In 2003, U.S. fourth- and eighth-grade students' math and science PISA scores exceeded the international averages. Among 15-year-olds participating in TIMSS, Americans scored below the average international math score, and were outperformed by 23 of 38 countries in math.

Average reading scores in 2005 were 2 points higher than in the first assessment year, 1992, at both grades 4 and 8.

The average mathematics scores increased since the first assessment year, 1990, by 25 points at grade 4 and by 16 points at grade 8.

Between 1999 and 2004, average reading scores increased at age 9 and average mathematics scores increased at ages 9 and 13. No measurable changes in average scores were found at age 17 in either subject between 1999 and 2004.

Since 1972, status dropout rates for Whites, Blacks, and Hispanics ages 16-24 have declined; nonetheless, rates for Hispanics have remained higher than those for other racial/ethnic groups.

The proportion of public elementary schools that don't have recess in 2005 ranges from 7 percent for first and second grades to 13 percent by sixth grade. Schools were more likely to offer healthier beverages, such as fruit juice and water, than less nutritious beverages, such as soft drinks and non-100% juice.

About 65 percent of high school career and technical education (CTE) concentrators from the class of 1992 enrolled in postsecondary education by 2000, and more than half of these CTE concentrators first enrolled in a community college. About 50 percent of CTE concentrators earned a postsecondary credential by 2000, and nearly half of the credential-earners received a bachelor's degree or higher.

Adult literacy scores improved or stayed approximately the same between 1992 and 2003 for all racial/ethnic categories except Hispanics. Prose and document literacy scores fell for adults with postsecondary education, including those with undergraduate degrees and/or postgraduate experience.

In 2004, U.S. universities conferred 26,275 doctorate awards in science and engineering (S&E) fields, up from 25,289 in 2003.

The representation of women among science and engineering doctorate recipients continues to increase--women received 37.4 percent of all doctorates awarded in 2004 versus 30.2 percent in 1994.

After steady decreases between 1994 and 1998, the number of graduate students in science and engineering has continued to rise through 2003.

During the period 1994-2003, the proportion of full-time science and engineering graduate students primarily supported under research assistantships remained relatively steady.