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 . D E PA R T M E N T O F E D U CAT I O N

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

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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¡ªwhich examine selected topics

in greater detail¡ªthis 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¨C16, 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¨C17, 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

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