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
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
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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:
??
??
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).
??
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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