The number of postsecondary institutions eligible to participate in federal student financial assistance programs (Title IV institutions) in the United States and other jurisdictions in the 2023-24 academic year showed a decrease of approximately two percent from the previous academic year, according to data released recently from the National Center for Education Statistics (NCES), the statistical center within the U.S. Department of Education’s Institute of Education Sciences.

Public school leaders nationwide estimated that, on average, 32 percent of their students ended the 2023-24 school year behind grade level in at least one academic subject, which is not measurably different than the 33 percent reported at the end of the 2021-22 school year, according to data released recently from the National Center for Education Statistics (NCES), the statistical center within the U.S. Department of Education’s Institute of Education Sciences.

Twenty-six percent of public school leaders reported that a lack of focus or inattention from students had a “severe negative impact” on learning at their school during the 2023-24 school year, according to data released from the National Center for Education Statistics (NCES), the statistical center within the U.S. Department of Education’s Institute of Education Sciences.

Forty-eight percent of public schools reported that they are able to effectively provide mental health services to all students who need them, a nearly 10-percentage-point decline from 2021-2022, according to new data from the National Center for Education Statistics (NCES), the statistical center within the U.S. Department of Education's Institute of Education Sciences (IES).

Thirty-eight percent of public school leaders reported they moderately or strongly agreed that traffic patterns around their schools pose a threat to students’ physical safety while commuting to school, according to data released Wednesday from the National Center for Education Statistics (NCES), the statistical center within the U.S. Department of Education’s Institute of Education Sciences.

The 2024 edition of the Report on the Condition of Education brings together a wealth of vital information and insights from across the education spectrum, drawing from a vast collection of data to examine changes over time, including shifts in enrollment during the COVID-19 pandemic.

A collection of new data sheds light on the state of school crime and safety, as well as the school environment, in U.S. public schools, including a finding that 76 percent of public schools prohibit non-academic use of cell phones or smartphones during school hours. Also, 90 percent of public schools said they increased social and emotional support for students in response to the coronavirus pandemic in 2021-22, according to the new survey results from the National Center for Education Statistics (NCES), the statistical center within the U.S. Department of Education’s Institute of Education Sciences (IES).

Public school leaders nationwide estimated that, on average, 44 percent of their students did not begin the 2023-24 school year at grade level in at least one academic subject, an improvement over the 49 percent reported for the start of the prior school year, according to data released recently by the National Center for Education Statistics (NCES), the statistical center within the U.S. Department of Education’s Institute of Education Sciences (IES).

More than half of undergraduate students who entered a four-year, degree-granting U.S. postsecondary institution in 2014-15 – 54 percent – completed their degree or certificate at the institution where they started within eight years, according to provisional data from the National Center for Education Statistics (NCES), the statistical center within the U.S. Department of Education's Institute of Education Sciences (IES). The comparable figure for completion for undergraduate students who entered four-year degree granting postsecondary institutions the prior year (2013-14) was 52 percent.

Eight percent of teachers in public schools exited the profession between the 2020-21 and 2021-22 school years, a pivotal time when K-12 education was heavily impacted by the pandemic. This departure rate was unchanged from nearly a decade earlier, according to the Teacher Follow-Up Survey, a longitudinal component of the National Teacher and Principal Survey, released recently by the National Center for Education Statistics (NCES), the statistical center within the U.S. Department of Education’s Institute of Education Sciences.

The number of students enrolled in K-12 U.S. private schools during the 2021-22 school year was about 4.7 million; there were also about 4.7 million private school students in the 2019-20 academic year, which coincided with the start of the COVID-19 pandemic. During that same time period, the number of K-12 private schools decreased by 3 percent, from about 30,500 in 2019-20 to 29,700 in 2021-22, according to data released this month by the National Center for Education Statistics (NCES), the statistical center of the U.S. Department of Education’s Institute of Education Sciences (IES).

Eighty-six percent of U.S. K-12 public schools reported challenges hiring teachers for the 2023-24 school year, with 83 percent reporting trouble hiring for non-teacher positions, such as classroom aides, transportation staff and mental health professionals, according to data released recently by the National Center for Education Statistics (NCES), the statistical center of the U.S. Department of Education's Institute of Education Sciences (IES).

Roughly 1 in 10 (11 percent) public school principals left the profession between the 2020-21 and 2021-22 school years, according to data from the National Teacher and Principal Survey (NTPS) released recently by the National Center for Education Statistics (NCES), the statistical center within the U.S. Department of Education's Institute of Education Sciences (IES).

Nearly three-quarters (72 percent) of all undergraduates received some type of financial aid in the 2019-20 academic year, according to data from the National Postsecondary Student Aid Study (NPSAS) released July 26 by the National Center for Education Statistics (NCES), the statistical center within the U.S. Department of Education’s Institute of Education Sciences (IES).

The nation’s 13-year-olds showed the largest declines ever recorded on the National Assessment of Educational Progress (NAEP) long-term trend assessment (LTT) in mathematics, according to results released Wednesday by the National Center for Education Statistics (NCES).