of postsecondary attendance (both
students and parents of dependent students are
composed of any span of grades not above grade
8. Preschool or kindergarten is included under this
expected to make contributions). This amount is
heading only if it is an integral part of an
determined through an analysis of need (i.e., the
elementary school or a regularly established school
Congressional Methodology) and is based on
taxable and nontaxable income and assets as well
system.
as family size, the number of family members
Elementary/secondary school: As reported in this
attending postsecondary institutions,
publication, includes only regular schools (i.e.,
extraordinary medical expenses, and so forth. For
schools that are part of state and local school
dependent students, the EFC consists of both a
systems, and also most not-for-profit private
parental contribution and a separately calculated
elementary/secondary schools, both religiously
student contribution. The minimum student
affiliated and nonsectarian). Schools not reported
contribution in 1988-89 was $700 for freshmen and
include subcollegiate departments of institutions
$900 for other undergraduates.
of higher education, residential schools for
exceptional children, federal schools for American
Expenditures: Charges incurred, whether paid or
Indians, and federal schools on military posts and
unpaid, which are presumed to benefit the current
other federal installations.
fiscal year. For elementary/secondary schools,
these include all charges for current outlays plus
Employed: Includes civilian, noninstitutionalized
capital outlays and interest on school debt. For
persons who 1) worked during any part of the
institutions of higher education, these include
survey week as paid employees; worked in their
current outlays plus capital outlays. For
own businesses, professions, or farms; or worked
government, these include charges net of recoveries
15 hours or more as unpaid workers in a
and other correcting transactions other than for
family-owned enterprise; or 2) who were not
retirement of debt, investment in securities,
working but had jobs or businesses from which
extension of credit, or as agency transaction. Also,
they were temporarily absent due to illness, bad
government expenditures include only external
weather, vacation, labor-management dispute, or
transactions, such as the provision of prerequisites
personal reasons, whether or not they were seeking
or other payments in kind. Aggregates for groups
another job.
of governments exclude intergovernmental
Engineering and engineering technologies:
transactions among the governments.
Instructional programs that describe the
Academic support: This category of college
mathematical and natural science knowledge
expenditures includes expenditures for support
gained by study, experience, and practice and
services that are an integral part of the
applied with judgment to develop ways to
institution's primary missions of instruction,
economically use the materials and forces of nature
research, or public service. Includes
for the benefit of humanity. Includes programs that
expenditures for libraries, galleries, audio/
prepare individuals to support and assist engineers
visual services, academic computing support,
and similar professionals.
ancillary support, academic administration,
English: A group of instructional programs that
personnel development, and course and
describes the English language arts, including
curriculum development.
composition, creative writing, and the study of
Capital outlay: The expenditures for property,
literature.
and for buildings and alterations completed by
school district staff or contractors.
English as a Second Language (ESL): Programs
that provide intensive instruction in English for
Current expenditures (elementary/
students with limited English proficiency.
secondary): The expenditures for operating
local public schools, excluding capital outlay
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The Condition of Education 1999
Glossary
and interest on school debt. These expenditures
in which the student is working. In the
include such items as salaries for school
tabulations in this volume, Pell grants are not
personnel, fixed charges, student
included in this expenditure category.
transportation, school books and materials, and
Support Services: The sum of current fund
energy costs. Beginning in 1980-81,
expenditures for state administration are
expenditures on student services (e.g.,
excluded.
guidance, health), instructional services (e.g.,
curriculum development, staff training),
Current expenditures per pupil in enrollment:
general and school administration, operation
Current expenditures for the regular school
and maintenance, transportation, food services,
term divided by the total number of students
and enterprise operations.
registered in a given school unit at a given time,
Expenditures per pupil: Charges incurred for a
generally in the fall of a year.
particular period of time divided by a student unit
Current-fund expenditures (higher
of measure, such as enrollment, average daily
education): Money spent to meet current
attendance, or average daily membership.
operating costs, including salaries, wages,
utilities, student services, public services,
Family income: The combined income of all family
research libraries, scholarships, fellowships,
members 14 years old and older living in the
household for the period of 1 year. Income includes
auxiliary enterprises, hospitals, and
independent operations. Excludes loans,
money income from jobs; net income from business,
farm, or rent; pensions; dividends; interest; social
capital expenditures, and investments.
security payments; and any other money income.
Educational and general expenditures: The
sum of current-fund expenditures for
Federal aid: Student financial aid provided
instruction, research, public service, academic
through the federal government. This aid can
either be provided by or administered by a federal
support, student services, institutional support,
operation and maintenance of plant, and
agency. Federal agencies providing aid include the
awards from restricted and unrestricted funds.
Department of Education, Department of Health
and Human Services, Department of Defense,
Instruction: This category includes
Veterans Administration, and the National Science
expenditures of the colleges, schools,
Foundation. Federal aid can be in the form of
departments, and other instructional divisions
grants, loans, and work-study aid.
of higher education institutions, and
expenditures for departmental research and
Federal funds: Amounts collected and used by the
public service, which are not separately
federal government for the general purposes of the
budgeted. Includes expenditures for both
government. There are four types of federal fund
credit and noncredit activities. Excludes
accounts: the general fund, special funds, public
enterprise funds, and intragovernmental funds.
expenditures for academic administration
The major federal fund is the general fund, which
where the primary function is administration
(e.g., academic deans).
is derived from general taxes and borrowing.
Federal funds also include certain earmarked
Others: Other than support services and capital
collections, such as those generated by and used
outlay, the sum of all other current fund
to finance a continuing cycle of business-type
expenditures for community services,
operations.
nonpublic school programs, adult education,
community colleges, interest on school debt,
First-professional degree: A degree that signifies
both completion of the academic requirements for
and other expenditures.
beginning practice in a given profession and a level
Scholarships and fellowships: This category
of professional skill beyond that normally required
of college expenditures applies only to money
for a bachelor's degree. This degree is usually
given in the form of outright grants and trainee
based on a program requiring at least 2 academic
stipends to individuals enrolled in formal
years of work prior to entrance and a total of at
course work, either for credit or not. Aid to
least 6 academic years of work to complete the
students in the form of tuition or fee remissions
degree program, including both prior-required
is included. College work-study funds are
college work and the professional program itself.
excluded and are reported under the program
The Condition of Education 1999
349
Glossary
By NCES definition, first-professional degrees are
institution, the FTE enrollment is estimated by
awarded in the fields of dentistry (D.D.S or
adding one-third of part-time enrollment to
D.M.D.), medicine (M.D.), optometry (O.D.),
full-time enrollment.
osteopathic medicine (D.O.), pharmacy (D.Phar.),
Full-time instructional faculty: Those members
podiatric medicine (D.P.M.), veterinary medicine
of the instruction/research staff who are employed
(D.V.M.), chiropractic (D.C. or D.C.M.), law (J.D.),
full time as defined by the institution, including
and theological professions (M.Div. or M.H.L.).
faculty with released time for research and faculty
First-time teachers: Individuals who are teaching
on sabbatical leave. The full-time category excludes
full time in the Nation's school system for the first
faculty who are employed to teach less than two
time. These teachers include recent college
semesters, three quarters, two trimesters, or two
graduates, former substitute teachers, or
4-month sessions; replacements for faculty on
individuals who had other jobs besides teaching
sabbatical leave or those on leave without pay;
either inside or outside the field of education.
faculty for preclinical and clinical medicine; faculty
Fiscal year: The yearly accounting period for the
who are donating their services; faculty who are
federal government, which begins on October 1 and
members of military organizations and who are
ends on the following September 30. The fiscal year
paid on a different pay scale from civilian
is designated by the calendar year in which it ends;
employees; academic officers whose primary duties
for example, fiscal year 1992 begins on October 1,
are administrative; and graduate students who
assist in the instruction of courses.
1991, and ends on September 30, 1992. (From fiscal
year 1844 to fiscal year 1976 the fiscal year began
Full-time worker: One who is employed for 35 or
on July 1 and ended on the following June 30.)
more hours per week, including paid leave for
Foreign languages: A group of instructional
illness, vacation, and holidays. Hours may be
programs that describes the structure and use of
reported either for a survey reference week, or for
language that is common or indigenous to
the previous calendar year, in which case they refer
to the usual hours worked.
individuals of the same community or nation, the
same geographical area, or the same cultural
GED recipient: A person who has obtained
traditions. Programs cover such features as sound,
certification of high school equivalency by meeting
literature, syntax, phonology, semantics, sentences,
state requirements and passing an approved exam,
prose, and verse, as well as the development of
which is intended to provide an appraisal of the
skills and attitudes used in communicating and
person's achievement or performance in the broad
evaluating thoughts and feelings through oral and
subject matter areas usually required for high
written language.
school graduation. (See General Educational
Free lunch eligibles: The National School Lunch
Development Test.)
Program's assistance program for low-income
General Educational Development (GED) Test: A
children. Families with school-age children who
test administered by the American Council on
fall below the poverty level and have no other
Education as the basis for awarding a high school
significant assets are eligible to receive government
equivalency certification.
assistance in the form of free or reduced-price
school lunches.
Geographic region: 1) The four regions used by
the Bureau of Economic Analysis of the U.S.
Full-time enrollment: The number of students
Department of Commerce, the National
enrolled in higher education courses with a total
Assessment of Educational Progress, and the
credit load equal to at least 75 percent of the normal
National Education Association (NEA) are as
full-time course load.
follows (note that the NEA designated the Central
Full-time-equivalent (FTE) enrollment: For
region as the Middle region in its classification):
institutions of higher education, enrollment of
Northeast
Southeast
full-time students, plus the full-time equivalent of
Connecticut
Alabama
part-time students as reported by institutions. In
Delaware
Arkansas
the absence of an equivalent reported by an
District of Columbia
Florida
Maine
Georgia
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Maryland
Kentucky
North Carolina
Arizona
Massachusetts
Louisiana
South Carolina
Utah
New Hampshire
Mississippi
Georgia
Nevada
New Jersey
North Carolina
Florida
New York
South Carolina
(East South Central)
(Pacific)
Pennsylvania
Tennessee
Kentucky
Washington
Rhode Island
Virginia
Tennessee
Oregon
Vermont
West Virginia
Alabama
California
Central (Middle)
West
Mississippi
Alaska
Hawaii
Illinois
Alaska
Indiana
Arizona
Iowa
California
(West South Central)
Arkansas
Kansas
Colorado
Louisiana
Michigan
Hawaii
Oklahoma
Minnesota
Idaho
Texas
Missouri
Montana
Nebraska
Nevada
Government appropriation: An amount (other
North Dakota
New Mexico
than a grant or contract) received from or made
Ohio
Oklahoma
available to an institution through an act of a
South Dakota
Oregon
legislative body.
Wisconsin
Texas
Utah
Government grant or contract: Revenues from a
Washington
government agency for a specific research project
or other program.
Wyoming
Graduate: An individual who has received formal
2) The regions used by the Bureau of the Census in
Current Population Survey (CPS) tabulations are
recognition for the successful completion of a
as follows:
prescribed program of studies.
Northeast
Midwest
Graduate Record Examination (GRE): Multiple-
(East North Central)
choice examinations administered by the
(New England)
Maine
Ohio
Educational Testing Service (ETS) and taken by
Indiana
applicants who plan to attend certain graduate
New Hampshire
Vermont
Illinois
schools. Two generalized tests are offered, plus
Massachusetts
specialized tests in a variety of subject areas.
Michigan
Rhode Island
Wisconsin
Ordinarily, a student will take only the specialized
Connecticut
test that applies to the intended field of study.
Grants: Also known as scholarships, these are
(Middle Atlantic)
(West North Central)
funds for postsecondary education that do not have
New York
Minnesota
to be repaid.
New Jersey
Iowa
Gross Domestic Product (GDP): Gross national
Pennsylvania
Missouri
North Dakota
product less net property income from abroad.
South Dakota
Both gross national product and gross domestic
product aggregate only the incomes of residents of
Nebraska
a nation, corporate and individual, derived directly
Kansas
from the current production of goods and services.
South
West
However, gross national product also includes net
(South Atlantic)
(Mountain)
property from abroad. (See also Gross National
Delaware
Montana
Product.)
Maryland
Idaho
Gross National Product (GNP): A measure of the
District of Columbia
Wyoming
money value of the goods and services available
Virginia
Colorado
to the nation from economic activity. GNP can be
West Virginia
New Mexico
viewed in terms of expenditure categories, which
the Condition of Education 1999
351
Glossary
include purchases of goods and services by
schools, usually beginning with grade 13. Typically,
consumers and government, gross private
these institutions include colleges, universities,
domestic investment, and net exports of goods and
graduate schools, professional schools, and other
services. The goods and services included are
degree-granting institutions.
largely those bought for final use (excluding illegal
Higher education price index: A price index that
transactions) in the market economy. A number of
inclusions, however, represent imputed values, the
measures average changes in the prices of goods
and services purchased by colleges and universities
most important of which is rental value of
owner-occupied housing. GNP, in this broad
through current-fund education and general
context, measures the output attributable to the
expenditures (excluding expenditures for
factors of production, labor, and property supplied
sponsored research and auxiliary enterprises).
by U.S. residents.
Humanities: Instructional programs in the
Group of Seven (G-7): This group is composed of
following fields: area and ethnic studies, foreign
languages, letters, liberal/general studies, multi/
seven industrialized nations with large economies:
Canada, France, Germany, Italy, Japan, the United
interdisciplinary studies, philosophy and religion,
Kingdom, and the United States.
theology, and the visual and performing arts.
Guidance counselor: (See Staff, elementary/
Independent operations: A group of
self-supporting activities under the control of a
secondary education.)
college or university. For purposes of financial
Hearing impairments: An impairment in hearing,
surveys conducted by the National Center for
whether permanent or fluctuating, that adversely
Education Statistics, this category is composed
affects a child's educational performance, in the
principally of federally funded research and
most severe case because the child is impaired in
development centers (FFRDC).
processing linguistic information through hearing.
Inflation: An upward movement in general price
High school: A secondary school offering the final
levels that results in a decline of purchasing power.
years of high school work necessary for graduation,
usually including grades 10, 11, 12 (in a 6-3-3 plan)
Institutional support: The category of higher
or grades 9, 10, 11, and 12 (in a 6-2-4 plan).
education expenditures that includes day-to-day
operational support for colleges, excluding
High school program: A program of studies
expenditures for physical plant operations.
designed to prepare students for their
Examples of institutional support include general
postsecondary education and occupation. Four
administrative services, executive direction and
types of programs are usually distinguished as
planning, legal and fiscal operations, and
academic, vocational, general, and personal use.
community relations.
An academic program is designed to prepare
Instruction: (See Expenditures.)
students for continued study at a college or
university. A vocational program is designed to
Instructional expenditures (elementary/
prepare students for employment in one or more
secondary): Current expenditures for activities
semiskilled, skilled, or technical occupations. A
directly associated with the interaction between
general program is designed to provide students
teachers and students. These include teacher
with the understanding and competence to
salaries and benefits, supplies (such as textbooks),
function effectively in a free society, and usually
and purchased instructional services.
represents a mixture of academic and vocational
Instructional staff: Full-time-equivalent number
components. A personal use program provides a
of positions, not the number of different individuals
student with general skills in areas such as health,
occupying the positions during the school year. In
religion, and military science.
local schools, includes all public elementary and
Higher education: Study beyond secondary school
secondary (junior and senior high) day-school
at an institution that offers programs terminating
positions that are in the nature of teaching or in
in an associate's, bachelor's, or higher degree.
the improvement of the teaching-learning situation.
Higher education institutions (general
Includes consultants or supervisors of instruction,
definition): Institutions providing education
principals, teachers, guidance personnel, librarians,
above the instructional level of the secondary
psychological personnel, and other instructional
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Glossary
staff. Excludes administrative staff, attendance
Education at the seventh level (graduate and
personnel, clerical personnel, and junior college
professional higher education) is provided in
staff.
graduate and professional schools that
International Standard Classification of
generally require a university diploma as a
minimum condition for admission.
Education (ISCED) levels: The International
Standard Classification of Education (ISCED) was
Education at the ninth level (undistributed) is a
designed as an instrument for presenting statistics
classification reserved for enrollments,
on education internationally. Many countries
expenditures, or programs that cannot be
report education statistics to UNESCO and the
unambiguously assigned to one of the
Organisation for Economic Co-operation and
aforementioned levels. Some countries, for
Development (OECD) using the ISCED. In this
example, assign nongraded special education
classification system, education is divided into
or recreational nondegree adult education
several levels. The levels that follow are presented
programs to this level. Other countries assign
in The Condition of Education.
nothing to this level, preferring instead to
Education preceding the first level (early childhood
allocate enrollments, expenditures, and
education) where it is provided, usually begins
programs to levels as best they can.
at age 3, 4, or 5 (sometimes earlier) and lasts
Kindergarten: Includes transitional kindergarten,
from 1-3 years. For the United States, this
kindergarten, and pre-first-grade students.
would be mostly nursery schools and
Labor force: Individuals employed as civilians,
kindergarten classes.
unemployed, or in the armed services during the
Education at the first level (primary education)
survey week. The "civilian labor force" is
usually begins at age 5, 6, or 7 and lasts for
composed of all civilians classified as employed or
about 5 or 6 years. For the United States, the
unemployed. (See Employed and Unemployed.)
first level starts with grade 1 and ends with
Life sciences: Life sciences are instructional
grade 6.
programs that describe the systematic study of
Education at the second level (lower secondary
living organisms. Life sciences include biology,
education) begins at about age 11 or 12 and lasts
biochemistry, biophysics, and zoology.
for about 3 years. For the United States, the
Limited-English-proficient: A concept developed
second level starts with grade 7 and ends with
to assist in identifying those language-minority
grade 9.
students (children from language backgrounds
Education at the third level (upper secondary
other than English) who need language assistance
education) begins at about age 14 or 15 and lasts
services, in their own language or in English, in
for approximately 3 years. For the United
the schools. The Bilingual Education Act,
States, the third level starts with grade 10 and
reauthorized in 1988 (P.L. 100-297), describes a
ends with grade 12.
limited-English-proficient (LEP) student as one
who
Education at the fifth level (nonuniversity higher
education) is provided at community colleges,
1) meets one or more of the following conditions:
vocational-technical colleges, and other degree-
a) a student who was born outside the United
granting institutions in which programs
States or whose native language is not
typically take 2 years or more, but less than 4
English;
years to complete.
b) a student who comes from an environment
Education at the sixth level (university higher
where a language other than English is
dominant; or
education) is provided in undergraduate
c) a student who is an American Indian or
programs at 4-year colleges and universities in
Alaskan Native and comes from an
the United States and, generally, at universities
in other countries. Completing education at
environment where a language other than
the third level (upper secondary education) is
English has had a significant impact on his/
usually required as a minimum condition for
her level of English language proficiency;
and
admission. Admission is competitive in most
cases.
The Condition of Education 1999
353
Glossary
2) has sufficient difficulty speaking, reading,
integration with that nucleus. Each MSA consists
writing, or understanding the English language
of one or more entire counties (or county
to deny him or her the opportunity to learn
equivalents) that meet specified standards
successfully in English-only classrooms.
pertaining to population, commuting ties, and
Many ways of making this determination about an
metropolitan character. In New England, towns
and cities, rather than counties, are the basic units.
individual students' English proficiency are being
used by school systems across the United States.
MSAs are designated by the Office of Management
These include various combinations of home
and Budget. An MSA includes a city and, generally,
its entire urban area and the remainder of the
language surveys, informal teacher determination,
formal interviews, and a number of types of
county or counties in which the urban area is
located. An MSA also includes such additional
assessment tests for classification, placement, and
monitoring of progress.
outlying counties that meet specified criteria
relating to metropolitan character and level of
Loan: Borrowed money that must be repaid.
commuting of workers into the central city or
Local education agency (LEA): (See School
counties. Specified criteria governing the definition
district.)
of MSAs recognized before 1980 are published in
Standard Metropolitan Statistical Areas: 1975, issued
Master's degree: A degree awarded for successful
by the Office of Management and Budget. New
completion of a program generally requiring 1 or
MSAs were designated when 1980 and 1990 counts
2 years of full-time college-level study beyond the
showed that they met one or both of the following
bachelor's degree. One type of master's degree,
criteria:
including the Master of Arts degree, or M.A., and
the Master of Science degree, or M.S., is awarded
1) Included a city with a population of at least
in the liberal arts and sciences for advanced
50,000 within their corporate limits; or
scholarship in a subject field or discipline and
2) Included a Census Bureau-defined urbanized
demonstrated ability to perform scholarly research.
area (which must have a population of at least
A second type of master's degree is awarded for
50,000) and a total MSA population of at least
the completion of a professionally oriented
100,000 (or, in New England, 75,000).
program, for example, an M.Ed. in education, an
M.B.A. in business administration, an M.F.A. in fine
Minority: Any racial-ethnic group that is nonwhite
arts, an M.M. in music, an M.S.W. in social work,
and not Hispanic is considered minority. (See
and an M.P.A. in public administration. A third
Racial-ethnic group.)
type of master's degree is awarded in professional
Modal grade: The modal grade is the year of school
fields for study beyond the first-professional
in which the largest proportion of students of a
degree, for example, the Master of Laws (LL.M.)
given age are enrolled. Enrolled persons are
and Master of Science in various medical
classified according to their relative progress in
specializations.
school; that is, whether the grade or year in which
Mathematics: A group of instructional programs
they were enrolled was below, at, or above the
that describes the science of logical symbolic
modal (or typical) grade for persons of their age at
language and its applications.
the time of the survey.
Mental retardation: Significantly subaverage
Multiple disabilities: concomitant impairments
(such as mental retardation-blindness, mental
general intellectual functioning existing
concurrently with deficits in adaptive behavior and
retardation-orthopedic impairment, etc.), the
combination of which causes such severe
manifested during the developmental period that
adversely affects a child's educational performance.
educational problems that they cannot be
accommodated in special education programs
Metropolitan population: The population residing
solely for one of the impairments. The term does
in metropolitan statistical areas (MSAs). (See
not include deaf-blindness.
Metropolitan Statistical Area.)
A Nation at Risk: A report published by the U.S.
Metropolitan Statistical Area (MSA): A large
Department of Education in 1983 highlighting
population nucleus and the nearby communities
deficiencies in knowledge of the Nation's students
that have a high degree of economic and social
and population as a whole in areas such as literacy,
mathematics, geography, and basic science.
354
The Condition of Education 1999
Glossary
National Council of Teachers of Mathematics'
or that has a religious orientation other than
(NCTM) Curriculum and Evaluation Standards
Catholicism in its operation and curriculum.
for School Mathematics: In 1989, in response to
Nonsectarian school: A private school whose
the call for reform in the teaching and learning of
curriculum and operation are independent of
mathematics, the NCTM's Commission on
Standards for School Mathematics was established
religious orientation and influence in all but
incidental ways.
to develop the Curriculum and Evaluation
Standards for School Mathematics. The purpose
Orthopedic impairments: A severe orthopedic
of these standards was to create a coherent vision
impairment that adversely affects a child's
of what it means to be mathematically literate and
educational performance. The term includes
to create a set of standards to guide the revision of
impairments caused by congenital anomaly (e.g.,
the school mathematics curriculum and its
clubfoot, absence of some member, etc.),
associated evaluation toward this vision.
impairments caused by disease (e.g., poliomyelitis,
bone tuberculosis, etc.), and impairments from
Natural sciences: A group of fields of study that
other causes (e.g., cerebral palsy, amputations, and
includes the life sciences, physical sciences, and
fractures or burns that cause contractures).
mathematics.
Nonmetropolitan residence group:
The
Other health impairments: Having limited
strength, vitality or alertness, due to chronic or
population residing outside metropolitan statistical
acute health problems such as a heart condition,
areas. (See Metropolitan statistical area.)
tuberculosis, rheumatic fever, nephritis, asthma,
Nonsupervisory instructional staff: Persons such
sickle cell anemia, hemophilia, epilepsy, lead
as curriculum specialists, counselors, librarians,
poisoning, leukemia, or diabetes that adversely
remedial specialists, and others possessing
affects a child's educational performance.
education certification but not responsible for the
Other technical/professional fields: A group of
day-to-day teaching of the same group of pupils.
occupationally oriented fields, other than business,
Nontenure-track faculty: Faculty members who
computer science, education, and engineering,
were either not on the tenure track or whose faculty
which includes agriculture and agricultural
status lacked a tenure system at the sampled
sciences, architecture, communications,
institution.
communications technologies, home economics,
Nursery school: (See Preprimary.)
law, library and archival sciences, military sciences,
parks and recreation, protective services, and
Obligations: Amounts of orders placed, contracts
public affairs.
awarded, services received, or similar legally
binding commitments made by federal agencies
Outlays: The value of checks issued, interest
during a given period that will require outlays
accrued on the public debt, or other payments
made, net of refunds and reimbursements.
during the same or some future period.
Orientation (private school): The group or groups,
Parent: In the Current Population Survey, a parent
if any, with which a private elementary/secondary
is defined as a biological, adoptive, step, or foster
school is affiliated, or from which it derives subsidy
parent, or a legal guardian. In other words,
or support. Such organizations include the
"parents" have some biological or legal association
following:
to the child. A parent is not necessarily the head of
the household. A parent's highest education level
Catholic school: A private school over which
was determined by merging information from the
a Roman Catholic church group exercises some
parent's record with information from his or her
control or provides some form of subsidy.
children's record. When no parent resided in the
Catholic schools for the most part include those
household, information from the legal guardian's
operated or supported by: a parish, a group of
record was merged with information from the
parishes, a diocese, or a Catholic religious order.
children's record.
Other religious school: A private school that
Part-time enrollment: The number of students
is affiliated with an organized religion or
enrolled in higher education courses with a total
denomination other than Roman Catholicism
credit load less than 75 percent of the normal
full-time credit load.
The Condition of Education 1999
355
Glossary
Part-time worker: One who is employed for 1-34
equivalent. This includes programs of an academic,
hours a week, including paid leave for illness,
vocational, and continuing professional education
vacation, and holidays. Hours may be reported
purpose, and excludes vocational and adult basic
either for a survey reference week, or for the
education programs.
previous calendar year, in which case they refer to
the usual hours worked.
Poverty level: Poverty status is based on reports
of family income on the March Current Population
Part-year worker: One who was employed at least
Survey. Families or individuals with gross incomes
1 week but fewer than 50 weeks during the
below the poverty threshold are classified as below
previous calendar year, including paid leave for
the poverty level. Poverty thresholds in 1992
illness, vacation, or other reasons.
ranged from $7,143 for a person living alone to
Percentile (score): A value on a scale of zero to 100
$28,745 for a family of four or more.
that indicates the percent of a distribution that is
Prekindergarten: (See Preprimary.)
equal to or below it. For example, a score in the
95th percentile is a score equal to or better than 95
Preprimary: Elementary education programs for
percent of all other scores.
children who are too young for first grade. Includes
center-based programs and kindergarten.
Performing: According to the NAEP arts
Private school or institution: A school or
assessment, "Performing" means performing an
institution that is controlled by an individual or
existing work, a process that calls upon the
agency other than a state, a subdivision of a state,
interpretive or re-creative skills of the student.
Typically, "performing" and existing work does not
or the federal government, which is usually not
apply to the visual arts, where reproducing an
supported primarily by public funds, and is not
operated by publicly elected or appointed officials.
artist's existing work is not central. However, it
does suggest the engagement and motivation
Proprietary institution: An educational institution
involved in creating a work of art.
that is under private control but whose profits
derive from revenues subject to taxation.
Personal income: Current income received by
persons from all sources minus their personal
Purchasing Power Parity (PPP) Indices:
contributions for social insurance. Classified as
Purchasing Power Parity (PPP) exchange rates, or
"persons" are individuals (including owners of
indices, are the currency exchange rates that
unincorporated firms), nonprofit institutions
equalize the purchasing power of different
serving individuals, private trust funds, and
currencies, meaning that when a given sum of
private noninsured welfare funds. Personal income
money is converted into different currencies at the
includes transfers (payments not resulting from
PPP exchange rates, it will buy the same basket of
current production) from government and business
goods and services in all countries. PPP indices
such as social security benefits and military
are the rates of currency conversion which
pensions, but excludes transfers among persons.
eliminate the difference in price levels among
countries. Thus, when expenditures on GDP for
Physical sciences: Physical sciences are
different countries are converted into a common
instructional programs that describe inanimate
objects, processes, or matter, energy, and associated
currency by means of PPP indices, they are
phenomena. Physical sciences include astronomy,
expressed at the same set of international prices,
astrophysics, atmospheric sciences, chemistry,
so that comparisons among countries reflect only
differences in the volume of goods and services
geology, physics, planetary science, and science
purchased.
technologies.
Portfolio: A collection of student-generated
Racial-ethnic group: Classification indicating
general racial or ethnic heritage based on self-
artifacts. Portfolios are used to provide evidence
over a period of time about the range and extent of
identification, as in data collected by the Bureau of
the Census, or on observer identification, as in data
a student's performance and growth.
collected by the Office for Civil Rights. These
Postsecondary education: The provision of formal
categories are in accordance with the Office of
instructional programs with a curriculum designed
Management and Budget standard classification
primarily for students who have completed the
scheme presented:
requirements for a high school diploma or
356
The Condition of Education 1999
Glossary
American Indian/Alaskan Native: A person
Responding: According to the NAEP arts
having origins in any of the original peoples
assessment, "Responding" varies from that of an
of North America and maintaining cultural
audience member to the interactive response
identification through tribal affiliation or
between a student and a particular medium. The
community recognition.
response is usually a combination of affective,
Asian/Pacific Islander: A person having
cognitive, and physical behavior. Responding
origins in any of the original peoples of the Far
involves a level of perceptual or observational skill;
East, Southeast Asia, the Indian subcontinent,
a description, analysis, or interpretation on the part
or the Pacific Islands. This area includes, for
of the respondent; and sometimes a judgment or
example, China, India, Japan, Korea, the
evaluation based on some criteria which may be
Philippine Islands, and Samoa.
self-constructed or commonly held by a group or
culture. Responding calls on higher order thinking
Black: A person having origins in any of the
and is central to the creative process. Although a
black racial groups in Africa. In this report,
response is usually thought of as verbal (oral or
normally excludes persons of Hispanic origin.
written), responses can and should also be
Those measures that do not exclude persons of
conveyed nonverbally or in the art forms
Hispanic origin are noted accordingly.
themselves. Major works of art in all traditions
Hispanic: A person of Mexican, Puerto Rican,
engage artists in a dialogue that crosses
Cuban, Central or South American, or other
generations.
Spanish culture or origin, regardless of race.
Revenues: All funds received from external
White: A person having origins in any of the
sources, net of refunds, and correcting transactions.
original peoples of Europe, North Africa, or
Noncash transactions such as receipt of services,
the Middle East. In this report, normally
commodities, or other receipts "in kind" are
excludes persons of Hispanic origin. Those
excluded, as are funds received from the issuance
measures that do not exclude persons of
of debt, liquidation of investments, and nonroutine
Hispanic origin are noted accordingly.
sale of property.
Reasoning task: According to the Third
Auxiliary enterprises: This category includes
International Mathematics and Science Study
those essentially self-supporting operations
(1996), a "reasoning task" is any activity in which
that exist to furnish a service to students,
a student is required to: explain reasoning behind
faculty, or staff, and that charge a fee that is
an idea; represent and analyze relationships using
directly related to, although not necessarily
tables, charts or graphs; work on problems for
equal to, the cost of the service. Examples are
which there is no immediately obvious method of
residence halls, food services, college stores,
solution; or write equations to represent
and intercollegiate athletics.
relationships.
Current-fund revenues (higher education):
Reentrants: Teachers who left the school system
Money received during the current fiscal year
for a period of time, and have now returned to
from revenue that can be used to pay
classroom teaching.
obligations currently due, and surpluses
reappropriated for the current fiscal year.
Remedial course (postsecondary): Courses
provided in reading, writing, or mathematics for
Salary: The total amount regularly paid or
college students lacking those skills necessary to
stipulated to be paid to an individual, before
perform college-level work at the level required by
deductions, for personal services rendered while
the institution; thus, what constitutes remedial
on the payroll of a business or organization.
courses varies from institution to institution.
Salary workers: Any person who worked one or
Remedial education: Instruction for a student
more days during the previous year and was paid
lacking the reading, writing, or mathematics skills
on the basis of a yearly salary is considered a salary
worker.
necessary to perform college-level work at the level
required by the attended institution.
Scholarships and fellowships: (See Expenditures.)
Scholastic Assessment Test (SAT):
An
examination administered by the Educational
The Condition of Education 1999
357
Glossary
Testing Service and used to predict the facility with
Simulations and Applications: Software that
which an individual will progress in learning
enables the user to experience a realistic
college-level academic subjects.
reproduction of an actual situation or enables the
School climate: The social system and culture of
user to manipulate information to create
the school, including the organizational structure
documents and reports.
of the school and values and expectations within
Social and behavioral sciences: A group of
it.
scientific fields of study that includes anthropology,
School district: An education agency at the local
archeology, criminology, demography, economics,
level that exists primarily to operate public schools
geography, history, international relations,
or to contract for public school services. Synonyms
psychology, sociology, and urban studies.
are "local basic administrative unit" and "local
Social studies: A group of instructional programs
education agency."
that describes the substantive portions of behavior,
School year: The 12-month period of time denoting
past and present activities, interactions, and
the beginning and ending dates for school
organizations of people associated together for
accounting purposes, usually from July 1 through
religious, benevolent, cultural, scientific, political,
June 30.
patriotic, or other purposes.
Science: The body of related courses concerned
Socioeconomic status (SES): The SES quartile
with knowledge of the physical and biological
variable used for both High School and Beyond and
world and with the processes of discovering and
the National Education Longitudinal Study of 1988
validating this knowledge.
was built using parental education level, parental
occupation, family income, and household items.
Secondary school: A school that has any span of
Students were placed in quartiles based on their
grades beginning with the next grade following an
standardized composite score. By definition, one
elementary or middle school (usually grade 7, 8,
quarter of each cohort will reside in the bottom SES
or 9) and ending with or below grade 12. Both
quartile, even if education levels, income, and the
junior high schools and senior high schools are
number of persons in more prestigious occupations
included.
increase. The terms high, middle, and low SES refer
Serious emotional disturbance: A condition
to the upper, middle two, and lower quartiles of
exhibiting one or more of the following
the weighted SES composite index distribution.
characteristics over a long period of time and to a
Specific learning disabilities: A disorder in one
marked degree that adversely affects a child's
or more of the basic psychological processes
educational performance -
involved in understanding or in using language,
1) an inability to learn that cannot be explained
spoken or written, that may manifest itself in an
by intellectual, sensory, or health factors;
imperfect ability to listen, think, speak, read, write,
spell, or to do mathematical calculations. The term
2) an inability to build or maintain satisfactory
includes such conditions as perceptual disabilities,
interpersonal relationships with peers and
brain injury, minimal brain dysfunction, dyslexia,
teachers;
and developmental aphasia. The term does not
3) inappropriate types of behavior or feelings
apply to children who have learning problems that
under normal circumstances;
are primarily the result of visual, hearing, or motor
disabilities, of mental retardation, of emotional
4) a general pervasive mood of unhappiness or
disturbance, or of environmental, cultural, or
depression; or
economic disadvantage.
5) a tendency to develop physical symptoms or
Speech or language impairments:
A
fears associated with personal or school
communication disorder such as stuttering,
problems.
impaired articulation, a language impairment, or
The term includes schizophrenia. The term does
a voice impairment that adversely affects a child's
not apply to children who are socially maladjusted,
educational performance.
unless it is determined that they have a serious
Staff assignments, elementary and secondary
emotional disturbance.
school:
358
The Condition of Education 1999
Glossary
District administrative support staff:
school instructional activities with those of the
Personnel who are assigned to the staffs of the
local education agency (LEA) and other
district administrators. They may be clerks,
appropriate units.
computer programmers, and others concerned
Stopout: (See Dropout.)
with the functioning of the entire district.
District administrators: The chief executive
Student membership: The number of students
officers of education agencies (such as
enrolled (at a particular school, district, or county,
etc.) on or about October 1.
superintendents and deputies) and all others
with district-wide responsibility. Such
Subbaccalaureate degree: Award granted for the
positions may be business managers,
successful completion of studies at either 2-year or
administrative assistants, coordinators, and the
less-than-2-year institutions. Subbaccalaureate
like.
degrees typically include associate's degrees and
certificates.
Guidance counselors: Professional staff whose
activities involve counseling students and
Support services expenditures (elementary/
parents, consulting with other staff members
secondary): Current expenditures for activities
on learning problems, evaluating the abilities
which support instruction. These services include
of students, assisting students in personal and
school building operation and maintenance, school
social development, providing referral
administration, student support services, student
assistance, and working with other staff
transportation, instructional staff support, school
members in planning and conducting guidance
district administration, business services, research,
programs for students.
testing, and data processing.
Instructional (teacher) aides: Those staff
Tax expenditures: Losses of tax revenue
members assigned to assist a teacher with
attributable to provisions of the federal income tax
routine activities associated with teaching (i.e.,
laws that allow a special exclusion, exemption, or
those activities requiring minor decisions
deduction from gross income or provide a special
regarding students, such as monitoring,
credit, preferential rate of tax, or a deferral of tax
conducting rote exercises, operating
liability affecting individual or corporate income
equipment, and clerking). Volunteer aides are
tax liabilities.
not included in this category.
Technical/professional fields: A group of
Librarians: Staff members assigned to perform
occupationally oriented fields of study, other than
professional library service activities such as
engineering and computer science, that includes
selecting, acquiring, preparing, cataloging, and
agriculture and agricultural sciences, architecture,
circulating books and other printed materials;
business and management, communications,
planning the use of the library by students,
education, health sciences, home economics, law,
teachers, and other members of the
library and archival sciences, military sciences,
instructional staff; and guiding individuals in
parks and recreation, protective services, and
their use of library books and materials that
public affairs.
are maintained separately or as part of an
Tenure-track faculty: Faculty members who were
instructional materials center.
either tenured or on the tenure track at their
Other support services staff: All staff not
institution.
reported in other categories. This group
Title I : Title I, part of the Elementary and
includes media personnel, social workers, data
Secondary Education Act of 1965 (ESEA), is
processors, health maintenance workers, bus
designed to help disadvantaged children meet
drivers, security, cafeteria workers, and other
staff.
challenging content and student performance
standards. Part A of Title I provides financial
School administrators: Those staff members
assistance through state educational agencies to
whose activities are concerned with directing
local educational agencies to meet the educational
and managing the operation of a particular
needs of children who are failing or most at risk of
school. They may be principals or assistant
failing to meet a state's challenging content and
principals, including those who coordinate
the Condition of Education 1999
359
Glossary
student performance standards in school
postsecondary institution that typically
attendance areas and schools with high
comprises one or more graduate professional
concentrations of children from low-income
schools. (See also University.)
families and in local institutions for neglected or
delinquent children.
2-year institution: An institution legally
authorized to offer and offering at least a 2-year
Levels of Title I funding:
program of college-level studies that terminates
1) No Title I: Schools that do not receive Title
in an associate's degree or is principally
I funds.
creditable toward a baccalaureate degree.
2) Title I nonschoolwide program: School
received Title I funds, but do not operate a
Undergraduate students: Students registered at
schoolwide program.
an institution of higher education in a program
3) Title I schoolwide program: School receives
leading to a baccalaureate degree or other formal
award below the baccalaureate such as an associate
Title I funds and operates a schoolwide
degree.
program.
Total expenditure per pupil in average daily
Unemployed: Civilians who had no employment
attendance: Includes all expenditures allocable to
but were available for work and 1) had engaged in
per pupil costs divided by average daily
any specific job-seeking activity within the past 4
attendance. These allocable expenditures include
weeks, 2) were waiting to be called back to a job
current expenditures for regular school programs,
from which they had been laid off, or 3) were
interest on school debt, and capital outlay.
waiting to report to a new wage or salary job within
Beginning in 1980-81, expenditures for state
30 days.
administration are excluded and expenditures for
University: An institution of higher education that
other programs (summer schools, community
consists of a liberal arts college, a diverse graduate
colleges, and private schools) are included.
program, and usually two or more professional
Traumatic brain injury: An acquired injury to the
schools or faculties, and is empowered to confer
brain caused by an external physical force, resulting
degrees in various fields of study.
in total or partial functional disability or
Urbanicity:
psychosocial impairment, or both, that adversely
affects a child's educational performance. The term
1) In the Schools and Staffing Survey, school
applies to open or closed head injuries resulting in
location is categorized based on the
classification in both the Common Core of Data
impairments in one or more areas, such as
(CCD) and the Quality Education data (QED),
cognition; language; memory; attention; reasoning;
as drawn from U.S. Census data and
abstract thinking; judgment; problem-solving;
definitions. The results are summarized in
sensory, perceptual and motor abilities;
three variables:
psychosocial behavior; physical functions;
information processing; and speech. The term does
Central city: central city of an MSA
not imply to brain injuries that are congenital or
(Metropolitan Statistical Area).
degenerative, or brain injuries induced by birth
Urban fringe/large town: area surrounding
a central city but within a county
trauma.
constituting an MSA.
Tuition and fees: A payment or charge for
Rural/small town: outside an MSA.
instruction or compensation for services, privileges,
or the use of equipment, books, or other goods.
2) In the High School and Beyond Survey,
urbanicity is classified based on the Curriculum
Type of higher education institutions:
Information Center code as follows:
4-year institution: An institution legally
Urban: within a central city of an MSA.
Suburban: within an MSA but outside the
authorized to offer and offering at least a 4-year
program of college-level studies wholly or
central city area.
principally creditable toward a baccalaureate
Rural: outside a designated MSA.
degree. In some tables a further division
Visual impairments: An impairment in vision that,
between universities and other 4-year
even with correction, adversely affects a child's
institutions is made. A "university" is a
360
The Condition of Education 1999
Glossary
educational performance. The term includes both
Work-study: A generic term for programs designed
partial sight and blindness.
to provide part-time employment as a source of
Vocational education: Organized educational
funds to pay for postsecondary education as well
programs, services, and activities that are directly
as a federal program that is administered through
related to the preparation of individuals for paid
postsecondary institutions.
or unpaid employment, or for additional
Year-round worker: One who was employed at
preparation for a career, requiring other than a
least 50 weeks during the previous calendar year,
baccalaureate or advanced degree.
including paid leave for illness, vacation, or other
reasons.
SOURCES:
Handicapped Children, 34 Code of Federal Regulations $300.5,
1986.
The McGraw-Hill Dictionary of Modern Economics, New York:
McGraw-Hill, 1975.
National Education Association, Estimates of School Statistics,
1984-85, Washington, D.C., 1985.
Pearce, David W., The Dictionary of Modern Economics,
Cambridge, Massachusetts: The MIT Press, 1981.
Shryock, H.S., and Siegel, J.S., The Methods and Materials of
Demography, Washington, D.C.: U.S. Government Printing Office,
1975.
U.S. Department of Commerce, Bureau of the Census, Current
Population Reports, Series P-20 "School Enrollment-Social and
Economic Characteristics of Students: October 1988 and 1987."
U.S. Department of Commerce, Bureau of the Census, Current
Population Reports, Series P-60 "Poverty in the United States."
various years.
U.S. Department of Education, National Center for Education
Statistics, A Classification of Instructional Programs, Washington,
D.C.: U.S. Government Printing Office, 1981.
U.S. Department of Education, National Center for Education
Statistics, Combined Glossary: Terms and Definitions From the
Handbook of the State Educational Records and Reports Series,
Washington, D.C.: U.S. Government Printing Office, 1974.
U.S. Department of Education, National Center for Education
Statistics, High School and Beyond, Base Year Student Survey, 1980.
U.S. Department of Education, Office for Civil Rights, Elementary
and Secondary School Civil Rights Survey, Individual School
Report (ED 102), 1984.
The Condition of Education 1999
361
Index
Index
Following each entry is the related indicator numbers (e.g., 29, 30), supplemental table
numbers (e.g., 29-1), and, when not available in the current edition, the volume number,
indicator number, and year in brackets when last published (e.g., 2:14 [1991]). Beginning
in 1992, The Condition of Education was published as a single volume; references to the
1992 and following editions contain only the indicator number and the year in brackets
(e.g., 26 [1992]).
A
Alcohol use (See Drug use.)
American College Testing (ACT) Program, 22 [1996]
Ability grouping
Annual earnings (See Earnings and Salaries.)
decision making by teachers and administrators,
Arts performance in the 8th grade, 7
47 [1993]
Attainment, 59
use in 8th-grade mathematics class, 42 [1992]
at community colleges, 11 [1998]
Absenteeism, student (See also Tardiness.), 42 [1996]
of first-year college stopouts, 55
Academic and behavior problems
of Hispanics, 52
of first- and second-graders, 3 [1997]
Attrition of teachers, 59 [1998]
Academic units
in core subject areas in high school, 28 [1996]
B
taken by high school graduates, 23 [1994]
Achievement, student
Bachelor's degrees (See Degrees conferred.)
Advanced Placement (AP) examination, 14
Behavioral problems (See Academic and behavioral
college entrance examinations
problems.)
American College Testing (ACT) Program, 2
Bilingual education, 45 [1997]
[1996]
Scholastic Assessment Test (SAT) scores, 22
C
[1996]
test-takers, characteristics, 22 [1996]
Calculators
Graduate Record Examination (GRE) scores, 21
[1995]
use in 8th-grade mathematics class, 42 [1992]
Calculus
international comparisons
Advanced Placement (AP) examination results,
educational attainment, 60, 60-1
27 [1993]
mathematics: 4th-, 8th-, and 12th-grade students,
3
courses taken in college, 28 [1994]
science: 4th-, 8th-, and 12th-grade students, 3
courses taken in high school, 25 [1995]
undergraduate courses taken by teachers, 60
reading literacy: 9- and 14-year olds, 20 [1996]
[1993]
National Assessment of Educational Progress
Carnegie-classified institutions, 60 [1997]
(NAEP), by subject
Carnegie units, total earned, 23 [1994]
geography, 19 [1996]
in foreign language, 26 [1994]
mathematics, 18 [1998]
Catholic schools (See Religious schools.)
reading, 4, 4-1
Center-based early childhood programs, 44, 44-1,
science, 1, 1-1, 1-2
44-2
U.S. history, 18 [1996]
Certification of full-time teachers, 22, 22-1, 22-2
writing, 6, 6-1, 6-2
Certification of full-time secondary mathematics
Adult education, 13 [1998]
and science teachers, 57 [1997]
work related, 14 [1997]
Changing schools, students, (elementary/
Adult literacy (See also Literacy, reading.)
secondary education), 46 [1995]
international comparisons, 8, 8-1
Chemistry
Advanced degrees (See Degrees conferred.)
education and certification of full-time teachers,
Advanced Placement (AP) examinations, 14
22, 22-1, 22-2
Advice to attend college, 7 [1994]
high school course taking, 24 [1997]
364
The Condition of Education 1999
Index
students taking the GRE subject tests, 21 [1995]
higher education
Choice of school, 4 [1996]
by race-ethnicity and sex, 28 [1994]
Citizenship skills, 9
by selected fields, 27 [1994]
Civic involvement, 35 [1998]
by family background, 27 [1994]
Class size
by financial characteristics, 27 [1994]
elementary/secondary, 39 [1997], 40 [1998]
undergraduate courses taken by teachers, 60
postsecondary, 33
[1993]
College costs, 12 [1997]
Credits earned
net costs, 14 [1998]
elementary/secondary education
as a percentage of family income, 12 [1997]
in core subjects, 28 [1996]
College entrance examinations
higher education, 27 [1994]
American College Testing (ACT), 22 [1996]
undergraduate credits earned by teachers, 60
Scholastic Assessment Test (SAT) scores, 22 [1996]
[1993]
College preparation
in curriculum tracks, 25 [1992]
Advanced Placement (AP) examinations, 14
in foreign language, 26 [1994]
curriculum tracks in high school, 24 [1993]
Crime in school, 26, 26-1, 26-2
College students
Curriculum (See Course taking.)
racial-ethnic distribution of, 49
elementary/secondary education
Community colleges, 11 [1998]
and achievement, 42 [1992]
Community service, 25 [1998]
high school, 25 [1992]
performed by high school seniors, 46 [1996]
in core subjects 28 [1996]
performed by students in grades 6-12, 5 [1998]
patterns, 25 [1992]
performed by undergraduates, 52 [1994]
higher education
Completion rates
bachelor's degree recipients 57, 57-1, 57-2, 57-3
high school, 40 [1996]
teacher participation in decision making, 39 [1998]
international comparisons, secondary school and
tracks in high school, 24 [1993]
higher education, 27 [1996], 60
Cutting classes (See Absenteeism and Tardiness.)
Computers
Internet access, 17
D
student use, 18, 18-1
use for mathematics instruction, 19
Day care (extended day) programs and services
use in 8th-grade mathematics class, 42 [1992]
offered by schools, 41 [1995]
Continuation to graduate school, 7 [1993]
Decision making in schools
Core subjects
perceptions of teachers and principals, 39 [1998]
course taking, 28 [1996]
Degrees conferred
high school graduation requirements, 26 [1998]
advanced degrees, 28 [1997]
Cost of education (See also College costs and
earned by American students, 42 [1993]
Tuition.)
earned by foreign students, 42 [1993]
elementary/secondary education, 10 [1992]
associate degrees
financial aid and grants, 13[1996]
earned at community colleges, 9 [1996]
higher education, 12 [1997]
earned by beginning postsecondary students,
as a percentage of family income, 13 [1996]
11 [1997]
Course taking
number conferred, 29 [1998]
elementary/secondary education, 23 [1994]
bachelor's degrees
by academic, personal, and vocational use units,
attainment of first-generation students, 56
23 [1994]
by field of study, 57, 57-1, 57-2, 57-3
high school graduates
by race-ethnicity, 57-1
in core subjects, 26 [1998]
continuation to graduate school, 7 [1993]
high school graduation requirements, 26
earnings of degree recipients, 12
[1998]
number conferred, 57
mathematics and science course taking, 24
persistence toward degree, 12 [1998]
[1997]
The Condition of Education 1999
365
Index
time to complete, 6 [1993]
of teachers compared to other professions, 58
doctor's degrees
[1996]
earned by American students, 42 [1992]
of young adults by educational attainment, 12,
earned by foreign students, 42 [1992]
12-1, 12-2
number conferred, 40 [1996]
Educational attainment, 59, 59-1, 59-2, 59-3
by postgraduate plans, 34 [1995]
international comparisons, 60, 60-1
time to complete, 11 [1995]
of Hispanics, 52, 52-1
first-professional degrees
Employment (See also Labor force status and
number conferred, 40 [1996]
Unemployment rates.)
master's degrees
employed while attending school, 11 [1998]
earned by American students, 42 [1993]
employed while attending college, 50 [1997]
earned by foreign students, 42 [1993]
of GED recipients, by age, 11
number conferred, 40 [1996]
of high school diploma recipients, 11
Diagnostic and prescriptive services offered by
of new doctorates, 34 [1995]
schools, 41 [1995]
of noncollege youth, 10
Disability status, 4 [1997], 29
of recent college graduates, 2:14 [1991], 33 [1994]
Disabled students
of college graduates, 31 [1997]
dropout rates, 4 [1994]
of recent school dropouts, 53
educated in various educational environments,
of recent high school graduates, 53
20
of young adults, 12
in federally supported programs, by type of
status
disability, 45 [1998]
and educational outcomes 4 years after college
in special education programs, by race/ethnicity,
graduation, 13
sex, and type of disability, 45 [1998]
transition from high school to work, 30 [1998]
ratio of students to special education teachers, 45
weeks and hours worked, 33 [1996]
[1998]
English as a second language (ESL) programs, 45
Distance education in higher education, 31
[1997]
Doctorate recipients/holders
English language proficiency, 4 [1997]
employed in higher education
Enrollment
age 55 and older, 60 [1992]
by age, 1 [1996]
new doctorates, 59 [1992]
early childhood/preprimary, 44, 44-1, 44-2
employment plans, foreign students, 42 [1993]
elementary/secondary school, 45, 45-1, 45-2,
postgraduate plans, 34 [1995]
45-3
with job commitments in higher education, 34
above modal age, 3 [1993]
[1995]
disabled students, 45 [1998]
Dropouts (See also Persistent attendance.), 51,
limited English proficient students, 4 [1997]
51-1, 51-2
persistence, 6 [1995]
event dropout rates, 51, 51-1, 51-2
projected, 45
grade level progression rate, 6 [1995]
school size, 41 [1992]
grade retention and dropout rates, 4 [1994]
speakers of other languages, 4 [1992]
status dropout rates, 5 [1998]
higher education, 46, 46-1, 46-2, 46-3
Dropouts who completed high school, 6 [1996]
by control and type of institution, 40, 40-1, 40-2
Drug and alcohol use, 27, 27-1, 27-2, 27-3, 27-4
date first enrolled after high school graduation,
by 8th-, 10th-, and 12th-graders, 27, 27-1, 27-2,
2:2 [1991]
27-3
enrolled part time, 51 [1997]
among college students, 44 [1992]
enrollment patterns, 50
in college the October following high school
E
graduation, 51, 51-1, 51-2
in community colleges, 11 [1998]
Earnings (See also Salaries.)
of first-time secondary students, 10 [1994]
elementary/secondary teachers
racial-ethnic differences, 46, 46-1, 46-2, 46-3
average annual salaries, 25, 25-1, 25-2, 25-3
college graduates, 12, 12-1, 12-2
366
the Condition 01 Education 1999
Index
within 2 years of scheduled graduation, 9 [1997]
associate degrees, 29 [1994]
preprimary education, 44
bachelor's degrees
private schools (elementary/secondary), 45,
degrees conferred, 57, 57-1, 57-2, 57-3
45-1, 45-2, 45-3
science and engineering degrees, 40 [1993]
voting rates, 37 [1996]
time to complete, 11 [1998]
Expected family contribution (EFC), 14 [1998]
doctor's degrees
Expenditures
recipients with job commitments in higher
elementary/secondary school
education, 34 [1995]
as a percentage of GDP, 41, 41-1, 41-2
at graduate degree level, 28 [1997]
as a percentage of total public expenditures, 42,
graduate, by sex and race-ethnicity, 58
42-1, 42-2
continuation to graduate school, 7 [1993]
federal expenditures on education, 47 [1992]
salaries of recent college graduates, 33 [1998]
international comparisons, public sources, by
Financial aid (See Student financial aid.)
control and school level, 41, 41-1, 41-2
Foreign students
international comparisons, by level of education
and country, 41, 41-1, 41-2
employment plans of new doctorates, 42 [1993]
per student, 38, 38-1, 38-2
enrollment, 44 [1993]
public school revenues per student, 51 [1996]
graduate degrees earned, 42 [1993]
higher education
taking the GRE, 19 [1993]
as a percentage of total public expenditures, 40,
Full-time equivalent (FTE) staff (See Staff.)
40-1, 40-2
Funds, federal, for education (See also
international comparisons, 41, 41-1, 41-2
Expenditures),
per student, 40, 40-1, 40-2
elementary/secondary, Federal; Federal
public school revenues per student, 51 [1996]
expenditures on education; and Federal public
research and development, 2:22 [1991]
school revenues, 47 [1992]
salaries of full-time college faculty, 57 [1994]
national index of public effort to fund education,
37
preprimary education
as a percentage of GDP, 41, 41-1, 41-2
G
as a percentage of total public expenditures, 55
[1997]
Extended day (day care) programs and services
Gender (See Sex.)
offered by schools, 41 [1995]
General Education Development (GED) recipients
Extracurricular activities, 43 [1995]
education and labor market outcomes, 34 [1993]
Geographic region (by)
F
Elementary/secondary enrollment, 45-3
English as a Second Language (ESL) programs,
45 [1997]
Faculty (For elementary/secondary education, see
Teachers.)
history performance (NAEP), 18 [1996]
exposure to students, 50 [1996]
Gifted and talented students
part-time instructional/staff, 32, 32-1
programs and services offered by schools,
research production, 59 [1997]
41 [1995]
salaries, 60 [1996]
Grade (by) (See also Modal grade.)
in relation to total earned income, 60 [1996]
drug and alcohol use, 27, 27-1, 27-2, 27-3, 27-4
tenure status, 60 [1997]
programs and services offered by schools,
workload, 43 [1997]
41 [1995]
Federal
Grade retention, 4 [1997]
expenditures on education, 47 [1992]
Graduate Record Examination (GRE) scores, 21
[1995]
loan program participation, 42, 42-1, 42-2
Graduate school, continuation to, 7 [1993]
public school revenues, as a percentage of, 39,
39-1, 39-2
Graduate students
students with disabilities served in federally
contact with faculty, 51 [1993]
supported programs, 45 [1998]
Graduation requirements, high school, 26 [1998]
H
Field of study, higher education
The Condition of Education 1999
367
Index
time spent in classroom, 49 [1993]
Handicapped students (See Disabled students.)
Instructional time, 38 [1998]
Health-related behavior of adults, 36 [1994]
International comparisons
Higher education (See Postsecondary enrollment.)
adult literacy, 21 [1998]
High school completion rate, 40 [1996]
instructional activities in mathematics, 16
employment status, 11
mathematics, 23 [1996]
High school enrollment rate, 45, 45-1, 45-2, 45-3
mathematics and science performance, 3, 3-1,
High school graduates, 59, 59-1, 59-2, 59-3
3-2, 3-3
College-qualified, who expected to earn a
educational attainment, 60, 60-1
bachelor's degree, 8 [1998]
expenditures, public sources, 41, 41-1, 41-2
course units earned, 25 [1995]
reading literacy, 20 [1996]
education and labor market outcomes, 34 [1993]
science, 24 [1996]
enrolled in college the October following
time spent in the classroom, 49 [1993]
graduation, 53, 53-1, 53-2, 53-3
time spent on homework, 46 [1993]
graduation requirements, 26 [1998]
time spent watching television, 46 [1993]
mathematics and science course taking, 24 [1997]
Internet access
transition from high school to work, 30 [1998]
in public and private schools, 17, 17-1,17-2, 17-3,
who projected an attainment of bachelor's degree
17-4, 17-5
or higher, 26 [1994]
High school persistence rates, 6 [1995]
K
High school students
drug use among high school seniors, 27, 27-1,
Kindergarten (See Preprimary education.)
27-2, 27-3, 27-4
not prepared for class, 44 [1994]
L
whose parents reported that school personnel
contacted them, 44 [1995]
Labor force status
working while attending school, 51 [1995]
and participation in adult education, 13 [1998]
Hispanic (See Race-ethnicity.)
and educational attainment of high school
recency of migration, 52, 52-1
students, 51 [1995]
Homework
employment
assigned by elementary teachers, 36 [1998]
of college graduates, 31 [1997]
came to school without homework completed, 44
of young adults, 32 [1998]
[1994]
higher education
international comparisons, 46 [1993]
of college students, 50 [1997]
how used by teachers, 36 [1998]
new doctorate recipients
how much time students report spending on, 37
number of new doctorate recipients by
[1998]
postgraduate plans, 34 [1995]
type of homework assigned, 36 [1998]
with job commitments in higher education, 34
public versus private school students, 46 [1993]
[1995]
trends in reading scores, by amount of time spent
participation rates
on homework, 12 [1994]
in work-related adult education, 14 [1997]
U.S. history performance (NAEP), 18 [1996]
of GED recipients, 34 [1993]
of noncollege-bound high school graduates, 30
I
[1997]
of recent college graduates, 2:14 [1991]
Income status, 43
of recent high school graduates not enrolled in
Instructional methods, 37 [1998]
college, 30 [1998]
in-class activities, 37 [1998]
of recent school dropouts, 30 [1998]
in 8th-grade mathematics classes, 42 [1992]
trends, by educational attainment, 30 [1992]
of postsecondary faculty, 30, 30-1, 30-2, 30-3
transition from college to work, 31 [1997]
staff, elementary/secondary schools, 57 [1993]
unemployment of young adults, 32 [1996]
working while attending school, 50 [1997]
368
The Condition of Education 1999
Index
Labor market earnings, 31 [1995]
new doctorates with job commitments in
Library media centers
higher education, 34 [1995]
services and equipment, 6 [1997]
undergraduate courses taken by teachers,
Limited English proficient (LEP) students, 46 [1994]
60 [1993]
LEP
Migration, recency of
enrolled, 4 [1992]
and educational attainment of Hispanics, 52,
enrolled below modal grade, 4 [1992]
52-1
sources of public school funding, 53 [1995]
dropouts, by race-ethnicity, 20 [1993]
public schools with bilingual/ESL programs, 45
Minorities (See Race-ethnicity.)
[1997]
Mobility, student, 46 [1995]
Literacy, experiences and activities
Modal age, 3 [1993]
in the home, 34, 34-1
Modal grade
Literacy, reading
for limited English proficient students, 4 [1992]
adult literacy, 20 [1994]
for speakers of other languages, 4 [1992]
and economic outcomes, 31 [1995]
international comparisons, 8, 8-1
N
emerging literacy of 4-year-olds, 4 [1995]
outcomes of, 31 [1995]
National Assessment of Educational Progress
teachers' literacy scores compared to those in
(NAEP)
other professions, 58 [1996]
geography performance, 19 [1996]
Local revenue sources for public elementary/
history performance, 18 [1996]
secondary schools, 53 [1994]
mathematics proficiency, 2, 2-1, 2-2, 2-3
reading performance, 5, 5-1, 5-2
M
science performance, 1, 1-1, 1-2
writing performance, 6, 6-1, 6-2, 6-3
Mathematics
Noncollege-bound high school graduates
education and certification of full-time teachers,
labor market outcomes of, 30 [1997]
22, 22-1, 22-2
Nonresident aliens
elementary/secondary
enrolled in higher education, 49, 49-1, 49-2
Advanced Placement (AP) examinations,
number taken, 14, 14-1
field of study, 57-1
as a core subject area, 28 [1996]
distribution of college students, 49, 49-1, 49-2
Nonsectarian schools
course taking patterns by high school
graduates, 24 [1997]
tuition, 10 [1992], 3 [1994]
dropouts who complete high school, 6 [1996]
Number of graduate degrees awarded, 28 [1997]
explanation of NAEP achievement levels, 2-1
Graduate Record Examination (GRE) scores, 21
O
[1995]
high school graduation requirements, 26 [1998]
Outcomes of education
international comparisons, 3, 3-1, 3-2
adult literacy, 20 [1994]
mathematics and science course taking among
civic involvement, 35 [1998]
high school graduates, 52, 52-1
community service, 35 [1997]
NAEP performance scores, 2, 2-1, 2-3
health characteristics, 36 [1994]
remedial programs offered, 28 [1998]
earnings of young adults, 12, 12-1, 12-2
Scholastic Assessment Tests (SAT), 22 [1996]
employment of young adults, 11
higher education
employment status, 33 [1996]
courses taken in college, 28 [1994]
skill improvement training, 14 [1997]
degrees earned
unemployment of young adults, 32 [1996]
bachelor's degrees, 57, 57-1, 57-2, 57-3
voting, 37 [1996]
doctor's degrees, 27 [1995]
weeks and hours worked, 33 [1996]
graduate degrees, 28 [1997]
welfare recipiency, 34 [1998]
master's degrees, 28 [1997]
Out-of-field teaching, 58 [1998]
the Condition of Education 1999
369
Index
P
enrollment
elementary/secondary education, 45, 45-1,
Parent involvement
45-2, 45-3
father's involvement in their children's
higher education, 27 [1997]
education, 35
high school course taking in core subject areas,
helping with homework, 49 [1998], 35
28 [1996]
in school-related activities, 49 [1998], 35
high school graduation requirements, 26 [1998]
perceptions of their child's school, 4 [1996]
high school students
satisfied with school aspects, 4 [1996]
enrolled in college the October following
types of contact with school personnel, 44 [1995]
graduation, 10 [1998], 53
Part-time enrollment
parents' perceptions of their child's school, 4
[1996]
in higher education, 51 [1997]
Part-time instructional faculty, 32, 32-1
parents satisfied with school aspects, 4 [1996]
programs and services offered by schools, 41
Participation in adult education, 14 [1998]
[1995]
Participation in extracurricular activities, 43 [1995]
projections of enrollment, 45, 45-1, 45-2, 45-3
Perceptions of problems in public schools, 48 [1998]
school size, 41 [1992]
Persistent attendance
teachers
for first-time postsecondary students, 10 [1994]
attrition, 59 [1998]
in higher education, 4 [1993]
certification and education of full-time teachers,
of first-generation students, 56
22, 22-1, 22-2
toward a bachelor's degree, 12 [1998]
professional development, 40 [1997]
Postsecondary enrollment
salaries, 25, 25-1, 25-2, 25-3
Access to higher education, 8 [1998]
source of teachers, 56 [1996]
of high school graduates, 9 [1997]
workload, 40 [1997], 33
racial and ethnic differences, 49, 49-1, 49-2
time spent in classroom, 49 [1993]
Postsecondary institutions
tuition (college), 12 [1997]
by type and control, 51 [1994]
Professional development of teachers, 40 [1997]
remedial education in, 26 [1998]
Participation in collaborative activities, 24
Postsecondary persistence and attainment, 13 [1998]
Programs and services offered by schools, 41 [1995]
Poverty among school-age children, 36, 36-1, 36-2,
Progression rate to next grade, 6 [1995]
36-3, 36-4
Public assistance and educational attainment (See
Pre-kindergarten (See Preprimary education.)
Welfare participation.)
Preprimary education
Public schools
center-based early childhood programs, 3 [1995]
college costs, 12 [1997]
enrollment, 44, 44-1, 44-2
curriculum tracks in high school, 24 [1993]
expenditures
enrollment
as a percentage of total public expenditures, 54
elementary/secondary, 45, 45-1, 45-2, 45-3
[1994]
higher education, 27 [1997]
international comparisons, public sources, 40,
expenditures per pupil, 38, 38-1, 38-2
40-1, 40-2
high school course taking in core subject areas,
private schools, 3 [1994]
28 [1996]
skills and behaviors of 4-year-olds prior to
high school graduation requirements, 26 [1998]
entering kindergarten, 4 [1995]
high school students
Primary source of financial support (by)
enrolled in college the October following
time-to-doctor's degree, 11 [1995]
graduation, 50, 50-1, 50-2, 50-3
Private schools
Internet access, 17, 17-1, 17-2, 17-3, 17-4, 17-5
college costs, 12 [1997]
instructional time in the classroom, 38 [1998]
community service performed by high school
parents' perceptions of their child's school, 4
seniors, 46 [1996]
[1996]
crime in school, victimization, 47 [1995]
parents satisfied with school aspects, 4 [1996]
curriculum tracks in high school, 24 [1993]
participation of teachers and principals in
370
The Condition of Education 1999
Index
decision making, 39 [1998]
Reading habits, 17 [1997]
programs and services offered by schools, 41
of students outside of school, 21
[1995]
Reading literacy
projections of enrollments, 45, 45-1, 45-2, 45-3
international comparisons, 20 [1996]
revenues, 51 [1996]
Reading
school size, 41 [1992]
explanation of NAEP proficiency scores, 5-1
students with disabilities, 45 [1998]
NAEP proficiency scores, 5, 5-2
teachers
Remedial programs offered, 28 [1998]
attrition, 59 [1998]
Religious schools
education and certification full-time teachers,
Catholic school enrollment and tuition, 3 [1994]
22, 22-1, 22-2
community service performed by high school
perceptions of student and family problems, 48
seniors, 46 [1996]
[1998]
graduation requirements, 24 [1995]
professional development, 40 [1997]
tuition, 10 [1992]
salaries, 25, 25-1, 25-2, 25-3
U.S. history achievement levels, 18 [1996]
source of teachers, 56 [1996]
Remedial education, 28 [1998]
workload, 40 [1998]
in higher education: Fall 1995, 29
time spent in classroom, 49 [1993]
Research
R
federal support, 47 [1992]
of faculty during the previous 2 years, 59 [1997]
Race-ethnicity
Revenues
Access to higher education, 8 [1998]
elementary/secondary education
Civic involvement, 35 [1998]
as a percentage of GDP, 51 [1996]
Differences in transition to college, 55
per student in relation to per capita personal
Distribution of college students, 50
income, 51 [1996]
Distribution of elementary/secondary students,
from federal sources, 53 [1994]
46, 46-1, 46-2, 46-3
from state and local sources, 53 [1994]
Early literacy experiences, 34, 34-1
in relation to per capita income, 53 [1994]
Educational attainment, 59, 59-1, 59-2, 59-3
of public schools, 53 [1994]
Fields, of study, 57, 57-1, 57-2, 57-3
per pupil, 53 [1994]
Immediate transition from high school to college,
53, 53-1, 53-2, 53-3
higher education
Graduate field of study, 58
as a percentage of GDP, 51 [1996]
Isolation of students in public schools, 47
per student in relation to per capita personal
income, 51 [1996]
Mathematics proficiency, 2, 2-1, 2-2, 2-3
Risk factors, 8th-grade students with, 1:21 [1991]
Number of students who took AP examinations,
14, 14-1
S
Parent involvement, 49 [1998]
Participation in adult education, 13 [1998]
Participation in higher education, 49, 49-1, 49-2
Salaries (See also Earnings.)
Persistence toward a bachelor's degree, 12 [1998]
elementary/secondary teachers
Preprimary education enrollment, 44, 44-1, 44-2
average annual salary, 25, 25-1, 25-2, 25-3
Reading proficiency, 5, 5-1, 5-2
average base salary, 25, 25-1, 25-2, 25-3
Recent school dropouts, 51, 51-1, 51-2
higher education faculty
Science performance, 1, 1-1, 1-2
in relation to total earned income, 2:30 [1991]
Summer activities of students ages 6-20 in grades
of recent college graduates, 33 [1998]
1-12, 5 [1998]
students, 30 [1995]
Transition from high school to work, 30 [1998]
college graduates, 33 [1998]
Victimization at school, 26, 26-1, 26-2
Scholastic Assessment Test (SAT) scores, 22 [1996]
Welfare participation, 34 [1998]
test-takers, characteristics
Writing performance, 6, 6-1, 6-2
as a percentage of high school graduates, 22
[1996]
percent minority, 22 [1996]
The Condition of Education 1999
371
Index
percent scoring over 600, 22 [1996]
Summer activities of students, 5 [1998]
School choice, 4 [1996]
Summer school, 5 [1998]
in grades 3-6, 4 [1996]
Suspensions from school, 48 [1997]
in grades 7-8, 4 [1996]
in grades 9-12, 4 [1996]
T
Science
education and certification of full-time teachers,
Tardiness, student (See also Absenteeism), 42 [1996]
22, 22-1, 22-2
Teachers (elementary/secondary) (For postsecondary,
college graduates
see Faculty.)
employed, 31 [1997]
attrition, 59 [1998]
unemployed, 31 [1997]
contact with parents, 44 [1995]
elementary/secondary education
courses taken in college, 60 [1993]
achievement, 1, 1-1, 1-2
education and certification of full-time teachers,
Advanced Placement (AP) examinations,
22, 22-1, 22-2
number taken, 14
feelings of preparedness, 23
as a core subject area, 28 [1996]
higher education (See Faculty.)
explanation of NAEP achievement levels, 1-1
literacy scores and other characteristics, 58 [1996]
international comparisons, 3, 3-1, 3-2, 3-3
participation in collaborative activities, 24
high school graduation requirements, 26 [1998]
participation in school decision making, 39 [1998]
mathematics and science course taking among
professional development activities, 40 [1997]
high school graduates, 24 [1997]
prose literacy score compared to other
NAEP performance scores, 1, 1-1, 1-2, 1-3
professions, 58 [1996]
higher education
salaries/earnings, 56 [1996]
courses taken in college, 28 [1994]
satisfaction with teaching, 49 [1997]
degrees earned
perceptions and attitudes toward teaching, 49
bachelor's degrees, 57, 57-1, 57-2, 57-3
[1997]
doctor's degrees, 28 [1997]
source of supply of newly hired teachers, 56
master's degrees, 28 [1997]
[1996]
undergraduate courses taken by teachers, 60
use of higher-level tasks in instruction, 15
[1993]
who reported that absenteeism and tardiness
Security devices in schools, 47 [1995]
were serious problems, 42 [1996]
Services offered by schools, 41 [1995]
workload, 40 [1998]
Size, enrollment
Television viewing
elementary/secondary schools, 45, 45-1, 45-2,
international comparisons, 46 [1993]
45-3
trends in mathematics scores, by amount of time
Skill improvement training, 14 [1997]
spent watching television, 14 [1994]
Source of supply of newly hired teachers, 56 [1996]
U.S. history performance, 18 [1996]
Special education, 20, 20-1
Tenure status, 60 [1997]
Staff
Time to complete
elementary/secondary education
bachelor's degrees, 11 [1996]
participation in decision making, 39 [1998]
doctor's degrees, 11 [1995]
types, 57 [1993]
Training
types of contact between parents and school
inservice training (teachers), 40 [1997]
personnel, 44 [1995]
teacher workshops, 40 [1997]
Status dropout rate, 5 [1996]
worker training, 14 [1997]
Student and family problems, teacher's perceptions
Tuition/fees
of, 48 [1998]
elementary/secondary education, 10 [1992]
Student borrowing, 42, 42-1, 42-2
higher education (See also College costs and Cost
Student financial aid, 42, 43
of education.)
Student portfolios, 38 [1997]
as a percentage of family income, 12 [1997]
Subbaccalaureate persistence and attainment,
11 [1997]
372
The Condition of Education 1999
Index
net cost of college attendance, 14 [1998]
Volunteerism (See Community service.)
revenues from, 53 [1994]
Voting behavior, 37 [1996]
in private schools, 28
W
U
Wages (See Earnings and Salaries.)
Undergraduate students, percentage
weeks and hours worked, 3 [1996]
contact with faculty, 50 [1996]
Welfare participation, 34 [1998]
tuition and fees, 12 [1998]
Working while attending school, 52 [1998]
Unemployment rates
community college, 9 [1996]
college graduates, 31 [1996]
postsecondary students seeking bachelor's
of high school diploma and GED recipients,
degree, 10 [1996]
34 [1993]
Writing habits, 17 [1997]
of young adults, 32 [1996]
Of students outside of schools, 21
trends, by educational attainment, 30 [1992]
Writing
explanation of NAEP achievement levels, 6, 6-1,
6-2
V
NAEP performance scores, 6, 6-1, 6-2
Remedial programs offered, 28 [1998]
Victimization, of students at school, 26, 26-1, 26-2
Violence in schools (See also Crime in school,
Victimization.)
Vocational education
education and certification of full-time, secondary
teachers, 25, 25-1, 25-2, 25-3
course taking, 23 [1994]
curriculum tracks, 24 [1993]
units taken by high school graduates, 25 [1992]
The Condition of Education 1999
373