Figure: Percentage Distribution of Revenues |
Public School Revenues and Expenditures
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. |
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. |
Figure: Dropout rates: 1972-2004 |
Dropout Rates
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. |
Figure: Reading and Mathematics Trends: 1971-2004 |
Trends in Academic Progress
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. |
