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
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
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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
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February 2019
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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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