NCES Blog

The Digest of Education Statistics recently debuted 13 new tables on K–12 employment and wages from a data source that is new to the Digest—the Occupational Employment Wage Statistics (OEWS) program of the Bureau of Labor Statistics (BLS). NCES’s Annual Reports and Information Staff conducted an extensive review of existing and emerging data sources and found that BLS’s OEWS program provides high-quality, detailed, and timely data that are suitable to inform policymaking in education and workforce development.¹ In this blog post, we share why we added this new data source, how we evaluated and prepared these data, and our future plans to expand on these efforts.

Need for Education Workforce Data

NCES recognized that education stakeholders need more granular and timely data on the condition of the education workforce to inform decisionmaking. In the wake of the coronavirus pandemic, school districts are looking to address critical staffing needs. According to NCES’s School Pulse Panel, entering the 2023–24 school year (SY), just under half of U.S. public schools reported feeling understaffed and had a need for special education teachers, transportation staff, and mental health professionals.

Since staffing needs and labor markets vary from district to district and state to state, it is important that we create national- and state-level tabulations for specific occupations, including those of special interest since the pandemic, like bus drivers, social workers, and special education teachers. Similarly, we want to be able to provide annual data updates so stakeholders can make the most up-to-date decisions possible.

Annual Digest table updates, coupled with detailed occupational and state-level data, will provide relevant and timely information on employment and wage trends that will be valuable in current and future efforts to address teacher and staff retention and recruitment. See below for a list of the new Digest tables.

• National-level employment and annual wages

• Selected teaching occupations (211.70)
• Selected noninstructional occupations (213.70)

• State-level employment and annual wages

• Preschool teachers (211.70a)
• Kindergarten teachers (211.70b)
• Elementary school teachers (211.70c)
• Middle school teachers (211.70d)
• Secondary school teachers (211.70e)
• Kindergarten and elementary special education teachers (211.70f)
• Middle school special education teachers (211.70g)
• Secondary school special education teachers (211.70h)
• Substitute teachers (211.70i)
• Teaching assistants (211.70j)
• All occupations in the Elementary and Secondary Education industry (213.75)

Strengths of OEWS

OEWS and the Digest tables are aligned with the Federal Committee on Statistical Methodology’s Data Quality Framework, specifically the principles of objectivity (standardization), utility (granularity and timeliness), and integrity (data quality).

Standardization

OEWS produces employment and wage estimates using standardized industry and occupational classifications. Using the North American Industry Classification System, establishments are grouped into categories—called industries—based on their primary business activities. Like industries, occupations are organized into groups or categories based on common job duties (using the Standard Occupational Classification). Occupations that are common to K–12 schools can also be found in other industries, and the OEWS provides both cross-industry estimates and industry-specific estimates for just Elementary and Secondary Education industry. To provide the most relevant and comparable data for education stakeholders, NCES chose to focus on distinct occupational estimates for the Elementary and Secondary Education industry, since all establishments (e.g., school boards, school districts) provide the same services: instruction or coursework for basic preparatory education (typically K–12).²     

Another advantage of the OEWS data is the ability to examine specific detailed occupations, like elementary school teachers, secondary school teachers, and education administrators. Digest tables include estimates for specific instructional and noninstructional occupations, which allows users to make comparisons among teachers and staff with similar job responsibilities, providing opportunities for more targeted decisionmaking.

Granularity

In addition to data on detailed occupations, OEWS data provide data at national and state and levels, allowing for comparisons across geographies. National-level Digest tables include estimates for public and private education employers.³ Publicly funded charter schools run by private establishments are included in private ownership estimates, as they can be managed by parents, community groups, or private organizations. Public ownership is limited to establishments that are run by federal, state, or local governments. State-level Digest tables provide more localized information covering labor markets for the 50 states, the District of Columbia, Puerto Rico, Guam, and the U.S. Virgin Islands.
   

Timeliness and Data Quality

OEWS data are updated annually from a sample of about 1.1 million establishments’ data collected over a 3-year period. The OEWS sample is drawn from an administrative list of public and private companies and organizations that is estimated to cover about 95 percent of jobs.⁴ When employers respond to OEWS, they report from payroll data that are maintained as a part of regular business operations and typically do not require any additional collections or calculations. Payroll data reflect wages paid by employers for a job, which has a commonly accepted definition across employers or industries. This allows for more accurate comparisons of annual wages for a particular job. In contrast, when wages are self-reported by a respondent in person-level or household surveys, the reported data may be difficult to accurately code to a specific industry or detailed occupation, and there is greater chance of recall error by the respondent. Additionally, OEWS provides specialized respondent instructions for elementary and secondary schools and postsecondary institutions that accommodate the uniqueness of what educators do and how they are paid. These instructions enable precise coding of the occupations commonly found in these industries and a more precise and consistent reporting of wages of workers with a variety of schedules (e.g., school year vs. annual, part time vs. full time).   

OEWS uses strict quality control and confidentiality measures and strong sampling and estimation methodologies.⁵ BLS also partners with state workforce agencies to facilitate the collection, coding, and quality review of OEWS data. States’ highly trained staff contribute local knowledge, establish strong respondent relationships, and provide detailed coding expertise to further ensure the quality of the data. 

After assessing the strengths of the OEWS data, the Digest team focused on the comparability of the data over time to ensure that the data would be best suited for stakeholder needs and have the most utility. First, we checked for changes to the industrial and occupational classifications. Although there were no industrial changes, the occupational classifications of some staff occupations—like librarians, school bus drivers, and school psychologists—did change. In those cases, we only included comparable estimates in the tables.

Second, all new Digest tables include nonoverlapping data years to account for the 3-year collection period. While users cannot compare wages in 2020 with 2021 and 2022, they can explore data from 2016, 2019, and 2022. Third, the Digest tables present estimates for earlier data years to ensure the same estimation method was used to produce estimates over time.⁶ Finally, we did not identify any geographical, scope, reference period, or wage estimation methodology changes that would impact the information presented in tables. These checks ensured we presented the most reliable and accurate data comparisons.

Next Steps  

The use of OEWS data in the Digest is a first step in harnessing the strength of BLS data to provide more relevant and timely data, leading to a more comprehensive understanding of the education workforce. NCES is investigating ways we can partner with BLS to further expand these granular and timely economic data, meeting a National Academies of Science, Engineering, and Medicine recommendation to collaborate with other federal agencies and incorporate data from new sources to provide policy-relevant information. We plan to explore the relationship between BLS data and NCES data, such as the Common Core of Data, and increase opportunities for more detailed workforce analyses.

NCES is committed to exploring new data sources that can fill important knowledge gaps and expand the breadth of quality information available to education stakeholders. As we integrate new data sources and develop new tabulations, we will be transparent about our evaluation processes and the advantages and limitations of sources. We will provide specific examples of how information can be used to support evidence-based policymaking. Additionally, NCES will continue to investigate new data sources that inform economic issues related to education. For example, we plan to explore Post-Secondary Employment Outcomes to better understand education-to-employment pathways. We are investigating sources for building and land use data to assess the condition and utilization of school facilities. We are also looking for opportunities to integrate diverse data sources to expand to new areas of the education landscape and to support timelier and more locally informed decisionmaking.
 

How will you use the new Digest tables? Do you have suggestions for new data sources? Let us know at [email protected].

With hundreds of tables to explore, the Digest of Education Statistics offers a wide array of education data. For the first time, NCES is visualizing Digest data in a new Digest State Dashboard. The Dashboard provides a centralized location for state-level Digest data, so users can easily find it all in one place. As the first-ever Digest data tool, the Dashboard helps you not only find and use NCES data but also better understand the education landscape of an individual state.

In alignment with NCES’s goal to promote diversity, equity, and inclusion in our products, the Dashboard provides data for all entities that are part of the United States: the 50 states, the District of Columbia, the Bureau of Indian Education, and outlying areas—i.e., American Samoa, Guam, Northern Marianas, Puerto Rico, and U.S. Virgin Islands.

For each of these entities, the Dashboard highlights the most recently published Digest data on topics of interest (see textbox). The selected topics represent key indicators of a state’s education landscape, and data are presented for each entity and topic whenever available.

To help make data interpretation easier, the Dashboard presents data in figures—like bar charts, line graphs, and brief tables—that allow you to interact with the data in ways not possible with the static tables. If you’ve ever explored the Condition of Education—which will be updated next month (May 2024)—the Dashboard’s figures should look very familiar, as they were designed to mirror the appearance and functionality of the Condition’s interactive figures. Similarly, in the Dashboard, you can

1. modify the figure by selecting characteristics and years to include;
2. share the figure on various platforms; and
3. download the figure and the data used in the figure. 

The Dashboard also provides links to other NCES state-level data tools, centralizing these resources and providing a more detailed picture of each state’s educational landscape. You can find state-specific links to NAEP State Profiles, the NTPS State Dashboard, and the PIAAC Skills Map on each state’s page. Plus, you can find links to other NCES data tools, like the EDGE ACS Dashboard and the IPEDS Trend Generator, on the Dashboard’s homepage.

The Dashboard will be continuously updated throughout the year—as data become available in the Digest—making it a great source of up-to-date information for policymakers, researchers, practitioners, and parents/families. In May 2024, several figures will be updated, including two postsecondary figures on enrollment and institutions and student charges. Be sure to check back and follow NCES on X, Facebook, LinkedIn, and YouTube and subscribe to the NCES News Flash to stay informed when these and other updates are made. You can also continue to explore the Digest tables to find even more state-level data.

Last month, the National Center for Education Statistics (NCES) kicked off a major survey of adults (ages 16–74) across the nation to learn about their literacy skills, education, and work experience. Information collected through this survey—officially known as Cycle 2 of the Program for the International Assessment of Adult Competencies (PIAAC) in the United States—is used by local, state, and national organizations, government entities, and researchers to learn about adult skills at the state and local levels (explore these data in the PIAAC Skills Map, shown below).

Specifically, these data are used to support educational and training initiatives organized by local and state programs. For example, the Houston Mayor’s Office for Adult Literacy has used the PIAAC Skills Map data in developing the Adult Literacy Blueprint, a comprehensive plan for coordinated citywide change to address the systemic crisis of low literacy and numeracy in the city. In addition, the Kentucky Career and Technical College System developed a comprehensive data-driven app for workforce pipeline planning using the county-level PIAAC Skills Map data as one of the education pipeline indicators.

This is not the first time NCES is administering PIAAC. NCES collected PIAAC data three times between 2011 and 2017, when the first cycle of this international study was administered in 39 countries. Developed by the Organization for Economic Cooperation and Development (OECD), PIAAC measures fundamental cognitive and workplace skills needed for individuals to participate in society and for economies to prosper. Among these fundamental skills are literacy, numeracy, and digital problem-solving. Data from the first cycle of PIAAC (2011–17) provided insights into the relationships between adult skills and various economic, social, and health outcomes—both across the United States as a whole and for specific populations of interest (e.g., adults who are women, immigrants, older, employed, parents, or incarcerated). The OECD and NCES have published extensively using these data.

The current cycle (Cycle 2) of PIAAC will resemble the first cycle in that interviewers will visit people’s homes to ask if they are willing to answer background questionnaire and take a self-administered test of their skills. However, unlike the first cycle when respondents could respond to the survey on paper or on a laptop, this cycle will be conducted entirely on a tablet. PIAAC is completely voluntary, but each respondent is specifically selected to provide invaluable information that will help us learn about the state of adult skills in the country (participants can also receive an incentive payment for completing the survey).

PIAAC’s background questionnaire includes questions about an individual’s demographics, family, education, employment, skill use, and (new in Cycle 2 and unique to the United States) financial literacy. The PIAAC test or “direct assessment” measures literacy, numeracy, and (new in Cycle 2) adaptive problem-solving skills of adults.¹

Each sampled person’s response is not only kept confidential but also “anonymized” before the data are released (so that no one can ever definitively identify an individual from personal characteristics in the datafile).

The international report and data for PIAAC Cycle 2 is scheduled to be released by the OECD in December 2024.

Be sure to follow NCES on Twitter, Facebook, LinkedIn, and YouTube and subscribe to the NCES News Flash to stay up-to-date on PIAAC report and data releases and resources.

To accompany the recently released Revenues and Expenditures for Public Elementary and Secondary Education FY 2020, NCES has created an interactive data visualization tool to highlight the per pupil revenues and expenditures (adjusted for inflation) and average daily attendance (ADA) trends from the fiscal year (FY) 2020 National Public Education Financial Survey.

This tool allows users to see national or state-specific per pupil amounts and year-to-year percentage changes for both total revenue and current expenditures by using a slider to toggle between the two variables. Total revenues are shown by source, and total current expenditures are shown by function and subfunction. Clicking on a state in the map will display data for the selected state in the bar charts.

The tool also allows users to see the ADA for each state. It is sortable by state, ADA amount, and percentage change. It may also be filtered to easily compare selected states. Hovering over the ADA of a state will display another bar graph with the last 3 years of ADA data.

Revenues and Expenditures

Between FY 2019 and FY 2020, inflation-adjusted total revenues per pupil increased by 1.8 percent (to $15,711). Of these total revenues for education in FY 2020, the majority were provided by state and local governments ($7,461 and $7,056, respectively).

The percentage change in revenues per pupil from FY 2019 to FY 2020 ranged from +15.4 percent in New Mexico to -2.4 percent in Kentucky. Total revenues per pupil increased in 38 states and the District of Columbia and decreased in 12 states between FY 2019 and FY 2020.

[click to enlarge image]

In FY 2020, current expenditures per pupil for the United States were $13,489, up 0.5 percent from FY 2019, after adjusting for inflation. Current expenditures per pupil ranged from $8,287 in Utah to $25,273 in New York. After New York, current expenditures per pupil were highest in the District of Columbia ($23,754), Vermont ($22,124), New Jersey ($21,385), and Connecticut ($20,889). After Utah, current expenditures per pupil were lowest in Idaho ($8,337), Arizona ($8,694), Oklahoma ($9,395), and Nevada ($9,548).

The states with the largest increases in current expenditures per pupil from FY 2019 to FY 2020, after adjusting for inflation, were New Mexico (+9.3 percent), Illinois (+5.7 percent), Kansas (+4.0 percent), Texas (+3.7 percent), and Indiana (+3.7 percent). The states with the largest decreases were Delaware¹ (-12.8 percent), Connecticut (-2.7 percent), Arizona (-2.4 percent), Alaska (-2.0 percent), and Arkansas (-1.9 percent).

Average Daily Attendance (ADA)

During FY 2020, many school districts across the country closed their school buildings for in-person learning and began providing virtual instruction in an effort to prevent the spread of COVID-19. In order to collect the most consistent and measurable data possible, the U.S. Department of Education provided flexibility for states to report average daily attendance data for the 2019–20 school year.

Between FY 2019 and FY 2020, ADA decreased in 14 states, with the largest decrease at 2.4 percent in New Mexico. ADA increased in the remaining 36 states and the District of Columbia, with the largest increase at 4.1 percent in South Dakota. In 43 states, the ADA in FY 2020 was within 2 percent of the previous year’s ADA.

The COVID-19 pandemic has brought enormous challenges to the education system, including a historic decline in enrollment in fall 2020—the largest since during World War II. Due to the relatively small decrease in the number of teachers, there was a significant drop in the pupil/teacher ratio.  

The National Center for Education Statistics (NCES) releases key statistics, including school staffing data, compiled from state administrative records through the Common Core of Data (CCD). In 2019, about 48 percent of public school staff were teachers (3.2 million) and 13 percent were instructional aides (0.9 million). NCES’s new School Pulse Panel survey found that in January 2022, about 61 percent of public schools with at least one vacancy reported that the pandemic increased the number of teacher and staff vacancies, and 57 percent of schools with at least one vacancy found that the pandemic forced them to use teachers outside their normal duty areas.

Pupil/teacher ratios provide a measure of the quantity of instructional resources available to students by comparing the number of students with the total full-time equivalent (FTE) of all teachers, including special education teachers. The public and private elementary and secondary average class size is larger than the pupil/teacher ratio since it normally does not factor into team teaching, specialty teachers, or special education classes. Between fall 2019 and fall 2020, enrollment in public elementary and secondary schools¹ decreased by 2.7 percent.² This decrease was larger than the 0.2 percent (6,700)³ decrease in the number of public school teachers. Since fall 2020, public school enrollment decreased by a larger amount than did the number of teachers. Thus, the pupil/teacher ratio declined in school year 2020–21 by a relatively large 0.5 pupils per teacher, from 15.9 to 15.4 pupils per teacher (figure 1). This is the largest 1-year decrease in more than 4 decades. In comparison, the pupil/teacher ratio for private schools was 11.4 in 2019–20 (the latest year of actual data available). It is worth noting that pupil/teacher ratios vary across schools with different characteristics (table 208.10).

Viewed over a longer term, the pupil/teacher ratio in public schools in 2019–20 (15.9) was only slightly lower than in 2010–11 (16.0), so nearly all the change during the 2010–11 to 2020–21 period occurred in the last year. The pupil/teacher ratio for private schools decreased from 12.5 in 2010–11 to 11.4 in 2019–20.