The average percentage of 12th graders graduating with a high school diploma in 2010-2011 was higher for charter schools than traditional public schools, while the charter percentage going on to a 4-year college was lower, according to a national survey report from the National Center for Education Statistics (NCES) of the U.S. Department of Education.
The graduation figure for charter schools for the single year’s cohort of students was 91 percent compared to 89 percent for traditional public schools, while the charter figure for going to a 4-year college was 37 percent compared to 40 percent for traditional public schools, according to the report .
The findings were included in a series  of Schools and Staffing Survey reports released August 13, 2013 that were based on a sample of charter and traditional public schools across the country, according to NCES. The reports from the 2011-2012 surveys also include data on private schools.
Principals in charter schools have fewer years of experience on average than traditional public school principals, 5.9 years compared to 7.2 years, according to another report  in the series.
Teachers in charter schools on average are younger than their traditional public school counterparts, 37 compared to 43, and also have fewer years of experience, 9 years compared to 14, according to another survey report . The percentage of charter teachers with a master’s degree as their highest degree was 37 percent compared to 48 percent for traditional public schools.
A survey also covered school library media centers, showing that about 48 percent of charter schools have a media center compared to about 92 percent of traditional public schools. The percentage of media centers with computer workstations was 88 percent in charter schools compared to 97 percent in traditional public schools, with 93 percent of charter workstations with access to the internet compared to 95 percent for traditional public schools, according to the report .
The series of reports cover a range of other issues, including participation in specific federal funding programs and enrollments of certain categories of students.