NCES Blog

By Amy Rathbun, AIR and Joel McFarland

Previous NCES research has shown that students with family risk factors tend to have lower average scores than their peers on academic assessments.^[1] Risk factors can include coming from a low-income family or single-parent household, not having a parent who completed high school, and living in a household where the primary language is not English. How common is it for children entering U.S. kindergartens to have certain types of family risk factors? And, how do children with risk factors at kindergarten entry perform on academic assessments compared to their peers?  A new spotlight from The Condition of Education 2017 helps to answer these questions.

The spotlight focuses on children experiencing two types of risk factors - living in poverty (i.e., in households with income below the federal poverty threshold) and not having a parent who completed high school, as well as the combination and lack of the two risk factors. Data come from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011). During the 2010–11 school year, 6 percent of first-time kindergartners had both risk factors , 18 percent had the single risk factor of living in poverty, and 2 percent had the single risk factor of not having a parent who completed high school. About 75 percent had neither of these two risk factors present during their kindergarten year.

By Peggy Carr, Acting Commissioner of NCES

I am pleased to announce the release of the 2017 Condition of Education, a Congressionally-mandated annual report summarizing the latest data on education in the United States. This report is designed to help policymakers and the public monitor educational progress. This year’s report includes 50 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons. 

The Condition includes an At a Glance section, which allows readers to quickly make comparisons within and across indicators, and a Highlights section, which captures a key finding or set of findings from each indicator. The report contains a Reader’s Guide, Glossary, and a Guide to Data Sources that provide additional information to help place the indicators in context. In addition, each indicator references the data tables that were used to produce the indicator, most of which are on the Digest of Education Statistics website.

In addition to the regularly-updated annual indicators, this year’s report highlights innovative data collections and analyses from across the Center with a series of spotlight indicators. Selected findings include:

• Student risk factors (poverty and low parent educational attainment) at kindergarten entry are associated with lower academic achievement in kindergarten through grade 3;
• 2.5 percent of students in U.S. public elementary and secondary schools were reported as homeless in 2014-15. The percentage of students reported as homeless ranged from 2.0 percent in suburban school districts to 2.4 percent in rural districts, 2.6 percent in town districts, and 3.7 percent in city districts;
• Among first-time college students in 2011-12, the percentage of students who were still enrolled or had graduated after 3 years was higher for students who began at 4-year institutions (80 percent) than for those who began at 2-year institutions (57 percent); and
• 16 percent of 25- to 64-year-olds who had not completed high school had one or more disabilities in 2015, compared to 4 percent of those who had completed a bachelor’s degree and 3 percent of those who had completed a master’s or higher degree. Adults with disabilities were far less likely to be employed and far more likely to not be in the labor force compared to their peers without disabilities. Among those who had obtained higher levels of education, the differences between adults with and without disabilities were smaller.

In addition, two indicators provide insights from the Center’s recent work on technology in education. The first previews key findings from the Center’s upcoming report, Student Access to Digital Learning Resources Outside of the Classroom. For example, the percent of students who use the Internet at home varied by parental education level in 2015, ranging from 42 percent for children whose parents had not completed high school to 71 percent for those whose parents had completed a bachelor’s or higher degree.  The second shows that in 2014 female students scored higher than male students on the National Assessment of Educational Progress’s 8th-grade Technology and Engineering Literacy assessment.

As new data are released, indicators will be updated and made available on the Condition of Education website. In addition, the Center produces a wide range of reports and datasets designed to help inform policymakers and the public. For more information on our latest activities and releases, please visit us online or follow us on Twitter and Facebook. You can also watch the video below for more information on the Condition of Education report.

By Lauren Musu-Gillette

Individuals are required to make a large number of financial decisions throughout the course of their lifetime, and financial literacy is an important skill for tasks ranging from setting a budget to saving money for retirement. A good foundation in financial literacy can help adolescents enter higher education and the workforce with a better understanding of how to make informed decisions.

The United States participated in the Program for International Student Assessment (PISA) financial literacy assessment in order to assess the financial literacy of a nationally representative sample of U.S. 15-year-olds. Students from 14 other education systems around the world also participated. Results are also available for Massachusetts and North Carolina. A recent NCES Data Point shows how U.S. students compare to their peers in other countries.

In 2015, The U.S. average score on the PISA financial literacy assessment was not measurably different from the average of the 10 participating Organization for Economic Cooperation and Development (OECD) countries. The U.S. average was lower than the average in six education systems, higher than the average in six, and not measurably different from the average in two education systems. The U.S. average score did not change measurably from 2012–the last time the assessment was conducted–to 2015.

As part of the PISA financial literacy assessment, students were tested on their knowledge and understanding of fundamental elements of the financial world, including financial concepts, products, and risks, and their ability to apply what they know to real-life situations involving financial issues and decisions. More information about the assessment, including sample questions, is available here.

Sample Financial Literacy Assessment Question

SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA) Financial Literacy Assessment, 2012.

Ten percent of U.S. 15-year-olds scored at the top proficiency level on financial literacy in 2015. Students reaching level 5 on the PISA assessment of financial literacy demonstrate that they can apply their understanding of a wide range of financial terms and concepts to contexts that may only become relevant to their lives in the long term.^[1] The percentage of students in the United States who scored at this level was lower than the OECD average and lower than the average in five education systems. It was higher than the average score in eight education systems and not measurably different from one country (Russian Federation).

Percentage of 15-year-old students performing at PISA financial literacy proficiency level below level 2 and at level 5, by education system: 2015

*p<.05. Percentage is significantly different than the U.S. percentage at the .05 level of statistical significance.
NOTE: Education systems are ordered by 2015 percentages of 15-year-olds at level 5. The OECD average shown here is the average of the national percentages of the 10 OECD member countries that participated in the financial literacy assessment, with each education system weighted equally. B-S-J-G (China) refers to the four PISA participating China provinces: Beijing, Shanghai, Jiangsu, and Guangdong. Canadian provinces refers to the seven provinces that participated in the financial literacy assessment: British Columbia, Manitoba, New Brunswick, Newfoundland and Labrador, Nova Scotia, Ontario, and Prince Edward Island. Italics indicate non-OECD countries and education systems. Results for Massachusetts and North Carolina are for public school students only. The score point ranges for the proficiency levels are shown in exhibit 1 and the standard errors of the estimates are shown in table FL3b available at http://nces.ed.gov/surveys/pisa/PISA2015/index.asp.
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA),2015.

The percentage of U.S. 15-year-old students scoring below level 2, which is considered a baseline level of proficiency by the OECD, was 22 percent.^[2] The U.S. percentage of low performers in 2015 was higher than four education systems and lower than five. The U.S. percentage did not differ significantly from that of the Netherlands, Australia, Poland, Italy, Spain, and the OECD average.

There was no measurable difference in the average financial literacy assessment scores for males and females in the United States in 2015. Females scored higher than males, on average, in five countries and lower than males in one country.

Difference in average scores of 15-year-old male and female students on the PISA financial literacy scale, by education system: 2015

# Rounds to zero.
NOTE: Education systems are ordered by absolute male-female difference in 2015 average score. Differences were computed using unrounded numbers. Scores are reported on a scale from 0 to 1,000. The OECD average is the average of the national average score differences of the 10 OECD member countries, with each system weighted equally. Standard error is noted by s.e. Italics indicate non-OECD countries and education systems. B-S-J-G (China) refers to the four PISA participating China provinces: Beijing, Shanghai, Jiangsu, and Guangdong. Canadian provinces refers to the seven provinces that participated in the financial literacy assessment: British Columbia, Manitoba, New Brunswick, Newfoundland and Labrador, Nova Scotia, Ontario, and Prince Edward Island. Results for Massachusetts and North Carolina are for public school students only. The average scores and standard errors are shown in table FL7.
SOURCE: Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2015.

For more information on the results of the PISA 2015 literacy assessment, see our recently released Data Point, or explore additional data tables on our website.

By Lauren Musu-Gillette

Indicators of School Crime and Safety provides a wealth of information on the safety of schools and colleges. The report is updated annually, which allows the public to compare many data points over time in the United States. But how does crime and safety for U.S. students compare to students from other countries? This year’s report helps put some of the U.S. data in an international context by comparing it to crime and safety indicators in other countries.

For example, 15 percent of U.S. fourth-grade students reported experiencing bullying at least once a month, which was lower than the international average (16 percent).^[1] This percentage was also lower than the percentages in 16 countries, higher than the percentages in 21 countries, and not measurably different from the percentages in 10 countries. Similarly, the percentage of U.S. eight-grade students who reported experiencing bullying at least once a week was lower than the international average (7 vs. 8 percent), and was lower than the percentages in 13 countries. The U.S. percentage was higher than the percentages in 16 countries, and not measurably different from the percentages in 6 countries.

Percentage of eighth-grade students who reported experiencing bullying at least once a month during the school year, by country or other education system: 2015

¹ Norway collected data from students in their 9th year of schooling rather than in grade 8 because year 1 in Norway is considered the equivalent of kindergarten.
NOTE: Most of the education systems represent complete countries, but some represent subnational entities; England, for example, is part of the United Kingdom. Data are based on rounded estimates.
SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2015.

Data from this spotlight come from the 2015 Trends in International Mathematics and Science Study (TIMSS). The primary purpose of TIMSS is to compare the mathematics and science performances of fourth- and eighth-grade students in participating countries and education systems. In addition to assessments, TIMSS provides questionnaires to students who participate, as well as to the teachers and principals of participating students. The 2015 TIMMS questionnaire collected data on students’ reports of bullying, teachers’ reports of whether the school environment is safe and orderly, and principals’ reports of school discipline issues for students in grades 4 and 8.

In the U.S., 7 percent of participating fourth-grade students attended schools that were less than safe and orderly, according to the data reported by their teachers.^[2] This was higher than the international average of 4 percent and higher than the percentages in 22 countries, while being not measurably different from the percentages in 19 countries. About 13 percent of participating U.S. eighth-grade students reported attending schools that were less than safe and orderly; higher than the international average of 8 percent and higher than the percentages in 26 countries.

About 3 percent of U.S. fourth-graders and 2 percent of U.S. eighth-graders attended schools with moderate to severe discipline problems, according to data reported by their principals.^[3] These percentages were lower than the international averages for fourth-graders and eighth-graders (10 percent and 11 percent, respectively).

For more detailed information, visit the spotlight in Indicators of School Crime and Safety 2016.

By Lauren Musu-Gillette

While the percentage of children in nonparental care arrangements remained unchanged between 2001 and 2012, the cost of those arrangements increased significantly. These findings come from a recently released report from NCES, The Years Before School: Children’s Nonparental Care Arrangements From 2001 to 2012. Childcare arrangements are influential in children’s early education, and can often be where children learn early literacy and numeracy skills that are important for kindergarten entry.^[1]

While the percentage of children who participated in a nonparental care arrangement remained statistically unchanged from 2001 to 2012, there were shifts in the patterns of relative,^[2] nonrelative,^[3] and center-based care arrangements.^[4] For instance, from 2001 to 2012, the percentage of children who had a relative care arrangement increased (from 22 percent to 26 percent) as did the percentage of children who had multiple arrangements (from 10 percent to 12 percent). In both 2001 and 2012, the greatest percentage of children participated in center-based care.

Percentage of children from birth to age 5 who are not yet in kindergarten, by type of nonparental care arrangement: 2001, 2005, and 2012

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Household Education Surveys Program (NHES), Early Childhood Program Participation (ECPP) Survey, 2001, 2005, and 2012.

There were higher out-of-pocket hourly expenses for care in 2012 than in 2001 for children in all types of care arrangements. The expense for center-based care increased by 58 percent and that of relative care by 57 percent, while the expense for nonrelative care increased by 25 percent.

Percentage of children from birth to age 5 who are not yet in kindergarten, by type of weekly nonparental care arrangement and child’s age: 2001, 2005, and 2012

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Household Education Surveys Program (NHES), Early Childhood Program Participation (ECPP) Survey, 2001, 2005, and 2012.

In 2012, out-of-pocket hourly expenses for children in center-based programs were the most expensive for families, averaging $6.70 per hour—60 percent higher than relative care ($4.18 per hour) and 27 percent higher than nonrelative care ($5.28 per hour).

Data used for this report come from the National Household Education Surveys Program (NHES) Early Childhood Program Participation Surveys (ECPP) collected every several years. This study is different from most NCES data collections in that it focuses on children before they enter formal schooling. In addition to collecting information on children’s early care and education arrangements, parents are also asked about early learning, such as how high the child can count and whether the child can recognize the letters of the alphabet. Learn more about the variables included in the study by visiting the website or accessing the First Look report.