LATINOS IN EDUCATION

EARLY CHILDHOOD « ELEMENTARY

SECONDARY « UNDERGRADUATE «

GRADUATE
1

Summary

This publication provides a snapshot of information about Latinos in our nation’s education system from early

childhood through graduate education. We hope this publication will inform and stimulate a dialogue based

on both the strengths and challenges presented by Latinos in U.S. education.

The education of Hispanic students creates a great opportunity and an increasing challenge for schools

throughout the United States. It is projected that by the year 2005, the Hispanic population will comprise the

largest minority in the United States (13 percent of the population). Latinos are also one of the youngest

population groups in the United States (one-third of Latinos are under 18 years of age). Today, Latino students compose about 15 percent of the K-12 population, and it is expected that by 2025, they will represent

about 25 percent of that population. California, Texas and Florida serve the highest concentration of Latino

students and in some of their school districts, Latinos are already the majority.

While the Latino population continues to grow, on average the educational attainment of the Hispanic community continues to lag behind that of the rest of the nation. The achievement gap between Hispanic students

and their peers is the result of multiple factors, among them their low participation in pre-school programs,

segregation into “resource poor” schools, high dropout rates, low family incomes, and limited English proficiency.

The differences in achievement between Hispanics and non-Hispanics begin as early as kindergarten and continue through high school. The high school completion rate for Latinos has not changed substantially in the past

several years, and the dropout rate for Hispanics remains unacceptably high. However, Latino students continue to have high college aspirations and, while Latinos are less likely than other ethnic groups to be enrolled in

college preparatory or academic programs, their overall numbers in those programs have increased.

Latinos in higher education tend to be concentrated in a relatively small number of institutions (Hispanic-Serving Institutions) and in several key states—California, Texas, New York, Florida and Illinois—where there are

large Hispanic populations. Their degree attainment is increasing, but is still very low given the size of the

population.
Latinos in Early Childhood Education

Early childhood education, or preschool, encompasses education programs for children up to 5 years of age, and may provide

related services to meet children’s psychological and health needs. Preschool prepares children for a solid education by teaching

learning and socialization skills. Given the importance of these efforts and services, both the federal government and the states

make significant investments in early childhood programs, totaling about $10 billion annually.

Population

• The Hispanic population in the United States is very young. Today, 10% of Hispanics are under age 5 and make up over 15%

of their age group in the U.S. population. By the year 2030, they will make up 25% of the total school-age population. The

projected increase in the number of Hispanic children in preschool brings with it critical strengths and challenges to the

nation’s education system. [Bureau of the Census, CPS Report, No. P25-1130, 1996]

Enrollment

• Hispanic children under age 5 are less likely to be enrolled in early childhood education programs. In 1998, only 20% of

Hispanic 3-year-olds were enrolled in early childhood programs, compared to 42% of whites and 44% of blacks (Figure 1). Of

4-year-olds, less than 60% of Hispanics were enrolled in early childhood programs, compared to 67% of whites and 73% of

blacks. [Bureau of the Census, CPS Report, No. P20-521, Table-2]

• In 1998, differences in the enrollment of 5-year-olds largely disappeared between Hispanics (90%), whites (94%) and blacks

(95%). However, while the enrollment gap closes at kindergarten, Latino children still remain less prepared for school because

of lower enrollment rates at the younger ages. [Bureau of the Census, CPS Report, No. P20-521, Table-2]

• In 1998, the early childhood education enrollment rate for Hispanics was similar in both urban (48%) and suburban (42%)

locations. By comparison, the enrollment rate for blacks was higher in urban areas (55%) than in suburban areas (32%), while

the rate for whites was much higher in suburban areas (62%) than in urban areas (19%). [Bureau of the Census, CPS Report,

No. P20-521, Table-5]

• As parents’ educational attainment increases, so does the early childhood enrollment rate of their children. However, in 1997,

fewer Hispanics age 25 and older had completed high school than their black and white counterparts—55% of Hispanics, 75%

of blacks, and 86% of whites had completed high school. [NCES, Digest of Education Statistics, 1998, Table 8]

Income and Enrollment

• In 1998, the median family income for Hispanics was about $28,000 while the overall median income was $39,000. Research

shows that families with higher incomes are more likely to enroll their 3- and 4-year-olds in early childhood education than

those with lower incomes. [NCES, The Condition of Education, 1999, Indicator 44] [Bureau of the Census, CPS Report, No.

P60-206, 1998]

• While Latino children are overrepresented in families living in poverty, they are underrepresented in Head Start programs

designed to remedy the effect of poverty on educational achievement. In 1998, the child poverty rate for children under 6

years of age was 36% for Hispanics, 40% for blacks and 15% for whites. In Fiscal Year 1998, Head Start served 822,316

children. Of these, 36% were black, 32% white, 26% Hispanic and 3% American Indian and Asian. [1999 Head Start Fact

Sheet, Administration for Children, Youth and Families]

School Readiness

• Hispanics are more likely to tell their child a story than read to them. Three-to 5-year-olds may start school better prepared to

learn if they are read to or told a story once a week. In 1996, of 3- to 5-year olds, 80% of Hispanics were told a story—consistent with blacks (77%) and whites (84%). Hispanic children were less likely to be read to—65% of Hispanics were read to,

compared to about 75% of blacks and nearly 90% of whites. [NCES, The Condition of Education, 1999, Indicator 34]

• Approximately 70% of teachers said they felt only moderately, somewhat, or not at all prepared to address the needs of

students with limited English proficiency or from diverse cultural backgrounds. This lack of preparation has profound

implications for the large population of Hispanic students in early childhood today. [NCES, The Condition of Education,

1999, Indicator 23]

2

Percentage of 3-Year-Olds in Each Group

Enrolled in Early Childhood Programs, 1998

20%

42%

44%

Hispanic

Black

White

Figure 1
3

Latinos in Elementary Education (K-8)

The elementary school years are a period of significant development for the child in all areas of learning, providing the foundation for a successful high school experience. Elementary education generally includes kindergarten through grade eight, referred

to in various grade groupings as primary, elementary, and middle school.

Population

• Today, Hispanics comprise 15% of the elementary school-age population (5-13). By the year 2025, Latinos in this age group

will make up nearly 25% of the elementary school-age population (Figure 2). [Bureau of the Census, CPS Report, No. P25-1130,

1996]

Enrollment

• Between 1978 and 1998, the enrollment of Hispanics in public elementary schools increased 157% compared to 20% for

black students and 10% for white students. [Bureau of the Census, CPS Report, Table A-1, 1999]

Urbanicity and Poverty

• Latino students now experience more isolation from whites and more concentration in high-poverty schools than any other

group of students. In 1998, close to 50% of Hispanics in public education attended urban schools. In comparison, just over

50% of blacks and only 18% of whites in public schools were enrolled in urban schools. Further, the nation’s 10 largest central

city school districts enrolled close to 25% of Latino students, 18% of black students and only 2% of white students. [Bureau of

the Census, CPS Report, P20-521, 1998] [Resegregation in American Schools, The Civil Rights Project, Harvard University, 1999]

• In 1996, about one out of every four students who lived in a central city and who attended public schools was Hispanic, up

from about one out of every 10 students in 1972. [NCES, The Condition of Education, 1999, Indicator 46]

• Latino students, on average, attend schools with more than twice as many poor classmates as in those attended by white

students (46% vs. 19%). In addition, just over one-third of Hispanics (34%) and blacks (37%) under age 14 lived in poverty,

compared to 14% of whites. [Bureau of the Census, CPS Report, P60-206, 1998] [Resegregation in American Schools, The Civil Rights

Project, Harvard University, 1999]

Educational Achievement

• Overall, Hispanic students consistently perform below the national average in the National Assessment of Educational

Progress (NAEP). Disparities begin as early as kindergarten and remain through age 17. By age nine, Hispanic students lag

behind their non-Hispanic peers in reading, mathematics and science proficiency. [NCES, The Condition of Education, 1999,

Indicator 1, 2, 4 – 6]

• While not all Hispanic students are limited english proficient (LEP), Hispanics constitute about 75% of all students enrolled

in LEP programs, including bilingual education and English as a Second Language (ESL) programs. [Elementary and Secondary

School Civil Rights Compliance Report, 1988-1994]

• Computers have become an essential tool in our society and early exposure to computers can help prepare students for future

success in the workplace. However, Hispanic students are less likely than their white peers to use a computer at school or at

home. In 1997, 68% of Hispanic children used a computer at school, compared to 70% of blacks and 84% of whites. Further,

only 18% of Hispanic students used a computer at home, compared to 19% of black students and 52% of white students.

[NCES, The Condition of Education, 1999, Indicator 18]

Teachers

• The number of Hispanic teachers lags far behind the number of Hispanic students. While Hispanic students comprise about

15% of public school students, only about 4% of public school teachers are Hispanic. [NCES, Digest of Education Statistics, 1998,

Table 68]

Hispanic Asian/Pacific Islander Black White

Percentage of Population Projections for

Elementary School-Age Children, by

Race/Ethnicity

 1998 2025

15% 25%

3%

14% 7%

15%

68% 53%

Figure 2
Latinos in Secondary Education (9-12)

Secondary education is a critical means of achieving upward mobility and helps individuals negotiate the path to achievement

and economic success. Secondary education, or high school, generally includes grades nine through twelve.

Population

• Hispanic students in secondary education represent 13% of the current school population in grades 9-12. By the year 2030,

Latinos in grades 9-12 will make up 23% of the school population for these grades. [Bureau of the Census, CPS Report, No. P25-

1130, 1996]

Enrollment

• Among 15-17 year olds, 34% of Hispanic students were enrolled below grade level. Enrollment below grade level is a significant variable because it is the highest predictor of school dropout rates. [Bureau of the Census, CPS Report, Number P20-513, Table A2, 1998]

Educational Achievement

• The dropout rate for Hispanics is much higher than for other ethnic groups. In 1998, 30% of all Latino 16- through 24-yearolds were dropouts (1.5 million), more than double the dropout rate for blacks (14%) and more than three times the rate for

whites (8%). [NCES, Dropout Rates in the United States: 1998]

• High Hispanic dropout rates are partly attributable to the relatively greater dropout rates among Hispanic immigrants. The

dropout rate for Hispanic 16- to 24-year-olds born outside the United States (44%) was double the rate for those born in the

United States. (21%). [NCES, Dropout Rates in the United States: 1998]

• In 1996, the average National Assessment of Educational Progress (NAEP) scores of Hispanic students age 17 were well below

those of their white peers in math, reading and science. [NCES, The Condition of Education 1998, Indicator 16]

• Hispanic students have earned more credits in computer science, foreign languages and English than other groups. Despite

increases in upper-level course selection among Hispanic high school students, Hispanic students still earn fewer credits than

other groups in history, science and mathematics. [NCES, The Educational Progress of Hispanic Students, The Condition of Education,

1995]

Educational Attainment

• The low high school completion rate for Latinos has not changed substantially in several years. High school completion rates

for white and black students in 1998 were 90% and 81%, respectively. However, the high school completion rate for Hispanics

was only 63%. [NCES, Dropout Rates in the United States: 1998]

• While Latino parents are increasing their educational attainment rates, these rates are still below those of other ethnic groups.

Higher levels of parental educational attainment are generally associated with positive educational outcomes and experiences,

such as high school completion, for their children. The percentage of Hispanic parents earning a high school diploma has

improved, from 23% in 1972 to 45% in 1997. By comparison, in 1997, over 90% of white parents had earned a high school

diploma. [NCES, The Condition of Education 1998, Supplemental Table 44-4]

College Preparation

• Hispanic students are more often than not tracked into general courses that satisfy only the basic requirements and not those

that provide access to four-year colleges or to rigorous technical schools. More Hispanic students (50%) are enrolled in general

programs of study than either whites (39%) or blacks (40%). Only 35% of

Latino students are enrolled in college preparatory or academic programs,

compared to 50% of whites and 43% of blacks. [NCES, Trends Among High

School Seniors, NELS:88, 1972-1992, 1995]

• In 1997, Hispanics were at least three times as likely to take a foreign

language Advanced Placement (AP) examination as whites. Hispanic

students were also five times as likely as whites to be eligible for college

credit from these tests (with a grade 3 or higher). White students were more

likely than blacks or Hispanics to take AP examinations in all other subject

areas. [NCES, The Condition of Education, 1999, Indicator 14]

• The percentage of Hispanic seniors who planned to continue their education

at a four-year college doubled from 24% in 1972, to 50% in 1992 (Figure 3).

The percentage who planned to attend a two-year program increased from

12% to 20%. [NCES, Trends Among High School Seniors, NELS-88, Second Followup, 1992]

l

l

u

u

1972 1992

Percentage of Hispanics Who Planned To

Attend College, by Type of Institution

24%

50%

4-year institution

12%

20%

2-year institution

Figure 3 4
5

Latinos in Undergraduate Education

Undergraduate education is considered today to be an important path to ensuring a better future in our economy. Undergraduate

education is study beyond secondary school at an institution offering programs terminating in an associate’s or bachelor’s

degree.

Population

• Hispanics currently represent 14.5% (3.6 million) of the total traditional college-age population (18-24 years). By the year

2025, Hispanics will comprise 22% of that population. [Bureau of the Census, CPS Report, No. P20-516, 1997]

Enrollment

• The representation of Hispanics in higher education continues to grow. In 1996, Hispanic students represented almost 10% of

the total student enrollment in higher education. [NCES, Digest of Education Statistics, 1998, Table 207]

• Between 1976 and 1996, the number of Hispanics enrolled in undergraduate education increased 202%, compared with only

13% for whites and 44% for blacks. In one year alone (1995-96), Hispanic enrollment increased 5%, the largest one-year

increase of any ethnic group. [NCES, Digest of Education Statistics, 1998, Table 207]

• Hispanic students enroll in college immediately upon graduation from high school at a rate similar to that of other groups—

66%, compared to 68% for whites and about 60% for blacks. However, Hispanic 18-to 24-year old high school completers

enroll in college at lower rates (36%) than whites (46%) and blacks (40%). [NCES, The Condition of Education, 1999, Indicators 53

and 54]

• The majority of Hispanic undergraduates are enrolled in two-year institutions (53%). In comparison, the majority of white and

black undergraduates are enrolled in four-year institutions (56% and 51%, respectively). [NCES, IPEDS, 1997 Fall Enrollment]

• Latino enrollment in undergraduate education is concentrated in a small number of institutions. About 40% of Hispanic

undergraduate students are enrolled in fewer than 200 institutions of higher education known as Hispanic-Serving Institutions

(HSIs). HSIs are accredited degree-granting public or private nonprofit institutions of higher education with at least 25 percent

total undergraduate Hispanic full-time equivalent student enrollment. [NCES, IPEDS, 1997 Fall Enrollment] [Higher Education

Amendments of 1965, as amended, 1998]

• Latino undergraduate students are concentrated in several key states. Just over 50% of all Hispanics enrolled in higher

education are in two states: California and Texas. Almost 75% of Latinos enrolled in higher education are in five states:

California, Texas, New York, Florida, and Illinois (Figure 4). [NCES, IPEDS, 1997 Fall Enrollment]

• A higher percentage of Hispanic students (45%) are enrolled part time than either white or black students (39% and 40%,

respectively). Hispanics (35%) are also more likely than white or black students (25% and 32%, respectively) to take more

than six years to receive a bachelor’s degree. [NCES, IPEDS, 1997 Fall Enrollment] [NCES, The Condition of Education, 1996, Supplemental Table 11-1]

Financial Aid

• Hispanic students tend to borrow less to pay for their education. As first-year students, close to 50% of Hispanics received

grants while less than 30% received loans to pay for their education. In comparison, close to 60% of blacks received grants

and 42% received loans, and 46% of whites received grants and 31% received loans. [NCES, Descriptive Summary of 1989-90

Beginning Postsecondary Students, 5 Years Later, Table 15.1, May 1996]

Educational Attainment

• Hispanics have increased their undergraduate degree attainment. In 1996, Hispanic students earned 7% of all associate’s and

5% of all bachelor’s degrees. In total, Hispanics doubled their undergraduate degree attainment from 1976. [NCES, Digest of

Education Statistics, 1998, Table 262]

• The top three disciplines for bachelor’s degrees awarded to Hispanic students in 1996 were business, social sciences and

education. The top three disciplines for associate’s degrees awarded to Hispanics were liberal arts, business and the health

professions. [NCES, Digest of Education Statistics, 1998, Table 265]

State Concentration of Hispanic Enrollment

in Undergraduate Education, 1997

CA - 34%

TX - 18%

NY - 9%

FL - 8%

IL - 6%

All

other

states

75%

25%

Figure 4
6

Latinos in Graduate Education

Graduate education provides the opportunity to rise to the professional level of a discipline and to become an expert in a field of

study. A graduate education program generally requires study beyond the bachelor’s degree, resulting in a master’s, first-professional or doctoral degree.

Enrollment

• While Hispanics have increased their enrollment in graduate education, they are still less represented than other groups. In

1996, Hispanics represented 4% of graduate students, while whites represented 73%, and blacks represented 6%. In 1976,

Hispanics represented only 2% of graduate students. [NCES, Digest of Education Statistics 1998, Table 207]

• In the past 20 years, Hispanic women have surpassed Hispanic men in graduate enrollment. In 1976, 45% of Hispanics enrolled

were women compared to 55% of men. In 1996, 60% of Latinos enrolled in graduate education were women compared to 40%

of men. [NCES, Digest of Education Statistics, 1998, Table 207]

• Although their enrollment rates are small, Hispanics in graduate education are more likely to enroll full time than either white

or black students. Of Hispanics in graduate education, 42% are enrolled full time, compared with 37% of whites and 39% of

blacks. [NCES, Digest of Education Statistics, 1998, Table 208]

• In 1995-96, 7% of all first-professionals were Hispanic, 6% were black, and 76% were white. Although the percentage of

whites in law programs is higher (75%) than for any other race-ethnic group, Hispanics enroll at a higher rate (11%) in law

programs than any other minority group. [NCES, Graduate and First-Professional Students, National Postsecondary Education Student Aid

Study, 1996]

Financial Aid

• Hispanics studying for master’s degrees receive less grant aid and work more than either white or black students. In 1995-96,

only about 20% of Hispanic students received grants, compared to over 30% of both white and black students. In tandem, 20%

of Hispanics received assistantships, compared to 10% for blacks and 9% for whites. Among full-time master’s students,

Hispanics received even less aid. Only 65% of Hispanic students received any aid, compared to 76% of whites and 90% of

blacks. [NCES, Student Financing of Graduate and First-Professional Education, 1995-96, May, 1998 Table 2.3a]

• Hispanic full-time master’s and first-professional degree students receive less aid than any other ethnic group. The average aid

for Hispanic master’s degree students is only $8,729, compared to $13,875 for blacks and $12,566 for whites (Figure 5). For

first-professional degree students, the average aid for Hispanics is only $16,766, compared to $21,440 for blacks, $18,182 for

whites, and $18,416 for Asian/Pacific Islanders. [NCES, Student Financing of Graduate and First-Professional Education, 1995-96, May,

1998 Table 2.4]

• Of first-professional degree students, a higher percentage of Hispanics borrow or work than either blacks or whites. In 1995-96,

73% of Hispanics had loans and 6% participated in work-study. In comparison, 70% of whites had loans and 5% were in workstudy, and 71% of blacks had loans and 4% were in work-study. [NCES, Student Financing of Graduate and First-Professional Education, 1995-96, May, 1998. Table 2.3a]

Educational Attainment

• In 1996, Latinos earned about 4% of all master’s degrees. The four disciplines in which the most master’s degrees were earned

by Hispanics were education, business, public administration and the health professions. [NCES, Digest of Education Statistics,

1998, Table 268]

• Latinos earned 2% of all doctoral degrees in 1996. The four disciplines in which the most doctoral degrees were earned by

Hispanics were education, psychology, biological/life sciences and social sciences/history.

[NCES, Digest of Education Statistics, 1998, Table 268]

Faculty

• In 1992, Latinos represented less than 3 percent of full-time instructional faculty and staff in

higher education. [NCES, Instructional Faculty and Staff in Higher Education Institution, Fall 1987 and

Fall 1992, 1997]

Average Financial Aid of

Master’s Degree Students, by

Race/Ethnicity

Figure 5

Hispanic Black White

$8,700

$13,900

$12,600
Notes
By the Authority vested in me as President by the Constitution and the laws of the United States of

America, and in order to advance the development of human potential, to strengthen the Nation’s capacity to provide high-quality education, and to increase the opportunities for Hispanic Americans to participate in and benefit from Federal education programs, it is hereby ordered...”

Executive Order 12900

President Clinton, February 22, 1994

Recognizing the importance of increasing the level of educational attainment for Hispanic Americans,

President Clinton established the White House Initiative on Educational Excellence for Hispanic Americans through Executive Order 12900 in September 1994. Guiding the White House Initiative is the

President’s Advisory Commission on Educational Excellence for Hispanic Americans, whose responsibility is to advise the president, the secretary of education and the nation on the most pressing educational

needs of Hispanic Americans. The White House Initiative also provides the connection between the

Commission, the White House, the federal government and the Latino community throughout the nation.

Current White House Initiative activities include initiating policy seminars, developing issue briefs,

factsheets and information kits on the condition of Latinos in education, facilitating community outreach,

increasing understanding and awareness of Hispanic-Serving Institutions (HSIs), and coordinating highlevel efforts across the national government to improve education for Hispanics. These activities are

driven by the president’s request to assess:

• Hispanic educational attainment from pre-K through graduate and

professional school;

• State, private sector, and community involvement in education;

• The extent to which federal activities in education complement existing efforts to increase education

opportunities; and,

• Hispanic federal employment and federal recruitment strategies.

Accelerating the educational success of Hispanic Americans is among the most important keys to

America’s continued success. Please join us in ensuring educational excellence for all Americans.

The White House Initiative Staff

 Sarita E. Brown Deborah A. Santiago

Executive Director Deputy Director

Richard Toscano Deborah M. Montoya

Special Assistant for Interagency Affairs Assistant to the Executive Director

Julie S. Laurel Danielle Gonzales

Policy Analyst Policy Intern
White House Initiative

on Educational Excellence for Hispanic Americans

400 Maryland Avenue, S.W. Room 5E110

Washington, D.C. 20202-3601

Phone: 202-401-1411

Fax: 202-401-8377

Email: white_house_init_hispanic_ed@ed.gov

Web page: www.ed.gov/offices/OIIA/Hispanic