This First Look report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2015. Specifically, this report includes finance data on the following topics:

• Current expenditure totals and current expenditure per pupil amounts by state as well as for the 100 largest LEAs;
• Federal, state, and local revenues for the 100 largest LEAs;
• Median revenues per pupil and median current expenditures per pupil by geographic region and locale;
• Current expenditure totals and current expenditure per pupil amounts by activity and the service or commodity obtained as a result of a specific expenditure, by state and for the two largest LEAs in each state;
• Federal revenues received by LEAs, by program and state;
• Local revenues by source, by state; and
• Capital outlay expenditures by state.

• Revenue and expenditure totals by state and the 100 largest LEAs;
• LEA revenues by federal, state, and local revenues by source;
• Expenditures by function and object totals by state;
• Current expenditures per pupil by state and the 100 largest LEAs;
• Interest on debt; and
• Capital outlay.

In comparison to 2006, there was no significant change in the overall average score for twelfth-graders. Lower performing students (those at the 10th and 25th percentiles), however, did make gains, as did Hispanic students and students with parents who did not finish high school. There were no significant changes in the score gaps of White-Black, White-Hispanic, and White-Asian/Pacific Islander students from 2006 to 2012. In addition, there was no change in the score gap between male and female students. The percentage of twelfth-grade students performing at or above the Proficient level in 2012 was 42 percent.

For report – NCEE 2010-4022rev Effects of Problem Based Economics on High School Economics Instruction http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=89

This file contains data from a randomized control trial in two Western states that examined the effects of a problem based high school curriculum on students' proficiency in economics. The study found a significant positive impact for students of teachers who received receive professional development and support in Problem Based Economics compared with their peers. The final analytic sample used for examining the primary research questions included 4,350 students from 64 teachers (2,502 students from 35 intervention teachers and 1,848 students from 29 control teachers). Eighty-eight percent of students with valid posttest measures were enrolled in grade 12; the remaining 12 percent were in grade 11.