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U.S. EDUCATION > The U.S. Education System > Statistics >  Education Statistics

 

Education Statistics Briefing Room
 
Figure: U.S. fourth-graders' math and science scale scores
American students' performance in the Program for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS)
In 2003, U.S. fourth- and eighth-grade students' math and science PISA scores exceeded the international averages. Among 15-year-olds participating in TIMSS, Americans scored below the average international math score, and were outperformed by 23 of 38 countries in math.
Provided by National Center for Education Statistics as of January 30, 2005.
Figure: Reading achievement: 1992-2005
4th and 8th Graders in 2005
Average reading scores in 2005 were 2 points higher than in the first assessment year, 1992, at both grades 4 and 8.
Provided by National Center for Education Statistics as of December 11, 2005.
Figure: Mathematics achievement: 1990-2005
4th and 8th Graders in 2005
The average mathematics scores increased since the first assessment year, 1990, by 25 points at grade 4 and by 16 points at grade 8.
Provided by National Center for Education Statistics as of December 11, 2005.
Figure: Reading and Mathematics Trends: 1971-2004
Reading and Mathematics: 1971-2004
Between 1999 and 2004, average reading scores increased at age 9 and average mathematics scores increased at ages 9 and 13. No measurable changes in average scores were found at age 17 in either subject between 1999 and 2004.
Provided by National Center for Education Statistics as of August 12, 2005.
Figure: Dropout Rates: 1972-2002
By Race/Ethnicity: 1972-2002
Since 1972, status dropout rates for Whites, Blacks, and Hispanics ages 16-24 have declined; nonetheless, rates for Hispanics have remained higher than those for other racial/ethnic groups.
Provided by National Center for Education Statistics as of August 5, 2005.
Figure: Minutes per day of scheduled recess: 2005
Opportunities for Exercise and Availability of Foods in Public Elementary Schools in 2005
The proportion of public elementary schools that don't have recess in 2005 ranges from 7 percent for first and second grades to 13 percent by sixth grade. Schools were more likely to offer healthier beverages, such as fruit juice and water, than less nutritious beverages, such as soft drinks and non-100% juice.
Provided by National Center for Education Statistics as of June 26, 2006.
Table: Percentage of 1992 12th-grade students who enrolled in postsecondary education
Postsecondary Experiences of CTE Concentrators: 1992-2000
About 65 percent of high school career and technical education (CTE) concentrators from the class of 1992 enrolled in postsecondary education by 2000, and more than half of these CTE concentrators first enrolled in a community college. About 50 percent of CTE concentrators earned a postsecondary credential by 2000, and nearly half of the credential-earners received a bachelor's degree or higher.
Provided by National Center for Education Statistics as of September 9, 2006.
Figure: Student Computer Use
Variations by Student and Household Characteristics
Student computer use at home varied by race/ethnicity, their parents' educational attainment, and family income, while smaller differences were noted in computer use at school. Several groups of single-location internet users -- including those in poverty, those with low parental educational attainment, and those who are Black -- relied most heavily on schools to provide this service.
Provided by National Center for Education Statistics as of November 13, 2006.
CHART: Doctoral Degrees Awarded in S&E fields
Doctoral Degrees Awarded in S&E
In 2004, U.S. universities conferred 26,275 doctorate awards in science and engineering (S&E) fields, up from 25,289 in 2003.


Previous
25,289
2003




Current
26,275
2004


Provided by National Science Foundation/SRS as of July 2006.
CHART: Percent Women Among S&E Doctorate Awards
Doctorate Awards in S&E Awarded to Women
The representation of women among science and engineering doctorate recipients continues to increase--women received 37.4 percent of all doctorates awarded in 2004 versus 30.2 percent in 1994.


Previous
37.5%
2003




Current
37.4%
2004


Provided by National Science Foundation/SRS as of July 2006.
CHART: Graduate Enrollment, by Area of Study
Graduate Enrollment in S&E
After steady decreases between 1994 and 1998, the number of graduate students in science and engineering has continued to rise through 2003.


Previous
454,892
2002




Current
474,203
2003


Provided by National Science Foundation/SRS as of July 2006.
CHART: Full-time Graduate Students, by Mechanism of Support
Support Sources for S&E Graduate Students
During the period 1994-2003, the proportion of full-time science and engineering graduate students primarily supported under research assistantships remained relatively steady.


Previous
32.5%
2002




Current
33.0%
2003


Provided by National Science Foundation/SRS as of July 2006.
 

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