High School Statistics Pdf
Tamela
What else happened in secondary schools in 2023, and what may 2024 hold for teenagers? Stay tuned as we analyze 10 U.S. high school statistics to consider and the predictions of challenges and opportunities ahead soon.
Preliminary data for the following school year shows a modest improvement, with a combined chronic absenteeism rate of 27.8% in the 11 states that have reported attendance data for 2022-23, down from 30% the previous year.
At the other end of the spectrum, over 40% of graduates failed to meet a single subject benchmark. And students nationwide scored an average of 19.5 out of 36 on the ACT this year - down 0.3 points from 2022 for a 32-year low.
Reading scores also declined by 4 points between 2020 and 2023, with math scores experiencing a more significant decrease of 9 points during the same period. Despite concerns about the impact of remote learning, the decline in scores has been ongoing since 2012.
In line with these findings, a Gallup poll conducted in 2022 indicates that 55% of Americans expressed dissatisfaction with the quality of K-12 education, marking the highest dissatisfaction since 2000.
The trends spotlight dual enrollment's expansion as an equity strategy. Research proves students acquiring early college credits see higher graduation rates, enrollment, and completion after secondary school.
According to a spring 2022 survey, 54% of girls aged 15 to 17 in the U.S. have encountered at least one form of online bullying, including false rumors, constant monitoring, or appearance-related abuse.
Comparatively, just 44% of equivalent-aged boys dealt with these issues. And only 41% of younger female teens endured such mistreatment. Researchers tied a more significant impact among older girls to increased device access and digital visibility.
The U.S. high school graduation rate is 87%, but only 21% of the class of 2023 are all set for college, scoring 19.5 out of 36 on average in core subjects like math and English. That is the lowest score in 32 years.
Nearly eight million students currently participate in high school athletics in the U.S. Approximately 530,000 compete as NCAA athletes, and just a select few move on to compete at the professional or Olympic level.
High school-to-NCAA percentages were calculated by dividing the number of NCAA participants in 2022-23 by the number of HS participants in that same year. This assumes that high school and college rosters are turning over at roughly the same rate (e.g., both HS and college participation numbers include four classes of students, and both sets of teams turn over roughly one-quarter of their rosters each year). In prior versions of this table, more complex calculations were used to estimate the number of HS departures and open college roster slots each year; however, these more involved calculations did not lead to substantially different percentages than the simple calculation used currently. Given several potential confounds (e.g., multi-sport participation in high school, frequency of redshirt in NCAA Division I football that would lead to a 5-year rather than 4-year college track), these calculations should be considered approximations and not exact accounting.
The high school-to-NCAA divisional percentages were calculated by dividing the number of 2022-23 participants within each NCAA division by the total number of HS participants. For example, we estimate that approximately 3.6% of HS boys basketball participants go on to play at an NCAA school (Divisions I, II or III), but only 1.0% of HS participants do so at the Division I level.
As the high school figures account only for participants on high school teams and not those competing exclusively on club teams or similar, the true pre-college to NCAA percentages could be lower in some sports (e.g., ice hockey, tennis); see this page for sport-specific information regarding club and high school sport participation). Data for several sports (e.g., rowing, skiing, gymnastics) is not shown due to the low number of high school programs in those sports relative to non-scholastic pre-college participation opportunities.
This section presents the data collected by the Department in various formats for PK-12 schools. While most of the data are presented in excel spreadsheets that users can download for their own analysis, data are also presented as maps and written reports, including The Annual Condition of Education Report: 2023.
Unable to find the data you need on this webpage? Please submit a Data Request Form. Upon receipt of the form, the Iowa Department of Education will assess your data request and will contact you. If you have questions, contact Jodi Bruce at jodi....@iowa.gov.
The Annual Condition of Education Report provides a wide range of Iowa education statistics and data. Included in the report is information on student and staff demographics, enrollments and enrollment trends, student achievement, district programs, and school finance. Information published in the report is intended to provide the citizens of Iowa a comprehensive look at the education system in Iowa.
Financial Report Cards for individual school districts are available within the Iowa School Performance Profiles website. In the yellow "Search by district or school name" field, type in and select the school district you are looking for. From the school district page, select "Additional Metrics and then Finance District Report Card" from the dropdown menu.
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This damning assessment of the content of high school math comes from a survey of about 300 Alabama college professors who oversee majors and undergraduate degree programs at both two-year and four-year public colleges in the humanities, arts, social sciences and some natural sciences. Majors that require calculus were excluded.
Martin and his colleagues later realized that the survey had implications for high school math too, and presented these results at an Oct. 26, 2023 session of the National Council of Teachers of Mathematics annual conference in Washington D.C. Full survey results are slated to be published in the winter 2024 issue of the MathAMATYC Educator, a peer-reviewed journal of the American Mathematical Association of Two-Year Colleges.
Though the survey took place only in Alabama and professors in other states might have different thoughts on the math that students need, Martin suspects that there are more similarities than differences.
Encouraging high school students to take statistics classes during their junior and senior years is also fraught. College admissions officers value calculus, almost as a proxy for intelligence. And college admissions tests tend to emphasize math skills that students will practice more on the algebra-to-calculus track. A diversion to data analysis risks putting students at a disadvantage.
The thorniest problem is that revamping high school math could force students to make big choices in school before they know what they want to study in college. Students who want to enter STEM fields still need calculus and the country needs more people to pursue STEM careers. Taking more students off of the calculus track could close doors to many students and ultimately weaken the U.S. economy.
This story about high school math was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.
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I will also say that Teachers in high school would expect students coming from middle school to have a solid foundation in essential mathematical skills. Proficiency in the times tables, basic operations like addition, subtraction, multiplication, and division, as well as understanding fractions, long division, negative numbers, and other fundamental math concepts are indeed crucial for success in higher-level math courses.
PROOF POINTS by Jill Barshay makes several points about data and interpretation. These skills are not math skills at all and are not an appropriate alternative to math. The skills of reading information, summarizing data, interpreting published information, and summarizing and reporting quantitative information in numbers, graphs, and figures, in oral or written form generally requires arithmetic skills that are taught by fifth grade. These skills are part of reading and writing, usually included in language arts. Many school math teachers could teach this; math teachers have no special training or skill in this knowledge. These skills are taught in college in numerous disciplines to students who usually have standard high school preparation. The teaching of these skills belongs across the curriculum, not as an alternative to high school math.
All student teachers should be required to demonstrate competency in fundamental math skills through algebra 2 as well as statistics. They should also be required to demonstrate competency in teaching these math skills to others. If they are incapable of either, they should be denied a teachers license. Why are schools sticking our students with incompetent teachers is beyond me? But we should sue the schools and the teachers for failing our kids.
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