Status and Trends in the Education of Racial and Ethnic ...

Status and Trends in the Education of Racial and Ethnic Groups 2018

NCES 2019-038

U.S. DEPARTMENT OF EDUCATION

Status and Trends in the Education of Racial and Ethnic Groups 2018

FEBRUARY 2019

Cristobal de Brey Lauren Musu Joel McFarland National Center for Education Statistics Sidney Wilkinson-Flicker Melissa Diliberti Anlan Zhang Claire Branstetter Xiaolei Wang American Institutes for Research

NCES 2019-038 U.S. DEPARTMENT OF EDUCATION

U.S. Department of Education Betsy DeVos Secretary

Institute of Education Sciences Mark Schneider Director

National Center for Education Statistics James L. Woodworth Commissioner

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data 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 and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their 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, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain.

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Suggested Citation

de 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 of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from pubsearch/.

Content Contact Cristobal de Brey (202) 245-8419 Cristobal.DeBrey@

Highlights

Status and Trends in the Education of Racial and Ethnic Groups examines the educational progress and challenges students face in the United States by race/ethnicity. Through indicators and spotlights--which examine selected topics in 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 more races have completed high school and continued their education in college. Despite these gains, the rate of progress has varied among these racial/ethnic groups and differences by race/ethnicity persist in terms of increases in attainment and progress on key indicators of educational performance.

Spotlights

Spotlight A. Characteristics of Public School Teachers by Race/Ethnicity

In 2015?16, public elementary and secondary schools that had more racial/ethnic diversity in their student populations also tended to have more racial/ethnic diversity among teachers. 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

In 2016?17, there were 4,360 degree-granting institutions in the United States, including four types of institutions serving 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 American Pacific Islander-serving institutions.

Demographics

Indicator 1. Population Distribution

Between 2000 and 2017, the percentage of U.S. school-age children who were White decreased from 62 to 51 percent and the percentage who were Black decreased from 15 to 14 percent. In contrast, the percentages of school-age children from other racial/ethnic groups increased: Hispanic children, from 16 to 25 percent; Asian children, from 3 to 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 this time.

Indicator 2. Nativity

In 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 below the 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 Native children (rounds to 100 percent) were above the average for all children.

Indicator 3. Children's Living Arrangements

In 2016, the percentage of children living with married parents was highest for Asian children (84 percent), followed by 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 Black children (33 percent).

Indicator 4. Children Living in Poverty

In 2016, the percentage of children under the age of 18 in families living in poverty was higher for Black children than Hispanic children (31 and 26 percent, respectively), and the percentages for both of these groups were higher than for White and Asian children (10 percent each).

Among Hispanic subgroups in 2016, the percentage of children under age 18 living in poverty ranged from 11 to 38 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 2018 iii

Preprimary, Elementary, and Secondary Education Participation

Indicator 5. Early Childcare and Education Arrangements

In 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 was lower 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 Enrollment

Between fall 2000 and fall 2015, the percentage of students enrolled in public elementary and secondary schools who were White decreased from 61 to 49 percent. The percentage of Black students also decreased during this period from 17 to 15 percent. In contrast, there was an increase in the percentage of students enrolled in public schools who were Hispanic (from 16 to 26 percent) and Asian/Pacific Islander (4 to 5 percent) during this time period.

Indicator 7. Racial/Ethnic Concentration in Public Schools

In fall 2015, approximately 30 percent of public students attended public schools in which the combined enrollment of minority students was at least 75 percent of total enrollment. Over half of Hispanic (60 percent), Black (58 percent), and Pacific 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 Schools

In 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 Disabilities

In 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), and Asian (7 percent).

Achievement

Indicator 10. Reading Achievement

At 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 not measurably different from the gap in 1992.

Indicator 11. Mathematics Achievement

At grade 4, the White-Black achievement gap in mathematics achievement scores narrowed from 32 points in 1990 to 25 points in 2017; the White-Hispanic gap in 2017 (19 points) was not measurably different from the gap in 1990. At grade 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 Achievement

Students with fewer absences from school scored higher in reading and mathematics assessments than their peers with more absences. In 2017, the percentage of 8th-graders who reported that they had zero absences from school in the last month was higher for Asian students (62 percent) than for students who were Black (42 percent), White, Hispanic, of Two or more races (40 percent each), Pacific Islander (38 percent), and American Indian/Alaska Native (35 percent).

iv Highlights

Indicator 13. High School Coursetaking

The percentage of students who were 9th-graders in fall 2009 earning their highest math course credit in calculus by 2013 was higher for Asian students (45 percent) than students of every other racial/ethnic group. The percentage earning their highest math course credit in calculus was also higher for White students (18 percent) than students of Two or more races (11 percent), Hispanic students (10 percent), and Black students (6 percent).

Indicator 14. Advanced Placement and International Baccalaureate

The percentage of students who were 9th-graders in fall 2009 earning any Advanced Placement/International Baccalaureate (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 other racial/ethnic group.

Student Behaviors and Persistence

Indicator 15. Retention, Suspension, and Expulsion

Between 2000 and 2016, the percentage of students retained in a grade decreased from 3.1 to 1.9 percent. This pattern was 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 an out-of-school suspension, followed by 6.7 percent of American Indian/Alaska Native students, 5.3 percent of students of Two or more races, 4.5 percent each of Hispanic and Pacific Islander students, 3.4 percent of White students, and 1.1 percent of Asian students.

Indicator 16. Safety at School

In 2015, the percentage of students in grades 9?12 who reported they had been in a physical fight on school property during the previous 12 months was 6 percent for White students; this was lower than the percentages of Hispanic students 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 Rates

From 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 measurable difference 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 from 2.4 percent for individuals of Peruvian descent to 22.9 percent for those of Guatemalan descent. Among Asian 16- to 24-year-olds, status dropout rates ranged from 0.7 percent for individuals of Korean descent to 29.7 percent for those of Burmese descent.

Indicator 18. High School Status Completion Rates

From 2000 to 2016, the high school status completion rate for Hispanic 18- to 24-year-olds increased from 64 to 89 percent, while the Black and White status completion rates increased from 84 to 92 percent and from 92 to 94 percent, respectively. Although the White-Hispanic and White-Black gaps in status completion rates narrowed between 2000 and 2016, the rates for Hispanic and Black 18- to 24-year-olds remained lower than the White rate in 2016.

Status and Trends in the Education of Racial and Ethnic Groups 2018

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Postsecondary Education

Indicator 19. College Participation Rates

In 2016, the total college enrollment rate was higher for Asian young adults (58 percent) than for young adults who were 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 rates increased for White (from 39 to 42 percent), Black (from 31 to 36 percent), and Hispanic young adults (from 22 to 39 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- to 24-year-olds to 64 percent for Chilean 18- to 24-year-olds. Among Asian subgroups, the average college enrollment rate ranged from 23 percent for Burmese 18- to 24-year-olds to 81 percent for Other Southeast Asian (including Indonesian and Malaysian) 18- to 24-year-olds.

Indicator 20. Undergraduate Enrollment

Between 2000 and 2016, Hispanic undergraduate enrollment more than doubled (a 134 percent increase from 1.4 million to 3.2 million students). The enrollment for most other racial/ethnic groups increased during the first part of this 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 between female and male enrollment was widest for Black students (62 vs. 38 percent) and narrowest for Asian students (53 vs. 47 percent).

Indicator 21. Postbaccalaureate Enrollment

Between 2000 and 2016, Hispanic postbaccalaureate enrollment more than doubled (a 134 percent increase, from 111,000 to 260,000 students) and Black postbaccalaureate enrollment doubled (a 100 percent increase, from 181,000 to 363,000).

In 2016, a greater percentage of postbaccalaureate students were female than male across all racial/ethnic groups. The gap between 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 Aid

Among full-time, full-year undergraduate students, 88 percent of Black students, 87 percent of American Indian/Alaska Native students, and 82 percent of Hispanic students received grants in 2015?16. These percentages were higher than the percentages 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 in 2015?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 Rates

The 6-year graduation rate for first-time, full-time undergraduate students who began their pursuit of a bachelor's degree at a 4-year degree-granting institution in fall 2010 was highest for Asian students (74 percent), followed by White students (64 percent), students of Two or more races (60 percent), Hispanic students (54 percent), Pacific Islander students (51 percent), Black students (40 percent), and American Indian/Alaska Native students (39 percent).

Indicator 24. Degrees Awarded

The 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 (by 75 percent), Black (by 75 percent), and White (by 29 percent).

vi Highlights

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