Peer reviewed
Download full textERIC Number: ED619873
Record Type: Non-Journal
Publication Date: 2022
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
"The Condition of Education 2022": At a Glance
National Center for Education Statistics
This "At a Glance" highlights data from "The Condition of Education 2022" including statistics in the following categories: (1) Family Characteristics; (2) Preprimary, Elementary, and Secondary Education; (3) Postsecondary Education; (4) Population Characteristics and Economic Outcomes; and (5) International Comparisons. [For "Report on the Condition of Education 2022. NCES 2022-144," see ED619870.]
Descriptors: Family Characteristics, Preschool Education, Outcomes of Education, Foreign Countries, Elementary Secondary Education, Postsecondary Education, Enrollment Trends, Public Schools, Charter Schools, English Language Learners, Race, Ethnicity, Private Schools, Proprietary Schools, Crime, Law Enforcement, School Violence, Death, Weapons, School Safety, Internet, Access to Computers, National Competency Tests, Reading Achievement, Mathematics Achievement, Science Achievement, Public School Teachers, Teacher Characteristics, Dropout Rate, High School Graduates, Graduation Rate, Expenditures, Educational Finance, Academic Persistence, College Graduates, Undergraduate Students, Graduate Students, Institutional Characteristics, Educational Attainment, Employment, Unemployment, Salaries, Education Work Relationship
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: Numerical/Quantitative Data
Education Level: Early Childhood Education; Preschool Education; Elementary Secondary Education; Postsecondary Education; High Schools; Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (NCES) (ED/IES)
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Funded: Yes
Grant or Contract Numbers: N/A
IES Publication: https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022144
Author Affiliations: N/A
