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

The average reading score for 12th-graders in 2005 was 6 points lower than in the first assessment year, 1992.

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.

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.

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.

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.

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.

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.

In 2005, U.S. universities conferred 27,974 doctorate awards in science and engineering (S&E) fields, up from 26,275 in 2004.

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.

After steady decreases between 1994 and 1998, the number of graduate students in science and engineering has continued to rise through 2004.

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.