The U.S. Department of Education is far behind on producing key statistics – Brookings

Report on the Condition of Education and Its Alignment with Sustainable Development Goals (SDGs)

Introduction: Importance of Education Data Collection

Understanding who attends school, where they attend, and their educational experiences is essential for ensuring access to quality education. This aligns directly with SDG 4: Quality Education, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

The federal government’s role in collecting and reporting education data is longstanding, dating back to the mid-19th century. The Education Sciences Reform Act (ESRA) of 2002 reinforced this role by mandating annual statistical reports on the condition and progress of education in the United States, supporting evidence-based policies to improve educational outcomes.

The Condition of Education (COE) Report

• The COE serves as the authoritative source for national education statistics across K-12 and postsecondary education.
• It aggregates data from the Digest of Education Statistics into accessible figures, tables, and narratives.
• The report supports policymakers, scholars, and the public in understanding trends and challenges in U.S. education.
• This data collection and dissemination process supports SDG 17: Partnerships for the Goals by enabling collaboration among government, academia, and media to promote educational development.

Challenges in Data Reporting and Implications for SDGs

Delayed and Reduced Data Publication

The Department of Education (ED) missed the June 1 deadline for the 2025 COE report, releasing only a limited “Part 1” version with significantly fewer statistical tables than usual. This reduction in data availability undermines the ability to monitor progress toward educational targets under SDG 4.

Key missing data areas include:

1. Private school education statistics
2. Teacher attitudes and mobility
3. School principals’ data
4. State-level college degree conferrals
5. Financial aid for undergraduate and postbaccalaureate students
6. International comparisons of attainment, degrees, and outcomes

The absence of these data points hampers comprehensive analysis and policy formulation aimed at achieving equitable and quality education.

Factors Contributing to Data Reporting Delays

• Staff cuts at the Institute of Education Sciences (IES)
• Cancellation of contracts essential for data collection and report compilation
• Disruptions despite prior congressional funding and contract awards

These challenges threaten the continuity and reliability of education data, which is critical for tracking progress on SDG 4 and related goals.

Impact on Policy and Public Understanding

The lack of robust and timely education data affects multiple stakeholders:

• Policymakers: Reduced evidence base for informed decision-making on education policies.
• Researchers and Scholars: Limited ability to analyze trends such as class size effects and higher education enrollment patterns.
• Media and Public: Impaired understanding of key issues like college affordability and teacher labor market challenges.

These limitations hinder progress toward SDG 10: Reduced Inequalities by restricting insights into disparities in educational access and outcomes.

Recommendations for Strengthening Education Data Systems

1. Restore and maintain adequate staffing and funding for the Institute of Education Sciences to ensure timely data collection and reporting.
2. Reinstate and honor contracts critical to the production of comprehensive education statistics.
3. Adopt a transparent and consistent schedule for releasing education data to support continuous monitoring of SDG progress.
4. Enhance collaboration between federal agencies, educational institutions, and stakeholders to improve data quality and accessibility, reinforcing SDG 17.

Conclusion

The timely and comprehensive reporting of education statistics is vital for achieving the Sustainable Development Goals, particularly SDG 4 on Quality Education. The recent delays and reductions in data reporting by the U.S. Department of Education undermine national and global efforts to monitor and improve educational outcomes. Renewed commitment to robust data systems will empower policymakers, educators, and communities to advance equitable and inclusive education for all.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on the importance of collecting and reporting education data to ensure access to quality education for all students in the United States.
   • It highlights the role of the Department of Education and the Institute of Education Sciences in producing national education statistics that inform policies and public understanding.
2. SDG 16: Peace, Justice and Strong Institutions
   • The article discusses government transparency and accountability in reporting education statistics, which relates to building effective, accountable institutions.
   • The delay and reduction in data reporting weaken the ability of policymakers and the public to make informed decisions, impacting institutional effectiveness.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
   • Target 4.c: Increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries.
2. SDG 16: Peace, Justice and Strong Institutions
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.
   • Target 16.10: Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements.

3. Indicators Mentioned or Implied in the Article to Measure Progress

1. Indicators Related to SDG 4
   • Number and quality of education statistics tables published annually (e.g., Digest of Education Statistics tables).
   • Data on school enrollment rates, including K-12 and postsecondary education.
   • Statistics on teacher attitudes, mobility, and shortages.
   • Information on college degrees conferred at the state level.
   • Data on financial aid for undergraduate and postbaccalaureate students.
   • International comparisons of educational attainment, degrees, and outcomes.
   • Data on school principals and private school education.
2. Indicators Related to SDG 16
   • Timeliness and completeness of the annual Condition of Education (COE) report submission.
   • Number of contracts and staff dedicated to education data collection and reporting.
   • Availability and accessibility of education data to policymakers, researchers, and the public.

4. Table of SDGs, Targets and Indicators

Source: brookings.edu