Trends in Educational Equity of Girls & Women: 2004

Title:	Trends in Educational Equity of Girls & Women: 2004
Description:	This statistical report assembles a series of indicators that examine the extent to which males and females have access to the same educational opportunities, avail themselves equally of these opportunities, perform at similar levels throughout schooling, succeed at similar rates, and reap the same benefits from their educational experiences. This report serves as an update of an earlier publication, Trends in Educational Equity of Girls & Women (NCES 2000-030), which was prepared for Congress in 2000.
Online Availability:	Browse the Executive Summary of this report. Download, view and print the report as a pdf file. (703KB) Read the U.S. Department of Education Press Release.
Cover Date:	November 2004
Web Release:	November 19, 2004
Print Release:	This Publication will only be available online.
Publication #:	NCES 2005016 Order Your Free Copy Now From Ed Pubs General Ordering Information
Center/Program:	NCES
Authors:	Catherine Freeman
Type of Product:	Statistical Analysis Report
Survey/Program Areas:	Annual Reports and Information Staff (Annual Reports) Current Population Survey, October (CPS) International Activities Program (IAP) National Assessment of Educational Progress (NAEP)
Keywords:	Achievement (Student) Bachelor's Degrees Completion Rates (high school) Coursetaking/Transcripts Degrees Conferred in Higher Education Dropout Rates (High School) Education Indicators Educational Attainment Employment • during college Enrollment • higher education institutions Extra-Curricular Activities Graduate Students International Comparisons Internet Access in Schools NAEP Persistence to Completion of Students in Higher Education Postsecondary Education • outcomes Progress in Education • women Student Outcomes Students • social factors • transition from college to work • transition to college Technology Use in Education Violence • victimization in school Women's Educational Equity
Questions:	For questions about the content of this Statistical Analysis Report, please contact: Xiaolei Wang.