Condition of Education 2000-2010 released

NCES announces the release of the Condition of Education 2000-2010

Check out the site map to find a visual overview of special analysis topics such as High Poverty Public Schools.

"Report findings include:

• In 2007-2008, about 20 percent of all elementary students and 9 percent of secondary school students attended high-poverty schools, compared with 15 percent and 5 percent respectively in 1999-2000.
• The reading achievement gap between low- and high-poverty 8th-grade students was 34 points in 2009 and the mathematics achievement gap was 38 points.
• In 2007-08, about 28 percent of high school graduates from high-poverty schools attended 4-year institutions after graduation, compared with 52 percent of high school graduates from low-poverty schools, based on reports from school administrators.
• Between 1971 and 2009, the percentage of White, Black and Hispanic 25- to 29-year-olds who had a bachelor’s degree increased. But, during this period, the gap in bachelor’s degree attainment between Blacks and Whites increased from 12 to 18 percentage points and the gap between Hispanics and Whites increased from 14 to 25 percentage points."

Reported in NCES (IES) Newsflash

Nation's Report Card releases 2007 scores

Michigan 4th Graders dip slightly. Story reported on M-Live

See 4th and 8th grade Reading results for Michigan and more on the Nation's Report Card

Nation's Report Card releases 2007 scores

Michigan 4th Graders dip slightly. Story reported on M-Live

See 4th and 8th grade Reading results for Michigan and more on the Nation's Report Card

New Report from NCES: Teacher's Use of Educational Technology in U.S. Public Schools 2009

The Teacher's Use of Educational Technology in U.S. Public Schools 2009 presents data from a spring 2009 Fast Response Survey System (FRSS) survey on the availability and use of educational technology by public elementary/secondary school teachers.

Fast Facts:

• Ninety-seven percent of teachers had one or more computers located in the classroom every day. Internet access was available for 93 percent of the computers located in the classroom every day. The ratio of students to computers in the classroom every day was 5.3 to 1.
• Teachers indicated that a system on their school or district network was available for entering or viewing the following: grades (94 percent), attendance records (93 percent), and results of student assessments (90 percent). Of the teachers with one of these systems available, the percent using it sometimes or often was 92 percent (grades), 90 percent (attendance records), and 75 percent (student assessments).
• A higher percentage of teachers in low poverty schools than in high poverty schools used email or list-serve to send out group updates or information to parents (69 percent compared to 39 percent) or to students (30 percent compared to 17 percent), used email to address individual concerns with parents (92 percent compared to 48 percent) or with students (38 percent compared to 19 percent), and used a course or teacher web page to communicate with parents (47 percent compared to 30 percent) or with students (36 percent compared to 18 percent).(low and high poverty schools are based on the percent of students eligible for free or reduced-price lunch of less than 35 percent and 75 percent or more, respectively).

Text drawn from IES Newsflash Subscription Service notice of 5/5/2010