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1、Report on the Condition of Education 2023NCES 2023-144 U.S.DEPARTMENT OF EDUCATIONA Publication of the National Center for Education Statistics at IESReport on theCondition of Education 2023 Vronique IrwinNational Center for Education Statistics Ke Wang Tabitha Tezil Jijun Zhang Alison FilbeyJulie J

2、ungAmerican Institutes for ResearchFarrah Bullock MannRita DiligStephanie ParkerRTI International Thomas NachazelMegan Barnett Stephen PurcellEditors American Institutes for Research NCES 2023-144U.S.DEPARTMENT OF EDUCATIONMay 2023U.S.Department of Education Miguel A.Cardona SecretaryInstitute of Ed

3、ucation Sciences Mark Schneider DirectorNational Center for Education Statistics Peggy G.CarrCommissionerThe National Center for Education Statistics(NCES)is the primary federal entity for collecting,analyzing,and reporting data related to education in the United States and other nations.It fulfills

4、 a congressional mandate to collect,collate,analyze,and report full and complete statistics on the condition of education in the United States;conduct and publish reports and specialized analyses of the meaning and significance of such statistics;assist state and local education agencies in improvin

5、g their statistical systems;and review and report on education activities in foreign countries.NCES activities are designed to address high-priority education data needs;provide consistent,reliable,complete,and accurate indicators of education status and trends;and report timely,useful,and high-qual

6、ity data to the U.S.Department of Education,Congress,the states,other education policymakers,practitioners,data users,and the general public.Unless specifically noted,all information contained herein is in the public domain.We strive to make our products available in a variety of formats and in lang

7、uage that is appropriate to a variety of audiences.You,as our customer,are the best judge of our success in communicating information effectively.If you have any comments or suggestions about this or any other NCES product or report,we would like to hear from you.Please direct your comments toNCES,I

8、ES,U.S.Department of EducationPotomac Center Plaza550 12th Street SWWashington,DC 20202May 2023The NCES home page address is https:/nces.ed.gov.The NCES Publications and Products address is https:/nces.ed.gov/pubsearch.This publication is only available online.To download,view,and print the report a

9、s a PDF file,go to the NCES Publications and Products address shown above.This report was prepared with assistance from the American Institutes for Research under Contract No.ED-IES-12-D-0002.Mention of trade names,commercial products,or organizations does not imply endorsement by the U.S.Government

10、.Suggested CitationIrwin,V.,Wang,K.,Tezil,T.,Zhang,J.,Filbey,A.,Jung,J.,Bullock Mann,F.,Dilig,R.,and Parker,S.(2023).Report on the Condition of Education 2023(NCES 2023-144).U.S.Department of Education.Washington,DC:National Center for Education Statistics.Retrieved date from https:/nces.ed.gov/pubs

11、earch/pubsinfo.asp?pubid=2023144.Content ContactVronique Irwin,Ph.D.(202)245-6108Veronique.Irwined.govMay 2023On behalf of the National Center for Education Statistics(NCES),I am pleased to present the 2023 edition of the Condition of Education.The Condition is an annual report mandated by the U.S.C

12、ongress that summarizes the latest data on education in the United States,including international comparisons.This years edition of the Condition offers a comprehensive review of education in this country during the coronavirus pandemic.It contains data spanning from early childhood to postsecondary

13、 and beyond,and covers topics such as enrollment,student achievement,teacher openings,and public school strategies for pandemic recovery.This edition of the Condition will be a valuable reference for policymakers and all those who are working to help the country recover from a once-a-century public

14、health crisis.The Condition of Education is designed to provide high quality and useful information to policymakers as well as parents,educators,and the education community.This report uses data from across the center,including the National Teacher and Principal Survey,Common Core of Data,Integrated

15、 Postsecondary Education System,and School Pulse Panel.In order to provide a comprehensive report,the Condition of Education also leverages data from outside of NCES,including data from the U.S.Census Bureau and Bureau of Labor Statistics.The foundation of the Condition of Education is a series of o

16、nline indicators.Indicators examine relationships;show changes over time;and/or compare experiences of persons from different backgrounds,places,and types of schools.Each indicator provides detailed information on a unique topic,ranging from prekindergarten through postsecondary education,as well as

17、 labor force outcomes.The Report on the Condition of Education offers a synthesized overview of core topics from across these indicators.Beyond the core topics represented in the summary report,the online indicator system also includes sections focused on School Crime and Safety and the condition of

18、 education by geographic locale,called Education Across America.Each year,the Annual Reports and Information Staff make refinements to help our readers better understand the condition of education in the United States.This year,the report provides greater access to equitable data by presenting data

19、on U.S.outlying areas and other jurisdictions when available.In an effort to make the data more readily accessible to all,the Annual Reports and Information Staff also expanded the use of interactive data visualizations in the online indicator portal and adapted the text to help readers more easily

20、locate key statistics.This years Condition also includes two Spotlight indicators.These Spotlights examine challenges faced by schools during the coronavirus pandemic.Teacher Openings in Elementary and Secondary Schools.Among public schools with at least one open teaching position,the percentage of

21、schools that found it difficult or were unable to fill these positions was higher in 202021 than in 201112 across 12 reported subject areas.This was also true of private schools in 10 of 12 reported subjects.Over a similar period,from 201213 to 201920,the number of persons completing traditional tea

22、cher preparation programs decreased by 28 percent,from 161,000 in 201213 to 116,100 in 201920.A Letter From theCommissioner of the National Center for Education StatisticsReport on the Condition of Education 2023|iii Recovery from the Coronavirus Pandemic in K12 education.Using experimental data fro

23、m the School Pulse Panel,this indicator shows that public schools reported wide-ranging concerns from students and parents during the coronavirus pandemic,including academic concerns,social concerns,and health concerns.Some of the most commonly used strategies to support students learning recovery i

24、ncluded:identifying individual needs with diagnostic assessment data(79 percent),identifying individual needs with formative assessment data(76 percent),and summer 2021 learning/enrichment programs(75 percent).Reported effectiveness of these strategies varied.Nevertheless,public schools reported tha

25、t some learning recovery had taken place between the beginning and end of the 202122 school year.Specifically,public schools reported on average that 36 percent of students were behind grade level in at least one academic subject at the end of the 202122 school year,compared to a reported 50 percent

26、 on average at the beginning of the school year.Findings from throughout the indicators offer additional information to complicate and deepen our understanding of these Spotlight findings.These additional findings speak to the value of exploring a wide range of data sources across the Condition.For

27、instance:Despite difficulty hiring,the number of masters degrees conferred in education was 5 percent higher in 202021 than in 201819(the last full academic year prior to the coronavirus pandemic).Despite reports of learning recovery over the course of the 202122 school year(in terms of the percenta

28、ge of students behind grade level in at least one subject),data from the National Assessment of Educational Progress(NAEP)show declines in scale scores for 4th and 8th grade students from 2019 to 2022 in both mathematics and reading.Additionally,the Condition of Education covers a wide range of outc

29、omes across the educational career.For example,some key findings include:The percentage of 3-to 4-year-olds enrolled in school in 2021(50 percent)was 10 percentage points higher than 2020(40 percent),but remained lower than 2019(54 percent).Some 86 percent of 5-year-olds were enrolled in school in 2

30、021,compared with 91 percent in 2019.Despite overall public school enrollment declines during the pandemic,these downward trends were not universally observed across grade levels or across school types.The decrease in total public enrollment during the pandemic was driven by enrollment declines at t

31、he preK8 level,particularly from fall 2019 to fall 2020,while enrollment in grades 912 continued to increase each year from fall 2019 to fall 2021.Between fall 2019 and fall 2020,while traditional public school enrollment decreased by 4 percent,public charter school enrollment increased by 7 percent

32、.Between fall 2010 and fall 2021,total undergraduate enrollment in degree-granting postsecondary institutions decreased by 15 percent(from 18.1 million to 15.4 million students),with 42 percent(1.1 million students)of this decline occurring during the pandemic.Meanwhile,total enrollment in postbacca

33、laureate programs increased by 5 percent between fall 2010 and fall 2019(from 2.9 million to 3.1 million students)and continued to increase by another 5 percent during the pandemic(to 3.2 million students in fall 2021).Of the degrees conferred by postsecondary institutions in 202021,science,technolo

34、gy,engineering,and mathematics(STEM)fields made up 8 percent of associates degrees,21 percent of bachelors degrees,17 percent of masters degrees,and 15 percent of doctors degrees.The percentage of degrees conferred in a STEM field varied by student race/ethnicity and was highest for Asian students a

35、t all degree levels except for doctors degrees,which was highest for students of Two or more races and White students.Between 2010 and 2022,educational attainment rates among 25-to 29-year-olds increased at different levels of attainment.In general,educational attainment rates increased for both mal

36、e and female 25-to 29-year-olds as well as for most racial/ethnic groups.However,attainment gaps between some groups persisted in 2022.Report on the Condition of Education 2023|iv The Condition also includes findings At a Glance,which allow readers to quickly make comparisons within and across indic

37、ators,as well as a Readers Guide,a Glossary,and a Guide to Sources that provide additional information to help place the indicators in context.In addition,each indicator references the source data tables that were used to produce that indicator.Most of these data tables are in NCESs Digest of Educat

38、ion Statistics.By providing this high quality and useful information,the Condition of Education serves as an important resource for policymakers as well as parents,educators,and the education community.In addition to publishing the Condition of Education,NCES produces a wide range of other reports a

39、nd datasets designed to help inform policymakers and the public about significant trends and topics in education.More information about the latest activities and releases at NCES may be found on our website or by following us on Twitter,Facebook,and LinkedIn.Peggy G.Carr,Ph.D.CommissionerNational Ce

40、nter for Education StatisticsReport on the Condition of Education 2023|v The authors are grateful to programs throughout the National Center for Education Statistics(NCES)and other agencies for collecting and preparing the many data sources presented in this report.This report is made possible by da

41、ta from the Department of Education(EDFacts Initiative and Office of Special Education Programs),other government agencies(U.S.Census Bureau and Bureau of Labor Statistics),and international data collection efforts(International Association for the Evaluation of Educational Achievement and the Organ

42、ization for Economic Cooperation and Development).The authors would also like to thank the many individuals who contributed to the surveys that make this report possible.This report could not have been completed without their cooperation.Acknowledgments Report on the Condition of Education 2023|vi C

43、ontentsPageA Letter From the Commissioner of the National Center for Education Statistics .iiiAcknowledgments .viList of Figures .viiiIntroduction .1Highlights .2Spotlights:Teacher Openings During the Coronavirus Pandemic and Challenges and Strategies Recovering From the Pandemic .4Family Characteri

44、stics .8Preprimary,Elementary,and Secondary Education .10Postsecondary Education .27Population Characteristics and Economic Outcomes .37International Comparisons .40Report on the Condition of Education 2023|vii List of FiguresPageS1.Among public and private elementary and secondary schools that were

45、 hiring for at least one open teaching position in a specific field,percentage that found it very difficult or were not able to fill the opening,by subject-matter field of opening:School years 201112 and 202021 .5S2.Percentage of public schools that used selected strategies to support pandemic-relat

46、ed learning recovery and percentage of those schools that reported strategy was“very”or“extremely effective”:June 2022 .71.Percentage of children under age 18 in families living in poverty,by childs race/ethnicity:2010 and 2021 .92.Percentage of 3-to 4-year-olds and 5-year-olds enrolled in school:Oc

47、tober 2010 through October 2021 .113.Enrollment in public elementary and secondary schools,by level:Fall 2010 through fall 2021 .124.Enrollment in elementary and secondary schools,by school type:Selected years,fall 2010 through fall 2021 135.Percentage distribution of student enrollment in public el

48、ementary and secondary schools,by race/ethnicity:Fall 2010 and fall 2021 .146.Percentage distribution of students ages 321 served under the Individuals with Disabilities Education Act(IDEA),by selected disability type:School year 202122 .157.Percentage of public school students who were English lear

49、ners(ELs),by locale:Fall 2020 .168.Percentage of 3-to 18-year-olds who had home internet access through a computer,by parental education:2021 .179.Average base salary for full-time teachers in public elementary and secondary schools,by years of full-and part-time teaching experience:School year 2020

50、21 .1810.Percentage distribution of 4th-and 8th-grade students,by National Assessment of Educational Progress(NAEP)reading achievement level:2019 and 2022 .2011.Percentage distribution of 4th-and 8th-grade students,by National Assessment of Educational Progress(NAEP)mathematics achievement level:201

51、9 and 2022 .2112.Adjusted cohort graduation rate(ACGR)for public high school students,by race/ethnicity:201920 .2213.Percentage of public and private high school graduates who completed selected mathematics and science courses in high school,by school type:2019 .2314.Status dropout rates of 16-to 24

52、-year-olds,by race/ethnicity:Selected years,2010 through 2021 .2415.Total expenditures per pupil in public elementary and secondary schools,by state or jurisdiction:School year 201920 .2516.Immediate college enrollment rate of high school completers,by sex:2010 through 2021 .2817.Undergraduate enrol

53、lment in degree-granting postsecondary institutions,by level of institution:Fall 2010 through fall 2021 .2918.Number of degree-granting postsecondary institutions with first-year undergraduates,by level and control of institution:Academic years 201011 and 202122 .3019.Number of certificates and degr

54、ees conferred by postsecondary institutions,by award level:Academic years 201011 through 202021 .3220.Percentage distribution of students postsecondary outcomes 8 years after beginning at 2-and 4-year institutions in 2013,by initial attendance status and level:2021 .3321.Among federal student loan b

55、orrowers,average amount owed as a percentage of amount borrowed as of 4years after 201516 bachelors degree completion,by race/ethnicity:2020 .3522.Percentage of 25-to 29-year-olds,by educational attainment and sex:2010 and 2022 .3723.Employment rates of 25-to 34-year-olds,by educational attainment:2

56、010 through 2022 .3924.Average scores and 10th and 90th percentile scores of 8th-grade students on the TIMSS mathematics scale and percentile score gaps,by education system:2019 .4125.Percentage of the population 25 to 64 years old who had attained any postsecondary degree in Organization for Econom

57、ic Cooperation and Development(OECD)countries:2010 and 2021 .43Report on the Condition of Education 2023|viii The Report on the Condition of Education is a congressionally mandated annual report from the National Center for Education Statistics.Using the most recent data available(at the time this r

58、eport was written)from NCES and other sources,the report contains key indicators on the condition of education in the United States at all levels,from prekindergarten through postsecondary,as well as labor force outcomes and international comparisons.There are core indicators that are updated every

59、year and spotlight indicators that provide in-depth analyses on topics of interest to education agencies,policymakers,researchers,and thepublic.At the broadest level,the Condition of Education Indicator System is organized into five sections:family characteristics;preprimary,elementary,and secondary

60、 education;postsecondary education;population characteristics and economic outcomes;and international comparisons.The Report on the Condition of Education 2023 encompasses key findings from the Condition of Education Indicator System.The full contents of the Indicator System can be accessed online t

61、hrough the website or by downloading PDFs for the individual indicators.The highlights below provide a brief overview of information available on various topics as well as direct links to the online version of indicators discussed.The data in the indicators were obtained from many different sourcesw

62、hich collect information from respondents throughout the education system,including students and teachers,elementary and secondary schools,state education agencies,and colleges and universitiesusing surveys and compilations of administrative records.Users should be cautious when comparing data from

63、different sources.Introduction Report on the Condition of Education 2023|1 School Enrollments During the Coronavirus Pandemic The emergence of the coronavirus pandemic brought major disruptions to all levels of education in the United States.1 In 2021,more than a year into the coronavirus pandemic,s

64、chool enrollments generally remained lower than before the pandemic:About 50 percent of 3-to 4-year-olds were enrolled in school in October 2021,an increase of 10 percentage points compared with October 2020(the first year of the pandemic)but still lower than in October 2019(54 percent,before the pa

65、ndemic).The percentage of 5-year-olds enrolled in school was also lower in October 2021 than in October 2019(86 vs.91 percent).2 Between fall 2010 and fall 2019,total public elementary and secondary school enrollment increased by 3percent,from 49.5 million to 50.8million students.Total enrollment th

66、en dropped by 3 percent to 49.4million students in fall 2020 and remained at a similar level(49.4 million students)in fall 2021.More specifically,declines in enrollment from fall 2019 to fall 2020 were largest in prekindergarten(preK)and kindergarten,but enrollments in both grades rebounded somewhat

67、 in fall 2021.Between fall 2010 and fall 2021,total undergraduate enrollment in degree-granting institutions decreased by 15 percent(from 18.1 million to 15.4 million students).Drops in undergraduate enrollment during the coronavirus pandemic(a decline of 1.1 million students between fall 2019 and f

68、all 2021)accounted for 42 percent of the total decline during the period between fall 2010 and fall 2021.In contrast,total enrollment in postbaccalaureate programs(such as masters and doctoral programs)increased by 5 percent between fall 2010 and fall 2019(from 2.9 million to 3.1 million students)an

69、d continued to increase by another 5 percent during the pandemic(to3.2million students in fall 2021).1 Throughout this report,the United States refers to the 50 states and the District of Columbia unless otherwise noted.2 As of 2020,there were 47 statesplus the District of Columbiathat required that

70、 free education be offered by age 5;however,schooling was only compulsory for 5-year-olds in 11 states and the District of Columbia(see 50-State Comparison:Free and Compulsory School Age Requirements).K12 Teacher Openings In 202021,in general,higher percentages of public and private schools reported

71、 difficulties filling open teaching positions than in 201112.For instance,40 percent of public schools hiring for open teaching positions in special education in 202021 reported having difficulties filling the opening,compared with 17 percent in 201112.Between 201213 and 201920,the number of persons

72、 enrolled in traditional teacher preparation programs decreased by 30 percent(from 591,700 to 412,200),and the number of persons completing traditional teacher preparation programs decreased by 28 percent(from 161,000 to 116,100).Overall,public school teachers had higher educational attainment in 20

73、2021 than in 201112.The average base salary for full-time public school teachers in 202021($61,600)was not measurably different from that in 201112 after adjusting for inflation.3 Challenges and Strategies Recovering From the Pandemic4 Besides their difficulties filling open teaching positions,schoo

74、ls experienced other challenges during their recovery from the pandemic.For instance,in April 2022,some 70 percent of public schools reported that the percentage of students who had sought mental health services from school had increased since the start of the coronavirus pandemic,but only 12 percen

75、t strongly agreed and 44 percent moderately agreed that their school was able to effectively provide mental health services to all students in need.To support their students pandemic-related learning recovery,public schools implemented a variety of strategies during the 202122 school year,including

76、identifying individual needs with diagnostic assessment data(79 percent);identifying individual needs with formative assessment data(76 percent);summer 2021 learning/enrichment programs(75percent);3 Salary data are presented for regular,full-time public school teachers only;the data exclude other st

77、aff even when they have full-time teaching duties(regular part-time teachers,itinerant teachers,long-term substitutes,administrators,library media specialists,other professional staff,and support staff).Average base salary is for the school year;summer earnings are not included.Teachers who reported

78、 a base salary of zero are excluded.4 These data are from the School Pulse Panel(SPP).These data are experimental,and results should be interpreted with caution.Experimental data may not meet all NCES quality standards.Highlights Report on the Condition of Education 2023|2 remedial instruction(72 pe

79、rcent);mental health and trauma support(72 percent);after-school learning/enrichment programs(62percent);and professional development on learning recovery(51percent).Student Characteristics The U.S.education system serves a diverse population of students across a variety of school settings.Of the 49

80、.4million students who were enrolled in public elementary and secondary schools(preK through grade12)in fall 2021,5 22.4 million were White;14.1 million were Hispanic;7.4 million were Black;2.7 million were Asian;2.3 million were of Two or more races;0.5 million were American Indian/Alaska Native;an

81、d 182,000 were Pacific Islander.The percentage of public school students who attended public charter schools increased from 4 percent in fall 2010(1.8 million students)to 7 percent in fall 2021(3.7million students).The percentage of public school students who were English learners(ELs)increased over

82、all from 9.2 percent in fall 2010(4.5million students)to 10.3percent in fall 2020(5.0million students).6 The number of students ages 321 receiving special education and/or related services under the Individuals with Disabilities Education Act(IDEA)increased from 6.4million in school year 201011 to 7

83、.3 million in school year 202122.Taken as a percentage of total public school enrollment,this equates to an increase from 13 to 15percent of students.7 Student Achievements and Educational AttainmentThe health of an education system is often assessed through indicators of achievement and attainment.

84、In this 5 Enrollment counts for individual racial/ethnic groups do not sum to the total here because of rounding.6 This report looks at the number and percentage of ELs in kindergarten and higher grades over time.Data on ELs include students with a current EL identification,but not students who were

85、 formerly identified as ELs and no longer are.Note also that data on ELs enrolled in public schools have changed over time.For fall 2014 and earlier years,EL data include only those ELs who participated in EL programs.Starting with fall 2015,data include all currently identified ELs,regardless of pr

86、ogram participation.However,the proportion of ELs who participate in EL programs is large.For example,in the 202021 school year,98 percent of identified ELs were served by EL programs.Comparisons over time should be interpreted with caution due to this change in the data reported.7 The number of chi

87、ldren served as a percentage of total enrollment is based on total public school enrollment in preK through grade 12.However,not all students served under IDEA receive education services in public school environments.report,measures of achievement come from the National Assessment of Educational Pro

88、gress(NAEP),while attainment is measured through degree completion.At the elementary and secondary school level,some measures of student outcomes have improved over time,whereas others have not:At grades 4 and 8,the average National Assessment of Educational Progress(NAEP)reading and mathematics sco

89、res were lower in 2022 than in 2019.The U.S.average adjusted cohort graduation rate(ACGR)for public high school students increased from 79 percent in 201011 to 87 percent in 201920.8 The overall status dropout rate(i.e.,the percentage of 16-to 24-year-olds who are not enrolled in school and have not

90、 earned a high school credential)decreased from 8.3 percent in 2010 to 5.2 percent in 2021.9 One of the paths high school graduates may take to prepare for their future is to enroll in some form of postsecondary education.Of the 2.7 million high school completers10 who graduated in the first 9 month

91、s of 2021,some 62 percent were enrolled in college in October 2021.This 2021 immediate college enrollment rate was lower than the rate in 2010(68 percent).However,the percentage of 25-to 29-year-olds who had earned a postsecondary degree in 2022 had increased since 2010.Educational attainment11 is a

92、ssociated with many long-term life outcomes.For 25-to 34-year-olds who worked full time,year round(i.e.,worked 35 or more hours per week for 50 or more weeks per year),higher educational attainment was associated with higher median earnings.For example,in 2021,the median earnings of masters or highe

93、r degree completers($74,600)were 21percent higher than the median earnings of bachelors degree completers($61,600);and bachelors degree completers were 37 percent higher than the median earnings of associates degree completers($45,000).8 The ACGR is considered the most accurate measure available for

94、 reporting on-time graduation rates.For more information,see Seastrom,M.,Chapman,C.,Stillwell,R.,McGrath,D.,Peltola,P.,Dinkes,R.,and Xu,Z.(2006).Users Guide to Computing High School Graduation Rates,Volume 2:Technical Evaluation of Proxy Graduation Indicators(NCES 2006-605).U.S.Department of Educati

95、on.Washington,DC:National Center for Education Statistics.Retrieved February 28,2023,from https:/nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006605.9 A high school credential can be either a diploma or an equivalency credential such as a GED certificate.10“High school completers”refers to individuals

96、ages 16 to 24 who graduated from high school or completed a GED or other high school equivalency credential.In 2021,about 94 percent of those who completed high school in the first 9 months of 2021 were between 16 and 24 years old.11 Levels of educational attainment refer to the highest degree earne

97、d.Report on the Condition of Education 2023|3 Highlights Spotlights:Teacher Openings During the Coronavirus Pandemic and Challenges and Strategies Recovering From the PandemicThe emergence of the coronavirus pandemic brought major disruptions to American society.The following two spotlight indicator

98、s present data on the challenges faced by elementary and secondary schools during the pandemic,and the strategies that they employed recovering from the pandemic.The first spotlight examines the extent to which elementary and secondary schools experienced challenges in filling open teaching position

99、s in the 202021 school year.It also lends context Key Findings From This ChapterIn 202021,in general,higher percentages of public and private schools reported difficulties filling open teaching positions than in 201112.Between 201213 and 201920,the number of persons enrolled in and completing tradit

100、ional teacher preparation programs decreased.Forty percent of public schools hiring for open teaching positions in special education in 202021 reported having difficulties filling the opening,compared with 17 percent in 201112.The number of persons enrolled in traditional teacher preparation program

101、s decreased by 30 percent between 201213 and 201920(from 591,700 to 412,200),and the number of persons completing such programs decreased by 28 percent between 201213 and 201920(from 161,000 to 116,100).Some schools offer summer programs,after-school programs,mental health services,and/or community

102、services/partnerships,and these may have been part of the strategies employed by schools to recover from the coronavirus pandemic.In April 2022,some 70 percent of public schools reported that the percentage of students who had sought mental health services from school had increased since the start o

103、f the coronavirus pandemic.In comparison,only 12 percent strongly agreed and 44 percent moderately agreed that their school was able to effectively provide mental health services to all students in need.Some of the most commonly used strategies for learning recovery included:identifying individual n

104、eeds with diagnostic assessment data(79 percent),identifying individual needs with formative assessment data(76 percent),and summer 2021 learning/enrichment programs(75 percent).to these staffing-related challenges by examining changes over time in the number of individuals enrolling in and completi

105、ng teacher preparation programs.The second spotlight illuminates other challenges besides those related to staffing that public schools faced in 202122 as well as the strategies they used during the recovery from the coronavirus pandemic,including summer programs,mental health support,and community

106、partnerships.Report on the Condition of Education 2023|4 Figure S1.Among public and private elementary and secondary schools that were hiring for at least one open teaching position in a specific field,percentage that found it very difficult or were not able to fill the opening,by subject-matter fie

107、ld of opening:School years 201112 and 202021 201112202021020406080100020406080100Subject-matter fieldPublic schoolsPrivate schoolsPercentPercentGeneral elementaryEnglish or language artsMusic or artBiology or life sciencesPhysical sciencesSpecial educationForeign languagesEnglish as a second languag

108、eor bilingual educationMathematicsPhysical education or health1Computer scienceCareer or technical educationSocial studiesSubject-matter fieldGeneral elementaryEnglish or language artsMusic or artBiology or life sciencesPhysical sciencesSpecial educationForeign languagesEnglish as a second languageo

109、r bilingual educationMathematicsPhysical education or health1Computer scienceCareer or technical educationSocial studies261415161010441931202222213232313517!17181218544!1740262332323719323131312318131211426919201542 Not available.!Interpret data with caution.The coefficient of variation(CV)for this

110、estimate is between 30 and 50 percent.1 The field of physical education or health was not included in the 201112 survey.NOTE:An open teaching position in a school may or may not have been filled before the start of the school year.Schools were surveyed after the start of the school year and were ask

111、ed to report all teaching positions for which they hired or were hiring for the current school year,regardless of whether they were able to fill the position or not.Although rounded numbers are displayed,the figures are based on unrounded data.SOURCE:U.S.Department of Education,National Center for E

112、ducation Statistics,Schools and Staffing Survey(SASS),“Public School Data File”and“Private School Data File,”201112;and National Teacher and Principal Survey(NTPS),“Public School Data File”and“Private School Data File,”202021.See Digest of Education Statistics 2022,table 210.60.Some schools may find

113、 it difficult or be unable to fill their open teaching positions(referred to as“having difficulties filling the opening”in this report).Among public schools hiring for open teaching positions in each of 12 reported fields,12 a higher percentage in 202021 than in 201112 reported having difficulties f

114、illing the opening(figure S1).12 One of the 12 reported fields,physical education or health,was excluded from comparisons over time,as the 201112 survey did not include this field.For instance,40 percent of public schools hiring for open teaching positions in special education in 202021 reported hav

115、ing difficulties filling the opening,compared with 17percent in 201112.Similarly,for 10 of 12 fields,a higher percentage of private schools in 202021 than in 201112 reported having difficulties filling the opening in the field.Teacher Openings in Elementary and Secondary SchoolsReport on the Conditi

116、on of Education 2023|5 Spotlights:Teacher Openings During the Coronavirus Pandemic and Challenges and Strategies Recovering From the PandemicIn 202021,among schools hiring for open teaching positions in a specific field,more than one-quarter each of public and private schools reported having difficu

117、lties filling the opening in the following fields:foreign languages(42 percent of public schools and 32percent of private schools);special education(40 percent of public schools and 44percent of private schools);physical sciences(37 percent of public schools and 31percent of private schools);mathema

118、tics(32 percent each of public and private schools);and computer science(31 percent of public schools and 35percent of private schools).Between 201213 and 201920,the number of persons enrolled in and completing traditional teacher preparation programs decreased.13 Traditional teacher preparation pro

119、grams typically offer undergraduate programs and often attract individuals who enter college with the goal of becoming a teacher.Specifically,the number of persons enrolled in traditional teacher preparation programs decreased by 30 percent between 201213 and 201920(from 591,700 to 412,200);and the

120、number of persons completing traditional teacher preparation programs decreased by 28 percent between 201213 and 201920(from 161,000 to 116,100).In contrast,the number of persons enrolled in alternative teacher preparation programs increased by 111 percent 13 Enrollment counts include students who c

121、ompleted their program in the same academic year.The definition of enrolled student changed beginning with the 201819 data.Starting in 201819,an enrolled student is defined as an individual who has been admitted,enrolled,and registered in a teacher preparation program and participated in the program

122、 during the academic year.Participation may include taking a course,participating in clinical experience,or participating in other program activities.For 201718 and earlier years,an enrolled student was defined as an individual admitted into a teacher preparation program.between 201213 and 201920(fr

123、om 84,100 to 177,800),and the number completing alternative teacher preparation programs increased by 24 percent during this period(from 28,200 to 35,100).However,individuals who participate in alternative programs may already be the teacher of record in a classroom and therefore would not be“new”te

124、achers entering the profession upon their completion(Teacher Openings in Elementary and Secondary Schools).Challenges and Strategies Recovering From the Coronavirus PandemicSchools experienced many other challengesbesides staffing-related onesduring their recovery from the coronavirus pandemic.14 So

125、me of these other issues facing public schools included reported increases in student and teacher absenteeism,student socioemotional and behavioral development,and an increase in the percentage of students seeking mental health services from school,as compared with before the coronavirus pandemic.In

126、 particular,in April 2022,some 70 percent of public schools reported that the percentage of students who had sought mental health services from school had increased since the start of the coronavirus pandemic.Overall,only 12 percent of schools strongly agreed and 44percent moderately agreed that the

127、ir school was able to effectively provide mental health services to all students in need.14 Data on challenges and strategies recovering from the coronavirus pandemic are from the SPP.These data are experimental,and results should be interpreted with caution.Experimental data may not meet all NCES q

128、uality standards.Report on the Condition of Education 2023|6 Spotlights:Teacher Openings During the Coronavirus Pandemic and Challenges and Strategies Recovering From the PandemicTo support their students pandemic-related learning recovery,public schools implemented a variety of strategies during th

129、e 202122 school year.Overall,some of the most commonly reported strategies used to support pandemic-related learning recovery,out of a total of 15possible strategies that administrators were asked to report on,were identifying individual needs with diagnostic assessment data(79 percent);identifying

130、individual needs with formative assessment data(76 percent);summer 2021 learning/enrichment programs(75percent);remedial instruction(72 percent);mental health and trauma support(72 percent);after-school learning/enrichment programs(62percent);and professional development on learning recovery(51perce

131、nt;figure S2).Among these strategies,the two that were reported as“very effective”or“extremely effective”by the highest percentage of public schools that used them were:identifying individual needs with diagnostic assessment data(56 percent)and identifying individual needs with formative assessment

132、data(52 percent).In comparison,despite being used by 75 percent of public schools,summer 2021 learning/enrichment programs were considered“very effective”or“extremely effective”by just 18 percent of those schools(Challenges and Strategies Recovering From the Coronavirus Pandemic).Figure S2.Percentag

133、e of public schools that used selected strategies to support pandemic-related learning recovery and percentage of those schools that reported strategy was“very”or“extremely effective”:June 2022Percentthat usedstrategyPercentthat reportedstrategywas“very”or“extremelyeffective”0102030405060708090100Pe

134、rcentStrategiesIdentifying individualneeds with diagnosticassessment dataIdentifying individualneeds with formativeassessment dataRemedial instruction1Mental health andtrauma supportAfter-schoollearning/enrichmentprogramsProfessionaldevelopment onlearning recoverySummer 2021learning/enrichmentprogra

135、ms56767952751872327243622551351 Examples included using content from prior years to teach concepts or skills.NOTE:Only schools that used a particular strategy to support pandemic-related learning loss were asked about the effectiveness of the strategy.While the results presented in this indicator ha

136、ve been weighted and adjusted for nonresponse,these experimental data should be interpreted with caution.Experimental data may not meet all NCES quality standards.For a complete view of the results,visit the Learning Recovery section of the School Pulse Panel dashboard.SOURCE:U.S.Department of Educa

137、tion,Institute of Education Sciences,National Center for Education Statistics,School Pulse Panel(June 2022).Report on the Condition of Education 2023|7 Spotlights:Teacher Openings During the Coronavirus Pandemic and Challenges and Strategies Recovering From the PandemicFamily CharacteristicsKey Find

138、ings From This ChapterIn 2021,some 17 percent of children under age 18 were in families living in poverty,lower than the 2010 poverty rate of 21 percent.The 2021 poverty rates were higher than the national average for children who were American Indian/Alaska Native(32 percent),Black(31 percent),and

139、Hispanic(23 percent).This section of the Condition of Education Indicator System presents indicators on childrens family characteristics and family involvement in education.Families provide educational tools and opportunities to children in a variety of ways,including by exposure to enrichment activ

140、ities and technology,access to schools,and familiarity with educational processes.Providing these tools and opportunities requires social and economic resources.As such,childrens educational experiences and their academic achievement are closely associated with their families socioeconomic character

141、istics.For example,research has found that living in poverty,lower parental educational attainment,and living in a single-parent household are associated with poor educational outcomesincluding low achievement scores,having to repeat a grade,and dropping out of high school.15,16 Therefore,understand

142、ing the distribution of socioeconomic resources provides important context for understanding the condition of education in the United States.15 Pungello,E.P.,Kainz,K.,Burchinal,M.,Wasik,B.H.,Sparling,J.J.,Ramey,C.T.,and Campbell,F.A.(2010,February).Early Educational Intervention,Early Cumulative Ris

143、k,and the Early Home Environment as Predictors of Young Adult Outcomes Within a High-Risk Sample.Child Development,81(1):410426.Retrieved December 30,2022,from http:/ Ross,T.,Kena,G.,Rathbun,A.,KewalRamani,A.,Zhang,J.,Kristapovich,P.,and Manning,E.(2012).Higher Education:Gaps in Access and Persisten

144、ce Study(NCES 2012-046).U.S.Department of Education.Washington,DC:National Center for Education Statistics.Retrieved December 30,2022,from https:/nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012046.Report on the Condition of Education 2023|8 1 Consists of respondents who wrote in some other race that w

145、as not included as an option on the questionnaire.NOTE:Respondents were interviewed throughout the given year and reported the income they received during the previous 12 months.Data are based on sample surveys of the entire population residing within the United States,including the 50 states and th

146、e District of Columbia,but this figure includes only related children under age 18.Poverty status is determined by the Census Bureau using a set of money income thresholds that vary by family size and composition.For additional information about poverty status,see https:/www.census.gov/topics/income

147、-poverty/poverty/guidance/poverty-measures.html.Race categories exclude persons of Hispanic ethnicity.Although rounded numbers are displayed,the figures are based on unrounded data.Some data have been revised from previously published figures.SOURCE:U.S.Department of Commerce,Census Bureau,American

148、Community Survey(ACS),2010 and 2021.See Digest of Education Statistics 2022,table 102.60.Figure 1.Percentage of children under age 18 in families living in poverty,by childs race/ethnicity:2010 and 20210102030405060708090100U.S.averageWhiteBlackHispanicChilds race/ethnicityPercentAsianPacificIslande

149、rAmerican Indian/Alaska NativeTwo ormore races211734321210383113322320211520102021102221Some otherrace117In 2021,some 17 percent of children under age 18 were in families living in poverty.The 2021 poverty rate for children was lower than the 2010 poverty rate of 21percent(figure 1).A reduction in t

150、he poverty rate was observed for children across all racial/ethnic groups,except for American Indian/Alaska Native and Pacific Islander children.The poverty rate for children under age 18 varied across racial/ethnic groups in 2021.Poverty rates were higher than the national average(17 percent)for ch

151、ildren who were American Indian/Alaska Native(32 percent);Black(31 percent);and Hispanic(23 percent).Meanwhile,the poverty rates of children who were of Two or more races(15 percent),White(10 percent),and Asian(10 percent)were lower than the national average.The poverty rates for Pacific Islander ch

152、ildren and children of some other race were not measurably different from the national average.Compared with 2010,higher percentages of children in 2021 lived in households in which at least one parent17 had completed a college degree(55 vs.45 percent)(Characteristics of Childrens Families).17 Paren

153、ts include adoptive and stepparents,but exclude parents not residing in the same household as their children.Characteristics of Childrens Families Report on the Condition of Education 2023|9 Family CharacteristicsPreprimary,Elementary,and Secondary Education Key Findings From This ChapterIn 2021,mor

154、e than a year into the coronavirus pandemic,school enrollments generally remained lower than before the pandemic:Fifty percent of 3-to 4-year-olds were enrolled in school in October 2021,compared with 54 percent in October 2019.Some 86 percent of 5-year-olds were enrolled in school in October 2021,c

155、ompared with 91 percent in October 2019.Between fall 2010 and fall 2019,total public elementary and secondary school enrollment increased by 3 percent,from 49.5 million to 50.8 million students.Total enrollment then dropped by 3 percent to 49.4 million students in fall 2020 and remained at a similar

156、 level(49.4 million students)in fall 2021.Despite the overall enrollment declines,these downward trends were not universally observed across grade levels or across school types.The decrease in total public enrollment during the pandemic was driven by enrollment declines at the preKgrade 8 level,whil

157、e enrollment in grades 912 increased each year during the pandemic.Between fall 2010 and fall 2021,while traditional public school enrollment decreased,public charter school enrollment more than doubled.Characteristics of the student populationincluding demographics,identification for services,and r

158、esources available in the homehave changed over time:Between fall 2010 and fall 2021,the percentages of public school students who were American Indian/Alaska Native,Black,or White decreased,whereas the percentages who were Asian,Hispanic,or of Two or more races increased.The number of students ages

159、 321 receiving IDEA services increased from 6.4 million in school year 201011 to 7.3 million in school year 202122.Taken as a percentage of total public school enrollment,this equates to an increase from 13 to 15 percent of students.The percentage of public school students who were English Learners(

160、ELs)increased overall between fall 2010(9.2 percent,or 4.5 million students)and fall 2020(10.3 percent,or 5.0 million students).The overall percentage of 3-to 18-year-olds with home internet access was higher in 2021 than in 2019(97 vs.95 percent),prior to the coronavirus pandemic.Home internet acce

161、ss rates were higher for those whose parents had attained higher levels of education and higher for those in higher income families.Overall,public school teachers had higher educational attainment in 202021 than in 201112.The average base salary for full-time public school teachers in 202021($61,600

162、)was not measurably different from 201112 after adjusting for inflation.Some measures of student outcomes have improved over time,whereas others have not:The U.S.average adjusted cohort graduation rate(ACGR)for public high school students increased from 79 percent in 201011 to 87 percent in 201920.T

163、he overall status dropout rate(i.e.,the percentage of 16-to 24-year-olds who are not enrolled in school and have not earned a high school credential)decreased from 8.3 percent in 2010 to 5.2 percent in 2021.At grades 4 and 8,the average NAEP reading and mathematics scores were lower in 2022 than in

164、2019.At both grade levels,the average reading scores in 2022 were not measurably different from those in 1992,whereas the average mathematics scores in 2022 were higher than those in 1990.Report on the Condition of Education 2023|10 Many factors contribute to the condition of an education system:who

165、 is served by the system,the contexts in which students learn,what resources are available,and what outcomes are achieved.This section of the Condition of Education Indicator System focuses on these factors at the preprimary,elementary,and secondary levels ofeducation.This section of the report begi

166、ns with a discussion of enrollments and considers the variety of contexts in which these students learnfrom the type of school they attend(traditional public,charter,or private school)to the number and characteristics of the peers with whom they share their classrooms.In addition to coming from diff

167、erent socioeconomic and racial/ethnic backgrounds,students come to school with different language skills and may have disabilities that require accommodations and adjustments to instruction.Accordingly,this section examines enrollments of English Learners(ELs)and students with disabilities.Next,this

168、 section describes educational resources,including the training and salaries of teachers and the level and sources of education funding.The section concludes with a discussion of key outcomes of preK12 schooling in the United States,including achievement and high school graduation.NOTE:Data exclude

169、children living in institutions(e.g.,prisons or nursing facilities).SOURCE:U.S.Department of Commerce,Census Bureau,Current Population Survey(CPS),October,2010 through 2021.See Digest of Education Statistics 2022,table 202.20.Figure 2.Percentage of 3-to 4-year-olds and 5-year-olds enrolled in school

170、:October 2010 through October 202120102015202101020304050607080901005-year-olds3-to 4-year-oldsYearPercentFormal schooling,such as kindergarten and preschool programs,is an important component of early childhood education.In October 2021,about 63 percent of 3-to 5-year-olds were enrolled in school o

171、verall.The enrollment rate was higher for 5-year-olds than for 3-to 4-year-olds(86 vs.50 percent).For both age groups,the October 2021 enrollment rates were lower than they had been in October 2019,prior to the coronavirus pandemic(figure2).A closer examination of the changes in enrollment rates ove

172、r time shows the following:For both age groups,enrollment rates in October 2019 were not measurably different from those in October2010.Between October 2019 and October 2020,enrollment rates decreased for both age groups:the rate for 5-year-olds fell 6 percentage points(from 91 to 84 percent),while

173、the rate for 3-to 4-year-olds fell 13 percentage points(from 54 to 40 percent).Between October 2020 and October 2021,the enrollment rate increased for 3-to 4-year-olds only,by 10 percentage points(from 40 to 50 percent).For both age groups,enrollment rates in October 2021 remained lower than in Octo

174、ber 2019,despite the 10-percentage-point recovery from October 2020 to October 2021 for 3-to 4-year-olds.Preprimary Education Report on the Condition of Education 2023|11 Preprimary,Elementary,and Secondary Education associates degree18(ranging from 37 to 48 percent).The enrollment rate was also hig

175、her for 3-to 4-year-olds in households with an annual family income exceeding$100,000(59 percent)than for those in households of most other income groups(ranging from 36 to 57 percent)(Enrollment Rates of Young Children).18“Below an associates degree”includes less than high school,high school comple

176、tion,and some college but no degree.In October 2021,there were some differences in childrens enrollment rates by parents educational attainment,employment status,and family income,particularly among 3-to 4-year-olds.For example,the enrollment rate was higher for 3-to 4-year-olds whose parents had a

177、bachelors or higher degree(57 percent)than for those whose parents had any level of attainment below an 1 Includes students reported as being enrolled in grade 13.NOTE:Data are for the 50 states and the District of Columbia.Data include both traditional public schools and public charter schools.The

178、total ungraded counts of students were prorated to prekindergarten through grade 8 and grades 9 through 12 based on the known grade-level distribution of a state.Includes imputations for nonreported prekindergarten enrollment in California for fall 2019 and 2021 and in Oregon for fall 2020 and 2021.

179、Some data have been revised from previously published figures.SOURCE:U.S.Department of Education,National Center for Education Statistics,Common Core of Data(CCD),“State Nonfiscal Survey of Public Elementary/Secondary Education,”201011 through 202122.See Digest of Education Statistics 2022,table 203

180、.10.Figure 3.Enrollment in public elementary and secondary schools,by level:Fall 2010 through fall 20210.010.020.030.040.050.060.0Grades 9 through 121TotalPrekindergarten through grade 8Enrollment,in millionsYear201020152021Between fall 2010 and fall 2019,total public elementary and secondary school

181、 enrollment increased by 3 percent,from 49.5 million to 50.8 million students.In the first year of the coronavirus pandemic,total enrollment dropped by 3 percent,to 49.4 million students in fall 2020(figure3).In fall 2021,total enrollment remained at around 49.4 million students.Although enrollments

182、 in both grades preK8 and 912 increased between fall 2010 and fall 2019,enrollments in these grade ranges had different patterns of change during the pandemic.Enrollment in grades preK8 dropped 4 percent(from 35.6 million to 34.1 million students)between fall 2019 and fall 2020 and remained at a sim

183、ilar level in fall 2021(34.0 million).In contrast,enrollment in grades 912 continued to increase each year during the pandemic,reaching an all-time high of 15.4 million students in fall 2021.Thus,enrollment changes in grades preK8 accounted for the decrease in total public enrollment in the first ye

184、ar of the pandemic.More specifically,declines in enrollment from fall 2019 to fall 2020 were largest in preK and kindergarten:preK enrollment decreased by 22 percent(344,000 students)and kindergarten enrollment decreased by 9 percent(338,000 students).Collectively,enrollment declines in these two gr

185、ades accounted for 46 percent of the total decrease at the preK8 level between fall 2019 and fall 2020.From fall 2020 to fall 2021,enrollments in preK and kindergarten both rebounded somewhat(increasing by 14 and 5 percent,respectively),while enrollment in grades 18 decreased by 1 percent.However,pr

186、eK and kindergarten enrollments in 2021 remained lower than 2019 levels(Public School Enrollment).Elementary and Secondary Education and School ChoiceReport on the Condition of Education 2023|12 Preprimary,Elementary,and Secondary Education Figure 4.Enrollment in elementary and secondary schools,by

187、school type:Selected years,fall 2010 through fall 2021Traditional publicPrivatePublic charterYearFall 2010Fall 2015Fall 20210.05.010.015.020.025.030.035.040.045.050.0Enrollment,in millionsNOTE:Data are for the 50 states and the District of Columbia.Traditional public and public charter school enroll

188、ments include prekindergarten students,whereas private school enrollments include students in kindergarten through 12th grade only.Some data have been revised from previously published figures.SOURCE:U.S.Department of Education,National Center for Education Statistics,Common Core of Data(CCD),“Publi

189、c Elementary/Secondary School Universe Survey,”201011 through 202122;Private School Universe Survey(PSS),201112 through 201920.See Digest of Education Statistics 2021,table 205.20;and Digest of Education Statistics 2022,table 216.20.In the United States,there is an array of education options,includi

190、ng traditional public schools,public charter schools,and private schools.In 201920,the distribution of these different schooling options differed by locale(city,suburb,town,and rural).For example,some 57 percent of public charter schools were in cities,compared with 25 percent of traditional public

191、schools.Meanwhile,12 percent of public charter schools were in rural areas,compared with 29 percent of traditional public schools.In 201920,a higher percentage of private schools were in suburban areas(38 percent)than in cities(34 percent),rural areas(19 percent),and towns(8 percent)(Characteristics

192、 of Elementary and SecondarySchools).Between fall 2010 and fall 2021,traditional public schools and public charter schools experienced different trends in enrollment(figure 4).During this period,public charter school enrollment more than doubled,from 1.8 million students in fall 2010 to 3.7 million

193、students in fall 2021an overall increase of 1.9 million students.In contrast,the number of students attending traditional public schools decreased by 4 percent,or 2.0 million students,over the same period(from 47.4 million to 45.4 million students).Accordingly,between fall 2010 and fall 2021,the per

194、centage of all public school students who attended public charter schools increased from 4 to 7 percent(Public Charter School Enrollment).In fall 2019,about 4.7 million students in kindergarten through grade 12 were enrolled in private school.19 Private school students made up about 9 percent of the

195、 combined public and private enrollment in kindergarten through grade 12 in every year from fall 2011 to fall 201920(Private School Enrollment).19 At the time of the development of this report,the latest year for which private school enrollment data are available is prior to the pandemic in fall 201

196、9.Private school enrollment excludes about 832,900 preK students who were enrolled in private schools that offer kindergarten or a higher grade in 2019.20 Private school enrollment data are collected once every two years,and the data are available for the fall of odd-numbered years only.Report on th

197、e Condition of Education 2023|13 Preprimary,Elementary,and Secondary Education#Rounds to zero.1 Includes imputations for nonreported prekindergarten enrollment in California and Oregon.NOTE:Data are for the 50 states and the District of Columbia.Race categories exclude persons of Hispanic ethnicity.

198、Although rounded numbers are displayed,the figures are based on unrounded data.Detail may not sum to 100 percent because of rounding.SOURCE:U.S.Department of Education,National Center for Education Statistics,Common Core of Data(CCD),“State Nonfiscal Survey of Public Elementary and Secondary Educati

199、on,”201011 and 202122.See Digest of Education Statistics 2022,table 203.50.Figure 5.Percentage distribution of student enrollment in public elementary and secondary schools,by race/ethnicity:Fall 2010 and fall 2021Fall 20211Fall 20100102030405060708090100PercentRace/ethnicityWhiteBlackHispanicAsian

200、Pacific Islander AmericanIndian/Alaska NativeTwo ormore races5245161523285#51125Between fall 2010 and fall 2021,the overall racial/ethnic composition of the U.S.public school student population changed(figure 5).Specifically,between fall 2010 and fall 2021,there was a decrease in the percentages of

201、students who were White(from 52 to 45 percent);Black(from 16 to 15 percent);and American Indian/Alaska Native(from 1.1 to 0.9percent).During this period,there was an increase in the percentages of students who were Hispanic(from 23 to 28 percent);Asian(from 4.6 to 5.4 percent);and of Two or more rac

202、es(from 2 to 5 percent).In both fall 2010 and fall 2021,Pacific Islander students made up less than one-half of 1 percent of public elementary and secondary enrollment(Racial/Ethnic Enrollment in Public Schools).The racial/ethnic composition of schools varies among the types of school examined in th

203、is report.For instance,in school year 201920,just over half(55 percent)of traditional public schools had enrollments where more than 50 percent of students were White.This is compared with 30 percent of public charter schools and 70 percent of private schools that had enrollments where more than 50

204、percent of students were White(Characteristics of Elementary and Secondary Schools).Racial/Ethnic Enrollment in Public and Private Schools Report on the Condition of Education 2023|14 Preprimary,Elementary,and Secondary Education 1 A specific learning disability is a disorder in one or more of the b

205、asic psychological processes involved in understanding or using spoken or written language that may manifest itself in an imperfect ability to listen,think,speak,read,write,spell,or do mathematical calculations.2 Speech or language impairment is defined as a communication disorder such as stuttering

206、,impaired articulation,a language impairment,or a voice impairment that adversely affects a childs educational performance.3 Other health impairments include having limited strength,vitality,or alertness due to chronic or acute health problems such as a heart condition,tuberculosis,rheumatic fever,n

207、ephritis,asthma,sickle cell anemia,hemophilia,epilepsy,lead poisoning,leukemia,or diabetes.4 Although federal law does not require that states/entities and local education agencies categorize children according to developmental delay,if this category is required by state law,they are expected to rep

208、ort these children in the developmental delay category.NOTE:Data are for the 50 states and the District of Columbia only.Orthopedic impairment,visual impairment,traumatic brain injury,and deaf-blindness are not shown because they each account for less than 0.5 percent of students served under IDEA.D

209、ue to categories not shown,detail does not sum to 100 percent.SOURCE:U.S.Department of Education,Office of Special Education Programs,Individuals with Disabilities Education Act(IDEA)database.Retrieved February 25,2023,from https:/data.ed.gov/dataset/idea-section-618-data-products.See Digest of Educ

210、ation Statistics 2022,table 204.30.Figure 6.Percentage distribution of students ages 321 served under the Individuals with Disabilities Education Act(IDEA),by selected disability type:School year 202122Multiple diabilitiesEmotional disturbanceIntellectual diabilityDevelopmental delay4AutismPercentOt

211、her health impairment3Specific learning diability1Speech or language impairment201020304050Diability type60708090100197123215521Hearing impairment6The number of students ages 321 served by IDEA21 increased from 6.4 million in school year 201011 to 7.3million in 202122.22 Taken as a percentage of tot

212、al public school enrollment,this equates to an increase from 13 to 15 percent of students.23 Among students who received special education and/or related services under IDEA in school year 202122,the disability types with the largest reported percentages of students were specific learning disabiliti

213、es(32 percent);24 speech or language impairments(19 percent);25 21 Enacted in 1975,IDEA mandates the provision of a free and appropriate public school education for eligible students ages 321.22 Totals presented in this section include imputations for states for which data were unavailable.See refer

214、ence tables in the Digest of Education Statistics for more information.23 The number of children served as a percentage of total enrollment is based on total public school enrollment in preK through grade 12.However,not all students served under IDEA receive education services in public school envir

215、onments.24 A specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding or using language,spoken or written,that may manifest itself in an imperfect ability to listen,think,speak,read,write,spell,or do mathematical calculations.25 Speech

216、or language impairment is defined as a communication disorder such as stuttering,impaired articulation,a language impairment,or a voice impairment that adversely affects a childs educational performance.other health impairments(15 percent);26 and autism(12 percent;figure 6).In school year 202122,the

217、 number of students served under IDEA as a percent of total enrollment was highest for American Indian/Alaska Native(19 percent)and Black(17 percent)students;and lowest for Pacific Islander(11 percent)and Asian(8percent)students.26 Other health impairments include having limited strength,vitality,or

218、 alertness due to chronic or acute health problems such as a heart condition,tuberculosis,rheumatic fever,nephritis,asthma,sickle cell anemia,hemophilia,epilepsy,lead poisoning,leukemia,or diabetes.Students With Disabilities Report on the Condition of Education 2023|15 Preprimary,Elementary,and Seco

219、ndary Education The percentage distribution of students receiving special education and/or related services for various types of disabilities differed by race/ethnicity in school year 202122.For most racial/ethnic groups,specific learning disabilities and speech or language impairments were the two

220、most common types of disabilities,accounting for at least 41 percent of students receiving IDEA services.Among Hispanic,American Indian/Alaska Native,and Pacific Islander students ages 321,specific learning disabilities and speech or language impairments together accounted for more than 50 percent o

221、f those who received special education services.In contrast,although these two disabilities accounted for 41 percent of Asian students receiving IDEA services,the most common disability for Asian students was autism(29percent).The percentage of students from other racial/ethnic backgrounds receiving

222、 IDEA services due to autism ranged from 8 to 13 percent(Students With Disabilities).English LearnersStudents who are identified as English learners(ELs)can participate in language assistance programs to help ensure that they attain English proficiency and meet the academic content and achievement s

223、tandards expected of all students.The percentage of public school students in the United States who were ELs increased overall between fall 2010(9.2 percent,or 4.5 million students)and fall 2020(10.3 percent,or 5.0 million students).27 However,this upward trend was disrupted between fall 2019 and fa

224、ll 2020during the first school year of the coronavirus pandemicwhen EL enrollment fell from 5.1to 5.0million students(from 10.4 to 10.3 percent of public school enrollment).For the majority of grade levels,the percentage of public school students who were ELs was higher in fall 2020 than in fall 201

225、9.However,the percentage of ELs was lower in fall 2020 than in fall 2019 in kindergarten and grades 1,2,5,and 9.The difference was largest in kindergarten.Specifically,the percentage of EL kindergarteners declined by 2.1 percentage points(15.0 to 12.9 percent),compared with changes of half of a perc

226、entage point or less in every other grade.27 This report looks at the number and percentage of ELs in kindergarten and higher grades over time.Data on ELs include students with a current EL identification,but not students who were formerly identified as ELs and no longer are.Note also that data on E

227、Ls enrolled in public schools have changed over time.For fall 2014 and earlier years,EL data include only those ELs who participated in EL programs.Starting with fall 2015,data include all currently identified ELs,regardless of program participation.However,the proportion of ELs who participate in E

228、L programs is large.For example,in the 202021 school year,98 percent of identified ELs were served by EL programs.Comparisons over time should be interpreted with caution due to this change in the data reported.Figure 7.Percentage of public school students who were English learners(ELs),by locale:Fa

229、ll 2020CitySuburbanTownRuralLocalePercent0.020.040.060.080.0100.010.030.050.070.090.013.710.07.24.4NOTE:Data are for the 50 states and the District of Columbia.Data are based on locales of school districts.Excludes EL students who are enrolled in prekindergarten.SOURCE:U.S.Department of Education,Na

230、tional Center for Education Statistics,EDFacts file 141,Data Group 678,extracted December 10,2021;and Common Core of Data(CCD),“Local Education Agency Universe Survey,”202021.See Digest of Education Statistics 2022,table 214.40.Report on the Condition of Education 2023|16 Preprimary,Elementary,and S

231、econdary Education 1 Includes those who completed high school through equivalency credentials,such as the GED.2 Highest education level of any parent residing with the 3-to 18-year-old(including an adoptive or stepparent).Includes only 3-to 18-year-olds who resided with at least one of their parents

232、.NOTE:Includes only 3-to 18-year-olds living in households(respondents living in group quarters such as shelters,healthcare facilities,or correctional facilities were not asked about internet access).The percentage of 3-to 18-year-olds with internet access through a computer refers to the percentage

233、 in homes with both internet access and one or more of the following types of computer:desktop or laptop,tablet or other portable wireless computer,or“some other type of computer.”Excludes 3-to 18-year-olds in homes having none of these types of computers.Includes those in homes having both smartpho

234、nes and any of these types of computers.SOURCE:U.S.Department of Commerce,Census Bureau,American Community Survey(ACS),2021.See Digest of Education Statistics 2022,table 702.12.Figure 8.Percentage of 3-to 18-year-olds who had home internet access through a computer,by parental education:202101020304

235、05060708090100Parental education2Less than high schoolAssociates degreeBachelors or higher degreeSome collegeHigh school diplomaor equivalent1Percent7893988696In fall 2020,the percentage of students who were ELs was higher for school districts in more urbanized locales than for those in less urbaniz

236、ed locales(figure 7).ELs constituted an average of 13.7 percent of total public school enrollment in cities;10.0 percent in suburban areas;7.2 percent in towns;and 4.4 percent in rural areas.In fall 2020,more than three-quarters of ELs were Hispanic.In addition,800,600 ELs were identified as student

237、s with disabilities in fall 2020,representing 16.1 percent of the total EL enrollment.In comparison,students with disabilities made up 14.5 percent of total public school enrollment in 202021(English Learners in Public Schools).In 2021,some 97 percent of 3-to 18-year-olds had home internet access:93

238、 percent had access through a computer,28 and 4 percent relied on a smartphone for home internet access.29 The remaining 3 percent had no internet access at home.The overall percentage of 3-to 18-year-olds with home internet access was higher in 2021than in 2019(97 vs.95 percent),prior to the corona

239、viruspandemic.More specifically,the percentage with homeinternet access through a computer was also higher in2021 than in 2019(93 vs.88 percent).28 Refers to the percentage of 3-to 18-year-olds with home internet access through one or more of the following types of computers:desktop or laptop,tablet

240、 or other portable wireless computer,or“some other type of computer.”Includes 3-to 18-year-olds in homes having both smartphones and any of these types of computers.29 Refers to the percentage of 3-to 18-year-olds who had home internet access only through a smartphone and did not have any of the typ

241、es of computers listed in the previous footnote.The percentages of 3-to 18-year-olds with home internet access through a computer were higher for those whose parents had attained higher levels of education(figure8)and higher for those in higher income families.For instance,in 2021,the percentage wit

242、h home internet access through a computer was highest for those whose parents had attained a bachelors or higher degree(98percent)and lowest for those whose parents had attained less than a high school credential(78 percent).The percentages of 3-to 18-year-olds with home internet access through a co

243、mputer also varied across racial/ethnic groups.For instance,in 2021,the percentage with home internet access through a computer was highest for those who were Asian(97 percent)and lowest for those who were American Indian/Alaska Native(83 percent)(Childrens Internet Access at Home).Childrens Interne

244、t Access at Home Report on the Condition of Education 2023|17 Preprimary,Elementary,and Secondary Education Public School Teachers In the 202021 school year,there were 3.8 million full-and part-time public school teachers,including 1.9 million elementary teachers and 1.9 million secondary teachers.3

245、0 In 202021,of all public school teachers,90 percent held a regular or standard state teaching certificate or advanced professional certificate;77 percent were female;80 percent were White(compared with 46 percent of public school students who were White);9 percent were Hispanic(compared with 28 per

246、cent of public school students who were Hispanic);6 percent were Black(compared with 15 percent of public school students who were Black);2 percent each were Asian or of Two or more races;and less than 1 percent each were American Indian/Alaska Native or Pacific Islander.30 Excludes teachers who tea

247、ch only preK.Data are based on a head count of full-time and part-time teachers rather than on the number of full-time equivalent teachers.Teachers were classified as elementary or secondary on the basis of the grades they taught,rather than on the level of the school in which they taught.In general

248、,elementary teachers include those teaching any of grades preK through grade 6 and those teaching multiple grades,with a preponderance of grades taught being kindergarten through grade 6.In general,secondary teachers include those teaching any of grades 7 through 12 and those teaching multiple grade

249、s,with a preponderance of grades taught being grades 7 through 12 and usually with no grade taught being lower than grade 5.Overall,public school teachers had higher educational attainment in 202021 than in 201112.Specifically,higher percentages of public school teachers in 202021 than in 201112 hel

250、d a postbaccalaureate degree as their highest degree,including:a masters degree(51 vs.48 percent);an education specialist degree or certificate31(8.4 vs.7.6percent);and a doctors degree(1.4 vs.1.1 percent).31 Education specialist degrees or certificates are generally awarded for 1 years work beyond

251、the masters level.Includes certificate of advanced graduate studies.NOTE:Amounts presented in current 202021 dollars.Estimates are for regular full-time teachers only;they exclude other staff even when they have full-time teaching duties(regular part-time teachers,itinerant teachers,long-term substi

252、tutes,administrators,library media specialists,other professional staff,and support staff).Excludes teachers who teach only prekindergarten.Average base salary is for the school year;summer earnings are not included.Teachers who reported a base salary of zero are excluded.SOURCE:U.S.Department of Ed

253、ucation,National Center for Education Statistics,National Teacher and Principal Survey(NTPS),“Public School Teacher Data File,”202021.See Digest of Education Statistics 2022,table 211.10.Figure 9.Average base salary for full-time teachers in public elementary and secondary schools,by years of full-a

254、nd part-time teaching experience:School year 202021Dollars010,00020,00030,00040,00050,00060,00070,000$80,000Years of teaching experienceTotal1 yearor less2 to 4years5 to 9years10 to 14years15 to 19years20 to 24years25 to 29years 30 or more years$61,600$45,900$49,300$54,000$59,800$71,800$72,700$72,00

255、0$66,300Report on the Condition of Education 2023|18 Preprimary,Elementary,and Secondary Education In 202021,the average base salary(in current 202021 dollars)for full-time public school teachers was$61,600(figure 9).32 Average base salaries for full-time public school teachers in 202021 were genera

256、lly higher for those with more years of full-and part-time teaching experience,except for teachers with the most experience.Specifically,among those with more experience,average salaries for teachers with 20 to 24 years,25 to 29 years,and 30 or more years of experience were not measurably different

257、from each other.Average base salaries,in current 202021 dollars,ranged from$45,900 for teachers with 1 year or less of experience to$72,700 for teachers with 25to 29 years of experience.Additionally,average base salaries for full-time public school teachers in 202021 were generally higher for those

258、with higher levels of educational attainment.The average base salary for full-time public school teachers in 202021 was not measurably different from 201112,in terms of constant 202021 dollars(Characteristics of Public School Teachers).32 Salary data are presented for regular,full-time public school

259、 teachers only;the data exclude other staff even when they have full-time teaching duties(regular part-time teachers,itinerant teachers,long-term substitutes,administrators,library media specialists,other professional staff,and support staff).Average base salary is for the school year;summer earning

260、s are not included.Teachers who reported a base salary of zero are excluded.National Assessments The National Assessment of Educational Progress(NAEP)assesses student performance in reading and mathematics at grades 4,8,and 12 in both public and private schools across the nation.NAEP achievement lev

261、els are performance standards that describe what students should know and be able to do:NAEP Basic indicates partial mastery of fundamental skills,NAEP Proficient indicates solid academic performance and demonstrated competency over challenging subject matter,and NAEPAdvanced indicates superior perf

262、ormance beyond NAEP Proficient.33 For grades 4 and 8,the most recent reading and mathematics assessments were conducted from January through March of 2022,about two years since the onset of the coronavirus pandemic in the United States.For grade 12,the most recent assessments were conducted in 2019,

263、before the pandemic.This report focuses on grades 4 and 8 performance,but detailed findings about grade 12 performance are available in the individual indicators online.33 The NAEP achievement-level setting is based on the judgments of a broadly representative panel of teachers,education specialists

264、,and members of the general public.The authorizing legislation for NAEP requires that the achievement levels be used on a trial basis until the Commissioner of the National Center for Education Statistics(NCES)determines that the achievement levels are reasonable,valid,and informative to the public(

265、20USC 9622(e)(2)(C).The NCES Commissioners determination is to be based on a congressionally mandated,rigorous,and independent evaluation.The latest evaluation of the achievement levels was conducted by a committee convened by the National Academies of Sciences,Engineering,and Medicine in 2016.The e

266、valuation concluded that further evidence should be gathered to determine whether the achievement levels are reasonable,valid,and informative.Accordingly,the NCES Commissioner determined that the trial status of the achievement levels should be maintained at this time.Read more about the NAEP readin

267、g achievement levels by grade.Report on the Condition of Education 2023|19 Preprimary,Elementary,and Secondary Education NOTE:Includes public,private,Bureau of Indian Education,and Department of Defense Education Activity schools.Achievement levels are performance standards that describe what studen

268、ts should know and be able to do:NAEP Basic indicates partial mastery of fundamental skills,NAEP Proficient indicates demonstrated competency over challenging subject matter,and NAEP Advanced indicates superior performance beyond NAEP Proficient.NAEP achievement levels are to be used on a trial basi

269、s and should be interpreted and used with caution.Although rounded numbers are displayed,the figures are based on unrounded data.Detail may not sum to totals because of rounding.SOURCE:U.S.Department of Education,National Center for Education Statistics,National Assessment of Educational Progress(NA

270、EP),2019 and 2022 Reading Assessments,NAEP Data Explorer.See Digest of Education Statistics 2022,table 221.12.Figure 10.Percentage distribution of 4th-and 8th-grade students,by National Assessment of Educational Progress(NAEP)reading achievement level:2019 and 20220102030405060708090100Grade 4Percen

271、t2019202220192022NAEP ProficientBelow NAEP BasicNAEP BasicNAEP Advanced2927392427303937292634319944Grade 8On both the 4th-and 8th-grade NAEP reading assessments,higher percentages of students performed below NAEP Basic in 2022 than in 2019,and lower percentages of students performed at or above NAEP

272、 Proficient in 2022 than in 2019(figure 10).For instance,for 4th-grade students,the percentage who performed below NAEP Basic was 37 percent in 2022 compared to 34 percent in 2019;and at or above NAEP Proficient was 33 percent in 2022 compared to 35 percent in 2019.At grades 4 and 8,the average NAEP

273、 reading score was lower in 2022 than in 2019.34 In 2022,the average 4th-grade reading score(217)was lower than the score in 2019(220),although it was not measurably different from the score in 1992.Similarly,the average 8th-grade reading score in 2022(260)was lower than the score in 2019(263),but i

274、t was not measurably different from the score in 1992.Another way to evaluate changes over time 34 NAEP reading scale scores range from 0 to 500 for all grade levels.in students performing at higher and lower levels is to examine score gaps between those performing at the 90th and 10th percentiles.3

275、5 Compared to 2019,the gap between the highest-performing(90th percentile)and lowest-performing(10th percentile)students in 2022 was larger at grade 4 but not measurably different at grade 8.At both grade levels,average NAEP reading scores in 2022 were generally higher for Asian and White students t

276、han for students of other racial/ethnic groups;higher for female students than for male students;lower for EL students than for non-EL students;lower for those identified as students with disabilities than for their peers without disabilities;and higher for students in low-poverty schools than for s

277、tudents in high-poverty schools36(Reading Performance).35 NAEP scores are reported at five selected percentiles to show the progress made by lower-performing(10th and 25th percentiles),middle-performing(50th percentile),and higher-performing(75th and 90th percentiles)students.This report focuses on

278、the lowest-performing(10th percentile)and the highest-performing(90th percentile)students.The percentile represents a specific point on the percentage distribution of all students ranked by their score from low to high.For example,10 percent of students scored at or below the 10th percentile score,w

279、hile 90 percent of students scored above it.36 High-poverty schools are defined here as schools where 76 to 100 percent of the students are eligible for free or reduced-price lunch(FRPL);low-poverty schools are schools where 25 percent or less of the students are eligible for FRPL.Findings for schoo

280、l poverty should be interpreted with caution,due to the relatively higher rate at which FRPL data are missing.Report on the Condition of Education 2023|20 Preprimary,Elementary,and Secondary Education On both the 4th-and 8th-grade NAEP mathematics assessments,higher percentages of students performed

281、 below NAEP Basic in 2022 than in 2019,and lower percentages of students performed at or above NAEP Proficient in 2022 than in 2019(figure 11).For instance,for 4th-grade students,the percentage who performed below NAEP Basic was 25 percent in 2022 compared to 19 percent in 2019;and at or above NAEP

282、Proficient was 36 percent in 2022 compared to 41 percent in 2019.In 2022,the average 4th-grade NAEP mathematics score(236)was lower than the score in 2019(241),but it was higher than the score in 1990(213).37 Similarly,for 8th-grade students,the average mathematics score in 2022(274)was lower than t

283、he score in 2019(282),but it was higher than the score in 1990(263).Compared to 2019,the score gap between the highest-performing(90th percentile)and lowest-performing(10th percentile)students in 2022 was larger at grade 4 but not measurably different at grade 8.37 NAEP mathematics scale scores rang

284、e from 0 to 500 for grades 4 and 8 and from 0 to 300 for grade 12.NOTE:Includes public,private,Bureau of Indian Education,and Department of Defense Education Activity schools.Achievement levels are performance standards that describe what students should know and be able to do:NAEP Basic indicates p

285、artial mastery of fundamental skills,NAEP Proficient indicates demonstrated competency over challenging subject matter,and NAEP Advanced indicates superior performance beyond NAEP Proficient.NAEP achievement levels are to be used on a trial basis and should be interpreted and used with caution.Altho

286、ugh rounded numbers are displayed,the figures are based on unrounded data.Detail may not sum to totals because of rounding.SOURCE:U.S.Department of Education,National Center for Education Statistics,National Assessment of Educational Progress(NAEP),2019 and 2022 Mathematics Assessments,NAEP Data Exp

287、lorer.See Digest of Education Statistics 2022,table 222.12.Figure 11.Percentage distribution of 4th-and 8th-grade students,by National Assessment of Educational Progress(NAEP)mathematics achievement level:2019 and 20220102030405060708090100Grade 4Percent2019202220192022NAEP ProficientBelow NAEP Basi

288、cNAEP BasicNAEP AdvancedGrade 824313529203835253932194098107At both grade levels,average NAEP mathematics scores in 2022 were generally higher for Asian and White students than for students of other racial/ethnic groups;higher for male students than for female students;lower for EL students than for

289、 non-EL students;lower for those identified as students with disabilities than for their peers without disabilities;and higher for students in low-poverty schools than for students in high-poverty schools.These patterns were similar to those observed for reading,except that mathematics scores were h

290、igher for male students than for female students(Mathematics Performance).Report on the Condition of Education 2023|21 Preprimary,Elementary,and Secondary Education Not available.1 Includes imputed data for Illinois and Texas.2 Estimated assuming a count of zero American Indian/Alaska Native student

291、s for Hawaii.3 Reporting practices for data on Asian and Pacific Islander students vary by state.Asian/Pacific Islander data in this indicator represent either the value reported by the state for the“Asian/Pacific Islander”group or an aggregation of separate values reported by the state for“Asian”an

292、d“Pacific Islander.”“Asian/Pacific Islander”includes the“Filipino”group,which only California and Hawaii report separately.4 Due to nonreporting in several states,data for students of Two or more races are not available at the national level.NOTE:The ACGR is the percentage of public school 9th-grade

293、s who graduate within 4 years of starting 9th grade with a regular diploma or,for students with the most significant cognitive disabilities,a state-defined alternate high school diploma.The U.S.average ACGR is for the 50 states and the District of Columbia.In 201920,some states may have changed thei

294、r requirements for a regular high school diploma to account for the impact of the coronavirus pandemic.These changes are at the discretion of each state but may have resulted in less comparability in the ACGRs between 201920 and prior school years.Race categories exclude persons of Hispanic ethnicit

295、y.SOURCE:U.S.Department of Education,Office of Elementary and Secondary Education,Consolidated State Performance Report,201920;and National Center for Education Statistics,EDFacts file 150,Data Group 695,and EDFacts file 151,Data Group 696,201920.See Digest of Education Statistics 2021,table 219.46F

296、igure 12.Adjusted cohort graduation rate(ACGR)for public high school students,by race/ethnicity:2019200102030405060708090100U.S.Average1WhiteBlackRace/ethnicityPercentHispanicAsian/PacificIslander3American Indian/Alaska Native2877593818390Two ormore races4The adjusted cohort graduation rate(ACGR)is

297、the percentage of students in a“cohort”of first-time 9th-graders who graduate within 4 years with a regular high school diploma or,for students with the most significant cognitive disabilities,a state-defined alternate high school diploma.38,39 The U.S.average ACGR for public high school students in

298、creased over the first decade it was collected,from 79 percent in 201011 to 87 percent in 201920.40 38 State education agencies calculate the ACGR by first identifying the“cohort”of first-time 9th-graders in a particular school year.The cohort is then adjusted by adding any students who immigrate fr

299、om another country or transfer into the cohort after 9th grade and subtracting any students who subsequently transfer out,emigrate to another country,or die.39 Before 201718,the definition of ACGR included regular high school diplomas only.40 In 201920,some states may have changed their requirements

300、 for a regular high school diploma to account for the impact of the coronavirus pandemic.These changes were at the discretion of each state but may have resulted in less comparability in the ACGRs between 201920 and prior school years.Compared to the national average in 201920,the ACGRs for public h

301、igh school students were higher for White(90 percent)and Asian/Pacific Islander41(93 percent)students;lower for American Indian/Alaska Native42(75 percent),Black(81 percent),and Hispanic(83 percent)students(figure 12);and lower for students with disabilities43(71 percent),EL students44(71 percent),a

302、nd economically disadvantaged students45(81 percent)(Public High School Graduation Rates).41 Reporting practices for data on Asian and Pacific Islander students vary by state.Asian/Pacific Islander data in this report represent either the value reported by the state for the“Asian/Pacific Islander”gr

303、oup or an aggregation of separate values reported by the state for“Asian”and“Pacific Islander.”“Asian/Pacific Islander”includes the“Filipino”group,which only California and Hawaii report separately.42 Estimated assuming a count of zero American Indian/Alaska Native students for Hawaii.43 This includ

304、es students identified as students with disabilities under IDEA.44 This includes students who met the definition of EL as outlined in the EDFacts workbook.For more information,see https:/www2.ed.gov/about/inits/ed/edfacts/eden-workbook.html.45 Refers to students who met the state criteria for classi

305、fication as economically disadvantaged.High School Coursetaking,Persistence,and CompletionReport on the Condition of Education 2023|22 Preprimary,Elementary,and Secondary Education In general,greater percentages of high school graduates46 had completed47 mathematics and science courses in 2019 than

306、in 2009,including courses in algebra II48(85 vs.80 percent),courses in precalculus/mathematical analysis(40 vs.36 percent),and 46 For a high school graduate to be included in this analysis,their transcript had to meet four requirements:(1)the graduate received either a standard or honors diploma,(2)

307、the transcript had three or more years of delineated courses,(3)the transcript contained 16 or more Carnegie credits,and(4)the transcript contained at least 1 Carnegie credit in English courses.47 Completion of a course means that the graduate earned credits in a course within the category.It differ

308、s from graduates who took a course but did not pass or complete it.It includes only information about the coursework that graduates completed while they were enrolled in grades 9 through 12.48 Also includes courses that taught both algebra II and trigonometry.courses in all three subjects of biology

309、,chemistry,and physics(35 vs.30 percent).However,the percentage of graduates who had completed calculus was lower in 2019 than in 2009(16 vs.18percent).1 Indicates graduate earned credits in all three subjects of biology,chemistry,and physics.2 Information about public charter schools was collected

310、from the schools prior to the NAEP assessment.NOTE:Completion of a mathematics or science course means that the graduate earned credits in a course within the category.It differs from graduates who took a course but did not pass or complete the course.For a high school graduate to be included in the

311、 analyses,their transcript had to meet four requirements:(1)the graduate received either a standard or honors diploma,(2)the transcript had three or more years of delineated courses,(3)the graduates transcript contained 16 or more Carnegie credits,and(4)the graduates transcript contained at least 1

312、Carnegie credit in English courses.SOURCE:U.S.Department of Education,National Center for Education Statistics,National Assessment of Educational Progress(NAEP),2019 High School Transcript Study(HSTS).See Digest of Education Statistics 2021,tables 225.40 and 225.45.Figure 13.Percentage of public and

313、 private high school graduates who completed selected mathematics and science courses in high school,by school type:2019CalculusBiology,chemistry,and physics102040608010015924342748Mathematics and science coursesPercentTraditional publicPublic charter2Private1030507090In 2019,high school graduates f

314、rom private schools had higher completion rates in the more advanced mathematics and science courses,compared with their peers from traditional public and public charter schools(figure 13).For instance,24 percent of private school graduates had completed calculus,compared with 15percent of graduates

315、 from traditional public schools.Both percentages were higher than the percentage of graduates from public charter schools who had completed calculus(9 percent)(High school Mathematics and Science Course Completion).Report on the Condition of Education 2023|23 Preprimary,Elementary,and Secondary Edu

316、cation The status dropout rate49 represents the percentage of 16-to 24-year-olds who are not enrolled in school and have not earned a high school credential(either a diploma or an equivalency credential such as a GED certificate).In 2021,there were 2.0 million status dropouts between the ages of 16

317、and 24.The overall status dropout rate decreased from 8.3 percent in 2010 to 5.2 percent in 2021(figure 14).50 From 2010 to 2021,the status dropout rate declined for 16-to 24-year-olds who were Hispanic(from 16.7 to 7.8 percent);American Indian/Alaska Native(from 15.4 to 10.2percent);Black(from 10.3

318、 to 5.9 percent);49 In this report,status dropout rates are based on data from the American Community Survey(ACS).The ACS is an annual survey that covers a broad population,including individuals living in households,individuals living in noninstitutionalized group quarters,and individuals living in

319、institutionalized group quarters.Noninstitutionalized group quarters include college and university housing,military quarters,facilities for workers and religious groups,and temporary shelters for the homeless.Institutionalized group quarters include adult and juvenile correctional facilities,nursin

320、g facilities,and other health care facilities.50 The 2020 data are excluded from trend analyses.Due to the impact of the coronavirus pandemic on response rates and survey administration,the Census Bureau changed the 2020 American Community Survey(ACS)release status to an experimental data product,me

321、aning that it does not meet the Census Bureaus typical quality standards.Due to limitations of comparability over time for the experimental data product,2020 ACS data are excluded from these analyses.For more information see https:/www.census.gov/content/dam/Census/library/working-papers/2021/acs/20

322、21_CensusBureau_01.pdf.1 Includes respondents who wrote in some other race that was not included as an option on the questionnaire.NOTE:Status dropouts are 16-to 24-year-olds who are not enrolled in school and who have not completed a high school program,regardless of when they left school and wheth

323、er they ever attended school in the United States.People who have received equivalency credentials,such as the GED,are counted as high school completers.Data are based on sample surveys of the entire population residing within the United States,including both noninstitutionalized persons(e.g.,those

324、living in households,college housing,or military housing located within the United States)and institutionalized persons(e.g.,those living in prisons,nursing facilities,or other healthcare facilities).Race categories exclude persons of Hispanic ethnicity.Estimates may differ from those in figures bas

325、ed on the Current Population Survey(CPS)because of differences in survey design and target populations.The 2020 data are excluded from the analyses.Due to the impact of the coronavirus pandemic on response rates and survey administration,the Census Bureau changed the 2020 American Community Survey(A

326、CS)release status to an experimental data product,meaning that it does not meet the Census Bureaus typical quality standards.Due to limitations of comparability over time for the experimental data product,2020 ACS data are excluded from these analyses.For more information see https:/www.census.gov/c

327、ontent/dam/Census/library/working-papers/2021/acs/2021_CensusBureau_01.pdf.SOURCE:U.S.Department of Commerce,Census Bureau,American Community Survey(ACS),2010 through 2021.See Digest of Education Statistics 2022,table 219.80.Figure 14.Status dropout rates of 16-to 24-year-olds,by race/ethnicity:Sele

328、cted years,2010 through 20210.010.020.030.040.050.0Total1WhiteBlackYearPercentHispanicPacificIslanderAmerican Indian/Alaska NativeTwo ormore racesAsian201020212015 of Two or more races(from 6.1 to 4.9 percent);White(from 5.3 to 4.1 percent);and Asian(from 2.8 to 2.1 percent).There was no measurable

329、difference between the status dropout rates in 2010 and 2021 for those who were Pacific Islander.Further,there were no measurable differences between the status dropout rates in 2019the year before the coronavirus pandemicand 2021 for any racial/ethnic group.Overall,U.S.-born 16-to 24-year-olds51 ha

330、d a lower status dropout rate in 2021 than their foreign-born peers(4.8 vs.10.3 percent)(Status Dropout Rates).51 U.S.-born 16-to 24-year-olds include those born in the 50 states,the District of Columbia,Puerto Rico,American Samoa,Guam,the U.S.Virgin Islands,and the Northern Mariana Islands,as well

331、as those born abroad to U.S.-citizen parents.Report on the Condition of Education 2023|24 Preprimary,Elementary,and Secondary Education School Finances In the 201920 school year,elementary and secondary public school revenues totaled$871 billion in constant 202122 dollars.52 Of this total,8 percent,

332、or$66 billion,were from federal sources;53 47 percent,or$414 billion,were from state sources;and 52 Revenues and expenditures are adjusted for inflation to constant 202122 dollars using the Consumer Price Index(CPI).For these data,the CPI is adjusted to a school-year basis.The CPI is prepared by the

333、 Bureau of Labor Statistics,U.S.Department of Labor.53 Revenues from federal sources include amounts received from funds authorized by the Coronavirus Aid,Relief,and Economic Security(CARES)Act.Due to the lag between when the funds were appropriated and when local education agencies(LEAs)recorded the amounts as revenues,the amounts reported for 201920 are expected to be only a small portion of the