Introduction

The Introduction provides a brief overview of current trends in American education, highlighting key data that are presented in more detail later in this volume. Topics outlined include the participation of students, teachers, and faculty in U.S. educational institutions; the performance of U.S. elementary/secondary students overall and in comparison to students in other countries; the numbers of high school graduates and postsecondary degrees; and the amounts of expenditures on education at the elementary/secondary and postsecondary levels. Data on enrollments, teachers, and faculty are for fall of the given year.

In fall 2018, about 76.3 million people were enrolled in American schools and colleges (table 105.10). About 4.7 million people were employed as elementary and secondary school teachers or as college faculty, in full-time equivalents (FTE). Other professional, administrative, and support staff at educational institutions totaled 5.6 million FTE employees. All data for 2018 in this Introduction are projected, except for data on educational attainment. Some data for other years are projected or estimated as noted. In discussions of historical trends, different time periods and specific years are cited, depending on the timing of important changes as well as the availability of relevant data.

Elementary/Secondary Education

Enrollment

A pattern of annual increases in total public elementary and secondary school enrollment began in 1985, but enrollment remained at 49.3 million between 2006 and 2008, before beginning to increase again (table 105.30). Overall, public school enrollment rose 29 percent, from 39.4 million to 50.7 million, between 1985 and 2018. Private school enrollment fluctuated during this period, with the fall 2017 enrollment of 5.8 million being 4 percent higher than the fall 1985 enrollment of 5.6 million. About 10 percent of elementary and secondary school students were enrolled in private schools in 2018, reflecting a decrease from 12 percent in 1985.

In public schools between 1985 and 2018, there was a 31 percent increase in elementary enrollment (prekindergarten through grade 8), compared with a 23 percent increase in secondary enrollment (grades 9 through 12) (table 105.30). Part of the higher growth in public elementary school enrollment resulted from the expansion of prekindergarten enrollment (table 203.10). Between 1985 and 2018, enrollment in prekindergarten increased 837 percent, while enrollment in other elementary grades (including kindergarten through grade 8 and ungraded elementary programs) increased 27 percent. The number of children enrolled in prekindergarten increased from 0.2 million in 1985 to 1.4 million in 2018, and the number enrolled in other elementary grades increased from 26.9 million to 34.0 million. Public secondary school enrollment declined 8 percent from 1985 to 1990 but then increased 33 percent from 1990 to 2007. Over the most recent 10-year period (between 2008 and 2018), public school enrollment rose 3 percent. Elementary school enrollment increased 3 percent between 2008 and 2018, while secondary school enrollment increased 2 percent.

Since the enrollment rates of 5- and 6-year-olds, 7- to 13-year-olds, and 14- to 17-year-olds changed by fewer than 4 percentage points from 1985 to 2017, overall increases in public school enrollment primarily reflect increases in the number of children in these age groups (table 101.10 and table 103.20). For example, the enrollment rate of 7- to 13-year-olds decreased from 99 to 98 percent between 1985 and 2017, but the number of 7- to 13-year-olds increased 26 percent. Similarly, increases in public secondary school enrollment are more reflective of the 13 percent increase in the 14- to 17-year-old population between 1985 and 2017 than the enrollment rates for these years, which were not measurably different (about 95 to 96 percent for both years). The enrollment rate of 3- and 4-year-olds increased from 39 percent in 1985 to 54 percent in 2017, which contributed to the overall enrollment increase. Also, the number of children in this age group increased from 7.1 million in 1985 to 8.0 million in 2017.

The National Center for Education Statistics (NCES) projects record levels of total public elementary and secondary school enrollment from 2018 (50.7 million) through 2028 (51.4 million) (table 105.30). Public elementary school enrollment is projected to increase 2 percent between 2018 and 2028, while public secondary school enrollment is expected to be about 1 percent higher in 2028 than in 2018. Overall, total public school enrollment is expected to increase 1 percent between 2018 and 2028.

Teachers

About 3.7 million full-time-equivalent (FTE) elementary and secondary school teachers were engaged in classroom instruction in fall 2018 (table 105.40), which is about the same as the number of FTE teachers in fall 2008. The 2018 number of FTE teachers includes 3.2 million public school teachers and 0.5 million private school teachers.

Public school enrollment was 3 percent higher in 2018 than in 2008, while the number of public school teachers was 1 percent lower (table 208.20). The number of public school pupils per teacher increased from 15.3 in 2008 to 16.0 in 2018.

The average salary for public school teachers in 2017–18 was $60,483 (table 211.50). In constant (i.e., inflation-adjusted) dollars, the average teacher salary was 1 percent lower in 2017–18 than in 1990–91.

Student Performance

National Comparisons

Most of the student performance data in the Digest are drawn from the National Assessment of Educational Progress (NAEP). The NAEP assessments have been conducted using three basic designs: the national main NAEP, state NAEP, and long-term trend NAEP. The national main NAEP and state NAEP provide current information about student performance in subjects including reading, mathematics, science, and writing, while long-term trend NAEP provides information on performance since the early 1970s in reading and mathematics only. Results from long-term trend NAEP are included in the discussion in chapter 2 of the Digest, while the information in this Introduction includes only selected results from the national main and state NAEP. Readers should keep in mind that comparisons of NAEP scores in the text (like all comparisons of estimates in the Digest) are based on statistical testing of unrounded values.

The main NAEP reports current information for the nation and specific geographic regions of the country. The assessment program includes students drawn from both public and private schools and reports results for student achievement at grades 4, 8, and 12. The main NAEP assessments follow the frameworks developed by the National Assessment Governing Board and use the latest advances in assessment methodology. The state NAEP is identical in content to the national main NAEP, but the state NAEP reports information only for public school students. Chapter 2 presents more information on the NAEP designs and methodology, and additional details appear in Appendix A: Guide to Sources.

NAEP Reading

The main NAEP reading assessment data are reported on a scale of 0 to 500. In 2017, the average reading score for 4th-grade students (222) was not measurably different from the 2015 score but was higher than the 1992 score (217) (table 221.10). At grade 4, the 2017 scores for White (232), Black (206), Hispanic (209), and Asian/Pacific Islander (239) students were not measurably different from the scores in 2015, but the score for each group was higher than in 1992 (224, 192, 197, and 216, respectively). In 2017, the average score for American Indian/Alaska Native 4th-graders (202) was not measurably different from the scores in 2015 and 1994 (1994 was the first year data were available for 4th-grade American Indian/Alaska Native students). For 8th-grade students, the score in 2017 (267) was higher than in 2015 (265) or 1992 (260). At grade 8, the 2017 scores for White (275), Black (249), Hispanic (255), and Asian/Pacific Islander (282) students were not measurably different from the scores in 2015. Consistent with the findings at grade 4, the scores for White, Black, Hispanic, and Asian/Pacific Islander 8th-grade students were higher in 2017 than in 1992. In 2017, the score for 8th-grade American Indian/Alaska Native students (253) was not measurably different from the scores in 2015 and in 1994 (1994 was the first year data were available for 8th-grade American Indian/Alaska Native students). For 12th-grade students, the most recent scores available are from 2015. The score in 2015 (287) was not measurably different from the score in 2013, but it was lower than the score in 1992 (292). At grade 12, the 2015 scores for White (295), Hispanic (276), and Asian/Pacific Islander (297) students were not measurably different from the scores in 2013 and in 1992. For Black students, the 2015 score (266) was lower than the 1992 score (273), but it was not measurably different from the 2013 score.

From 1992 through 2017, the average reading scores for White 4th- and 8th-grade students were higher than those of their Black and Hispanic peers (table 221.10). Although the White-Black and White-Hispanic achievement gaps did not change measurably from 2015 to 2017 at either grade 4 or 8, some of the racial/ethnic achievement gaps have narrowed since 1992. At grade 4, the White-Black gap narrowed from 32 points in 1992 to 26 points in 2017; at grade 8, the White-Hispanic gap narrowed from 26 points in 1992 to 19 points in 2017.

NAEP Mathematics

The main NAEP mathematics assessment data for 4th- and 8th-graders are reported on a scale of 0 to 500 (table 222.10). The average 4th-grade mathematics score in 2017 (240) was not measurably different from the score in 2015, but it was higher than the score in 1990 (213). At grade 4, the scores in 2017 for White (248), Black (223), Hispanic (229), and Asian/Pacific Islander (258) students were not measurably different from the 2015 scores, but the score for each group was higher than in 1990 (220, 188, 200, and 225, respectively). The 2017 score for 4th-grade American Indian/Alaska Native students (227) was not measurably different from the scores in 2015 and in 1996 (1996 was the first year data were available for 4th-grade American Indian/Alaska Native students). The 8th-grade score in 2017 (283) was not measurably different from the score in 2015, but it was higher than the score in 1990 (263). At grade 8, the scores for White (293), Black (260), Hispanic (269), and Asian/Pacific Islander (310) students in 2017 were not measurably different from the scores in 2015, but the score for each group was higher than in 1990 (270, 237, 246, and 275, respectively). In 2017, the score for 8th-grade American Indian/Alaska Native students (267) was not measurably different from the scores in 2015 and in 2000 (2000 was the first year data were available for 8th-grade American Indian/Alaska Native students). Due to changes in the 12th-grade mathematics assessment framework, a new trend line started in 2005, with scores reported on a scale of 0 to 300. The 12th-grade score in 2015 (152) was lower than the score in 2013 (153) but not measurably different from the score in 2005, the first year the revised assessment was administered.

From 1990 through 2017, the average mathematics scores for White students in grades 4 and 8 were higher than those of their Black and Hispanic peers (table 222.10). Although the 4th-grade White-Black and White-Hispanic achievement gaps did not change measurably from 2015 to 2017, the White-Black achievement gap narrowed from 32 points in 1990 to 25 points in 2017. The 4th-grade White-Hispanic gap in 2017 (19 points) was not measurably different from the White-Hispanic gap in 1990. The 8th-grade White-Black gap (32 points) and White-Hispanic gap (24 points) in 2017 were not measurably different from the gaps in 2015 or in 1990.

NAEP Science

NAEP has assessed the science abilities of students in grades 4, 8, and 12 in both public and private schools since 1996. As of 2009, however, NAEP science assessments are based on a new framework, so results from these assessments cannot be compared to results from earlier science assessments. Scores are based on a scale ranging from 0 to 300 (table 223.10). In 2015, the average 4th-grade science score (154) was higher than the score in 2009 (150). The 8th-grade score in 2015 (154) was higher than the scores in 2009 (150) and in 2011 (152). The 12th-grade score in 2015 (150) was not measurably different from the score in 2009. In addition, the 5-point gender gap between male and female 12th-graders in 2015 was not measurably different from the gap in 2009. While the scores for White 4th- and 8th-grade students remained higher than those of their Black and Hispanic peers in 2015, racial/ethnic achievement gaps in 2015 were smaller than in 2009. At grade 4, the White-Black achievement gap was 36 points in 2009 and 33 points in 2015, and the White-Hispanic achievement gap was 32 points in 2009 and 27 points in 2015. While the scores for White 12th-grade students remained higher than those of their Black and Hispanic peers in 2015, these racial/ethnic achievement gaps were not measurably different between 2009 and 2015.

International Comparisons

Trends in International Mathematics and Science Study (TIMSS)

The 2015 Trends in International Mathematics and Science Study (TIMSS) assessed students’ mathematics and science performance at grades 4 and 8. Mathematics performance was assessed in 43 countries at grade 4 and in 34 countries at grade 8. Science performance was assessed in 42 countries at grade 4 and in 34 countries at grade 8. In addition, TIMSS Advanced data were collected by 9 countries from students in their final year of secondary school (grade 12 in the United States). At grades 4 and 8, several subnational entities also participated in TIMSS as separate education systems (e.g., Hong Kong and Chinese Taipei, the U.S. state of Florida, England and Northern Ireland within the United Kingdom). However, the following paragraphs include results only from countries, not from subnational entities. At all three grades, TIMSS scores are reported on a scale of 0 to 1,000, with a fixed scale centerpoint of 500.

In 2015, the average mathematics scores of U.S. 4th-graders (539) and 8th-graders (518) were higher than the TIMSS centerpoint of 500 (table 602.20 and table 602.30). At grade 4, the average U.S. mathematics score was higher than the average score in 30 of the 42 other countries participating at grade 4, lower than the average score in 6 countries, and not measurably different from the average score in the remaining 6 countries (table 602.20). The 6 countries that outperformed the United States in 4th-grade mathematics were Ireland, Japan, the Republic of Korea, Norway, the Russian Federation, and Singapore. At grade 8, the average U.S. mathematics score was higher than the average score in 21 of the 33 other participating countries, lower than the average score in 5 countries, and not measurably different from the average score in the remaining 7 countries (table 602.30). The 5 countries that outperformed the United States in eighth-grade mathematics were Canada, Japan, the Republic of Korea, the Russian Federation, and Singapore.

The average science scores of both U.S. 4th-graders (546) and U.S. 8th-graders (530) were higher than the TIMSS scale centerpoint of 500 in 2015 (tables 602.20 and 602.30). The average U.S. fourth-grade science score was higher than the average score in 30 of the 41 other countries participating in the science assessment at grade 4, lower than the average score in 5 countries, and not measurably different from the average score in the remaining 6 countries (table 602.20). The 5 countries that outperformed the United States in 4th-grade science were Finland, Japan, the Republic of Korea, the Russian Federation, and Singapore. At grade 8, the average U.S. science score was higher than the average score in 23 of the 33 other participating countries in 2015, lower than the average score in 5 countries, and not measurably different from the average score in the remaining 5 countries (table 602.30). The 5 countries that outperformed the United States in 8th-grade science were Japan, the Republic of Korea, the Russian Federation, Singapore, and Slovenia.

The TIMSS Advanced assessment measures the advanced mathematics and physics achievement of students in their final year of secondary school who are taking or have taken advanced courses (table 602.35). On TIMSS Advanced, the U.S. average advanced mathematics score (485) and physics score (437) in 2015 were lower than the TIMSS Advanced scale centerpoint of 500.

Program for International Student Assessment (PISA)

The Program for International Student Assessment (PISA), coordinated by the Organization for Economic Cooperation and Development (OECD), has measured the performance of 15-year-old students in reading, mathematics, and science literacy every 3 years since 2000. PISA assesses 15-year-old students’ application of reading, mathematics, and science literacy to problems within a real-life context. In 2015, PISA assessed students in the 35 OECD countries as well as in a number of other education systems. Some subnational entities participated as separate education systems, including public school systems in the U.S. states of Massachusetts and North Carolina. Results for the participating U.S. states are included in the discussion in chapter 6, while this Introduction includes only results for the United States in comparison with other OECD countries. PISA scores are reported on a scale of 0 to 1,000. On the 2015 PISA assessment, U.S. 15-year-olds’ average score in reading literacy was 497, which was not measurably different from the OECD average score of 493 (table 602.50). The average reading literacy score in the United States was lower than the average score in 11 of the 34 other OECD countries, higher than the average score in 13 OECD countries, and not measurably different from the average score in 10 OECD countries. In all countries, females outperformed males in reading literacy (table 602.40). The U.S. gender gap in reading (20 points) was not measurably different from the OECD average gap but was smaller than the gap in 12 other OECD countries.

In mathematics literacy, U.S. 15-year-olds’ average score of 470 on the 2015 PISA assessment was lower than the OECD average score of 490 (table 602.60). The average mathematics literacy score in the United States was lower than the average score in 27 of the 34 other OECD countries, higher than the average score in 4 OECD countries, and not measurably different from the average score in 3 OECD countries. In 18 OECD countries, including the United States, males outperformed females in mathematics literacy (table 602.40). The U.S. gender gap in favor of males in mathematics (9 points) was not measurably different from the OECD average gap.

In science literacy, U.S. 15-year-olds’ average score of 496 was not measurably different from the OECD average score of 493 (table 602.70). The average science literacy score in the United States was lower than the average score in 12 of the 34 other OECD countries, higher than the average score in 10 OECD countries, and not measurably different from the average score in 12 OECD countries. In 15 OECD countries, including the United States, males outperformed females in science literacy. In 4 OECD countries, females outperformed males in science literacy. The U.S. gender gap in favor of males in science (7 points) was not measurably different from the OECD average gap.

Progress in International Reading Literacy Study (PIRLS)

The Progress in International Reading Literacy Study (PIRLS) measures the reading knowledge and skills of 4th-graders over time. PIRLS scores are reported on a scale from 0 to 1,000, with the scale centerpoint set at 500. On the 2016 PIRLS, U.S. 4th-graders had an average reading literacy score of 549 (table 602.10). The U.S. average score in 2016 was 7 points lower than in 2011 but 10 points higher than in 2006. In all 4 assessment years, the U.S. average score was higher than the PIRLS scale centerpoint. In 2016, PIRLS assessed 4th-grade reading literacy in 43 countries. The average reading literacy score of 4th-graders in the United States was higher than the average score in 24 of the 42 other participating countries, lower than the average score in 7 countries, and not measurably different from the average score in the remaining 11 countries.

High School Graduates and Dropouts

About 3,650,000 high school students are expected to graduate during the 2019–20 school year (table 219.10), including 3,304,000 public school graduates and 347,000 private school graduates. High school graduates include only recipients of diplomas, not recipients of equivalency credentials. The 2019–20 projection of high school graduates is slightly lower than the prior record-high projection of 3,684,000 graduates in 2018–19, but it exceeds the baby boom era’s high point in 1975–76, when 3,142,000 students earned diplomas. In 2016–17, about 85 percent of public high school students graduated with a regular diploma within 4 years of first starting 9th grade (table 219.46). This rate is known as the 4-year adjusted cohort graduation rate (ACGR).

The status dropout rate has decreased over the past several decades (table 219.70). The status dropout rate is the percentage of the civilian noninstitutionalized 16- to 24-year-old population who are not enrolled in school and who have not completed a high school program, regardless of when they left school. (People who left school but went on to receive a GED credential are not treated as dropouts.) Between 1990 and 2017, the status dropout rate declined from 12.1 to 5.8 percent. During this period, the status dropout rate for Black 16- to 24-year-olds declined from 13.2 percent to 5.7 percent, and the rate for Hispanic 16- to 24-year-olds declined from 32.4 to 9.5 percent. In 2017, the status dropout rate for White 16- to 24-year-olds (4.6 percent) was lower than the rate for Hispanic 16- to 24-year-olds, but it was not measurably different from the rate for Black 16- to 24-year-olds.

Postsecondary Education

Enrollment in Degree‐Granting Institutions

College enrollment was 19.8 million in fall 2017, reflecting a 6 percent decrease from the record enrollment of 21.0 million in fall 2010 (table 105.30). College enrollment is expected to remain below the 2010 record through fall 2028, the last year for which NCES enrollment projections have been developed. Between fall 2017 and fall 2028, enrollment is expected to increase 3 percent. Despite decreases in the size of the traditional college-age population (18 to 24 years old) during the late 1980s and early 1990s, total enrollment increased during this period (tables 101.10 and 105.30). The traditional college-age population was 3 percent higher in 2017 than in 2007, and total college enrollment was 8 percent higher in 2017 than in 2007. The number of full-time students was 7 percent higher in 2017 than in 2007, while the number of part-time students was 10 percent higher (table 303.10). The number of male students enrolled was 10 percent higher in 2017 than in 2007, while the number of female students enrolled was 7 percent higher.

Faculty

In fall 2017, degree-granting institutions—defined as postsecondary institutions that grant an associate’s or higher degree and are eligible for Title IV federal financial aid programs—employed 1.5 million faculty members, including 0.8 million full-time and 0.7 million part-time faculty (table 314.30). In addition, degree-granting institutions employed 0.4 million graduate assistants.

Degrees

During the 2018–19 academic year, postsecondary degrees conferred were projected to number 985,000 associate’s degrees, 1,968,000 bachelor’s degrees, 816,000 master’s degrees, and 184,000 doctor’s degrees (table 318.10). The doctor’s degree total includes most degrees that were classified as first-professional prior to 2010–11, such as M.D.’s, D.D.S.’s, and law degrees. Between 2006–07 and 2016–17 (the last year of actual data), the number of degrees conferred increased at all levels. Between 2006–07 and 2016–17, the number of associate’s degrees increased 38 percent, the number of bachelor’s degrees increased 28 percent, the number of master’s degrees increased 32 percent, and the number of doctor’s degrees increased 25 percent.

Between 2006–07 and 2016–17, the number of bachelor’s degrees awarded to male students increased 29 percent, while the number of bachelor’s degrees awarded to female students increased 28 percent (table 318.10). Female students earned 57 percent of all bachelor’s degrees in 2016–17, which was the same as the percentage in 2006–07. Between 2006–07 and 2016–17, the number of bachelor’s degrees awarded to White students increased 9 percent, which was smaller than the increases for Black students (34 percent), Hispanic students (119 percent), and Asian/Pacific Islander students (37 percent) (table 322.20). The number of bachelor’s degrees awarded to American Indian/Alaska Native students decreased 16 percent during this period. In 2016–17, White students earned 64 percent of all bachelor’s degrees (compared with 74 percent in 2006–07), Black students earned 11 percent (compared with 10 percent in 2006–07), Hispanic students earned 14 percent (compared with 8 percent in 2006–07), and Asian/Pacific Islander students earned 8 percent (compared with 7 percent in 2006–07). American Indian/Alaska Native students earned less than 1 percent of all bachelor’s degrees in both years. In 2016–17, students of Two or more races earned 4 percent of all bachelor’s degrees.

Undergraduate Prices

For the 2017–18 academic year, average annual prices for undergraduate tuition, fees, room, and board were estimated to be $17,797 at public institutions, $46,014 at private nonprofit institutions, and $26,261 at private for-profit institutions (table 330.10). Between 2007–08 and 2017–18, prices for undergraduate tuition, fees, room, and board at public institutions rose 31 percent, and prices at private nonprofit institutions rose 23 percent, after adjustment for inflation. Prices for total tuition, fees, room, and board at private for-profit institutions decreased 9 percent between 2007–08 and 2017–18.

Educational Attainment

The U.S. Census Bureau collects annual statistics on the educational attainment of the population. Between 2008 and 2018, the percentage of the adult population age 25 and over who had completed at least high school rose from 87 percent to 90 percent, and the percentage of adults with a bachelor’s or higher degree increased from 29 percent to 35 percent (table 104.10). (High school completers include those who graduated from high school with a diploma as well as those who completed high school through equivalency programs.) Among adults age 25 and over who were employed, 41 percent had a bachelor’s or higher degree in 2018, and about half (52 percent) had an associate’s or higher degree (table 502.10). The percentage of 25- to 29-year-olds who had completed at least high school increased from 88 percent in 2008 to 93 percent in 2018 (table 104.20). The percentage of 25- to 29-year-olds who had completed a bachelor’s or higher degree increased from 31 percent in 2008 to 37 percent in 2018. During this same period, the percentage of 25- to 29-year-olds who had completed a master’s or higher degree increased from 7 to 9 percent.

Adult Literacy and Numeracy Skills

The Program for the International Assessment of Adult Competencies (PIAAC) assesses the cognitive skills of adults in three areas—literacy, numeracy, and problem solving in technology-rich environments—that are considered key to facilitating the social and economic participation of adults in advanced economies. The discussion below focuses on the areas of literacy and numeracy. PIAAC 2012 results are available for adults in 24 education systems, including 22 OECD education systems. The education systems that participated in the 2012 assessment were primarily countries, but also included 3 subnational education systems: Northern Ireland and England within the United Kingdom, and the Flemish community in Belgium. PIAAC literacy and numeracy scores are reported on a scale of 0 to 500.

In 2012, average scores on the PIAAC literacy scale for adults ages 25 to 65 ranged from 249 in Italy and 250 in Spain to 296 in Japan (table 604.10). U.S. 25- to 65-year-olds had an average PIAAC literacy score of 269, which was not measurably different from the OECD average score of 271. Across education systems, adults’ average literacy scores generally increased with higher levels of educational attainment. In the United States, for example, 25- to 65-year-olds whose highest level of attainment was high school completion had an average literacy score of 259, compared with an average score of 302 for those who had a bachelor’s or higher degree. The average literacy score for U.S. high school completers in the 25- to 65-year-old age group was lower than the OECD average score of 268 for high school completers in this age group, while the literacy score for U.S. 25- to 65-year-olds with a bachelor’s or higher degree was not measurably different from the OECD average score of 302 for those with a bachelor’s or higher degree.

On the PIAAC numeracy scale, 2012 average scores for adults ages 25 to 65 ranged from 245 in Spain and 246 in Italy to 289 in Japan. U.S. 25- to 65-year-olds had an average PIAAC numeracy score of 254, which was lower than the OECD average score of 268. Across education systems, adults’ average numeracy scores generally increased with higher levels of educational attainment. In the United States, for example, 25- to 65-year-olds whose highest level of attainment was high school completion had an average numeracy score of 241, compared with an average score of 293 for those who had a bachelor’s or higher degree. The average numeracy score for U.S. 25- to 65-year-olds who had completed only high school was lower than the OECD average score of 265 for those with the same level of educational attainment. Likewise, the average numeracy score for U.S. 25- to 65-year-olds with a bachelor’s or higher degree was lower than the OECD average score of 303 for those with a bachelor’s or higher degree.

Education Expenditures

U.S. expenditures for public and private education, from prekindergarten through graduate school (excluding postsecondary schools not awarding associate’s or higher degrees), were an estimated $1.4 trillion for 2017–18 (table 106.10). Expenditures of elementary and secondary schools totaled an estimated $789 billion, while those of degree-granting postsecondary institutions totaled an estimated $608 billion. Total expenditures for education were an estimated 7.2 percent of the gross domestic product (GDP) in 2017–18. Education spending as a percentage of GDP peaked at 7.6 percent in 2009–10 but declined between 2009–10 and 2014–15 (7.1 percent).

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