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

   FOR RELEASE                     Contact:  Melinda Kitchell-Malico    August 21, 1995                                    (202) 401-1579

The annual Condition of Education report, released today by the Education Department's National Center for Education Statistics, indicates that significantly more students are taking difficult courses, math and science test scores are up, and the dropout rate is declining.

"Areas on which schools, communities and states have focused attention are now showing results of greater student achievement," Riley said. "We're on the right path. This is no time to retreat from our efforts to keep education a national priority."

Riley said, however, that schools aren't progressing quickly enough to give all students a good foundation. Although minority students have made significant gains, there remains a persistent proficiency gap between white and minority students.

"We must continue our efforts to reach children who need to learn the basics and core academics," he said. "By helping schools improve the basics and raise standards through Title I and the Goals 2000: Educate America Act, more young people will have an opportunity to pursue the American Dream."

But Riley expressed dismay at "huge" education budget cuts passed recently by the U.S. House of Representatives, coming just before a new school year and at a time when student enrollments are "skyrocketing." The cuts particularly target Title I, Goals 2000, Safe and Drug-Free Schools, and vocational education.

"Many states and communities also are concerned with budget cuts and getting the most for their tax dollars -- and they need all the help they can get to provide better schools," Riley said. "The House should not plan to severely cut the federal contribution just as student enrollment reaches an all-time high. We hope the Senate will do the right thing and restore these funds."

The House has voted to cut education spending nearly $4 billion in the coming fiscal year and has proposed cuts of $36 billion over the next seven years in order to fund tax cuts for the wealthiest Americans, Riley said. In contrast, President Clinton's balanced budget plan would erase the budget deficit, while increasing education spending by $40 billion over the seven-year period.

At the same time, Education Department projections indicate that K-12 enrollments will reach record levels in 1997 and continue increasing to 55 million by 2002. The previous peak of 51 million students occurred in 1971. This fall's enrollment is expected to exceed 50 million.

The Condition of Education 1995 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.

Deputy Secretary of Education Madeleine M. Kunin said, "In the 50 years since the end of World War II, no single institution has done more than American public education to improve the standard of living and quality of life of millions of Americans. As parents send their children back to school this fall, they should know that there are many reasons to feel good about public education.

"Of course, there's much work still to be done. We must help our students and schools keep up with the changing times because, more and more, the education standards students meet influence the living standards they achieve."

Among the findings reported in the Condition of Education:

High school students are taking harder courses, especially in math and science.

• Between 1982 and 1992, the percentage of high school graduates taking the core courses recommended in A Nation At Risk increased sharply, from 13 to 47 percent. This increase was broadly based, with increases observed for both sexes and in all racial/ethnic groups. [Indicator 25, page 78]

• More students are taking algebra, geometry, trigonometry, and calculus -- courses emphasized in many recent school reform efforts -- as well as advanced science courses, including chemistry and physics. For example, the percentage of high school graduates who took geometry increased from 48 to 70 percent between 1982 and 1992; the percentage of graduates who took chemistry increased from 32 to 56 percent. [Indicator 26, page 80]

The mathematics and science proficiency of students has increased.

• Between 1982 and 1992, the mathematics and science proficiency scores of 17-year-olds on the >National Assessment of Educational Progress (NAEP) increased 9 and 11 points, respectively, on each assessment. This is roughly equivalent to an additional year of learning in high school. Riley noted that the new math standards and an emphasis on improving science and math instruction are focuses of many education improvement strategies. [Indicators 15 and 16, pages 58-61]

• Although proficiency scores in reading and writing have not shown similar increases [Indicators 13 and 14, pages 54-57], U.S. students compared favorably to those in other countries in an international assessment of basic reading literacy in 1991-92. [Indicator 17, page 62]

• Even though the number of Scholastic Assessment Test (SAT) test-takers as a percentage of high school graduates has increased 8 percentage points since 1983, the average mathematics score has increased and the average verbal score has remained stable. [Indicator 20, page 68]

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

• Between 1980 and 1993, the proportion of high school graduates going directly to college increased from 49 to 62 percent. Most of this increase was in enrollments in 4-year colleges and universities. Increasing preparation for college and promoting college participation are continuing to be at the heart of many education reforms, Riley said. [Indicator 9, page 42]

• Between 1980 and 1993, 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 time period, tuition, room and board at private institutions rose from 22 to 39 percent of median family income [Indicator 7, page 38].

The U.S. population compares favorably with other countries with regard to educational attainment. [Indicator 23, page 74]

• In 1992, the percentage of 25- to 34-year-olds who had completed at least secondary education (high school in the U.S.) ranged from 42 percent in Italy to 91 percent in Japan. In the United States, 87 percent of this age group had completed high school.

• The percentage of 25- to 34-year-olds who had completed higher education (a bachelor's degree in the U.S.) ranged from 7 percent in Italy to 23 percent in both Japan and the United States.

• A higher percentage of young women had completed higher education in the United States (23 percent) than had their counterparts in other industrialized countries (12 percent in Japan and 11 percent in Germany).

There are positive economic returns to education.

Employment -

• In 1993, 64 percent of recent high school graduates not enrolled in college were employed compared to 47 percent of recent dropouts [Indicator 28, page 88].

• For both young men and young women, employment rates were higher for college graduates than for those with only a high school diploma or GED [Indicator 29, page 90].

Earnings -

• For both young men and young women, the earnings gap between college graduates and their counterparts with only a high school diploma or GED has widened since the early 1980s [Indicator 30, page 92].

Welfare Dependency -

• In 1992, high school dropouts were three times more likely to receive income from AFDC or public assistance than high school graduates who did not go on to college (17 percent versus 6 percent). This gap has increased over time. [Indicator 32, page 96]

Federal investment lessens revenue disparity among school districts.

• In 1989-90, the federal share of cost-of-living adjusted revenue ranged from 13 percent in school districts with 25 percent or more school-age children living in poverty to 2 percent in districts with less than 5 percent of school-age children living in poverty. [Indicator 53, page 150]

The Condition of Education 1995 is available at a cost of $34.00 from the Superintendent of Documents, U.S. Government Printing Office, P.O. Box 371954, Pittsburgh, PA 1520-7954, Stock No. 065-000-00791-6. Phone orders call (202) 512-1800.