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Table: Average International Math and Science Literacy Comparisons, 2006
American students' performance in the 2006 Program for International Student Assessment (PISA)
In 2006, fifteen-year-old students in the United States had an average score of 489 on the combined science literacy scale, lower than the OECD average score of 500. The average U.S. score in mathematics literacy was 474, lower than the OECD average score of 498
Provided by National Center for Education Statistics as of March 8, 2008.
Figure: 12th-Grade Reading Achievement, 1992-2005
12th Graders in 2005
The average reading score for 12th-graders in 2005 was 6 points lower than in the first assessment year, 1992.
Provided by National Center for Education Statistics as of May 11, 2007.
Figure: 12th-Grade Mathematics Achievement, 2005
12th Graders in 2005
Some 61 percent of 12th-graders performed at or above the Basic level on the 2005 mathematics assessment, and 23 percent performed at or above the Proficient level.
Provided by National Center for Education Statistics as of May 11, 2007.
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: 1972-2004
By Race/Ethnicity
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 March 16, 2007.
Figure: Trends in course credits earned
Results from the 2005 National Assessment of Education Progress (NAEP) High School Transcript Study
High school graduates in 2005 earned the most credits in English, followed by social studies, mathematics, and science. The average number of credits earned increased between 1990 and 2005 in these four subjects, as well as in foreign language, fine arts, and computer-related studies.
Provided by National Center for Education Statistics as of June 4, 2007.
Figure: Graduate school enrollment, by race/ethnicity
Characteristics Related to Graduate Degree Enrollment
By 2003, a decade after completing a bachelor's degree, 40 percent of 1992-93 graduates had enrolled in a graduate degree program. Black graduates were more likely than White graduates to enroll in a graduate degree program.
Provided by National Center for Education Statistics as of June 4, 2007.
Figure: Percentage Distribution of Revenues
Differences by State in Fiscal Year 2005
State governments provided 46.9 percent of education revenues in FY 2005, while local governments provided 44.0 percent and the federal government provided 9.2 percent. Adjusting for inflation, current expenditures per pupil grew 23.5 percent between FY 1995 and FY 2005.
Provided by National Center for Education Statistics as of July 20, 2007.
CHART: Doctoral Degrees Awarded in S&E fields
Doctoral Degrees Awarded in S&E
In 2005, U.S. universities conferred 27,974 doctorate awards in science and engineering (S&E) fields, up from 26,275 in 2004.


Previous
26,275
2004




Current
27,974
2005


Provided by National Science Foundation/SRS as of February 2007.
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 37.7 percent of all doctorates awarded in 2005 versus 31.7 percent in 1996.


Previous
37.4%
2004




Current
37.7%
2005


Provided by National Science Foundation/SRS as of February 2007.
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 2004.


Previous
474,203
2003




Current
476,331
2004


Provided by National Science Foundation/SRS as of February 2007.
CHART: Full-time Graduate Students, by Mechanism of Support
Support Sources for S&E Graduate Students
During the period 1997-2004, the proportion of full-time science and engineering graduate students supported under assistantships and other types of support has increased, with increases varying among the types of support. In 2004, research assistantships are the most common support mechanism.


Previous
33.0%
2003




Current
32.8%
2004


Provided by National Science Foundation/SRS as of February 2007.

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