EDUCATION INDUSTRY PROFILE

INDUSTRY OVERVIEW:

Young Adult Educational and Employment Outcomes by Family Socioeconomic Status shows that among 2009 ninth-graders, there was no measurable difference between high- and low-socioeconomic status (SES) students in the percentage who were employed in 2016 (62 vs. 64 percent), but the percentage who were enrolled in postsecondary education 7 years after being in ninth grade was 50 percentage points larger for high-SES students (78 percent) than for their low-SES peers (28 percent).

Postsecondary Outcomes for Nontraditional Undergraduate Students show that among students who started at public 2-year institutions in 2009, completion rates 8 years after entry were higher among full-time students (30 percent for first-time students and 38 percent for non-first-time students) than among part-time students (16 percent for first-time students and 21 percent for non-first-time students). Also at public 2-year institutions, transfer rates 8 years after entry were higher among non-first-time students (37 percent for part-time students and 30 percent for full-time students) than among first-time students (24 percent for both full-time and part-time students).

Preprimary, Elementary, and Secondary Education
In 2017, some 10 percent of children under the age of 18 lived in households without a parent who had completed high school, 26 percent lived in mother-only households, 8 percent lived in father-only households, and 18 percent were in families living in poverty.

Children’s Access to and Use of the Internet
The percentage of children ages 3 to 18 who had no internet access at home was lower in 2017 (14 percent) than in 2010 (21 percent). Among those who did not have home internet access in 2017, the two most commonly cited main reasons were that the family did not need it or was not interested in having it (43 percent) and that it was too expensive (34 percent).

Preschool and Kindergarten Enrollment
In 2017, the percentage of 3- to 5-year-olds enrolled in preschool programs was higher for children whose parents’ highest level of education was a graduate or professional degree (46 percent) or a bachelor’s degree (47 percent) than for children whose parents’ highest level of education was an associate’s degree (36 percent), some college but no degree (34 percent), a high school credential (33 percent), or less than a high school credential (26 percent).

Public School Enrollment
Between fall 2016 and fall 2028, total public school enrollment in prekindergarten through grade 12 is projected to increase by 2 percent (from 50.6 million to 51.4 million students), with changes across states ranging from an increase of 23 percent in the District of Columbia to a decrease of 12 percent in Connecticut.

Public Charter School Enrollment
Between fall 2000 and fall 2016, overall public charter school enrollment increased from 0.4 million to 3.0 million. During this period, the percentage of public school students who attended charter schools increased from 1 to 6 percent. Private School Enrollment In fall 2015, some 5.8 million students (10.2 percent of all elementary and secondary students) were enrolled in private elementary and secondary schools. Thirty-six percent of private school students were enrolled in Catholic schools, 39 percent were enrolled in other religiously affiliated schools, and 24 percent were enrolled in nonsectarian schools.

English Language Learners in Public Schools
The percentage of public-school students in the United States who were English language learners (ELLs) was higher in fall 2016 (9.6 percent, or 4.9 million students) than in fall 2000 (8.1 percent, or 3.8 million students). In fall 2016, the percentage of public school students who were ELLs ranged from 0.9 percent in West Virginia to 20.2 percent in California.
Children and Youth With Disabilities

In 2017–18, the number of students ages 3–21 who received special education services under the Individuals with Disabilities Education Act (IDEA) was 7.0 million, or 14 percent of all public school students. Among students receiving special education services, 34 percent had specific learning disabilities.

PROFILE IS PROVIDED COURTESY OF USDOE – CLICK HERE FOR FULL PROFILE BY US DEPARTMENT OF EDUCATION

Source: https://nces.ed.gov/pubs2019/2019144.pdf

ASSOCIATIONS & INSTITUTIONS:

LEADING COMPANIES:

NEW YORK

THE NEW YORK CITY SCHOOL SYSTEM IS THE LARGEST IN THE COUNTRY, WITH MORE THAN ONE MILLION STUDENTS IN MORE THAN 1,800 SCHOOLS.

This sprawling system includes many outstanding schools that for decades have provided a springboard for students’ self-actualization and social mobility. However, the legacy of government-facilitated housing segregation has created a system wherein too many of our neighborhood schools are socioeconomically, academically, and racially segregated.

This segregated system, together with both underinvestment in the city’s communities of color and academic screens historically rooted in excluding entire populations of students, has led to stark inequities in our public schools. Neighborhoods with large numbers of students of color (especially those with disabilities) and low-income families have borne the disproportionate burden of punitive suspension and disciplinary practices, inadequate learning facilities, and limited access to advanced placement (AP) courses.

Ensuring every child has access to an excellent school requires a commitment to addressing the root causes of inequality, while redoubling our efforts to ensure every New York City child has access to the resources they need to thrive from birth until graduation.

PROGRESS
NEW YORK CITY’S PUBLIC SCHOOL SYSTEM HAS MADE SUBSTANTIAL PROGRESS SINCE 2002, WHEN THE STATE LEGISLATURE ENACTED MAYORAL ACCOUNTABILITY OVER CITY EDUCATION.

The shift away from the prior system — which was bankrupt and devoid of an overarching vision — to one focused on what is actually best for all kids, has led to more investment, equity-focused policies, and positive momentum toward expanding educational opportunities and improving outcomes. In addition, to improve the way it works with students, parents, and communities, the Department of Education (DOE)
has realigned its structure, bringing leadership in closer contact with students and teachers, and establishing clear lines of communication and accountability.

Since Pre-K for All launched in 2014, the City has more than tripled the number of children in free, full-day, high-quality pre-K, with nearly 70,000 four-year-olds enrolled today, compared with 19,000 in 2014. Today, after starting in two districts, 3-K for All provides free, full-day, high-quality early childhood education to more than 5,000 three-year-olds in six districts in New York City. We are outpacing our rollout schedule, with as many as 20,000 three-year-olds expected to be enrolled in 14 districts within all five boroughs by 2020. We continue to expand access to bilingual and dual-language programs, career and technical education, sports programs, and postsecondary opportunities as we develop holistic approaches to improve the way we teach all learners. Suspensions are down across the board. In 2018, we saw the highest-ever number of New York City students taking and passing AP exams, with more than a 10 percent jump in students taking — and students passing — at least one AP course over the previous year.

Seventy-six percent of students graduated high school in 2018, the highest rate in the city’s history, and we are well on our way to exceeding the original target of 80 percent by 2026. In fact, we will raise the target to 84 percent by 2026, in line with the national high school graduation average of 84.6 percent. At 7.5 percent, the class of 2018 also had the lowest dropout rate of any class since New York State started keeping records.

We are increasing college readiness, with 70 percent of students today prepared for higher education, compared with just 47 percent five years ago, and nearly 60 percent of the class of 2017 (around 45,000 students) having enrolled in college. Overall, the baseline experience of what it means to be educated in New York City has increased dramatically, with more low-income students of color offered opportunities long enjoyed by their more financially welloff peers. Today, every student has access to more educational opportunities than those of a generation ago — from birth to high school graduation.