A r c h i v e d I n f o r m a t i o n

       FOR RELEASE                                Contact:  David Thomas        July 31, 1996                                      (202) 401-1579

Riley Reports Condition of Education for Adults; is Gap Widening?

LOUISVILLE, Ky., July 31 -- U.S. Secretary of Education Richard W. Riley today told students at Jefferson Community College that more and more adult Americans are returning to the classroom. That's the good news. But, he said, opportunities are very limited for those who fail to complete even high school.

In releasing the annual Condition of Education report, Riley said, "The record is clear -- more and more adults are taking the time to learn new skills. But there is a growing gap between those who are returning to school to learn new skills and those who aren't.

"My message to all Americans is very simple: If you want to get ahead -- stay in school, go back to school, or take advantage of on-the-job opportunities to advance your skills."

According to the report, prepared by the Education Department's National Center for Education Statistics, 40 percent of adults took part in adult education in 1995, up from 32 percent in 1991. Those most likely to go back to school later in life are employed adults and those with more education. Nearly equal numbers take coursework in work-related areas (21 percent) and for personal development (20 percent), while a much smaller percentage (6 percent) did work toward a diploma, degree or certification.

According to the report, U.S. workers are more productive, on average, than workers in any other country, but productivity growth has slowed.

The Condition of Education 1996 notes that workers with higher levels of education are more likely to be employed and earn more than workers with less education. Educational attainment in the U.S. has increased over the past 20 years and the rate of college completion in the U.S. still exceeds that in most other countries.

Riley said that failing to finish high school makes it very difficult to succeed in the workplace. He cited new findings in the report confirming that high school dropouts are more likely to be on public assistance than are high school graduates. In 1994, high school dropouts were more than twice as likely to receive public assistance or income from Aid to Families with Dependent Children (AFDC) as were high school graduates who did not go on to college (14 percent compared to 6 percent). Less than one half of 1 percent of college graduates received public assistance.

"As this report shows, graduating from high school is still an important first indicator of long-term success. I urge students to finish high school -- to recognize that if they don't they may have years of struggle ahead of them."

Riley was introduced by the school's president, Richard Green. Malcolm Chancey, chairman and CEO of Bank One of Kentucky, and Debbie Wante-Strobel, a 41-year-old mother of four and former student body president, also spoke.

Other areas addressed in the report include minority student achievement, the relationship between student achievement, poverty, and low levels of education among parents, disparities in education spending, special services for disabled students, teaching students English as a second language, and ensuring a safe school environment.

The Condition of Education 1996 contains 60 indicators related to preschool, elementary, secondary and postsecondary education. Included are data on enrollment, student achievement, curricula, the transition from school to work, revenues and expenditures, school climate, staffing and salaries, degrees conferred, and tuition.

Among the findings reported in The Condition of Education 1996: High school students are taking tougher courses, especially in math and science.

High school graduates in 1994 were more likely to take mathematics courses at the level of algebra I or higher and science courses at the level of biology or higher than their counterparts in 1982. [Indicator 29, page 101]
A larger percentage of 1994 graduates, both male and female, earned credit in biology, chemistry and physics than their 1982 counterparts. Similar percentages of males and females earned credit in biology in both years. Females were more likely to earn credit in chemistry in 1994. Males were consistently more likely to earn credit in physics. [page 100]
High school students have completed more academic courses in recent years. The proportion of high school graduates completing the New Basics curriculum (4 years English, plus 3 years each of social studies, mathematics and science) rose from 14 percent in 1982 to 51 percent in 1994. [Indicator 28, page 99]
High school students are completing more advanced mathematics and science courses. The proportion of students completing a chemistry class rose from 31 percent in 1982 to 56 percent in 1994 and the proportion completing Algebra II rose from 32 percent to 59 percent. During this same period, the performance of 17-year-olds on mathematics and science assessments rose the equivalent of one grade level. [Indicator 29, page 100, and Indicator 15 and 16, pages 72 and 74]

College attendance showing gains.

The percentage of young people enrolled in college grew from 33 percent in 1984 to 42 percent in 1994. [Indicator 8, page 54]
More than half (57 percent) of 4-year college students seeking a bachelor's degree in 1989-90 had graduated by spring 1994. Students who started at age 18 were more likely than older students to graduate within five years. [Indicator 10, page 58]

More high school graduates go to college immediately after high school, even though college costs continue to rise relative to family income.

Between 1973 and 1994, the proportion of high school graduates going directly to college increased from 47 percent to 62 percent. The proportion of students choosing to enroll in both 2-year and 4-year colleges was greater in 1994 than in 1973 (21 percent compared to 15 percent for 2-year colleges and 41 percent compared to 32 percent for 4-year colleges). [Indicator 7, page 53]
Between 1980 and 1994, tuition, room and board at public institutions increased from 10 percent to 14 percent of median family income. This increase was larger for low-income families than for high income families. Over the same period, tuition, room and board at private institutions rose from 22 percent to 39 percent of family median income. [Indicator 12, page 63]

For ordering information, call the National Library of Education (800) 424-1616. Copies will be available through the U.S. Government Printing Office at (202) 512-1800, or on the department's website at http://nces.ed.gov/pubs/ce.

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