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<!DOCTYPE html> <html lang="en"> <head><meta http-equiv="content-type" content="text/html; charset=utf-8" /> <link rel="contents" title="Archive" href="/blogs/nces/archive" /> <link rel="start" title="NCES Blog" href="/blogs/nces/" /> <link type="application/rsd+xml" rel="edituri" title="RSD" href="http://nces.ed.gov/blogs/nces/rsd.axd" /> <link type="application/rdf+xml" rel="meta" title="SIOC" href="http://nces.ed.gov/blogs/nces/sioc.axd" /> <link type="application/apml+xml" rel="meta" title="APML" href="http://nces.ed.gov/blogs/nces/apml.axd" /> <link type="application/rdf+xml" rel="meta" title="FOAF" href="http://nces.ed.gov/blogs/nces/foaf.axd" /> <link type="application/rss+xml" rel="alternate" title="NCES Blog (RSS)" href="http://nces.ed.gov/blogs/nces/syndication.axd" /> <link type="application/atom+xml" rel="alternate" title="NCES Blog (ATOM)" href="http://nces.ed.gov/blogs/nces/syndication.axd?format=atom" /> <link type="application/opensearchdescription+xml" rel="search" title="NCES Blog" href="http://nces.ed.gov/blogs/nces/opensearch.axd" /> <link href="/blogs/Content/Auto/Global.css" rel="stylesheet" type="text/css" /><meta name="viewport" content="width=device-width, initial-scale=1.0, maximum-scale=1.0, user-scalable=no" /><link href="../Custom/Themes/Standard-New/css/bootstrap.min.css" rel="stylesheet" /><link href="../Custom/Themes/Standard-New/css/main.css" rel="stylesheet" /><link href="../Custom/Themes/Standard-New/css/responsive.css" rel="stylesheet" /><link href="//fonts.googleapis.com/css?family=Archivo+Narrow:700" rel="stylesheet" type="text/css" /><link href="//fonts.googleapis.com/css?family=Lora:400,700" rel="stylesheet" type="text/css" />    <link href="../scripts/syntaxhighlighter/styles/shCore.css" rel="stylesheet" type="text/css" /><link href="../scripts/syntaxhighlighter/styles/shThemeDefault.css" rel="stylesheet" type="text/css" /><link href="//fonts.googleapis.com/css?family=Roboto+Condensed:400,300,700" rel="stylesheet" type="text/css" /> <script type="text/javascript" src="/blogs/nces/en-us.res.axd"></script> <script type="text/javascript" src="/blogs/Scripts/Auto/01-jquery-1.9.1.min.js"></script> <script type="text/javascript" src="/blogs/Scripts/Auto/02-jquery.cookie.js"></script> <script type="text/javascript" src="/blogs/Scripts/Auto/04-jquery-jtemplates.js"></script> <script type="text/javascript" src="/blogs/Scripts/Auto/05-json2.min.js"></script> <script type="text/javascript" src="/blogs/Scripts/Auto/blog.js"></script> <script type="text/javascript" src="/blogs/scripts/syntaxhighlighter/scripts/XRegExp.js"></script> <script type="text/javascript" src="/blogs/scripts/syntaxhighlighter/scripts/shCore.js"></script> <script type="text/javascript" src="/blogs/scripts/syntaxhighlighter/scripts/shAutoloader.js"></script> <script type="text/javascript" src="/blogs/scripts/syntaxhighlighter/shActivator.js"></script> <meta name="description" content=" All posts tagged 'condition-of-education'" /> <meta name="keywords" content="Datasets,FAQs,Findings,General" /> <meta name="author" content="NCES" />   <script async src="https://www.googletagmanager.com/gtag/js?id=G-0EYJGC1REQ"></script> <script> window.dataLayer = window.dataLayer || []; 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For the first time, NCES is visualizing <em>Digest</em> data in a new <a href="https://nces.ed.gov/programs/digest-dashboard">Digest State Dashboard</a>. The Dashboard provides a centralized location for state-level <em>Digest </em>data, so users can easily find it all in one place. As the first-ever <em>Digest</em> data tool, the Dashboard helps you not only find and use NCES data but also better understand the education landscape of an individual state.</p> <p>In alignment with NCES’s <a href="https://nces.ed.gov/about/?sec=stratplan">goal to promote diversity, equity, and inclusion</a> in our products, the Dashboard provides data for all entities that are part of the United States: the 50 states, the District of Columbia, the Bureau of Indian Education, and outlying areas—i.e., American Samoa, Guam, Northern Marianas, Puerto Rico, and U.S. Virgin Islands.</p> <table border="2" cellpadding="10" cellspacing="0" style="float:right;margin:10px;width:300px;"> <tbody> <tr> <td> <p style="text-align: center;"><strong>Digest Dashboard Topics</strong></p> <ul> <li>Public school enrollment</li> <li>Public school student characteristics</li> <li>Public school teachers</li> <li>Public schools</li> <li>Private school education</li> <li>Reading and mathematics assessments</li> <li>4-year adjusted cohort graduation rate (ACGR)</li> <li>Public school expenditures</li> <li>Postsecondary enrollment</li> <li>Postsecondary institution and student charges</li> </ul> </td> </tr> </tbody> </table> <p>For each of these entities, the Dashboard highlights the most recently published <em>Digest </em>data on topics of interest (see textbox). The selected topics represent key indicators of a state’s education landscape, and data are presented for each entity and topic whenever available.</p> <p>To help make data interpretation easier, the Dashboard presents data in figures—like bar charts, line graphs, and brief tables—that allow you to interact with the data in ways not possible with the static tables. If you’ve ever explored the <a href="https://nces.ed.gov/programs/coe/"><em>Condition of Education</em></a>—which will be updated next month (May 2024)—the Dashboard’s figures should look very familiar, as they were designed to mirror the appearance and functionality of the <em>Condition’s</em> interactive figures. Similarly, in the Dashboard, you can</p> <ol> <li><strong>modify</strong> the figure by selecting characteristics and years to include;</li> <li><strong>share</strong> the figure on various platforms; and</li> <li><strong>download</strong> the figure and the data used in the figure. </li> </ol> <p><img src="/blogs/nces/image.axd?picture=%2f2024%2f04%2fDigest+dashboard+blog+post.png" /></p> <p>The Dashboard also provides links to other NCES state-level data tools, centralizing these resources and providing a more detailed picture of each state’s educational landscape. You can find state-specific links to <a href="https://www.nationsreportcard.gov/profiles/stateprofile?chort=1&sub=MAT&sj=&sfj=NP&st=MN&year=2022R3">NAEP State Profiles</a>, the <a href="https://nces.ed.gov/surveys/ntps/ntpsdashboard/">NTPS State Dashboard</a>, and the <a href="https://nces.ed.gov/surveys/piaac/skillsmap/">PIAAC Skills Map</a> on each state’s page. Plus, you can find links to other NCES data tools, like the <a href="https://nces.ed.gov/programs/edge/acsdashboard">EDGE ACS Dashboard</a> and the <a href="https://nces.ed.gov/ipeds/trendgenerator">IPEDS Trend Generator</a>, on the Dashboard’s homepage.</p> <p>The Dashboard will be continuously updated throughout the year—as data become available in the <em>Digest</em>—making it a great source of up-to-date information for policymakers, researchers, practitioners, and parents/families. In May 2024, several figures will be updated, including two postsecondary figures on <em>enrollment</em> and <em>institutions and student charges</em>. Be sure to check back and 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 and other updates are made. You can also continue to explore the <a href="https://nces.ed.gov/programs/digest/current_tables.asp"><em>Digest</em> tables</a> to find even more state-level data.</p> </section> </article> <article class="post" id="post1"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/nces-releases-indicators-on-rural-education">NCES Releases Indicators on Rural Education</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>November 10, 2022</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/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%2fnces-releases-indicators-on-rural-education"><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-indicators-on-rural-education"><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-indicators-on-rural-education"><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 excited to announce the release of five Education Across America indicators that focus on education in rural areas. These indicators—which summarize data patterns and provide analyses of the rural education experience—focus on the following topics:</p> <ul> <li><a href="https://nces.ed.gov/programs/coe/indicator/lfc/internet-access-students-rural?tid=1000">Rural Students’ Access to the Internet</a></li> <li><a href="https://nces.ed.gov/programs/coe/indicator/lca/early-childhood-care-rural?tid=1000">Early Childhood Care and Education Programs in Rural Areas</a></li> <li><a href="https://nces.ed.gov/programs/coe/indicator/lle/staff-schools-rural?tid=1000">Staff in Rural Public Elementary and Secondary School Systems</a></li> <li><a href="https://nces.ed.gov/programs/coe/indicator/lbb/postsecondary-enrollment-rural?tid=1000">Postsecondary Enrollment Status of Youth From Rural Areas</a></li> <li><a href="https://nces.ed.gov/programs/coe/indicator/lbc/educational-attainment-rural?tid=1000">Educational Attainment in Rural Areas</a></li> </ul> <p>For example, <a href="https://nces.ed.gov/programs/coe/indicator/LFC/internet-access-students-rural"> Rural Students’ Access to the Internet</a> highlights the percentage of students in rural areas who had no internet access or only dial-up access to the Internet in 2019 (7 percent or 663,000 students). This percentage was higher than the percentages for students in towns (6 percent), cities (5 percent), and suburban areas (3 percent). In addition, compared with students in other locales, it was less common for students in rural areas to have fixed broadband internet access at home and more common for them to have only mobile broadband internet access at home. </p> <hr /> <p><strong>Figure 1. Percentage of 5- to 17-year-old students with no access to the Internet or only dial-up access to the Internet at home, by home locale: 2019</strong></p> <p style="text-align: center;"><em>[click to enlarge image]</em></p> <p><a href="https://nces.ed.gov/blogs/nces/image.axd?picture=%2f2022%2f11%2fEAA_fig1.PNG"><img alt="Horizontal bar chart showing the percentage of 5- to 17-year-old students with no access to the Internet or only dial-up access to the Internet at home in 2019, by home locale" src="/blogs/nces/image.axd?picture=%2f2022%2f11%2fEAA_fig1.PNG" /></a></p> <p><span style="font-size:11px;">NOTE: "No access to the Internet or only dial-up access to the Internet" includes households where no member accesses the Internet at home as well as households where members access the Internet only with a dial-up service. Data are based on sample surveys of the entire population residing within the United States. This figure includes only students living in households, because respondents living in group quarters (e.g., shelters, healthcare facilities, or correctional facilities) were not asked about internet access. Excludes children under age 15 who are not related to the householder by birth, marriage, or adoption (e.g., foster children) because their family and individual income is not known and a poverty status cannot be determined for them. Although rounded numbers are displayed, figures are based on unrounded data. </span></p> <p><span style="font-size:11px;">SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey (ACS), 2019, Restricted-Use Data File. See <em>Digest of Education Statistics 2020</em>, table <a href="https://nces.ed.gov/programs/digest/d20/tables/dt20_218.70.asp">218.70</a>.</span></p> <hr /> <p>These indicators are currently available through the Condition of Education Indicator System. To access them, select <a href="https://nces.ed.gov/programs/coe/#indicators">Explore by Indicator Topics</a> and then select the Education Across America icon.</p> <hr /> <p><a href="https://nces.ed.gov/programs/coe/#indicators"><img alt="Image of the Condition of Education's Explore by Indicator Topics page highlighting the Education Across America section" src="/blogs/nces/image.axd?picture=%2f2022%2f11%2fCOE_EAA+screen+grab.png" /></a></p> <hr /> <p>Stay tuned for the release of additional indicators in early 2023. Then, in spring/summer 2023, check back to explore our highlights reports—which will explore key findings across multiple indicators grouped together by a theme—and our spotlight on distant and remote rural areas and the unique challenges they face.</p> <p>Explore the <a href="https://nces.ed.gov/surveys/annualreports/topical-studies/locale">Education Across America</a> resource hub—including locale definitions, locale-focused resources, and reference tables with locale-based data—and watch <a href="https://www.youtube.com/watch?v=BXKb_s-Ike4">this video</a> to learn more about the hub. 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 Education Across America releases and resources.</p> <p> </p> <p><em>By Xiaolei Wang and Jodi Vallaster, NCES</em></p> </section> </article> <article class="post" id="post2"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/announcing-the-condition-of-education-2022-release">Announcing the Condition of Education 2022 Release</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>May 31, 2022</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/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%2fannouncing-the-condition-of-education-2022-release"><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%2fannouncing-the-condition-of-education-2022-release"><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%2fannouncing-the-condition-of-education-2022-release"><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 pleased to present the 2022 edition of the <em>Condition of Education</em>. The <em>Condition</em> is part of a 150-year tradition at NCES and provides historical and contextual perspectives on key measures of educational progress to Congress and the American public. This report uses data from across NCES and from other sources and is designed to help policymakers and the public monitor the latest developments and trends in U.S. education.</p> <p><img alt="Cover of Report on the Condition of Education with IES logo and photos of children reading and writing" src="/blogs/nces/image.axd?picture=%2f2022%2f05%2fReport+on+the+COE+2022.png" style="float: right; margin: 10px;" /></p> <p>The foundation of the <em>Condition of Education</em> is a series of <a href="https://nces.ed.gov/programs/coe/">online indicators</a>. Fifty-two of these indicators include content that has been updated this year. Each indicator provides detailed information on a unique topic, ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons. In addition to the online indicator system, a synthesized overview of findings across topics is presented in the <a href="https://nces.ed.gov/pubs2022/2022144.pdf"><em>Report on the Condition of Education</em></a>.</p> <p>This year, we are excited to begin the rollout of interactive figures. These new interactive figures will empower users to explore the data in different ways. A selection of these indicators are highlighted here. They show various declines in enrollment that occurred during the coronavirus pandemic, from early childhood through postsecondary education. (<em>Click the links below to explore the new interactive figures!</em>)</p> <ul> <li>From 2019 to 2020, <a href="http://nces.ed.gov/programs/coe/indicator/cfa">enrollment rates of young children</a> fell by 6 percentage points for 5-year-olds (from 91 to 84 percent) and by 13 percentage points for 3- to 4-year-olds (from 54 to 40 percent).</li> <li><a href="https://nces.ed.gov/programs/coe/indicator/cga#1">Public school enrollment</a> in prekindergarten through grade 12 dropped from 50.8 million in fall 2019 to 49.4 million students in fall 2020. This 3 percent drop brought total enrollment back to 2009 levels (49.4 million), erasing a decade of steady growth.</li> <li>At the postsecondary level, total <a href="https://nces.ed.gov/programs/coe/indicator/cha">undergraduate enrollment</a> decreased by 9 percent from fall 2009 to fall 2020 (from 17.5 million to 15.9 million students). For male and female students, enrollment patterns exhibited similar trends between 2009 and 2019 (both decreasing by 5 percent). However, from 2019 to 2020, female enrollment fell 2 percent, while male enrollment fell 7 percent. Additionally, between 2019 and 2020, undergraduate enrollment fell 5 percent at public institutions and 2 percent at private nonprofit institutions. In contrast, undergraduate enrollment at for-profit institutions was 4 percent higher in fall 2020 than in fall 2019, marking the first positive single year change in enrollments at these institutions since 2010. Meanwhile, at the postbaccalaureate level, enrollment increased by 10 percent between fall 2009 and fall 2020 (from 2.8 million to 3.1 million students).</li> <li>Educational attainment is associated with economic outcomes, such as employment and earnings, as well as with changes in these outcomes during the pandemic. Compared with 2010, <a href="https://nces.ed.gov/programs/coe/indicator/cbc">employment rates</a> among 25- to 34-year-olds were higher in 2021 only for those with a bachelor’s or higher degree (84 vs 86 percent). For those who had completed high school and those with some college, employment rates increased from 2010 to 2019, but these gains were reversed to 68 and 75 percent, respectively, during the coronavirus pandemic. For those who had not completed high school, the employment rate was 53 percent in 2021, which was not measurably different from 2019 or 2010.</li> </ul> <p>This year’s <em>Condition </em>also includes two spotlight indicators. These spotlights use data from the Household Pulse Survey (HPS) to examine education during the coronavirus pandemic.</p> <ul> <li><strong><a href="https://nces.ed.gov/programs/coe/indicator/tgk?tid=300">Homeschooled Children and Reasons for Homeschooling</a>: </strong>This spotlight opens with an examination of historical trends in homeschooling, using data from the National Household Education Survey (NHES). Then, using HPS, this spotlight examines the percentage of <em>adults </em>with students under 18 in the home who were homeschooled during the 2020–21 school year. Some 6.8 percent of adults with students in the home reported that at least one child was homeschooled in 2020–21. The percentage was higher for White adults (7.4 percent) than for Black adults (5.1 percent) and for Asian adults (3.6 percent). It was also higher for Hispanic adults (6.5 percent) than for Asian adults.</li> <li><strong><a href="https://nces.ed.gov/programs/coe/indicator/tpb?tid=300">Impact of the Coronavirus Pandemic on Fall Plans for Postsecondary Education</a>:</strong> This spotlight uses HPS data to examine changes in plans for fall 2021 postsecondary education made in response to the coronavirus pandemic. Among adults 18 years old and over who had household members planning to take classes in fall 2021 from a postsecondary institution, 44 percent reported that there was no change for any household member in their fall plans for postsecondary classes. This is compared with 28 percent who reported no change in plans for at least one household member one year earlier in the pandemic, for fall 2020.</li> </ul> <p>The <em>Condition</em> also includes an <a href="https://nces.ed.gov/programs/coe/ataglance">At a Glance</a> section, which allows readers to quickly make comparisons within and across indicators, as well as a <a href="https://nces.ed.gov/programs/coe/guide">Reader’s Guide</a>, a <a href="https://nces.ed.gov/programs/coe/glossary">Glossary</a>, and a <a href="https://nces.ed.gov/programs/coe/sources">Guide to Sources</a> that provide additional information to help place the indicators in context. In addition, each indicator references the source <a href="https://nces.ed.gov/programs/coe/current_tables">data tables</a> that were used to produce that indicator. Most of these are in the <a href="https://nces.ed.gov/programs/digest/"><em>Digest of Education Statistics</em></a>.</p> <p>In addition to publishing the <em>Condition of Education</em>, NCES produces a wide range of other reports and datasets designed to help inform policymakers and the public about significant trends and topics in education. More information about the latest activities and releases at NCES may be found on <a href="https://www.nces.ed.gov/">our website</a> or by following us on <a href="https://twitter.com/EdNCES">Twitter</a>, <a href="https://www.facebook.com/EdNCES/">Facebook</a>, and <a href="https://www.linkedin.com/company/ednces/">LinkedIn</a>.</p> <p> </p> <p><em>By Peggy G. Carr, NCES Commissioner</em></p> </section> </article> <article class="post" id="post3"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/nces-releases-new-edition-of-the-digest-of-education-statistics">NCES Releases New Edition of the Digest of Education Statistics</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>February 10, 2022</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></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-new-edition-of-the-digest-of-education-statistics"><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-new-edition-of-the-digest-of-education-statistics"><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-new-edition-of-the-digest-of-education-statistics"><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 the 2020 edition of the <a href="https://nces.ed.gov/programs/digest/d20/"><em>Digest of Education Statistics</em></a>, the 56th in a series of publications initiated in 1962. The <em>Digest—</em>which provides a centralized location for a wide range of statistical information covering early childhood through adult education—tells the story of American education through data. <em>Digest </em>tables are the foundation of many NCES reports, including the congressionally mandated <a href="https://nces.ed.gov/programs/coe/"><em>Condition of Education</em></a>, which contains key indicators that describe and visualize important developments and trends.</p> <p>The <em>Digest </em>includes data tables from many sources, both government and private, and draws especially on the results of surveys and activities carried out by NCES. In addition, the <em>Digest</em> serves as one of the only NCES reports where data from across nearly 200 sources—including other statistical agencies like the Bureau of Labor Statistics and the Census Bureau—are compiled. The publication contains data on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to data on educational attainment, finances, federal funds for education, libraries, and international comparisons. A helpful feature of the <em>Digest</em> is its ability to provide long-term trend data. Several tables include data that were collected more than 50—or even 100—years ago:</p> <ul> <li>Poverty status of all persons, persons in families, and related children under age 18, by race/ethnicity: Selected years, 1960 through 2019 (<a href="https://nces.ed.gov/programs/digest/d20/tables/dt20_102.50.asp?current=yes">table 102.50</a>)</li> <li>Percentage of the population 3 to 34 years old enrolled in school, by age group: Selected years, 1940 through 2019 (<a href="https://nces.ed.gov/programs/digest/d20/tables/dt20_103.20.asp?current=yes">table 103.20</a>)</li> <li>Rates of high school completion and bachelor's degree attainment among persons age 25 and over, by race/ethnicity and sex: Selected years, 1910 through 2020 (<a href="https://nces.ed.gov/programs/digest/d20/tables/dt20_104.10.asp?current=yes">table 104.10</a>)</li> <li>Historical summary of faculty, enrollment, degrees conferred, and finances in degree-granting postsecondary institutions: Selected years, 1869-70 through 2018-19 (<a href="https://nces.ed.gov/programs/digest/d20/tables/dt20_301.20.asp?current=yes">table 301.20</a>)</li> <li>Federal support and estimated federal tax expenditures for education, by category: Selected fiscal years, 1965 through 2019 (<a href="https://nces.ed.gov/programs/digest/d19/tables/dt19_401.10.asp?current=yes">table 401.10</a>)</li> </ul> <p>The <em>Digest </em>is organized into seven chapters: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Funds for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Use of Technology. Each chapter is divided into a number of topical subsections. The <em>Digest </em>also includes a <a href="https://nces.ed.gov/programs/digest/d20/app_a1.asp">Guide to Sources</a> and a <a href="https://nces.ed.gov/programs/digest/d20/app_b.asp">Definitions </a>section to provide supplemental information to readers. To learn more about how the <em>Digest</em> is structured and how best to navigate it—including how to access the most current tables or tables from a specific year and how to search for key terms—check out the blog post “<a href="https://nces.ed.gov/blogs/nces/post/tips-for-navigating-the-digest-of-education-statistics">Tips for Navigating the Digest of Education Statistics</a>.”</p> <p>In addition to providing updated versions of many statistics that have appeared in previous years, this edition also includes several new tables, many of which highlight data related to the coronavirus pandemic:</p> <ul> <li>Percentage of adults with children in the household who reported their child’s classes were moved to a distance learning format using online resources in selected periods during April through December 2020, by selected adult and household characteristics (<a href="https://nces.ed.gov/programs/digest/d20/tables/dt20_218.80.asp">table 218.80</a>)</li> <li>Percentage of adults with children in the household who reported that computers and internet access were always or usually available for educational purposes in their household in selected periods during April through December 2020, by selected adult and household characteristics (<a href="https://nces.ed.gov/programs/digest/d20/tables/dt20_218.85.asp">table 218.85</a>)</li> <li>Percentage of adults with children in the household who reported that computers or digital devices and internet access were provided by their child’s schools or districts in selected periods during April through December 2020, by selected adult and household characteristics (<a href="https://nces.ed.gov/programs/digest/d20/tables/dt20_218.90.asp">table 218.90</a>)</li> <li>Number of school shootings at public and private elementary and secondary schools between 2000-01 and 2019-20, by location and time period (<a href="https://nces.ed.gov/programs/digest/d20/tables/dt20_228.14.asp">table 228.14</a>)</li> <li>Percentage of adults who reported changes to household members’ fall postsecondary plans in August 2020, by level of postsecondary education planned and selected respondent characteristics (<a href="https://nces.ed.gov/programs/digest/d20/tables/dt20_302.80.asp">table 302.80</a>)</li> <li>Percentage of adults with at least one household member’s fall attendance plans cancelled who reported on reasons for changes in plans in August 2020, by level of postsecondary education planned and selected respondent characteristics (<a href="https://nces.ed.gov/programs/digest/d20/tables/dt20_302.85.asp">table 302.85</a>)</li> </ul> <p>Also new this year is the release of more than 200 <a href="https://nces.ed.gov/programs/digest/mrt_tables.asp">machine-readable <em>Digest </em>tables</a>, with more to come at a later date. These tables allow the data to be read in a standard format, making them easier for developers and researchers to use. To learn more about machine-readable tables, check out the blog post “<a href="https://nces.ed.gov/blogs/nces/post/machine-readable-tables-for-the-digest-of-education-statistics">Machine-Readable Tables for the Digest of Education Statistics.</a>”</p> <p>Learn more about the <em>Digest </em>in the <a href="https://nces.ed.gov/programs/digest/d20/">Foreword </a>to the publication and explore the tables in <a href="https://nces.ed.gov/programs/digest/2020menu_tables.asp">this edition</a>.</p> <p> </p> <p><em>By Megan Barnett, AIR</em></p> </section> </article> <article class="post" id="post4"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/nces-s-top-hits-of-2021">NCES's Top Hits of 2021</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>December 14, 2021</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></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-s-top-hits-of-2021"><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-s-top-hits-of-2021"><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-s-top-hits-of-2021"><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>As 2021—another unprecedented year—comes to a close and you reflect on your year, be sure to check out NCES’s annual list of top web hits. From reports and <em>Condition of Education </em>indicators to Fast Facts, APIs, blog posts, and tweets, NCES releases an array of content to help you stay informed about the latest findings and trends in education. Don’t forget to follow us on <a href="https://twitter.com/EdNCES?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor">Twitter</a>, <a href="https://www.facebook.com/EdNCES">Facebook</a>, and <a href="https://www.linkedin.com/company/ednces">LinkedIn</a> to stay up-to-date in 2022!<br />  </p> <p><strong>Top five </strong><a href="https://nces.ed.gov/surveys/annualreports/"><strong>reports</strong></a><strong>, by number of PDF downloads</strong></p> <p>1. <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144"><em>Condition of Education 2020</em></a> (8,376)</p> <p>2<em>. </em><a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021009"><em>Digest of Education Statistics 2019</em></a> (4,427)</p> <p>3<em>. </em><a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2019038"><em>Status and Trends in the Education of Racial and Ethnic Groups 2018</em></a> (3,282)</p> <p>4. <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020063"><em>Indicators of School Crime and Safety: 2019</em></a> (2,906)</p> <p>5. <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020117"><em>Trends in High School Dropout and Completion Rates in the United States: 2019</em></a> (2,590)</p> <p> </p> <p><strong>Top five indicators from the </strong><a href="https://nces.ed.gov/programs/coe/"><strong><em>Condition of Education</em></strong></a><strong>, by number of web sessions</strong></p> <p>1. <a href="https://nces.ed.gov/programs/coe/indicator/cgg">Students With Disabilities</a> (100,074)</p> <p>2. <a href="https://nces.ed.gov/programs/coe/indicator/cge">Racial/Ethnic Enrollment in Public Schools</a> (64,556)</p> <p>3. <a href="https://nces.ed.gov/programs/coe/indicator/clr">Characteristics of Public School Teachers</a> (57,188)</p> <p>4. <a href="https://nces.ed.gov/programs/coe/indicator/coi">Public High School Graduation Rates</a> (54,504)</p> <p>5. <a href="https://nces.ed.gov/programs/coe/indicator/cmd">Education Expenditures by Country</a> (50,20)</p> <p> </p> <p><strong>Top five </strong><a href="https://nces.ed.gov/fastfacts/"><strong>Fast Facts</strong></a><strong>, by number of web sessions</strong></p> <p>1. <a href="https://nces.ed.gov/fastfacts/display.asp?id=372">Back-to-School Statistics </a>(162,126)</p> <p>2. <a href="https://nces.ed.gov/fastfacts/display.asp?id=76">Tuition Costs of Colleges and Universities</a> (128,236)</p> <p>3. <a href="https://nces.ed.gov/fastfacts/display.asp?id=16">Dropout Rates</a> (74,399)</p> <p>4. <a href="https://nces.ed.gov/fastfacts/display.asp?id=40">Graduation Rates</a> (73,855)</p> <p>5. <a href="https://nces.ed.gov/fastfacts/display.asp?id=72">Degrees Conferred by Race and Sex</a> (63,178)</p> <p> </p> <p><strong>Top five NCES/</strong><a href="https://data-nces.opendata.arcgis.com/pages/use-apis"><strong>EDGE API</strong></a><strong> requested categories of social and spatial context GIS data, by number of requests</strong></p> <p>1. K–12 Schools (including district offices) (4,822,590)</p> <p>2. School Districts (1,616,374)</p> <p>3. Social/Economic (882,984)</p> <p>4. Locales (442,715)</p> <p>5. Postsecondary (263,047)</p> <p> </p> <p><strong>Top five </strong><a href="https://nces.ed.gov/blogs/nces/"><strong>blog posts</strong></a><strong>, by number of web sessions</strong></p> <p>1. <a href="https://nces.ed.gov/blogs/nces/post/understanding-school-lunch-eligibility-in-the-common-core-of-data">Understanding School Lunch Eligibility in the Common Core of Data</a> (8,242)</p> <p>2. <a href="https://nces.ed.gov/blogs/nces/post/new-report-shows-increased-diversity-in-u-s-schools-disparities-in-outcomes">New Report Shows Increased Diversity in U.S. Schools, Disparities in Outcomes</a> (3,463)</p> <p>3. <a href="https://nces.ed.gov/blogs/nces/post/free-or-reduced-price-lunch-a-proxy-for-poverty">Free or Reduced Price Lunch: A Proxy for Poverty?</a> (3,457)</p> <p>4. <a href="https://nces.ed.gov/blogs/nces/post/back-to-school-by-the-numbers-2019-20-school-year">Back to School by the Numbers: 2019–20 School Year</a> (2,694)</p> <p>5. <a href="https://nces.ed.gov/blogs/nces/post/educational-attainment-differences-by-students-socioeconomic-status">Educational Attainment Differences by Students’ Socioeconomic Status</a> (2,587)</p> <p> </p> <p><strong>Top five </strong><a href="https://twitter.com/EdNCES"><strong>tweets</strong></a><strong>, by number of impressions</strong></p> <p>1. <a href="https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Ftwitter.com%2FEdNCES%2Fstatus%2F1349795427600789505&data=04%7C01%7Cmbarnett%40air.org%7C4a1e9ec10aec4d55c16308d9b5110199%7C9ea45dbc7b724abfa77cc770a0a8b962%7C0%7C0%7C637739906922649706%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=8OifeBcdEOyEZDNcGEzGBSqutCxnTaItmyv7XpK%2Bz08%3D&reserved=0">CCD blog</a> (22,557)</p> <blockquote class="twitter-tweet"> <p dir="ltr" lang="en">Every year, NCES releases <a href="https://twitter.com/hashtag/EdData?src=hash&ref_src=twsrc%5Etfw">#EdData</a> from the Common Core of Data (<a href="https://twitter.com/hashtag/CCD?src=hash&ref_src=twsrc%5Etfw">#CCD</a>), <a href="https://twitter.com/usedgov?ref_src=twsrc%5Etfw">@usedgov</a>’s primary database on public <a href="https://twitter.com/hashtag/K12?src=hash&ref_src=twsrc%5Etfw">#K12</a> education in the U.S.<br /> <br /> Learn how to access CCD data at the state, district, & school levels in our NEW blog: <a href="https://t.co/bONms7GVaL">https://t.co/bONms7GVaL</a> <a href="https://twitter.com/hashtag/EdStats?src=hash&ref_src=twsrc%5Etfw">#EdStats</a> <a href="https://t.co/AJMeErNWun">pic.twitter.com/AJMeErNWun</a></p> — NCES (@EdNCES) <a href="https://twitter.com/EdNCES/status/1349795427600789505?ref_src=twsrc%5Etfw">January 14, 2021</a></blockquote> <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script> <p><br /> 2. <a href="https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Ftwitter.com%2FEdNCES%2Fstatus%2F1353721814162288640&data=04%7C01%7Cmbarnett%40air.org%7C4a1e9ec10aec4d55c16308d9b5110199%7C9ea45dbc7b724abfa77cc770a0a8b962%7C0%7C0%7C637739906922659668%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=QlKln%2BKFp0ZLfx%2BkAL%2FdiLHjEKAW9i0N6uYkZSLlxJs%3D&reserved=0">NAEP dashboard</a> (21,551)</p> <blockquote class="twitter-tweet"> <p dir="ltr" lang="en">Want to learn about <a href="https://twitter.com/NAEP_NCES?ref_src=twsrc%5Etfw">@NAEP_NCES</a> assessment scores for public, private, and charter school students this <a href="https://twitter.com/hashtag/SchoolChoiceWeek?src=hash&ref_src=twsrc%5Etfw">#SchoolChoiceWeek</a>?<br /> <br /> Visit our dashboard to explore <a href="https://twitter.com/hashtag/EdStats?src=hash&ref_src=twsrc%5Etfw">#EdStats</a> by student characteristics, average scores, and NAEP achievement levels: <a href="https://t.co/vZUL2qhjV1">https://t.co/vZUL2qhjV1</a> <a href="https://t.co/r5fBeYzC35">pic.twitter.com/r5fBeYzC35</a></p> — NCES (@EdNCES) <a href="https://twitter.com/EdNCES/status/1353721814162288640?ref_src=twsrc%5Etfw">January 25, 2021</a></blockquote> <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script> <p><br /> 3. <a href="https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Ftwitter.com%2FEdNCES%2Fstatus%2F1354107085768814593&data=04%7C01%7Cmbarnett%40air.org%7C4a1e9ec10aec4d55c16308d9b5110199%7C9ea45dbc7b724abfa77cc770a0a8b962%7C0%7C0%7C637739906922669618%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=2fFKs%2B3aE%2FS5Me3uHGQLMyGnw8ekPxCu5qgRQb6EE8Y%3D&reserved=0">IPEDS data tools</a> (21,323)</p> <blockquote class="twitter-tweet"> <p dir="ltr" lang="en">DYK? You can explore <a href="https://twitter.com/hashtag/postsec?src=hash&ref_src=twsrc%5Etfw">#postsec</a> data trends, generate custom tables, & compare institutions using <a href="https://twitter.com/ipeds_nces?ref_src=twsrc%5Etfw">@ipeds_nces</a> <a href="https://twitter.com/hashtag/DataTools?src=hash&ref_src=twsrc%5Etfw">#DataTools</a>.<br /> <br /> Access more <a href="https://twitter.com/hashtag/HigherEdStats?src=hash&ref_src=twsrc%5Etfw">#HigherEdStats</a> here: <a href="https://t.co/r0jDASliq0">https://t.co/r0jDASliq0</a> <a href="https://t.co/QCoN4Skkkj">pic.twitter.com/QCoN4Skkkj</a></p> — NCES (@EdNCES) <a href="https://twitter.com/EdNCES/status/1354107085768814593?ref_src=twsrc%5Etfw">January 26, 2021</a></blockquote> <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script> <p><br /> 4. <a href="https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Ftwitter.com%2FEdNCES%2Fstatus%2F1375161572495134726&data=04%7C01%7Cmbarnett%40air.org%7C4a1e9ec10aec4d55c16308d9b5110199%7C9ea45dbc7b724abfa77cc770a0a8b962%7C0%7C0%7C637739906922679577%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=7BDzQH%2BDnqPq6972%2B3SHyGy711UOndYbndSV6hStXrc%3D&reserved=0">ACGR web table</a> (19,638)</p> <blockquote class="twitter-tweet"> <p dir="ltr" lang="en">NEW STAT: The 2018–19 national adjusted cohort <a href="https://twitter.com/hashtag/GraduationRate?src=hash&ref_src=twsrc%5Etfw">#GraduationRate</a> (ACGR) for all racial & ethnic subgroups, economically disadvantaged & limited English students ↑ from the previous year.<br /> <br /> Students w/ disabilities showed the largest increase. Find the data: <a href="https://t.co/TO9m6u6NQp">https://t.co/TO9m6u6NQp</a> <a href="https://t.co/LKhOEejCiP">pic.twitter.com/LKhOEejCiP</a></p> — NCES (@EdNCES) <a href="https://twitter.com/EdNCES/status/1375161572495134726?ref_src=twsrc%5Etfw">March 25, 2021</a></blockquote> <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script> <p><br /> 5. <a href="https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Ftwitter.com%2FEdNCES%2Fstatus%2F1380593111827644424&data=04%7C01%7Cmbarnett%40air.org%7C4a1e9ec10aec4d55c16308d9b5110199%7C9ea45dbc7b724abfa77cc770a0a8b962%7C0%7C0%7C637739906922689532%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=04Ud8WAnTeDrRUwCEOTDJKKQlcCB0OVf4TmUYPlUQ1k%3D&reserved=0">Kids’ Zone</a> (19,390)</p> <blockquote class="twitter-tweet"> <p dir="ltr" lang="en">The NCES Kids’ Zone features an Educators’ Corner to help you find education resources, tools, and <a href="https://twitter.com/hashtag/EdStats?src=hash&ref_src=twsrc%5Etfw">#EdStats</a>.<br /> <br /> Visit the Educators’ Corner here: <a href="https://t.co/V89Ic3TsRs">https://t.co/V89Ic3TsRs</a> <a href="https://t.co/mKMLD6K3CN">pic.twitter.com/mKMLD6K3CN</a></p> — NCES (@EdNCES) <a href="https://twitter.com/EdNCES/status/1380593111827644424?ref_src=twsrc%5Etfw">April 9, 2021</a></blockquote> <script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script> <p> </p> <p><em>By Megan Barnett, AIR</em></p> </section> </article> </div> <div id="postPaging" style="display: none"> <a id="ctl00_cphBody_PostList1_hlPrev" style="float:left"><< Older posts</a> <a id="ctl00_cphBody_PostList1_hlNext" style="float:right">Newer posts >></a> </div> <div style="clear:both; display:block"> <ul id="PostPager"><li class="PagerLinkDisabled">Newer posts</li><li class="PagerLinkCurrent">1</li><li class="PagerLink"><a href="/blogs/nces/?tag=/condition-of-education&page=2">2</a></li><li 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href="/blogs/nces/?tag=/active-shooter" class="smallest" title="Tag: active shooter">active shooter</a> </li><li><a href="/blogs/nces/?tag=/adolescents" class="smallest" title="Tag: adolescents">adolescents</a> </li><li><a href="/blogs/nces/?tag=/adult-education" class="small" title="Tag: adult education">adult education</a> </li><li><a href="/blogs/nces/?tag=/American-Community-Survey-(ACS)" class="smallest" title="Tag: American Community Survey (ACS)">American Community Survey (ACS)</a> </li><li><a href="/blogs/nces/?tag=/American-IndianAlaska-Native" class="smallest" title="Tag: American Indian/Alaska Native">American Indian/Alaska Native</a> </li><li><a href="/blogs/nces/?tag=/assessment" class="small" title="Tag: assessment">assessment</a> </li><li><a href="/blogs/nces/?tag=/attendance" class="smallest" title="Tag: attendance">attendance</a> </li><li><a href="/blogs/nces/?tag=/bullying" class="smallest" title="Tag: bullying">bullying</a> </li><li><a 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major</a> </li><li><a href="/blogs/nces/?tag=/Common-Core-of-Data" class="smallest" title="Tag: Common Core of Data">Common Core of Data</a> </li><li><a href="/blogs/nces/?tag=/computer-literacy" class="smallest" title="Tag: computer literacy">computer literacy</a> </li><li><a href="/blogs/nces/?tag=/condition-of-education" class="small" title="Tag: condition of education">condition of education</a> </li><li><a href="/blogs/nces/?tag=/conferences" class="smallest" title="Tag: conferences">conferences</a> </li><li><a href="/blogs/nces/?tag=/coronavirus" class="smallest" title="Tag: coronavirus">coronavirus</a> </li><li><a href="/blogs/nces/?tag=/cost-of-college" class="smallest" title="Tag: cost of college">cost of college</a> </li><li><a href="/blogs/nces/?tag=/COVID19" class="small" title="Tag: COVID19">COVID19</a> </li><li><a href="/blogs/nces/?tag=/covid-19" class="smallest" title="Tag: covid-19">covid-19</a> </li><li><a href="/blogs/nces/?tag=/CRDC" class="smallest" title="Tag: CRDC">CRDC</a> </li><li><a href="/blogs/nces/?tag=/CTE" class="smallest" title="Tag: CTE">CTE</a> </li><li><a href="/blogs/nces/?tag=/data" class="medium" title="Tag: data">data</a> </li><li><a href="/blogs/nces/?tag=/data-privacy" class="smallest" title="Tag: data privacy">data privacy</a> </li><li><a href="/blogs/nces/?tag=/data-visualization" class="smallest" title="Tag: data visualization">data visualization</a> </li><li><a href="/blogs/nces/?tag=/degree" class="smallest" title="Tag: degree">degree</a> </li><li><a href="/blogs/nces/?tag=/development" class="smallest" title="Tag: development">development</a> </li><li><a href="/blogs/nces/?tag=/Digest-of-Education-Statistics-" class="smallest" title="Tag: Digest of Education Statistics ">Digest of Education Statistics </a> </li><li><a href="/blogs/nces/?tag=/dropout-rates" class="smallest" title="Tag: dropout rates">dropout rates</a> </li><li><a href="/blogs/nces/?tag=/early-childhood" class="medium" title="Tag: early childhood">early childhood</a> </li><li><a href="/blogs/nces/?tag=/ECLS" class="smallest" title="Tag: ECLS">ECLS</a> </li><li><a href="/blogs/nces/?tag=/economic-outcomes" class="smallest" title="Tag: economic outcomes">economic outcomes</a> </li><li><a href="/blogs/nces/?tag=/Education-Across-America" class="smallest" title="Tag: Education Across America">Education Across America</a> </li><li><a href="/blogs/nces/?tag=/education-technology" class="smallest" title="Tag: education technology">education technology</a> </li><li><a href="/blogs/nces/?tag=/educational-attainment" class="small" title="Tag: educational attainment">educational attainment</a> </li><li><a href="/blogs/nces/?tag=/elementary-education" class="big" title="Tag: elementary education">elementary education</a> </li><li><a href="/blogs/nces/?tag=/employment" class="smallest" title="Tag: employment">employment</a> </li><li><a href="/blogs/nces/?tag=/English-learners" class="smallest" title="Tag: English learners">English learners</a> </li><li><a href="/blogs/nces/?tag=/enrollment" class="medium" title="Tag: enrollment">enrollment</a> </li><li><a href="/blogs/nces/?tag=/equity" class="smallest" title="Tag: equity">equity</a> </li><li><a href="/blogs/nces/?tag=/expenditures" class="smallest" title="Tag: expenditures">expenditures</a> </li><li><a href="/blogs/nces/?tag=/faculty" class="smallest" title="Tag: faculty">faculty</a> </li><li><a href="/blogs/nces/?tag=/finance" class="medium" title="Tag: finance">finance</a> </li><li><a href="/blogs/nces/?tag=/financial-aid" class="smallest" title="Tag: financial aid">financial aid</a> </li><li><a href="/blogs/nces/?tag=/free-or-reduced-price-lunch" class="smallest" title="Tag: free or reduced price lunch">free or reduced price lunch</a> </li><li><a href="/blogs/nces/?tag=/gender-identity" class="smallest" title="Tag: gender identity">gender identity</a> </li><li><a href="/blogs/nces/?tag=/graduation-rates" class="small" title="Tag: graduation rates">graduation 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