NOTE: Location estimates are based on those schools having access to each type of telecommunication capability. Percents of schools reporting telecommunication locations do not sum to 100 because many schools have access in more than one location. Data are derived from a sample survey and are subject to sampling error. SOURCE: U. S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Advanced Telecommunications in U. S. Public Elementary and Secondary Schools, 1995; and Advanced Telecommunications in U. S. Private Schools: 1998   99. ( This table was prepared May 2001.) 493 LIBRARIES AND EDUCATIONAL TECHNOLOGY: LIBRARIES Table 421.   Public schools and school classrooms with access to the Internet, by school characteristics: 1994 to 2000 Schools, computers, instruction rooms, and access All public schools Instructional level 1 Size of school enrollment Metropolitan status Percent of students eligible for free or reduced price lunch 2 Elementary Secondary Less than 300 300 to 999 1,000 or more City Urban fringe Town Rural Less than 35 percent 35 to 49 percent 50 to 74 percent 75 percent or more 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Estimated number of schools 1995 ...................................... 77,853 57,705 18,083 20,673 50,044 7,136 17,906 18,464 19,539 21,944 37,450 13,627 12,808 13,166 1997 ...................................... 79,125 59,695 19,430 20,540 51,169 7,416 21,071 23,419 12,637 21,998 37,525 12,250 16,302 12,864 1998 ...................................... 78,791 59,173 19,193 20,095 50,655 8,041 20,698 26,265 11,306 20,522 38,156 12,088 13,967 14,541 1999 ...................................... 78,399 59,575 17,110 20,018 50,389 7,992 21,034 26,245 11,235 19,885 35,653 13,908 16,099 11,993 2000 ...................................... 80,127 59,782 18,414 20,067 51,887 8,173 21,115 26,584 11,879 20,550 36,563 12,414 17,030 13,912 1998 ( standard error) ............ ( 333) ( 293) ( 220) ( 479) ( 467) ( 165) ( 88) ( 98) ( 182) ( 273) ( 1,530) ( 1,185) ( 991) ( 1,263) 1999 ( standard error) ............ ( 665) ( 722) ( 521) ( 1,263) ( 681) ( 291) ( 605) ( 514) ( 343) ( 506) ( 1,211) ( 977) ( 1,067) ( 949) 2000 ( standard error) ............ ( 650) ( 569) ( 359) ( 697) ( 206) ( 217) ( 1,380) ( 1,746) ( 1,323) ( 1,478) ( 1,215) ( 792) ( 1,071) ( 923) Percent of schools having access to the Internet 1994 ...................................... 35 30 49 30 35 58 40 38 29 35 39 36 31 20 1995 ...................................... 50 46 65 39 52 69 47 59 47 48 60 48 41 31 1996 ...................................... 65 61 77 57 66 80 64 75 61 60 74 59 53 53 1997 ...................................... 78 75 89 75 78 89 74 78 84 79 86 81 71 62 1998 ...................................... 89 88 94 87 89 95 92 85 90 92 92 93 88 79 1999 ...................................... 95 94 98 96 94 96 93 96 94 96 95 98 96 89 2000 ...................................... 98 97 3 100 96 98 99 96 98 98 99 99 99 97 94 1998 ( standard error) ............ ( 1.3) ( 1.6) ( 2.1) ( 3.4) ( 1.4) ( 2.4) ( 2.1) ( 2.8) ( 3.2) ( 3.4) ( 2.0) ( 2.2) ( 3.0) ( 3.7) 1999 ( standard error) ............ ( 0.8) ( 1.0) ( 0.8) ( 1.5) ( 1.0) ( 1.7) ( 1.5) ( 1.2) ( 2.5) ( 1.4) ( 1.1) ( 0.9) ( 1.7) ( 3.1) 2000 ( standard error) ............ ( 0.5) ( 0.7) ( 0.2) ( 1.7) ( 0.5) ( 0.6) ( 1.1) ( 1.2) ( 1.2) ( 0.9) ( 0.7) ( 0.7) ( 1.3) ( 1.7) Number of computers for instructional purposes, in thousands 1995 4 .................................... 5,621 3,453 2,021 850 3,600 1,171 1,497 1,526 1,404 1,195 2,905 806 950 882 1997 ...................................... 5,959 3,701 2,258 839 3,767 1,353 1,727 2,084 934 1,214 3,154 886 1,013 890 1998 ...................................... 7,111 4,519 2,549 952 4,414 1,744 2,148 2,606 1,047 1,311 3,630 1,105 1,127 1,235 1999 ...................................... 7,806 4,923 2,728 1,021 4,952 1,834 2,320 2,975 1,022 1,489 3,900 1,245 1,429 1,170 2000 ...................................... 8,776 5,296 3,271 1,135 5,524 2,117 2,537 3,396 1,155 1,689 4,394 1,373 1,606 1,384 1998 ( standard error) ............ ( 183) ( 145) ( 94) ( 53) ( 136) ( 106) ( 74) ( 129) ( 58) ( 77) ( 198) ( 114) ( 89) ( 155) 1999 ( standard error) ............ ( 147) ( 114) ( 103) ( 76) ( 127) ( 101) ( 113) ( 121) ( 50) ( 75) ( 152) ( 115) ( 116) ( 98) 2000 ( standard error) ............ ( 174) ( 149) ( 113) ( 73) ( 121) ( 103) ( 179) ( 213) ( 132) ( 131) ( 147) ( 93) ( 112) ( 107) Mean number of instructional computers per school 1995 4 .................................... 72 60 112 41 72 164 84 83 72 54 78 59 74 67 1997 ...................................... 75 62 116 41 74 183 82 89 74 55 84 72 62 69 1998 ...................................... 90 76 133 47 87 217 104 99 93 64 95 91 81 85 1999 ...................................... 100 83 159 51 98 229 110 113 91 75 109 90 89 98 2000 ...................................... 110 89 178 57 106 259 120 128 97 82 120 111 94 99 1998 ( standard error) ............ ( 2.3) ( 2.4) ( 4.9) ( 2.6) ( 2.5) ( 13.0) ( 3.6) ( 4.9) ( 5.2) ( 3.6) ( 3.7) ( 6.1) ( 4.5) ( 7.7) 1999 ( standard error) ............ ( 2.2) ( 2.2) ( 6.4) ( 2.5) ( 2.3) ( 10.7) ( 4.7) ( 4.2) ( 4.2) ( 3.6) ( 2.8) ( 6.8) ( 5.6) ( 5.2) 2000 ( standard error) ............ ( 2.0) ( 2.4) ( 5.3) ( 3.1) ( 2.3) ( 9.0) ( 4.9) ( 4.3) ( 5.6) ( 3.6) ( 3.4) ( 5.9) ( 5.7) ( 5.5) Number of instructional computers with access to the Internet, in thousands 1995 4 .................................... 447 232 187 59 315 73 96 131 126 94 286 46 57 36 1998 ...................................... 3,569 2,100 1,450 407 2,276 887 1,026 1,334 481 727 2,064 608 439 458 1999 ...................................... 4,809 2,773 1,945 663 2,988 1,158 1,265 1,887 691 966 2,762 778 810 428 2000 ...................................... 6,759 3,813 2,779 882 4,191 1,686 1,782 2,688 955 1,335 3,608 1,064 1,215 858 1998 ( standard error) ............ ( 173) ( 148) ( 79) ( 38) ( 140) ( 73) ( 87) ( 105) ( 46) ( 73) ( 151) ( 79) ( 48) ( 78) 1999 ( standard error) ............ ( 145) ( 111) ( 89) ( 60) ( 132) ( 68) ( 94) ( 93) ( 50) ( 70) ( 140) ( 59) ( 79) ( 55) 2000 ( standard error) ............ ( 174) ( 136) ( 113) ( 69) ( 114) ( 97) ( 148) ( 178) ( 111) ( 91) ( 139) ( 80) ( 93) ( 87) Percent of instructional computers with access to the Internet 1995 4 .................................... 8 7 9 7 9 6 6 9 9 8 10 6 6 4 1998 ...................................... 50 46 57 43 52 51 48 51 46 55 57 55 39 37 1999 ...................................... 62 56 71 65 60 63 55 63 68 65 71 62 57 37 2000 ...................................... 77 72 85 78 76 80 70 79 83 79 82 77 76 62 1998 ( standard error) ............ ( 1.7) ( 2.5) ( 2.1) ( 3.4) ( 2.2) ( 3.4) ( 3.0) ( 2.8) ( 4.1) ( 3.4) ( 2.0) ( 4.2) ( 2.9) ( 4.6) 1999 ( standard error) ............ ( 1.4) ( 1.6) ( 2.4) ( 3.0) ( 1.7) ( 3.6) ( 2.6) ( 2.4) ( 3.1) ( 2.7) ( 2.2) ( 3.6) ( 2.8) ( 3.6) 2000 ( standard error) ............ ( 1.1) ( 1.5) ( 1.2) ( 2.6) ( 1.3) ( 1.8) ( 2.1) ( 1.7) ( 2.5) ( 2.1) ( 1.2) ( 2.9) ( 2.6) ( 3.1) Number of instructional rooms, 5 in thousands 1997 ...................................... 2,625 1,720 906 335 1,725 566 830 902 388 505 1,336 375 462 447 1998 ...................................... 2,709 1,772 916 349 1,740 620 839 981 390 498 1,372 413 451 471 1999 ...................................... 2,811 1,830 926 360 1,805 645 857 1,049 375 530 1,325 477 541 437 2000 ...................................... 2,905 1,864 972 377 1,871 657 866 1,086 413 541 1,380 465 570 482 1998 ( standard error) ............ ( 41) ( 29) ( 25) ( 15) ( 34) ( 21) ( 22) ( 24) ( 14) ( 17) ( 60) ( 39) ( 29) ( 42) 1999 ( standard error) ............ ( 36) ( 33) ( 29) ( 26) ( 39) ( 30) ( 29) ( 33) ( 16) ( 23) ( 46) ( 34) ( 42) ( 34) 2000 ( standard error) ............ ( 35) ( 28) ( 24) ( 22) ( 23) ( 23) ( 56) ( 61) ( 47) ( 39) ( 46) ( 28) ( 36) ( 29) Percent of instructional rooms 5 with access to the Internet 1994 ...................................... 3 3 4 3 3 3 4 4 3 3 3 2 4 2 1995 ...................................... 8 8 8 9 8 4 6 8 8 8 9 6 6 3 1996 ...................................... 14 13 16 15 13 16 12 16 14 14 17 12 11 5 1997 ...................................... 27 24 32 27 28 25 20 29 34 30 33 33 20 14 1998 ...................................... 51 51 52 54 53 45 47 50 55 57 57 60 41 38 1999 ...................................... 63 62 67 71 64 58 52 67 72 71 73 69 61 38 2000 ...................................... 77 76 79 83 78 70 66 78 87 85 82 81 77 60 1998 ( standard error) ............ ( 1.7) ( 2.3) ( 2.1) ( 5.4) ( 5.3) ( 4.5) ( 3.2) ( 2.9) ( 4.0) ( 3.6) ( 2.4) ( 5.1) ( 3.9) ( 4.3) 1999 ( standard error) ............ ( 1.6) ( 1.8) ( 2.6) ( 3.2) ( 1.9) ( 3.0) ( 2.6) ( 2.5) ( 3.4) ( 3.0) ( 2.3) ( 3.4) ( 3.1) ( 4.4) 2000 ( standard error) ............ ( 1.1) ( 1.5) ( 1.6) ( 2.8) ( 1.5) ( 2.2) ( 2.2) ( 2.0) ( 2.6) ( 1.7) ( 1.5) ( 2.9) ( 2.8) ( 3.3)

1 Excludes combined elementary/ secondary schools because of small sample size.

2 Excludes schools missing data for free and reduced price lunch participation.

3 This estimate fell between 99.5 percent and 100.0 percent and therefore was rounded to 100 percent.

4 Includes computers used for instructional or administrative purposes.

5 Includes all classrooms, computer labs, and library/ media centers. NOTE: Data are derived from sample surveys and are subject to sampling error. Detail may not sum to totals because of rounding of weighted estimates. Standard errors appear in parentheses.

SOURCE: U. S. Department of Education, National Center for Education Statistics, Fast Response Survey System, Internet Access in U. S. Public Schools and Classrooms: 1994   2000; and unpublished data ( This table was prepared July 2001.) 494 LIBRARIES AND EDUCATIONAL TECHNOLOGY: LIBRARIES Table 422.   General statistics of college and university libraries: 1976   77 to 1997   98 Item 1976   77 1 1978   79 1 1981   82 1984   85 1987   88 1991   92 1994   95 1996   97 1997   98 1 2 3 4 5 6 7 8 9 10 Number of libraries ............................. 3,058 3,122 3,104 3,322 3,438 3,274 3,303 3,408 3,658 General collection transactions, in thousands ....................................             183,123 186,545 175,409 Reserve collection transactions, in thousands ....................................             48,380 44,189 40,658 Total enrollment, in thousands 2 ......... 11,121 11,392 12,372 12,242 12,767 14,359 14,279 14,300 14,502 Full time equivalent enrollment, in thousands 2 .................................. 8,313 8,348 9,015 8,952 9,230 10,361 10,348 10,402 10,217 Collections, thousands of units Number of volumes at end of year ..... 481,442 519,895 567,826 631,727 718,504 749,429 776,447 806,717 878,906 Number of volumes added during year ................................................. 22,367 21,608 19,507 20,658 21,907 20,982 21,544 21,346 24,551 Number of serial subscriptions at end of year ............................................. 4,670 4,775 4,890 6,317 6,416 6,966 6,212 5,709 3 10,908 Microform units at end of year ...........                 1,062,082 Electronic units at end of year 4 .........             465 983 3,473 Library staff, in full time equivalents ( FTE) Total staff in regular positions 5 .......... 57,087 58,416 58,476 58,476 67,251 67,166 67,433 67,581 68,337 FTE student enrollment per FTE staff 145.6 142.9 154.2 153.1 137.2 154.3 153.5 153.9 149.5 Librarians and professional staff .... 23,308 23,676 23,816 21,822 25,115 26,341 26,726 27,268 30,041 Other paid staff .............................. 33,779 34,740 34,660 38,026 40,733 40,421 40,381 40,022 38,026 Contributed services ......................         1,403 404 326 291 270 Student assistants ..........................         33,821 29,075 28,411 27,998 28,373 Hours of student and other assistance, in thousands ................. 39,950 39,552 40,068 28,360           Library operating expenditures ( excluding capital outlay) Operating expenditures, total, in thousands .................................... $ 1,259,637 $ 1,502,158 $ 1,943,769 $ 2,404,524 $ 2,770,075 $ 3,648,654 $ 4,013,333 $ 4,301,815 $ 4,592,657 Salaries 6 ........................................ 698,090 824,438 1,081,894 1,156,138 1,451,551 1,889,368 2,021,233 2,147,842 2,314,380 Hourly wages ................................. 68,683 79,535 100,847             Fringe benefits ...............................       231,209           Preservation ................................... 22,521 25,274 30,351 32,939 34,144 43,126 46,554 45,610 42,919 Furniture/ equipment .......................             55,915 56,128 57,013 Computer hardware/ software .........             128,128 157,949 164,379 Utilities/ networks/ consortia .............             81,106 85,113 89,618 Information resources .................... 373,699 450,180 561,199 750,282 891,281 1,197,293 1,348,933 1,499,249 1,600,995 Books and serial backfiles paper .........................                 514,048 Books and serial backfiles electronic ...................                 28,061 Current serials paper ................                 849,399 Current serials electronic ..........                 125,470 Audiovisual materials .................           23,879 28,753 28,879 30,623 Document delivery/ interlibrary loan ..........................................             12,238 17,645 19,309 Other collection expenditures ..... 373,699 450,180 561,199 750,282 891,281 1,173,414 1,307,942 1,452,725 34,086 Other library operating expenditures ................................ 96,643 122,731 169,478 233,957 393,099 518,867 331,463 309,925 323,354 Operating expenditures per FTE student ..................................... 152 180 216 269 300 352 388 414 450 Operating expenditures per FTE student in constant 1997   98 dollars .......................................... 418 425 371 411 419 412 417 421 450 Operating expenditures, total, in percents ....................................... 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Salaries 6 ........................................ 55.4 54.9 55.7 48.1 52.4 51.8 50.4 49.9 50.4 Hourly wages ................................. 5.5 5.3 5.2             Fringe benefits ...............................       9.6           Preservation ................................... 1.8 1.7 1.6 1.4 1.2 1.2 1.2 1.1 0.9 Information resources .................... 29.7 30.0 28.9 31.2 32.2 32.8 33.6 34.9 34.9 Other library operating expenditures 7 .............................. 7.7 8.2 8.7 9.7 14.2 14.2 14.9 14.2 13.8 Library operating expenditures as percent of total institutional expenditures for educational and general purposes ............................ 3.8 3.7 3.5 3.4 3.2 3.0 2.8       Not available.

1 Includes data for U. S. territories.

2 Fall enrollment for the academic year specified.

3 Includes microform and electronic serials.

4 Electronic files, formerly labeled `` Computer files.''

5 Excludes student assistants.

6 Includes expenditures for fringe benefits ( except for 1984   85 and 1987   88), salary equivalents of contributed services staff, and hourly wages for 1996   97 and 1997   98. 7 Includes furniture/ equipment, computer hardware/ software, and utilities/ networks/ consortia as well as expenditures classified above as `` other library operating expenditures.''

NOTE: Detail may not sum to totals due to rounding.

SOURCE: U. S. Department of Education, National Center for Education Statistics, Library Statistics of Colleges and Universities, various years; and Integrated Postsecondary Education Data System, `` Academic Library Survey,'' various years, and `` Fall Enrollment Survey 1997.'' ( This table was prepared July 2001.) 495 LIBRARIES AND EDUCATIONAL TECHNOLOGY: LIBRARIES Table 423.   Selected statistics on the collections, staff, and operating expenditures of 60 large college and university libraries: 1998 Institution Rank order, by number of volumes Number of volumes at end of year, in thousands Full time equivalent staff Operating expenditures in thousands Public service hours per week Gate count per week Reference transactions per week Total Professional Total Salaries and wages 1 2 3 4 5 6 7 8 9 10 Harvard University ( MA) .......................................... 1 13,982 1,188 351 $ 84,473 $ 38,250 104 37,560 12,138 Yale University ( CT) ................................................ 2 10,108 611 163 48,331 18,393 111 14,080 1,476 University of Illinois, Urbana Campus ..................... 3 9,171 543 115 26,207 14,221 107 34,521 12,743 University of Texas, Austin ...................................... 4 7,649 574 132 28,744 13,788 147 143,570 5,781 University of California, Berkeley ............................ 5 7,263 642 77 29,922 16,611 83 34,521 7,130 University of California, Los Angeles ...................... 6 7,212 546 129 38,092 20,419 87 86,602 7,510 University of Michigan, Ann Arbor ........................... 7 7,072 594 145 34,655 15,941 168 48,236 4,420 Stanford University ( CA) .......................................... 8 7,036 601 113 47,211 22,997 49 14,080 2,197 Columbia University, Main Division ( NY) ................ 9 7,018 513 128 30,743 15,369 104     University of Chicago ( IL) ........................................ 10 6,271 336 69 21,285 9,140 111 34,120 1,327 Indiana University, Bloomington .............................. 11 6,039 499 106 24,336 12,343 115 73,799 11,844 University of Wisconsin, Madison ........................... 12 5,902 501 125 29,187 15,833 131 140,386 7,034 University of Washington ......................................... 13 5,820 502 138 26,605 14,598 106 34,521 7,130 Ohio State University, Main Campus ...................... 14 5,784 417 91 23,417 10,786 109 45,696 29,439 University of Minnesota, Twin Cities ....................... 15 5,613 431 88 28,490 13,258 106 34,521 4,786 Cornell University ( NY) ............................................ 16 5,218 468 97 22,218 11,078 104   2,057 Princeton University ( NJ) ......................................... 17 5,095 371 106 27,049 12,403 112     University of North Carolina, Chapel Hill ................ 18 4,928 431 122 24,333 11,315 145   4,510 Duke University ( NC) ............................................... 19 4,764 359 110 23,919 10,220 122   3,426 University of Pennsylvania ...................................... 20 4,673 392 112 28,838 11,837 143 35,590 7,582 Rutgers University ( NJ) ........................................... 21 4,643 327 72 17,640 10,830 108 74,268 4,473 University of Virginia, Main Campus ....................... 22 4,514 363 95 22,854 12,230 117 34,521 8,173 Michigan State University ........................................ 23 4,188 273 57 16,596 7,798 114   3,183 New York University ................................................ 24 4,167 419 92 26,646 13,112 115 38,000 5,995 University of Kansas, Main Campus ....................... 25 4,106 238 59 13,144 6,186 102 34,521 7,130 University of Arizona ............................................... 26 4,080 293 69 16,157 6,569 154 26,651 2,510 Northwestern University ( IL) .................................... 27 3,954 351 92 18,443 9,189 123 35,940 1,700 University of Iowa .................................................... 28 3,927 298 76 20,095 9,040 106 53,661 6,717 University of Oklahoma, Norman Campus .............. 29 3,797 146 33 8,787 3,197 108 16,996 3,529 University of Pittsburgh, Main Campus ( PA) .......... 30 3,552 335 85 17,909 7,798 120 49,933 6,107 University of Georgia ............................................... 31 3,458 360 71 18,825 8,164 104 22,898 2,348 University of Florida ................................................. 32 3,401 416 111 19,920 9,403 108 57,272 4,600 University of Southern California ............................. 33 3,337 338 80 23,975 10,128 24 60,846 3,129 Washington University ( MO) ................................... 34 3,295 265 73 18,040 6,727 117 47,046 8,494 University of Hawaii, Manoa .................................... 35 3,167 243 65 11,934 6,574 87 29,671 3,513 State U. of New York, Buffalo, Main Campus ........ 36 3,107 263 72 14,733 7,427 90 62,400 6,890 Johns Hopkins University ( MD) ............................... 37 3,098 308 58 22,904 8,907 120 31,258 43,066 Arizona State University .......................................... 38 3,074 295 82 17,332 7,920 102 30,944 4,948 University of South Carolina at Columbia ............... 39 3,067 277 78 15,232 6,492 111 21,000 3,500 Wayne State University ( MI) ................................... 40 3,046 278 46 16,050 7,631 97 50,144 17,256 Syracuse University, Main Campus ( NY) ................ 41 3,036 273 49 10,354 5,284 105 14,852 4,536 University of Colorado, Boulder .............................. 42 3,022 258 62 17,875 7,248 106 2,045 4,582 Louisiana State U. & A& M & Hebert Laws Center 43 3,014 203 50 10,816 4,953 111 41,287 2,931 University of Rochester ( NY) ................................... 44 2,996 216 59 12,256 5,377 116 21,811 1,232 Brown University ( RI) .............................................. 45 2,979 241 61 13,528 6,574 111 20,392 1,451 University of Missouri, Columbia ............................. 46 2,856 246 58 11,274 5,365 104 30,874 2,677 Pennsylvania State University, Main Campus ........ 47 2,832 415 77 22,642 10,769 168 71,665 5,191 University of Massachusetts at Amherst ................. 48 2,826 194 46 11,163 5,571 105 27,000 2,750 Brigham Young University ( UT) .............................. 49 2,823 386 84 13,494 6,612 101 71,917 9,968 Kansas State University .......................................... 50 2,770 139 42 7,302 3,208 90 15,407 1,549 Southern Illinois University, Carbondale ................. 51 2,740 229 40 11,097 5,239 92 15,340 3,035 University of Kentucky ............................................. 52 2,719 362 87 17,418 7,962 144 45,284 3,881 North Carolina State University at Raleigh ............. 53 2,713 324 85 17,222 6,924 146 35,654 2,952 University of Maryland, College Park Campus ....... 54 2,700 329 108 16,373 9,213 98 58,789 6,311 University of Utah .................................................... 55 2,684 381 67 19,778 8,563 105 76,231 7,538 University of California, Davis ................................. 56 2,672 267 50 14,781 8,464 87 24,217 4,431 University of Notre Dame ( IN) ................................. 57 2,644 237 46 15,032 6,192 126 20,000 1,080 University of California, San Diego ......................... 58 2,578 322 49 18,729 9,693 109 36,180 3,501 Vanderbilt University ( TN) ....................................... 59 2,512 291 80 15,946 7,299 111 21,600 2,103 Auburn University, Main Campus ( AL) .................... 60 2,505 142 32 9,267 3,792 99 11,799 3,280   Not available. SOURCE: U. S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System, `` Academic Library Survey 1998.'' ( This table was prepared August 2001.) 496 LIBRARIES AND EDUCATIONAL TECHNOLOGY: LIBRARIES Table 424.   General statistics of public libraries, by population of legal service area: 1998 Item Population of legal service area Total Under 10,000 10,000 to 49,999 50,000 to 99,999 100,000 to 249,999 250,000 to 499,999 500,000 and over 1 2 3 4 5 6 7 8 Number of public library service outlets .................................................... 17,113 5,690 4,179 1,790 2,177 1,133 2,144 Central libraries .............................................. 8,887 5,370 2,548 493 330 82 64 Branch libraries .............................................. 7,293 248 1,317 1,108 1,662 980 1,978 Bookmobiles .................................................. 933 72 314 189 185 71 102 Collections, in thousands Books and serial volumes 1 ........................... 739,168 97,416 180,593 88,086 108,978 73,215 190,880 Audio and video materials and films ............. 45,394 4,448 10,769 5,466 7,100 4,581 13,030 Serial subscriptions ........................................ 1,913 268 483 219 261 178 503 Paid staff, in full time equivalents Librarians ....................................................... 40,689 5,727 10,659 4,831 5,856 4,093 9,522 Librarians with ALA MLS 2 ........................ 28,178 1,182 6,639 3,566 4,642 3,290 8,859 Other staff ...................................................... 82,755 4,955 19,688 11,130 14,566 9,101 23,315 Income, in thousands Total operating income .................................. $ 6,737,820 $ 435,326 $ 1,548,994 $ 842,681 $ 1,116,459 $ 765,433 $ 2,028,927 Percentage distribution Source of operating income Total .......................................................... 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Federal 3 ....................................................... 0.8 1.5 0.6 0.7 0.9 0.7 0.9 State ............................................................. 12.6 8.1 12.5 14.1 11.3 12.9 13.2 Local ............................................................. 77.6 70.4 77.4 76.8 80.9 79.8 76.5 Other ............................................................. 9.0 20.2 9.6 8.3 7.0 6.5 9.5 1 Some data are different from other tables due to a different population base. 2 ALA MLS= A master's degree from a graduate library education program accredited by the American Library Association ( ALA). 3 Excludes some federal funds received through state library agencies.

NOTE: Detail may not sum to totals due to rounding. Totals may be underestimated due to nonresponse on item or legal service area. In three states ( Michigan, Pennsylvania and Texas), some public libraries reported data for fiscal year 1997. Most of West Virginia's data are for fiscal year 1997.

SOURCE: U. S. Department of Education, National Center for Education Statistics, Public Libraries in the United States: FY 1998. ( This table was prepared June 2001.)

Table 425.   Public libraries, books and serial volumes, library visits, and reference transactions, by state: Fiscal year 1998 State Number of public libraries Number of books and serial volumes 1 ( in thousands Number of books and serial volumes per capita Library visits per capita 2 Circulation per capita Public library reference transactions per capita 3 State Number of public libraries Number of books and serial volumes 1 ( in thousands Number of books and serial volumes per capita Library visits per capita 2 Circulation per capita Public library reference transactions per capita 3 1 2 3 4 5 6 7 1 2 3 4 5 6 7 United States ........ 8,964 739,168 2.9 4.2 6.6 1.1 Alabama .................... 207 8,285 2.1 3.4 4.0 0.6 Missouri .................... 154 22,409 4.7 4.6 8.6 1.0 Alaska ........................ 83 2,026 3.3 4.9 6.1 0.7 Montana ................... 79 2,565 3.0 3.8 5.8 0.5 Arizona ...................... 40 8,289 1.8 4.3 6.2 1.1 Nebraska .................. 235 5,391 3.8 4.6 8.1 0.8 Arkansas .................... 38 5,080 2.1 2.4 4.0 0.4 Nevada ..................... 23 4,046 2.3 3.4 5.0 1.1 California ................... 176 64,554 1.9 3.8 5.0 1.1 New Hampshire ....... 228 5,267 4.5 4.6 7.5 0.8 Colorado .................... 111 10,501 2.7 5.3 9.2 1.4 New Jersey .............. 307 30,096 3.7 4.8 5.9 1.0 Connecticut ................ 194 14,413 4.4 6.2 8.5 1.3 New Mexico ............. 72 4,138 2.9 5.1 5.6 0.8 Delaware ................... 30 1,302 2.0 3.8 5.5 0.8 New York ................. 746 77,121 4.6 6.2 7.4 1.9 District of Columbia ... 1 2,951 5.7 3.4 2.7 ( 4) North Carolina .......... 75 14,892 2.0 3.7 5.7 1.0 Florida ........................ 76 26,787 1.8 3.5 4.9 1.7 North Dakota ............ 79 2,098 3.8 4.3 7.3 0.7 Georgia ...................... 57 14,556 1.9 3.0 4.5 0.8 Ohio .......................... 250 44,766 4.0 5.5 12.5 1.4 Hawaii ........................ 1 3,036 2.5 4.8 6.5 2.0 Oklahoma ................. 115 5,916 2.2 4.1 5.9 0.7 Idaho .......................... 103 3,299 3.2 5.4 7.8 0.8 Oregon ..................... 127 7,752 2.5 ( 4) 10.2 0.7 Illinois ......................... 626 40,720 3.8 5.4 7.9 1.5 Pennsylvania 5 .......... 458 25,734 2.2 3.3 4.8 0.7 Indiana ....................... 238 22,213 4.4 5.8 10.9 1.4 Rhode Island ............ 48 4,126 4.1 5.1 6.6 0.8 Iowa ........................... 530 11,518 4.0 5.1 9.0 0.7 South Carolina ......... 40 7,415 1.9 3.0 4.5 1.2 Kansas ....................... 316 9,855 4.7 5.4 9.7 1.3 South Dakota ........... 111 2,572 5.0 5.0 8.9 ( 4) Kentucky .................... 116 7,507 2.1 3.1 5.5 0.5 Tennessee ............... 142 8,611 1.6 2.9 4.0 0.9 Louisiana ................... 65 10,372 2.4 2.9 4.3 0.8 Texas 5 ..................... 522 35,737 2.0 2.9 4.3 1.0 Maine ......................... 269 5,543 5.4 5.0 7.9 0.8 Utah .......................... 70 5,454 2.7 5.1 9.7 ( 4) Maryland .................... 24 14,657 2.9 ( 4) 8.9 1.5 Vermont .................... 193 2,705 5.0 5.0 6.9 ( 4) Massachusetts ........... 371 29,711 4.9 ( 4) 7.7 ( 4) Virginia ..................... 90 17,327 2.6 4.5 7.6 1.1 Michigan 5 .................. 379 25,622 2.8 4.1 5.5 0.9 Washington .............. 66 14,634 2.7 ( 4) 9.7 ( 4) Minnesota .................. 134 15,024 3.2 4.6 9.1 1.2 West Virginia 6 .......... 97 4,939 2.8 3.2 5.1 0.9 Mississippi ................. 48 5,524 2.0 2.6 3.3 0.4 Wisconsin ................. 381 17,822 3.4 5.5 9.0 1.2 Wyoming .................. 23 2,287 4.7 5.1 7.8 1.0 1 Some data are different from other tables due to a different population base. 2 The total number of persons entering the library for whatever purpose during the year. 3 A reference transaction is an information contact which involves the knowledge, use, recommendations, interpretation or instructions in the use of one or more information sources by a member of the library staff. 4 Response rate less than 70 percent. 5 Some public libraries reported data for fiscal year 1997. 6 Most data are for fiscal year 1997. NOTE: Totals may be underestimated due to nonresponse.

SOURCE: U. S. Department of Education, National Center for Education Statistics, Public Libraries in the United States: FY 1998. ( This table was prepared July 2001.) 497 LIBRARIES AND EDUCATIONAL TECHNOLOGY: TECHNOLOGY Table 426.   Percent of workers, 18 years old and over, using computers on the job, by selected characteristics and computer activities: October 1993 and October 1997 Selected characteristics Percent using computers at work, 1993 1997 Percent using computers at work Number using computers at work, in thousands Percent of on the job computer workers using specific computer applications 1 Analysis/

spreadsheets Bookkeeping invoicing, and inventory Communications 2 Calendar

schedule Data bases Desktop publishing

graphics Programming Sales and telemarketing Word processing Using 4 or more categories 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Total ....................................... 45.8 49.8 ( 0.2) 63,885 40.9 66.4 47.0 37.5 34.1 26.1 15.0 22.1 57.0 44.0 Age 18 to 24 .................................. 34.4 37.1 ( 0.7) 6,007 28.2 70.3 35.3 28.0 23.4 18.4 11.0 23.5 43.1 30.5 25 to 29 .................................. 48.3 52.5 ( 0.7) 7,984 41.7 69.8 46.6 38.3 35.0 25.8 16.3 23.4 58.3 45.7 30 to 39 .................................. 50.7 53.3 ( 0.5) 18,864 44.0 67.0 49.1 39.6 35.4 28.3 16.7 24.0 58.5 46.8 40 to 49 .................................. 51.3 54.9 ( 0.5) 18,182 43.6 65.8 48.6 39.5 36.9 27.1 15.7 20.6 58.9 46.4 50 to 59 .................................. 43.9 50.7 ( 0.6) 10,092 39.1 62.8 49.0 37.2 33.5 26.1 13.5 19.6 58.8 43.1 60 or older .............................. 27.2 32.6 ( 0.9) 2,755 33.5 62.1 42.2 29.4 28.8 21.6 10.0 21.3 54.1 35.9 Educational attainment and sex Not high school graduate ....... 10.0 11.9 ( 0.5) 1,645 18.6 68.9 23.4 22.1 17.3 10.7 8.7 19.7 30.7 20.2 High school graduate ............. 34.2 36.4 ( 0.4) 15,395 28.7 72.0 34.1 29.0 23.1 16.6 10.1 21.0 41.5 30.7 Some college .......................... 50.4 53.6 ( 0.5) 14,172 36.5 71.6 42.6 36.0 31.3 24.1 13.7 24.0 52.7 40.6 Associate degree .................... 58.2 60.7 ( 0.8) 6,580 38.9 69.8 43.7 36.0 33.0 25.5 15.1 19.7 52.7 41.2 Bachelor's degree ................... 68.8 73.9 ( 0.5) 17,335 52.7 63.9 57.1 44.0 43.1 32.4 18.9 25.8 67.6 55.3 Master's degree ...................... 71.2 78.7 ( 0.8) 6,004 53.8 51.7 63.4 48.1 45.8 39.7 20.8 18.4 80.1 59.8 Doctor's or professional degree ..................................... 66.9 74.6 ( 1.2) 2,754 46.6 47.5 64.9 42.0 39.0 30.3 16.2 10.5 75.2 50.2 Male ........................................ 40.3 44.1 ( 0.3) 30,336 46.5 64.3 51.4 39.2 36.8 29.4 20.0 24.6 53.9 47.2 Not high school graduate .. 8.5 9.8 ( 0.5) 854 20.9 70.1 25.6 22.6 15.6 11.8 9.3 17.8 26.1 20.6 High school graduate ......... 24.2 27.1 ( 0.5) 6,096 29.5 67.4 33.1 25.3 22.9 17.8 11.8 20.5 29.4 27.7 Some college ..................... 42.8 46.0 ( 0.7) 6,188 39.3 69.4 44.4 35.5 31.3 27.0 19.6 27.1 46.4 41.4 Associate degree ............... 52.6 55.2 ( 1.2) 2,790 42.8 64.2 45.5 34.9 34.9 28.7 20.4 20.6 45.3 41.8 Bachelor's degree .............. 69.8 74.3 ( 0.7) 9,258 60.0 64.0 62.1 47.4 46.9 35.7 24.1 30.5 66.6 60.0 Master's degree ................. 75.4 79.8 ( 1.1) 3,201 63.3 56.6 70.6 54.6 50.8 41.9 27.8 23.8 80.5 67.4 Doctor's or professional degree ................................. 66.5 73.4 ( 1.4) 1,949 47.9 50.3 67.3 43.7 38.6 31.9 18.2 11.6 74.6 52.0 Female .................................... 52.4 56.5 ( 0.3) 33,549 35.8 68.3 43.1 36.0 31.6 23.1 10.5 19.9 59.8 41.0 Not high school graduate .. 12.5 15.4 ( 0.8) 791 16.0 67.7 20.9 21.6 19.1 9.4 8.0 21.7 35.6 19.8 High school graduate ......... 45.2 46.9 ( 0.6) 9,299 28.3 75.0 34.7 31.5 23.3 15.9 8.9 21.4 49.4 32.6 Some college ..................... 58.6 61.5 ( 0.7) 7,984 34.4 73.2 41.1 36.4 31.3 21.8 9.1 21.7 57.5 40.1 Associate degree ............... 63.7 65.4 ( 1.0) 3,790 36.0 73.9 42.4 36.8 31.7 23.2 11.2 19.0 58.1 40.7 Bachelor's degree .............. 67.6 73.5 ( 0.7) 8,077 44.4 63.8 51.4 40.1 38.8 28.7 12.9 20.4 68.8 50.0 Master's degree ................. 66.5 77.5 ( 1.1) 2,804 43.0 46.0 55.2 40.7 40.1 37.3 12.8 12.2 79.7 51.0 Doctor's or professional degree ................................. 68.2 77.6 ( 2.1) 805 43.7 41.0 59.1 37.8 39.9 26.4 11.4 7.9 76.8 45.9 Race/ ethnicity White, non Hispanic ............... 48.7 53.8 ( 0.3) 51,904 42.1 67.1 47.7 38.0 34.9 27.1 15.2 23.2 57.9 45.3 Black, non Hispanic ................ 36.2 40.0 ( 0.7) 5,462 33.1 64.3 43.7 36.1 29.6 21.2 14.1 17.1 52.0 37.2 Hispanic .................................. 29.3 30.2 ( 0.8) 3,843 32.2 67.0 40.5 33.7 27.0 20.2 10.6 19.0 50.0 35.1 Other ....................................... 43.9 49.2 ( 1.3) 2,675 45.8 57.4 49.5 35.8 37.8 25.0 19.3 16.2 59.4 44.7 Occupational group Managerial and professional specialty .............................. 67.7 74.6 ( 0.4) 28,427 52.4 61.0 58.6 45.2 42.6 36.3 19.1 20.6 71.7 56.0 Executive, administrative, and managerial ................ 72.3 77.5 ( 0.5) 14,528 60.1 76.3 61.4 49.7 47.2 32.6 17.6 30.9 74.5 63.7 Professional specialty occupations ......................... 68.3 71.7 ( 0.6) 13,900 44.4 45.1 55.8 40.4 37.8 40.3 20.8 9.8 68.7 47.8 Teachers, except college and university ............... 49.1 60.3 ( 1.2) 2,961 33.1 31.9 39.7 38.4 27.5 42.3 10.8 4.6 73.6 39.8 Teachers, college and university ...................... 72.5 79.9 ( 2.2) 759 51.5 27.1 74.6 37.3 40.2 41.3 23.9 5.4 83.5 48.9 Technical, sales, and administrative support ..................... 65.5 79.1 ( 0.4) 25,739 35.1 74.6 41.8 33.9 30.4 19.4 11.9 28.1 52.1 39.5 Technicians and related support ............................. 69.9 75.1 ( 1.1) 3,226 42.9 51.8 49.4 35.5 36.9 26.1 31.2 7.7 49.6 41.4 Sales occupations .............. 48.8 54.8 ( 0.7) 8,277 38.4 83.0 43.0 34.3 31.3 21.0 10.5 57.2 46.1 44.8 Administrative support, including clerical ................. 76.7 77.6 ( 0.5) 14,235 31.4 75.0 39.4 33.3 28.3 17.0 8.3 15.9 56.2 36.0 Service occupations ............... 14.7 16.4 ( 0.5) 2,752 15.7 52.3 27.6 27.9 17.4 9.6 6.6 11.0 34.4 17.9 Precision production, craft, and repair ............................ 23.2 25.0 ( 0.6) 3,501 29.6 62.8 31.6 27.0 22.5 18.2 16.3 11.1 29.0 26.2 Operators, fabricators, and laborers .................................. 14.9 17.3 ( 0.5) 3,154 19.1 63.1 21.3 19.0 14.6 12.6 9.7 9.2 17.4 15.4 Farming, forestry, and fishing 8.5 9.3 ( 0.9) 311 40.2 79.3 22.8 27.3 33.0 11.2 10.2 19.1 33.7 33.0 Family income 3 Less than $ 20,000 .................. 25.1 26.7 ( 0.5) 5,915 27.6 67.8 34.0 28.7 24.0 19.4 11.7 22.2 44.9 31.4 $ 20,000 to $ 29,999 ................ 38.4 38.4 ( 0.6) 7,310 30.3 69.4 36.9 30.2 26.1 21.8 10.5 20.0 48.0 34.3 $ 30,000 to $ 39,999 ................ 45.7 45.8 ( 0.6) 8,915 35.7 67.4 42.2 33.7 29.4 23.8 12.8 20.8 50.8 38.0 $ 40,000 to $ 49,999 ................ 51.9 52.3 ( 0.7) 7,737 40.0 69.0 43.6 36.9 31.8 25.4 15.0 21.0 53.8 42.5 $ 50,000 to $ 74,999 ................ 60.6 59.9 ( 0.5) 16,966 42.7 65.8 48.6 38.9 36.1 27.2 16.5 20.6 58.4 45.5 $ 75,000 or more ..................... 65.9 69.7 ( 0.5) 17,042 51.4 63.6 58.4 44.6 42.3 30.6 17.8 25.7 68.4 54.7 1 Individuals may be counted in more than one computer activity.

2 Includes bulletin boards and electronic mail.

3 Excludes persons whose income data were not available. NOTE: Data are based on a sample survey of households and are subject to sampling and nonsampling error. Standard errors appear in parentheses.

SOURCE: U. S. Department of Commerce, Bureau of the Census, Current Population Survey, October 1997, unpublished data. ( This table was prepared August 1998.) 498 LIBRARIES AND EDUCATIONAL TECHNOLOGY: TECHNOLOGY Table 427.   Access to and use of home computers, by selected characteristics of students and other users: October 1997 Selected characteristics Percent with computers at home Number using computers at home, in thousands Percent using computers at home Distribution of frequency of use per week for persons using computers in home Percent of persons whose home computer has specific capabilities 1 6 or 7 days 4 or 5 days 2 or 3 days 1 day or less CD ROM drive Printer Modem Internet 1 2 3 4 5 6 7 8 9 10 11 12 Total, all persons ... 43.0 ( 0.2) 81,013 30.3 ( 0.2) 23.4 ( 0.2) 20.1 ( 0.2) 32.6 ( 0.2) 24.0 ( 0.2) 71.3 ( 0.2) 85.5 ( 0.2) 71.1 ( 0.2) 52.1 ( 0.3)

Sex Male ............................. 44.3 ( 0.2) 41,260 31.6 ( 0.2) 27.1 ( 0.2) 20.1 ( 0.2) 30.6 ( 0.2) 22.2 ( 0.2) 72.1 ( 0.3) 85.5 ( 0.2) 71.7 ( 0.3) 52.9 ( 0.3) Female ......................... 41.7 ( 0.2) 39,753 29.1 ( 0.2) 19.6 ( 0.2) 20.0 ( 0.2) 34.6 ( 0.2) 25.8 ( 0.2) 70.6 ( 0.3) 85.6 ( 0.2) 70.5 ( 0.3) 51.2 ( 0.3) Race/ ethnicity White, non Hispanic .... 49.2 ( 0.2) 68,026 35.5 ( 0.2) 23.5 ( 0.2) 20.2 ( 0.2) 32.1 ( 0.2) 24.3 ( 0.2) 72.4 ( 0.3) 87.1 ( 0.2) 72.8 ( 0.3) 53.7 ( 0.3) Black, non Hispanic ..... 22.8 ( 0.4) 4,943 14.7 ( 0.3) 20.8 ( 0.7) 20.5 ( 0.7) 37.6 ( 0.8) 21.2 ( 0.7) 58.2 ( 1.0) 75.2 ( 0.9) 57.7 ( 1.0) 40.3 ( 1.0) Hispanic ....................... 22.2 ( 0.5) 4,081 13.5 ( 0.4) 23.3 ( 0.8) 17.3 ( 0.7) 36.4 ( 0.9) 23.1 ( 0.8) 69.1 ( 1.1) 78.2 ( 1.0) 60.8 ( 1.2) 44.4 ( 1.2) Age Under 5 ........................ 39.0 ( 0.6) 1,675 8.5 ( 0.3) 12.2 ( 0.5) 16.3 ( 0.5) 38.1 ( 0.7) 33.5 ( 0.7) 71.9 ( 0.8) 83.3 ( 0.7) 74.5 ( 0.8) 53.8 ( 0.9) 5 to 9 ........................... 46.4 ( 0.6) 7,599 37.1 ( 0.6) 11.8 ( 0.4) 17.6 ( 0.5) 44.2 ( 0.6) 26.4 ( 0.6) 74.7 ( 0.7) 83.8 ( 0.6) 71.5 ( 0.8) 50.5 ( 0.8) 10 to 14 ....................... 55.1 ( 0.6) 9,500 48.7 ( 0.6) 21.1 ( 0.5) 21.8 ( 0.5) 38.0 ( 0.6) 19.1 ( 0.5) 75.5 ( 0.7) 87.9 ( 0.5) 70.6 ( 0.7) 50.3 ( 0.8) 15 to 19 ....................... 53.0 ( 0.6) 8,395 43.1 ( 0.5) 24.7 ( 0.5) 22.4 ( 0.5) 32.4 ( 0.6) 20.5 ( 0.5) 73.7 ( 0.7) 88.0 ( 0.5) 69.9 ( 0.7) 52.3 ( 0.8) 20 to 24 ....................... 41.2 ( 0.6) 4,975 28.5 ( 0.6) 28.3 ( 0.8) 20.2 ( 0.7) 28.9 ( 0.8) 22.6 ( 0.7) 69.5 ( 1.0) 83.4 ( 0.8) 69.8 ( 1.0) 53.0 ( 1.1) 25 to 29 ....................... 39.3 ( 0.6) 5,963 31.7 ( 0.6) 26.1 ( 0.7) 22.3 ( 0.6) 30.0 ( 0.7) 21.7 ( 0.6) 70.1 ( 0.9) 80.4 ( 0.8) 75.8 ( 0.9) 58.4 ( 1.0) 30 to 39 ....................... 47.0 ( 0.4) 15,393 35.8 ( 0.4) 24.2 ( 0.4) 20.6 ( 0.4) 32.0 ( 0.4) 23.2 ( 0.4) 71.9 ( 0.5) 84.5 ( 0.4) 72.8 ( 0.5) 53.5 ( 0.6) 40 to 49 ....................... 54.0 ( 0.4) 15,346 38.3 ( 0.4) 24.3 ( 0.4) 18.8 ( 0.3) 30.3 ( 0.4) 26.6 ( 0.4) 73.9 ( 0.5) 87.4 ( 0.4) 73.0 ( 0.5) 54.4 ( 0.6) 50 to 59 ....................... 44.2 ( 0.5) 7,679 28.5 ( 0.5) 26.6 ( 0.5) 19.8 ( 0.5) 28.0 ( 0.5) 25.7 ( 0.5) 66.5 ( 0.7) 86.2 ( 0.5) 67.6 ( 0.7) 50.7 ( 0.8) 60 to 69 ....................... 27.5 ( 0.6) 3,162 16.2 ( 0.5) 29.7 ( 0.8) 17.5 ( 0.7) 24.1 ( 0.8) 28.6 ( 0.8) 61.0 ( 1.2) 86.8 ( 0.8) 63.5 ( 1.1) 42.3 ( 1.2) 70 or older ................... 13.2 ( 0.4) 1,327 5.9 ( 0.3) 29.4 ( 1.1) 17.8 ( 1.0) 25.4 ( 1.1) 27.5 ( 1.1) 59.0 ( 1.6) 86.1 ( 1.1) 60.4 ( 1.5) 38.6 ( 1.5) Family income Less than $ 5,000 ......... 19.4 ( 0.6) 1,517 13.3 ( 0.5) 31.1 ( 1.3) 16.7 ( 1.1) 26.8 ( 1.3) 25.3 ( 1.3) 63.2 ( 1.8) 81.9 ( 1.4) 66.2 ( 1.8) 44.6 ( 1.8) $ 5,000 to $ 9,999 ......... 12.1 ( 0.4) 1,575 8.1 ( 0.3) 24.8 ( 1.2) 19.6 ( 1.1) 29.4 ( 1.3) 26.1 ( 1.3) 59.6 ( 1.8) 81.0 ( 1.4) 56.7 ( 1.8) 40.5 ( 1.8) $ 10,000 to $ 14,999 ..... 15.6 ( 0.4) 2,197 9.7 ( 0.3) 26.2 ( 1.1) 17.7 ( 0.9) 31.4 ( 1.1) 24.8 ( 1.0) 55.9 ( 1.5) 74.5 ( 1.3) 54.7 ( 1.5) 38.7 ( 1.4) $ 15,000 to $ 19,999 ..... 18.4 ( 0.5) 2,084 12.0 ( 0.4) 25.9 ( 1.1) 20.4 ( 1.0) 29.9 ( 1.1) 23.8 ( 1.1) 60.5 ( 1.5) 77.8 ( 1.3) 60.0 ( 1.5) 42.7 ( 1.5) $ 20,000 to $ 24,999 ..... 25.5 ( 0.5) 3,645 17.1 ( 0.4) 25.1 ( 0.8) 18.9 ( 0.7) 31.4 ( 0.9) 24.5 ( 0.8) 59.9 ( 1.2) 80.9 ( 0.9) 58.1 ( 1.2) 38.8 ( 1.2) $ 25,000 to $ 29,999 ..... 31.4 ( 0.6) 4,174 21.0 ( 0.5) 23.3 ( 0.7) 19.3 ( 0.7) 33.3 ( 0.8) 24.1 ( 0.8) 62.2 ( 1.1) 77.6 ( 0.9) 61.0 ( 1.1) 42.0 ( 1.1) $ 30,000 to $ 34,999 ..... 38.3 ( 0.6) 5,003 25.7 ( 0.5) 22.5 ( 0.7) 20.5 ( 0.6) 32.9 ( 0.7) 24.1 ( 0.7) 66.4 ( 1.0) 82.6 ( 0.8) 64.1 ( 1.0) 43.7 ( 1.0) $ 35,000 to $ 39,999 ..... 43.6 ( 0.6) 5,367 29.1 ( 0.6) 22.7 ( 0.6) 18.5 ( 0.6) 34.1 ( 0.7) 24.7 ( 0.6) 65.9 ( 0.9) 84.3 ( 0.7) 66.3 ( 0.9) 46.1 ( 1.0) $ 40,000 to $ 49,999 ..... 51.1 ( 0.5) 9,627 35.4 ( 0.5) 22.2 ( 0.5) 19.5 ( 0.4) 33.3 ( 0.5) 25.1 ( 0.5) 68.2 ( 0.7) 86.0 ( 0.5) 67.6 ( 0.7) 46.4 ( 0.7) $ 50,000 to $ 74,999 ..... 62.3 ( 0.4) 21,685 44.6 ( 0.4) 22.1 ( 0.3) 20.2 ( 0.3) 32.5 ( 0.4) 25.1 ( 0.3) 73.9 ( 0.4) 87.2 ( 0.3) 74.3 ( 0.4) 53.9 ( 0.5) $ 75,000 or more .......... 77.6 ( 0.4) 24,138 58.0 ( 0.4) 24.1 ( 0.3) 21.1 ( 0.3) 32.8 ( 0.3) 22.0 ( 0.3) 80.9 ( 0.4) 89.8 ( 0.3) 81.1 ( 0.4) 64.5 ( 0.5)

Total, all students ...... 54.6 ( 0.3) 32,459 45.1 ( 0.3) 21.7 ( 0.2) 21.2 ( 0.2) 36.3 ( 0.3) 20.8 ( 0.2) 74.6 ( 0.3) 86.9 ( 0.3) 71.9 ( 0.4) 52.9 ( 0.4)

Preprimary .............. 45.2 ( 0.9) 2,493 29.6 ( 0.8) 10.8 ( 0.6) 17.7 ( 0.8) 41.2 ( 1.0) 30.3 ( 0.9) 74.8 ( 1.2) 85.4 ( 0.9) 73.4 ( 1.2) 53.5 ( 1.3) 1st to 8th grade ...... 50.7 ( 0.5) 14,056 43.4 ( 0.5) 16.5 ( 0.4) 19.9 ( 0.4) 41.5 ( 0.5) 22.1 ( 0.4) 75.2 ( 0.6) 86.0 ( 0.4) 71.0 ( 0.6) 50.3 ( 0.6) 9th to 12th grade .... 55.7 ( 0.6) 7,699 48.8 ( 0.6) 23.9 ( 0.5) 22.8 ( 0.5) 33.6 ( 0.6) 19.6 ( 0.5) 74.6 ( 0.7) 88.6 ( 0.5) 70.2 ( 0.8) 51.5 ( 0.8) Undergraduate ........ 64.7 ( 0.7) 6,179 49.8 ( 0.7) 30.8 ( 0.7) 22.3 ( 0.6) 29.0 ( 0.7) 17.9 ( 0.6) 73.3 ( 0.9) 86.9 ( 0.7) 73.6 ( 0.9) 57.6 ( 1.0) Graduate ................. 75.3 ( 1.2) 2,032 67.2 ( 1.3) 34.1 ( 1.2) 25.4 ( 1.1) 26.9 ( 1.1) 13.6 ( 0.9) 73.6 ( 1.5) 89.4 ( 1.0) 78.9 ( 1.4) 65.1 ( 1.6) Sex Male ............................. 54.8 ( 0.4) 16,213 45.2 ( 0.4) 24.4 ( 0.4) 21.1 ( 0.3) 35.1 ( 0.4) 19.4 ( 0.3) 75.5 ( 0.5) 86.5 ( 0.4) 72.3 ( 0.5) 53.4 ( 0.6) Preprimary .............. 46.5 ( 1.3) 1,308 30.3 ( 1.2) 13.4 ( 0.9) 20.1 ( 1.1) 37.1 ( 1.3) 29.4 ( 1.3) 74.3 ( 1.6) 83.3 ( 1.4) 72.3 ( 1.6) 53.6 ( 1.8) 1st to 8th grade ...... 50.9 ( 0.6) 7,257 43.6 ( 0.6) 18.0 ( 0.5) 20.8 ( 0.5) 41.2 ( 0.7) 20.1 ( 0.5) 75.1 ( 0.8) 85.6 ( 0.6) 70.8 ( 0.8) 50.2 ( 0.9) 9th to 12th grade .... 56.1 ( 0.9) 3,971 49.3 ( 0.9) 27.3 ( 0.8) 21.8 ( 0.7) 31.4 ( 0.8) 19.6 ( 0.7) 76.4 ( 1.0) 88.7 ( 0.7) 71.9 ( 1.0) 53.0 ( 1.1) Undergraduate ........ 66.6 ( 1.0) 2,841 51.3 ( 1.0) 36.9 ( 1.1) 20.4 ( 0.9) 26.9 ( 1.0) 15.8 ( 0.8) 76.9 ( 1.3) 87.2 ( 1.0) 76.1 ( 1.3) 60.8 ( 1.5) Graduate ................. 73.8 ( 1.9) 834 64.1 ( 2.0) 40.3 ( 1.9) 24.5 ( 1.7) 25.4 ( 1.7) 9.8 ( 1.2) 74.2 ( 2.2) 88.3 ( 1.7) 77.8 ( 2.1) 63.7 ( 2.5) Female ......................... 54.4 ( 0.4) 16,246 44.9 ( 0.4) 19.0 ( 0.3) 21.3 ( 0.3) 37.4 ( 0.4) 22.3 ( 0.4) 73.7 ( 0.5) 87.3 ( 0.4) 71.6 ( 0.5) 52.4 ( 0.6) Preprimary .............. 43.9 ( 1.3) 1,185 28.8 ( 1.2) 8.0 ( 0.8) 15.0 ( 1.0) 45.6 ( 1.4) 31.4 ( 1.3) 75.5 ( 1.7) 87.7 ( 1.3) 74.7 ( 1.7) 53.4 ( 1.9) 1st to 8th grade ...... 50.5 ( 0.7) 6,799 43.3 ( 0.7) 15.0 ( 0.5) 18.9 ( 0.5) 41.7 ( 0.7) 24.3 ( 0.6) 75.3 ( 0.8) 86.4 ( 0.6) 71.3 ( 0.8) 50.4 ( 0.9) 9th to 12th grade .... 55.2 ( 0.9) 3,728 48.1 ( 0.9) 20.3 ( 0.7) 23.9 ( 0.8) 36.1 ( 0.8) 19.7 ( 0.7) 72.6 ( 1.1) 88.5 ( 0.8) 68.4 ( 1.1) 49.9 ( 1.2) Undergraduate ........ 63.1 ( 0.9) 3,337 48.6 ( 0.9) 25.7 ( 0.9) 23.9 ( 0.9) 30.7 ( 0.9) 19.7 ( 0.8) 70.4 ( 1.2) 86.7 ( 0.9) 71.7 ( 1.2) 55.0 ( 1.3) Graduate ................. 76.5 ( 1.6) 1,197 69.6 ( 1.7) 29.7 ( 1.5) 26.0 ( 1.4) 28.0 ( 1.5) 16.3 ( 1.2) 73.2 ( 1.9) 90.2 ( 1.3) 79.7 ( 1.7) 66.0 ( 2.1) Race/ ethnicity White, non Hispanic .... 65.4 ( 0.3) 26,229 54.9 ( 0.4) 21.4 ( 0.3) 21.4 ( 0.3) 35.8 ( 0.3) 21.4 ( 0.3) 76.4 ( 0.4) 89.1 ( 0.3) 74.1 ( 0.4) 55.2 ( 0.4) Preprimary .............. 56.9 ( 1.1) 2,080 38.4 ( 1.1) 11.2 ( 0.7) 17.4 ( 0.8) 41.8 ( 1.1) 29.6 ( 1.0) 77.1 ( 1.3) 87.3 ( 1.0) 74.9 ( 1.3) 54.9 ( 1.5) 1st to 8th grade ...... 62.0 ( 0.6) 11,340 54.4 ( 0.6) 16.0 ( 0.4) 20.3 ( 0.4) 41.1 ( 0.5) 22.6 ( 0.4) 77.2 ( 0.6) 88.5 ( 0.5) 74.0 ( 0.6) 53.2 ( 0.7) 9th to 12th grade .... 68.7 ( 0.7) 6,265 60.9 ( 0.7) 23.9 ( 0.6) 23.0 ( 0.6) 32.8 ( 0.6) 20.3 ( 0.5) 76.3 ( 0.8) 90.6 ( 0.5) 72.1 ( 0.8) 53.5 ( 0.9) Undergraduate ........ 71.3 ( 0.7) 4,927 55.1 ( 0.8) 31.1 ( 0.8) 22.1 ( 0.7) 27.9 ( 0.8) 18.9 ( 0.7) 74.6 ( 1.0) 89.0 ( 0.7) 75.4 ( 1.0) 59.9 ( 1.1) Graduate ................. 78.9 ( 1.3) 1,617 70.3 ( 1.5) 33.0 ( 1.3) 25.8 ( 1.2) 27.1 ( 1.2) 14.0 ( 1.0) 74.3 ( 1.6) 90.5 ( 1.1) 78.6 ( 1.5) 65.2 ( 1.8) Black, non Hispanic ..... 28.2 ( 0.7) 2,330 21.1 ( 0.6) 20.3 ( 1.0) 21.9 ( 1.0) 41.1 ( 1.2) 16.6 ( 0.9) 57.8 ( 1.5) 75.3 ( 1.3) 58.6 ( 1.5) 39.1 ( 1.5) Preprimary .............. 17.8 ( 1.5) 139 9.8 ( 1.2) 11.3 ( 2.4) 19.8 ( 3.0) 31.0 ( 3.5) 37.8 ( 3.7) 55.5 ( 4.7) 80.5 ( 3.8) 62.0 ( 4.6) 43.0 ( 4.7) 1st to 8th grade ...... 26.8 ( 0.9) 1,078 20.6 ( 0.8) 19.7 ( 1.3) 17.2 ( 1.3) 47.3 ( 1.7) 15.8 ( 1.2) 58.3 ( 2.0) 74.0 ( 1.8) 55.4 ( 2.0) 34.8 ( 1.9) 9th to 12th grade .... 26.6 ( 1.4) 534 21.0 ( 1.3) 19.9 ( 2.1) 27.6 ( 2.4) 38.4 ( 2.6) 14.1 ( 1.8) 56.2 ( 3.1) 73.8 ( 2.8) 57.5 ( 3.1) 39.4 ( 3.1) Undergraduate ........ 37.8 ( 2.0) 394 25.6 ( 1.8) 19.2 ( 2.7) 26.4 ( 3.0) 38.4 ( 3.3) 16.0 ( 2.5) 56.2 ( 4.1) 73.1 ( 3.6) 61.3 ( 4.0) 40.3 ( 4.0) Graduate ................. 63.0 ( 4.4) 185 56.3 ( 4.5) 34.4 ( 4.3) 24.7 ( 3.9) 26.5 ( 4.0) 14.3 ( 3.2) 67.0 ( 5.5) 87.6 ( 3.8) 75.6 ( 5.0) 61.0 ( 5.7) Hispanic ....................... 27.2 ( 0.8) 1,944 21.1 ( 0.7) 22.2 ( 1.1) 18.7 ( 1.1) 41.1 ( 1.4) 18.0 ( 1.1) 72.8 ( 1.6) 77.9 ( 1.5) 60.8 ( 1.7) 45.2 ( 1.8) Preprimary .............. 21.2 ( 1.5) 134 11.2 ( 1.1) 9.6 ( 1.9) 17.3 ( 2.4) 43.3 ( 3.1) 29.9 ( 2.9) 65.8 ( 3.7) 74.7 ( 3.4) 67.4 ( 3.7) 46.0 ( 3.9) 1st to 8th grade ...... 24.0 ( 0.8) 863 18.6 ( 0.7) 18.0 ( 1.1) 17.3 ( 1.1) 44.2 ( 1.5) 20.4 ( 1.2) 72.8 ( 1.7) 75.7 ( 1.6) 57.7 ( 1.9) 43.6 ( 1.9) 9th to 12th grade .... 25.8 ( 1.7) 458 21.6 ( 1.6) 25.0 ( 2.5) 19.3 ( 2.3) 37.1 ( 2.8) 18.6 ( 2.2) 73.2 ( 3.3) 81.0 ( 2.9) 58.0 ( 3.7) 41.0 ( 3.7) Undergraduate ........ 45.8 ( 2.6) 430 37.3 ( 2.5) 29.1 ( 2.9) 21.1 ( 2.6) 38.7 ( 3.1) 11.2 ( 2.0) 74.4 ( 3.6) 81.1 ( 3.2) 65.0 ( 3.9) 50.9 ( 4.1) Graduate ................. ( 2)   ( 2) ( 2)   ( 2)   ( 2)   ( 2)   ( 2)   ( 2)   ( 2)   ( 2)   ( 2)   Family income Less than $ 5,000 ......... 29.5 ( 1.2) 812 22.6 ( 1.1) 30.7 ( 1.7) 16.7 ( 1.4) 31.2 ( 1.7) 21.4 ( 1.5) 66.8 ( 2.3) 86.1 ( 1.7) 69.3 ( 2.2) 49.5 ( 2.4) $ 5,000 to $ 9,999 ......... 20.8 ( 0.9) 790 15.8 ( 0.8) 27.0 ( 1.7) 18.9 ( 1.5) 32.7 ( 1.8) 21.5 ( 1.6) 63.6 ( 2.3) 81.4 ( 1.9) 58.7 ( 2.4) 43.3 ( 2.4) $ 10,000 to $ 14,999 ..... 23.7 ( 0.9) 1,004 18.4 ( 0.8) 26.2 ( 1.6) 17.0 ( 1.3) 37.0 ( 1.7) 19.7 ( 1.4) 58.6 ( 2.1) 74.0 ( 1.9) 54.2 ( 2.2) 39.5 ( 2.1) $ 15,000 to $ 19,999 ..... 27.1 ( 1.1) 854 20.7 ( 1.0) 28.6 ( 1.7) 21.1 ( 1.5) 35.7 ( 1.8) 14.5 ( 1.3) 63.9 ( 2.2) 77.5 ( 1.9) 62.0 ( 2.3) 45.6 ( 2.3) $ 20,000 to $ 24,999 ..... 36.8 ( 1.0) 1,541 30.5 ( 1.0) 26.3 ( 1.3) 19.8 ( 1.1) 33.0 ( 1.3) 20.8 ( 1.2) 61.8 ( 1.8) 82.4 ( 1.4) 60.2 ( 1.8) 39.9 ( 1.8) $ 25,000 to $ 29,999 ..... 44.2 ( 1.1) 1,649 34.6 ( 1.1) 21.2 ( 1.1) 23.0 ( 1.2) 35.3 ( 1.3) 20.5 ( 1.1) 62.8 ( 1.7) 76.6 ( 1.4) 60.6 ( 1.7) 41.5 ( 1.7) $ 30,000 to $ 34,999 ..... 48.6 ( 1.1) 2,014 38.7 ( 1.0) 20.3 ( 1.0) 21.4 ( 1.0) 37.3 ( 1.2) 20.9 ( 1.0) 69.6 ( 1.4) 83.4 ( 1.2) 62.8 ( 1.5) 44.5 ( 1.5) $ 35,000 to $ 39,999 ..... 55.5 ( 1.1) 2,187 44.1 ( 1.1) 22.8 ( 1.0) 18.8 ( 0.9) 36.4 ( 1.1) 22.0 ( 0.9) 68.9 ( 1.4) 86.3 ( 1.0) 67.2 ( 1.4) 45.8 ( 1.5) $ 40,000 to $ 49,999 ..... 61.4 ( 0.9) 3,801 50.6 ( 0.9) 18.8 ( 0.7) 21.3 ( 0.7) 39.0 ( 0.9) 20.9 ( 0.7) 71.2 ( 1.0) 86.9 ( 0.8) 69.0 ( 1.1) 45.5 ( 1.2) $ 50,000 to $ 74,999 ..... 73.0 ( 0.6) 8,577 61.7 ( 0.6) 19.1 ( 0.5) 22.0 ( 0.5) 36.3 ( 0.6) 22.6 ( 0.5) 78.4 ( 0.6) 89.6 ( 0.5) 75.7 ( 0.7) 55.2 ( 0.8) $ 75,000 or more .......... 86.7 ( 0.5) 9,231 74.2 ( 0.6) 22.2 ( 0.5) 21.9 ( 0.5) 36.4 ( 0.5) 19.6 ( 0.4) 85.2 ( 0.6) 91.6 ( 0.4) 82.7 ( 0.6) 66.7 ( 0.7)

  Not available.

1 Data are for the most recently purchased computer for families with more than one computer. Percent based on persons who have a computer in their home.

2 Sample size too small for reliable results. NOTE: Data are based on a sample survey of households and are subject to sampling and nonsampling error. Detail may not sum to totals due to rounding. Standard errors appear in parentheses.

SOURCE: U. S. Department of Commerce, Bureau of the Census, Current Population Survey, October 1997, unpublished data. ( This table was prepared November 1998.) 499 LIBRARIES AND EDUCATIONAL TECHNOLOGY: TECHNOLOGY Table 428.   Percent of home computer users using specific applications, by selected characteristics: October 1997 Selected characteristics Number of home computer users, in thousands Percent of computer users using specific applications 1 Home bookkeeping 2 School assignments Games Jobrelated 2 Home connection to school or work Word processing Data bases 2 Graphics Desktop publishing 2 Spreadsheets 2 Internet 1 2 3 4 5 6 7 8 9 10 11 12 13 Total, all persons ... 81,013 ( 600)     29.9 62.6   10.6 ( 0.2) 60.9   23.4     44.9 ( 0.3) Total, all persons over 15 ................. 53,845 ( 461) 45.2 ( 0.4) 16.0 53.2 35.5 14.6 ( 0.3) 70.6 26.7 26.0 17.9 29.4 52.4 ( 0.4)

Sex Male ............................. 41,260 ( 413) 32.4 ( 0.4) 28.5 66.4 26.8 12.9 ( 0.3) 57.0 21.0 24.0 12.4 23.1 48.4 ( 0.4) Female ......................... 39,753 ( 304) 28.8 ( 0.4) 31.3 58.5 21.8 8.3 ( 0.2) 64.9 16.4 22.8 13.2 17.8 41.3 ( 0.4)

Race/ ethnicity White, non Hispanic .... 68,026 ( 330) 31.5 ( 0.3) 28.9 62.9 24.8 10.9 ( 0.2) 61.7 19.3 24.0 13.2 21.1 46.1 ( 0.3) Black, non Hispanic ..... 4,943 ( 108) 28.1 ( 1.1) 32.9 62.5 22.5 8.8 ( 0.7) 55.6 15.2 20.5 11.0 17.9 34.3 ( 1.2) Hispanic ....................... 4,081 ( 93) 24.3 ( 1.3) 34.6 59.6 19.9 7.5 ( 0.8) 55.8 14.3 20.1 10.4 14.6 38.1 ( 1.5) Other ............................ 3,963   24.3 ( 1.3) 38.3 59.1 22.4 11.7 ( 1.0) 59.1 17.7 21.3 10.0 19.4 44.2 ( 1.6)

Age Under 15 ...................... 18,774 ( 222)     49.0 87.0   1.2 ( 0.1) 31.5   17.2     22.8 ( 0.5) 15 to 19 ....................... 8,395 ( 153) 5.6 ( 0.4) 75.9 67.7 7.1 6.1 ( 0.5) 64.2 9.3 20.9 8.9 9.4 46.1 ( 0.9) 20 to 24 ....................... 4,975 ( 119) 24.0 ( 1.0) 51.3 60.9 16.4 16.3 ( 0.9) 70.9 19.0 22.6 12.1 21.6 55.9 ( 1.2) 25 to 29 ....................... 5,963 ( 130) 44.3 ( 1.1) 23.4 58.5 34.8 17.9 ( 0.9) 71.5 26.3 25.1 19.8 30.5 59.0 ( 1.1) 30 to 39 ....................... 15,393 ( 203) 48.3 ( 0.7) 13.3 58.3 39.2 15.8 ( 0.5) 68.7 27.0 27.7 19.3 31.1 53.2 ( 0.7) 40 to 49 ....................... 15,346 ( 203) 46.5 ( 0.7) 12.2 50.4 39.2 14.9 ( 0.5) 71.4 28.0 27.3 18.9 30.8 52.8 ( 0.7) 50 to 59 ....................... 7,679 ( 147) 48.2 ( 1.0) 8.3 43.7 41.2 13.5 ( 0.7) 73.4 30.3 25.8 18.0 30.7 50.0 ( 1.0) 60 to 69 ....................... 3,162 ( 96) 51.3 ( 1.5) 3.5 47.9 25.1 5.8 ( 0.7) 69.9 25.1 22.4 15.1 25.7 42.3 ( 1.5) 70 or older ................... 1,327 ( 62) 44.5 ( 2.4) 2.1 43.0 17.3 4.4 ( 1.0) 63.8 22.4 17.1 9.2 20.2 35.3 ( 2.3)

Family income Under $ 20,000 ............. 7,374 ( 144) 25.8 ( 0.9) 34.2 61.8 16.2 9.3 ( 0.6) 58.0 15.3 21.8 9.9 17.4 38.9 ( 1.0) $ 20,000 to $ 29,999 ..... 7,819 ( 148) 29.3 ( 0.9) 30.8 66.4 18.7 6.7 ( 0.5) 57.2 15.6 22.4 12.4 16.6 37.6 ( 0.9) $ 30,000 to $ 39,999 ..... 10,370 ( 169) 30.2 ( 0.8) 29.4 64.5 20.4 7.6 ( 0.5) 55.3 17.5 23.2 12.0 17.4 38.7 ( 0.8) $ 40,000 to $ 49,999 ..... 9,627 ( 164) 29.3 ( 0.8) 28.3 66.3 20.4 8.1 ( 0.5) 55.5 16.6 23.9 12.1 18.0 38.6 ( 0.9) $ 50,000 to $ 74,999 ..... 21,685 ( 236) 30.4 ( 0.5) 29.9 63.6 24.6 10.4 ( 0.4) 61.7 18.6 24.0 13.2 20.7 45.6 ( 0.6) $ 75,000 or more .......... 24,138 ( 247) 33.4 ( 0.5) 29.1 58.2 31.7 14.9 ( 0.4) 66.8 22.2 23.7 14.1 25.0 53.6 ( 0.6)

  Not available.

1 Individuals may be counted in more than one computer activity.

2 Data are for persons 15 years old and over. NOTE: Data are based on a sample survey of households and are subject to sampling and nonsampling error. Detail may not sum to totals due to rounding. Standard errors appear in parentheses.

SOURCE: U. S. Department of Commerce, Bureau of the Census, Current Population Survey, October 1997, unpublished data. ( This table was prepared October 1998.)

Table 429.   Percent of student home computer users using specific applications, by selected characteristics: October 1997 Selected characteristics Number of home computer users, in thousands Percent of computer users using specific applications 1 Home bookkeeping 2 School assignments Games Jobrelated 2 Home connection to school or work Word processing Data bases 2 Graphics Desktop publishing 2 Spreadsheets 2 Internet 1 2 3 4 5 6 7 8 9 10 11 12 13 Total, all students ............... 32,459 ( 310)   65.9 ( 0.4) 78.0   7.4 ( 0.2) 52.5   21.4     36.3 ( 0.4) Preprimary ........................ 2,493 ( 83)   5.2 ( 0.7) 89.5   0.4 ( 0.2) 4.6 0.0 10.8     4.4 ( 0.7) 1st to 8th grade ................ 14,056 ( 205)   58.3 ( 0.7) 93.0   1.3 ( 0.2) 36.1 0.0 19.2     25.1 ( 0.6) White, non Hispanic ...... 11,340 ( 182)   55.6 ( 0.8) 89.1   1.2 ( 0.2) 35.7 0.0 19.5     26.4 ( 0.7) Black, non Hispanic ...... 1,078 ( 50)   49.8 ( 2.3) 84.1   1.0 ( 0.5) 23.6 0.0 9.5     16.0 ( 1.7) Hispanic ........................ 863 ( 37)   51.0 ( 2.1) 77.5   2.0 ( 0.6) 28.2 0.0 14.3     19.4 ( 1.7) 9th to 12th grade .............. 7,699 ( 139) 2.9 84.8 ( 0.6) 76.0 5.2 3.1 ( 0.3) 65.9 6.1 22.3 7.0 6.5 42.2 ( 0.9) White, non Hispanic ...... 6,265 ( 125) 2.8 80.4 ( 0.8) 72.5 4.2 3.1 ( 0.3) 64.3 6.0 22.2 7.1 6.3 43.6 ( 1.0) Black, non Hispanic ...... 534 ( 38) 1.7 74.3 ( 3.1) 69.7 9.9 1.4 ( 0.8) 47.2 2.4 15.3 4.0 2.2 27.6 ( 3.2) Hispanic ........................ 458 ( 37) 3.1 73.0 ( 3.6) 64.2 4.4 2.2 ( 1.2) 55.2 4.1 13.4 3.9 4.5 37.3 ( 3.9) Undergraduate .................. 6,179 ( 124) 22.5 82.0 ( 0.8) 54.3 17.8 20.3 ( 0.8) 79.7 0.0 25.4 14.3 24.6 57.9 ( 1.0) Graduate ........................... 2,032 ( 70) 38.1 73.4 ( 1.5) 44.3 43.4 32.0 ( 1.6) 88.0 0.0 32.9 25.5 36.6 65.9 ( 1.6)

Males ..................................... 16,213 ( 208) 7.2 62.5 ( 0.6) 79.9 7.2 7.7 ( 0.3) 47.0 0.0 20.3 5.4 8.9 37.3 ( 0.6) Preprimary ........................ 1,308 ( 60)   5.5 ( 1.0) 90.3   0.8 ( 0.4) 3.8 0.0 11.2     5.9 ( 1.1) 1st to 8th grade ................ 7,257 ( 144)   54.8 ( 1.0) 89.8   1.4 ( 0.2) 31.3 0.0 16.3     25.0 ( 0.8) 9th to 12th grade .............. 3,971 ( 98) 3.0 78.6 ( 1.0) 78.8 5.5 3.4 ( 0.4) 58.9 0.0 21.9 6.6 6.7 44.5 ( 1.2) Undergraduate .................. 2,841 ( 83) 23.5 82.7 ( 1.1) 59.8 18.8 23.7 ( 1.2) 78.8 0.0 28.6 13.8 28.4 63.6 ( 1.4) Graduate ........................... 834 ( 45) 44.2 73.7 ( 2.3) 50.4 48.1 39.0 ( 2.6) 85.9 0.0 34.5 26.0 43.0 68.8 ( 2.5)

Females ................................. 16,246 ( 208) 7.5 64.3 ( 0.6) 70.2 7.4 6.6 ( 0.3) 54.1 0.0 20.8 6.4 8.0 35.4 ( 0.6) Preprimary ........................ 1,185 ( 57)   4.9 ( 1.0) 88.6   0.0 0.0 5.3 0.0 10.4     2.7 ( 0.8) 1st to 8th grade ................ 6,799 ( 139)   55.4 ( 1.0) 85.9   1.1 ( 0.2) 37.0 0.0 20.0     25.1 ( 0.9) 9th to 12th grade .............. 3,728 ( 95) 2.5 81.3 ( 1.0) 64.0 4.1 2.5 ( 0.4) 65.5 0.0 20.0 6.5 5.5 39.7 ( 1.2) Undergraduate .................. 3,337 ( 90) 21.6 81.5 ( 1.0) 49.5 17.0 17.4 ( 1.0) 80.6 0.0 22.7 14.7 21.3 53.1 ( 1.3) Graduate ........................... 1,197 ( 54) 33.9 73.2 ( 2.0) 40.0 40.2 27.0 ( 2.0) 89.4 0.0 31.8 25.2 32.2 63.8 ( 2.1)

  Not available.

1 Individuals may be counted in more than one computer activity.

2 Data are for persons 15 years old and over. NOTE: Data are based on a sample survey of households and are subject to sampling and nonsampling error. Standard errors appear in parentheses.

SOURCE: U. S. Department of Commerce, Bureau of the Census, Current Population Survey, October 1997, unpublished data. ( This table was prepared October 1998.) 500 LIBRARIES AND EDUCATIONAL TECHNOLOGY: TECHNOLOGY Table 430.   Student use of computers, by level of instruction and selected characteristics: 1984 to 1997 Student and school characteristics October, 1984 total October 1989, total October 1993 October 1997 Total Prekindergarten and kindergarten Grades 1 to 8 Grades 9 to 12 1st to 4th year of college 5th or later year of college Total Prekindergarten and kindergarten Grades 1 to 8 Grades 9 to 12 1st to 4th year of college 5th or later year of college 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Percent of students using computers at school Total ............................ 27.3 42.7 59.0 26.2 68.9 58.2 55.2 52.1 68.8 36.5 79.3 ( 0.4) 70.5 ( 0.6) 64.7 55.5 Sex Male ............................. 29.0 43.5 59.4 25.9 69.5 56.5 57.5 56.7 70.1 37.1 79.5 ( 0.5) 71.3 ( 0.8) 67.8 59.9 Female ......................... 25.5 41.9 58.7 26.5 68.4 60.0 53.3 47.8 67.6 35.7 79.0 ( 0.5) 69.6 ( 0.8) 62.2 52.1 Race/ ethnicity White, non Hispanic .... 30.0 45.7 61.6 29.4 73.7 59.9 54.9 49.8 71.1 38.7 84.0 ( 0.4) 71.9 ( 0.7) 64.3 53.8 Black, non Hispanic ..... 16.8 32.6 51.5 16.5 56.5 54.5 56.9 57.9 66.3 33.5 71.6 ( 0.9) 72.9 ( 1.4) 69.2 55.8 Hispanic ....................... 18.6 34.9 52.3 19.2 58.4 54.1 51.9 53.7 61.5 31.0 68.3 ( 0.9) 63.1 ( 1.8) 63.3 54.7 Other ............................ 28.6 42.7 59.0 23.5 65.7 57.3 60.9 69.4 65.3 32.7 74.9 ( 1.3) 63.6 ( 2.9) 63.1 68.9 Household income Less than $ 5,000 ......... 18.7 36.7 51.2 19.6 55.0 50.6 61.7 66.7 62.1 25.4 69.6 ( 1.9) 67.9 ( 2.9) 61.1 74.1 $ 5,000 to $ 9,999 ......... 21.0 36.1 53.3 24.4 60.3 51.9 53.9 56.2 63.5 35.1 70.1 ( 1.6) 61.6 ( 2.4) 69.8 74.8 $ 10,000 to $ 14,999 ..... 22.4 38.4 56.4 20.1 64.7 56.7 50.7 76.1 66.2 33.3 74.1 ( 1.4) 68.2 ( 2.1) 64.1 70.5 $ 15,000 to $ 19,999 ..... 25.9 41.5 58.1 23.8 67.5 57.4 51.2 58.5 65.9 33.0 74.9 ( 1.6) 66.7 ( 2.4) 62.1 69.4 $ 20,000 to $ 24,999 ..... 26.7 42.4 56.4 23.7 64.3 53.0 57.4 52.4 66.9 34.2 74.9 ( 1.5) 69.2 ( 2.0) 64.0 65.8 $ 25,000 to $ 29,999 ..... 30.5 46.1 60.0 28.0 70.1 60.3 51.5 58.0 68.5 38.9 77.7 ( 1.5) 72.0 ( 2.2) 63.1 53.7 $ 30,000 to $ 34,999 ..... 30.5 44.2 59.1 23.7 69.6 59.7 51.7 45.3 67.6 34.6 79.9 ( 1.3) 70.4 ( 2.1) 55.2 47.7 $ 35,000 to $ 39,999 ..... 32.3 45.2 60.7 27.1 72.1 61.7 49.2 47.9 69.0 34.6 79.9 ( 1.4) 70.1 ( 2.2) 61.5 55.2 $ 40,000 to $ 49,999 ..... 32.8 44.7 59.3 28.5 70.3 57.2 53.9 48.6 70.5 34.7 81.6 ( 1.1) 74.1 ( 1.6) 63.3 52.0 $ 50,000 to $ 74,999 ..... 35.5 47.0 62.6 28.6 75.6 61.5 57.4 44.2 71.7 39.3 84.0 ( 0.8) 72.8 ( 1.2) 67.2 48.5 $ 75,000 or more .......... 36.0 51.2 64.6 33.5 78.7 62.5 60.9 47.7 72.1 43.2 85.7 ( 0.8) 71.6 ( 1.3) 68.1 50.1 Control of school Public ........................... 27.4 43.3 60.2 30.1 68.6 58.1 53.9 54.1 70.2 40.1 79.0 ( 0.4) 70.5 ( 0.6) 63.4 56.7 Private .......................... 26.5 38.9 52.1 18.7 72.5 60.7 60.7 48.0 60.7 29.6 82.1 ( 1.1) 69.6 ( 2.1) 70.4 53.0 Percent of students using computers at home Total ............................ 11.5 18.8 27.0 15.6 24.7 28.7 32.8 52.6 45.1 29.6 43.4 ( 0.5) 48.8 ( 0.6) 49.8 67.2 Sex Male ............................. 14.0 20.7 27.4 15.1 24.8 28.2 36.6 56.1 45.2 30.3 43.6 ( 0.6) 49.3 ( 0.9) 51.3 64.1 Female ......................... 9.0 17.0 26.6 16.1 24.6 29.2 29.7 49.5 44.9 28.8 43.3 ( 0.7) 48.1 ( 0.9) 48.6 69.6 Race/ ethnicity White, non Hispanic .... 13.7 22.7 32.8 19.4 31.4 35.9 36.0 53.6 54.9 38.4 54.4 ( 0.6) 60.9 ( 0.7) 55.1 70.3 Black, non Hispanic ..... 4.9 7.3 10.9 4.2 9.0 10.4 19.4 48.1 21.1 9.8 20.6 ( 0.8) 21.0 ( 1.3) 25.6 56.3 Hispanic ....................... 3.6 7.5 10.4 5.7 7.5 9.8 22.0 52.2 21.1 11.2 18.6 ( 0.7) 21.6 ( 1.6) 37.3 56.1 Other ............................ 9.0 18.8 28.7 17.0 23.2 37.0 33.0 47.1 49.1 34.1 46.9 ( 1.5) 51.8 ( 3.0) 55.2 59.1 Household income Less than $ 5,000 ......... 2.9 8.4 9.7 1.1 4.1 6.8 25.6 45.2 22.6 4.7 17.4 ( 1.6) 17.3 ( 2.3) 40.8 57.1 $ 5,000 to $ 9,999 ......... 3.2 5.4 8.0 0.9 4.5 5.3 21.3 45.6 15.8 7.6 9.9 ( 1.0) 9.1 ( 1.4) 41.0 55.4 $ 10,000 to $ 14,999 ..... 5.0 7.2 11.4 4.6 6.4 8.7 29.8 50.0 18.4 9.4 12.8 ( 1.1) 18.1 ( 1.8) 34.9 64.2 $ 15,000 to $ 19,999 ..... 7.5 11.3 15.1 6.9 10.9 14.1 28.9 43.0 20.7 9.4 16.4 ( 1.4) 20.6 ( 2.1) 35.1 74.8 $ 20,000 to $ 24,999 ..... 9.9 12.9 16.8 7.4 13.1 17.9 27.7 49.6 30.5 14.5 26.1 ( 1.5) 31.7 ( 2.0) 44.1 61.3 $ 25,000 to $ 29,999 ..... 12.8 17.0 21.1 12.3 19.3 22.0 26.1 47.0 34.6 20.9 32.2 ( 1.6) 37.9 ( 2.3) 42.8 53.4 $ 30,000 to $ 34,999 ..... 15.8 17.7 24.1 18.7 20.5 29.1 26.4 44.4 38.7 22.7 36.4 ( 1.6) 42.3 ( 2.3) 45.8 65.4 $ 35,000 to $ 39,999 ..... 19.4 21.4 27.1 13.0 26.3 28.1 32.7 52.7 44.1 28.1 44.5 ( 1.7) 45.9 ( 2.4) 47.0 67.4 $ 40,000 to $ 49,999 ..... 20.4 25.7 32.2 21.6 32.9 33.9 32.5 45.9 50.6 37.3 51.0 ( 1.4) 56.2 ( 1.9) 51.1 54.1 $ 50,000 to $ 74,999 ..... 24.2 31.6 43.0 25.5 45.3 46.4 40.1 58.2 61.7 44.3 64.2 ( 1.0) 67.3 ( 1.3) 56.3 73.2 $ 75,000 or more .......... 22.1 43.8 56.1 38.2 62.3 61.0 47.0 64.7 74.2 58.5 80.3 ( 0.9) 80.7 ( 1.1) 62.8 76.1 Control of school Public ........................... 11.2 17.9 25.3 12.1 23.0 27.2 31.9 50.0 43.2 24.0 41.2 ( 0.5) 46.9 ( 0.6) 49.7 66.1 Private .......................... 13.8 24.4 37.4 22.4 41.5 47.2 36.9 57.7 56.1 40.2 65.0 ( 1.4) 72.8 ( 2.0) 50.3 69.5 Percent of students using computers at home for school work Total ............................ 4.6 8.9 14.9 0.6 10.8 20.9 23.1 36.6 28.6 1.5 23.9 ( 0.4) 39.0 ( 0.6) 40.8 49.3 Sex Male ............................. 5.9 9.5 14.8 0.9 10.1 20.5 26.3 40.3 28.3 1.7 23.8 ( 0.5) 38.8 ( 0.8) 42.4 47.2 Female ......................... 3.3 8.3 15.0 0.4 11.5 21.4 20.5 33.2 28.9 1.4 24.0 ( 0.6) 39.1 ( 0.9) 39.6 50.9 Race White, non Hispanic .... 5.4 10.7 18.2 0.8 13.8 26.5 25.7 37.8 35.0 1.7 30.2 ( 0.5) 49.0 ( 0.8) 45.9 51.3 Black, non Hispanic ..... 2.3 3.4 5.7   4.0 6.9 11.5 30.1 12.5 1.5 10.3 ( 0.6) 15.6 ( 1.2) 19.2 39.8 Hispanic ....................... 1.4 3.6 5.6   2.9 6.7 15.9 36.8 12.5 0.7 9.5 ( 0.5) 15.8 ( 1.4) 27.6 46.2 Other ............................ 3.8 9.1 16.0 1.1 9.3 27.0 23.7 29.2 33.6 1.9 28.2 ( 1.4) 44.9 ( 3.0) 45.2 45.8 Household income Less than $ 5,000 ......... 1.0 5.0 6.7   2.5 4.0 18.7 36.0 15.1   8.8 ( 1.2) 11.7 ( 2.0) 31.6 53.7 $ 5,000 to $ 9,999 ......... 1.5 3.2 4.8   1.1 3.6 16.1 35.5 10.4 1.1 3.9 ( 0.7) 7.3 ( 1.3) 35.3 44.8 $ 10,000 to $ 14,999 ..... 1.9 3.5 7.3   2.6 5.6 25.9 34.6 11.4 0.8 5.3 ( 0.7) 13.5 ( 1.6) 28.9 50.1 $ 15,000 to $ 19,999 ..... 3.0 4.5 8.6 0.4 4.7 10.8 18.7 31.0 13.2 1.0 8.4 ( 1.0) 13.2 ( 1.7) 31.0 63.3 $ 20,000 to $ 24,999 ..... 3.1 5.7 9.8 0.7 5.1 12.6 22.9 35.0 19.4 1.7 12.5 ( 1.2) 25.4 ( 1.9) 35.2 44.6 $ 25,000 to $ 29,999 ..... 5.1 6.4 10.4 1.1 6.3 13.4 19.5 34.9 21.9 2.1 18.6 ( 1.4) 27.5 ( 2.2) 34.4 40.8 $ 30,000 to $ 34,999 ..... 4.9 8.0 13.0 0.8 8.1 21.9 18.0 35.1 24.4 0.8 19.0 ( 1.3) 33.2 ( 2.2) 38.7 48.9 $ 35,000 to $ 39,999 ..... 7.1 10.5 15.4 0.8 12.4 21.0 22.6 37.2 26.5 0.4 22.3 ( 1.4) 35.5 ( 2.3) 38.7 55.7 $ 40,000 to $ 49,999 ..... 9.2 11.9 17.1 1.1 14.7 24.2 22.2 32.1 30.1 2.9 26.7 ( 1.2) 45.5 ( 1.9) 38.9 36.8 $ 50,000 to $ 74,999 ..... 11.5 15.2 23.2 1.0 19.7 35.0 27.0 38.2 39.3 1.2 36.1 ( 1.0) 54.9 ( 1.4) 46.9 53.1 $ 75,000 or more .......... 9.8 22.0 30.4 0.8 29.4 45.2 30.6 41.5 48.3 2.8 48.5 ( 1.2) 66.4 ( 1.4) 51.5 50.4 Control of school Public ........................... 4.5 8.5 14.2 0.5 10.1 19.8 22.7 34.7 27.9 1.5 22.5 ( 0.4) 37.1 ( 0.6) 40.6 48.7 Private .......................... 5.4 11.4 18.8 1.0 17.8 35.4 24.8 40.1 32.6 1.6 37.7 ( 1.4) 62.0 ( 2.3) 42.0 50.6   Not available.

NOTE: Data are based on a sample survey of households and are subject to sampling and nonsampling error. Standard errors appear in parentheses. SOURCE: U. S. Department of Commerce, Bureau of the Census, Current Population Survey, October 1984, 1989, 1993, and 1997, unpublished data. ( This table was prepared September 1998.) 501 Guide to Tabular Presentation This section is intended to assist the reader in following the basic structure of the Digest tables and to provide a legend for some of the common symbols and indexes used throughout the book. Unless otherwise noted, all data are for the 50 states and the District of Columbia.

Table Components Title Describes the table content concisely.

Unit Indicator Informs the reader of the measurement united in the table   ` ` In thousands,'' `` In millions of dollars,'' etc. Noted below the title unless several units are used, in which case the unit indicators are generally given in the spanner or individual column heads.

Spanner Describes a group of two or more columns.

Column head Describes specific column. Stub Describes a row or a group of rows. Each stub is followed by a number of dots ( leaders) or by a semicolon if no data appears in the data fields.

Field The area of the table which contains the data elements.

Rules in the field Single horizontal rules indicate   that the data below the line add to the figure immediately above the line, or   in the case of derived figures ( e. g., percents, medians that the datum above the line represents a cumulative figure.

Double horizontal rules demarcate groups of related rows.

Single vertical rules delineate columns.

Double vertical rules divide the table into sections with unique stubs. 502 GUIDE TO TABULAR PRESENTATION Footnote Describes a unique circumstance relating to a specific item within the table. Usually listed below the bottom rule of the table.

Note Furnishes general information that relates to the entire table.

Source The document or reference from which the data are drawn. This note may also include the organizational unit responsible for preparing the data.

Descriptive Terms Average A number that is used to represent the `` typical value'' of a group of numbers. It is regarded as a measure of `` location'' or `` central tendency'' of a group of numbers.

Arithmetic mean is the most commonly used average It is derived by summing the individual item values of a particular group and dividing that sum by the number of items. This value is often referred to simply as the `` mean'' or `` average.''

Median is the measure of central tendency that occupies the middle position in a rank order of values. It generally has the same number of items above it as below it. If there is an even number of items in the group, the median is the average of the middle two items.

Per capita, or per person, figure represents an average computed for every person in a specified group, or population. It is derived by dividing the total for an item ( such as income or expenditures) by the number of persons in the specified population.

Index number A value that provides a means of measuring, summarizing, and communicating the nature of changes that occur from time to time or from place to place. An index is used to express changes in prices over periods of time, but may also be used to express differences between related subjects at a single point in time. The Digest most often uses the Consumer Price Index to compare purchasing power over time.

To compute a price index, a base year or period is selected. The base year price is then designated as the base or reference price to which the prices for other years or periods are related.

A method of expressing the price relationship is:

Index number =

Price of a set of one or more items for related year x 100 Price of the same set of items for base year When 100 is subtracted from the index number, the result equals the percent change in price from the base year.

Current and constant dollars are used in a number of tables to express finance data. Unless otherwise noted, all figures are in current dollars, not adjusted for inflation. Constant dollars provide a measure of the impact of inflation on the current dollars.

Current dollar figures reflect actual prices or costs prevailing during the specified year( s).

Constant dollar figures attempt to remove the effects of price changes ( inflation) from statistical series reported in dollar terms.

The constant dollar value for an item is derived by dividing the base year price index ( for example, the Consumer Price Index for 1999) by the price index for the year of data to be adjusted and multiplying by the item to be adjusted. The result is an adjusted dollar value as it would presumably exist if prices were the same as the base year   in other words, as if the dollar had constant purchasing power. Any changes in the constant dollar amounts would reflect only changes in the real values.

NOTE: Tables may not include data for all years implied in table titles. 503 Guide to Sources Sources and Comparability of Data The information presented in this report was obtained from many sources, including federal and state agencies, private research organizations, and professional associations. The data were collected using many research methods, including surveys of a universe ( such as all colleges) or of a sample, compilations of administrative records, and statistical projections. Digest users should take particular care when comparing data from different sources. Differences in procedures, timing, phrasing of questions interviewer training, and so forth mean that the results from the different sources may not be strictly comparable. Following the general discussion of data accuracy below, descriptions of the information sources and data collection methods are presented, grouped by sponsoring organization. More extensive documentation of a particular survey's procedures does not imply more problems with the data, only that more information is available.

Accuracy of Data The accuracy of any statistic is determined by the joint effects of `` sampling'' and `` nonsampling'' errors. Estimates based on a sample will differ somewhat from the figures that would have been obtained if a complete census had been taken using the same survey instruments, instructions, and procedures. In addition to such sampling errors, all surveys, both universe and sample, are subject to design, reporting and processing errors and errors due to nonresponse To the extent possible, these nonsampling errors are kept to a minimum by methods built into the survey procedures. In general, however, the effects of nonsampling errors are more difficult to gauge than those produced by sampling variability.

Sampling Errors The samples used in surveys are selected from a large number of possible samples of the same size that could have been selected using the same sample design. Estimates derived from the different samples would differ from each other. The difference between a sample estimate and the average of all possible samples is called the sampling deviation. The standard or sampling error of a survey estimate is a measure of the variation among the estimates from all possible samples and, thus, is a measure of the precision with which an estimate from a particular sample approximates the average result of all possible samples. The sample estimate and an estimate of its standard error permit us to construct interval estimates with prescribed confidence that the interval includes the average result of all possible samples. If all possible samples were selected under essentially the same conditions and an estimate and its estimated standard error were calculated from each sample, then: ( 1) approximately 66.7 percent of the intervals from one standard error below the estimate to one standard error above the estimate would include the average value of all possible samples; and ( 2) approximately 95.0 percent of the intervals from two standard errors below the estimate to two standard errors above the estimate would include the average value of all possible samples. We call an interval from two standard errors below the estimate to two standard errors above the estimate a 95 percent confidence interval. To illustrate this concept, consider the data and standard errors appearing on table 108. For the 2000 estimate that 10.9 percent of 16 to 24 year olds were high school dropouts, the table shows that the standard error is 0.3 percent. Therefore, we can create a 95 percent confidence interval which is approximately 10.3 to 11.5 ( 10.9 percent ± 2 times 0.3 percent Analysis of standard errors can help assess how valid a comparison between two estimates might be. The standard error of a difference between two independent sample estimates is equal to the square root of the sum of the squared standard errors of the estimates. The standard error ( se) of the difference between independent sample estimates `` a'' and `` b'' is:

sea, b = ( sea 2+ seb 2) 1/ 2 It should be noted that most of the standard error estimates presented in subsequent sections and in the original documents are approximations. That is, to derive estimates of standard errors that would be applicable to a wide variety of items and could be 504 GUIDE TO SOURCES prepared at a moderate cost, a number of approximations were required. As a result, the standard error estimates provide a general order of magnitude rather than the exact standard error for any specific item. The preceding discussion on sampling variability was directed toward a situation concerning one or two estimates. Determining the accuracy of statistical projections is more difficult. In general, the further away the projection date is from the date of the actual data being used for the projection, the greater the probable error in the projections. If, for instance, annual data from 1970 to 1999 are being used to project enrollment in institutions of higher education, the further beyond 1999 one projects, the more variability in the projection. One will be less sure of the 2011 enrollment projection than of the 2000 projection A detailed discussion of the projections methodology is contained in Projections of Education Statistics to 2011 ( National Center for Education Statistics, 2001).

Nonsampling Errors Universe and sample surveys are subject to nonsampling errors. Nonsampling errors may arise when respondents or interviewers interpret questions differently when respondents must estimate values, or when coders, keyers, and other processors handle answers differently, when persons who should be included in the universe are not, or when persons fail to respond ( completely or partially). Nonsampling errors usually, but not always, result in an understatement of total survey error and thus an overstatement of the precision of survey estimates. Since estimating the magnitude of nonsampling errors often would require special experiments or access to independent data, these nonsampling errors are seldom available. To compensate for nonresponse, adjustments of the sample estimates are often made. An adjustment made for either type of nonresponse, total or partial, is often referred to as an imputation, which is often a substitution of the `` average'' questionnaire response for the nonresponse. Imputations are usually made separately within various groups of sample members which have similar survey characteristics. Imputation for item nonresponse is usually made by substituting for a missing item, the response to that item of a respondent having characteristics that are similar to those of the nonrespondent. Although the magnitude of nonsampling error in the data compiled in this Digest is frequently unknown idiosyncrasies that have been identified are noted on the appropriate tables. Department of Education National Center for Education Statistics ( NCES)

Baccalaureate and Beyond Longitudinal Study The Baccalaureate and Beyond Longitudinal Study ( B& B) is based on the National Postsecondary Student Aid Study ( NPSAS) and provides information concerning education and work experience after completing the bachelor's degree. B& B provides cross sectional information 1 year after bachelor's degree completion ( comparable to the Recent College Graduates study), while at the same time providing longitudinal data concerning entry into and progress through graduate level education and the workforce. It also provides information on entry into, persistence and progress through, and completion of graduate level education. This information is difficult to gather through followups involving high school cohorts or even college entry cohorts, both of which are restricted in the number who actually complete a bachelor's degree and continue their education. B& B will follow NPSAS baccalaureate degree completers for a 12 year period after completion, beginning with NPSAS: 93. About 11,000 students who completed their degrees in the 1992   93 academic year were included in the first B& B ( B& B: 93/ 94). In addition to the student data, B& B collected postsecondary transcripts covering the undergraduate period providing complete information on progress and persistence at both the undergraduate and graduate levels. The second B& B followup took place in spring 1997 ( B& B: 93/ 97), and gathered information on employment history, family formation, and enrollment in graduate programs. New B& B cohorts will alternate with BPS in using NPSAS as their base. Further information on B& B may be obtained from:

Paula R. Knepper Postsecondary Studies Division National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Paula. Knepper@ ed. gov http:// nces. ed. gov/ surveys/ b& b/

Beginning Postsecondary Students Longitudinal Study The Beginning Postsecondary Students Longitudinal Study ( BPS) provides information on persistence progress, and attainment from initial time of entry into postsecondary education through leaving and entering the workforce. BPS includes traditional 505 GUIDE TO SOURCES and nontraditional ( e. g., older) students and is representative of all beginning students in postsecondary education. BPS follows first time, beginning students for at least 5 years at approximately 2 year intervals, collecting student data, and financial aid reports By starting with a cohort that has already entered postsecondary education, and following it for 5 years, BPS will be able to determine to what extent, students who start postsecondary education at various ages differ in their progress, persistence, and attainment The first BPS study was conducted in 1989   90, with follow up surveys in 1992 and 1994. The second BPS cohort of students began with a survey in 1995   96 and a follow up in 1998. Further information on BPS may be obtained from:

Aurora M. D'Amico Postsecondary Coop System, Analysis, and Dissemination ( PSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Aurora. D'Amico@ ed. gov or http:// nces. ed. gov/ surveys/ bps/

Common Core of Data NCES uses the Common Core of Data ( CCD) survey to acquire and maintain statistical data from each of the 50 states, the District of Columbia, the Bureau of Indian Affairs, Department of Defense Dependents Schools ( overseas and domestic) and the outlying areas. Information about staff and students is collected annually at the school, local education agency or school district ( LEA), and state levels. Information about revenues and expenditures is also collected at the state and LEA levels. Data are collected for a particular school year ( October 1 through September 30) via survey instruments sent to the state education agencies during the school year. States have one year in which to modify the data originally submitted. Since the CCD is a universe survey, the CCD information presented in this edition of the Digest is not subject to sampling errors. However, nonsampling errors could come from two sources   nonreturn and inaccurate reporting. Almost all of the states submit the six CCD survey instruments each year, but submissions are sometimes incomplete or too late for publication. Understandably, when 58 education agencies compile and submit data for approximately 92,000 public schools and 16,000 local school districts, misreporting can occur. Typically, this results from varying interpretations of NCES definitions and differing recordkeeping systems. NCES attempts to minimize these errors by working closely with the state education agencies through the National Forum on Education Statistics. The state education agencies report data to NCES from data collected and edited in their regular reporting cycles. NCES encourages the agencies to incorporate into their own survey systems the NCES items they do not already collect so that those items will also be available for the subsequent CCD survey Over time, this has meant fewer missing data cells in each state's response, reducing the need to impute data. NCES subjects data from the education agencies to a comprehensive edit. Where data are determined to be inconsistent, missing, or out of range, NCES contacts the education agencies for verification. NCES prepared state summary forms are returned to the state education agencies for verification. States are also given an opportunity to revise their statelevel aggregates from the previous survey cycle. Further information on CCD may be obtained from:

John Sietsema Elementary/ Secondary Cooperative System and Institutional Studies Division ( ESCSISD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 John. Sietsema@ ed. gov http:// nces. ed. gov/ ccd/

Condition of America's Public School Facilities: 1999 This report provides national data about the condition of public schools in 1999 based on a survey conducted by the National Center for Education Statistics ( NCES) using its Fast Response Survey System ( FRSS). Specifically, this report provides information about the condition of school facilities and the costs to bring them into good condition; school plans for repairs, renovations, and replacements; the age of public schools; and overcrowding and practices used to address overcrowding. The results presented in this report are based on questionnaire data for 903 public elementary and secondary schools in the United States. The responses were weighted to produce national estimates that represent all regular public schools in the United States. Further information may be obtained from:

Bernie Greene Data Development Program ( ECICSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Bernie. Greene@ ed. gov http:// nces. ed. gov/ surveys/ frss/ 506 GUIDE TO SOURCES Early Childhood Longitudinal Study, Kindergarten Class of 1998   99 The Early Childhood Longitudinal Study, Kindergarten Class of 1998   99 ( ECLS   K) was designed to provide detailed information on children's early school experiences. The study began in the fall 1998. A nationally representative sample of 22,782 children enrolled in 1,277 kindergarten programs during the 1998   99 school year was selected to participate in the ECLS   K. The children attended both public and private kindergartens, and full day and partday programs. The sample included children from different racial/ ethnic and socioeconomic backgrounds, and oversamples of Asian and Pacific Island children private kindergartens, and private kindergartners Base year data were collected in the fall and spring of the kindergarten year and again in fall first grade ( 30 percent subsample) and spring first grade. The children participating in the ECLS   K will be followed longitudinally through the 5th grade. The ECLS   K includes a direct child cognitive assessment that is administered one on one with each child in the study. The assessment uses a computerassisted personal interview ( CAPI) approach and a two stage adaptive testing methodology. The direct assessment includes three cognitive domains ( reading mathematics, and general knowledge). Children's height and weight is measured at each data collection point and a direct measure of children's psychomotor development was administered in the fall of the kindergarten year only. In addition to these measures, the ECLS   K collects information about children's social skills and academic achievement through teacher reports. A computer assisted telephone interview with the children's parents/ guardians is conducted at each wave. Parents/ guardians are asked to provide key information about their children on subjects, such as family demographics ( e. g., age, family members, relation to child, race/ ethnicity), family structure ( household members and composition), parent involvement, home educational activities ( e. g., reading to the child), child health, parental education and employment status, and child's social skills and behaviors. Data on the schools children attend and their classrooms are collected by self administered questionnaires completed by school administrators and classroom teachers. Administrators provide information about the school population, programs, and policies At the classroom level, data are collected on the composition of the classroom, teaching practices, curriculum, and teacher qualifications and experience Teachers in the ECLS   K sampled schools are asked to complete the teacher questionnaires, not just those who teach ECLS   K children. Further information on the ECLS   K may be obtained from:

Jerry West Early Childhood Longitudinal Study Program ( ECICSD) National Center for Education Statistics 1990 K Street, NW Washington, DC 20006 ecls@ ed. gov http:// nces. ed. gov/ ecls Federal Support for Education NCES prepares an annual compilation of federal funds for education. Data for U. S. Department of Education programs come from the Budget of the United States Government. Budget offices of other federal agencies provide information for all other federal program support except for research funds, which are obligations reported by the National Science Foundation in Federal Funds for Research and Development. Some data are estimated, based on reports from the federal agencies contacted and the Budget of the United States Government. Except for money spent on research, outlays were used to report program funds to the extent possible. Some tables are obligations as noted in the title of the table. Some federal program funds not commonly recognized as education assistance are also included in the totals reported. For example, portions of federal funds paid to some states and counties as shared revenues resulting from the sale of timber and minerals from public lands have been estimated as funds used for education purposes. Parts of the funds received by states ( in 1980) and localities ( throughout the period) under the General Revenue Sharing Program are also included, as are portions of federal funds received by the District of Columbia. The share of these funds allocated to education was assumed to be equal to the share of general funds expended for elementary and secondary education by states and localities in the same year as reported by the U. S. Bureau of the Census in its annual publication Governmental Finances. All state intergovernmental expenditures for education were assumed to be earmarked for elementary secondary education. Contributions of parent governments of dependent school systems to their public schools amounted to approximately 9 percent of local government revenues and local government revenue sharing in each year. Therefore, 9 percent of local government revenue sharing funds were assumed allocated each fiscal year to elementary and secondary education. Parent government contributions to public school systems were obtained from Finances of Public School Systems published by the U. S. Bureau of the Census. The amount of state rev 507 GUIDE TO SOURCES enue sharing funds allocated for postsecondary education in 1980 was assumed to be 13 percent, the proportion of direct state expenditures for institutions of higher education reported in Governmental Finances for that year. The share of federal funds for the District of Columbia assigned to education was assumed to be equal to the share of the city's general fund expenditures for each level of education. For the job training programs conducted by the Department of Labor, only estimated sums spent on classroom training have been reported as educational program support. During the 1970s, The Office of Management and Budget ( OMB) prepared annual reports on federal education program support. These were published in the Budget of the United States Government [ Special Analyses]. The information presented in this report is not, however, a continuation of the OMB series. A number of differences in the two series should be noted. OMB required all federal agencies to report outlays for education related programs using a standardized form, thereby assuring agency compliance in reporting. The scope of education programs reported here differs from OMB. Off budget items such as the annual volume of guaranteed student loans were not included in OMB's reports. Finally, while some mention is made of an annual estimate of federal tax expenditures OMB did not include them in its annual analysis of federal education support. Estimated federal tax expenditures for education are the difference between current federal tax receipts and what these receipts would be without existing education deductions to income allowed by federal tax provisions. Recipients' data are estimated based on Estimating Federal Funds for Education: A New Approach Applied to Fiscal Year 1980, `` Federal Support for Education, Fiscal Years 1980 to 1984,'' and Catalog of Federal Domestic Assistance. The recipients data are estimated and tend to undercount institutions of higher education ( IHEs), students, and local education agencies ( LEAs). This is because some of the federal programs have more than one recipient receiving funds. In these cases, the recipients were put into a `` mixed recipients'' category, because there was no way to disaggregate the amount each recipient received. Further information on federal support for education may be obtained from:

Charlene Hoffman Annual Reports Program ( ECICSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Charlene. Hoffman@ ed. gov High School and Beyond High School and Beyond ( HS& B) is a national longitudinal survey of 1980 high school sophomores and seniors. The base year survey was a probability sample of 1,015 high schools with a target number of 36 sophomores and 36 seniors in each of the schools. A total of 58,270 students participated in the base year survey. Substitutions were made for nonparticipating schools   but not for students   in those strata where it was possible. Overall, 1,122 schools were selected in the original sample and 811 of these schools participated in the survey. An additional 204 schools were drawn in a replacement sample. Student refusals and absences resulted in an 82 percent completion rate for the survey. Several small groups in the population were oversampled to allow for special study of certain types of schools and students. Students completed questionnaires and took a battery of cognitive tests. In addition a sample of parents of sophomores and seniors ( about 3,600 for each cohort) was surveyed. HS& B first followup activities took place in the spring of 1982. The sample design of the first followup survey called for the selection of approximately 30,000 persons who were sophomores in 1980. The completion rate for sophomores eligible for on campus survey administration was about 96 percent. About 89 percent of the students who left school between the base year and first followup surveys ( dropouts, transfer students, and early graduates completed the first followup sophomore questionnaire As part of the first followup survey of HS& B, transcripts were requested in fall 1982 for an 18,152 member subsample of the sophomore cohort. Of the 15,941 transcripts actually obtained, 1,969 were excluded because the students had dropped out of school before graduation, 799 were excluded because they were incomplete, and 1,057 were excluded because the student graduated before 1982 or the transcript indicated neither a dropout status nor graduation. Thus 12,116 transcripts were utilized for the overall curriculum analysis presented in this publication. All courses in each transcript were assigned a 6 digit code based on A Classification of Secondary School Courses ( developed by Evaluation Technologies, Inc. under contract with NCES). Credits earned in each course were expressed in Carnegie units. ( The Carnegie unit is a standard of measurement that represents one credit for the completion of a 1 year course. To receive credit for a course, the student must have received a passing grade   ` ` pass,'' `` D,'' or higher.) Students who transferred from public to private schools or from private to public schools between their sophomore and sen 508 GUIDE TO SOURCES ior years were eliminated from public/ private analyses In designing the senior cohort first followup survey, one of the goals was to reduce the size of the retained sample, while still keeping sufficient numbers of minorities to allow important policy analyses. A total of 11,227 ( 94 percent) of the 11,995 persons subsampled completed the questionnaire. Information was obtained about the respondents' school and employment experiences, family status, and attitudes and plans. The sample for the second followup, which took place in the spring 1984, consisted of about 12,000 members of the senior cohort and about 15,000 members of the sophomore cohort. The completion rate for the senior cohort was 91 percent, and the completion rate for the sophomore cohort was 92 percent. HS& B third followup data collection activities were performed in spring of 1986. Both the sophomore and senior cohort samples for this round of data collection were the same as those used for the second followup survey. The completion rates for the sophomore and senior cohort samples were 91 percent and 88 percent, respectively. Table A1 contains the maximum number of cases that are available for the tabulations of the specific classification variables used throughout this publication The standard error ( se) of an individual percentage ( p) based on HS& B data can be approximated by the formula:

sep = DEFT [ p( 100   p)/ n] 1/ 2 where n is the sample size and DEFT, the square root of the design effect, is a factor used to adjust for the particular sample design used in HS& B. Table A2 provides the DEFT factors for different HS& B samples and subsamples.

In evaluating a difference between two independent percentages, the standard error of the difference may be conservatively approximated by taking the square root of the sum of the squared standard errors of the two percentages. For example, in the 1986 followup of 1980 sophomores, 84.0 percent of the men and 77.2 percent of the women felt that being successful in work was `` very important,'' a difference of 6.8 percentage points. Using the formula and the sample sizes from table A1 and the DEFT factors from table A2, the standard errors of the two percentages being compared are calculated to be:

1.43[( 84.0)( 16.0)/( 5,391)] 1/ 2 = .714 1.43[( 77.2)( 22.8)/( 5,857)] 1/ 2 = .784 The standard error of the difference is therefore (. 7142 + .7842) 1/ 2 = (. 510 + .615) 1/ 2 = 1.06 The sampling error ( 95 chances in 100) of the difference is approximately double the standard error, or approximately 2.1 percentage points, and the 95 percent confidence interval for the difference is 6.8 ± 2.1, or 4.7 to 8.9 percentage points. The standard error estimation procedure outlined above does not compensate for survey item nonresponse which is a source of nonsampling error. ( Table A1 reflects the maximum number of responses that could be tabulated by demographic characteristics.) For example, of the 10,925 respondents in the 1984 followup survey of 1980 high school graduates, 372, or 3.4 percent, did not respond to the particular question on whether they had ever used a pocket calculator. Item nonresponse varied considerably. A very low nonresponse rate of 0.1 percent was obtained for a question asking whether the respondent had attended a postsecondary institution A much higher item nonresponse rate of 12.2 percent was obtained for a question asking if the respondent had used a micro or minicomputer in high school. Typical item nonresponse rates ranged from 3 to 4 percent. The Hispanic analyses presented in this report relied on students' self identification as members of one of four Hispanic subgroups: Mexican, Mexican American, Chicano; Cuban; Puerto Rican, Puertorriqueno, or Boricua; or other Latin American, Latino, Hispanic, or Spanish descent. An NCES series of technical reports and data file users manuals, available electronically, provides additional information on the survey methodology. Further information on the HS& B survey may be obtained from:

Aurora M. D'Amico Postsecondary Coop System, Analysis, and Dissemination ( PSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Aurora. D'Amico@ ed. gov http:// nces. ed. gov/ surveys/ hsb/

High School Transcript Study Tabulations The most recent transcript study was in 1998 and was based on a survey conducted as part of the National Assessment of Educational Progress ( NAEP). The 1998 study involved analysis of transcripts of approximately 25,000 high school graduates from 264 schools. The study collected information such as course lists, graduation requirements, and the defini 509 GUIDE TO SOURCES tion of units of credit and grades, on a school level basis. Similar studies were conducted of course taking patterns of 1982, 1987, 1990, 1992, and 1994. The 1987 data are based on approximately 22,799 transcripts from 433 schools obtained as part of the 1987 High School Transcript Study. The 1982 data are based on approximately 12,000 transcripts collected by the High School and Beyond ( HS& B) survey. Because the 1982 HS& B survey used a different method for identifying handicapped students than did the 1987 and 1990 transcript studies, and in order to make the statistical summaries as comparable as possible, all the counts and percentages in this report are restricted to students whose records indicate that they had not participated in a special education program. This restriction lowers the number of 1990 graduates represented in the tables to 20,866. Further information on high school transcript studies may be obtained from:

Jeffrey Owings Elementary/ Secondary and Library Studies Division National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Jeffrey. Owings@ ed. gov http:// nces. ed. gov/ surveys/ hst/

Integrated Postsecondary Education Data System The Integrated Postsecondary Education Data System ( IPEDS) surveys approximately 10,000 postsecondary institutions, including universities and colleges as well as institutions offering technical and vocational education beyond the high school level. This survey, which began in 1986, replaced the Higher Education General Information Survey ( HEGIS). IPEDS consists of eight integrated components that obtain information on who provides postsecondary education ( institutions), who participates in it and completes it ( students), what programs are offered and what programs are completed, and both the human and financial resources involved in the provision of institutionally based postsecondary education Specifically, these components include: Institutional Characteristics, including instructional activity Fall Enrollment, including age and residence; Enrollment in Occupationally Specific Programs; Completions Finance; Staff; Salaries of Full Time Instructional Faculty; and Academic Libraries. The degree granting institutions portion of this survey is a census of colleges awarding associate or higher degrees, that were eligible to participate in Title IV financial aid programs. Prior to 1993, data from the technical and vocational institutions were collected through a sample survey. Beginning in 1993, all data are gathered in a census of all postsecondary institutions. The tabulations on `` Institutional Characteristics'' developed for this edition of the Digest are based on lists of all institutions and are not subject to sampling errors. The definition of institutions generally thought of as offering college and university education has been changed in recent years. The old standard for higher education institutions included those institutions that had courses that led to an associate degree or higher or were accepted for credit towards those degrees The higher education institutions were accredited by an agency or association that was recognized by the U. S. Department of Education or recognized directly by the Secretary of Education. Tables that use only this standard are titled `` higher education'' in the Digest. The current category includes institutions which award associate or higher level degrees that are eligible to participate in Title IV federal financial aid programs. Tables that contain any data according to this standard are titled as `` degree granting'' institutions Time series tables may contain data from both series, and they are labeled accordingly. The impact of this change has generally not been large. For example, tables on faculty salaries and benefits were only affected to a very small extent. Also, degrees awarded at the bachelor's level or higher were not heavily affected. The largest impact has been on private 2 year college enrollment. In contrast, most of the data on public 4 year colleges has been affected only to a minimal extent. The impact on enrollment in public 2 year colleges was noticeable in certain states, but relatively small at the national level. Overall enrollment for all institutions was about one half a percent higher for degree granting institutions compared to the total for higher education institutions. Prior to the establishment of IPEDS in 1986, HEGIS acquired and maintained statistical data on the characteristics and operations of institutions of higher education. Implemented in 1966, HEGIS was an annual universe survey of institutions accredited at the college level by an agency recognized by the Secretary of the U. S. Department of Education. These institutions were listed in NCES's Education Directory, Colleges and Universities. HEGIS surveys solicited information concerning institutional characteristics, faculty salaries, finances, enrollment, and degrees. Since these surveys were distributed to all higher education institutions, the data presented are not subject to sampling error. However, they are subject to nonsampling error, the sources of which varied with the survey instrument. Information concerning the nonsampling error of the enrollment and degrees surveys draws extensively on the HEGIS Post Survey Validation Study conducted in 1979. 510 GUIDE TO SOURCES Further information on IPEDS may be obtained from:

Susan Broyles Postsecondary Institutional Studies Program ( PSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Susan. Broyles@ ed. gov http:// nces. ed. gov/ ipeds/

Institutional Characteristics This survey provides the basis for the universe of institutions presented in the Directory of Postsecondary Institutions. The survey collects basic information necessary to classify the institutions including control, level, and kinds of programs; and information on tuition, fees, and room and board charges. Beginning in 2000, the survey collected institutional pricing data from institutions with first time, full time, degree/ certificate seeking undergraduate students. Unduplicated full year enrollment counts and instructional activity are now collected on the Fall enrollment survey. The overall response rate was 95.5 percent for 2001. Further information may be obtained from:

Patricia Brown Postsecondary Institutional Studies Program ( PSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Patricia. Brown@ ed. gov http:// nces. ed. gov/ ipeds/

Fall Enrollment This survey has been part of the HEGIS and IPEDS series since 1966. The enrollment survey response rate is relatively high. The 1999 overall response rate was 96.9 percent for degreegranting institutions. The imputation method differed for 1999 compared to earlier surveys. For all institutions that did not report in 1999, data from the previous year were used as 1999 estimates. Major sources of nonsampling error for this survey as identified in the 1979 report were classification problems, the unavailability of needed data, interpretation of definitions, the survey due date, and operational errors Of these, the classification of students appears to have been the main source of error. Institutions had problems in correctly classifying first time freshmen and other first time students for both full time and part time categories. These problems occurred most often at 2 year institutions ( private and public) and private 4 year institutions. In the 1977   78 HEGIS validation studies, the classification problem led to an estimated overcount of 11,000 full time students and an undercount of 19,000 part time students Although the ratio of error to the grand total was quite small ( less than 1 percent), the percentage of errors was as high as 5 percent for detailed student levels and even higher at certain aggregation levels. Beginning with fall 1986, the survey system was redesigned with the introduction of IPEDS ( see above). The survey allows ( in alternating years) for the collection of age and residence data. In 2000, the Enrollment survey collected the instructional activity and unduplicated headcount data, which are needed to compute a standardized, full time equivalent ( FTE) enrollment statistic for the entire academic year. Starting in 2001, unduplicated headcount by level of student, and by race/ ethnicity and gender of student will also be requested, as will total number of students in the entering class. Further information may be obtained from:

Frank Morgan Postsecondary Institutional Studies Program ( PSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Frank. Morgan@ ed. gov http:// nces. ed. gov/ ipeds/

Salaries, Tenure, and Fringe Benefits of Full Time Instructional Faculty This institutional survey has been conducted for most years from 1966   67 to 1987   88, and annually since 1989   90. Although the survey form changed a number of times during those years, only comparable data are presented in this report Between 1966   67 and 1985   86 this survey differed from other HEGIS surveys in that imputations were not made for nonrespondents. Thus, there is some possibility that the salary averages presented in this report may differ from the results of a complete enumeration of all colleges and universities. Beginning with the surveys for 1987   88, the IPEDS data tabulation procedures included imputations for survey nonrespondents. The response rate for the 1998   99 survey was 95.5 percent for degree granting institutions. Because of the higher response rate for public colleges, it is probable that the public colleges salary data are more accurate than the data for private colleges. Although data from these surveys are not subject to sampling error, sources of nonsampling error may include computational errors and misclassification in reporting and processing. NCES reviews individual colleges' data for internal and longitudinal consistency and contacts the colleges to check inconsistent data. 511 GUIDE TO SOURCES Further information may be obtained from:

Susan Broyles Postsecondary Institutional Studies Program ( PSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Susan. Broyles@ ed. gov http:// nces. ed. gov/ ipeds/

Completions This survey was part of the HEGIS series throughout its existence. However, the degree classification taxonomy was revised in 1970   71, 1982   83, and 1991   92. Collection of degree data has been maintained through the IPEDS system. Though information from survey years 1970   71 through 1981   82 is directly comparable, care must be taken if information before or after that period is included in any comparison. Degrees conferred trend tables arranged by the 1991   92 classification are included in the Digest to provide consistent data from 1970   71 to the most recent year. Data in this edition on associate and other formal awards below the baccalaureate by field of study, cannot be made comparable with figures prior to 1982   83. The nonresponse rate did not appear to be a significant source of nonsampling error for this survey. The return rate over the years has been high, with the degree granting institutions response rate for the 1999   2000 survey at 96.7 percent. The overall response rate for the nondegree granting institutions was 84.4 percent in 1999   2000. Because of the high return rate for the degree granting institutions, nonsampling error caused by imputation is also minimal. The major sources of nonsampling error for this survey were differences between the NCES program taxonomy and taxonomies used by the colleges, classification of double majors, operational problems, and survey timing. In the 1979 HEGIS validation study, these sources of nonsampling contributed to an error rate of 0.3 percent overreporting of bachelor's degrees and 1.3 percent overreporting of master's degrees. The differences, however, varied greatly among fields. Over 50 percent of the fields selected for the validation study had no errors identified Categories of fields that had large differences were business and management, education, engineering letters, and psychology. It was also shown that differences in proportion to the published figures were less than 1 percent for most of the selected fields that had some errors. Exceptions to these were: master's and Ph. D. programs in labor and industrial relations ( 20 percent and 8 percent); bachelor's and master's programs in art education ( 3 percent and 4 percent); bachelor's and Ph. D. programs in business and commerce, and in distributive education ( 5 percent and 9 percent); master's programs in philosophy ( 8 percent); and Ph. D. programs in psychology ( 11 percent). Further information on IPEDS Completions surveys may be obtained from:

Frank Morgan Postsecondary Institutional Studies Program ( PSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Frank. Morgan@ ed. gov http:// nces. ed. gov/ ipeds/

Financial Statistics This survey was part of the HEGIS series and has been continued under the IPEDS system. Changes were made in the financial survey instruments in fiscal years ( FY) 1976, 1982, and 1987. The FY 76 survey instrument contained numerous revisions to earlier survey forms and made direct comparisons of line items very difficult. Beginning in FY 82, Pell Grant data were collected in the categories of federal restricted grants and contracts revenues and restricted scholarships and fellowships expenditures. The introduction of IPEDS in the FY 87 survey included several important changes to the survey instrument and data processing procedures. While these changes were significant, considerable effort has been made to present only comparable information on trends in this report and to note inconsistencies Finance tables for this publication have been adjusted by subtracting the largely duplicative Pell Grant amounts from the later data to maintain comparability with pre FY 82 data. Possible sources of nonsampling error in the financial statistics include nonresponse, imputation, and misclassification. The response rate has been about 85 to 90 percent for most of the years. The response rate for the FY 97 survey was 95.1 percent for degree granting institutions Two general methods of imputation were used in HEGIS. If the prior year's data were available for a nonresponding institution, these data were inflated using the Higher Education Price Index and adjusted according to changes in enrollments. If no previous year's data were available, current data were used from peer institutions selected for location ( state or region), control, level, and enrollment size of institution In most cases estimates for nonreporting institutions in IPEDS were made using data from peer institutions Beginning with FY 87, the IPEDS survey system included all postsecondary institutions, but maintained comparability with earlier surveys by allowing 2 and 4 year institutions to be tabulated separately. For FY 87 through FY 91, in order to maintain comparability with the historical time series of HEGIS institutions data were combined from two of the three different survey forms that make up the IPEDS sur 512 GUIDE TO SOURCES vey system. The vast majority of the data were tabulated from form 1, which was used to collect information from public and private not for profit 2 and 4 year colleges. Form 2, a condensed form, was used to gather data for the 2 year for profit institutions. Because of the differences in the data requested on the two forms, several assumptions were made about the form 2 reports so that their figures could be included in the degree granting institutions totals. In IPEDS, the form 2 institutions were not asked to separate appropriations from grants and contracts, nor state from local sources of funding. For the form 2 institutions, all the federal revenues were assumed to be federal grants and contracts, and all of the state and local revenues were assumed to be restricted state grants and contracts. All other form 2 sources of revenue, except for tuition and fees and sales and services of educational activities, were included under `` other.'' Similar adjustments were made to the expenditure accounts. The form 2 institutions reported instruction and scholarship and fellowship expenditures only. All other educational and general expenditures were allocated to academic support. To reduce reporting error, NCES uses national standards for reporting finance statistics. These standards are contained in College and University Business Administration: Administrative Services ( 1974 Edition), and the Financial Accounting and Reporting Manual for Higher Education ( 1990 Education published by the National Association of College and University Business Officers; Audits of Colleges and Universities ( as amended August 31, 1974), by the American Institute of Certified Public Accountants; and HEGIS Financial Reporting Guide ( 1980), by NCES. Wherever possible, definitions and formats in the survey form are consistent with those in these four accounting texts. Further information on IPEDS Financial Statistics surveys may be obtained from:

Sabrina Ratchford Postsecondary Institutional Studies Program ( PSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Sabrina. Ratchford@ ed. gov http:// nces. ed. gov/ ipeds/

Staff The fall staff data presented in this publication were collected by NCES, through the IPEDS system, which collected data from postsecondary institutions including all 2 and 4 year degree granting education institutions. The NCES collects staff data biennially in odd numbered years from institutions of postsecondary education. The `` Fall Staff'' questionnaires were mailed out by NCES in August; the respondents reported the employment statistics in their institution that cover the payroll period in the fall of the survey year. The `` Fall Staff, 1999'' survey had an overall response rate of 94.8 percent for degree granting institutions. Imputations for 1999 differed from earlier methods. For all institutions that did not respond to the survey, data from the 1997 survey were used as estimates for fall 1999. Further information on IPEDS Fall Staff surveys may be obtained from:

Susan Broyles Postsecondary Institutional Studies Program ( PSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Susan. Broyles@ ed. gov http:// nces. ed. gov/ ipeds/

Internet Access in Public Schools and Classrooms The Internet Access in Public Schools and Classrooms study is part of the National Center for Education Statistics Fast Response Survey System ( FRSS). The FRSS was established in 1985 to collect issue oriented data quickly with minimum response burden. It was designed to meet the data needs of the U. S. Department of Education analysts, planners, and decisionmakers when information could not be collected quickly enough through traditional NCES surveys. The Internet survey was designed to assess the federal government's commitment to assist every school and classroom in connecting to the Internet by the year 2000. In 1994, NCES began surveying approximately 1,000 public schools each year about their access to the Internet, access in classrooms, and since 1996, their type of Internet connections. In 2000, questions were asked about access to the Internet at times outside of regular school hours and on `` acceptable use policies.'' All estimates are based on samples and are subject to sampling variability. Further information on Internet access in public schools and classrooms may be obtained from:

Edith McArthur Data Development Program ( ECICSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Edith. McArthur@ ed. gov www. nces. ed. gov/ surveys/ frss/

Library Statistics Program Nationwide, public library statistics are collected using the Public Libraries Survey and disseminated annually through the Federal   State Cooperative System for public library data ( FSCS). Descriptive statis 513 GUIDE TO SOURCES tics are produced for nearly 9,000 public libraries. The Public Libraries Survey includes information about staffing; operating income and expenditures; type of governance; type of administrative structure; size of collection; and service measures, such as, reference transactions, public service hours, interlibrary loans, circulation, and library visits. In FSCS, respondents supply the information electronically, and data are edited and tabulated in machine readable form. The respondents are 8,946 public libraries identified in the 50 states and the District of Columbia by state library agencies. At the state level, FSCS is administered by State Data Coordinators, appointed by the Chief Officer of each State Library Agency. The State Data Coordinator collects the requested data from local public libraries and submits these data to NCES. An annual training conference sponsored by NCES is provided for the State Data Coordinators. A steering committee representing State Data Coordinators and other public library constituents is active in the development of FSCS data elements and software Technical assistance to states is provided by phone and in person by the FSCS steering committee and by NCES staff and contractors. All 50 states and the District of Columbia have submitted data that are available for individual public libraries and are also aggregated to state and national levels. Since 1990, data have been collected electronically The most recent software is called DECPLUS. It includes identifying information on all known public libraries and their outlets, some state libraries, and some library systems and cooperatives. Beginning in 1994, this resource was available for drawing samples for special surveys on such topics as literacy, access for the disabled, and library construction. Under the Academic Libraries Survey ( ALS), NCES surveyed academic libraries on a 3 year cycle between 1966 and 1988. Since 1988, ALS has been a component of the Integrated Postsecondary Education Data System and is on a 2 year cycle. ALS provides data on about 3,500 academic libraries. In aggregate, these data provide an overview of the status of academic libraries nationally and statewide. Beginning in 1996, libraries were asked about electronic services including, electronic catalogs that include the libraries' holdings, Internet access, and electronic full text periodicals. The survey collects data on the libraries in the entire universe of degreegranting institutions. ALS produces descriptive statistics on academic libraries in postsecondary institutions in the 50 states, the District of Columbia, and the outlying areas. The School Library Statistics Survey collected data on school libraries/ media centers in 1990   91 and 1993   94. This survey asked questions on libraries in public and private schools as part of the Schools and Staffing Survey ( SASS). These questionnaires were revised and a sample survey of about 7,600 schools was conducted during school year 1993   94. The library components of the 1990   91 SASS include: number of students served and number of professional staff and aides; at the district level, number of full time equivalent librarians/ media specialists, vacant positions, positions abolished, and approved positions and amount of librarian input in establishing curriculum. The 1993   94 survey was much more extensive and added questions concerning media centers and collections of libraries. Further information on the Library Statistics Program may be obtained from:

Jeff Williams Library Coop System and Institutional Studies ( ESLSD) National Center for Education Statistics 1990 K Street NW Washington, DC 20006 Jeffrey. Williams@ ed. gov http:// nces. ed. gov/ surveys/ libraries/

National Adult Literacy Survey The National Adult Literacy Survey ( NALS) was created as a new measure of literacy and funded by the U. S. Department of Education and by 12 states. It is the third and largest assessment of adult literacy funded by the federal government. The aim of the survey is to profile the English literacy of adults in the United States based on their performance across a wide array of tasks that reflect the types of materials and demands they encounter in their daily lives. To gather the information on adults' literacy skills, trained staff interviewed nearly 13,600 individuals aged 16 and older during the first 8 months of 1992. These participants had been randomly selected to represent the adult population in the country as a whole. Black and Hispanic households were oversampled to ensure reliable estimates of literacy proficiencies and to permit analyses of the performance of these subpopulations. In addition, some 1,100 inmates from 80 federal and state prisons were interviewed to gather information on the proficiencies of the prison population. In total, over 26,000 adults were surveyed. Each survey participant was asked to spend approximately an hour responding to a series of diverse literacy tasks, as well as questions about his or her demographic characteristics, educational background reading practices, and other areas related to literacy. Based on their responses to the survey tasks, adults received proficiency scores along three scales which reflect varying degrees of skill in prose, document, and quantitative literacy. The results of 514 GUIDE TO SOURCES the survey were published in a report, Adult Literacy in America, in September 1993. Further information on NALS may be obtained from: