Young Adult Educational and Employment Outcomes by Family Socioeconomic Status shows that among 2009 ninth-graders, there was no measurable difference between high- and low-socioeconomic status (SES) students in the percentage who were employed in 2016 (62 vs. 64 percent), but the percentage who were enrolled in postsecondary education 7 years after being in ninth grade was 50 percentage points larger for high-SES students (78 percent) than for their low-SES peers (28 percent).
Postsecondary Outcomes for Nontraditional Undergraduate Students show that among students who started at public 2-year institutions in 2009, completion rates 8 years after entry were higher among full-time students (30 percent for first-time students and 38 percent for non-first-time students) than among part-time students (16 percent for first-time students and 21 percent for non-first-time students). Also at public 2-year institutions, transfer rates 8 years after entry were higher among non-first-time students (37 percent for part-time students and 30 percent for full-time students) than among first-time students (24 percent for both full-time and part-time students).
Preprimary, Elementary, and Secondary Education
In 2017, some 10 percent of children under the age of 18 lived in households without a parent who had completed high school, 26 percent lived in mother-only households, 8 percent lived in father-only households, and 18 percent were in families living in poverty.
Children’s Access to and Use of the Internet
The percentage of children ages 3 to 18 who had no internet access at home was lower in 2017 (14 percent) than in 2010 (21 percent). Among those who did not have home internet access in 2017, the two most commonly cited main reasons were that the family did not need it or was not interested in having it (43 percent) and that it was too expensive (34 percent).
Preschool and Kindergarten Enrollment
In 2017, the percentage of 3- to 5-year-olds enrolled in preschool programs was higher for children whose parents’ highest level of education was a graduate or professional degree (46 percent) or a bachelor’s degree (47 percent) than for children whose parents’ highest level of education was an associate’s degree (36 percent), some college but no degree (34 percent), a high school credential (33 percent), or less than a high school credential (26 percent).
Public School Enrollment
Between fall 2016 and fall 2028, total public school enrollment in prekindergarten through grade 12 is projected to increase by 2 percent (from 50.6 million to 51.4 million students), with changes across states ranging from an increase of 23 percent in the District of Columbia to a decrease of 12 percent in Connecticut.
Public Charter School Enrollment
Between fall 2000 and fall 2016, overall public charter school enrollment increased from 0.4 million to 3.0 million. During this period, the percentage of public school students who attended charter schools increased from 1 to 6 percent. Private School Enrollment In fall 2015, some 5.8 million students (10.2 percent of all elementary and secondary students) were enrolled in private elementary and secondary schools. Thirty-six percent of private school students were enrolled in Catholic schools, 39 percent were enrolled in other religiously affiliated schools, and 24 percent were enrolled in nonsectarian schools.
English Language Learners in Public Schools
The percentage of public-school students in the United States who were English language learners (ELLs) was higher in fall 2016 (9.6 percent, or 4.9 million students) than in fall 2000 (8.1 percent, or 3.8 million students). In fall 2016, the percentage of public school students who were ELLs ranged from 0.9 percent in West Virginia to 20.2 percent in California.
Children and Youth With Disabilities
In 2017–18, the number of students ages 3–21 who received special education services under the Individuals with Disabilities Education Act (IDEA) was 7.0 million, or 14 percent of all public school students. Among students receiving special education services, 34 percent had specific learning disabilities.
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Location Specific Industry Data :
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|France||CENTRE||Charenton-Le-Pont||EDIT |COPY |DELETE|
|Netherlands||ZE||Hoedekenskerke||EDIT |COPY |DELETE|
|France||LA REUNION||La Possession||EDIT |COPY |DELETE|
|Great Britain||NA||Bredon||EDIT |COPY |DELETE|
|Australia||VIC||Brimin||EDIT |COPY |DELETE|
|Germany||BY||Bodenwohr||EDIT |COPY |DELETE|
|Great Britain||NA||Bromley||EDIT |COPY |DELETE|
|Canada||AB||Falher||EDIT |COPY |DELETE|
|Canada||BC||Terrace||EDIT |COPY |DELETE|
|France||CENTRE||Amiens||EDIT |COPY |DELETE|
|Australia||NSW||Agnes Banks||EDIT |COPY |DELETE|
|Italy||AT||Sant\'antonio Di Canelli||EDIT |COPY |DELETE|
|Germany||NW||Detmold Barkhausen||EDIT |COPY |DELETE|
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