ERIC Number: ED465854
Record Type: RIE
Publication Date: 2001-Mar
Reference Count: N/A
School Enrollment in the United States: Social and Economic Characteristics of Students, October 1999. Population Characteristics. Current Population Reports.
Jamieson, Amie; Curry, Andrea; Martinez, Gladys
This report highlights school enrollment trends and student social and economic characteristics using findings from data collected in the U.S. Census Bureau's Current Population Survey, October 1999. Overall, one-fourth of the U.S. population was enrolled in school in 1999. Nursery school enrollment equalled the record level set in 1995. Kindergarten enrollment remained high. The number of elementary and high school students returned to the baby-boom peak. Recent births and immigration increased elementary and high school enrollment. Students came from diverse backgrounds. During the study year, about 520,000 students in 10th, 11th, or 12th grade dropped out, with Blacks and Hispanics having higher dropout rates than whites and lower-income students more likely to drop out than higher-income students. For the 18- to 24-year-olds in 1999, 3.4 million were in the dropout pool (no longer enrolled and without a high school diploma). College enrollment of traditional college-age students continued at a record high, with 15.2 million students enrolled in colleges nationwide in October 1999. (SM)
Descriptors: Asian American Students, Black Students, Diversity (Student), Dropout Rate, Elementary Secondary Education, Enrollment Trends, Hispanic American Students, Socioeconomic Status, Student Characteristics, Tables (Data), White Students
U.S. Department of Commerce, Economic and Statistics Administration, U.S. Census Bureau, Washington, DC 20233. Tel: 301-457-4100; e-mail: firstname.lastname@example.org. For full text: http://www.census.gov/prod/2001pubs/p20-533.pdf.
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: N/A
Authoring Institution: Bureau of the Census (DOC), Washington, DC. Economics and Statistics Administration.