Students' Use of Time: Percentage of 9-, 13-, and 17-Year-Olds Who Were Watching 3 or More Hours of Television, Assigned Homework, and Reading for Fun Daily: 1984 and 1999
| Age and Year | Watched TV 3 or More Hours | Homework Assigned/Done | Time on Homework | Read Daily for Fun | |||
| Had Homework Assigned | Didn't Do Homework | Less Than 1 Hour | 1 to 2 Hours | More Than 2 Hours | |||
| Age 9 | |||||||
| 1984 | 66.7 | 64.4 | 4.1 | 41.5 | 12.7 | 6.1 | 53.3 |
| 1999 | 51.1 | 74.2 | 3.8 | 53.1 | 12.4 | 4.9 | 54.1 |
| Age 13 | |||||||
| 1984 | 63.4 | 77.4 | 3.7 | 35.9 | 29.2 | 8.6 | 35.1 |
| 1999 | 45.9 | 75.9 | 4.5 | 37.2 | 26.3 | 7.9 | 28.2 |
| Age 17 | |||||||
| 1984 | 43.7 | 77.5 | 11.4 | 26.2 | 26.8 | 13.2 | 30.8 |
| 1999 | 34.3 | 73.6 | 13.1 | 26.4 | 22.6 | 11.5 | 24.8 |
| Source: U.S. Department of Education, NCES, National Assessment of Educational Progress (NAEP), 1984 and 1999 Long-Term Trend Assessment, in The Condition of Education 2001, Indicator 22, retrieved 3/18/02 from http://nces.ed.gov/. | |||||||
Achievement in Mathematics
| Eighth and seventh grades in most countries. Latvia is annotated LSS for Latvian Speaking Schools | |||
| Country | Eighth Grade Average Achievement | Country | Seventh Grade Average Achievement |
| Singapore | 643 | Singapore | 601 |
| Korea | 607 | Korea | 577 |
| Japan | 605 | Japan | 571 |
| Hong Kong | 588 | Hong Kong | 564 |
| Belgium | 565 | Belgium | 558 |
| Czech Republic | 564 | Czech Republic | 523 |
| Slovak Republic | 547 | Netherlands | 516 |
| Switzerland | 545 | Bulgaria | 514 |
| Netherlands | 541 | Austria | 509 |
| Slovenia | 541 | Slovak Republic | 508 |
[Continued]
Achievement in Mathematics [Continued]
| Country | Eighth Grade Average Achievement | Country | Seventh Grade Average Achievement |
| Bulgaria | 540 | Belgium | 507 |
| Austria | 539 | Switzerland | 506 |
| France | 538 | Hungary | 502 |
| Hungary | 537 | Russian Federation | 501 |
| Russian Federation | 535 | Ireland | 500 |
| Australia | 530 | Slovenia | 498 |
| Ireland | 527 | Australia | 498 |
| Canada | 527 | Thailand | 495 |
| Belgium | 526 | Canada | 494 |
| Thailand | 522 | France | 492 |
| Israel | 522 | Germany | 484 |
| Sweden | 519 | Sweden | 477 |
| Germany | 509 | England | 476 |
| New Zealand | 508 | United States | 476 |
| England | 506 | New Zealand | 472 |
| Norway | 503 | Denmark | 465 |
| Denmark | 502 | Scotland | 463 |
| United States | 500 | Latvia | 462 |
| Scotland | 498 | Norway | 461 |
| Latvia (LSS) | 493 | Iceland | 459 |
| Spain | 487 | Romania | 454 |
| Iceland | 487 | Spain | 448 |
| Greece | 484 | Cyprus | 446 |
| Romania | 482 | Greece | 440 |
| Lithuania | 477 | Lithuania | 428 |
| Cyprus | 474 | Portugal | 423 |
| Portugal | 454 | Iran, Islamic Rep. | 401 |
| Iran, Islamic Rep. | 428 | Columbia | 369 |
| Kuwait | 392 | South Africa | 348 |
| Colombia | 385 | South Africa | 354 |
| Source: IEA Third International Mathematics and Science Study (TIMSS), 1994-95. | |||
Percentage of Public High School Graduates Concentrating in Vocational Programs
| Concentrating means to accumulate 3 or more credits in a specialty. | ||||||||||
| Year | Agriculture and Renewable Resources | Business | Marketing and Distribution | Health Care | Trade and Industry | Technology and Communications | Occupational Home Economics | |||
| Total | Personal and Other Services | Food Service and Hospitality | Child Care and Education | |||||||
| 1982 | 2.8 | 11.6 | 1.8 | 0.6 | 14.8 | 0.5 | 1.7 | 1.3 | 0.2 | 0.2 |
| 1990 | 2.5 | 8.4 | 2.1 | 0.6 | 11.2 | 0.8 | 2.0 | 1.3 | 0.5 | 0.3 |
| 1994 | 3.2 | 7.7 | 2.2 | 1.0 | 8.5 | 0.9 | 2.0 | 1.1 | 0.4 | 0.6 |
| 1998 | 2.6 | 4.8 | 1.8 | 1.9 | 9.8 | 2.2 | 1.8 | 0.8 | 0.5 | 0.6 |
| Source: U.S. Department of Education, National Center for Education Statistics, High School and Beyond Sophomore Cohort 1982 High School Transcript Study and 1990 and 1994 National Assessment of Educational Progress High School Transcript Studies. | ||||||||||
Average Number of Vocational Education Credits Accumulated by Public High School Graduates: 1982, 1990, and 1994
| 1980 | 1990 | 1994 | |
| Male | 4.68 | 4.32 | 4.13 |
| Female | 4.68 | 4.08 | 3.80 |
| American Indian/Alaskan Native | 4.93 | 4.62 | 4.26 |
| Asian/Pacific Islander | 3.31 | 3.07 | 3.01 |
| Black, non-Hispanic | 4.81 | 4.41 | 4.29 |
| Hispanic | 5.26 | 4.12 | 3.87 |
| White, non-Hispanic | 4.59 | 4.22 | 3.96 |
| Students with Disabilities | 4.82 | 6.01 | 5.99 |
| Source: U.S. Department of Education, NCES, High School and Beyond Sophomore Cohort 1982 High School Transcript Study and 1990 and 1994 National Assessment of Educational Progress High School Transcript Studies, in Vocational Education in the United States: Toward the Year 2000, NCES 2000 029, by Karen Levesque et al., Project Officer: Dawn Nelson. Washington, D.C.: 2000, Tables 17, 18, 19. | |||
Percentage Distribution of High School Students Who Took Advanced Mathematics or Science Classes or Advanced English Classes and a Foreign Language, by Race-Ethnicity and Sex: 1998
| Advanced Academic Mathematics | Chemistry II or Physics | Some Honors English | 3+ Years Foreign Language | |
| Male | 40 | 8 | 24 | 24 |
| Female | 43 | 7 | 34 | 35 |
| White | 45 | 7 | 31 | 31 |
| Black | 30 | 5 | 27 | 21 |
| Hispanic | 26 | 6 | 22 | 31 |
[Continued]
Percentage Distribution of High School Students Who Took Advanced Mathematics or Science Classes or Advanced English Classes and a Foreign Language, by Race-Ethnicity and Sex: 1998 [Continued]
| Advanced Academic Mathematics | Chemistry II or Physics | Some Honors English | 3+ Years Foreign Language | |
| Asian/Pacific Islander | 56 | 17 | 32 | 34 |
| American Indian/Alaskan Native | 27 | 2 | 18 | 20 |
| Source: U.S. Department of Education, NCES, The Condition of Education 2001, Indicators 34 and 39, retrieved May 28, 2002, from http://nces.ed.gov/programs/coe/2000/. | ||||
Percentage of Students in Grades 1-12 Who Had Potential Access to a Computer and Used the Internet for Various Purposes at Various Locations, by Race-Ethnicity and Family Income: 1998
| Included in the total but not shown separately are students from other racial-ethnic groups. Low income is the bottom 20 percent of all family incomes, high income is the top 20 percent of all family incomes, and middle income is the 60 percent in between. Analysis includes only those students in grades 1-12 who were ages 5-18. | ||||||||
| Accessibility, Location | Total | Race-Ethnicity | Family Income | |||||
| White | Black | Hispanic | Low | Middle | High | |||
| Students who had potential access to: | ||||||||
| Computer in household | 57.6 | 70.1 | 27.7 | 28.4 | 21.2 | 53.7 | 87.7 | |
| WEBTV in household | 1.3 | 1.5 | 0.8 | 0.3 | 0.3 | 1.2 | 2.1 | |
| Anyone from household use Internet from home | 34.3 | 43.7 | 10.8 | 13.2 | 7.7 | 28.5 | 63.2 | |
| Students who used the Internet: | ||||||||
| At school | 78.4 | 82.7 | 70.1 | 70.5 | 68.4 | 77.9 | 85.5 | |
| At home | 25.0 | 32.2 | 8.4 | 8.0 | 4.9 | 20.4 | 47.6 | |
| Outside the home | 19.8 | 22.4 | 13.0 | 15.5 | 15.0 | 20.4 | 21.1 | |
| At public library | 2.4 | 2.5 | 2.0 | 2.3 | 1.8 | 2.6 | 2.1 | |
| At community center | 0.1 | 0.1 | 0.0 | 0.2 | 0.4 | 0.1 | 0.0 | |
| At someone else's computer | 3.0 | 3.7 | 0.9 | 2.6 | 2.9 | 3.4 | 2.1 | |
| Purpose of Internet use at home is: | ||||||||
| 14.9 | 19.6 | 3.5 | 4.4 | 2.8 | 11.7 | 29.3 | ||
| Contacting friends/family | 13.9 | 18.4 | 2.8 | 4.2 | 2.6 | 10.8 | 27.6 | |
| Educational purposes | 5.8 | 7.5 | 1.0 | 2.0 | 1.1 | 4.4 | 12.1 | |
| Hobbies | 3.8 | 5.0 | 1.1 | 0.8 | 0.6 | 2.9 | 8.0 | |
| Educational courses/research for school | 19.3 | 25.1 | 6.4 | 6.1 | 4.0 | 15.2 | 37.5 | |
| News, weather, sports | 5.3 | 6.9 | 1.8 | 1.8 | 0.8 | 4.2 | 10.3 | |
| Search for information | 9.2 | 11.8 | 2.9 | 3.3 | 1.8 | 7.3 | 18.1 | |
| Games, entertainment, fun | 1.9 | 2.6 | 0.2 | 0.5 | 0.4 | 1.7 | 3.4 | |
| Source: U.S. Department of Commerce, Bureau of the Census, October Current Population Surveys. | ||||||||
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