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

Status and Trends in the

Education of Racial and

Ethnic Groups 2016

NCES 2016-007

U . S . D E PA R T M E N T O F E D U C AT I O N

Status and Trends in the

Education of Racial and

Ethnic Groups 2016

AUGUST 2016

Lauren Musu-Gillette

Jennifer Robinson

Joel McFarland

National Center for Education Statistics

Angelina KewalRamani

Anlan Zhang

Sidney Wilkinson-Flicker

American Institutes for Research

NCES 2016-007

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

John B. King, Jr.

Secretary

Institute of Education Sciences

Ruth Neild

Deputy Director for Policy and Research

Delegated Duties of the Director

National Center for Education Statistics

Peggy G. Carr

Acting 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

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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

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Suggested Citation

Musu-Gillette, L., Robinson, J., McFarland, J., KewalRamani, A., Zhang, A., and Wilkinson-Flicker, S. (2016). Status

and Trends in the Education of Racial and Ethnic Groups 2016 (NCES 2016-007). U.S. Department of Education,

National Center for Education Statistics. Washington, DC. Retrieved [date] from .

Content Contact

Lauren Musu-Gillette

(202) 245-7045

lauren.musu-gillette@

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. This report shows that over time, 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 in increasing numbers.

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.

Demographics:

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The percentage of school-age children ages 5¨C17 in

the United States who were White decreased from

62 percent in 2000 to 53 percent in 2013, and the

percentage of children who were Black decreased

from 15 to 14 percent during this time. In contrast,

the percentage of school-age children who were from

other racial/ethnic groups increased during this

period: those who were Hispanic increased from

16 to 24 percent; those who were Asian, from 3 to

5 percent; and those who were of Two or more races,

from 2 to 4 percent. (Indicator 1).

In 2013, the percentage of all U.S. children under

18 who were born within the United States was

97 percent. The percentages of Asian, Pacific Islander,

and Hispanic children who were born within the

United States (79, 93, and 94 percent, respectively)

were below the 97 percent average for all children.

In contrast, the percentages of Black children

(97.5 percent), White children and children of Two or

more races (99 percent each), and American Indian/

Alaska Native children (rounds to 100 percent) who

were born within the United States were above the

average for all children. (Indicator 2).

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Greater percentages of Asian and Hispanic children

under 18 were born within the United States in 2013

than in 2003 (79 vs. 77 percent for Asian children

and 94 vs. 89 percent for Hispanic children).

(Indicator 2).

??

In 2013, a higher percentage of Asian children

(83 percent) lived with married parents than did

White children (73 percent), Pacific Islander children

(60 percent), Hispanic children and children of Two

of more races (57 percent each), American Indian/

Alaska Native children (44 percent), and Black

children (32 percent). (Indicator 3).

??

The percentage of children under age 18 living in

poverty, based on the official poverty measure, varied

across racial/ethnic groups. In 2013, the percentage

was highest for Black children (39 percent), followed

by Hispanic children (30 percent), and White and

Asian children (10 percent for each). (Indicator 4).

Preprimary, Elementary, and Secondary

Education Participation:

??

In 2012, about 28 percent of children under 6 years

old who were not enrolled in kindergarten regularly

received center-based care. The percentage of children

who regularly received center-based care was higher

for Black (34 percent), Asian (33 percent), and White

children (29 percent) than for Hispanic children

(22 percent). (Indicator 5).

??

In 2012, a higher percentage of young children from

nonpoor families than from poor families regularly

received center-based care (34 vs. 20 percent). This

same pattern was observed for White, Black, and

Hispanic young children. (Indicator 5).

??

Between fall 2002 and fall 2012, the percentage of

students enrolled in public elementary and secondary

schools who were White decreased from 59 to

51 percent, and the percentage who were Black

decreased from 17 to 16 percent. During the same

period, however, the percentage who were Hispanic

increased from 18 to 24 percent, and the percentage

who were Asian/Pacific Islander increased from 4 to

5 percent. (Indicator 6 ).

??

Black students accounted for a higher percentage

of enrollment in public charter schools (28 percent)

than in traditional public schools (15 percent) in

2012. Hispanic students also accounted for a higher

percentage of enrollment in public charter schools

(29 percent) than in traditional public schools

(24 percent). The percentage of public charter school

enrollees who were White (35 percent) was lower than

the percentage of traditional public school enrollees

who were White (52 percent). Asian/Pacific Islander

students also made up a lower percentage of charter

school enrollees (4 percent) than of traditional public

school enrollees (5 percent). (Indicator 6 ).

??

In 2013, about 4.6 million public school students

participated in English language learner (ELL)

programs. Hispanic students made up the majority

of this group (78 percent), with around 3.6 million

participating in ELL programs. (Indicator 7).

Highlights

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