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These resources provide crucial data on educational institutions and infrastructure, helping decision-makers during this critical time. Below is an overview of the key NCES resources available to assist with hurricane response activities.</p> <h3><strong>Key NCES Resources</strong></h3> <h4>Interactive Web Maps and APIs</h4> <h4>Figure 1: School Weather Watch - Hurricane Milton</h4> <p><a href="https://nces.maps.arcgis.com/apps/instant/sidebar/index.html?appid=d3a21d3bf43f4cd999dc71933847bf88"><img alt="Sample map of the School Weather Watch - Hurricane Milton resource that includes the path of Hurricane Milton overlayed with NCES data." src="/blogs/nces/image.axd?picture=%2f2024%2f10%2fSchool+Weather+Watch+-+Hurricane+Milton.png" /></a></p> <p> </p> <p>NCES provides interactive maps with detailed information on educational institutions across the United States, including the <a href="https://nces.maps.arcgis.com/apps/instant/sidebar/index.html?appid=d3a21d3bf43f4cd999dc71933847bf88">School Weather Watch - Hurricane Milton</a>.</p> <p>These maps are accessible via application programming interface (APIs), allowing users to easily integrate these data into their own applications. Available resources identify:</p> <ul> <li><a href="https://data-nces.opendata.arcgis.com/datasets/nces::private-school-locations-current/about">Private School Locations</a></li> <li><a href="https://data-nces.opendata.arcgis.com/datasets/nces::public-school-locations-current-1/about">Public School Locations</a></li> <li><a href="https://data-nces.opendata.arcgis.com/datasets/nces::school-district-boundaries-current/about">Public School District Boundaries</a></li> <li><a href="https://data-nces.opendata.arcgis.com/datasets/nces::postsecondary-school-locations-current-1/about">Postsecondary Institution Locations</a></li> </ul> <div>These tools are especially useful for assessing the proximity of schools to impacted areas, enabling local authorities and relief organizations to prioritize support.</div> <h4>Public and Private School Search Tools</h4> <div>NCES provides easy-to-use search tools for identifying public and private schools in hurricane-affected regions:</div> <ul> <li>The <a href="https://nces.ed.gov/ccd/elsi/">Elementary/Secondary Information System</a> (ELSI): A web application that enables users to view data and create reports on public and private schools across various metrics.</li> <li><a href="https://nces.ed.gov/surveys/pss/privateschoolsearch/">Private School Search Tool</a>: Search for private schools by state county, or ZIP Code to access detailed information, including addresses, enrollment numbers, and other key data.</li> <li><a href="https://nces.ed.gov/ccd/schoolsearch/">Public School Search Tool</a>: Find public schools by state, county, or ZIP Code to access detailed information, including addresses, enrollment numbers, and other key data.</li> </ul> <div>These tools provide quick access to essential information, supporting coordinated response efforts.</div> <h4>Postsecondary and Public School District Lookup Tools</h4> <p>School district boundaries and postsecondary institutions are critical for planning resource allocation and understanding affected regions.</p> <ul> <li><a href="https://nces.ed.gov/collegenavigator/">College Navigator</a>: Search for postsecondary institutions by location, programs offered, and other characteristics.</li> <li><a href="https://nces.ed.gov/ccd/schoolmap/">Public School District Lookup</a>: Explore district boundaries and access information about schools within those districts.</li> </ul> <h4>School District Demographic Information</h4> <p>NCES also provides demographic data for school districts, derived from the American Community Survey. This information helps users understand the populations served by each district and is available through the NCES's <a href="https://nces.ed.gov/programs/edge/acsdashboard">School District Demographic Dashboard</a>. Additionally, these data can be accessed through NCES’s <a href="https://nces.ed.gov/programs/maped/ACSMaps/">ACS-ED Maps</a>.</p> <h4>How These Resources Can Assist</h4> <p>By offering comprehensive, real-time access to school system data, NCES helps emergency planners, local authorities, and relief organizations make informed decisions. Whether assessing potential school closures or identifying facilities for emergency shelters, these tools ensure that educational considerations are integrated into broader response and recovery efforts.</p> <h3>Additional Resources</h3> <ul> <li><a href="https://www.ed.gov/teaching-and-administration/safe-learning-environments/natural-disaster-resources/natural-disaster">U.S. Department of Education's Natural Disaster Resources</a></li> <li><a href="https://www.fema.gov/">Federal Emergency Management Agency (FEMA)</a></li> <li><a href="https://www.ready.gov/">Ready.gov</a></li> <li><a href="https://nces.ed.gov/programs/edge/">NCES's Education Demographic and Geographic Estimates (EDGE) program</a></li> </ul> <p><em>By Josue DeLaRosa and Douglas Geverdt, NCES</em></p> <p><span style="font-size:10px;">Note: This post was updated October 12th, 2024, with current link to the School Weather Watch resource.</span></p> </section> </article> <article class="post" id="post1"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/nces-releases-updated-2022-23-data-table-on-school-district-structures">NCES Releases Updated 2022–23 Data Table on School District Structures</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>June 12, 2024</span> <span class="post-author"><i class="glyphicon glyphicon-user"></i><a href="/blogs/nces/author/ncesblogeditor">NCES Blog Editor</a></span> <span class="post-category"><i class="glyphicon glyphicon-folder-close"></i><a href="/blogs/nces/category/Datasets">Datasets</a>, <a href="/blogs/nces/category/FAQs">FAQs</a>, <a href="/blogs/nces/category/General">General</a></span>  <span class="pull-right post-socialmedia"><a rel="nofollow" href="http://www.twitter.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fnces-releases-updated-2022-23-data-table-on-school-district-structures"><img src="/blogs/Custom/Themes/Standard-New/images/twitter.png" height="24" width="24" alt="Share on Twitter"></a><a rel="nofollow" href="https://www.facebook.com/sharer/sharer.php?u=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fnces-releases-updated-2022-23-data-table-on-school-district-structures"><img src="/blogs/Custom/Themes/Standard-New/images/facebook.png" height="24" width="24" alt="Share on Facebook"></a><a rel="nofollow" href="https://plus.google.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fnces-releases-updated-2022-23-data-table-on-school-district-structures"><img src="/blogs/Custom/Themes/Standard-New/images/googleplus.png" height="24" width="24" alt="Share on Google+"></a></span> </div> </header> <section class="post-body text"> <p>The National Center for Education Statistics (NCES) has released an <a href="https://nces.ed.gov/surveys/annualreports/data/xls/Countywgt2223.xlsx">updated data table</a> (Excel) on local education agencies <span style="font-size: 10pt; line-height: 107%; font-family: Arial, sans-serif;">(LEAs)<a name="_ftnref1"></a><a href="https://members.nces.ed.gov/blogs/nces/admin/editor/post.cshtml?id=278ae35f-d5f7-4453-92b2-b75c657470fa#_ftn1"><sup><span style="border: 1pt dotted blue; padding: 0in;">1</span></sup></a> </span> that serve multiple counties. This new data table—which was updated with 2022–23 data—can help researchers examine LEA structures and break down enrollment by LEA and county. Read <a href="https://nces.ed.gov/blogs/nces/post/nces-provides-new-data-table-on-school-district-structures">this blog post</a> to learn more about the table and how it can be used to understand structural differences in school districts.</p> <p>The data table—which compiles data from both the <a href="https://nces.ed.gov/ccd/">Common Core of Data (CCD)</a> and <a href="https://nces.ed.gov/programs/edge/">Demographic and Geographic Estimates (EDGE)</a>—provides county and student enrollment information on each LEA in the United States (i.e., in the 50 states and the District of Columbia) with a separate row for each county in which the agency has a school presence. The table includes all LEA types, such as regular school districts, independent charter school districts, supervisory union administrative centers, service agencies, state agencies, federal agencies, specialized public school districts, and other types of agencies.</p> <p>LEA presence within a county is determined by whether it had at least one operating school in the county. School presence within a county is determined by whether there is at least one operating school in the county identified in the CCD school-level membership file. For example, an LEA that is coterminous with a county has one record (row) in the listing. A charter school LEA that serves a region of a state and has a presence in five counties has five records. LEA administrative units, which do not operate schools, are listed in the county in which the agency is located.</p> <p>In the <strong>2022–23_LEA_List </strong>tab, column D shows the “multicnty” (i.e., multicounty) variable. LEAs are assigned one of the following codes:</p> <p style="margin-left:30.0pt;">1 = School district (LEA) is in single county and has reported enrollment.</p> <p style="margin-left:30.0pt;">2 = School district (LEA) is in more than one county and has reported enrollment.</p> <p style="margin-left:30.0pt;">8 = School district (LEA) reports no schools and no enrollment, and the county reflects county location of the administrative unit. </p> <p style="margin-left:30.0pt;">9 = School district (LEA) reports schools but no enrollment, and the county reflects county location of the schools.</p> <p>In the <strong>Values</strong> tab, the “Distribution of local education agencies, by enrollment and school status: 2022–23” table shows the frequency of each of the codes (1, 2, 8, and 9) (i.e., the number of districts that are marked with each of the codes in the <strong>2022–23_LEA_List </strong>tab):</p> <ul> <li>17,042 LEAs had schools in only one county.</li> <li>754 LEAs had schools located in more than one county and reported enrollment for these schools (note that in the file there are 1,936 records with this characteristic since each LEA is listed once for every county in which it has a presence).</li> <li>1,008 LEAs had no schools of their own and were assigned to a single county based on the location of the LEA address. (Typically, supervisory union administrative centers are examples of these LEAs.)</li> <li>262 LEAs had schools located in one county but did not report enrollment for these schools (note that in the file there are 384 records with this characteristic since each LEA is listed once for every county in which it has a presence).</li> </ul> <p>This data table is part of our effort to meet emerging data user needs and provide new products in a timely manner. Be sure to follow NCES on <a href="https://twitter.com/EdNCES">X</a>, <a href="https://www.facebook.com/EdNCES/">Facebook</a>, <a href="https://www.linkedin.com/company/ednces/">LinkedIn</a>, and <a href="https://www.youtube.com/user/EdNCES">YouTube</a> and subscribe to the <a href="https://ies.ed.gov/newsflash/#nces">NCES News Flash</a> to stay informed when these new products are released.</p> <p><em>By Tom Snyder, AIR</em></p> <div> <hr align="left" size="1" width="33%" /></div> <p><a name="_ftn1"></a><a href="https://members.nces.ed.gov/blogs/nces/admin/editor/post.cshtml?id=278ae35f-d5f7-4453-92b2-b75c657470fa#_ftnref1">[1]</a> Find the official <a href="https://edfacts.communities.ed.gov/#communities/pdc/documents/16938">definition of an LEA</a>.</p> <p><a name="_ftn2"></a><a href="https://members.nces.ed.gov/blogs/nces/admin/editor/post.cshtml?id=278ae35f-d5f7-4453-92b2-b75c657470fa#_ftnref2">[2]</a> See <a href="https://nces.ed.gov/programs/digest/d20/tables/dt20_216.20.asp">Number and enrollment of public elementary and secondary schools, by school level, type, and charter, magnet, and virtual status: Selected years, 1990–91 through 2018–19</a>; <a href="https://nces.ed.gov/programs/digest/d22/tables/dt22_216.20.asp">Enrollment of public elementary and secondary schools, by school level, type, and charter, magnet, and virtual status: School years 2010–11 through 2021–22 (ed.gov)</a>; <a href="https://nces.ed.gov/programs/digest/d07/tables/dt07_085.asp">Number of public elementary and secondary education agencies, by type of agency and state or jurisdiction: 2004–05 and 2005–06</a>; and <a href="https://nces.ed.gov/programs/digest/d22/tables/dt22_214.30.asp?current=yes">Number of public elementary and secondary education agencies, by type of agency and state or jurisdiction: School years 2020–21 and 2021–22</a>.</p> <p><a name="_ftn3"></a><a href="https://members.nces.ed.gov/blogs/nces/admin/editor/post.cshtml?id=278ae35f-d5f7-4453-92b2-b75c657470fa#_ftnref3">[3]</a> See <a href="https://books.google.com/books?id=iHBScyOt4X0C&pg=PA19&source=gbs_toc_r&cad=1#v=onepage&q&f=false"><em>Education Governance for the Twenty-First Century: Overcoming Structural Barriers to School Reform</em></a>.</p> <p><a name="_ftn4"></a><a href="https://members.nces.ed.gov/blogs/nces/admin/editor/post.cshtml?id=278ae35f-d5f7-4453-92b2-b75c657470fa#_ftnref4">[4]</a> The annual School District Finance Survey (F-33) is collected by NCES from state education agencies and the District of Columbia. See <a href="https://nces.ed.gov/ccd/pdf/2023304_FY21F33_Documentation.pdf"><em>Documentation for the NCES Common Core of Data School District Finance Survey (F-33)</em></a> for more information.</p> <p> </p> </section> </article> <article class="post" id="post2"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/leveraging-economic-data-to-understand-the-education-workforce">Leveraging Economic Data to Understand the Education Workforce</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>May 6, 2024</span> <span class="post-author"><i class="glyphicon glyphicon-user"></i><a href="/blogs/nces/author/ncesblogeditor">NCES Blog Editor</a></span> <span class="post-category"><i class="glyphicon glyphicon-folder-close"></i><a href="/blogs/nces/category/Datasets">Datasets</a>, <a href="/blogs/nces/category/FAQs">FAQs</a>, <a href="/blogs/nces/category/General">General</a></span>  <span class="pull-right post-socialmedia"><a rel="nofollow" href="http://www.twitter.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fleveraging-economic-data-to-understand-the-education-workforce"><img src="/blogs/Custom/Themes/Standard-New/images/twitter.png" height="24" width="24" alt="Share on Twitter"></a><a rel="nofollow" href="https://www.facebook.com/sharer/sharer.php?u=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fleveraging-economic-data-to-understand-the-education-workforce"><img src="/blogs/Custom/Themes/Standard-New/images/facebook.png" height="24" width="24" alt="Share on Facebook"></a><a rel="nofollow" href="https://plus.google.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fleveraging-economic-data-to-understand-the-education-workforce"><img src="/blogs/Custom/Themes/Standard-New/images/googleplus.png" height="24" width="24" alt="Share on Google+"></a></span> </div> </header> <section class="post-body text"> <p>The <em>Digest of Education Statistics </em>recently debuted 13 new tables on K–12 employment and wages from a data source that is new to the <em>Digest—</em>the <a href="https://www.bls.gov/oes/">Occupational Employment Wage Statistics (OEWS)</a> program of the Bureau of Labor Statistics (BLS). NCES’s <a href="https://nces.ed.gov/surveys/annualreports" target="_blank" title="https://nces.ed.gov/surveys/annualreports">Annual Reports and Information Staff</a> conducted an extensive review of existing and emerging data sources and found that BLS’s OEWS program provides high-quality, detailed, and timely data that are suitable to inform policymaking in education and workforce development.<sup><a href="#_ftn1" name="_ftnref1" title="">1</a></sup> In this blog post, we share why we added this new data source, how we evaluated and prepared these data, and our future plans to expand on these efforts.</p> <p> </p> <p><strong>Need for Education Workforce Data</strong></p> <p>NCES recognized that education stakeholders need more granular and timely data on the condition of the education workforce to inform decisionmaking. In the wake of the coronavirus pandemic, school districts are looking to address critical staffing needs. According to <a href="https://nces.ed.gov/whatsnew/press_releases/10_17_2023.asp">NCES’s School Pulse Panel</a>, entering the 2023–24 school year (SY), just under half of U.S. public schools reported feeling understaffed and had a need for special education teachers, transportation staff, and mental health professionals.</p> <p>Since staffing needs and labor markets vary from district to district and state to state, it is important that we create national- and state-level tabulations for <em>specific</em> occupations, including those of special interest since the pandemic, like bus drivers, social workers, and special education teachers. Similarly, we want to be able to provide annual data updates so stakeholders can make the most up-to-date decisions possible.</p> <p>Annual <em>Digest </em>table updates, coupled with detailed occupational and state-level data, will provide relevant and timely information on employment and wage trends that will be valuable in current and future efforts to address teacher and staff retention and recruitment. See below for a list of the new <em>Digest </em>tables.</p> <ul> <li>National-level employment and annual wages</li> </ul> <ul style="list-style-type: circle; margin-left: 40px;"> <li>Selected teaching occupations (<a href="https://nces.ed.gov/programs/digest/d22/tables/dt22_211.70.asp?current=yes">211.70</a>)</li> <li>Selected noninstructional occupations (<a href="https://nces.ed.gov/programs/digest/d23/tables/dt23_213.70.asp?current=yes">213.70</a>)</li> </ul> <ul> <li>State-level employment and annual wages</li> </ul> <ul style="list-style-type: circle; margin-left: 40px;"> <li>Preschool teachers (<a href="https://nces.ed.gov/programs/digest/d23/tables/dt23_211.70a.asp?current=yes">211.70a</a>)</li> <li>Kindergarten teachers (<a href="https://nces.ed.gov/programs/digest/d23/tables/dt23_211.70b.asp?current=yes">211.70b</a>)</li> <li>Elementary school teachers (<a href="https://nces.ed.gov/programs/digest/d23/tables/dt23_211.70c.asp?current=yes">211.70c</a>)</li> <li>Middle school teachers (<a href="https://nces.ed.gov/programs/digest/d23/tables/dt23_211.70d.asp?current=yes">211.70d</a>)</li> <li>Secondary school teachers (<a href="https://nces.ed.gov/programs/digest/d23/tables/dt23_211.70e.asp?current=yes">211.70e</a>)</li> <li>Kindergarten and elementary special education teachers (<a href="https://nces.ed.gov/programs/digest/d23/tables/dt23_211.70f.asp?current=yes">211.70f</a>)</li> <li>Middle school special education teachers (<a href="https://nces.ed.gov/programs/digest/d23/tables/dt23_211.70g.asp?current=yes">211.70g</a>)</li> <li>Secondary school special education teachers (<a href="https://nces.ed.gov/programs/digest/d23/tables/dt23_211.70h.asp?current=yes">211.70h</a>)</li> <li>Substitute teachers (<a href="https://nces.ed.gov/programs/digest/d23/tables/dt23_211.70i.asp?current=yes">211.70i</a>)</li> <li>Teaching assistants (<a href="https://nces.ed.gov/programs/digest/d23/tables/dt23_211.70j.asp?current=yes">211.70j</a>)</li> <li>All occupations in the Elementary and Secondary Education industry (<a href="https://nces.ed.gov/programs/digest/d23/tables/dt23_213.75.asp?current=yes">213.75</a>)</li> </ul> <p> </p> <p><strong>Strengths of OEWS</strong></p> <p>OEWS and the <em>Digest </em>tables are aligned with the <a href="https://www.fcsm.gov/assets/files/docs/FCSM.20.04_A_Framework_for_Data_Quality.pdf">Federal Committee on Statistical Methodology’s Data Quality Framework</a>, specifically the principles of objectivity (standardization), utility (granularity and timeliness), and integrity (data quality).</p> <p><br /> <em>Standardization</em></p> <p>OEWS produces employment and wage estimates using standardized industry and occupational classifications. Using the <a href="https://www.census.gov/naics/">North American Industry Classification System</a>, establishments are grouped into categories—called industries—based on their primary business activities. Like industries, occupations are organized into groups or categories based on common job duties (using the <a href="https://www.bls.gov/soc/home.htm">Standard Occupational Classification</a>). Occupations that are common to K–12 schools can also be found in other industries, and the OEWS provides both cross-industry estimates and industry-specific estimates for just Elementary and Secondary Education industry. To provide the most relevant and comparable data for education stakeholders, NCES chose to focus on distinct occupational estimates for the Elementary and Secondary Education industry, since all establishments (e.g., school boards, school districts) provide the same services: <a href="https://www.census.gov/naics/?input=611110&year=2022&details=611110">instruction or coursework for basic preparatory education (typically K–12)</a>.<sup><a href="#_ftn2" name="_ftnref2" title="">2</a></sup>     </p> <p>Another advantage of the OEWS data is the ability to examine <em>specific</em> detailed occupations, like <a href="https://www.bls.gov/oes/current/oes252021.htm">elementary school teachers</a>, <a href="https://www.bls.gov/oes/current/oes252031.htm">secondary school teachers</a>, and <a href="https://www.bls.gov/oes/current/oes119032.htm">education administrators</a>. <em>Digest </em>tables include estimates for specific instructional and noninstructional occupations, which allows users to make comparisons among teachers and staff with similar job responsibilities, providing opportunities for more targeted decisionmaking.</p> <p><br /> <em>Granularity</em></p> <p>In addition to data on detailed occupations, OEWS data provide data at national and state and levels, allowing for comparisons across geographies. National-level <em>Digest </em>tables include estimates for public and private education employers.<sup><a href="#_ftn3" name="_ftnref3" title="">3</a></sup> Publicly funded charter schools run by private establishments are included in private ownership estimates, as they can be managed by parents, community groups, or private organizations. Public ownership is limited to establishments that are run by federal, state, or local governments. State-level <em>Digest </em>tables provide more localized information covering labor markets for the 50 states, the District of Columbia, Puerto Rico, Guam, and the U.S. Virgin Islands.<br />    </p> <p><em>Timeliness and Data Quality</em></p> <p>OEWS data are updated annually from a sample of about 1.1 million establishments’ data collected over a 3-year period. The OEWS sample is drawn from an administrative list of public and private companies and organizations that is estimated to cover about 95 percent of jobs.<sup><a href="#_ftn4" name="_ftnref4" title="">4</a></sup> When employers respond to OEWS, they report from payroll data that are maintained as a part of regular business operations and typically do not require any additional collections or calculations. Payroll data reflect wages paid by employers for a job, which has a commonly accepted definition across employers or industries. This allows for more accurate comparisons of annual wages for a particular job. In contrast, when wages are self-reported by a respondent in person-level or household surveys, the reported data may be difficult to accurately code to a specific industry or detailed occupation, and there is greater chance of recall error by the respondent. Additionally, OEWS provides <a href="https://www.bls.gov/respondents/oes/instructions.htm">specialized respondent instructions</a> for elementary and secondary schools and postsecondary institutions that accommodate the uniqueness of what educators do and how they are paid. These instructions enable precise coding of the occupations commonly found in these industries and a more precise and consistent reporting of wages of workers with a variety of schedules (e.g., school year vs. annual, part time vs. full time).   </p> <p>OEWS uses strict quality control and confidentiality measures and strong sampling and estimation methodologies.<sup><a href="#_ftn5" name="_ftnref5" title="">5</a></sup> BLS also partners with state workforce agencies to facilitate the collection, coding, and quality review of OEWS data. States’ highly trained staff contribute local knowledge, establish strong respondent relationships, and provide detailed coding expertise to further ensure the quality of the data. </p> <p>After assessing the strengths of the OEWS data, the <em>Digest </em>team focused on the comparability of the data over time to ensure that the data would be best suited for stakeholder needs and have the most utility. First, we checked for changes to the industrial and occupational classifications. Although there were no industrial changes, the occupational classifications of some staff occupations—like librarians, school bus drivers, and school psychologists—did change. In those cases, we only included comparable estimates in the tables.</p> <p>Second, all new <em>Digest </em>tables include nonoverlapping data years to account for the 3-year collection period. While users cannot compare wages in 2020 with 2021 and 2022, they can explore data from 2016, 2019, and 2022. Third, the <em>Digest </em>tables present estimates for earlier data years to ensure the same estimation method was used to produce estimates over time.<sup><a href="#_ftn6" name="_ftnref6" title="">6</a></sup> Finally, we did not identify any geographical, scope, reference period, or wage estimation methodology changes that would impact the information presented in tables. These checks ensured we presented the most reliable and accurate data comparisons.</p> <p> </p> <p><strong>Next Steps </strong> </p> <p>The use of OEWS data in the <em>Digest</em> is a first step in harnessing the strength of BLS data to provide more relevant and timely data, leading to a more comprehensive understanding of the education workforce. NCES is investigating ways we can partner with BLS to further expand these granular and timely economic data, meeting a <a href="https://www.nationalacademies.org/our-work/a-vision-and-roadmap-for-education-statistics-in-2030-and-beyond">National Academies of Science, Engineering, and Medicine recommendation</a> to collaborate with other federal agencies and incorporate data from new sources to provide policy-relevant information. We plan to explore the relationship between BLS data and NCES data, such as the <a href="https://nces.ed.gov/ccd/">Common Core of Data</a>, and increase opportunities for more detailed workforce analyses.</p> <p>NCES is committed to exploring new data sources that can fill important knowledge gaps and expand the breadth of quality information available to education stakeholders. As we integrate new data sources and develop new tabulations, we will be transparent about our evaluation processes and the advantages and limitations of sources. We will provide specific examples of how information can be used to support evidence-based policymaking. Additionally, NCES will continue to investigate new data sources that inform economic issues related to education. For example, we plan to explore <a href="https://www.census.gov/data/experimental-data-products/post-secondary-employment-outcomes.html">Post-Secondary Employment Outcomes</a> to better understand education-to-employment pathways. We are investigating sources for building and land use data to assess the condition and utilization of school facilities. We are also looking for opportunities to integrate diverse data sources to expand to new areas of the education landscape and to support timelier and more locally informed decisionmaking.<br />  </p> <p>How will you use the new <em>Digest </em>tables? Do you have suggestions for new data sources? Let us know at <a href="mailto:ARIS.NCES@ed.gov">ARIS.NCES@ed.gov</a>.</p> <div> <p> </p> <p><em>By Josue DeLaRosa, Kristi Donaldson, and Marie Marcum, NCES</em></p> <hr align="left" size="1" width="33%" /> <div id="ftn1"> <p><span style="font-size:11px;"><a href="#_ftnref1" name="_ftn1" title="">[1]</a> See these <a href="https://www.bls.gov/oes/oes_ques.htm">frequently asked questions</a> for a description of current uses, including economic development planning and to project future labor market needs.</span></p> </div> <div id="ftn2"> <p><span style="font-size:11px;"><a href="#_ftnref2" name="_ftn2" title="">[2]</a> Although most of the K–12 instructional occupations are in the Elementary and Secondary Education industry, both instructional and noninstructional occupations can be found in others (e.g., Colleges, Universities, and Professional Schools; Child Care Services). See <a href="https://www.bls.gov/oes/current/oes250000.htm">Educational Instruction and Library Occupations</a> for more details. For example, <a href="https://www.bls.gov/oes/current/oes252011.htm">preschool teachers</a> differ from some of the other occupations presented in the <em>Digest </em>tables, where most of the employment is in the Child Care Services industry. Preschool teachers included in<em> Digest</em> tables reflect the employment and average annual wage of those who are employed in the Elementary and Secondary Education industry, not all preschool teachers.</span></p> </div> <div id="ftn3"> <p><span style="font-size:11px;"><a href="#_ftnref3" name="_ftn3" title="">[3]</a> Note that estimates do not consider differences that might exist between public and private employers, such as age and experience of workers, work schedules, or cost of living.</span></p> </div> <div id="ftn4"> <p><span style="font-size:11px;"><a href="#_ftnref4" name="_ftn4" title="">[4]</a> This includes a database of businesses reporting to state unemployment insurance (UI) programs. For more information, see <a href="https://www.bls.gov/opub/hom/cew/">Quarterly Census of Employment and Wages</a>.</span></p> </div> <div id="ftn5"> <p><span style="font-size:11px;"><a href="#_ftnref5" name="_ftn5" title="">[5]</a> See <a href="https://www.bls.gov/opub/hom/oews/home.htm">Occupational Employment and Wage Statistics</a> for more details on specific methods.</span></p> </div> <div id="ftn6"> <p><span style="font-size:11px;"><a href="#_ftnref6" name="_ftn6" title="">[6]</a> Research estimates are used for years prior to 2021, and <em>Digest</em> tables will not present estimates prior to 2015, the first year of revised research estimates. See <a href="https://www.bls.gov/oes/current/oes_research_estimates.htm">OEWS Research Estimates by State and Industry</a> for more information.</span></p> </div> </div> </section> </article> <article class="post" id="post3"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/measuring-student-safety-new-data-on-bullying-rates-at-school">Measuring Student Safety: New Data on Bullying Rates at School</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>February 29, 2024</span> <span class="post-author"><i class="glyphicon glyphicon-user"></i><a href="/blogs/nces/author/ncesblogeditor">NCES Blog Editor</a></span> <span class="post-category"><i class="glyphicon glyphicon-folder-close"></i><a href="/blogs/nces/category/Datasets">Datasets</a>, <a href="/blogs/nces/category/Findings">Findings</a>, <a href="/blogs/nces/category/General">General</a></span>  <span class="pull-right post-socialmedia"><a rel="nofollow" href="http://www.twitter.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fmeasuring-student-safety-new-data-on-bullying-rates-at-school"><img src="/blogs/Custom/Themes/Standard-New/images/twitter.png" height="24" width="24" alt="Share on Twitter"></a><a rel="nofollow" href="https://www.facebook.com/sharer/sharer.php?u=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fmeasuring-student-safety-new-data-on-bullying-rates-at-school"><img src="/blogs/Custom/Themes/Standard-New/images/facebook.png" height="24" width="24" alt="Share on Facebook"></a><a rel="nofollow" href="https://plus.google.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fmeasuring-student-safety-new-data-on-bullying-rates-at-school"><img src="/blogs/Custom/Themes/Standard-New/images/googleplus.png" height="24" width="24" alt="Share on Google+"></a></span> </div> </header> <section class="post-body text"> <p>NCES is committed to providing reliable and up-to-date national-level estimates of bullying. As such, a <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2024109">new set of web tables focusing on bullying victimization at school</a> was just released.  </p> <p>These tables use data from the <a href="https://nces.ed.gov/programs/crime/scs/">School Crime Supplement to the National Crime Victimization Survey</a>, which collects data on bullying by asking a nationally representative sample of students ages 12–18 who were enrolled in grades 6–12 in public and private schools if they had been bullied at school. This blog post highlights data from these newly released web tables.</p> <p><strong>Some 19 percent of students reported being bullied during the 2021–22 school year.</strong> More specifically, bullying was reported by 17 percent of males and 22 percent of females and by 26 percent of middle school students and 16 percent of high school students. Moreover, among students who reported being bullied, 14 percent of males and 28 percent of females reported being bullied online or by text.</p> <p>Students were also asked about the recurrence and perpetrators of bullying and about the effects bullying has on them. <strong>During the 2021–22 school year,</strong> <strong>12 percent of students reported that they were bullied repeatedly or expected the bullying to be repeated and that the bullying was perpetrated by someone who was physically or socially more powerful than them and who was not a sibling or dating partner. </strong>When these students were asked about the effects this bullying had on them,</p> <ul> <li>38 percent reported negative feelings about themselves;</li> <li>27 percent reported negative effects on their schoolwork;</li> <li>24 percent reported negative effects on their relationships with family and friends; and</li> <li>19 percent reported negative effects on their physical health.</li> </ul> <p><a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2024109">Explore the web tables</a> for more data on how bullying victimization varies by student characteristics (e.g., sex, race/ethnicity, grade, household income) and school characteristics (e.g., region, locale, enrollment size, poverty level) and how rates of bullying victimization vary by crime-related variables such as the presence of gangs, guns, drugs, alcohol, and hate-related graffiti at school; selected school security measures; student criminal victimization; personal fear of attack or harm; avoidance behaviors; fighting; and the carrying of weapons.</p> <p>Find additional information on this topic in the <em>Condition of Education </em>indicator <a href="https://nces.ed.gov/programs/coe/indicator/a10">Bullying at School and Electronic Bullying</a>. Plus, explore more <a href="https://nces.ed.gov/programs/coe/crime-and-safety">School Crime and Safety</a> data and browse the <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2023092"><em>Report on Indicators of School Crime and Safety: 2022</em></a>.</p> </section> </article> <article class="post" id="post4"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/highlights-from-the-fy-2021-revenues-and-expenditures-for-public-elementary-and-secondary-education-report">Highlights From the FY 21 Revenues and Expenditures for Public Elementary and Secondary Education Report</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>August 9, 2023</span> <span class="post-author"><i class="glyphicon glyphicon-user"></i><a href="/blogs/nces/author/ncesblogeditor">NCES Blog Editor</a></span> <span class="post-category"><i class="glyphicon glyphicon-folder-close"></i><a href="/blogs/nces/category/Datasets">Datasets</a>, <a href="/blogs/nces/category/Findings">Findings</a></span>  <span class="pull-right post-socialmedia"><a rel="nofollow" href="http://www.twitter.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fhighlights-from-the-fy-2021-revenues-and-expenditures-for-public-elementary-and-secondary-education-report"><img src="/blogs/Custom/Themes/Standard-New/images/twitter.png" height="24" width="24" alt="Share on Twitter"></a><a rel="nofollow" href="https://www.facebook.com/sharer/sharer.php?u=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fhighlights-from-the-fy-2021-revenues-and-expenditures-for-public-elementary-and-secondary-education-report"><img src="/blogs/Custom/Themes/Standard-New/images/facebook.png" height="24" width="24" alt="Share on Facebook"></a><a rel="nofollow" href="https://plus.google.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fhighlights-from-the-fy-2021-revenues-and-expenditures-for-public-elementary-and-secondary-education-report"><img src="/blogs/Custom/Themes/Standard-New/images/googleplus.png" height="24" width="24" alt="Share on Google+"></a></span> </div> </header> <section class="post-body text"> <p>NCES recently released a finance tables report, <em><a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2023301">Revenues and Expenditures for Public Elementary and Secondary Education: FY 21</a> </em>(NCES 2023-301), which draws from data in the <a href="https://nces.ed.gov/ccd/files.asp#Fiscal:1,LevelId:2,SchoolYearId:33,Page:1">National Public Education Financial Survey (NPEFS)</a>. To accompany the report, NCES has updated the <a href="https://nces.ed.gov/ccd/finance_data.asp">interactive data visualization tool</a> to highlight the per pupil revenues and expenditures (adjusted for inflation) and average daily attendance (ADA) trends from the fiscal year 2021 (FY 21) NPEFS.</p> <p>This tool allows users to see national or state-specific per pupil amounts and year-to-year percentage changes for both total revenue and current expenditures by using a slider to toggle between the two variables. Total revenues are shown by source, and total current expenditures are shown by function and subfunction. Clicking on a state in the map will display data for the selected state in the bar charts.</p> <p>The tool also allows users to see the ADA for each state. It is sortable by state, ADA amount, and percentage change. It may also be filtered to easily compare selected states. Hovering over the ADA of a state will display another bar graph with the last 3 years of ADA data.</p> <p>Overall, the results show that spending<sup><a href="#_ftn1" name="_ftnref1" title="">1</a></sup> on elementary and secondary education increased in school year 2020–21 (FY 21). This is the eighth consecutive year that year-over-year education spending increased (since FY 13), after adjusting for inflation. This increase follows declines in year-over-year spending for the prior 4 years (FY 10 through FY 13).</p> <p> </p> <p><strong>Revenues</strong></p> <p>The 50 states and the District of Columbia reported $837.3 billion in revenues collected for public elementary and secondary education in FY 21. State and local governments provided $748.9 billion, or 89.4 percent of all revenues. The federal government contributed $88.4 billion, or 10.6 percent of all revenues. Total revenues increased by 3.0 percent after adjusting for inflation<sup><a href="#_ftn2" name="_ftnref2" title="">2</a></sup> (from $812.8 to $837.3 billion) from FY 20 to FY 21; local revenues remained relatively unchanged (from $365.1 to $365.1 billion); state revenues decreased by 0.6 percent (from $385.9 to $383.8 billion); and federal revenues increased by 43.2 percent (from $61.8 to $88.4 billion).</p> <p>Total revenues per pupil averaged $17,015 on a national basis in FY 21. This reflects an increase of 5.9 percent between FY 20 and FY 21 and follows an increase of 1.5 percent from FY 19 to FY 20. The percentage change in revenues per pupil from FY 20 to FY 21 ranged from an increase of 15.3 percent in Maine to a decrease of 4.2 percent in Hawaii.</p> <hr /> <div> <p><a href="https://nces.ed.gov/ccd/finance_data.asp"><img alt="Image of NPEFS data visualization site showing revenues per pupil for public elementary and secondary schools in FY 20 and FY 21" src="/blogs/nces/image.axd?picture=%2f2023%2f08%2fNPEFS+Revenues+and+Expenditures_1.png" /></a></p> <hr /> <p>Revenues from COVID-19 Federal Assistance Funds for public elementary and secondary education totaled $25.3 billion, or 28.6 percent of all federal revenues.</p> <ul> <li>Revenues from the Federal Coronavirus Relief Fund accounted for $8.9 billion, or 35.2 percent of total revenues from COVID-19 Federal Assistance Funds.<br />  </li> <li>Revenues from the Elementary and Secondary School Emergency Relief (ESSER I) Fund accounted for $8.5 billion, or 33.7 percent of total revenues from COVID-19 Federal Assistance Funds.<br />  </li> <li>Revenues from the Elementary and Secondary School Emergency Relief (ESSER II) Fund accounted for $6.5 billion, or 25.8 percent of total revenues from COVID-19 Federal Assistance Funds.</li> </ul> <p> </p> <p><strong>Expenditures</strong></p> <p>Current expenditures for public elementary and secondary education across the nation increased by 0.7 percent between FY 20 and FY 21 (from $698.3 to $703.5 billion). Within that increase, expenditures for instruction increased by 1.1 percent between FY 20 and FY 21 (from $422.4 to $427.1 billion), and student support expenditures increased by 3.6 percent between FY 20 and FY 21 (from $44.0 to $45.6 billion).</p> <p>Current expenditures per pupil for the day-to-day operation of public elementary and secondary schools was $14,295 in FY 21, an increase of 3.5 percent from FY 20.<sup><a href="#_ftn3" name="_ftnref3" title="">3</a></sup> In FY 21, education spending was 16.7 percent higher than at the lowest point of the Great Recession in FY 13.</p> <hr /> <div> <p><strong>Figure 1. National inflation-adjusted current expenditures per public for public elementary and secondary education: Fiscal years 2012 through 2021</strong></p> <p><img src="/blogs/nces/image.axd?picture=%2f2023%2f08%2fFigure+1_NPEFS.jpg" /></p> <p> </p> <p><span style="font-size:11px;">NOTE: Spending is reported in constant FY 21 dollars, based on the Consumer Price Index (CPI). National totals include the 50 states and the District of Columbia. California did not report prekindergarten membership in the State Nonfiscal Survey of Public Elementary/Secondary Education. California reported prekindergarten expenditures separately, and these expenditures were excluded from the amounts reported in this figure.<br /> SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “National Public Education Financial Survey,” fiscal years 2012 through 2020, Final Version 2a; and fiscal year 2021, Provisional Version 1a; and <em>Digest of Education Statistics 2021, </em>table 106.75. Retrieved March 9, 2023, from <a href="https://nces.ed.gov/programs/digest/d21/tables/dt21_106.75.asp">nces.ed.gov/programs/digest/d21/tables/dt21_106.75.asp</a>.</span></p> <hr /> <p>Without making adjustments for geographic cost differences, current expenditures per pupil ranged from $9,014 in Utah to $26,097 in New York. In addition to New York, current expenditures per pupil were highest in the District of Columbia ($25,113), Vermont ($24,050), New Jersey ($22,784), and Connecticut ($22,216). In addition to Utah, current expenditures per pupil were lowest in Idaho ($9,054), Arizona ($9,571), Mississippi ($10,060), and Nevada ($10,073). The states with the largest increases in current expenditures per pupil from FY 20 to FY 21 were Maine (11.9 percent), Arizona (7.6 percent), Montana (7.4 percent), Louisiana (7.3 percent), and Massachusetts (6.6 percent).</p> <hr /> <p><a href="https://nces.ed.gov/ccd/finance_data.asp"><img alt="Image of NPEFS data visualization site showing current expenditures per pupil for public elementary and secondary schools in FY 20 and FY 21" src="/blogs/nces/image.axd?picture=%2f2023%2f08%2fNPEFS+Revenues+and+Expenditures_2.png" /></a></p> <hr /> <p>In FY 21, salaries and wages ($389.2 billion) in conjunction with employee benefits ($169.7 billion) accounted for 79.4 percent ($558.8 billion) of current expenditures for public elementary and secondary education. Expenditures for instruction and instructional staff support services comprised 65.8 percent ($462.9 billion) of total current expenditures.</p> <p>Between FY 20 and FY 21, total expenditures increased by 0.2 percent (from $812.3 to $813.6 billion). Of the $813.6 billion in total expenditures in FY 21, 86.5 percent were current expenditures, 9.8 percent were capital outlay expenditures, 2.7 percent were interest on debt, and 1.1 percent were expenditures for other programs.</p> <p>Current expenditures from federal Title I grants for economically disadvantaged students (including carryover expenditures) accounted for $16.3 billion, or 2.3 percent of current expenditures for public elementary and secondary education at the national level in FY 21. Nationally, Title I expenditures per pupil averaged $331 and ranged from $123 in Utah to $874 in New York.</p> <p>Current expenditures paid from COVID-19 Federal Assistance Funds for public elementary and secondary education totaled $24.2 billion for the 50 states and the District of Columbia. Of these, instructional expenditures accounted for $13.7 billion, or 56.5 percent of current expenditures paid from COVID-19 Federal Assistance Funds, and support services expenditures accounted for $9.1 billion, or 37.6 percent of current expenditures paid from COVID-19 Federal Assistance Funds.</p> <p>To explore data on public elementary and secondary revenues, expenditures, and ADA, check out our new <a href="https://nces.ed.gov/ccd/finance_data.asp">data visualization tool</a>.</p> <p>Be sure to follow NCES on <a href="https://twitter.com/EdNCES">Twitter</a>, <a href="https://www.facebook.com/EdNCES/">Facebook</a>, <a href="https://www.linkedin.com/company/ednces/">LinkedIn</a>, and <a href="https://www.youtube.com/user/EdNCES">YouTube</a> and subscribe to the <a href="https://ies.ed.gov/newsflash/#nces">NCES News Flash</a> to stay up-to-date on the latest from the National Public Education Financial Survey.</p> <p> </p> <p><em>By Stephen Q. Cornman, NCES, and Malia Howell and Jeremy Phillips, U.S. Census Bureau</em></p> <p> </p> <hr align="left" size="1" width="33%" /> <p><span style="font-size:12px;"><a href="#_ftnref1" name="_ftn1" title="">[1]</a> Spending refers to current expenditures. Current expenditures are composed of expenditures for the day-to-day operation of schools and school districts for public elementary and secondary education, including expenditures for staff salaries and benefits, supplies, and purchased services. Current expenditures include instruction, instruction-related, support services (e.g., social work, health, and psychological services), and other elementary/secondary current expenditures but exclude expenditures on capital outlay, other programs, and interest on long-term debt.</span></p> <p><a href="#_ftnref2" name="_ftn2" style="font-size: 12px; background-color: rgb(255, 255, 255);" title="">[2]</a><span style="font-size: 12px;"> Throughout this blog post, all comparisons between years are adjusted for inflation by converting the figures to constant dollars. Inflation adjustments utilize the Consumer Price Index (CPI) published by the U.S. Department of Labor, Bureau of Labor Statistics. For comparability to fiscal education data, NCES adjusts the CPI from a calendar year to a school fiscal year basis (July through June). See </span><em style="font-size: 12px;">Digest of Education Statistics 2021</em><span style="font-size: 12px;">, </span><a href="https://nces.ed.gov/programs/digest/d21/tables/dt21_106.70.asp" style="font-size: 12px;">table 106.70</a><span style="font-size: 12px;">.</span></p> <p><span style="font-size:12px;"><span style="font-size:12px;"><a href="#_ftnref3" name="_ftn3" title="">[3]</a> Per pupil expenditures are calculated using student membership derived from the State Nonfiscal Survey of Public Elementary/Secondary Education. In some states, adjustments are made to ensure consistency between membership and reported fiscal data. 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