Figure: Status dropout rates, 1972-2006 |
Dropout Rates
By Race/Ethnicity, 1972-2006 The status dropout rate measures the percentage of individuals who are not enrolled in high school and who do not have a high school credential, irrespective of when they dropped out. |
Figure: Percentage Distribution of Revenues |
Public School Revenues and Expenditures
Differences by State in Fiscal Year 2006 State governments provided 46.5 percent of education revenues in FY 2006, while local governments provided 44.4 percent and the federal government provided 9.1 percent. Adjusting for inflation, current expenditures per pupil grew 25.1 percent between FY 1995 and FY 2006. |
Figure: Student victimization at school, 1995–2005 |
School Crime and Safety
Student Victimization and Perceptions of Safety, 1995–2005 Student reports of victimization at school decreased overall, falling from 10 percent in 1995 to 4 percent in 2005. Black and Hispanic students were more likely than White students to report that they were afraid of being attacked at school. |
Figure: Trends in course credits earned |
High School Transcripts, 2005
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. |
Figure: Graduate school enrollment, by race/ethnicity |
Bachelor's Degree Recipients, 10 Years Later
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. |
