Table of Figures

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Part I. Primary and Secondary Education in the Humanities

Introduction

Essay: Public Education and the Humanities

Section A. National Measures of Achievement

Indicator I-1 Reading Competency among School-Age Children

	Figure I-1a: Reading Performance of 9-Year-Olds as Measured by the National Assessment of Educational Progress (NAEP), 1971-2004
	Figure I-1b: Reading Performance of 13-Year-Olds as Measured by the National Assessment of Educational Progress (NAEP), 1971-2004
	Figure I-1c: Reading Performance of 17-Year-Olds as Measured by the National Assessment of Educational Progress (NAEP), 1971-2004
	Figure I-1d: Percentages of Fourth Graders Scoring at National Assessment of Educational Progress (NAEP) Reading Achievement Levels, as Compared with Those for Math and Science, Early 1990s–2011
	Figure I-1e: Percentages of Eighth Graders Scoring at National Assessment of Educational Progress (NAEP) Reading Achievement Levels, as Compared with Those for Math and Science, Early 1990s and 2011
	Figure I-1f: Percentages of 12th Graders Scoring at National Assessment of Educational Progress (NAEP) Reading Achievement Levels, as Compared with Those for Math and Science, Early 1990s–2009
	Figure I-1g: U.S. Average PISA Combined Reading Literacy Score Compared with That of Other Jurisdictions, 2009
	Figure I-1h: Average Scores on PISA Reading Literacy Subscales, 2009
	Figure I-1i: Reading Literacy of 15-Year-Olds as Measured by PISA, 2009 (Jurisdictions Ranked by Percentage Scoring at Level 4 or Above)
	Figure I-1j: Two Measures of the Performance Gap between the United States and Other Jurisdictions on the PISA Literary Assessment, 2009

Indicator I-2 Writing Proficiency

Figure I-2: Writing Achievement of Fourth, Eighth, & 12th-Graders as Measured by the National Assessment of Educational Progress (NAEP), 1998-2007

Indicator I-3 Knowledge of U.S. History

Figure I-3: History Achievement of Fourth, Eighth, & 12th-Graders as Measured by the National Assessment of Educational Progress (NAEP), 1994 & 2010

Indicator I-4 Knowledge of Civics

	Figure I-4a: Civics Achievement of Fourth, Eighth, & 12th-Graders as Measured by the National Assessment of Educational Progress (NAEP), 1998 & 2010
	Figure I-4b: Levels of Civics Knowledge among 14-Year-Olds in Selected OECD Countries and Russian Federation, 1999

Indicator I-5 Performance on SAT Verbal/Critical Reading & Writing Exams

	Figure I-5a: Mean SAT Verbal/Critical Reading Score of College-Bound Seniors, by Gender, and Compared with Mean Math Score, 1967-2011
	Figure I-5b: Mean SAT Verbal/Critical Reading Scores of College-Bound Seniors, by Ethnicity/Nationality, 1991-2011
	Figure I-5c: Mean SAT Writing Examination Score of College-Bound Seniors, by Ethnicity/Nationality, 2006-2011

Section B. High School Course-Taking

Indicator I-6 Credits Earned by Graduating High School Seniors

	Figure I-6a: Mean Number of High School Course Credits Earned in Broad Subject Areas, Graduation Years 1982-2009
	Figure I-6b: Percentage of High School Graduates Who Took Social Studies Courses in Secondary School, 1990-2009

Indicator I-7 Language Course Enrollment in High Schools

	Figure I-7a: Percentage of Public High School Students Enrolled in Language Courses, 1960-2000
	Figure I-7b: Percentage of High School Graduates Who Completed Advanced Coursework in a Language Other than English, 1982-2004
	Figure I-7c: Numbers of Public High School Students Enrolled in “Critical Need” Foreign Language Classes, 2000

Indicator I-8 Advanced Placement Exams Taken in the Humanities

	Figure I-8a: Numbers of Advanced Placement Exams Taken in Major Fields, 1996- 2009
	Figure I-8b: Rates of Advanced Placement Exam-Taking in Major Fields, 1996- 2009
	Figure I-8c: Numbers of Advanced Placement Exams Taken in Selected Humanities Disciplines, 1996-2009
	Figure I-8d: Rates of Advanced Placement Exam-Taking in Selected Humanities Disciplines, 1996-2009

Section C. Primary- and Secondary-School Faculty

Indicator I-9 Qualifications of Humanities Teachers

	Figure I-9a: Percentage of Public High School Students in Classes of Various Subjects Taught by a Teacher with Certification and an Undergraduate or Graduate Major in That Subject Area, by Subject Area, 2007-2008
	Figure I-9b: Percentage of Public High School Students in Classes of Various Subjects Taught by a Teacher with an Undergraduate or Graduate Major in that Subject Area, by Subject Area, 1988–2008
	Figure I-9c: Percentage of Public Middle School Students in Classes of Various Subjects Taught by a Teacher with an Undergraduate or Graduate Major in that Subject Area, by Subject Area, 1998–2000

Indicator I-10 Demographic Characteristics of Humanities Teachers

	Figure I-10a: Age Distribution of Primary & Secondary School Teachers, by Subject Taught, 2007-2008
	Figure I-10b: Gender Composition of Primary & Secondary School Teacher Population, by Subject Taught, 2007-2008
	Figure I-10c: Percentage of Minority Primary & Secondary School Teachers, Compared with Student Population and by Subject Taught, 2007-2008
	Figure I-10d: Percentage of Primary & Secondary School Teachers, Who Are of Hispanic Ethnicity, by Subject Taught and Compared with the Student Population, 2007-2008

Indicator I-11 Humanities Teachers’ Earnings

Figure I-11a: Primary & Secondary School Teacher Salaries, by Years of Teaching Service, 1999-2000

Indicator I-12 Job Satisfaction of Humanities Teachers

	Figure I-12: Percentage of Teachers Who Would Teach Again, by Subject Taught, 2007-2008

Part II. Undergraduate and Graduate Education in the Humanities

Introduction

Essay: Taking the Pulse of the Humanities: Higher Education in the Humanities Indicators Project

Section A. Undergraduate Education

Indicator II-1 Undergraduate Degrees in the Humanities

	Figure II-1a: Bachelor’s Degree Completions in the Humanities (Absolute Number and as a Percentage of All Bachelor’s Degree Completions), 1966–2010
	Figure II-1b: Shares of All Bachelor’s Degrees Awarded in Selected Academic Fields, 1987–2010 (Percent)
	Figure II-1c: Humanities Bachelor's Degrees Earned as "Second Majors," 2001–2010

Indicator II-2 Disciplinary Distribution of Undergraduate Degrees in the Humanities

Figure II-2: Distribution of Humanities Bachelor’s Degree Completions among Disciplines, 2010

Indicator II-3 Institutional Distribution of Undergraduate Humanities Degrees

	Figure II-3a: Distribution of Humanities Bachelor’s Degree Completions among Types of Awarding Institution, 2010 (Percent)
	Figure II-3b: Humanities Bachelor’s Degree Completions as a Percentage of All Bachelor’s Degree Completions, by Type of Awarding Institution, 2010 (Percent)

Indicator II-4 Racial/Ethnic Distribution of Undergraduate Degrees in the Humanities

	Figure II-4a: Percentage of Bachelor’s Degrees Awarded to Members of Traditionally Underrepresented Racial/Ethnic Groups, Selected Academic Fields, 1995-2010
	Figure II-4b: Racial/Ethnic Distribution of New Bachelor’s Degree Completers, Selected Academic Fields, 2010

Indicator II-5 Gender Distribution of Undergraduate Degrees in the Humanities

Figure II-5: Percentage of Bachelor’s Degrees Awarded to Women, Selected Academic Fields, 1966-2010

Indicator II-6 Most Frequently Taken College Courses

Figure II-6: College Courses Most Commonly Taken by Bachelor’s Degree Recipients, 1972-1992

Indicator II-7 Postsecondary Course-Taking in Languages Other than English (OTE)

	Figure II-7a: Postsecondary Course Enrollments in Modern Languages Other than English, 1960-2009
	Figure II-7b: Postsecondary Enrollments in the Most Commonly Taken Language Courses (Other than English), 1960-2009
	Figure II-7c: Postsecondary Enrollments in Spanish Courses Compared to Those in All Other Modern Languages (Excluding English), 1960-2009
	Figure II-7d: Postsecondary Enrollments in Latin & Ancient Greek Courses, 1980-2009
	Figure II-7e: Postsecondary Enrollments in the Most Commonly Taken "Critical Need" Language Courses, 1960-2009
	Figure II-7f: Postsecondary Enrollments in Less Commonly Taken “Critical Need” Language Courses, 1998-2009

Indicator II-8 Humanities Students’ Scores on the Graduate Record Exam

	Figure II-8a: Mean GRE Verbal and Quantitative Scores, by Examinee’s Field of Undergraduate Study, 2004-2007 (Fields Listed by Combined Average, Descending Order)
	Figure II-8b: Percentage of GRE Analytic Writing Scores at Each Competency Level, by Examinee’s Field of Undergraduate Study, 2004-2007(Fields Ranked by Percentage of Examinees Scoring 4.5 or Better, Descending Order)
	Figure II-8c: Humanities Majors' Mean GRE Verbal and Quantitative Scores, by Discipline, 2004-2007 (Disciplines Listed by Combined Average, Descending Order)
	Figure II-8d: Percentage of Humanities Majors' GRE Analytic Writing Scores at Each Competency Level, by Discipline, 2004-2007 (Disciplines Listed by Examinees Scoring 4.5 or Better, Descending Order)

Indicator II-9 GRE English Literature Subject Test Scores

Figure II-9: Mean GRE Literature in English Score, 1991/1992-2007/2008

Section B. Graduate Education

Indicator II-10 Advanced Degrees in the Humanities

	Figure II-10a: Master’s Degree Completions in the Humanities (Absolute Number and as a Percentage of All Master’s and Professional Degree Completions), 1966–2010
	Figure II-10b: Doctoral Degree Completions in the Humanities (Absolute Number and as a Percentage of All Doctoral Degree Completions), 1966–2010
	Figure II-10c: Shares of All Master’s and Professional Degrees Awarded in Selected Academic Fields, 1987–2010 (Percent)
	Figure II-10d: Shares of All Doctoral Degrees Awarded in Selected Academic Fields, 1987–2010 (Percent)

Indicator II-11 Disciplinary Distribution of Advanced Degrees in the Humanities

	Figure II-11a: Distribution of Humanities Master’s Degree Completions among Disciplines, 2010
	Figure II-11b: Distribution of Humanities Doctoral Degree Completions among Disciplines, 2010

Indicator II-12 Racial/Ethnic Distribution of Advanced Degrees in the Humanities

	Figure II-12a: Percentages of Master’s and First Professional Degrees Awarded to Members of Traditionally Underrepresented Racial/Ethnic Groups, Selected Academic Fields, 1995-2010
	Figure II-12b: Percentages of Doctoral Degrees Awarded to Members of Traditionally Underrepresented Ethnic Groups, Selected Academic Fields, 1995-2010
	Figure II-12c: RAcial/Ethnic Distribution of New Master’s and Professional Degree Completers, Selected Academic Fields, 2010
	Figure II-12d: Racial/Ethnic Distribution of New Doctoral Degree Completers, Selected Academic Fields, 2010

Indicator II-13 Gender Distribution of Advanced Degrees in the Humanities

	Figure II-13a: Percentage of Master’s and Professional Degrees Awarded to Women, Selected Academic Fields, 1966-2010
	Figure II-13b: Percentage of Doctoral Degrees Awarded to Women, Selected Academic Fields, 1966-2010

Indicator II-14 Humanities Degree Completions: An International Comparison

Figure II-14: Tertiary Degrees in Humanities as a Percentage of All Tertiary Degrees Awarded, OECD Countries, 2009

Indicator II-15 Years to Attainment of a Humanities Doctorate

Figure II-15: Median Number of Years to Doctorate since Starting Graduate School, by Academic Field, 1979-2009

Indicator II-16 Paying for Graduate School

	Figure II-16a: Primary Source of Financial Support for Humanities Doctorate Recipients, 1998-2010
	Figure II-16b: Primary Source of Financial Support for Doctoral Recipients in Selected Academic Fields, 2010
	Figure II-16c: Average Level of Graduate School Debt Accumulated by Doctorate Recipients, Selected Academic Fields, 2003-2010
	Figure II-16d: Levels of Graduate School Debt Accumulated by Doctorate Recipients in the Humanities, 2010

Indicator II-17 Attrition in Doctorate Programs

	Figure II-17a: Completion Rates for Doctorate Programs in the Humanities and Other Selected Fields for Students Entering 1996-1997 to 2005-2006
	Figure II-17b: Completion Rates for Doctorate Programs in the Humanities for Students Entering 1996-1997 to 2005-2006, by Discipline

Section C. Undergraduate and Graduate Degree Information for Specific Humanities Disciplines

Indicator II-18 English Language and Literature Degree Completions

	Figure II-18a: Bachelor’s Degree Completions in English Language and Literature (Absolute Number and as a Percentage of All Bachelor’s Degrees), 1966-2009
	Figure II-18b: Master’s Degree Completions in English Language and Literature (Absolute Number and as a Percentage of All Master’s and First Professional Degrees), 1966-2009
	Figure II-18c: Doctoral Degree Completions in English Language and Literature (Absolute Number and as a Percentage of All Doctorates), 1966-2009
	Figure II-18d: Percentages of Bachelor’s Degrees in English Language and Literature Awarded to Members of Racial/Ethnic Minority Groups, 1977-2007
	Figure II-18e: Percentages of Master’s Degrees in English Language and Literature Awarded to Members of Racial/Ethnic Minority Groups, 1977-2007
	Figure II-18f: Percentages of Doctoral Degrees in English Language and Literature Awarded to Members of Racial/Ethnic Minority Groups, 1977-2007
	Figure II-18g: Percentages of Undergraduate and Graduate Degrees in English Language and Literature Awarded to Women, 1966-2007

Indicator II-19 History Degree Completions

	Figure II-19a: Bachelor’s Degree Completions in History (Absolute Number and as a Percentage of All Bachelor’s Degree Completions), 1966-2009
	Figure II-19b: Master’s Degree Completions in History (Absolute Number and as a Percentage of All Master's and First Professional Degree Completions), 1966-2009
	Figure II-19c: Doctoral Degree Completions in History (Absolute Number and as a Percentage of All Doctoral Degree Completions), 1966-2009
	Figure II-19d: Percentages of Bachelor’s Degrees in History Awarded to Members of Racial/Ethnic Minority Groups, 1995-2007
	Figure II-19e: Percentages of Master’s Degrees in History Awarded to Members of Racial/Ethnic Minority Groups, 1995-2007
	Figure II-19f: Percentages of Doctoral Degrees in History Awarded to Members of Racial/Ethnic Minority Groups, 1995-2007
	Figure II-19g: Percentages of Undergraduate and Graduate Degrees in History Awarded to Women, 1966-2007

Indicator II-20 Degree Completions in Languages and Literatures Other than English

	Figure II-20a: Bachelor’s Degree Completions in Languages and Literatures Other than English (Absolute Number and as a Percentage of all Bachelor’s Degree Completions), 1966-2009
	Figure II-20b: Master’s Degree Completions in Languages and Literatures Other than English (Absolute Number and as a Percentage of All Master’s and First Professional Degree Completions), 1966-2009
	Figure II-20c: Doctoral Degree Completions in Languages and Literatures Other than English (Absolute Number and as a Percentage of All Doctoral Degree Completions), 1966- 2009
	Figure II-20d: Percentages of Bachelor's Degrees in Languages and Literatures Other than English Awarded to Members of Racial/Ethnic Minority Groups, 1977-2007
	Figure II-20e: Percentages of Master’s Degrees in Languages and Literatures Other than English Awarded to Members of Racial/Ethnic Minority Groups, 1977-2007
	Figure II-20f: Percentages of Doctoral Degrees in Languages and Literatures Other than English Awarded to Members of Racial/Ethnic Minority Groups, 1977-2007
	Figure II-20g: Percentages of Undergraduate and Graduate Degrees in Languages and Literatures Other than English Awarded to Women, 1966-2007

Indicator II-21 Philosophy Degree Completions

	Figure II-21a: Bachelor’s Degree Completions in Philosophy (Absolute Number and as a Percentage of All Bachelor’s Degree Completions), 1987–2009
	Figure II-21b: Master's Degree Completions in Philosophy (Absolute Number and as a Percentage of All Master's and First Professional Degree Completions), 1987–2009
	Figure II-21c: Doctoral Degree Completions in Philosophy (Absolute Number and as a Percentage of All Doctoral Degree Completions), 1987–2009
	Figure II-21d: Percentages of Bachelor’s Degrees in Philosophy Awarded to Members of Racial/Ethnic Minority Groups, 1995–2009
	Figure II-21e: Percentages of Master’s Degrees in Philosophy Awarded to Members of Racial/Ethnic Minority Groups, 1995–2009
	Figure II-21f: Percentages of Doctorate Degrees in Philosophy Awarded to Members of Racial/Ethnic Minority Groups, 1995–2009
	Figure II-21g: Percentages of Undergraduate and Graduate Degrees in Philosophy Awarded to Women, 1987–2009

Section D. Additional Indicators Relating to Postsecondary Education

Indicator II-22 International Education

	Figure II-22a: U.S. Postsecondary Students Participating in Study-Abroad Programs, Absolute Number and as a Percentage of All Students Enrolled Full-Time at U.S. Institutions of Higher Education (Degree-Granting), Academic Years 1986/1987–2009/2010
	Figure II-22b: U.S. Postsecondary Students Participating in Study-Abroad Programs, by Academic Level, Academic Years 2000/2001–2009/2010
	Figure II-22c: U.S. Postsecondary Humanities Students Participating in Study-Abroad Programs, Academic Years 2000/2001–2009/2010
	Figure II-22d: U.S. Postsecondary Students Participating in Study-Abroad Programs, by Field of Study, Academic Years 2000/2001–2009/2010
	Figure II-22e: U.S. Postsecondary Language (Other than English) Students Participating in Study-Abroad Programs, Absolute Number and as a Percentage of Those Studying Abroad, Academic Years 1986/1987–2009/2010
	Figure II-22f: International Postsecondary Students Pursuing Education in the United States, Academic Years 1948/1949–2010/2011
	Figure II-22g: International Undergraduate and Graduate Students as a Percentage of All Students Enrolled Full-Time at U.S. Institutions of Higher Education (Degree-Granting), Academic Years 1979/1980–2010/2011
	Figure II-22h: International Postsecondary Students Pursuing Education in the United States, by Academic Level, Academic Years 1979/1980–2010/2011
	Figure II-22i: International Postsecondary Students Pursuing Humanities Education in the United States, Absolute Number and as a Percentage of All International Students in the United States, Academic Years 1990/1991–2010/2011
	Figure II-22j: International Postsecondary Students Pursuing Education in the United States, by Field of Study, Academic Years 1990/1991–2010/2011
	Figure II-22k: International Students Pursuing Intensive English Language Training (Exclusively) in the United States, Absolute Number and as a Percentage of All International Students Attending U.S. Postsecondary Institutions, Academic Years 1979/1980–2010/2011

Part III. The Humanities Workforce

Introduction

Essay: In Progress: The Idea of a Humanities Workforce

Section A: Employment in Humanistic Occupations and Settings

Indicator III-1 Humanities-Related Employment (For data on rates of unemployment among humanities graduates, see the January, 2012, report from Georgetown University’s Center on Education and the Workforce.)

Figure III-1: Humanities-Related Employment, 2007/2008/2009

Indicator III-2 Salaries in Humanistic Occupations

Section B: Career Paths of Humanities College Graduates

Indicator III-3 Occupations of College Graduates Who Majored in Humanities Disciplines

	Figure III-3a: Occupational Distribution of Holders of Terminal Bachelor's Degrees in the Humanities, 2009
	Figure III-3b: Occupational Distribution of Holders of Terminal Bachelor's Degrees, by Undergraduate Major, 2009
	Figure III-3c: Percentage of Employed Persons with Bachelor's Degrees Who Also Hold Advanced Degrees, by Undergraduate Major, 2009
	Figure III-3d: Occupational Distribution of Advanced Degree Holders with Undergraduate Degrees in the Humanities, 2009
	Figure III-3e: Occupational Distribution of Advanced Degree Holders, by Undergraduate Major, 2009

Indicator III-4 Earnings and Job Satisfaction of Humanities Majors

	Figure III-4a: Median Total Earnings of Full-Time Workers with Terminal Bachelor's Degrees, by Gender for Selected Fields of Degree, 2009
	Figure III-4b: Median Total Earnings of Full-Time Workers Advanced Degrees, by Gender for Selected Fields of Undergraduate Degree, 2009
	Figure III-4c: Boost in Median Earnings Associated with Obtaining Advanced Degree, by Field of Undergraduate Degree, 2009
	Figure III-4d: Median Total Earnings of Full-Time Workers with Terminal Bachelor's Degrees in the Humanities, by Gender for Selected Disciplines, 2009
	Figure III-4e: Boost in Median Earnings Associated with Obtaining an Advanced Degree, by Discipline of Undergraduate Humanities Degree, 2009
	Figure III-4f: Percentage of College Graduates Expressing Satisfaction with Current Employment Ten Years after Receiving Undergraduate Degree, by Field of Degree, 2003

Indicator III-5 Undergraduate Humanities Majors and the Professions

	Figure III-5a: Graduate Management Admissions Test (GMAT) Examinees’ Fields of Undergraduate Study, 2000-2009
	Figure III-5b: Graduate Management Admissions Test (GMAT) Mean Score, by Examinee’s Field of Undergraduate Major, 2000-2009
	Figure III-5c: Medical College Admissions Test (MCAT) Examinees’ Fields of Undergraduate Study, 1991-2009
	Figure III-5d: Medical College Admissions Test (MCAT) Mean Score, by Examinee's Field of Undergraduate Study, 1991-2009
	Figure III-5e: Law School Admissions Test (LSAT) Examinees’ Fields of Undergraduate Study, 1994/1995-2004/2009
	Figure III-5f: Law School Admission Test (LSAT) Mean Score, by Examinee’s Field of Undergraduate Study, 1994/1995-2004/2009
	Figure III-5g: Percentage of Advanced Degree Holders with Bachelor's Degrees in the Humanities, 1996-2008
	Figure III-5h: Undergraduate Majors of Advanced Law Degrees, 2008

Section C: Career Paths of Humanities Ph.D.’s

Indicator III-6 Job Status of Humanities Ph.D.’s at Time of Graduation

Figure III-6: Ph.D.’s with Definite Employment or Postdoctoral Study Commitments at Time of Graduation, Selected Academic Fields, 1988-2008

Indicator III-7 Occupations of Humanities Ph.D.’s

Figure III-7: Principal Occupations of Employed Humanities Ph.D.’s, by Number of Years since Receipt of Doctorate, 1995

Indicator III-8 Career Paths for Specific Disciplines

	Figure III-8a: Principal Occupations of Employed Music Ph.D.'s, 1995
	Figure III-8b: Principal Occupations of Employed Philosophy Ph.D.’s, 1995
	Figure III-8c: Principal Occupations of Employed Classics Ph.D.’s, 1995
	Figure III-8d: Principal Occupations of Employed English Ph.D.’s, 1995
	Figure III-8e: Principal Occupations of Employed Modern Languages & Literatures Ph.D.’s, 1995
	Figure III-8f: Principal Occupations of Employed History Ph.D.’s, 1995
	Figure III-8g: Principal Occupations of Employed Art History Ph.D.’s, 1995

Section D: Postsecondary Humanities Faculty

Indicator III-9 Number of Humanities Faculty

	Figure III-9a: Numbers of Postsecondary Faculty Teaching in Selected Academic Fields, 1999-2006
	Figure III-9b: Percentages of Postsecondary Faculty Teaching in Selected Academic Fields, 1999-2006
	Figure III-9c: Numbers of Postsecondary Faculty Teaching in Humanities Disciplines, 1999-2006

Indicator III-10 Institutional Distribution of Humanities Faculty

	Figure III-10a: Distribution of Postsecondary Faculty across Academic Fields, by Type of Educational Institution, 2004
	Figure III-10b: Institutional Affiliation of Postsecondary Humanities Faculty, 2004

Indicator III-11 Traditional versus Nontraditional Humanities Faculty

	Figure III-11a: Full-Time Faculty as a Percentage of All Postsecondary Faculty, by Primary Teaching Field, 1993-2004
	Figure III-11b: Percentage of Part-Time Postsecondary Faculty Who Prefer Part- Time Employment to Full-Time,1994 & 2004

Indicator III-12 Ethnic Composition of Humanities Faculty

	Figure III-12a: Percentage of Postsecondary Humanities Faculty Who Are Members of Traditionally Underrepresented Ethnic Groups, 1988-2004
	Figure III-12b: Percentage of Postsecondary Faculty Who Are Members of Traditionally Underrepresented Ethnic Groups, by Primary Teaching Field, 2004

Indicator III-13 Distribution of Humanities Faculty by Gender

	Figure III-13a: Female Faculty as a Percentage of All Postsecondary Faculty, Selected Fields, 1988-2004
	Figure III-13b: Female Faculty as a Percentage of Tenured, Tenure-Track, and Nontenure-Track Postsecondary Humanities Faculty, 1988-2004

Indicator III-14 Faculty Earnings

	Figure III-14a: Median Full-Time Faculty Earnings from Employment, by Primary Teaching Field, 2003
	Figure III-14b: Median Salary of Full-Time Professors, by Rank & Primary Teaching Field, 2003
	Figure III-14c: Median Institutional Salary of Full-Time Humanities Professors, by Rank, 1987-2003

Indicator III-15 Job Satisfaction

	Figure III-15a: Percentage of Postsecondary Faculty Who Were “Very Satisfied” with Their Jobs Overall, by Primary Teaching Field, 1988-2004
	Figure III-15b: Percentage of Postsecondary Humanities Faculty Who Were “Very Satisfied” with Selected Aspects of Their Jobs, 1988-2004

Part IV. Humanities Funding and Research

Introduction

Essay: Landscape of Humanities Research and Funding

Section A: Federal Funding for the Humanities

Indicator IV-1 National Endowment for the Humanities (NEH) Funding Levels

	Figure IV-1a: NEH Budget Request versus Final Appropriation, Fiscal Years 1966–2013 (Adjusted for Inflation, 2013 Constant Dollars)
	Figure IV-1b: NEH Funding, by Purpose, Fiscal Years 1966–2013 (Adjusted for Inflation, 2013 Constant Dollars)
	Figure IV-1c: NEH Program Funding, by Type, 1987–2013 (Adjusted for Inflation, 2013 Constant Dollars)
	Figure IV-1d: NEH Funding Distributed to States, the District of Columbia, and Puerto Rico, Fiscal Year 2012 (Current Dollars)

Indicator IV-2 Distribution of NEH Program Funding among Activity Types

Figure IV-2: Distribution of National Endowment for the Humanities Program Funds among Activity of Various Types, Fiscal Year 2012

Section B: State Funding for the Humanities

Indicator IV-3 State Humanities Council Revenues

	Figure IV-3a: State Humanities Council Revenues, Total & Per Capita, 1994-2010
	Figure IV-3b: Humanities Council Revenues, by State, (Including the District of Columbia), FY 2010
	Figure IV-3c: Sources of State Humanities Council Funding, FY 2011

Indicator IV-4 State Library Agencies

	Figure IV-4a: State Library Agency Revenues, by Source, Fiscal Years 1994-2008
	Figure IV-4b: State Library Agency Per Capita Revenues, by Source, Fiscal Years 1994-2008
	Figure IV-4c: State Library Agencies’ Total & Per Capita Expenditures for Assistance to Libraries in Their States, Fiscal Years 1994-2008

Indicator IV-5 State Funding for Higher Education

	Figure IV-5a: State Tax Appropriations for Higher Education, Fiscal Years 1965- 2009
	Figure IV-5b: Percentage of State Expenditures Going to Higher Education, 2008

Indicator IV-6 State Arts Agencies

Figure IV-6: Total Appropriations for State Arts Agencies, Fiscal Years 1974-2007

Section C: Private Funding

Indicator IV-7 Charitable Giving for Humanities Activities

Figure IV-7: Individual, Corporate, & Foundation Giving to Arts & Culture Organizations, Total and as a Percentage of All Charitable Giving, 1966-2006

Indicator IV-8 Foundation Funding

	Figure IV-8a: Distribution of Foundation Grant Dollars (Millions of 2007 Dollars), by Humanities Activity Type, 2002
	Figure IV-8b: Growth of Foundation Giving for Humanities Activities Compared to Foundation Giving Overall, 1992-2002
	Figure IV-8c: Share of All Foundation Giving Going to Humanities Activities, 2002

Indicator IV-9 Revenues of Not-For-Profit Humanities Organizations

	Figure IV-9a: Numbers & Revenues of Not-for-Profit Humanities Organizations, 1989-2004
	Figure IV-9b: Range in Revenues of Not-for-Profit Humanities Organizations, 1989- 2004
	Figure IV-9c: Distribution of Not-for-Profit Humanities Organizations and Their Revenues across Organizational Types, 2004
	Figure IV-9d: Numbers & Revenues of Humanities-Related Museums, 1989-2004
	Figure IV-9e: Numbers & Revenues of Historical Organizations, 1989-2004
	Figure IV-9f: Numbers & Revenues of Ethnic & Cultural Awareness Organizations, 1989-2004
	Figure IV-9g: Numbers & Revenues of Local, State, and Regional Humanities & Arts Councils, 1989-2004
	Figure IV-9h: Numbers & Revenues of Reading Promotion Organizations, 1989- 2004
	Figure IV-9i: Numbers & Revenues of Library Organizations, 1989-2004
	Figure IV-9j: Numbers & Revenues of Other Humanities Organizations, 1989-2004

Section D: Support for Humanities Research

Indicator IV-10 Research and Development (R&D) Expenditures at Colleges and Universities

	Figure IV-10a: Academic Research and Development Expenditures (Inflation-Adjusted) in the Humanities, Fiscal Years 2005–2011
	Figure IV-10b: Academic Research and Development Expenditures (Inflation-Adjusted) in the Humanities and Other Selected Fields, Fiscal Years 2005–2011
	Figure IV-10c: Federally Funded Share of Expenditures for Academic Research and Development in the Humanities and Other Selected Fields, Fiscal Years 2005-2011
	Figure IV-10d: Sources of Funding for Academic Research and Development in the Humanities and Other Selected Fields, Fiscal Year 2011

Indicator IV-11 Research Libraries

	Figure IV-11a: Mean Expenditure for Materials & Binding at 12 Association of Research Libraries Member Institutions, 1913-2006
	Figure IV-11b: Mean Number of Volumes Added (Gross) at 12 Association of Research Libraries Member Institutions, 1908-2006
	Figure IV-11c: Median Monograph and Serial Costs, Expenditures, and Purchases for Association of Research Libraries Member Institutions, 1986-2005
	Figure IV-11d: Median Number of Monographs & Serials Purchased Per Student at Association of Research Libraries Member Institutions (Academic), 1986-2005
	Figure IV-11e: Median Number of Library Staff per 100 Students at Association of Research Libraries Member Institutions (Academic), 1986-2005
	Figure IV-11f: Median Percentage of Total Budget Spent on Library Services by Institutions of Higher Education, 1975-2000

Indicator IV-12 Academic Publishing

	Figure IV-12a: Total Number of New Humanities Titles, 2000-2005
	Figure IV-12b: New Titles in the Humanities, by Category, 2000-2005
	Figure IV-12c: Average List Price of New Titles, by Subject, 2000-2005
	Figure IV-12d: Average List Price of New Humanities Titles, By Category, 2000- 2005

Part V. The Humanities in American Life

Introduction

Essay: This American Life: How Are the Humanities Public?

Section A: Humanistic Skills and Practices

Indicator V-1 Adult Literacy

	Figure V-1a: Percentages of Adult Population Demonstrating Various Levels of Prose Literacy, Selected Countries, 2003/2006
	Figure V-1b: Percentages of Adult Population Demonstrating Various Levels of Document Literacy, Selected Countries, 2003/2006

Indicator V-2 Reading to Young Children by Family Members

Figure V-2: Percentage of Children Ages 3–5 Who Were Read to Every Day in the Last Week by a Family Member, by Mother's Educational Level, 1993–2007

Indicator V-3 Book Reading

	Figure V-3a: Percentage of Americans 18 and Older Who Read a Book Other Than for Work or School in the Previous 12 Months, by Age, 1992–2008
	Figure V-3b: Percentage of Adult Population Having Read at Least One Book in the Previous 12 Months, 2007/2008
	V-3c: Percentage of Americans 18 and Older Who Read a Novel, Short Story, Poem, or Play in the Previous 12 Months, 1982–2008
	Figure V-3d: Rates of Literature Reading among Americans 18 Years and Older, by Birth Cohort

Indicator V-4 Creative Writing

Figure V-4: Percentage of Americans 18 and Older Who Did Creative Writing in the Previous 12 Months, by Age, 1982-2002

Indicator V-5 Multilingualism

	Figure V-5a: Percentage of Americans 18 Years and Older Who Speak a Non-English Language at Home and Report Speaking English "Well" or "Very Well", 1980-2010
	Figure V-5b: Americans 18 Years and Older Who Speak a Non-English Language at Home and Report Speaking English "Well" or "Very Well", by Home Language, 2010
	Figure V-5c: Percentage of English-Speaking Adults Who Are Proficient in Another Language, by Where Proficiency in the Non-English Language Was Acquired, 2006

Indicator V-6 Adult Continuing Education

	Figure V-6a: Percentage of American Population 16 Years and Older Taking a Course in the Humanities for Personal Interest or Development, 2001 & 2005
	Figure V-6b: Age Distribution of Americans Who Took an Adult Education Course in the Humanities During the Previous Year, 2001 & 2005
	Figure V-6c: Gender Distribution of Americans Who Took an Adult Education Course in the Humanities in the Past Year, 2001-2005

Section B: Public Libraries

Indicator V-7 Public Library Holdings

	Figure V-7a: Public Library Holdings of Print Materials, Fiscal Years 1995-2010
	Figure V-7b: Nonprint Public Library Holdings, by Type, Fiscal Years 1995-2010

Indicator V-8 Use of Public Libraries

	Figure V-8a: Levels of Library Use, Fiscal Years 1995-2005
	Figure V-8b: Circulation Transactions Per Capita by State, Fiscal Year 2005

Indicator V-9 Internet Access at Public Libraries

	Figure V-9a: Number of Public-Use Internet Terminals in Public Libraries, Total and Per 5,000 People, Fiscal Years 2000-2005
	Figure V-9b: Public-Use Internet Terminals per 5,000 People, by State, Fiscal Year 2005

Indicator V-10 Public Library Expenditures & Funding Sources

	Figure V-10a: Per Capita Operating Expenditures of Public Libraries, by Type of Expenditure, Fiscal Years 1995-2005
	Figure V-10b: Public Libraries' Operating Revenues by Sources, Fiscal Year 2005

Indicator V-11 Number and Training of Public Librarians

	Figure V-11a: Librarians Employed in Public Libraries, Absolute Number and as a Percentage of All Public Library Staff, Fiscal Years 1995-2005
	Figure V-11b: Master Public Librarians, Absolute Number and as a Percentage of All Public Librarians, Fiscal Years 1995-2005

Section C: Other Humanities Programs and Institutions for the Public

Indicator V-12 State Humanities Council Programs

Figure V-12: Percentage of State Humanities Councils Conducting Programs of Various Kinds, 2004

Indicator V-13 Historic Site Visits

	Figure V-13a: Percentage of Americans Who Visited a Historic Park or Monument in the Previous 12 Months, by Age, 1982-2008
	Figure V-13b: Rates of Historic Park and Monument Visitation, by Birth Cohort

Indicator V-14 Art Museum Attendance

Figure V-14: Percentage of Americans 18 Years and Older Who Visited an Art Museum or Gallery in the Previous 12 Months, by Age, 1982–2008

Section D: Public Attitudes toward the Humanities

Indicator V-15 Public Attitudes toward Literature

	Figure V-15a: Agreement with the Statement "High Schools and Colleges Make Students Spend Too Much Time Reading 'Classics' that Have Little Relevance in Today's World", 1993
	Figure V-15b: Agreement with the Statement "The Greatest Books Are Universal in Their Appeal: There is No 'White Literature', 'Black Literature', or 'Asian Literature', There is Only Human Literature", 1993
	Figure V-15c: Agreement with the Statement "I Trust the Judgment of the Teachers and Professors Who Decide What High School and College Students Should Be Reading", 1993 & 1998
	Figure V-15d: Percentage of American Noninstitutionalized Adults Favoring that a Book Espousing Certain Beliefs Be Removed from the Library, 1972-2004

Indicator V-16 Public Attitudes toward Fine Arts

	Figure V-16a: Agreement with the Statement "Only a Few People Have the Knowledge and Ability to Judge Excellence in the Arts", 1993 & 1998
	Figure V-16b: Agreement with the Statement "Modern Painting is Just Slapped On: A Child Could Do It", 1993 & 1998
	Figure V-16c: Agreement with the Statement "Artistic Excellence Can Be Found in Popular and Folk Culture Just as Much as in the Fine Arts", 1993

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