Peer reviewed
Download full textERIC Number: ED595750
Record Type: Non-Journal
Publication Date: 2019-Jun
Pages: 63
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Characteristics of Private Schools in the United States: Results from the 2017-18 Private School Universe Survey. First Look. NCES 2019-071
Broughman, Stephen P.; Kincel, Brian; Peterson, Jennifer
National Center for Education Statistics
This First Look Report provides selected findings from the 2017-18 Private School Universe Survey (PSS) regarding private schools that were in operation during the 2017-18 school year. The data include information on school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis. The PSS collects nonfiscal data biennially from the universe of private schools in the United States with grades kindergarten through twelve.
Descriptors: Private Schools, Institutional Characteristics, School Surveys, Elementary Schools, Secondary Schools, School Size, Suburban Schools, Rural Schools, Urban Schools, Student Characteristics, Single Sex Schools, Coeducation, Geographic Regions, Special Education, Montessori Schools, Vocational Schools, Nontraditional Education, Early Childhood Education, Parochial Schools, Religion, Teachers, Teacher Student Ratio, Graduation Rate, High School Seniors, High School Graduates, College Attendance
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Elementary Secondary Education; Elementary Education; Secondary Education; Early Childhood Education; High Schools; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED)
Identifiers - Assessments and Surveys: Private School Universe Survey (NCES)
IES Funded: Yes
Grant or Contract Numbers: N/A
IES Publication: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2019071
Author Affiliations: N/A
