In the United States, there are far more public school students than private school students. In 2021, about **** million students were enrolled in private schools in the United States. For public school students, this figure stood at close to ** million students.

In the United States, more students tend to be enrolled in public schools than in private schools. In 2022, about 15.8 million students were enrolled in public high schools, compared to 1.36 million who were enrolled in private high schools.

In 2021, a total of 608,220 students were enrolled in private elementary and secondary schools in the state of California - the most out of any state. Florida, New York, Texas, and Pennsylvania rounded out the top five states for private school students in that year.

Private schools have struggled to maintain enrollment and revenue as the population of children in the K-12 age range evaporates. The Federal Reserve Bank of Dallas and the International Monetary Fund report that the fertility rate has continued to plunge further below replacement levels, and the National Center for Health Statistics reports a drop of over 100,000 births per year since 2020. This demographic shift has led to fewer children entering the K-12 age range and smaller graduating classes. Immigration helps reduce low birth rates' impact on the US population, but less than a tenth of immigrating students attend private K-12 schools. Ultimately, the National Center for Education Statistics projects a drop in private school enrollment from 6.0 million in 2020 to 5.5 million by 2025. To mitigate these challenges, many private schools have increased tuition fees, which may exclude families unable to afford the higher costs. Revenue has been sinking at a CAGR of 1.5% to an estimated $79.3 billion over the five years through 2025, including an expected 0.3% slump in 2025 alone. Declining birth rates, alongside the rise of charter schools, have reshaped the educational landscape. Charter schools now operate in 45 states, offering specialized education at lower costs than private schools and attracting many parents. This expansion has resulted in only a slight 2.3% slump in public school enrollment since 2020, compared to an 8.2% drop in private schools. However, government assistance is beginning to help private schools become more accessible. School choice programs, especially vouchers and Education Savings Accounts (ESAs), are becoming especially prevalent and have the full support of the Trump administration. Private schools will continue becoming more accessible as parents gain the ability to use public funds for private education. Birth rates will continue dropping, but government assistance and growing incomes will help stave off further dips in revenue. Larger, well-established private schools may better navigate challenges by balancing tuition hikes with financial aid offerings targeted at higher-income families. To stay competitive with charter and public alternatives, private schools might offer more personalized educational experiences. By leveraging potential government support and adjusting their strategies, private schools will buoy enrollment and revenue amid persisting headwinds. Revenue is set to see stagnant growth and will reach $73.4 billion by the end of 2030.

According to a survey conducted in 2024, 50 percent of parents who chose to send their youngest child to a private school in the United States said that a safe environment was the main reason why they chose this type of school, followed by 40 percent who cited academic quality or reputation as the main reason. In comparison, parents who sent their youngest child to a public school, either inside or outside their school district, were most likely to say that location was the main reason behind their choice of school, at 57 percent.

The statistic shows the percentage of students enrolled in private elementary and secondary schools in the United States as of fall 2013, by state. As of fall 2013, about 13.4 percent of students in New Jersey were enrolled in private institutions.

This Private Schools feature dataset is composed of private elementary and secondary education facilities in the United States as defined by the Private School Survey (PSS, https://nces.ed.gov/surveys/pss/), National Center for Education Statistics (NCES, https://nces.ed.gov), US Department of Education for the 2017-2018 school year. This includes all prekindergarten through 12th grade schools as tracked by the PSS. This feature class contains all MEDS/MEDS+ as approved by NGA. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the Place Keyword section of the metadata. This release includes the addition of 2675 new records, modifications to the spatial location and/or attribution of 19836 records, the removal of 254 records no longer applicable. Additionally, 10,870 records were removed that previously had a STATUS value of 2 (Unknown; not represented in the most recent PSS data) and duplicate records identified by ORNL.

This dataset tracks annual american indian student percentage from 2008 to 2023 for Private School Services vs. Washington and Seattle School District No. 1

Historical Dataset of Private School Services is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2009-2023),Distribution of Students By Grade Trends,American Indian Student Percentage Comparison Over Years (2008-2023),Asian Student Percentage Comparison Over Years (2009-2023),Hispanic Student Percentage Comparison Over Years (2009-2023),Black Student Percentage Comparison Over Years (2009-2023),White Student Percentage Comparison Over Years (2009-2023),Native Hawaiian or Pacific Islander Student Percentage Comparison Over Years (2012-2013),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (2009-2023),Free Lunch Eligibility Comparison Over Years (2012-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2012-2023),Reading and Language Arts Proficiency Comparison Over Years (2010-2022),Math Proficiency Comparison Over Years (2010-2022),Overall School Rank Trends Over Years (2010-2022)

This dataset tracks annual american indian student percentage from 1994 to 2023 for Independent School vs. Montana and Independent Elementary School District

Public schools have managed to maintain revenue growth despite significant shifts in funding, enrollment and parental preferences. Class sizes are shrinking every year as birth rates drop and the high school retention rate stagnates, straining revenue as smaller schools see lessened funding from governments. Public schools have contended with heightened competition from alternative education options, especially homeschooling and private institutions, as parents seek more personalized educational experiences. States have increasingly adopted school choice systems, allowing parents to use public funds or tax credits to pay for private schooling. The Trump administration has taken steps to promote these programs even more and has proposed establishing a federal voucher system. Despite heightened competition and a rigorous competitive atmosphere, strong per-pupil funding amid strong state and local budgets has buoyed public schools. Public schools' revenue has been climbing at a CAGR of 1.4% to an estimated $1.0 billion over the five years through 2025, including a rise of 0.9% in 2025 alone. Governments fully fund public schools. Support from state and local governments is especially vital, as they provide nearly nine-tenths of public schools' revenue. Despite a slight dip in 2022, strong tax income pushed up government funding for primary and secondary schools by 6.2% in 2023. These resources are enabling public schools to invest in tutoring and counseling to improve their educational outcomes and better compete with alternative primary and secondary schools. Public schools also used funds to help transition to online and augmented education and have avoided taking on further losses as shrinking class sizes leave them without pressure to continue purchasing new laptops or tablets. Still, public schools are not profitable and largely operate at a loss every year. Public schools are set to face a continued drop in enrollment as well as intensifying competition. To sustain revenue and support, schools will focus on retaining students and improving academic outcomes despite potential federal funding changes. The expansion of school choice programs will compel public schools to enhance their quality and offer additional services like after-school programs to sustain enrollment and win parental support as families gain more access to private schools. Still, charter schools will leverage their unique value propositions to remain competitive and buoy enrollment in the public school system. Public schools' revenue is set to stagnate, swelling at a CAGR of just 0.2% to an estimated $1.0 billion through the end of 2030.

description: Advanced Telecommunications in U.S. Private Schools, 1998-99 (FRSS 68), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at https://nces.ed.gov/surveys/frss/downloads.asp. FRSS 68 https://nces.ed.gov/surveys/frss/index.asp is a cross-sectional study that collected data about computer and internet availability and use in private elementary and secondary schools in the United States. The study was conducted using surveys of heads of private schools. Private schools in the United States were sampled. The study's unweighted response rate was 86 percent and the weighted response rate was 84 percent. Key statistics from FRSS 68 are on the availability and use of computers and the internet in private schools.; abstract: Advanced Telecommunications in U.S. Private Schools, 1998-99 (FRSS 68), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at https://nces.ed.gov/surveys/frss/downloads.asp. FRSS 68 https://nces.ed.gov/surveys/frss/index.asp is a cross-sectional study that collected data about computer and internet availability and use in private elementary and secondary schools in the United States. The study was conducted using surveys of heads of private schools. Private schools in the United States were sampled. The study's unweighted response rate was 86 percent and the weighted response rate was 84 percent. Key statistics from FRSS 68 are on the availability and use of computers and the internet in private schools.

The Educational Services sector comprises 13 subsectors of the US economy, ranging from public schools to testing and educational support services. Primary, secondary and postsecondary schools alone generate 92.0% of the sector's revenue. Most of these institutions rely entirely on government funding, and nearly three-quarters of the educational services revenue comes from public schools and public universities. Accordingly, strong federal, state and local support for all levels of education has driven revenue upward over the past five years. Expanding discretionary budgets made private schools and higher education more affordable for students and parents, but the Trump administration's changing policies have brought new complications. Still, substantial funding and skyrocketing investment returns for private nonprofit universities have elevated revenue. Revenue has climbed at a CAGR of 4.6% to an estimated $2.7 trillion through the end of 2025, when revenue will rise by 1.1%. Solid state and local government funding for education has helped support the sector's success despite fluctuating enrollment. Faltering birth rates are leading to lower headcounts in K-12 schools, and ballooning student debt has made many would-be college students skeptical of the return on investment of an expensive degree. While student loan forgiveness efforts slowed a decline in the number of college students, the new presidential administration's end to these efforts has begun to exacerbate price-based and quality-based competition among higher education institutions. President Trump's scrutiny of course curricula has made public funds harder to acquire for schools, and the administration's efforts to close the Department of Education have begun to deter would-be students from attending college. Trends in the domestic economy are set to move in the Educational Services sector's favor over the next five years as prospective students become better able to pay for rising tuition rates and premium education options. Government funding for primary, secondary and postsecondary institutions will continue to escalate through the next period, though lackluster enrollment will temper revenue growth. Public schools, which account for over half the sector's revenue, will continue to post losses and drag down the average profit for educational services. New school choice initiatives, including Texas's new, largest-ever voucher program, will make private schools more affordable for parents. However, heightened oversight and continued efforts to close the Department of Education will remain a significant pain point for many educational services. Overall, revenue is set to climb at a CAGR of 0.8% to $2.8 trillion through the end of 2030.

This dataset tracks annual american indian student percentage from 2015 to 2023 for Penasco Junior High School vs. New Mexico and Penasco Independent Schools School District

This dataset tracks annual american indian student percentage from 2004 to 2021 for Boise Independent School District vs. Idaho

This dataset tracks annual american indian student percentage from 1997 to 2022 for Davis School For Independent Study vs. California and Davis Joint Unified School District

In 2022, about 3.03 million students were enrolled in private elementary schools in the United States. This is significantly less than the 29.35 million students who were enrolled in public elementary schools in that year.

In 2021, about 1.5 million students were enrolled in private high schools or similar institutions in the United States. There were significantly more students enrolled in public high schools across the United States, at 15.4 million students.

This statistic reports the percentages of Alberta students in public, separate, francophone, charter, and accredited private schools who, within three and five years of entering Grade 10, completed high school (2011-2012 to 2015-2016). The high school completion rate reports the percentages of Alberta students in public, separate, francophone, charter, and accredited private schools who, within three and five years of entering Grade 10, received an Alberta High School Diploma; an Alberta High School Equivalency Diploma (GED); a Certificate of High School Achievement for completing Knowledge and Employability courses and the certificate requirements; entered an Alberta post-secondary program or an apprenticeship program; or earned credits in five Grade 12 courses, including one language arts diploma examination course and three other diploma examination courses.

The data contain information on 837 low-cost for-profit private schools (LCPS) from three districts in Punjab, Pakistan: Faisalabad, Gujranwala, and Sialkot. The past few decades have seen an exponential increase in the growth of these LCPS globally, and in countries like Pakistan and India, the private sector now commands a large and quickly increasing share of the market. Over forty percent of primary school enrolment in Pakistan is now in LCPS, and students in private schools in Pakistan far out-perform those in public schools. Yet, firm innovation and expansion is constrained for private schools, likely due to a range of supply-side and market level failures. The main research questions this study and the uploaded dataset seek to answer are: (1) To what extent are schools constrained by finance, and does the type of financing vehicle (loan vs equity) matter? (2) Is LCPS quality improvement constrained by a lack of access to appropriate quality-enhancing products and services, i.e. educational support services (ESS)? (3) Is there a positive interaction between access to finance and the provision of appropriate innovative investment opportunities? The dataset includes topics such as school administration, facilities, fees, enrolment, student population, finances, and financial expectations and literacy. Schools are uniquely identified using the variables mauza (administrative district) code and school code. While most of the variables are school-level, there are a few individual-level data pieces that were collected from the school owner. For each school we interviewed only one owner, therefore both schools and school owners are identified using the same mauza code and school code ID.

Most interventions to improve education in developing countries require spending significant amounts of money on improving the quality of the inputs to the education system. While this is often a useful approach, in countries with weak governments and low tax collection, little resources are available to invest in schools. In these settings, such as in Pakistan, private schools have provided an alternative to the low quality public schools, and parents are willing to pay for the improved quality, and so even in many remote rural areas, parents can pick from sending their child to the public school or one of several private schools in the village. This variety of schools has prompted us to study education markets instead of the inputs to the production of learning, applying theories from studying Small and Medium Enterprises (SMEs) to private schools. Instead of going to schools and telling them which inputs they should focus on, we tend to ask them what prevents them from expanding in quality and quantity. Over the past decade, our research team led by Tahir Andrabi (Pomona College), Jishnu Das (World Bank), and Asim Ijaz Khwaja (Harvard University) has studied the education markets in Pakistan. Despite the tremendous growth in the low cost private school (LCPS) sector (rising from 3,300 schools in 1983 to over 70,000 in 2011) and relatively better quality than the public sector (LCPS are 1.5 years ahead in learning outcomes relative to government schools), there is also evidence of substantial untapped innovation potential in this sector. The team has gathered both primary data and implemented randomized controlled trials (RCTs) that reveal constraints to growth and quality improvement for LCPS. Two factors that contribute to this innovation constraint are the lack of financing (a financial market failure) and access to affordable educational support services (ESS) (an input market failure), which together create a very challenging context for school owners. The current project is a RCT that seeks to explain how alleviating these constraints one at a time or simultaneously would affect learning outcomes, enrolment and school profitability. The randomized component means that schools are randomly allocated to either receiving offers of a loan product or an equity product to alleviate financial constraints, and/or receive access to buying ESS such as teacher training, improved curricula or student testing services. The controlled component of the trial means that some - randomly chosen - schools do not get any of these treatments, which allows us to compare the treatment outcomes with the counterfactual. The two financial products were developed together with one of Pakistan's largest microfinance banks. The equity product represents an innovation in the type of financial product offered to SMEs, and it is particularly relevant to LCPS since its revenue-contingent interest rate (if the school earns more, it will pay a higher interest rate) effectively shifts some of the risk of an investment over to the bank, and LCPS tend to have to make more lumpy investments than other SMEs. Our theory is that a less risky financial product would allow schools to take on more risky investments, such as investments in...