For some reason I thought it was not cost effective for Dodge to continue building their Vipers after Fiat acquired the brand. I guess not...
Monday, March 29, 2010
What is life like after College?
Have you ever wondered what life is like after College and what the "real world" is like? Check out this blog article about IPO to get a sample of what life is like after you join the work force. If College and working in the Corporate life isn't for you, maybe you should look into construction. There are a lot of vocational schools that specialized in construction and here is a good example of what you can build after the appropriate vocational training.
What is life like after College?
Have you ever wondered what life is like after College and what the "real world" is like? Check out this blog article about IPO to get a sample of what life is like after you join the work force. If College and working in the Corporate life isn't for you, maybe you should look into construction. There are a lot of vocational schools that specialized in construction and here is a good example of what you can build after the appropriate vocational training.
IPOs -- not exactly what they are all cracked up to be
I graduated college during the peak of the Dot com boom. During this period, you heard of people making millions overnight and becoming set for life. What you don't hear are what happened to those individuals after the bust. After almost 10-years since graduation, I finally was able to separate the fantasies from reality.
Let's follow the details of IPOs in a lot more detail and let me explain to you how a real IPO doesn't really make the majority of the employees as wealthy as they would like to believe.
I'm rich... on paper.
This is a very common theme during the Dot com booms. People were living on borrowed debt secured by their stock on the anticipation of ever increasing stock price value. Hmmm... this sounds very familiar? The most recent bust was brought on by people taking equity out of their home and lenders allowing individuals to borrow debt secured by their homes, believing that home value will continue to rise. History does repeat itself, just in slightly different variations.
Most IPOs lock up employees from selling their shares immediately, this is to give assurances to the institutional investors that there would be minimal fluctuations of the stock post going public. The lock ups are typically anywhere from 6-months to 1-year. This means that although your company is going public, you would not be able to cash out on your hard work until much later, and potentially only after a bust. In addition, the proceeds from the sale can be taxed upwards of 40% as ordinary income unless you have exercised the options for at least 1-year to meet the minimum requirements for long term capital gains (at a more reasonable 15% for 2009-2010).
There are even more potential problems when you exercise your options. Let's talk about AMT.
AMT... not only for the rich.
AMT is now surprisingly affecting more and more middle class individuals, even though back in the day it was only for the extremely wealthy. Because this is an additional source of revenue for the Government, it is not likely this will go away. The risk here is if you exercise too many of your shares too early on, you can potentially hit AMT and loose all of your tax deductions from property taxes, interest paid on your mortgage payments, and other loopholes.
How does this work? Let's say Company A was nice enough to issue you options of their stock for $1/share and your company just went public for $10/share. You decide to take advantage of the long terms capital gains and exercise your options now. Uh oh, you now have potentially $9/share of income on paper that can be counted towards your AMT. Even though you have not actually seen the proceeds from your transaction (you're holding onto the stock, i.e. paper, not actual cash) you are still liable for the potential proceeds you could have gotten if you did sell your stock right then.
Now if the value of the stocks plummet down to $2/share a year from now, you are still liable for $7/share in taxes. A lot of Dot com newbies got into this dilemma when they exercised their options to buy shares at the peak of the stock price and were only able to sell the stock when the price plummeted, sometimes to being worthless. IPO and options are never a sure thing. There is a risk involved as with any other investment.
I have $100,000 in options, but what is my exercise price (cost)?
I love how recruiters play up the value of the options you will receive. What's actually important here is the delta between the price where you can buy the share and the price you can sell the share to the public. If when you exercise the stock you have to pay $90,000 for the options, your true net proceeds is only $10,000. That's a heck of a lot less than the lucrative $100,000 the recruiter wanted you to believe you will receive.
You company just had its IPO, you must be rich! Only if you joined early on.
Think of this as a risk-reward. The earlier on you join a company, the more options you are likely to receive and at a much lower exercise price. This is because when the company is just starting, there isn't much value there. As time progresses and the company continues to prove itself with year-after-year of profit, naturally the value of the stock will improve and as the stocks become more valuable the company will issue less of it. What is the moral of this story? This means only the people at the very top (senior management level) as well as people who get in on the company very early will make the most out of their options. Most employees will get "okay" options that may net them a couple thousand dollars. Better than nothing, but still not good enough to sacrifice your life for a company once you realize how much you really get out of it.
Those quotes from the movie "Boiler Room" and other related films tooting the virtues of "janitors driving a Ferrari" are really just playing into the fiction created by Hollywood. Like the movie "Wall Street", "Pretty Woman" and "Thomas Crown Affair", Hollywood likes to romanticize certain careers, sometimes to the point where it is so far removed from reality it's funny to most insiders.
Let's follow the details of IPOs in a lot more detail and let me explain to you how a real IPO doesn't really make the majority of the employees as wealthy as they would like to believe.
I'm rich... on paper.
This is a very common theme during the Dot com booms. People were living on borrowed debt secured by their stock on the anticipation of ever increasing stock price value. Hmmm... this sounds very familiar? The most recent bust was brought on by people taking equity out of their home and lenders allowing individuals to borrow debt secured by their homes, believing that home value will continue to rise. History does repeat itself, just in slightly different variations.
Most IPOs lock up employees from selling their shares immediately, this is to give assurances to the institutional investors that there would be minimal fluctuations of the stock post going public. The lock ups are typically anywhere from 6-months to 1-year. This means that although your company is going public, you would not be able to cash out on your hard work until much later, and potentially only after a bust. In addition, the proceeds from the sale can be taxed upwards of 40% as ordinary income unless you have exercised the options for at least 1-year to meet the minimum requirements for long term capital gains (at a more reasonable 15% for 2009-2010).
There are even more potential problems when you exercise your options. Let's talk about AMT.
AMT... not only for the rich.
AMT is now surprisingly affecting more and more middle class individuals, even though back in the day it was only for the extremely wealthy. Because this is an additional source of revenue for the Government, it is not likely this will go away. The risk here is if you exercise too many of your shares too early on, you can potentially hit AMT and loose all of your tax deductions from property taxes, interest paid on your mortgage payments, and other loopholes.
How does this work? Let's say Company A was nice enough to issue you options of their stock for $1/share and your company just went public for $10/share. You decide to take advantage of the long terms capital gains and exercise your options now. Uh oh, you now have potentially $9/share of income on paper that can be counted towards your AMT. Even though you have not actually seen the proceeds from your transaction (you're holding onto the stock, i.e. paper, not actual cash) you are still liable for the potential proceeds you could have gotten if you did sell your stock right then.
Now if the value of the stocks plummet down to $2/share a year from now, you are still liable for $7/share in taxes. A lot of Dot com newbies got into this dilemma when they exercised their options to buy shares at the peak of the stock price and were only able to sell the stock when the price plummeted, sometimes to being worthless. IPO and options are never a sure thing. There is a risk involved as with any other investment.
I have $100,000 in options, but what is my exercise price (cost)?
I love how recruiters play up the value of the options you will receive. What's actually important here is the delta between the price where you can buy the share and the price you can sell the share to the public. If when you exercise the stock you have to pay $90,000 for the options, your true net proceeds is only $10,000. That's a heck of a lot less than the lucrative $100,000 the recruiter wanted you to believe you will receive.
You company just had its IPO, you must be rich! Only if you joined early on.
Think of this as a risk-reward. The earlier on you join a company, the more options you are likely to receive and at a much lower exercise price. This is because when the company is just starting, there isn't much value there. As time progresses and the company continues to prove itself with year-after-year of profit, naturally the value of the stock will improve and as the stocks become more valuable the company will issue less of it. What is the moral of this story? This means only the people at the very top (senior management level) as well as people who get in on the company very early will make the most out of their options. Most employees will get "okay" options that may net them a couple thousand dollars. Better than nothing, but still not good enough to sacrifice your life for a company once you realize how much you really get out of it.
Those quotes from the movie "Boiler Room" and other related films tooting the virtues of "janitors driving a Ferrari" are really just playing into the fiction created by Hollywood. Like the movie "Wall Street", "Pretty Woman" and "Thomas Crown Affair", Hollywood likes to romanticize certain careers, sometimes to the point where it is so far removed from reality it's funny to most insiders.
What is Title IX?
Title IX of the Education Amendments of 1972 prohibits discrimination based on sex in education programs and activities that receive federal financial assistance.
The U.S. Department of Education gives grants of financial assistance to schools and colleges. The Title IX regulation describes the conduct that violates Title IX. Examples of the types of discrimination that are covered under Title IX include sexual harassment, the failure to provide equal opportunity in athletics, and discrimination based on pregnancy.
SOURCE: U.S. Department of Education, Office for Civil Rights. Sex Discrimination: Overview of the Law.
Examples of progress towards gender equity since the early 1970s are listed below:
Postsecondary Degrees
The U.S. Department of Education gives grants of financial assistance to schools and colleges. The Title IX regulation describes the conduct that violates Title IX. Examples of the types of discrimination that are covered under Title IX include sexual harassment, the failure to provide equal opportunity in athletics, and discrimination based on pregnancy.
SOURCE: U.S. Department of Education, Office for Civil Rights. Sex Discrimination: Overview of the Law.
Examples of progress towards gender equity since the early 1970s are listed below:
Postsecondary Degrees
- Though women have earned a greater number and percentage of bachelor's and master's degrees overall than men have since the early 1980s, men continue to earn the majority of degrees at the doctoral level.
- Women earned 58 percent of all bachelor's and 60 percent of all master's degrees awarded in 2005–06 (up from 55 and 56 percent, respectively, in 1995–96). During this period, the number of degrees earned by women increased by 33 percent at the bachelor's level (from 642,000 to 855,000) and by 57 percent at the master's level (from 227,000 to 356,000).
- Overall, women earned 49 percent of doctoral degrees awarded in 2005–06 (up from 40 percent in 1995–96). During this period, doctoral degrees earned by women increased by 54 percent (from 17,800 to 27,400).
- SOURCE: U.S. Department of Education, National Center for Education Statistics. (2008). The Condition of Education 2008 (NCES 2008-031), Indicator 27.
- Compared to 2002-03, the proportion of female student-athletes held steady or increased by one percent in all divisions. Division I had the highest proportion of female student athletes. Division I-AAA for the first time reported more than 50 percent of student-athletes as female. (It is important to remember that Division I-AAA schools do not have football teams.). In Division I-A, the proportion of female student-athletes remained steady at 44 percent while in Division I-AA the proportion of female student-athletes increased one percent to 43 percent.
- Comparing the 2003-04 data to the 1991-92 data reveals notable increases in the proportion of female student-athletes. In Division I, the proportion of female student-athletes rose from 31 to 44 percent. In Division I-A, the proportion increased from 29 to 44 percent. In Division I-AA, the change was from 30 to 42 percent in 2002-03, and in Division I-AAA the proportion of female student-athletes increased from 36 to 51 percent. There has been a nine percent increase in the proportion of female student-athletes in Division II (32 to 41 percent) and a seven percent increase in Division III (35 to 42 percent). .
- SOURCE: The National Collegiate Athletic Association. (2006). 2003-04 NCAA Gender-Equity Report.
- 2008, Digest of Education Statistics 2007, Table 177. Enrollment, staff, and degrees conferred in postsecondary institutions participating in Title IV programs, by level and control of institution, sex, and type of degree: Fall 2005 and 2005-06
- 2008, Digest of Education Statistics 2007, Table 258. Degrees conferred by degree-granting institutions, by level of degree and sex of student: Selected years, 1869-70 through 2016-17
- 2005, Gender Differences in Participation and Completion of Undergraduate Education and How They Have Changed Over Time
- 2004, Office of Postsecondary Education Equity in Athletics Disclosure Website
- 2004, Trends in Educational Equity of Girls & Women: 2004
- 2000, Entry and Persistence of Women and Minorities in College Science and Engineering Education
What are the trends in the cost of college education?
For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be $11,578 at public institutions and $29,915 at private institutions. Between 1997–98 and 2007–08, prices for undergraduate tuition, room, and board at public institutions rose by 30 percent, and prices at private institutions rose by 23 percent, after adjustment for inflation.
1Preliminary data based on fall 2006 enrollment weights.
2Because of their low response rate, data for private 2-year colleges must be interpreted with caution.
NOTE: Data are for the entire academic year and are average total charges for full-time attendance.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Table 331.
Related Tables and Figures: (Listed by Release Date)
| Average undergraduate tuition and fees and room and board rates charged for full-time students in degree-granting institutions, by type and control of institution: Selected years, 1980-81 to 2007-08 | |||
| Year and control of institution | All institutions | 4-year institutions | 2-year institutions |
| All institutions | |||
| 1980–81 | $3,101 | $3,499 | $2,230 |
| 1990–91 | 6,562 | 7,602 | 3,930 |
| 2000–01 | 10,818 | 12,922 | 5,460 |
| 2001–02 | 11,380 | 13,639 | 5,718 |
| 2002–03 | 12,014 | 14,439 | 6,252 |
| 2003–04 | 12,953 | 15,505 | 6,705 |
| 2004–05 | 13,792 | 16,509 | 7,086 |
| 2005–06 | 14,629 | 17,447 | 7,231 |
| 2006–07 | 15,483 | 18,471 | 7,466 |
| 2007–081 | 16,245 | 19,362 | 7,645 |
| Public institutions | |||
| 1980–81 | $2,373 | $2,550 | $2,027 |
| 1990–91 | 4,757 | 5,243 | 3,467 |
| 2000–01 | 7,586 | 8,653 | 4,839 |
| 2001–02 | 8,022 | 9,196 | 5,137 |
| 2002–03 | 8,502 | 9,787 | 5,601 |
| 2003–04 | 9,247 | 10,674 | 6,012 |
| 2004–05 | 9,864 | 11,426 | 6,375 |
| 2005–06 | 10,454 | 12,108 | 6,492 |
| 2006–07 | 11,049 | 12,797 | 6,815 |
| 2007–081 | 11,578 | 13,424 | 6,966 |
| Private institutions2 | |||
| 1980–81 | $5,470 | $5,594 | $4,303 |
| 1990–91 | 12,910 | 13,237 | 9,302 |
| 2000–01 | 21,368 | 21,856 | 14,788 |
| 2001–02 | 22,413 | 22,896 | 15,825 |
| 2002–03 | 23,340 | 23,787 | 17,753 |
| 2003–04 | 24,624 | 25,069 | 19,558 |
| 2004–05 | 25,810 | 26,257 | 20,093 |
| 2005–06 | 26,889 | 27,317 | 21,170 |
| 2006–07 | 28,439 | 28,919 | 20,284 |
| 2007–081 | 29,915 | 30,393 | 21,712 |
1Preliminary data based on fall 2006 enrollment weights.
2Because of their low response rate, data for private 2-year colleges must be interpreted with caution.
NOTE: Data are for the entire academic year and are average total charges for full-time attendance.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Table 331.
Related Tables and Figures: (Listed by Release Date)
- 2009, Digest of Education Statistics 2008, Table 332. Average undergraduate tuition and fees and room and board rates charged for full-time students in degree-granting institutions, by type and control of institution and state or jurisdiction: 2006–07 and 2007–08
- 2009, Digest of Education Statistics 2008, Table 333. Undergraduate tuition and fees and room and board rates for full-time students in degree-granting institutions, by percentile of charges and control and type of institution: 2000–01 through 2007–08
- 2009, Digest of Education Statistics 2008, Table 334. Average graduate and first-professional tuition and required fees in degree-granting institutions, by first-professional discipline and control of institution: 1987–88 through 2007–08
- 2007, The Condition of Education 2007: Total and Net Access Price of Attending a Postsecondary Institution
- 2007, The Condition of Education: Total and Net Access Price for Graduate and First-Professional Students
- 2004, The Condition of Education 2004: Paying for college
- 2009, 2007–08 National Postsecondary Student Aid Study NPSAS:04): Undergraduate Data Analysis System
- 2009, 2007–08 National Postsecondary Student Aid Study (NPSAS:04): Graduate Data Analysis System
- 2009, 2007–08 National Postsecondary Student Aid Study (NPSAS:08): Student Financial Aid Estimates for 2007–08
- 2005, Changes in Patterns of Prices and Financial Aid
- 2003, Congressionally Mandated Studies of College Costs and Prices
- 2002, What Students Pay for College: Changes in Net Price of College Attendance Between 1992-93 and 1999-2000
What is Title IX?
Title IX of the Education Amendments of 1972 prohibits discrimination based on sex in education programs and activities that receive federal financial assistance.
The U.S. Department of Education gives grants of financial assistance to schools and colleges. The Title IX regulation describes the conduct that violates Title IX. Examples of the types of discrimination that are covered under Title IX include sexual harassment, the failure to provide equal opportunity in athletics, and discrimination based on pregnancy.
SOURCE: U.S. Department of Education, Office for Civil Rights. Sex Discrimination: Overview of the Law.
Examples of progress towards gender equity since the early 1970s are listed below:
Postsecondary Degrees
The U.S. Department of Education gives grants of financial assistance to schools and colleges. The Title IX regulation describes the conduct that violates Title IX. Examples of the types of discrimination that are covered under Title IX include sexual harassment, the failure to provide equal opportunity in athletics, and discrimination based on pregnancy.
SOURCE: U.S. Department of Education, Office for Civil Rights. Sex Discrimination: Overview of the Law.
Examples of progress towards gender equity since the early 1970s are listed below:
Postsecondary Degrees
- Though women have earned a greater number and percentage of bachelor's and master's degrees overall than men have since the early 1980s, men continue to earn the majority of degrees at the doctoral level.
- Women earned 58 percent of all bachelor's and 60 percent of all master's degrees awarded in 2005–06 (up from 55 and 56 percent, respectively, in 1995–96). During this period, the number of degrees earned by women increased by 33 percent at the bachelor's level (from 642,000 to 855,000) and by 57 percent at the master's level (from 227,000 to 356,000).
- Overall, women earned 49 percent of doctoral degrees awarded in 2005–06 (up from 40 percent in 1995–96). During this period, doctoral degrees earned by women increased by 54 percent (from 17,800 to 27,400).
- SOURCE: U.S. Department of Education, National Center for Education Statistics. (2008). The Condition of Education 2008 (NCES 2008-031), Indicator 27.
- Compared to 2002-03, the proportion of female student-athletes held steady or increased by one percent in all divisions. Division I had the highest proportion of female student athletes. Division I-AAA for the first time reported more than 50 percent of student-athletes as female. (It is important to remember that Division I-AAA schools do not have football teams.). In Division I-A, the proportion of female student-athletes remained steady at 44 percent while in Division I-AA the proportion of female student-athletes increased one percent to 43 percent.
- Comparing the 2003-04 data to the 1991-92 data reveals notable increases in the proportion of female student-athletes. In Division I, the proportion of female student-athletes rose from 31 to 44 percent. In Division I-A, the proportion increased from 29 to 44 percent. In Division I-AA, the change was from 30 to 42 percent in 2002-03, and in Division I-AAA the proportion of female student-athletes increased from 36 to 51 percent. There has been a nine percent increase in the proportion of female student-athletes in Division II (32 to 41 percent) and a seven percent increase in Division III (35 to 42 percent). .
- SOURCE: The National Collegiate Athletic Association. (2006). 2003-04 NCAA Gender-Equity Report.
- 2008, Digest of Education Statistics 2007, Table 177. Enrollment, staff, and degrees conferred in postsecondary institutions participating in Title IV programs, by level and control of institution, sex, and type of degree: Fall 2005 and 2005-06
- 2008, Digest of Education Statistics 2007, Table 258. Degrees conferred by degree-granting institutions, by level of degree and sex of student: Selected years, 1869-70 through 2016-17
- 2005, Gender Differences in Participation and Completion of Undergraduate Education and How They Have Changed Over Time
- 2004, Office of Postsecondary Education Equity in Athletics Disclosure Website
- 2004, Trends in Educational Equity of Girls & Women: 2004
- 2000, Entry and Persistence of Women and Minorities in College Science and Engineering Education
What are the trends in the cost of college education?
For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be $11,578 at public institutions and $29,915 at private institutions. Between 1997–98 and 2007–08, prices for undergraduate tuition, room, and board at public institutions rose by 30 percent, and prices at private institutions rose by 23 percent, after adjustment for inflation.
1Preliminary data based on fall 2006 enrollment weights.
2Because of their low response rate, data for private 2-year colleges must be interpreted with caution.
NOTE: Data are for the entire academic year and are average total charges for full-time attendance.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Table 331.
Related Tables and Figures: (Listed by Release Date)
| Average undergraduate tuition and fees and room and board rates charged for full-time students in degree-granting institutions, by type and control of institution: Selected years, 1980-81 to 2007-08 | |||
| Year and control of institution | All institutions | 4-year institutions | 2-year institutions |
| All institutions | |||
| 1980–81 | $3,101 | $3,499 | $2,230 |
| 1990–91 | 6,562 | 7,602 | 3,930 |
| 2000–01 | 10,818 | 12,922 | 5,460 |
| 2001–02 | 11,380 | 13,639 | 5,718 |
| 2002–03 | 12,014 | 14,439 | 6,252 |
| 2003–04 | 12,953 | 15,505 | 6,705 |
| 2004–05 | 13,792 | 16,509 | 7,086 |
| 2005–06 | 14,629 | 17,447 | 7,231 |
| 2006–07 | 15,483 | 18,471 | 7,466 |
| 2007–081 | 16,245 | 19,362 | 7,645 |
| Public institutions | |||
| 1980–81 | $2,373 | $2,550 | $2,027 |
| 1990–91 | 4,757 | 5,243 | 3,467 |
| 2000–01 | 7,586 | 8,653 | 4,839 |
| 2001–02 | 8,022 | 9,196 | 5,137 |
| 2002–03 | 8,502 | 9,787 | 5,601 |
| 2003–04 | 9,247 | 10,674 | 6,012 |
| 2004–05 | 9,864 | 11,426 | 6,375 |
| 2005–06 | 10,454 | 12,108 | 6,492 |
| 2006–07 | 11,049 | 12,797 | 6,815 |
| 2007–081 | 11,578 | 13,424 | 6,966 |
| Private institutions2 | |||
| 1980–81 | $5,470 | $5,594 | $4,303 |
| 1990–91 | 12,910 | 13,237 | 9,302 |
| 2000–01 | 21,368 | 21,856 | 14,788 |
| 2001–02 | 22,413 | 22,896 | 15,825 |
| 2002–03 | 23,340 | 23,787 | 17,753 |
| 2003–04 | 24,624 | 25,069 | 19,558 |
| 2004–05 | 25,810 | 26,257 | 20,093 |
| 2005–06 | 26,889 | 27,317 | 21,170 |
| 2006–07 | 28,439 | 28,919 | 20,284 |
| 2007–081 | 29,915 | 30,393 | 21,712 |
1Preliminary data based on fall 2006 enrollment weights.
2Because of their low response rate, data for private 2-year colleges must be interpreted with caution.
NOTE: Data are for the entire academic year and are average total charges for full-time attendance.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Table 331.
Related Tables and Figures: (Listed by Release Date)
- 2009, Digest of Education Statistics 2008, Table 332. Average undergraduate tuition and fees and room and board rates charged for full-time students in degree-granting institutions, by type and control of institution and state or jurisdiction: 2006–07 and 2007–08
- 2009, Digest of Education Statistics 2008, Table 333. Undergraduate tuition and fees and room and board rates for full-time students in degree-granting institutions, by percentile of charges and control and type of institution: 2000–01 through 2007–08
- 2009, Digest of Education Statistics 2008, Table 334. Average graduate and first-professional tuition and required fees in degree-granting institutions, by first-professional discipline and control of institution: 1987–88 through 2007–08
- 2007, The Condition of Education 2007: Total and Net Access Price of Attending a Postsecondary Institution
- 2007, The Condition of Education: Total and Net Access Price for Graduate and First-Professional Students
- 2004, The Condition of Education 2004: Paying for college
- 2009, 2007–08 National Postsecondary Student Aid Study NPSAS:04): Undergraduate Data Analysis System
- 2009, 2007–08 National Postsecondary Student Aid Study (NPSAS:04): Graduate Data Analysis System
- 2009, 2007–08 National Postsecondary Student Aid Study (NPSAS:08): Student Financial Aid Estimates for 2007–08
- 2005, Changes in Patterns of Prices and Financial Aid
- 2003, Congressionally Mandated Studies of College Costs and Prices
- 2002, What Students Pay for College: Changes in Net Price of College Attendance Between 1992-93 and 1999-2000
Do you have any information on the race/ethnicity of college and university faculty and staff?
In fall 2007, minorities made up 17 percent of U.S. faculty (based on a total faculty count excluding persons whose race/ethnicity was unknown). Seven percent of the faculty were Black, 6 percent were Asian/Pacific Islander, 4 percent were Hispanic, and 1 percent were American Indian/Alaska Native. About four-fifths of the faculty were White, with 43 percent being White males and 36 percent being White females. Minorities made up about 18 percent of executive, administrative, and managerial staff in 2007 and about 33 percent of nonprofessional staff. The proportions of minority staff at public 4-year colleges (23 percent), private 4-year colleges (22 percent), and public 2-year colleges (22 percent) were similar, with the proportion at private 2-year colleges (27 percent) being slightly higher.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Chapter 3.
1 Total includes figures for nonresident alien and persons whose race/ethnicity is unknown.
NOTE: Degree-granting institutions grant associate’s or higher degrees and participate in Title IV federal financial aid programs. Race categories exclude persons of Hispanic ethnicity.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Table 246.
Related Tables and Figures: (Listed by Release Date)
Other Resources: (Listed by Release Date)
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Chapter 3.
| Employees in degree-granting institutions, by race/ethnicity and primary occupation: Fall 2007 | ||||||
| Primary occupation | Total1 | Race/ethnicity | ||||
| White | Black | Hispanic | Asian/Pacific Islander | American Indian/Alaska Native | ||
| Total, all institutions | 3,561,428 | 2,496,754 | 353,146 | 202,098 | 194,934 | 21,057 |
| Professional staff | 2,629,401 | 1,894,641 | 191,204 | 110,052 | 156,969 | 13,501 |
| Executive/administrative/managerial | 217,518 | 173,948 | 21,047 | 10,074 | 6,517 | 1,221 |
| Faculty (instruction/research/public service) | 1,371,390 | 1,038,982 | 87,107 | 51,660 | 78,593 | 6,934 |
| Graduate assistants | 328,979 | 169,028 | 12,634 | 11,548 | 24,712 | 1,299 |
| Other professional | 711,514 | 512,683 | 70,416 | 36,770 | 47,147 | 4,047 |
| Nonprofessional staff | 932,027 | 602,113 | 161,942 | 92,046 | 37,965 | 7,556 |
1 Total includes figures for nonresident alien and persons whose race/ethnicity is unknown.
NOTE: Degree-granting institutions grant associate’s or higher degrees and participate in Title IV federal financial aid programs. Race categories exclude persons of Hispanic ethnicity.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Table 246.
Related Tables and Figures: (Listed by Release Date)
Other Resources: (Listed by Release Date)
What proportion of students enrolled in postsecondary education have a disability?
Eleven percent of undergraduates reported having a disability in 2003–04. Among students reporting a disability, one-fourth reported an orthopedic condition, 22 percent reported a mental illness or depression, and 17 percent reported a health impairment. Women and men differed somewhat in the types of disabilities they reported. Women were more likely than men to report mental illness/depression and health impairments, while men were more likely to report attention deficit disorders. Independent students were more likely than dependent students to report any disabilities (14 vs. 9 percent)
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). Profile of Undergraduates in U.S. Postsecondary Education Institutions: 2003–04 (NCES 2006-184).
1 Includes students who reported having a “long-lasting” condition such as blindness, deafness, or a severe vision or hearing impairment; a condition that limits “one or more of the basic physical activities such as walking, climbing stairs, reaching, lifting, or carrying”; or who responded they had any other physical, mental, or emotional condition that lasted 6 or more months and who had difficulty doing one of the following five activities: getting to school, getting around campus, learning, dressing, or working at a job.
2 Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other includes respondents having origins in a race not listed. Race categories exclude Hispanic origin unless specified.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). Profile of
Undergraduates in U.S. Postsecondary Education Institutions: 2003–04 (NCES 2006-184).
Related Tables and Figures: (Listed by Release Date)
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). Profile of Undergraduates in U.S. Postsecondary Education Institutions: 2003–04 (NCES 2006-184).
| Percentage of undergraduates who reported some type of disability by student characteristics: 2003–04 | |
| Student characteristic | Any disabilities1 |
| Total (50 states, DC, and Puerto Rico) | 11.3 |
| Gender | |
| Male | 11.2 |
| Female | 11.4 |
| Race/ethnicity2 | |
| White | 11.7 |
| Black | 10.7 |
| Hispanic | 10.9 |
| Asian | 7.1 |
| American Indian | 14.6 |
| Pacific Islander | 9.1 |
| Multiple races | 14.8 |
| Other | 15.0 |
| Dependency status | |
| Dependent | 9.0 |
| Independent | 13.6 |
1 Includes students who reported having a “long-lasting” condition such as blindness, deafness, or a severe vision or hearing impairment; a condition that limits “one or more of the basic physical activities such as walking, climbing stairs, reaching, lifting, or carrying”; or who responded they had any other physical, mental, or emotional condition that lasted 6 or more months and who had difficulty doing one of the following five activities: getting to school, getting around campus, learning, dressing, or working at a job.
2 Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other includes respondents having origins in a race not listed. Race categories exclude Hispanic origin unless specified.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). Profile of
Undergraduates in U.S. Postsecondary Education Institutions: 2003–04 (NCES 2006-184).
Related Tables and Figures: (Listed by Release Date)
- 2009, Digest of Education Statistics 2008, Table 231. Number and percentage of students enrolled in postsecondary institutions, by level, disability status, and selected student characteristics: 2003–04
- 2000, Percentage of graduate and first-professional students with disabilities, percentage distribution of students with disabilities according to main disability, by degree program: 1999–2000
Do you have any information on the race/ethnicity of college and university faculty and staff?
In fall 2007, minorities made up 17 percent of U.S. faculty (based on a total faculty count excluding persons whose race/ethnicity was unknown). Seven percent of the faculty were Black, 6 percent were Asian/Pacific Islander, 4 percent were Hispanic, and 1 percent were American Indian/Alaska Native. About four-fifths of the faculty were White, with 43 percent being White males and 36 percent being White females. Minorities made up about 18 percent of executive, administrative, and managerial staff in 2007 and about 33 percent of nonprofessional staff. The proportions of minority staff at public 4-year colleges (23 percent), private 4-year colleges (22 percent), and public 2-year colleges (22 percent) were similar, with the proportion at private 2-year colleges (27 percent) being slightly higher.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Chapter 3.
1 Total includes figures for nonresident alien and persons whose race/ethnicity is unknown.
NOTE: Degree-granting institutions grant associate’s or higher degrees and participate in Title IV federal financial aid programs. Race categories exclude persons of Hispanic ethnicity.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Table 246.
Related Tables and Figures: (Listed by Release Date)
Other Resources: (Listed by Release Date)
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Chapter 3.
| Employees in degree-granting institutions, by race/ethnicity and primary occupation: Fall 2007 | ||||||
| Primary occupation | Total1 | Race/ethnicity | ||||
| White | Black | Hispanic | Asian/Pacific Islander | American Indian/Alaska Native | ||
| Total, all institutions | 3,561,428 | 2,496,754 | 353,146 | 202,098 | 194,934 | 21,057 |
| Professional staff | 2,629,401 | 1,894,641 | 191,204 | 110,052 | 156,969 | 13,501 |
| Executive/administrative/managerial | 217,518 | 173,948 | 21,047 | 10,074 | 6,517 | 1,221 |
| Faculty (instruction/research/public service) | 1,371,390 | 1,038,982 | 87,107 | 51,660 | 78,593 | 6,934 |
| Graduate assistants | 328,979 | 169,028 | 12,634 | 11,548 | 24,712 | 1,299 |
| Other professional | 711,514 | 512,683 | 70,416 | 36,770 | 47,147 | 4,047 |
| Nonprofessional staff | 932,027 | 602,113 | 161,942 | 92,046 | 37,965 | 7,556 |
1 Total includes figures for nonresident alien and persons whose race/ethnicity is unknown.
NOTE: Degree-granting institutions grant associate’s or higher degrees and participate in Title IV federal financial aid programs. Race categories exclude persons of Hispanic ethnicity.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Table 246.
Related Tables and Figures: (Listed by Release Date)
Other Resources: (Listed by Release Date)
What proportion of students enrolled in postsecondary education have a disability?
Eleven percent of undergraduates reported having a disability in 2003–04. Among students reporting a disability, one-fourth reported an orthopedic condition, 22 percent reported a mental illness or depression, and 17 percent reported a health impairment. Women and men differed somewhat in the types of disabilities they reported. Women were more likely than men to report mental illness/depression and health impairments, while men were more likely to report attention deficit disorders. Independent students were more likely than dependent students to report any disabilities (14 vs. 9 percent)
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). Profile of Undergraduates in U.S. Postsecondary Education Institutions: 2003–04 (NCES 2006-184).
1 Includes students who reported having a “long-lasting” condition such as blindness, deafness, or a severe vision or hearing impairment; a condition that limits “one or more of the basic physical activities such as walking, climbing stairs, reaching, lifting, or carrying”; or who responded they had any other physical, mental, or emotional condition that lasted 6 or more months and who had difficulty doing one of the following five activities: getting to school, getting around campus, learning, dressing, or working at a job.
2 Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other includes respondents having origins in a race not listed. Race categories exclude Hispanic origin unless specified.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). Profile of
Undergraduates in U.S. Postsecondary Education Institutions: 2003–04 (NCES 2006-184).
Related Tables and Figures: (Listed by Release Date)
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). Profile of Undergraduates in U.S. Postsecondary Education Institutions: 2003–04 (NCES 2006-184).
| Percentage of undergraduates who reported some type of disability by student characteristics: 2003–04 | |
| Student characteristic | Any disabilities1 |
| Total (50 states, DC, and Puerto Rico) | 11.3 |
| Gender | |
| Male | 11.2 |
| Female | 11.4 |
| Race/ethnicity2 | |
| White | 11.7 |
| Black | 10.7 |
| Hispanic | 10.9 |
| Asian | 7.1 |
| American Indian | 14.6 |
| Pacific Islander | 9.1 |
| Multiple races | 14.8 |
| Other | 15.0 |
| Dependency status | |
| Dependent | 9.0 |
| Independent | 13.6 |
1 Includes students who reported having a “long-lasting” condition such as blindness, deafness, or a severe vision or hearing impairment; a condition that limits “one or more of the basic physical activities such as walking, climbing stairs, reaching, lifting, or carrying”; or who responded they had any other physical, mental, or emotional condition that lasted 6 or more months and who had difficulty doing one of the following five activities: getting to school, getting around campus, learning, dressing, or working at a job.
2 Black includes African American, Hispanic includes Latino, American Indian includes Alaska Native, Pacific Islander includes Native Hawaiian, and Other includes respondents having origins in a race not listed. Race categories exclude Hispanic origin unless specified.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). Profile of
Undergraduates in U.S. Postsecondary Education Institutions: 2003–04 (NCES 2006-184).
Related Tables and Figures: (Listed by Release Date)
- 2009, Digest of Education Statistics 2008, Table 231. Number and percentage of students enrolled in postsecondary institutions, by level, disability status, and selected student characteristics: 2003–04
- 2000, Percentage of graduate and first-professional students with disabilities, percentage distribution of students with disabilities according to main disability, by degree program: 1999–2000
What are the most popular majors for college students?
Of the 1,524,000 bachelor's degrees conferred in 2006–07, the largest numbers of degrees were conferred in the fields of business (328,000), social sciences and history (164,000), education (106,000), and health sciences (102,000). At the master’s degree level, the largest numbers of degrees were in the fields of education (177,000) and business (150,000). The fields with the largest number of degrees at the doctor’s degree level were health professions and related clinical sciences (8,400), education (8,300), engineering (8,100), biological and biomedical sciences (6,400), psychology (5,200), and physical sciences (4,800).
In recent years, the numbers of bachelor's degrees conferred have followed patterns that differed significantly by field of study. While the number of degrees increased 30 percent overall between 1996–97 and 2006–07, there was substantial variation among the different fields of study, as well as shifts in the patterns of change during this time period. The number of bachelor’s degrees conferred in the combined fields of engineering and engineering technologies declined 1 percent between 1996–97 and 2001–02, but then rose 10 percent between 2001–02 and 2006–07. The number of engineering and engineering technologies degrees conferred in 2006–07 was about 8 percent higher than the number conferred in 1996–97. The number of degrees in the health professions declined by 17 percent between 1996–97 and 2001–02, but then rose 40 percent between 2001–02 and 2006–07. Similarly, the number of degrees in biological sciences decreased 7 percent between 1996–97 and 2001–02, but then increased 26 percent between 2001–02 and 2006–07; and the number in the physical sciences declined by 9 percent between 1996–97 and 2001–02, but increased 18 percent between 2001–02 and 2006–07. Some technical fields experienced a contrasting pattern. After an increase of 98 percent between 1996–97 and 2001–02, the number of degrees in computer and information sciences decreased 16 percent between 2001–02 and 2006–07. Other fields with sizable numbers of degrees (over 5,000) that showed increases of over 30 percent between 2001–02 and 2006–07 included security and protective services (54 percent); parks, recreation, and leisure studies (45 percent); and transportation and materials moving (41 percent).
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Chapter 3.
Related Tables and Figures: (Listed by Release Date)
In recent years, the numbers of bachelor's degrees conferred have followed patterns that differed significantly by field of study. While the number of degrees increased 30 percent overall between 1996–97 and 2006–07, there was substantial variation among the different fields of study, as well as shifts in the patterns of change during this time period. The number of bachelor’s degrees conferred in the combined fields of engineering and engineering technologies declined 1 percent between 1996–97 and 2001–02, but then rose 10 percent between 2001–02 and 2006–07. The number of engineering and engineering technologies degrees conferred in 2006–07 was about 8 percent higher than the number conferred in 1996–97. The number of degrees in the health professions declined by 17 percent between 1996–97 and 2001–02, but then rose 40 percent between 2001–02 and 2006–07. Similarly, the number of degrees in biological sciences decreased 7 percent between 1996–97 and 2001–02, but then increased 26 percent between 2001–02 and 2006–07; and the number in the physical sciences declined by 9 percent between 1996–97 and 2001–02, but increased 18 percent between 2001–02 and 2006–07. Some technical fields experienced a contrasting pattern. After an increase of 98 percent between 1996–97 and 2001–02, the number of degrees in computer and information sciences decreased 16 percent between 2001–02 and 2006–07. Other fields with sizable numbers of degrees (over 5,000) that showed increases of over 30 percent between 2001–02 and 2006–07 included security and protective services (54 percent); parks, recreation, and leisure studies (45 percent); and transportation and materials moving (41 percent).
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Chapter 3.
Related Tables and Figures: (Listed by Release Date)
- 2009, Digest of Education Statistics 2008, Figure 15. Trends in bachelor's degrees conferred by degree-granting institutions in selected fields of study: 1996–97, 2001–02, and 2006–07
- 2009, Digest of Education Statistics 2008, Table 271. Bachelor's degrees conferred by degree-granting institutions, by field of study: Selected years, 1970–71 through 2006–07
- 2009, Digest of Education Statistics 2008, Table 272. Master's degrees conferred by degree-granting institutions, by field of study: Selected years, 1970–71 through 2006–07
- 2009, Digest of Education Statistics 2008, Table 273. Doctor's degrees conferred by degree-granting institutions, by field of study: Selected years, 1970–71 through 2006–07
- 2009, The Condition of Education 2009: Graduate and First-Professional Fields of Study
- 2009, The Condition of Education 2009: Undergraduate Fields of Study
- 2007, The Condition of Education 2007: International Comparisons of Degrees by Field
- 2004, The Condition of Education 2004: Top 30 Postsecondary Courses
- 2008, Postsecondary Institutions in the United States: Fall 2007 and Degrees and Other Awards Conferred: 2006-07, and 12-Month Enrollment 2006-07
- 2005, First Generation Students in Postsecondary Education: A Look at their College Transcripts
- 2004, Undergraduate Enrollments in Academic, Career, and Vocational Education
- 2003, Postsecondary Attainment, Attendance, Curriculum, and Performance: Selected Results From the NELS:88/2000 Postsecondary Education Transcript Study (PETS), 2000
What types of NCES surveys are available on students and teachers by state and level?
The tables below provide an overview of the surveys available on students and teachers. The last table identifies the acronyms used in the tables.
| NCES Survey Data Provided, Elementary and Secondary Schools | ||||
| Type of Data | School | District | State | National |
| Students | CCD | CCD SDDB | CCD SDDB NAEP | CCD, NLS-72, DOVE, HS&B, NELS:88, PSS, TIMSS, NAEP, FRSS, NHES, HSTS, IRL, CPS |
| Teachers/staff | CCD | CCD | CCD NAEP SASS | CCD,SASS, NAEP, PSS, DOVE, HS&B, NELS:88, TIMSS, FRSS, B&B |
| Schools | CCD | CCD | CCD SASS | NAEP, TIMSS, FRSS, CCD, SASS, HS&B, NELS:88 |
| Finances | CCD | CCD | CCD | |
| Assessment | NAEP | NAEP, NLS-72, HS&B, NELS:88, TIMSS, IRL | ||
| NCES Survey Data Provided, Postsecondary | |||
| Type of Data | School | State | National |
| Students | IPEDS | IPEDS | NSPAS, IPEDS, BPS, DOVE, B&B, NLS-72, HS&B, NELS:88, NHES, CPS, PEQIS |
| Faculty/staff | IPEDS | IPEDS | IPEDS, NSOPF, PEQIS |
| Institutions | IPEDS | IPEDS | IPEDS, PEQIS, NPSAS |
| Finances | IPEDS | IPEDS | IPEDS |
| Student financial aid | IPEDS | IPEDS | NPSAS, BPS, B&B |
| Completions | IPEDS | IPEDS | BPS, B&B, NLS:72, IPEDS, HS&B, NELS:88, SED, CPS, DOVE |
| The Data are Derived from the Following Sources: | |||
| Source | Source (Full Title) | ||
| ALS | Academic Library Survey | ||
| B&B | Baccalaureate and Beyond | ||
| BPS | Beginning Postsecondary Student Longitudinal Study | ||
| CCD | Common Core of Data | ||
| CPS | Current Population Survey | ||
| DOVE | Data on Vocational Education | ||
| FRSS | Fast Response Survey System | ||
| HS&B | High School and Beyond | ||
| HSTS | High School Transcript Study | ||
| IALS | International Adult Literacy Survey | ||
| IPEDS | Integrated Postsecondary Education Data System | ||
| IRL | International Reading Literacy | ||
| NAEP | National Assessment of Educational Progress | ||
| NALS | National Adult Literacy Study | ||
| NELS:88 | National Education Longitudinal Study of 1988 | ||
| NHES | National Household Education Survey | ||
| NLS-72 | National Longitudinal Study of the High School Class of 1972 | ||
| NPSAS | National Postsecondary Student Aid Study | ||
| NSOPF | National Study of Postsecondary Faculty | ||
| PEQIS | Postsecondary Education Quick Information System | ||
| PLS | Public Library Survey | ||
| PSS | Private School Survey | ||
| SASS | Schools and Staffing Survey | ||
| SED | Survey of Earned Doctorates | ||
| TIMSS | Third International Mathematics and Science Study | ||
| SDDB | School District Data Book | ||
What are the most popular majors for college students?
Of the 1,524,000 bachelor's degrees conferred in 2006–07, the largest numbers of degrees were conferred in the fields of business (328,000), social sciences and history (164,000), education (106,000), and health sciences (102,000). At the master’s degree level, the largest numbers of degrees were in the fields of education (177,000) and business (150,000). The fields with the largest number of degrees at the doctor’s degree level were health professions and related clinical sciences (8,400), education (8,300), engineering (8,100), biological and biomedical sciences (6,400), psychology (5,200), and physical sciences (4,800).
In recent years, the numbers of bachelor's degrees conferred have followed patterns that differed significantly by field of study. While the number of degrees increased 30 percent overall between 1996–97 and 2006–07, there was substantial variation among the different fields of study, as well as shifts in the patterns of change during this time period. The number of bachelor’s degrees conferred in the combined fields of engineering and engineering technologies declined 1 percent between 1996–97 and 2001–02, but then rose 10 percent between 2001–02 and 2006–07. The number of engineering and engineering technologies degrees conferred in 2006–07 was about 8 percent higher than the number conferred in 1996–97. The number of degrees in the health professions declined by 17 percent between 1996–97 and 2001–02, but then rose 40 percent between 2001–02 and 2006–07. Similarly, the number of degrees in biological sciences decreased 7 percent between 1996–97 and 2001–02, but then increased 26 percent between 2001–02 and 2006–07; and the number in the physical sciences declined by 9 percent between 1996–97 and 2001–02, but increased 18 percent between 2001–02 and 2006–07. Some technical fields experienced a contrasting pattern. After an increase of 98 percent between 1996–97 and 2001–02, the number of degrees in computer and information sciences decreased 16 percent between 2001–02 and 2006–07. Other fields with sizable numbers of degrees (over 5,000) that showed increases of over 30 percent between 2001–02 and 2006–07 included security and protective services (54 percent); parks, recreation, and leisure studies (45 percent); and transportation and materials moving (41 percent).
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Chapter 3.
Related Tables and Figures: (Listed by Release Date)
In recent years, the numbers of bachelor's degrees conferred have followed patterns that differed significantly by field of study. While the number of degrees increased 30 percent overall between 1996–97 and 2006–07, there was substantial variation among the different fields of study, as well as shifts in the patterns of change during this time period. The number of bachelor’s degrees conferred in the combined fields of engineering and engineering technologies declined 1 percent between 1996–97 and 2001–02, but then rose 10 percent between 2001–02 and 2006–07. The number of engineering and engineering technologies degrees conferred in 2006–07 was about 8 percent higher than the number conferred in 1996–97. The number of degrees in the health professions declined by 17 percent between 1996–97 and 2001–02, but then rose 40 percent between 2001–02 and 2006–07. Similarly, the number of degrees in biological sciences decreased 7 percent between 1996–97 and 2001–02, but then increased 26 percent between 2001–02 and 2006–07; and the number in the physical sciences declined by 9 percent between 1996–97 and 2001–02, but increased 18 percent between 2001–02 and 2006–07. Some technical fields experienced a contrasting pattern. After an increase of 98 percent between 1996–97 and 2001–02, the number of degrees in computer and information sciences decreased 16 percent between 2001–02 and 2006–07. Other fields with sizable numbers of degrees (over 5,000) that showed increases of over 30 percent between 2001–02 and 2006–07 included security and protective services (54 percent); parks, recreation, and leisure studies (45 percent); and transportation and materials moving (41 percent).
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Chapter 3.
Related Tables and Figures: (Listed by Release Date)
- 2009, Digest of Education Statistics 2008, Figure 15. Trends in bachelor's degrees conferred by degree-granting institutions in selected fields of study: 1996–97, 2001–02, and 2006–07
- 2009, Digest of Education Statistics 2008, Table 271. Bachelor's degrees conferred by degree-granting institutions, by field of study: Selected years, 1970–71 through 2006–07
- 2009, Digest of Education Statistics 2008, Table 272. Master's degrees conferred by degree-granting institutions, by field of study: Selected years, 1970–71 through 2006–07
- 2009, Digest of Education Statistics 2008, Table 273. Doctor's degrees conferred by degree-granting institutions, by field of study: Selected years, 1970–71 through 2006–07
- 2009, The Condition of Education 2009: Graduate and First-Professional Fields of Study
- 2009, The Condition of Education 2009: Undergraduate Fields of Study
- 2007, The Condition of Education 2007: International Comparisons of Degrees by Field
- 2004, The Condition of Education 2004: Top 30 Postsecondary Courses
- 2008, Postsecondary Institutions in the United States: Fall 2007 and Degrees and Other Awards Conferred: 2006-07, and 12-Month Enrollment 2006-07
- 2005, First Generation Students in Postsecondary Education: A Look at their College Transcripts
- 2004, Undergraduate Enrollments in Academic, Career, and Vocational Education
- 2003, Postsecondary Attainment, Attendance, Curriculum, and Performance: Selected Results From the NELS:88/2000 Postsecondary Education Transcript Study (PETS), 2000
What types of NCES surveys are available on students and teachers by state and level?
The tables below provide an overview of the surveys available on students and teachers. The last table identifies the acronyms used in the tables.
| NCES Survey Data Provided, Elementary and Secondary Schools | ||||
| Type of Data | School | District | State | National |
| Students | CCD | CCD SDDB | CCD SDDB NAEP | CCD, NLS-72, DOVE, HS&B, NELS:88, PSS, TIMSS, NAEP, FRSS, NHES, HSTS, IRL, CPS |
| Teachers/staff | CCD | CCD | CCD NAEP SASS | CCD,SASS, NAEP, PSS, DOVE, HS&B, NELS:88, TIMSS, FRSS, B&B |
| Schools | CCD | CCD | CCD SASS | NAEP, TIMSS, FRSS, CCD, SASS, HS&B, NELS:88 |
| Finances | CCD | CCD | CCD | |
| Assessment | NAEP | NAEP, NLS-72, HS&B, NELS:88, TIMSS, IRL | ||
| NCES Survey Data Provided, Postsecondary | |||
| Type of Data | School | State | National |
| Students | IPEDS | IPEDS | NSPAS, IPEDS, BPS, DOVE, B&B, NLS-72, HS&B, NELS:88, NHES, CPS, PEQIS |
| Faculty/staff | IPEDS | IPEDS | IPEDS, NSOPF, PEQIS |
| Institutions | IPEDS | IPEDS | IPEDS, PEQIS, NPSAS |
| Finances | IPEDS | IPEDS | IPEDS |
| Student financial aid | IPEDS | IPEDS | NPSAS, BPS, B&B |
| Completions | IPEDS | IPEDS | BPS, B&B, NLS:72, IPEDS, HS&B, NELS:88, SED, CPS, DOVE |
| The Data are Derived from the Following Sources: | |||
| Source | Source (Full Title) | ||
| ALS | Academic Library Survey | ||
| B&B | Baccalaureate and Beyond | ||
| BPS | Beginning Postsecondary Student Longitudinal Study | ||
| CCD | Common Core of Data | ||
| CPS | Current Population Survey | ||
| DOVE | Data on Vocational Education | ||
| FRSS | Fast Response Survey System | ||
| HS&B | High School and Beyond | ||
| HSTS | High School Transcript Study | ||
| IALS | International Adult Literacy Survey | ||
| IPEDS | Integrated Postsecondary Education Data System | ||
| IRL | International Reading Literacy | ||
| NAEP | National Assessment of Educational Progress | ||
| NALS | National Adult Literacy Study | ||
| NELS:88 | National Education Longitudinal Study of 1988 | ||
| NHES | National Household Education Survey | ||
| NLS-72 | National Longitudinal Study of the High School Class of 1972 | ||
| NPSAS | National Postsecondary Student Aid Study | ||
| NSOPF | National Study of Postsecondary Faculty | ||
| PEQIS | Postsecondary Education Quick Information System | ||
| PLS | Public Library Survey | ||
| PSS | Private School Survey | ||
| SASS | Schools and Staffing Survey | ||
| SED | Survey of Earned Doctorates | ||
| TIMSS | Third International Mathematics and Science Study | ||
| SDDB | School District Data Book | ||
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