The Condition of Education report is provided to Congress every year to summarize trends and developments in education. The National Center for Education Statistics (NCES) uses the latest available data to present 43 indicators of population characteristics, participation in education, and elementary, secondary, and postsecondary education.
Among the data used in the report, survey and program areas include crime and safety surveys, longitudinal studies, IPEDS, Common Core of Data, assessments of adult competencies, Private School Survey (PSS), international student assessments, and reading, literacy, mathematics, and science studies.
The Condition of Education 2016 report provides a wealth of information and data for grant writers and evaluators. For example, IES shared these examples of report findings in its email announcing the release of the report:
• High-poverty schools accounted for 25 percent of all public schools in 2013–14. In that year, 24 percent of traditional public schools were high-poverty, compared with 39 percent of charter schools.
• Students who exhibited positive approaches to learning behaviors more frequently in the fall of kindergarten had greater academic gains in reading, mathematics, and science between kindergarten and second grade than their peers who exhibited these behaviors less frequently. The relationships between initial approaches to learning behaviors and these academic gains were more pronounced for students from lower socioeconomic status (SES) households than for students from higher SES households.
• While 86 percent of all young adults ages 25–34 with a bachelor’s or higher degree were employed in 2014, differences in employment outcomes were observed by occupation, sex, and race/ethnicity. For example, female full-time, year-round workers earned less than their male colleagues in nearly all of the occupation groups examined and for every employment sector (e.g., private for-profit, private nonprofit, government).
You can view or download the entire report, summaries, or highlights here: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016144