Annual report on the condition of education shows for-profits now have 9%

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Overview

Section 1: Participation in Education
Between 2000 and 2009, enrollment rates increased for young adults ages 18–19 and adults ages 20–24, 25–29, and 30–34; students in these age groups are typically enrolled in college or graduate school (indicator 1). See figure 1 below (figure 1-1, page 21).
Figure 1. Percentage of the population ages 3-34 enrolled in school, by age group: October 1970-2009
From 2008–09 through 2020–21, public elementary and secondary school enrollment is projected to increase from 49.3 to 52.7 million students, but with differences across states (indicator 2).
From 1999–2000 to 2008–09, the number of students enrolled in public charter schools more than tripled from 340,000 to 1.4 million students. In 2008–09, some 5 percent of all public schools were charter schools (indicator 3).
Private school enrollment in prekindergarten through grade 12 increased from 5.9 million in 1995–96 to 6.3 million in 2001–02, and then decreased to 5.5 million in 2009–10. Some 10 percent of all elementary and secondary school students were in private schools in 2009–10 (indicator 4).
Between 1989 and 2009, the percentage of public school students who were White decreased from 68 to 55 percent, and the percentage of those who were Hispanic doubled from 11 to 22 percent (indicator 5).
In 2009, some 21 percent of children ages 5–17 (or 11.2 million) spoke a language other than English at home, and 5 percent (or 2.7 million) spoke English with difficulty. Seventy-three percent of those who spoke English with difficulty spoke Spanish (indicator 6).
The number of children and youth ages 3–21 receiving special education services was 6.5 million in 2008–09, corresponding to about 13 percent of all public school enrollment (indicator 7).
Between 2000 and 2009, undergraduate enrollment in degree-granting postsecondary institutions increased by 34 percent, from 13.2 to 17.6 million students. Projections indicate that it will continue to increase, reaching 19.6 million students in 2020 (indicator 8).
Postbaccalaureate enrollment has increased every year since 1983, reaching 2.9 million students in 2009. In each year since 1988, women have made up more than half of postbaccalaureate enrollment. In 2009, postbaccalaureate enrollment was 59 percent female (indicator 9).
Section 2: Learner Outcomes
Between 2007 and 2009, there was no measurable change in the average grade 4 reading score on the National Assessment of Educational Progress (NAEP); the average grade 8 reading score, however, increased 1 point. At grade 12, the average reading score increased by 2 points between 2005 and 2009 (indicator 10). See figure 2 below (figure 10-1, page 43, for reading scale scores).
In 2009, White students at grade 12 scored 27 points higher in NAEP reading than Black students and 22 points higher than Hispanic students. Neither score gap was significantly different from the respective score gaps in previous assessment years (indicator 11).
From 1990 to 2009, average grade 4 NAEP mathematics scores increased by 27 points and average grade 8 scores increased by 20 points. At grade 12, average scores increased by 3 points between 2005 and 2009 (indicator 12). See figure 2 below (figure 12-1, page 47, for mathematics scale scores).
Figure 2. Average reading and mathematics scale scores of 4th-, 8th-, and 12th-grade students: Selected years, 1990-2009
In 2009, White students at grade 12 scored 30 points higher in NAEP mathematics than Black students and 23 points higher than Hispanic students. Neither score gap was measurably different from the corresponding score gaps in 2005 (indicator 13).
Thirty-four percent of students at grade 4, some 30 percent of students at grade 8, and 21 percent of students at grade 12 performed at or above the Proficient level in the NAEP science assessment in 2009 (indicator 14).
In 2009, the average U.S. combined reading literacy score for 15-year-old students was not measurably different from the average score of the 34 Organization for Economic Co-operation and Development (OECD)-member countries. The average U.S. score was lower than that of 6 OECD countries and higher than that of 13 OECD countries (indicator 15).
In 2009, the average U.S. mathematics literacy score for 15-year-old students was below the average of the 34 OECD member countries. On the science literacy scale, the average U.S. score was not measurably different from the OECD average (indicator 16).
In 2009, young adults ages 25–34 with a bachelor's degree earned more than twice as much as young adults without a high school diploma or its equivalent, 50 percent more than young adult high school completers, and 25 percent more than young adults with an associate's degree (indicator 17).
In 2010, young adults ages 25–34 with at least a bachelor's degree had a full-time employment rate that was over 30 percentage points higher than that of their peers who had not completed high school (74 vs. 41 percent) ( indicator 18).
Section 3: Student Effort and Educational Progress
In 2007–08, about three-quarters of public high school students graduated on time with a regular diploma ( indicator 19). See figure 3 below (figure 19-1, page 65).
Figure 3. Averaged freshman graduation rate for public high school students, by state: School year 2007-08
In general, the status dropout rates for Whites, Blacks, and Hispanics each declined between 1980 and 2009. However, in each year during that period, the status dropout rate was lower for Whites and Blacks than for Hispanics ( indicator 20).
The immediate college enrollment rate after high school increased from 1975 to 1997 (51 to 67 percent), declined from 1997 to 2001 (to 62 percent), then increased from 2001 to 2009 (70 percent). Gaps in immediate enrollment rates by family income, race/ethnicity, and sex have persisted over time ( indicator 21).
In 2007–08, about 36 percent of undergraduate students considered to be in their first year reported having ever taken a remedial course, while 20 percent had actually taken one in that same year. At public 2-year institutions, about 42 percent of students had ever taken a remedial course ( indicator 22).
About 54 percent of male and 60 percent of female first-time students who sought a bachelor's degree and enrolled at a 4-year institution full time in fall 2002 completed a bachelor's degree at that institution within 6 years ( indicator 23).
In 2010, some 32 percent of 25- to 29-year-olds had completed at least a bachelor's degree. Between 1975 and 2010, the gap in bachelor's degree attainment between Whites and Hispanics widened from 15 to 25 percentage points, and the gap between Whites and Blacks widened from 13 to 19 percentage points ( indicator 24).
Greater percentages of the population ages 25 to 64 had earned a bachelor's degree or higher in all reporting OECD countries in 2008 than in 2001 (21 vs. 15 percent). The percentage of the U.S. population with a bachelor's degree or higher was 32 percent in 2008, compared with 28 percent in 2001 ( indicator 25).
Between 1998–99 and 2008–09, the number of degrees earned increased by 41 percent for associate's degrees, by 33 percent for bachelor's degrees, and by 49 percent for master's degrees. In 2008–09, females earned the majority of all associate's, bachelor's, master's, and doctoral degrees awarded ( indicator 26).
Section 4: Contexts of Elementary and Secondary Education
In 2008–09, charter schools and schools with a magnet program each composed a higher percentage of all public schools than they did in 1998–99 (5 vs. 1 percent for charter schools and 3 vs. 1 percent for schools with a magnet program) (indicator 27).
In 2008–09, greater percentages of Black, Hispanic, and American Indian/Alaska Native students attended high-poverty elementary and secondary public schools than did White or Asian/Pacific Islander students ( indicator 28). See figure 4 on the following page (figure 28-1, page 87).
Figure 4. Percentage of public school students in high-poverty schools, by race/ethnicity and school level: School year 2008-09
In 2009, some 19 percent of 5- to 17-year-olds were in families living in poverty, compared with 15 percent in 2000 and 17 percent in 1990 ( indicator 29).
From 1992 to 2008, the rate of nonfatal incidents of crime against students ages 12–18 at school declined from 144 to 47 crimes per 1,000 students, and for students away from school the rate declined from 138 to 38 crimes per 1,000 students ( indicator 30).
A larger percentage of full-time teachers held a postbaccalaureate degree in 2007–08 than in 1999–2000. Forty-nine percent of elementary school teachers and 54 percent of secondary school teachers held a postbaccalaureate degree in 2007–08, compared with 43 percent and 50 percent, respectively, in 1999–2000 ( indicator 31).
In 2008–09, some 8 percent of public school teachers left the teaching profession compared with 16 percent of private school teachers. Another 7 percent of all teachers moved from their 2007–08 school to a different school ( indicator 32).
From 1999–2000 to 2007–08, the percentage of principals who were female increased from 52 to 59 percent at public elementary schools and from 22 to 29 percent at public secondary schools ( indicator 33).
In 2008–09, some 12 percent of all principals left the profession. In addition to principals who left the profession, another 6 percent of all principals moved from their 2007–08 school to a different school for the 2008–09 school year ( indicator 34).
From 1989–90 through 2007–08, total elementary and secondary public school revenues increased from $356 billion to $599 billion (in constant 2009–10 dollars), a 68 percent increase after adjusting for inflation ( indicator 35).
Total expenditures per student in public elementary and secondary schools rose 39 percent in constant dollars from 1989–90 through 2007–08, with interest on school debt increasing faster than current expenditures or capital outlay ( indicator 36).
Total variation in instruction expenditures per student has increased among public school districts since 1997–98, primarily due to an increase in the variation between states ( indicator 37).
In 2007, the United States spent $10,768 per student on elementary and secondary education, which was 45 percent higher than the OECD average of $7,401. At the postsecondary level, U.S. expenditures per student were $27,010, more than twice as high as the OECD average of $12,471 ( indicator 38).
Section 5: Contexts of Postsecondary Education
In fall 2009, some 11 percent of all full-time undergraduate students attended private for-profit institutions. About 38 percent of full-time students age 35 and over attended private for-profit institutions, compared with 5 percent of full-time students under the age of 25 ( indicator 39).
In 2008–09, more than half of the 1.6 million bachelor's degrees awarded were in five fields: business (22 percent), social sciences and history (11 percent), health professions and related clinical sciences (8 percent), education (6 percent), and psychology (6 percent) ( indicator 40).
Overall, 656,800 master's degrees and 67,700 doctoral degrees were awarded in 2008–09; these numbers represent increases of 49 and 54 percent, respectively, over the numbers awarded in 1998–99. In 2008–09, females earned 60 percent of master's degrees and 52 percent of doctoral degrees awarded ( indicator 41).
Between 1998–99 and 2008–09, the number of degrees conferred by private for-profit institutions increased by a larger percentage than the number conferred by public institutions and private not-for-profit institutions; this was true for all levels of degrees ( indicator 42). See figure 5 on the following page (figure 42-1, page 119).
Figure 5. Number of degrees conferred by degree-granting institutions, by level of degree and control of institution: Academic years 1998-99 and 2008-09
In 2007–08, about 4.3 million undergraduate students, or 20 percent of all undergraduates, took at least one distance education course. About 0.8 million, or 4 percent of all undergraduates, took their entire program though distance education ( indicator 43).
After increasing by 14 percent during the 1980s and by 5 percent during the 1990s, average salaries for full-time faculty were 4 percent higher in 2009–10 than they were in 1999–2000, after adjusting for inflation ( indicator 44).
In 2009, about 41 percent of full-time and 76 percent of part-time college students ages 16–24 were employed ( indicator 45).
From 1999–2000 to 2007–08, the percentage of full-time, full-year undergraduates receiving federal loans increased from 43 to 49 percent. Over the same period, the average federal grant increased from $3,300 to $3,800 (in constant 2009–10 dollars) ( indicator 46).
The net price of education was higher in 2007-08 than in 1999-2000 for full-time, full-year, dependent undergraduates at all family income levels ( indicator 47).
About 9 out of 10 full-time graduate students received financial aid in 2007–08. The average total price of attending was greater in 2007–08 than in 2003–04 for students in master's or first-professional degree programs at public universities, as well as for students in first-professional degree programs at private not-for-profit universities ( indicator 48).
In 2008–09, average tuition and fees, in constant 2009–10 dollars, at 4-year postsecondary institutions were $12,100. At public 4-year institutions, average tuition and fees were $6,400, compared with $15,300 at private for-profit institutions and $24,900 at private not-for-profit institutions ( indicator 49).
In 2008–09, instruction was the largest per-student expense at public ($7,534) and private not-for-profit institutions ($15,215). At private for-profit institutions, instruction was the second largest per-student expense category, with $3,069 spent per student ( indicator 50).