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ERIC Number: ED492631
Record Type: Non-Journal
Publication Date: 2005-Jun
Pages: 383
Abstractor: ERIC
Reference Count: 112
The Condition of Education, 2005. NCES 2005-094
Wirt, John; Choy, Susan; Rooney, Patrick; Hussar, William; Provasnik, Stephen; Hampden-Thompson, Gillian
National Center for Education Statistics
This document summarizes important developments and trends in education using the latest available data. The report presents 40 indicators on the status and condition of education and a special analysis of the mobility of elementary and secondary school teachers. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2005 print edition includes 40 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. In addition, this year's volume contains a special analysis that describes the teacher workforce and the movement of teachers into and out of this workforce. The following are appended: (1) Supplemental Tables; (2) Supplemental Notes; and (3) Standard Error Tables. A glossary and index are also included. [For "The Condition of Education, 2004," see ED483070.]
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site:
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.; MPR Associates, Berkeley, CA.; Education Statistics Services Inst., Washington, DC.
IES Funded: Yes
IES Cited: ED491640