Status And Trends In The Education Of Racial And Ethnic .
Status and Trends in the Educationof Racial and Ethnic Groups 2018NCES 2019-038U.S. DEPARTMENT OF EDUCATION
Status and Trends in theEducation of Racial and EthnicGroups 2018FEBRUARY 2019Cristobal de BreyLauren MusuJoel McFarlandNational Center for Education StatisticsSidney Wilkinson-FlickerMelissa DilibertiAnlan ZhangClaire BranstetterXiaolei WangAmerican Institutes for ResearchNCES 2019-038U. S . D E PA R T M E N T O F E D U CAT I O N
U.S. Department of EducationBetsy DeVosSecretaryInstitute of Education SciencesMark SchneiderDirectorNational Center for Education StatisticsJames L. WoodworthCommissionerThe National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reportingdata related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze,and report full and complete statistics on the condition of education in the United States; conduct and publish reports andspecialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improvingtheir statistical systems; and review and report on education activities in foreign countries.NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, andaccurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Departmentof Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unlessspecifically noted, all information contained herein is in the public domain.We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences.You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments orsuggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments toNCES, IES, U.S. Department of EducationPotomac Center Plaza (PCP)550 12th Street SWWashington, DC 20202February 2019The NCES Home Page address is http://nces.ed.gov.The NCES Publications and Products address is https://nces.ed.gov/pubsearch/.This publication is only available online. To download, view, and print the report as a PDF file, go to the NCESPublications and Products address shown above.This report was prepared for the National Center for Education Statistics under Contract No. ED-IES-12-D-0002with American Institutes for Research. Mention of trade names, commercial products, or organizations does not implyendorsement by the U.S. Government.Suggested Citationde Brey, C., Musu, L., McFarland, J., Wilkinson-Flicker, S., Diliberti, M., Zhang, A., Branstetter, C., and Wang, X.(2019). Status and Trends in the Education of Racial and Ethnic Groups 2018 (NCES 2019-038). U.S. Department ofEducation. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/pubsearch/.Content ContactCristobal de Brey(202) 245-8419Cristobal.DeBrey@ed.gov
HighlightsStatus and Trends in the Education of Racial and Ethnic Groups examines the educational progress and challengesstudents face in the United States by race/ethnicity. Through indicators and spotlights—which examine selected topicsin greater detail—this report shows that over time, increasing numbers of students in the racial/ethnic groups of White,Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or moreraces have completed high school and continued their education in college. Despite these gains, the rate of progress hasvaried among these racial/ethnic groups and differences by race/ethnicity persist in terms of increases in attainment andprogress on key indicators of educational performance.SpotlightsSpotlight A. Characteristics of Public School Teachers by Race/EthnicityIn 2015–16, public elementary and secondary schools that had more racial/ethnic diversity in their student populationsalso tended to have more racial/ethnic diversity among teachers. The percentage of minority teachers was highestat schools that had 90 percent or more minority students (55 percent) and was lowest at schools that had less than10 percent minority students (2 percent).Spotlight B. Characteristics of Postsecondary Institutions Serving Specific Minority Racial/Ethnic GroupsIn 2016–17, there were 4,360 degree-granting institutions in the United States, including four types of institutionsserving specific minority racial/ethnic communities: 102 historically Black colleges and universities, 290 Hispanicserving institutions, 35 tribally controlled colleges and universities, and 113 Asian American and Native AmericanPacific Islander-serving institutions.DemographicsIndicator 1. Population DistributionBetween 2000 and 2017, the percentage of U.S. school-age children who were White decreased from 62 to 51 percentand the percentage who were Black decreased from 15 to 14 percent. In contrast, the percentages of school-agechildren from other racial/ethnic groups increased: Hispanic children, from 16 to 25 percent; Asian children, from 3to 5 percent; and children of Two or more races, from 2 to 4 percent. The percentage of school-age American Indians/Alaska Natives remained at 1 percent and the percentage of Pacific Islanders remained at less than 1 percent during thistime.Indicator 2. NativityIn 2016, about 97 percent of U.S. children under age 18 were born within the United States. The percentages of Asian(80 percent), Pacific Islander (93 percent), and Hispanic children (94 percent) born within the United States were belowthe average of 97 percent for all children. In contrast, the percentages born within the United States for Black children(97 percent), White children and children of Two or more races (99 percent each), and American Indian/Alaska Nativechildren (rounds to 100 percent) were above the average for all children.Indicator 3. Children’s Living ArrangementsIn 2016, the percentage of children living with married parents was highest for Asian children (84 percent), followedby White children (73 percent); children of Two of more races, Pacific Islander children, and Hispanic children(57 percent each); and American Indian/Alaska Native children (45 percent). The percentage was lowest for Blackchildren (33 percent).Indicator 4. Children Living in PovertyIn 2016, the percentage of children under the age of 18 in families living in poverty was higher for Black children thanHispanic children (31 and 26 percent, respectively), and the percentages for both of these groups were higher than forWhite and Asian children (10 percent each).Among Hispanic subgroups in 2016, the percentage of children under age 18 living in poverty ranged from 11 to38 percent. Among Asian subgroups, the percentage of children living in poverty ranged from 6 to 37 percent.Status and Trends in the Education of Racial and Ethnic Groups 2018iii
Preprimary, Elementary, and Secondary Education ParticipationIndicator 5. Early Childcare and Education ArrangementsIn 2016, about 29 percent of children under 6 years old who were not enrolled in kindergarten regularly received centerbased care as their primary care arrangement. The percentage of children who regularly received center-based care waslower for Hispanic children (23 percent) than for children of Two or more races (34 percent) and for Black (32 percent),White (31 percent), and Asian children (31 percent).Indicator 6. Elementary and Secondary EnrollmentBetween fall 2000 and fall 2015, the percentage of students enrolled in public elementary and secondary schools whowere White decreased from 61 to 49 percent. The percentage of Black students also decreased during this period from17 to 15 percent. In contrast, there was an increase in the percentage of students enrolled in public schools who wereHispanic (from 16 to 26 percent) and Asian/Pacific Islander (4 to 5 percent) during this time period.Indicator 7. Racial/Ethnic Concentration in Public SchoolsIn fall 2015, approximately 30 percent of public students attended public schools in which the combined enrollment ofminority students was at least 75 percent of total enrollment. Over half of Hispanic (60 percent), Black (58 percent), andPacific Islander students (53 percent) attended such schools. In contrast, less than half of Asian students (38 percent),American Indian/Alaska Native students (37 percent), students of Two or more races (19 percent), and White students(5 percent) attended such schools.Indicator 8. English Language Learners in Public SchoolsIn fall 2015, about 4.9 million public school students were identified as English language learners (ELL). Over threequarters of ELL students were Hispanic (77.7 percent, or 3.8 million students).Indicator 9. Students With DisabilitiesIn school year 2015–16, the percentage of students served under the Individuals with Disabilities Education Act(IDEA) was highest for those who were American Indian/Alaska Native (17 percent), followed by those who were Black(16 percent), White (14 percent), of Two or more races (13 percent), Hispanic and Pacific Islander (12 percent each), andAsian (7 percent).AchievementIndicator 10. Reading AchievementAt grade 4, the White-Black gap in reading achievement scores narrowed from 32 points in 1992 to 26 points in 2017;the White-Hispanic gap in 2017 (23 points) was not measurably different from the gap in 1992. At grade 8, the WhiteHispanic gap narrowed from 26 points in 1992 to 19 points in 2017; the White-Black gap in 2017 (25 points) was notmeasurably different from the gap in 1992.Indicator 11. Mathematics AchievementAt grade 4, the White-Black achievement gap in mathematics achievement scores narrowed from 32 points in 1990 to25 points in 2017; the White-Hispanic gap in 2017 (19 points) was not measurably different from the gap in 1990. Atgrade 8, there was no measurable difference in the White-Black achievement gap in 2017 (32 points) and 1990. Similarly,the White-Hispanic achievement gap at grade 8 in 2017 (24 points) was not measurably different from the gap in 1990.Indicator 12. Absenteeism and AchievementStudents with fewer absences from school scored higher in reading and mathematics assessments than their peers withmore absences. In 2017, the percentage of 8th-graders who reported that they had zero absences from school in the lastmonth was higher for Asian students (62 percent) than for students who were Black (42 percent), White, Hispanic, ofTwo or more races (40 percent each), Pacific Islander (38 percent), and American Indian/Alaska Native (35 percent).ivHighlights
Indicator 13. High School CoursetakingThe percentage of students who were 9th-graders in fall 2009 earning their highest math course credit in calculus by2013 was higher for Asian students (45 percent) than students of every other racial/ethnic group. The percentage earningtheir highest math course credit in calculus was also higher for White students (18 percent) than students of Two or moreraces (11 percent), Hispanic students (10 percent), and Black students (6 percent).Indicator 14. Advanced Placement and International BaccalaureateThe percentage of students who were 9th-graders in fall 2009 earning any Advanced Placement/InternationalBaccalaureate (AP/IB) credits by 2013 was higher for Asian students (72 percent) than for White students(40 percent). The percentages for Asian and White students were higher than the percentages for students of any otherracial/ethnic group.Student Behaviors and PersistenceIndicator 15. Retention, Suspension, and ExpulsionBetween 2000 and 2016, the percentage of students retained in a grade decreased from 3.1 to 1.9 percent. This patternwas observed among White, Black, and Hispanic students.In 2013–14, about 2.6 million public school students (5.3 percent) received one or more out-of-school suspensions.A higher percentage of Black students (13.7 percent) than of students from any other racial/ethnic group received anout-of-school suspension, followed by 6.7 percent of American Indian/Alaska Native students, 5.3 percent of studentsof Two or more races, 4.5 percent each of Hispanic and Pacific Islander students, 3.4 percent of White students, and1.1 percent of Asian students.Indicator 16. Safety at SchoolIn 2015, the percentage of students in grades 9–12 who reported they had been in a physical fight on school propertyduring the previous 12 months was 6 percent for White students; this was lower than the percentages of Hispanicstudents and students of Two or more races (9 percent each) and Black and American Indian/Alaska Native students(13 percent each).Indicator 17. High School Status Dropout RatesFrom 2000 to 2016, the Hispanic status dropout rate among 16- to 24-year-olds decreased from 28 to 9 percent,while the Black rate decreased from 13 to 6 percent, and the White rate decreased from 7 to 5 percent. Nevertheless,the Hispanic status dropout rate in 2016 remained higher than the Black and White rates. There was no measurabledifference between the Black and White status dropout rates in 2016.In 2016, among Hispanic 16- to 24-year-olds in the United States, the high school status dropout rate ranged from2.4 percent for individuals of Peruvian descent to 22.9 percent for those of Guatemalan descent. Among Asian 16- to24-year-olds, status dropout rates ranged from 0.7 percent for individuals of Korean descent to 29.7 percent for thoseof Burmese descent.Indicator 18. High School Status Completion RatesFrom 2000 to 2016, the high school status completion rate for Hispanic 18- to 24-year-olds increased from 64 to89 percent, while the Black and White status completion rates increased from 84 to 92 percent and from 92 to94 percent, respectively. Although the White-Hispanic and White-Black gaps in status completion rates narrowedbetween 2000 and 2016, the rates for Hispanic and Black 18- to 24-year-olds remained lower than the White ratein 2016.Status and Trends in the Education of Racial and Ethnic Groups 2018v
Postsecondary EducationIndicator 19. College Participation RatesIn 2016, the total college enrollment rate was higher for Asian young adults (58 percent) than for young adults whowere of Two or more races (42 percent), White (42 percent), Hispanic (39 percent), Black (36 percent), Pacific Islander(21 percent), and American Indian/Alaska Native (19 percent). From 2000 to 2016, total college enrollment ratesincreased for White (from 39 to 42 percent), Black (from 31 to 36 percent), and Hispanic young adults (from 22 to39 percent) but were not measurably different for the other racial/ethnic groups during this time period.Among Hispanic subgroups, the average college enrollment rate in 2016 ranged from 27 percent for Honduran 18- to24-year-olds to 64 percent for Chilean 18- to 24-year-olds. Among Asian subgroups, the average college enrollment rateranged from 23 percent for Burmese 18- to 24-year-olds to 81 percent for Other Southeast Asian (including Indonesianand Malaysian) 18- to 24-year-olds.Indicator 20. Undergraduate EnrollmentBetween 2000 and 2016, Hispanic undergraduate enrollment more than doubled (a 134 percent increase from1.4 million to 3.2 million students). The enrollment for most other racial/ethnic groups increased during the first part ofthis period, then began to decrease around 2010.In 2016, a greater percentage of undergraduates were female than male across all racial/ethnic groups. The gap betweenfemale and male enrollment was widest for Black students (62 vs. 38 percent) and narrowest for Asian students (53 vs.47 percent).Indicator 21. Postbaccalaureate EnrollmentBetween 2000 and 2016, Hispanic postbaccalaureate enrollment more than doubled (a 134 percent increase, from111,000 to 260,000 students) and Black postbaccalaureate enrollment doubled (a 100 percent increase, from 181,000 to363,000).In 2016, a greater percentage of postbaccalaureate students were female than male across all racial/ethnic groups. The gapbetween female and male enrollment was widest for Black students (70 vs. 30 percent) and narrowest for Asian students(56 vs. 44 percent).Indicator 22. Financial AidAmong full-time, full-year undergraduate students, 88 percent of Black students, 87 percent of American Indian/AlaskaNative students, and 82 percent of Hispanic students received grants in 2015–16. These percentages were higher than thepercentages for White (74 percent) and Asian (66 percent) students.Among full-time, full-year undergraduate students, a higher percentage of Black students (71 percent) received loans in2015–16 than students who were White (56 percent), of Two or more races (54 percent), Pacific Islander (53 percent),Hispanic (50 percent), American Indian/Alaska Native (38 percent), and Asian (31 percent).Indicator 23. Postsecondary Graduation RatesThe 6-year graduation rate for first-time, full-time undergraduate students who began their pursuit of a bachelor’sdegree at a 4-year degree-granting institution in fall 2010 was highest for Asian students (74 percent), followed byWhite students (64 percent), students of Two or more races (60 percent), Hispanic students (54 percent), Pacific Islanderstudents (51 percent), Black students (40 percent), and American Indian/Alaska Native students (39 percent).Indicator 24. Degrees AwardedThe number of bachelor’s degrees awarded to Hispanic students more than tripled between 2000–01 and 2015–16.During the same period, the number of degrees awarded also increased for students who were Asian/Pacific Islander (by75 percent), Black (by 75 percent), and White (by 29 percent).viHighlights
Indicator 25. Undergraduate and Graduate Degree FieldsIn 2015–16, a higher percentage of bachelor’s degrees were awarded in business than in any other field across all racial/ethnic groups, with the percentages ranging from 16 percent for students of Two or more races to 22 percent for PacificIslander students.Indicator 26. STEM DegreesOverall, a higher percentage of bachelor’s degrees were awarded to females than to males in 2015–16 (58 vs. 42 percent).However, in STEM fields, a lower percentage of bachelor’s degrees were awarded to females than to males (36 vs.64 percent). This pattern—in which females received higher percentages of bachelor’s degrees overall but lowerpercentages of bachelor’s degrees in STEM fields—was observed across all racial/ethnic groups.Outcomes of EducationIndicator 27. Educational AttainmentIn 2016, the percentage of adults age 25 and over who had not completed high school was higher for Hispanic adults(33 percent) than for adults in any other racial/ethnic group (with percentages ranging from a low of 8 percent for Whiteadults to a high of 17 percent for American Indian/Alaska Native adults).In 2016, the percentage of Hispanic adults age 25 and older with a bachelor’s or higher degree ranged from 9 percent forSalvadorans and Guatemalan adults to 55 percent for Venezuelan adults. Among Asian subgroups, the percentage rangedfrom 10 percent for Bhutanese adults to 74 percent for Asian Indian adults.Indicator 28. UnemploymentIn 2016, unemployment rates among adults ages 25 to 64 were higher for American Indian/Alaska Native adults(11 percent) than for Black (8 percent), Hispanic (5 percent), White (4 percent), and Asian (4 percent) adults. In addition,a higher percentage of Black than of Hispanic, White, and Asian adults were unemployed.Indicator 29. Youth and Young Adults Neither Enrolled in School nor WorkingIn 2017, the percentage of 20- to 24-year-olds who were neither enrolled in school nor working ranged from 10 percentfor Asian young adults to 31 percent for American Indian/Alaska Native young adults.Indicator 30. Earnings and EmploymentIn 2016, among those with a bachelor’s or higher degree, Asian full-time, year-round workers ages 25–34 had highermedian annual e
The percentage of minority teachers was highest . at schools that had 90 percent or more minority students (55 percent) and was lowest at schools that had less than 10 percent minority students (2 percent). Spotlight B. Characteristics of Postsecondary Institutions Serving Specific Minority Racial/Ethnic Groups.
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