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ERIC Number: ED410311
Record Type: RIE
Publication Date: 1996
Pages: 51
Abstractor: N/A
Estimates of School Statistics As Provided by the State Departments of Education, 1995-96.
National Education Association, Washington, DC. Research Div.
Data in this report present information about the extent to which national, state, and local governments commit resources to educate youth. These estimates, in their 54th year of publication, are based on survey responses of state education agencies that provide information about public school enrollment and participation, employment and compensation of personnel, and educational finance. The state-level data permit broad assessments of trends in staff salaries, sources of school funding, and levels of educational expenditures. These estimates indicate that public school enrollment is expected to increase by over 688,000 students from 1994-95 to 1995-96. The increase will be concentrated in the elementary grades, while secondary classes are actually expected to enroll fewer students. To meet the increased enrollment, state education authorities expect the number of public school teachers to increase by about 37,000 from 1994-95 to 1995-96, with elementary school teachers representing 71% of this increase. State education agencies also expect the average classroom teacher salary to increase by 2.8% over 1994-95, with a corresponding increase in expenditure per pupil. State governments are expected to continue to provide the largest share of public school financial support, at 47.7%, while the federal contribution of 7% is expected to equal that of 1994-95. The reported statewide totals and averages may not reflect the varying conditions that exist among school districts and schools within the state. A glossary is included. (Contains 8 figures and 11 tables.) (SLD)
NEA Professional Library, P.O. Box 509, West Haven, CT 06516; telephone 1-800-229-4200.
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Education Association, Washington, DC. Research Div.
Grant or Contract Numbers: N/A