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Introduction This annual report presents findings from the Common Core of Data (CCD) State Nonfiscal Survey of Public Elementary/Secondary Education, School Year 200001. Data for this annual NCES survey are collected directly from state education agencies and include the total number of students, teachers, and graduates. Data from the 200001 CCD survey can answer many questions about public elementary and secondary education including the following:
How
many students were enrolled in public elementary and secondary schools? California had the most public elementary and secondary school students (6.1 million), followed by Texas (4.1 million) and New York (2.9 million). Thirteen states had over 1 million public elementary and secondary students in the 200001 school year. The District of Columbia (68,925), Wyoming (89,940), and Vermont (102,049) had the fewest students. Nine states and the District of Columbia had fewer than 200,000 public elementary and secondary students in the 2000-2001 school year. The 47.2 million students enrolled in the 200001 school year represents a 14.6 percent increase in the number of students being served in the public elementary and secondary school system since the 1990-91 school year (table 10). Between the 1990-91 and 200001 school years, Nevada had the largest percentage increase (69.2 percent) in the number of students. Seven states and the District of Columbia had a decrease in the number of students between these years (the District of Columbia, Louisiana, Maine, Mississippi, North Dakota, South Dakota, West Virginia, and Wyoming). The District of Columbia had the largest percentage decrease in students with a 14.6 percent drop.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), State Nonfiscal Survey of Public Elementary/Secondary Education, 200001. How
many teachers worked in public elementary and secondary schools? While there was a 14.6 percent increase in students between the 1990-91 and 200001 school years, there was a 23.1 percent increase in the number of teachers (table 10). As with the number of students, Nevada also had the largest percentage increase in the number of teachers (76.4 percent). Only the District of Columbia (16.8) and West Virginia (2.5) had a decrease in the number of teachers between these two school years. The ratio of total students to total teachers for the nation was 16.0 students per teacher in the 200001 school year (table 2). Student/teacher ratios ranged from a low of 12.1 students per teacher in Vermont to a high of 21.9 in Utah. The median student/teacher ratio was 15.1; that is, half the states had a student/teacher ratio greater than 15.1, and half had a lower ratio. Student/teacher ratios should not be interpreted as average class size, since not all teachers are assigned to a class (e.g., music and art teachers in elementary schools). What
kinds of staff worked in public elementary and secondary schools? Another 26.4 percent3 of all staff (librarians, counselors, and other support staff) provided support services to schools and students. Staff providing support included 97,369 guidance counselors and 54,281 librarians. This translates to 485 students for every guidance counselor reported on average, and 870 students for each librarian. An additional 1.4 million staff members provided other support services for students. These services included food, health, library assistance, maintenance, transportation, security, and other services in the nation's public schools. There were 141,407 school administrators (mostly principals and assistant principals), 58,891 school district administrators, and 380,655 school and district administrative support staff. Administrators and administrative support staff made up 10.1 percent of all education staff. On average, there were 15 teachers and 13 other staff for each district and school administrator. Figure 2.-Percentage of public elementary and secondary staff, by type: School year 200001
SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), State Nonfiscal Survey of Public Elementary/Secondary Education, 200001. What
was the racial/ethnic background of students enrolled in public schools? In six states (California, Hawaii, Louisiana, Mississippi, New Mexico, and Texas) and the District of Columbia, 50 percent or more of students were non-white. Black, non-Hispanic students made up more than 50 percent of all students in the District of Columbia and Mississippi. New Mexico reported 50.2 percent of its students as Hispanic, and Hawaii reported 72.3 percent of its student body as Asian/Pacific Islander. On the other hand, five states (Iowa, Maine, New Hampshire, Vermont, and West Virginia reported that over 90 percent of their students were White, non-Hispanic. Figure 3.-Percentage of public elementary and secondary students, by race/ethnicity: School year 200001
SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CDD), State Nonfiscal Survey of Public Elementary/Secondary Education, 200001. How
many students graduated from high school during the 19992000
school year?
Approximately 47,000 students attended the Department of the Interior, Bureau of Indian Affairs (BIA) schools (table 1). The governance of BIA schools differs from that of the federal DoD schools. The Education Amendments Act of 1978 (P.L. 95-561) and further technical amendments (P.L. 98-511, 99-89, and 100-297) mandated major changes in BIA funded schools. These amendments empowered Indian school boards, provided for local hiring of teachers and staff, and the direct funding of schools. The BIA does not report the number of staff or graduate counts. How
many students are educated in Outlying Areas? Thanks are due to Dell Gray from the Census Bureau for the creation and production of the tables. Special thanks as always go to Lee Hoffman and Leslie Scott who provided data and editorial support for this report. Thanks also to Susan Baldridge from Pinkerton Computer Consultants, who did the figures and report formatting. The author gratefully acknowledges the comments and suggestions of the reviewers. Reviewers from outside the Department of Education include Ron Leclerc, New Hampshire Department of Education, Charlene Swanson, New York Department of Education, Rolf Blank, Council of Chief State School Officers, and Sally Dillow of Education Statistical Services Institute. Reviewers from the Department of Education include Judith Anderson and Alan Ginsburg, Office of the Undersecretary. Thanks to Steve Broughman, Charlene Hoffman, Frank Johnson, Mariann Lemke, and Bruce Taylor from NCES, for their reviews. Copies
of this report and other Common Core of Data (CCD) products are on
the CCD website at http://nces.ed.gov/ccd. Footnotes 1Grade
level counts do not sum to 47.2 million, because of rounding.
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