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SCIENCE AND ENGINEERING INDICATORS 2012-0 SCIENCE AND ENGINEERING INDICATORS 2012 NATIONAL SCIENCE FOUNDATION National Science Board APPENDIX TABLES www.nsf.gov/statistics/indicators/appendix/ 需无水印完整版本请发邮件:wzxidian@gmail.com Doc uCo m P DF Tria l ww w.pd fwiz ard. ...

SCIENCE AND ENGINEERING INDICATORS 2012-0
SCIENCE AND ENGINEERING INDICATORS 2012 NATIONAL SCIENCE FOUNDATION National Science Board APPENDIX TABLES www.nsf.gov/statistics/indicators/appendix/ 需无水印完整版本请发邮件:wzxidian@gmail.com Doc uCo m P DF Tria l ww w.pd fwiz ard. com 需无水印完整版本请发邮件:wzxidian@gmail.com Doc uCo m P DF Tria l ww w.pd fwiz ard. com SCIENCE AND ENGINEERING INDICATORS 2012 APPENDIX TABLES 需无水印完整版本请发邮件:wzxidian@gmail.com Doc uCo m P DF Tria l ww w.pd fwiz ard. com 需无水印完整版本请发邮件:wzxidian@gmail.com Doc uCo m P DF Tria l ww w.pd fwiz ard. com iii List of Appendix Tables Detailed appendix tables are available online at http://www.nsf.gov/statistics/indicators/appendix/. Chapter 1. Elementary and Secondary Mathematics and Science Education 1-1 Average NAEP mathematics scores of students in grades 4, 8, and 12, by student and school characteristics: 1990–2009. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1-2 Students in grades 4, 8, and 12 scoring at or above NAEP’s proficient level in mathematics for their grade, by student and school characteristics: 1990–2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1-3 Average NAEP science scores of students in grades 4, 8, and 12, by student and school characteristics: 2009 . . . 5 1-4 Students in grades 4, 8, and 12 scoring at or above NAEP’s proficient level in science, by student and school characteristics: 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1-5 Ninth-graders proficient in various algebra skill areas, by selected student and school characteristics: 2009. . . . 7 1-6 Average PISA mathematics and science literacy scores of 15-year-old students, by country: 2009 . . . . . . . . . . . 8 1-7 Advanced mathematics and science credits earned by high school graduates, by student and school characteristics: Selected years, 1990–2009. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 1-8 High school graduates completing advanced mathematics courses, by student and school characteristics and subject: Selected years, 1990–2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 1-9 High school graduates completing advanced science and engineering courses, by student and school characteristics and subject: Selected years, 1990–2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 1-10 Public middle and high school mathematics and science teachers, by minority enrollment and school poverty level: Academic year 2007–08. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 1-11 Highest degree attainment of public middle and high school mathematics and science teachers, by minority enrollment and school poverty level: Academic years 2003–04 and 2007–08. . . . . . . . . . . . . . . . . 14 1-12 Certification of public middle and high school mathematics and science teachers, by minority enrollment, school poverty level, and type of certification: Academic years 2003–04 and 2007–08 . . . . . . . . . . . . . . . . . . . 15 1-13 Public middle and high school mathematics and science teachers who entered teaching through an alternative certification program, by minority enrollment and school poverty level: Academic year 2007–08 . . . . . . . . . . 16 1-14 Participation in practice teaching by new public middle and high school mathematics and science teachers, by preparation for first-year teaching activities: Academic year 2007–08 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 1-15 Duration of practice teaching by new public middle and high school mathematics and science teachers, by minority enrollment and school poverty level: Academic years 2003–04 and 2007–08. . . . . . . . . . . . . . . . . 18 1-16 Pathway to teaching for public middle and high school mathematics and science teachers, by participation in practice teaching: Academic year 2007–08 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 1-17 Preparedness for first-year teaching tasks of new public middle and high school mathematics and science teachers, by minority enrollment, school poverty level, and teaching tasks: Academic years 2003–04 and 2007–08. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 1-18 Years of teaching experience of public middle and high school mathematics and science teachers, by minority enrollment and school poverty level: Academic years 2003–04 and 2007–08. . . . . . . . . . . . . . . . . 21 1-19 Preparation of public middle and high school mathematics and science teachers for teaching in their field, by minority enrollment and school poverty level: Academic years 2003–04 and 2007–08. . . . . . . . . . . . . . . . . 22 1-20 Participation in induction program during first year of teaching among new public middle and high school mathematics and science teachers, by minority enrollment and school poverty level: Academic years 2003–04 and 2007–08. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 1-21 Support received by new public middle and high school mathematics and science teachers during their first year teaching, by support type: Academic year 2007–08 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 1-22 Participation in and duration of professional development on various topics by public middle and high school mathematics and science teachers during the past 12 months, by minority enrollment and school poverty level: Academic year 2007–08 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 1-23 Topics rated as top priority for additional professional development by public middle and high school mathematics and science teachers, by minority enrollment and school poverty level: Academic year 2007–08. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 需无水印完整版本请发邮件:wzxidian@gmail.com Doc uCo m P DF Tria l ww w.pd fwiz ard. com iv 1-24 Average salaries of public middle and high school mathematics and science teachers and percentage who were satisfied with their salaries, by minority enrollment and school poverty level: Academic year 2007–08 . . . . . . 29 1-25 Perceptions of working conditions of public middle and high school mathematics and science teachers, by minority enrollment and school poverty level: Academic years 2003–04 and 2007–08. . . . . . . . . . . . . . . . . 30 1-26 Current occupational status of former public school mathematics and science teachers: Academic year 2008–09 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 1-27 Serious student problems reported by public middle and high school mathematics and science teachers, by minority enrollment and school poverty level: Academic years 2003–04 and 2007–08. . . . . . . . . . . . . . . . . 32 1-28 High school graduates enrolled in college in October after completing high school, by demographic characteristics and institution type: 1975–2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 1-29 First-time entry rates into university-level education in OECD countries, by sex: 2008 . . . . . . . . . . . . . . . . . . . 35 Chapter 2. Higher Education in Science and Engineering 2-1 S&E degrees awarded, by degree level, Carnegie institution type, and field: 2009 . . . . . . . . . . . . . . . . . . . . . . . 36 2-2 Degrees awarded by private for-profit academic institutions, by broad field and degree level: 2000–09 . . . . . . 38 2-3 Degrees awarded by private for-profit academic institutions, by field and degree level: 2009 . . . . . . . . . . . . . . 39 2-4 Undergraduate students in postsecondary institutions taking distance education courses, by control and level of institution: 2007–08 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 2-5 Full-time S&E graduate students, by field and mechanism of primary support: 2009. . . . . . . . . . . . . . . . . . . . . 41 2-6 Full-time S&E graduate students primarily supported by federal government, by field and mechanism of primary support: 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 2-7 Full-time S&E graduate students primarily supported by federal government, by field and agency: 2009. . . . . 44 2-8 Primary support mechanisms for S&E doctorate recipients, by citizenship, sex, and race/ethnicity: 2009. . . . . 46 2-9 Amount of undergraduate and graduate debt of S&E doctorate recipients, by field: 2009 . . . . . . . . . . . . . . . . . 47 2-10 Enrollment in higher education, by Carnegie institution type: 1994–2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 2-11 Projections of U.S. population ages 20–24 years, by sex and race/ethnicity: 2010–50 . . . . . . . . . . . . . . . . . . . . 49 2-12 Freshmen intending S&E major, by field, sex, and race/ethnicity: 1995–2010 . . . . . . . . . . . . . . . . . . . . . . . . . . 50 2-13 Freshmen intending to major in selected S&E fields, by sex and race/ethnicity: 1995–2010 . . . . . . . . . . . . . . . 53 2-14 Foreign undergraduate student enrollment in U.S. universities, by field and selected places of origin: November 2009 and 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 2-15 Undergraduate enrollment in engineering and engineering technology programs: 1995–2009. . . . . . . . . . . . . . 56 2-16 Earned associate’s degrees, by sex and field: 2000–09 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 2-17 Earned associate’s degrees, by citizenship, field, and race/ethnicity: 2000–09 . . . . . . . . . . . . . . . . . . . . . . . . . . 60 2-18 Earned bachelor’s degrees, by sex and field: 2000–09. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 2-19 Earned bachelor’s degrees, by citizenship, field, and race/ethnicity: 2000–09 . . . . . . . . . . . . . . . . . . . . . . . . . . 72 2-20 S&E graduate enrollment, by sex and field: 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 2-21 S&E graduate enrollment, by citizenship, field, and race/ethnicity: 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 2-22 Engineering enrollment, by enrollment level and attendance: 1989–2009. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 2-23 First-time full-time S&E graduate students, by citizenship and field: 2009. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 2-24 Foreign graduate student enrollment in U.S. universities, by field and selected places of origin: November 2009 and 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 2-25 Earned master’s degrees, by sex and field: 2000–09 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 2-26 Earned master’s degrees, by citizenship, field, and race/ethnicity: 2000–09 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 2-27 Earned doctoral degrees, by citizenship, field, and sex: 2000–09 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 2-28 Earned doctoral degrees, by citizenship, field, and race/ethnicity: 2000–09 . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 2-29 Median number of years from S&E doctorate recipients’ entry to graduate school to receipt of doctorate, by field: 1979–2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 2-30 Expenditures on tertiary education as a percentage of GDP and change in expenditures: 1995, 2000, and 2007 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 2-31 Tertiary-type A, advanced research programs, and tertiary education, by age group and country: 2008 . . . . . 115 2-32 First university degrees, by selected region and country/economy: 2008 or most recent year . . . . . . . . . . . . . 116 2-33 S&E first university degrees, by selected Western or Asian country/economy and field: 2000–08 . . . . . . . . . . . . . 120 2-34 First university degrees, by field, sex, and region/country/economy: 2008 or most recent year . . . . . . . . . . . . 123 2-35 Earned S&E doctoral degrees, by selected region/country/economy and field: 2008 or most recent year . . . . . . 127 2-36 Earned S&E doctoral degrees, by sex, selected region/country/economy, and field: 2008 or most recent year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 需无水印完整版本请发邮件:wzxidian@gmail.com Doc uCo m P DF Tria l ww w.pd fwiz ard. com v 2-37 S&E doctoral degrees in the United States and selected European countries, by field: 2000–08 . . . . . . . . . . . 132 2-38 S&E doctoral degrees, by selected Asian country/economy and field: 1994–2008 . . . . . . . . . . . . . . . . . . . . . . 134 2-39 Trends in population ages 20–24 years, by selected country and region: 2000–50 . . . . . . . . . . . . . . . . . . . . . . 135 2-40 Foreign S&E student enrollment in UK universities, by enrollment level, place of origin, and field: Academic years 1998–99 and 2008–09 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 2-41 Foreign S&E student enrollment in Japanese universities, by enrollment level, place of origin, and field: 2004 and 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 2-42 S&E student enrollment in Canadian universities, by enrollment level, top place of origin, and field: 1999 and 2008 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Chapter 3. Science and Engineering Labor Force 3-1 Bureau of Labor Statistics projections of occupational employment: 2008–18 . . . . . . . . . . . . . . . . . . . . . . . . . 142 3-2 Scientists and engineers, by occupation and degree field: 2008 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 3-3 Occupation of employed S&E degree holders: 2008 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 3-4 Employment and wages, by broad occupational category, state, and selected metropolitan statistical areas (May 2010) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 3-5 Employment sector of S&E highest degree holders and S&E doctorate holders: 2008 . . . . . . . . . . . . . . . . . . . 165 3-6 Primary reason for scientists and engineers to participate in work-related training, by labor force status: 2008 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 3-7 Scientists and engineers participating in work-related training, by employment status, highest degree level, and sex: 2008 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 3-8 Alternate rates of labor underutilization for S&E, STEM, and all occupations: March 2008–September 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 3-9 Workers in S&E occupations, by sex and occupation: 2008 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 3-10 Race/ethnicity of individuals in S&E occupations, by sex and broad occupation: 2008 . . . . . . . . . . . . . . . . . . 172 3-11 Employed S&E highest degree holders, by sex and field of degree: 2008 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 3-12 Employed S&E highest degree holders, by sex, race/ethnicity, degree level, field of highest degree, and broad occupation category: 2008 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 3-13 S&E workers, by race/ethnicity and occupation: 2008 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 3-14 Employed S&E highest degree holders, by race/ethnicity and field of degree: 2008 . . . . . . . . . . . . . . . . . . . . . 183 3-15 Estimate and median salary of full-time workers with highest degree in S&E field, by sex and occupation: 2008 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 3-16 Median salary among scientists and engineers employed full time, by race/ethnicity and occupation: 2008 (corrected February 2012) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 3-17 Full-time S&E workers who are foreign-born, by occupation and highest degree level: 2003 and 2008 . . . . . 196 3-18 Place of birth and proportion with U .S . highest degrees of non-U .S .-born S&E highest degree holders: 2003 and 2008 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 3-19 Occupations of new H-1B visa recipients: FY 2009 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 3-20 Plans of foreign recipients of U .S . S&E doctorates to stay in the United States, by field and place of origin: 1998–2009 . . . . . . . . . . . . . . . . . . . . . . . .
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