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Six pages of text highlighting the Federal-State Program of Vocational Rehabilitation for disabled persons in the fiscal years of 1967-71 accompany 32 tables of statistical data. The publication furnishes answers related to the personal and program-associated characteristics of persons rehabilitated under the program. Information for individual States and agencies is shown for fiscal year 1971. Vocational rehabilitation agencies in 50 States, the District of Columbia, Puerto Rico, the Virgin Islands, and Guam furnished the data which were collected on a basic report form; since three different versions of the form were used during the five-year period, the data, in some instances, either are not entirely comparable from year to year or else are not available for each year. National information is shown for fiscal year 1971 and, wherever possible, for the preceding four years. The State data book, customarily issued following this publication, will not be published for fiscal year 1971; instead, many of the characteristic items are included in this document, including the State ranking table. By request, information is shown for agencies for the blind. (Author/AJ)

Determining whether a state's young people are on track for a life of opportunity is a difficult task for governors and state leaders. States can be both awash in data and unable to easily access and use that data to inform policy. State longitudinal data systems that meaningfully connect workforce, higher education, K-12, and early childhood outcome data from multiple state agencies over time are foundational to strong decision-making by state leaders. State leaders are charged with determining how to advance educational and workforce opportunities, particularly for historically underserved populations, including rural students, students living in poverty, English-language learners, and students of color. Policymakers need reliable, relevant, and transparent data from PK-12 to the workforce to inform decisions and allocate resources. Researchers need access to data to assess current conditions and to identify possible solutions. Finally, the public -- including parents -- needs easily accessible, user-friendly information about readiness and opportunity for young people in the state. Well-governed and well-structured state longitudinal data systems can help. Today, most states have disparate data systems that are functionally siloed off by education level, like early childhood or K-12 or higher education. Meaningfully connected and well-governed data systems make it easier to see the relationships between metrics like early-grade reading scores, high school graduation, and wage data. Disaggregated outcome data about the youngest learners up to young adults provide invaluable insights to policymakers, researchers, and parents. This report examines how state leaders should prioritize state longitudinal data systems in legislation and policymaking.

The aim of the Regional Dossier series is to provide concise descriptions of minority languages in education, mainly in Europe but also in other parts of the world. West Frisian, commonly referred to as Frisian (Frisian: Frysk), is a western Germanic, autochthonous minority and official language spoken in Friesland (Frisian: Fryslân), one of the 12 provinces of the Netherlands. In 2018, 61% of the population of Fryslân reported that Frisian was their first language. The Frisian language is widely used in informal domains and mainly in oral use within families and associations, in social and public life, and the media. Every Regional Dossier begins with an introduction about the region in question, followed by six chapters that each deal with a specific level of the education system (e.g. primary education). Chapters 8 and 9 cover the main lines of research into education of the minority language under discussion, and the prospects for the minority language in general and in education in particular, respectively. Chapter 10 provides a summary of statistics. Lists of (legal) references and useful addresses regarding the minority language are given at the end of the dossier. [For the fourth edition, see ED535412.]

In a clustered observational study, a treatment is assigned to groups and all units within the group are exposed to the treatment. We develop a new method for statistical adjustment in clustered observational studies using approximate balancing weights, a generalization of inverse propensity score weights that solve a convex optimization problem to find a set of weights that directly minimize a measure of covariate imbalance, subject to an additional penalty on the variance of the weights. We tailor the approximate balancing weights optimization problem to the clustered observational study setting by deriving an upper bound on the mean square error and finding weights that minimize this upper bound, linking the level of covariate balance to a bound on the bias. We implement the procedure by specializing the bound to a random cluster-level effects model, leading to a variance penalty that incorporates the signal-to-noise ratio and penalizes the weight on individuals and the total weight on groups differently according to the the intra-class correlation. [This is the online first version of an article published "Statistics in Medicine."]

Head Start is a national program that helps young children from families with low incomes get ready to succeed in school. It does this by working to promote their early learning and health and their families' well-being. The Head Start Family and Child Experiences Survey (FACES) provides national information about Head Start programs and participants. Mathematica and its partners--Educational Testing Service and Juárez and Associates--conducted the study under contract to the Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Data from the study respond to current policy questions and support programs and practitioners working with Head Start families. This report includes information on the FACES 2019 study design, and presents key findings from the study's spring 2020 data collection. The purpose of this report is to (1) provide information about the FACES 2019 study, including the background, design, methodology, assessments, and analytic methods; and (2) report detailed descriptive statistics (averages, response ranges, and percentages) and related standard errors (the estimate of the standard deviation of each statistic) in a series of tables. [For "Descriptive Data on Head Start Children and Families from FACES 2019: Fall 2019 Data Tables and Study Design," see ED613786.]

Head Start is a national program that helps young children from families with low income get ready to succeed in school. It does this by working to promote their early learning and health and their families' well-being. The Head Start Family and Child Experiences Survey (FACES) provides national information about Head Start programs and participants. This report includes information on the FACES 2019 study design, and presents key findings from the study's spring 2020 data collection. The purpose of this report is to (1) provide information about the FACES 2019 study, including the background, design, methodology (including the impact of COVID-19 on data collection), assessments, and analytic methods; and (2) report detailed descriptive statistics (averages, response ranges, and percentages) and related standard errors (the estimate of the standard deviation of each statistic; see accompanying technical appendix for standard errors) in a series of tables. In total, 165 programs, 318 centers, and 590 classrooms participated in the study in spring 2020. The tables provide information from separate surveys of program directors, center directors, and teachers.

The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels.

The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels.

The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels.

The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels.

The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels.

The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels.

The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels.

This report is part of a series of documents released in conjunction with the United Nations' International Decade for People of African Descent (2015 to 2024) and Black History Month. It aims to provide insight into some of the key socioeconomic characteristics of Canada's Black communities. The first report in this series titled "Diversity of the Black population in Canada: An Overview," was released in 2019 and highlighted both the demographic characteristics and diversity of this population. Among others, the report demonstrated that the Black population which represents close to 1.2 million people in 2016, is not only diverse, but also young and growing in size. To obtain a more comprehensive portrait of this population, this second report presents indicators related to education, employment, income, family structures and perceptions using data from the census and the General Social Survey (GSS). This report first looks at the education characteristics of the Black population, which are associated with several other aspects of their socioeconomic situation. An analysis of the highest level of educational attainment was disaggregated by sex and immigrant status, followed by data on the educational expectations and aspirations of young Black individuals. The Black population's labour market outcomes are the focus of the second part of this booklet. In addition to employment, unemployment and income indicators, there are also data presented on work experiences, including their perceived experience of discrimination and their level of satisfaction. Information on coping with life's difficulties and perceptions of the future are presented in the third part of this report. Some socioeconomic indicators are then presented for selected census metropolitan areas (CMA), which show that, far from being homogeneous, the situation of the Black population varies greatly from one part of the country to another. [Written in collaboration with René Houle and Martin Turcotte. For "Diversity of the Black population in Canada: An Overview," see ED605380.]

The current debate about charter schools' effects on school district finances hinges on enrollment loss. Critics claim that the surge in charter enrollment in California since 2000 has driven enrollment loss statewide--cutting districts' income more than their costs, especially in cities where many students attend charter schools. State officials are under pressure to cap the growth of charter schools as a way of stabilizing district enrollments, and thus finances. This brief examines state and district data on district and charter school enrollment trends over the past 10 years. We pay particular attention to Los Angeles, Oakland, and San Diego, where claims of harm done by charter enrollment growth have been made most often. The brief makes three points: (1) Surges and declines in K-12 enrollment have long been a fact of life in California districts. Statewide numbers of school-age children are currently falling and will continue to do so; (2) The growth of charter schools cannot account for all of the enrollment loss experienced by urban school districts; and (3) Charter school enrollment is not currently a major factor in continued district enrollment decline. [To view "Do Charter Schools Cause Fiscal Distress in School Districts?" see ED595169 and "Do the Costs of California Charter Schools Outweigh the Benefits?" see ED595193.]

This report covers Commonwealth and state/territory government-funded training (Commonwealth or state recurrent funding, Commonwealth specific purpose funding or state specific funding). This publication provides a summary of data relating to estimated students, programs, subjects and training providers in Australia's government-funded vocational education and training (VET) system. Data are presented by the state or territory that administered the funding of the training activity.

This third edition of the "Mobile Digest of Education Statistics" is a compact compilation of statistical information which covers prekindergarten through graduate school to describe the current American education scene. The "Mobile Digest" is designed as an easy mobile reference for materials found in detail in the "Digest of Education Statistics, 2017." The "Mobile Digest" includes selections of data from many government sources, especially those of the National Center for Education Statistics (NCES). The "Mobile Digest" includes information on schools and colleges, enrollments, teachers, graduates, finances, and educational outcomes. Unless otherwise stated, all data are extracted from the "Digest of Education Statistics, 2017" (https://nces.ed.gov/programs/digest/). Unless indicated as a projection or estimate, all data presented in this report are the latest actual data available at the time of preparation of this document. Information on statistical procedures, definitions, and survey sources appears in the introduction, and appendixes A and B of the latest edition of "Digest of Education Statistics."

This report is based on the 2016-17 survey "Career and Technical Education Programs in Public School Districts" and provides nationally representative data on career and technical education (CTE) programs. The survey defines a CTE program as a sequence of courses at the high school level that provides students with the academic and technical knowledge and skills needed to prepare for further education and careers in current or emerging professions. For this survey, districts were instructed to include all CTE programs that the district offers to high school students, including programs provided by the district or by other entities (such as an area/regional CTE center, a consortium of districts, or a community or technical college). The report provides information about the entities that provide the CTE programs and the locations at which the CTE programs are offered to high school students. It also presents data about work-based learning activities and employer involvement in CTE programs, as well as barriers to the district offering CTE programs and barriers to student participation in CTE programs. Data are also presented about the extent to which various factors influence the district's decisions on whether to add or phase out CTE programs. The National Center for Education Statistics (NCES), in the Institute of Education Sciences, conducted this survey in spring 2017 using the Fast Response Survey System (FRSS). FRSS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The survey was mailed to approximately 1,800 public school districts with high school grades in the United Stated (50 states and the District of Columbia). The cover letter and questionnaire indicated that the survey was designed to be completed by the person in the district most knowledgeable about career and technical education programs for high school students. Respondents were asked to provide information for the 2016-17 school year and the summer of 2016, and were offered options of completing the survey on paper or online. The unweighted survey response rate was 87 percent and the weighted response rate using the initial base weights was 86 percent. The survey weights were adjusted for questionnaire nonresponse and the data were then weighted to yield national estimates that represent all eligible public school districts with high schools in the United States (50 states and the District of Columbia). Tables of standard error estimates are provided in appendix A. See the technical notes (appendix B) for detailed information about the survey methodology. Appendix B also includes definitions of the analysis variables (i.e., district characteristics) used in the report. The questionnaire is located in appendix C. Because the purpose of this report is to introduce new NCES data from the survey through tables containing descriptive information, only selected national findings are presented. These findings have been chosen to demonstrate the range of information available from the FRSS study rather than to discuss all of the data collected; they are not meant to emphasize any particular issue. Readers are cautioned not to make causal inferences about the data presented here. The findings are based on self-reported data from public school districts. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored.

For more than 40 years, policymakers have committed to supporting the education of students with disabilities, who have grown as a share of all students in the United States. Beginning with landmark legislation in 1975, the U.S. Congress mandated that students with disabilities have access to a free and appropriate public education and provided funds to school districts nationwide to help serve them. Since then, the legislation has been updated six times, most recently in the 2004 Individuals with Disabilities Education Act (IDEA), which emphasized helping youth prepare for postsecondary education, careers, and independent living. These and other changes in the educational, social, and economic landscapes may have affected all youth, raising interest in how the characteristics, experiences, and challenges of youth with disabilities have changed over time. The National Longitudinal Transition Study (NLTS) 2012 provides updated information on youth with disabilities in light of these changes, to inform efforts to address their needs. Sponsored by the U.S. Department of Education under a congressional mandate to study IDEA 2004 and the students it serves, the NLTS 2012 is the third in a series of such studies. It describes the backgrounds of secondary school youth and their functional abilities, activities in school and with friends, academic supports received from schools and parents, and preparation for life after high school. Through surveys in 2012 and 2013, the study collected data on a nationally representative set of nearly 13,000 students--mostly those with an individualized education program (IEP) and expected to receive special education services. The study also includes students without an IEP, who either have no identified disability or who have an impairment that does not qualify them for special education but allows them to receive accommodations through a 504 plan under the Rehabilitation Act, another federal law pertaining to the rights and needs of youth with disabilities. This third volume of findings from the NLTS 2012 uses data from all three studies in the NLTS series to examine how the characteristics and experiences of youth in special education have changed over time, overall and for each of 12 disability groups defined by IDEA 2004. The trends from 2003 to 2012 for youth with an IEP ages 15 to 18 suggests several key points: (1) Youth with an IEP are more likely than a decade ago to live in households that face economic challenges; (2) Youth with an IEP are about as healthy and able to perform some typical tasks independently as in the past, but they are also more likely to use behavioral medicines and have trouble understanding others; (3) Engagement in school and extracurricular activities among youth with an IEP increased in the past decade, whereas the prevalence of negative events such as grade retention, suspensions, and expulsions was little changed; (4) Youth with an IEP are more likely than in the past to receive supports at school but less likely to get them at home; and (5) Participation in key transition activities by youth with an IEP and their parents has declined, although they are just as likely to have gone to an IEP meeting. [For "Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from The National Longitudinal Transition Study 2012. Volume 3: Comparisons over Time. Full Report. NCEE 2018-4007," see ED580934. For "Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 2: Comparisons across Disability Groups. Executive Summary. NCEE 2017-4019," see ED573353.]

For more than 40 years, policymakers have committed to supporting the education of students with disabilities, who have grown as a share of all students in the United States (Snyder, de Brey, & Dillow, 2016). Beginning with landmark legislation in 1975, the U.S. Congress mandated that students with disabilities have access to a free and appropriate public education and provided funds to school districts nationwide to help serve them. Since then, the legislation has been updated six times, most recently in the 2004 Individuals with Disabilities Education Act (IDEA), which emphasized helping youth prepare for postsecondary education, careers, and independent living. These and other changes in the educational, social, and economic landscapes may have affected all youth, raising interest in how the characteristics, experiences, and challenges of youth with disabilities have changed over time. The National Longitudinal Transition Study (NLTS) 2012 provides updated information on youth with disabilities in light of these changes, to inform efforts to address their needs. Sponsored by the U.S. Department of Education under a congressional mandate to study IDEA 2004 and the students it serves, the NLTS 2012 is the third in a series of such studies. It describes the backgrounds of secondary school youth and their functional abilities, activities in school and with friends, academic supports received from schools and parents, and preparation for life after high school. Through surveys in 2012 and 2013, the study collected data on a nationally representative set of nearly 13,000 students--mostly those with an individualized education program (IEP) and expected to receive special education services. The study also includes students without an IEP, who either have no identified disability or who have an impairment that does not qualify them for special education but allows them to receive accommodations through a 504 plan under the Rehabilitation Act, another federal law pertaining to the rights and needs of youth with disabilities. This third volume of findings from the NLTS 2012 uses data from all three studies in the NLTS series to examine how the characteristics and experiences of youth in special education have changed over time, overall and for each of 12 disability groups defined by IDEA 2004. Most of the analyses examine trends for in-school youth ages 15 to 18 from 2003 to 2012, using the NLTS2 and NLTS 2012. When comparable data are available from the NLTS, the volume also examines trends starting in 1987 for youth ages 15 to 18 and youth ages 19 to 21 who were still enrolled in high school. The trends from 2003 to 2012 for youth with an individualized education program (IEP) ages 15 to 18 suggests several key points: (1) Youth with an IEP are more likely than a decade ago to live in households that face economic challenges; (2) Youth with an IEP are about as healthy and able to perform some typical tasks independently as in the past, but they are also more likely to use behavioral medicines and have trouble understanding others; (3) Engagement in school and extracurricular activities among youth with an IEP increased in the past decade, whereas the prevalence of negative events such as grade retention, suspensions, and expulsions was little changed; (4) Youth with an IEP are more likely than in the past to receive supports at school but less likely to get them at home; and (5) Participation in key transition activities by youth with an IEP and their parents has declined, although they are just as likely to have gone to an IEP meeting. [For "Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from The National Longitudinal Transition Study 2012. Volume 3: Comparisons over Time. Executive Summary. NCEE 2018-4008," see ED580936. For "Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 2: Comparisons across Disability Groups. Full Report. NCEE 2017-4018," see ED573334.]

Administrative data on employment and earnings, commonly referred to as wage data or wage records, can be used to assess the labor market outcomes of workforce, education, and other programs, providing policymakers, administrators, researchers, and the public with valuable information. However, there is no single readily accessible federal source of wage data which covers all workers. Noting the importance of employment and earnings data to decision makers, the Commission on Evidence-Based Policymaking called for the creation of a single federal source of wage data for statistical purposes and evaluation. They recommended three options for further exploration: (1) expanding access to systems that already exist at the U.S. Census Bureau; or (2) the U.S. Department of Health and Human Services (HHS); or (3) creating a new database at the U.S. Department of Labor (DOL). This paper reviews current coverage and allowable uses, as well as federal and state actions required to make each option viable as a single federal source of wage data that can be accessed by government agencies and authorized researchers. Congress and the President, in conjunction with relevant federal and state agencies, should develop one or more of those options to improve wage information for multiple purposes.

The purposes of this equity indicators project are to: (1) report the status of higher education equity in the United States and identify changes over time in measures of equity; (2) identify policies and practices that promote and hinder progress; and (3) illustrate the need for increased support of policies, programs, and practices that not only improve overall attainment in higher education but also create greater equity in higher education opportunity and outcomes. Family income remains the primary focus of the 2018 report. Recognizing the need to also address inequity based on other interrelated demographic characteristics, reports since 2016 also include selected indicators that highlight differences by race/ethnicity and socioeconomic status (SES). In these reports, SES is measured by an index comprised of family income, parents' education, and parents' occupation developed by the National Center for Education Statistics (NCES). For the first time, the 2018 "Indicators" report includes data describing higher education equity by U.S. state. Considering indicators of equity by state is essential given the many differences across the 50 states in historical, demographic, economic, and political characteristics, as well as the characteristics of their K-12 and higher education systems. This report presents data as far back as comparable data warrant, often beginning with 1970. In addition to providing longitudinal indicators of equity, the "Indicators" project is also intended to advance productive conversation about effective policies and practices for improving equity in higher education opportunity and outcomes. In 2018, the "Indicators" project is launching the "Improving Equity in Higher Education Search for Solutions Blog" hosted by PennAHEAD (http://www.ahead-penn.org/) intended to further advance discussion of how to create meaningful improvements in higher education equity. Methodological Appendix A provides additional notes, tables, and figures. A combined list of references and resources is included. [For "Indicators of Higher Education Equity in the United States: 2017 Historical Trend Report," see ED583542.]

The "Annual Disability Statistics Supplement" is a companion report to the "Annual Disability Statistics Compendium." The "Supplement" presents statistics on the same topics as the "Compendium," with additional categorizations by demographic characteristics including age, gender and race/ethnicity. In addition to the "Supplement," a companion "Annual Report" is available, providing graphic representations of key findings and state differences. The "Annual Report" highlights state and trend data using maps related to specific tables in the "Compendium" and "Supplement." [For the "Annual Report," see ED583258. For the "Compendium," see ED583160.]

The "2017 Disability Statistics Annual Report" presents statistics to address the following types of questions: (1) How many people with disabilities live in the United States; (2) What is the percentage of people with disabilities in different age groups; (3) What is the percentage of people with disabilities for different types of disability; (4) To what extent are people with disabilities employed; (5) What are the earnings for people with and without disabilities; (6) What is the poverty percentage for people with and without disabilities; and (7) Is disability status associated with percentages of smoking, obesity, and binge drinking? The "Annual Report" highlights state and trend data from national sources. A specific listing of source data for each figure is included in Appendix B. There is a great deal of variability in rates of people with disabilities by state and the "Annual Report" includes maps to highlight this information. A glossary of terms is included in Appendix C. The "Annual Report" charts complement the detailed tables of data which can be found in the "2017 Annual Disability Statistics Compendium" [For the "Compendium," see ED583160. For the "2017 Annual Disability Statistics" supplement, see ED583259. ]

The "Annual Disability Statistics Compendium" and its compliment, the "Annual Disability Statistics Supplement," are publications of statistics about people with disabilities and about the government programs which serve them. The "Compendium" and "Supplement" are designed to serve as a summary of government statistics. The "Compendium," available both in hard copy and online (at www.disabilitycompendium.org) presents key overall statistics on topics including the prevalence of disability, employment among persons with disabilities, rates of participation in disability income and social insurance programs, as well as other statistics. The "Annual Disability Statistics Supplement", only available online, presents tables with over 150 additional categorizations of data for each section highlighted in the "Compendium". There were several changes to the "2017 Annual Disability Statistics Compendium" and "Supplement". First, the Education section of the "Compendium" was expanded to include not only data on special education program participation and outcomes, but also statistics on educational attainment for all people with disabilities in the United States. Second, the 2017 "Compendium Health" section now identifies persons with disabilities using a methodology consistent with U.S. Census Bureau estimates. Estimates for the Health section have always used Behavioral Risk Factor Surveillance Survey (BRFSS) data. Third, accessible versions in Hypertext Markup Language (HTML) of the 2017 Compendium and 2017 Supplement are now available online. In addition to providing accessible Portable Document Format (PDF) files for download there are also fully text-readable HTML file versions to remove as many barriers as possible for people with disabilities to access this material. [For the annual report, see ED583258. For the Annual Disability Statistics supplement, see ED583259.]

Many school districts in the United States are facing severe teacher shortages (Bordonaro, 2017; Palmer, 2017; Seattle Pacific University, 2017; Whaley, 2017). In several states--including Idaho--the difficulty of hiring qualified candidates has expanded beyond historical high-need content areas such as special education and mathematics to include English language arts and elementary education (Cross, 2017). Several factors are contributing to these shortages, including an aging workforce, decreased enrollment in teacher preparation programs, and persistently high attrition from the profession (Goldring, Taie, & Riddles, 2014). In Idaho, schools struggling to fill vacancies increasingly hire less experienced and unlicensed teachers (Wootton, 2017). Meanwhile, local and state education agencies are exploring policies to support teacher recruitment and retention, such as a four-day school week or more robust salaries and a well-defined career ladder. Understanding how and where Idaho's teacher workforce has changed relative to the size and characteristics of its student population can inform state and local efforts to support teacher recruitment, development, and retention. To that end, this report describes statewide data from the 2011/12 through 2016/17 school years on changes in student enrollment and demographics, teacher preparation, the composition of the teacher workforce, and teacher turnover.