Status and Trends

in the Education

of Hispanics

U.S. Department of Education

Institute of Education Sciences

NCES 2003–008
Charmaine Llagas

American Institutes

for Research

Thomas D. Snyder

Project Officer

National Center for

Education Statistics

Status and Trends

in the Education

of Hispanics

April 2003

U.S. Department of Education

Institute of Education Sciences

NCES 2003–008
U.S. Department of Education

Rod Paige

Secretary

Institute of Education Sciences

Grover J. Whitehurst

Director

National Center for Education Statistics

Val Plisko

Associate Commissioner

The National Center for Education Statistics (NCES) is the primary federal entity for

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April 2003

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Suggested Citation

U.S. Department of Education, National Center for Education Statistics. Status and

Trends in the Education of Hispanics, (NCES 2003–008), by Charmaine Llagas. Project

Officer: Thomas D. Snyder. Washington, DC: 2003.

For ordering information on this report, write:

U.S. Department of Education

ED Pubs

P.O. Box 1398

Jessup, MD 20794–1398

Or call toll free 1–877–4ED–Pubs

Content Contact:

Thomas D. Snyder

(202) 502–7452

Tom.Snyder@ed.gov
Status and Trends in the Education of Hispanics iii

Many people have contributed to the development of Status and Trends in the Education

of Hispanics. Charmaine Llagas of the American Institutes for Research (AIR) was

responsible for the overall development and

preparation of this publication, which was

prepared under the general direction of

Thomas D. Snyder. Kathryn Hoffman (formerly), Corinne Calfee, Satoshi Watanabe

(formerly), Stephen Provasnik, Linda

Hamilton, Anindita Sen, and Benjamin

Young of AIR provided research and statistical

assistance. Jeanne Nathanson of the U.S.

Department of Education contibuted to the

initial development of the report. Richard

Tobin, Stephen Provasnik, and Maria

Stephens of AIR reviewed several drafts of the

report. Debra Gerald, Steve Gorman, Jerry

West, and John Wirt of NCES assisted in providing additional data. William Hussar and

Valena Plisko of NCES and David Miller,

Jason Sellers, and Thea Kruger (formerly) of

the Education Statistics Services Institute

(ESSI) of AIR assisted with the technical review of the document. Heather Block of ESSI

managed the typesetting.

Status and Trends in the Education of Hispanics has received extensive reviews by several

other individuals within and outside of the

Department of Education. We wish to thank

them for their time and expert advice. Bruce

Taylor of NCES reviewed the manuscript

and served as adjudicator of the final report.

John Sietsema and Linda Zimbler of NCES,

and Herbert J. Walberg of the NCES Advisory Council, reviewed the entire manuscript.

Carolyn S. Lee of the Department of

Education’s Office of Vocational and Adult

Education and Beth Franklin of the

Department’s Planning and Evaluation Service also reviewed the document.

ACKNOWLEDGMENTS

Status and Trends in the Education of Hispanics v

TABLE OF CONTENTS

ACKNOWLEDGMENTS .................................................................. iii

HIGHLIGHTS ................................................................................. xi

INTRODUCTION ............................................................................. 1

I DEMOGRAPHIC OVERVIEW

1 Demographic Characteristics..................................................... 5

1.1 Population distribution and growth ........................................................ 6

1.2 Age distribution of the population ......................................................... 8

1.3 Family structure....................................................................................... 10

1.4 Individuals, families, and children in poverty ...................................... 12

1.5 Children’s health risks ............................................................................ 14

1.6 Infant and child mortality ...................................................................... 18

II PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION

2 Participation .............................................................................. 21

2.1 Enrollment in preprimary education and kindergarten ..................... 22

2.2 Early literacy activities ............................................................................ 24

2.3 Elementary and secondary school enrollment .................................. 26

2.4 Before- and after-school care ................................................................ 30

2.5 Special education .................................................................................. 32

3 Persistence ................................................................................ 35

3.1 Absenteeism ........................................................................................... 36

3.2 Grade retention, suspension, and expulsion ...................................... 38

3.3 Dropout rates .......................................................................................... 40

3.4 High school completion ........................................................................ 42

4 Academics and Achievement .................................................. 45

4.1 Teacher reports on kindergartners’ approaches to learning ............ 46

4.2 Student performance in reading .......................................................... 48

4.3 Student performance in mathematics ................................................ 50

4.4 Student performance in science ......................................................... 52

4.5 Trends in credit earning and coursetaking in high school ............... 54

4.6 Advanced coursetaking in high school .............................................. 56

4.7 Advanced Placement examinations ................................................... 60

4.8 Student performance on college entrance examinations ............... 62

5 Social Environments and Parental Support for Learning ........... 67

5.1 Risk factors affecting student outcomes ............................................. 68

5.2 Parental education ................................................................................ 70
vi Status and Trends in the Education of Hispanics

5.3 Language spoken at home ................................................................... 72

5.4 Parents’ involvement in school ............................................................ 74

5.5 Parental school choice and satisfaction ............................................ 76

6 Student Behaviors ...................................................................... 79

6.1 Civic awareness activities of youth ..................................................... 80

6.2 Community service participation of youth ......................................... 82

6.3 Students’ use of the Internet and access to computers .................. 84

6.4 Alcohol, tobacco, and illicit drug use.................................................. 86

6.5 Teenage birth rates ................................................................................ 88

6.6 Violence on school property................................................................. 90

III POSTSECONDARY EDUCATION

7 Participation and Context ......................................................... 93

7.1 Enrollment in colleges and universities .............................................. 94

7.2 Degrees conferred by colleges and universities ............................... 98

7.3 Types of bachelor’s degrees conferred ............................................. 100

7.4 Types of master’s degrees conferred ................................................. 102

7.5 Types of doctor’s degrees conferred ................................................. 104

7.6 College completion rates ................................................................... 106

7.7 Faculty in colleges and universities ................................................... 108

7.8 Adult education .................................................................................... 110

IV OUTCOMES OF EDUCATION

8 Labor Market and Social Outcomes ....................................... 113

8.1 Unemployment rates............................................................................ 114

8.2 Income ................................................................................................... 116

8.3 Type of occupation and worker satisfaction .................................... 118

8.4 Adult literacy and reading habits....................................................... 122

8.5 Voting participation .............................................................................. 124

APPENDIX................................................................................ ................................................................................ 127

Supplemental Tables

1.1a Percentage distribution of the resident U.S. population, by race/

ethnicity: Selected years 1980 to 2000 and projections to 2050 .... 128

1.1b Percentage distribution of the major racial/ethnic groups in the

United States, by nativity: 1997 ............................................................ 128

1.1c Resident U.S. population, by race/ethnicity: Selected years 1980

to 2000 and projections to 2050 ......................................................... 129

1.2 Median age of the U.S. population, by race/ethnicity: 2000 .......... 129

1.3 Percentage distribution of children under age 18, by presence

of parents in household and race/ethnicity: 2000 .......................... 130

TABLE OF CONTENTS
Status and Trends in the Education of Hispanics vii

1.4a Standard errors for the number and percentage of individuals

and children living below the poverty level, by race/ethnicity:

2000 ........................................................................................................ 130

1.4b Percent of families living below the poverty level, by family

structure and race/ethnicity: 2000 .................................................... 130

1.4c Percent of individuals, children under 18, and families living

below the poverty level, by race/ethnicity: 1975–2000 ................... 131

1.5a Percent of infants born with low birthweight, by race/ethnicity:

2000 ........................................................................................................ 132

1.5b Percent of children under age 18 with no health insurance,

by race/ethnicity: 2000 ........................................................................ 132

1.5c Percent of children ages 19–35 months without the 4:3:1:3

combined series of vaccinations, by race/ethnicity: 2000 ............. 133

1.6 Infant mortality rates, by race/ethnicity: 1983–99............................. 133

2.1a Percent of 3- to 5-year-olds enrolled in center-based programs

or kindergarten, by race/ethnicity: 1991 and 1999 .......................... 134

2.1b Percent of 3- to 5-year-olds enrolled in center-based programs

or kindergarten, by poverty status and race/ethnicity: 1999.......... 134

2.2 Percent of 3- to 5-year-olds not yet enrolled in kindergarten

who participated in various home literacy activities with a family

member, by race/ethnicity: Selected years 1991 to 1999 ............... 135

2.3a Percent of public school students enrolled in grades K–12 who

were minorities, by race/ethnicity: 1972–2000 .................................. 136

2.3b Percent of public school students enrolled in grades K–12 who

were minorities, by region and race/ethnicity: 1972–2000 ............. 137

2.3c Percentage distribution of public elementary and secondary

school students of each racial/ethnic group, by percent of that

racial/ethnic group in the school: Fall 2000 .................................... 139

2.3d Public elementary and secondary school enrollment, by race/

ethnicity and urbanicity: Fall 2000 ...................................................... 139

2.3e Percentage distribution of public elementary and secondary

school enrollment in the 10 states with the highest

concentration of Hispanic students, by race/ethnicity: Fall 2000 .. 140

2.3f Percentage distribution of enrollment in the 10 largest public

school districts, by race/ethnicity: 2000 ............................................ 140

2.3g Standard errors for the percentage distribution of 4th-grade

public school students of each racial/ethnic group, by

percentage of students in school eligible for a free or

reduced-price lunch: 2000 .................................................................. 141

2.4 Percent of children in grades K–8 who received various types

of care before and after school, by race/ethnicity: 1999................ 141

2.5 Percent of 3– to 21-year-olds served under the Individuals with

Disabilities Education Act (IDEA), by race/ethnicity: 1999–2000..... 142

3.1 Standard errors for the percent of 8th- and 12th-grade students

who were absent from school, by number of days missed in the

preceding month and race/ethnicity: 2000 ..................................... 142

TABLE OF CONTENTS
viii Status and Trends in the Education of Hispanics

3.2 Percent of elementary and secondary students who had ever

repeated a grade or been suspended/expelled, by

race/ethnicity: 1999 ............................................................................. 143

3.3a Percent of 16- to 24-year-olds who were high school dropouts,

by race/ethnicity: 1972–2000 .............................................................. 144

3.3b Percent of 16- to 24-year-olds who were high school dropouts,

by Hispanic origin and recency of immigration: 2000 ..................... 145

3.4 High school completion rates for 18- to 24-year-olds not currently

enrolled in high school, by race/ethnicity: 1972–2000 .................... 146

4.1 Percent of first-time kindergartners whose teachers reported that

they persist at tasks, are eager to learn, and pay attention “often”

or “very often,” by race/ethnicity: Fall 1998 ....................................... 147

4.2a Standard errors for average NAEP reading scale scores, by age

and race/ethnicity: Selected years 1975 to 1999 ............................ 147

4.2b Differences between White, non-Hispanic and Hispanic students’

average NAEP reading scale scores (White, non-Hispanic minus

Hispanic), by age: Selected years 1975 to 1999 ............................... 148

4.2c Average 12th-grade NAEP reading scale scores, by highest

educational achievement level of either parent and

race/ethnicity: 1998 ............................................................................. 148

4.3a Standard errors for average NAEP mathematics scale scores,

by age and race/ethnicity: Selected years 1973 to 1999 ............... 149

4.3b Differences between White, non-Hispanic and Hispanic students’

average NAEP mathematics scale scores (White, non-Hispanic

minus Hispanic), by age: Selected years 1973 to 1999 ................... 149

4.3c Average 12th-grade NAEP mathematics scale scores, by highest

educational achievement level of either parent and

race/ethnicity: 2000 ............................................................................. 150

4.4a Standard errors for average NAEP science scale scores, by age

and race/ethnicity: Selected years 1977 to 1999 ............................ 150

4.4b Differences between White, non-Hispanic and Hispanic students’

average NAEP science scale scores (White, non-Hispanic minus

Hispanic), by age: Selected years 1977 to 1999 ............................... 151

4.4c Average 12th-grade NAEP science scale scores, by highest

educational achievement level of either parent and

race/ethnicity: 2000 ............................................................................. 151

4.5 Standard errors for the average number of total, academic, and

vocational credits earned by high school graduates, by race/

ethnicity: Selected years 1982 to 1998 .............................................. 152

4.6a Standard errors for the percentage distribution of high school

graduates, by highest levels of mathematics courses completed

and race/ethnicity: 1998 ..................................................................... 153

4.6b Standard errors for the percentage distribution of high school

graduates, by highest levels of science courses completed and

race/ethnicity: 1998 ............................................................................. 154

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Status and Trends in the Education of Hispanics ix

4.6c Standard errors for the percentage distribution of high school

graduates, by highest levels of English courses completed and

race/ethnicity: 1998 ............................................................................. 155

4.6d Standard errors for the percentage distribution of high school

graduates, by highest levels of foreign language courses

completed and race/ethnicity: 1998 ................................................. 156

4.7 Number of students who took Advanced Placement (AP)

examinations (per 1,000 12th-graders), by race/ethnicity:

1984–2000 .............................................................................................. 157

5.1 Percentage distribution of kindergartners, by number of risk

factors and race/ethnicity: Fall 1998 ................................................. 158

5.2 Percent of 6– to 18-year-olds, by mothers’ highest education

level and race/ethnicity: Selected years 1974 to 1999 ................... 158

5.3a Percentage distribution of Hispanic students in grades K–12, by

language spoken at home and grade: 1999 .................................... 159

5.3b Percent of Hispanic students in grades K–12 who spoke mostly

English or Spanish at home, by mother’s place of birth: 1999........ 159

5.4 Percent of students in grades K–12 whose parents reported

involvement in their child’s school, by selected school activities

and race/ethnicity: 1999 ..................................................................... 160

5.5a Percentage distribution of students in grades 3–12 who

attended a chosen or assigned school, by race/ethnicity: 1993

and 1999 ................................................................................................ 160

5.5b Percent of students in grades 3–12 with parents who were “very

satisfied” with selected aspects of their child’s school, by

control/aspect of school and race/ethnicity: 1999 ........................ 161

6.1 Percent of students in grades 6–12 who participated in selected

civic awareness activities almost daily, by race/ethnicity: 1999 ... 161

6.2 Percent of students in grades 6–12 who participated in

community service, by race/ethnicity: 1996 and 1999 ................... 162

6.3 Percent of students in grades 1–12 who reported a computer in

their household and percent reporting Internet access at

various places, by race/ethnicity: 1998 ............................................ 162

6.4 Standard errors for the percent of 12- to 17-year-olds who

reported using alcohol, tobacco, or other illicit drugs, by

race/ethnicity, type of drug, and selected time periods: 1999 ...... 163

6.5 Births per 1,000 15- to 19-year-old females, by age of mother

and race/ethnicity: 2000 ..................................................................... 164

6.6 Percent of students in grades 9–12 who reported that at school

they felt unsafe, carried a weapon, were threatened or injured,

or were in a fight, by race/ethnicity: 2001 ........................................ 164

7.1a Standard errors for enrollment rates of 18- to 24-year-olds in

colleges and universities: Selected years 1980 to 2000.................. 165

7.1b Enrollment in colleges and universities and Hispanic serving

institutions in the United States, by race/ethnicity: Selected

years 1990 to 1999 ................................................................................ 166

TABLE OF CONTENTS
x Status and Trends in the Education of Hispanics

7.2 Number of degrees conferred by colleges and universities, by

race/ethnicity and degree level: 1980–81, 1990–91, and

1999–2000 .............................................................................................. 167

7.3 Percent of bachelor’s degrees conferred in total and to

Hispanics by colleges and universities in the top 10 most

popular fields of study, by field of study: 1999–2000 ......................... 168

7.4 Percent of master’s degrees conferred in total and to Hispanics

by colleges and universities in the top 10 most popular fields

of study, by field of study: 1999–2000 .................................................. 168

7.5 Percent of doctor’s degrees conferred in total and to Hispanics

by colleges and universities in the top 10 most popular fields

of study, by field of study: 1999–2000 .................................................. 169

7.6a Standard errors for the percent of 25– to 29-year-olds who have

completed college (bachelor’s degree or higher), by race/

ethnicity: Selected years 1975 to 2000 .............................................. 169

7.6b Standard errors for the educational attainment of persons

25 years old and over, by race/ethnicity: 2000................................. 170

7.7 Percentage distribution of full-time instructional faculty in

colleges and universities, by race/ethnicity and academic rank:

1999 ........................................................................................................ 170

7.8 Standard errors for the percent of persons 17 years old and over

enrolled in adult education during the previous 12 months, by

type of program, employment status, and race/ethnicity: 1999 .... 171

8.1 Standard errors for the unemployment rates of persons 16 years

old and over, by age, race/ethnicity, and highest degree

attained: 2000 ....................................................................................... 172

8.2 Standard errors for the median earnings (in current dollars) for

persons 25 years old and over, by sex, race/ethnicity, and

educational attainment: 2000 ............................................................ 173

8.3a Standard errors for the percentage distribution of employed

persons according to occupation, by sex and race/ethnicity:

2000 ........................................................................................................ 173

8.3b Percent of employed 1992–93 bachelor’s degree recipients who

reported various job characteristics for primary job held in April

1997, by race/ethnicity ........................................................................ 174

8.3c Percent of 1992–93 bachelor’s degree recipients employed in

April 1997 who were very satisfied with various aspects of their

work environment, by race/ethnicity ................................................. 174

8.4a Percentage distribution of adults at various score ranges of

literacy, by literacy scale and race/ethnicity: 1992 ......................... 175

8.4b Percent of persons 25 years old and over who read at a given

frequency, by race/ethnicity and type of reading activity: 1999 .... 176

8.5 Voting rates for persons 18 years old and over, by race/ethnicity

and highest level of education completed: November 2000 ........ 176

BIBLIOGRAPHY ....................................................................... 177

TABLE OF CONTENTS
Status and Trends in the Education of Hispanics xi

HIGHLIGHTS

The Hispanic population in the United States

is growing rapidly and will soon become the

largest minority group, surpassing the Black

population by 2005. Hispanics have made

gains in several key education areas in the

past 20 years, but despite these gains, gaps in

academic performance between Hispanic and

non-Hispanic White students remain. Status and Trends in the Education of Hispanics

examines the current condition and recent

trends in the educational status of Hispanics

in the United States. The report’s highlights

are as follows:

• Much of the recent rise in minority enrollment in elementary and secondary schools

may be attributed to the growth in the

number of Hispanic students. (Indicator 2.3)

• Hispanic students have retention and suspension/expulsion rates that are higher

than those of Whites, but lower than those

of Blacks. (Indicator 3.2)

• Hispanic students have higher high school

dropout rates and lower high school

completion rates than White or Black

students. (Indicators 3.3 and 3.4)

• Hispanic students had higher NAEP reading, mathematics, and science scores in

1999 than in the 1970s, though their

NAEP performance remains lower than

White students. (Indicators 4.2 through 4.4)

• 1998 Hispanic high school graduates

earned more credits than did 1982 graduates, especially in academic subjects. They

also narrowed the gap with Whites on

academic credits earned. (Indicator 4.5)

• Hispanic students are more likely than

White and Black students to complete

advanced foreign language classes.

(Indicator 4.6)

• More Hispanic students than in previous

years are taking Advanced Placement (AP)

examinations. (Indicator 4.7)

• Over one-half of Hispanic students speak

mostly English at home. (Indicator 5.3)

• The birth rates of Hispanic females ages

15 to 19 are higher than females from other

racial/ethnic groups. (Indicator 6.5)

• Hispanic enrollments in colleges and universities increased between 1980 and

2000, though a smaller proportion of Hispanics complete college compared to

Whites and Blacks. (Indicators 7.1 and 7.6)

• In the 1999-2000 school year, the

most popular fields of study in which

Hispanics earned bachelor’s degrees

were business, social sciences/history,

psychology, and education. (Indicator 7.3)

• About 2 of 5 Hispanics 17 years old and

over participate in adult education.

(Indicator 7.8)

• There is a positive relationship between

education and salary for all racial/ethnic

groups, but the incomes of Hispanic men

are lower than those of White men at most

educational levels. (Indicator 8.2)

Status and Trends in the Education of Hispanics 1

4. Academics and Achievement

5. Social Environments and Parental

Support for Learning

6. Student Behaviors

III. Postsecondary Education

7. Participation and Context

IV. Outcomes of Education

8. Labor Market and Social Outcomes

The structure of this report is patterned after

The Condition of Education, an annual

report produced by the National Center for

Education Statistics (NCES).

Since the mid-1970s, NCES and other statistical agencies have routinely collected and

reported data about Hispanic students as

well as students of other racial/ethnic

groups. NCES has oversampled minorities

and conducted interviews in Spanish in an

effort to ensure quality data about the Hispanic population. In some cases, the limited

sample size of Hispanic subgroups has made

analyses difficult or impossible. The

oversampling is designed to ensure adequate

numbers of survey respondents to provide

a sound basis for statistical comparisons. Of

particular note is the National Household

Education Survey (NHES), which has incorporated these strategies to include

Hispanics, and the National Assessment of

1 Hispanics are persons of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish

culture or origin, regardless of race. This definition is used by the Office of Management and Budget as well

as NCES.

2 U.S. Department of Commerce, Bureau of the Census, Statistical Abstract of the United States: 2000.

3 Ibid.

4 While in some NCES reports, the definition of Whites includes those of Hispanic descent, Whites in

this report, where possible, have been disaggregated to Whites, non-Hispanic and Whites that include

those of Hispanic origin, and are noted accordingly throughout.

In 2005, Hispanics will become the largest

minority group in the United States, representing 13 percent of the population.1,2 By

the middle of this century, Hispanics are expected to comprise nearly one-fourth of the

population in this country.3 Hispanic students and adults have made gains in several

key education areas in the past 20 years, such

as increasing educational attainment and

improving achievement scores. Despite

these gains, however, gaps in academic performance between Hispanic and White

(non-Hispanic) students remain.4

This report examines the educational status—

both the current condition and recent

trends—of Hispanics in the United States

using statistical measures. It presents a selection of indicators that illustrate the

educational gains made in recent years, as

well as the many gaps that still exist. These

indicators are examined in four sections and

eight chapters arranged in the following

manner:

I. Demographic Overview

1. Demographic Characteristics

II. Preprimary, Elementary, and Secondary

Education

2. Participation

3. Persistence

INTRODUCTION
2 Status and Trends in the Education of Hispanics

Educational Progress (NAEP), which has

worked to identify exclusion rates for limited-English proficient students. Despite

these efforts, the coverage of limited-English

proficient populations in surveys continues

to be an issue for data collection and reporting. Whenever racial/ethnic data are

collected in an NCES survey, they are released regularly in reports showing the

highlights of the survey.

Status and Trends in the Education of Hispanics draws on the many statistics published by

NCES in a variety of reports and synthesizes

these in one compact volume. Many of the

indicators in this volume were adapted from

indicators used in The Condition of Education and America’s Children: Key National

Indicators of Well-Being (published by the

Federal Interagency Forum on Child and

Family Statistics). Others were specially developed for this volume or based on other

publications, including the Digest of Education Statistics. This report also uses data from

other federal agencies and organizations, including the

• U.S. Department of Commerce, Bureau

of the Census;

• U.S. Department of Health and Human

Services, Centers for Disease Control and

Prevention (CDC);

• U.S. Department of Health and Human

Services, Substance Abuse and Mental

Health Services Administration;

• U.S. Department of Labor, Bureau of Labor Statistics;

• College Entrance Examination Board;

and

• American College Testing Program

(ACT).

The objective of this compilation of indicators is to make information about the

educational status of Hispanics easily accessible to a variety of audiences.

NCES has produced reports to synthesize

data on minority and other groups many

times in the past. Short format reports based

on findings in The Condition of Education

have been produced on Hispanic and Black

students. NCES also has produced general

studies on the status of Hispanic and American Indian/Alaska Native students, as well

as specialized studies on Hispanic-serving

institutions and historically Black colleges

and universities. The more general reports

were produced many years ago, and there

has been much interest on the part of many

NCES customers in releasing new versions

of those older studies. Status and Trends in

the Education of Hispanics is part of a series

of forthcoming reports that also includes Status and Trends in the Education of Blacks

(NCES 2003-034) and Status and Trends in

the Education of American Indians and Alaska

Natives (NCES 2003-035).

It should be noted that this report refers to

the racial/ethnic groups as Hispanics, Whites,

Blacks, Asians/Pacific Islanders, and American Indians/Alaska Natives. These are the

standard names and categories used in NCES

surveys and reports. Due to the variety of

data sources drawn upon for this report,

however, there is limited flexibility on the

presentation of data, which may lead to inconsistencies; thus, the definition of Whites

and Blacks at times includes persons of Hispanic origin. In the text, the terms White

and Black refer to those of non-Hispanic origin unless otherwise noted in the data tables

and figures within each indicator.

It should also be noted that, although the

limited availability of disaggregated data often leads researchers to treat Hispanics as if

they were a homogeneous group, the U.S.

Hispanic population is diverse. The three

INTRODUCTION
Status and Trends in the Education of Hispanics 3

largest Hispanic subgroups are Mexican

Americans, Puerto Ricans, and Cubans. Recent immigrants from Central America and

South America constitute other smaller

groups. These subgroups are concentrated

in different parts of the United States; their

economic circumstances vary and the timing of their immigration differs. In this

analysis, trends for the overall U.S. Hispanic

population are provided, as data usually are

not available for subpopulations. When subpopulation data are available, however, they

are presented accordingly. Unless otherwise

noted, each indicator presents information

for the Hispanic population as a whole in

the 50 states and the District of Columbia,

inclusive of immigrants and native-born individuals and regardless of race.

The indicators in this report compare Hispanics to all other racial/ethnic groups when

available data permit. In some indicators,

only narrower comparisons are possible. In

other indicators, data are available for Hispanic subgroups. We have attempted to

present data for the Hispanic population

with, at a minimum, data for White and Black

populations, though a few indicators present

data for the Hispanic and total populations

only. Some apparent differences in data between racial/ethnic groups or within groups

over time may not in fact be statistically significant due to varying sizes of standard errors

and sample sizes.

Unless otherwise noted, all statements cited

in the text about differences between two

or more groups or changes over time were

tested for statistical significance and are statistically significant at the 0.05 level. Several

test procedures were used, depending on the

type of data interpreted and the nature of

the statement tested. The most commonly

used tests procedures are: t-tests; multiple

t-tests with a Bonferroni adjustment to the

significance level; and linear trend tests.

INTRODUCTION

Status and Trends in the Education of Hispanics 5

DEMOGRAPHIC OVERVIEW

1 Demographic Characteristics

1.1 Population distribution and growth

1.2 Age distribution of the population

1.3 Family structure

1.4 Individuals, families, and children in poverty

1.5 Children’s health risks

1.6 Infant and child mortality

calculate a direct effect of this environment

on educational outcomes. These data are included to help analysts frame or interpret the

presented education data in a broader context of social conditions. Health information

is important for understanding the general

well-being of minority children, but the direct impact on student achievement has not

been analyzed in NCES studies. Information

on family structure and family size also provide additional context on the social

environment of minority children. These social condition variables are related to the

socioeconomic status of the children, which

is an important factor associated with student

achievement. Furthermore, it is important to

bear in mind that many Hispanics are immigrants, and to consider the implications of

immigrant status on education.

This section provides a context for the education statistics appearing in other sections

of this publication. Some demographic characteristics have a direct impact on education

statistics, while other demographic conditions are associated with education

achievement in more complex ways. For

example, increases in the population of

young children of any specific group have a

direct impact on enrollment since nearly all

young children are enrolled in school. Also,

children living in poverty tend to have lower

educational achievement than children who

are not living in poverty.

Some of the data in this section provide information that is useful for understanding the

general environment in which minority children live, even though it may be difficult to

I
6 Status and Trends in the Education of Hispanics

1.1 Population distribution and growth

The Hispanic population in the United States is growing more than any other population and is

projected to be the largest minority group in the country by 2005.

In 2000, 32.5 million Hispanics lived in the

United States, comprising nearly 12 percent

of the total population. Between 1990 and

2000, the Hispanic population increased by

approximately 10 million people, accounting for 38 percent of the nation’s overall

population growth during the decade. Hispanics are expected to account for 51 percent

of the population growth between 2000 and

2050 so that, by mid-century, Hispanics are

projected to reach 98 million in number, thus

representing about one-fourth of the total

U.S. population and more than three times

their current number. In 2000, Hispanics

were already the largest minority group

among children (see Indicator 1.2) and, by

2005, Hispanics are expected to surpass

Blacks as the nation’s largest minority group

overall (supplemental table 1.1c).

Hispanics are a diverse group including individuals of different origins and races. The

largest Hispanic subgroup in the United

States is of Mexican origin, and in 1997,

they comprised two-thirds (66 percent) of

the Hispanic population. Other Hispanic

subgroups came from Central or South

America (15 percent), Puerto Rico (9 percent), Cuba (4 percent), and other Hispanic

countries (6 percent).5

Of the Hispanics currently in the United

States, 62 percent were born in the United

States.6 Thirty-two percent had both parents

who were native-born in the United States.

This was more than the 29 percent of nativeborn Hispanics with at least one parent who

was foreign-born, and less than the 88 and

90 percent of Whites and Blacks, respectively,

whose parents were both native-born. Asians/

Pacific Islanders were less likely than Hispanics, Whites, or Blacks to have had both parents

who were native-born in the United States.

5 U.S. Department of Commerce, Bureau of the Census, The Hispanic Population in the United States

(2001).

6 This estimate is derived from the supplemental table, which is more precise than the graph on the

next page.

SECTION I — DEMOGRAPHIC OVERVIEW
Status and Trends in the Education of Hispanics 7

Chapter 1 — Demographic Characteristics

Percentage distribution of the major racial/ethnic groups in the United States,

by nativity: 1997

NOTE: Detail may not add to 100 due to rounding.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Profile of the Foreign-Born Population of the United States: 1997, based on March Current Population Survey, 1997.

Percent

White, non-Hispanic Black, non-Hispanic Hispanic Asian/Pacific Islander

Native born, foreign or mixed parentage Native born, native parentage Foreign born

0

10

20

30

40

50

60

70

80

90

100

88

8

3

90

4

6

32

29

38

11

28

61

1980 1985 1990 1995 2000 2005 2010 2015 2020 2025 2030 2040 2050

0

5

10

15

20

25

30

Black, non-Hispanic

Hispanic Asian/Pacific Islander

American Indian/Alaska Native

Percent

Projected

Percent of the resident U.S. population, by minority race/ethnicity: Selected years

1980 to 2000 and projections to 2050

SOURCE: U.S. Department of Commerce, Bureau of the Census, Statistical Abstract of the United

States: 2000, based on Population Estimates Program and Population Projections Program.
8 Status and Trends in the Education of Hispanics

1.2 Age distribution of the population

The Hispanic population is younger on average than the population overall.

faster than for White and Black children.

By 2020, it is projected that more than one

in five children under 18 in the United

States will be of Hispanic origin. Currently,

Hispanic children account for about one in

six children. The steady increase in the Hispanic population under 18 years old is

attributed to increased immigration and to

the relatively high annual fertility rate of Hispanic women (in comparison to other races/

ethnicities), which was, in 2000, 105.9

births per 1,000 females ages 15 to 44.7

In 2000, the median age of Hispanics in the

United States was 26.6 years, younger than

the median age for any other racial or ethnic

group. Over 11.4 million Hispanic children

under age 18 resided in the United States in

2000, representing 16 percent of all children under age 18 in this country, compared

to Hispanics’ overall representation in the

population at 12 percent (see Indicator 1.1).

As with the Hispanic population in general,

the number of Hispanic children as a proportion of all children has been increasing

7 U.S. Department of Health and Human Services, Centers for Disease Control and Prevention,

National Center for Health Statistics, National Vital Statistics Systems, 50 (5).

SECTION I — DEMOGRAPHIC OVERVIEW
Status and Trends in the Education of Hispanics 9

Number and percentage distribution of children under 18 by race/ethnicity:

1990, 2000, and projected 2020

Percent Percent

 change change

1990 to 2000 to

Race/ethnicity 1990 2000 2020 1990 2000 2020 2000 2020

Total 64.1 70.3 77.1 100 100 100 10 10

White, non-Hispanic 44.1 45.0 42.8 69 64 55 2 -5

Black, non-Hispanic 9.4 10.2 10.8 15 15 14 8 6

Hispanic 8.0 11.4 18.1 12 16 23 43 58

Asian/Pacific Islander 2.0 3.0 4.8 3 4 6 48 60

American Indian/

Alaska Native 0.6 0.7 0.7 1 1 1 7 8

NOTE: Detail may not add to totals due to rounding.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Statistical Abstract of the United

States: 2000, based on Population Estimates Program.

Number in millions Percentage distribution

Chapter 1 — Demographic Characteristics

Median age of the U.S. population, by race/ethnicity: 2000

SOURCE: U.S. Department of Commerce, Bureau of the Census, Resident Population Estimates of the

United States by Sex, Race, and Hispanic Origin: April 1, 1990 to July 1, 1999, with Short-Term Projections to November 1, 2000, based on Population Estimates Program.

Age in years

Total, all races White, 

non-Hispanic

Black, 

non-Hispanic

Hispanic Asian/ 

Pacific Islander

American Indian/

Alaska Native

35.9

38.6

30.6

26.6

32.4

28.5

0

10

20

30

40

50
10 Status and Trends in the Education of Hispanics

1.3 Family structure

Slightly less than two-thirds of Hispanic children live in two-parent families.

Children who live with two parents in the

home may have access to more social and

financial resources than children who live

with a single parent. (See Indicator 1.4 for

more information on the link between family structure and poverty.) Sixty-five percent

of Hispanic children lived in homes with

two married parents (which, by definition,

includes adoptive or step-parents). By comparison, 78 percent of White and 37 percent

of Black children lived with married parents.

One-quarter of Hispanic children lived in

homes headed by their mothers (biological,

adoptive, or step-mother).

SECTION I — DEMOGRAPHIC OVERVIEW
Status and Trends in the Education of Hispanics 11

Percentage distribution of children under age 18, by presence of parents in

household (family structure) and race/ethnicity: 2000

Percent

Two parents1 Mother only 2 Father only No parent 2

White, non-Hispanic Black, non-Hispanic Hispanic

0

20

40

60

80

100

78

16

4 3

37

49

4

9

65

25

4 5

1 Excludes families where parents are not living as a married couple.

2 Because of data limitations, includes some families in which both parents are present in household

but are living as unmarried partners.

NOTE: Detail may not add to 100 due to rounding.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Household Relationship and Living

Arrangements of Children Under 18 Years, by Age, Sex, Race, Hispanic Origin, and Metropolitan

Residence: March 2000. Table C2, based on Population Estimates Program.

Chapter 1 — Demographic Characteristics
12 Status and Trends in the Education of Hispanics

Poverty poses a serious challenge to

children’s access to quality learning opportunities and their potential to succeed in

school.8

 In 2000, Hispanics comprised just

under 12 percent of the U.S. population,

but Hispanic individuals comprised about

21 percent of those living in poverty in

the United States.9 As for Hispanic children specifically, 28 percent were living

in poverty.

No differences were detected beween the

percent of Hispanic individuals living below

the poverty level and that of Black individuals (22 percent);10 but the percent of

Hispanic individuals and the percent of Hispanic children in poverty are much higher

than that of White individuals and children,

at 8 and 9 percent, respectively. No differences were detected beween the percent of

Hispanic families and the percent of Black

families living below the poverty level, which

were both higher than their counterpart

White families (supplemental table 1.4c).

One factor that appears to be related to families’ poverty level is family structure, with

married-couple households less likely to be

poor than households headed by women

with no husband present. For instance, 14

percent of Hispanic married-couple families

lived below the poverty level, compared with

34 percent in female-headed households who

did so. A similar pattern emerges for Whites

and Blacks.11 However, Hispanic marriedcouple families were more likely to be living

in poverty than their White or Black counterparts (3 and 6 percent, respectively).

8 L. Lippman, S. Burns, E. McArthur, R. Burton, T. Smith, and P. Kaufman, Urban Schools: The

Challenge of Location and Poverty (NCES 96–184).

9 To define poverty, the U.S. Census Bureau utilizes a set of money income thresholds that vary by

family size and composition. A family, along with each individual in it, is considered poor if the

family’s total income is less than that family’s threshold. The poverty thresholds do not vary

geographically and are updated annually for inflation using the Consumer Price Index. The official

poverty definition counts money income before taxes and does not include capital gains and noncash

benefits (such as public housing, Medicaid, and food stamps). U.S. Department of Commerce,

Bureau of the Census, Poverty in the United States: 2000.

10 Unlike most instances, Black category includes those of Hispanic origin.

11 Unlike most instances, Black category includes those of Hispanic origin.

1.4 Individuals, families, and children in poverty

A smaller percentage of Hispanics live below the poverty level now than in most previous years; yet

whether measured as individuals, families, or children, Hispanics continue to be overrepresented in

poverty.

SECTION I — DEMOGRAPHIC OVERVIEW
Status and Trends in the Education of Hispanics 13

Number and percentage of individuals and children living below the poverty

level, by race/ethnicity: 2000

Number in poverty, Number in poverty,

Race/ethnicity in thousands Percent in poverty in thousands Percent in poverty

Total* 31,139 11 11,633 16

White, non-Hispanic 14,572 8 4,222 9

Black 7,901 22 3,526 31

Hispanic 7,155 21 3,330 28

* Total includes other racial groups that are not presented separately.

NOTE: Black category includes those of Hispanic origin.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Poverty in the United States: 2000,

based on March Current Population Survey, 2000.

Individuals Children

Chapter 1 — Demographic Characteristics

Percent of families living below the poverty level, by family structure and race/

ethnicity: 2000

NOTE: Black category includes those of Hispanic origin.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Poverty in the United States: 2000,

based on March Current Population Survey, 2000.

Percent

Total White, non-Hispanic Black Hispanic

5

25

3

17

6

35

14

34

0

5

10

15

20

25

30

35

40

Married couple Female-headed household, no husband present
14 Status and Trends in the Education of Hispanics

1.5 Children’s health risks

In 2000, one-fourth of Hispanic children under 18 had no public or private health insurance, and

one-fourth of Hispanic children ages 19 to 35 months had not received immunizations.

Preventive safeguards against possible illnesses and ailments can reduce children’s

health risks. Health insurance and vaccinations by the age of three have been

advocated for a child’s health and well-being.14 Because children without health

insurance may be less able to access care

and treatment in the event of sickness or

injury, the percent of children with health

insurance and with vaccinations are key

indicators of children’s health risks. In

2000, one-quarter (25 percent) of all Hispanic children under age 18 were not

covered by health insurance, compared to

7 percent of White and 13 percent of Black

children in the same age bracket.15

Low birthweight, defined as less than 2,500

grams (or 5.5 pounds), is associated with

an increased risk of infant death, as well as

with an increased risk for long-term illness

and disability.12,13 In 2000, 6.4 percent of

the infants born to Hispanic women were

low birthweight—a figure that is lower than

the national average (7.6 percent) and that

for Blacks (13.1 percent). Within Hispanic

subgroups, the occurrence of lowbirthweight births varies. For example, in

2000, women of Mexican origin had the

lowest incidence of low-birthweight infants

(6.0 percent) whereas women of Puerto

Rican origin had the highest incidence (9.3

percent).

12 J.L. Kiely, K.M. Brett, S. Yu, and D.L. Rowley, “Low Birthweight and Intrauterine Growth Retardation,” in From Data to Action: CDC’s Public Health Surveillance for Women, Infants, and Children

(Atlanta, GA: Centers for Disease Control and Prevention, 1994).

13 J.A. Martin and M.M. Park, “Trends in Twin and Triplet Births: 1980-97,” National Vital Statistics

Reports (1999), 47(24).

14 Nemours Foundation, KidsHealth Project, “Your Child’s Immunizations.” Available: http://

kidshealth.org/parent/general/body/vaccine.html [December 19, 2002].

15 Unlike most instances, Black category includes those of Hispanic origin.

SECTION I — DEMOGRAPHIC OVERVIEW

(Continued on page 16.)
Status and Trends in the Education of Hispanics 15

Chapter 1 — Demographic Characteristics

Percent of infants born with low birthweight, by race/ethnicity: 2000

Other and unknown Hispanic

Central and South American

Cuban

Puerto Rican

Mexican American

Hispanic*

Black, non-Hispanic

White, non-Hispanic

Total

0 3 6 9 12 15

7.6

6.6

6.5

9.3

6.0

6.4

13.1

6.6

7.6

Percent

* Hispanic includes subgroups shown separately.

SOURCE: Federal Interagency Forum on Child and Family Statistics, America’s Children: Key National

Indicators of Well-Being, 2002, based on U.S. Department of Health and Human Services, Centers for

Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics System.

Percent of children under age 18 with no health insurance, by race/ethnicity:

2000

NOTE: Black category includes those of Hispanic origin.

SOURCE: Federal Interagency Forum on Child and Family Statistics, America’s Children: Key National

Indicators of Well-Being, 2002, based on U.S. Department of Commerce, Bureau of the Census, March

Current Population Survey, 2000.

Percent

Total White, non-Hispanic Black Hispanic

0

10

20

30

40

12

7

13

25
16 Status and Trends in the Education of Hispanics

In 2000, 25 percent of Hispanic children

ages 19 to 35 months had not received

the 4:3:1:3 combined series vaccination;16

no differences were detected between the

proportion of these children and the proportions of Black (28 percent) and White

(21 percent) children who had not received it.

SECTION I — DEMOGRAPHIC OVERVIEW

16 The 4:3:1:3 is a combined series of the four most commonly given vaccines, including: four doses of

diphtheria and tetanus toxoids and pertussis vaccine (DTP), three doses of polio vaccine, one dose of

measles-containing vaccine (MCV), and three doses of Haemophilus influenzae type b (Hib) vaccine.
Status and Trends in the Education of Hispanics 17

Percent of children ages 19–35 months without the 4:3:1:3 combined series of

vaccinations, by race/ethnicity: 2000

NOTE: The 4:3:1:3 is a combined series of the four most commonly given vaccines, including: four

doses of diphtheria and tetanus toxoids and pertussis vaccine (DTP), three doses of polio vaccine,

one dose of measles-containing vaccine (MCV), and three doses of Haemophilus influenzae type

b (Hib) vaccine.

SOURCE: Federal Interagency Forum on Child and Family Statistics, America’s Children: Key National

Indicators of Well-Being, 2002, based on U.S. Department of Health and Human Services, Centers for

Disease Control and Prevention, National Center for Health Statistics and National Immunization

Program, National Immunization Survey, 2000.

Percent

Total White, non-Hispanic Black, non-Hispanic Hispanic

0

10

20

30

40

23

21

28

25

Chapter 1 — Demographic Characteristics
18 Status and Trends in the Education of Hispanics

1.6 Infant and child mortality

Infant mortality rates for Hispanics are lower than those for Blacks and American Indians/Alaska

Natives, and similar to those for Whites and Asians/Pacific Islanders. Child mortality rates for

Hispanics are lower than those for Blacks.

child mortality rate (or deaths per 100,000

children) for Hispanic children ages 1 to 4

was 32.1, lower than the 1985 rate of 46.1.

These rates are similar to those for White

children at the same ages, who also experienced a decline from their 1985 rate of 45.3

to the 1999 rate of 29.7. The 1999 rate for

Hispanic children ages 1 to 4 was almost

one-half the rate for Black children (58.9),18

but one and one-half times the rate for

Asian/Pacific Islander children (23.0). For

children ages 5 to 14, the 1999 mortality

rate among Hispanic children was 16.9,

again similar to that for Whites of the same

ages (17.5), but lower than that for Blacks

(28.7). This rate was higher than that for

Asian/Pacific Islander children of the same

ages (12.2).

Infant mortality rates (the number of deaths

per 1,000 live births) declined for all racial

and ethnic groups between 1983 and 1999.

For Hispanics, the infant mortality rate decreased from 9.5 in 1983 to 5.7 in 1999.

The 1999 infant mortality rate for Hispanics compares to a 1999 infant mortality rate

of 4.8 for Asians/Pacific Islanders, 5.8 for

Whites, 9.3 for American Indians/Alaska

Natives, and 14.1 for Blacks. Among Hispanic subgroups, Cubans and Central and

South Americans had the lowest rates of

infant mortality (each 4.7), and Puerto

Ricans had the highest rate (8.3).17

Like infant mortality rates, child mortality

rates for Hispanic children have declined

since the 1980s. For example, the 1999

17 Federal Interagency Forum on Child and Family Statistics, America’s Children: Key National Indicators

of Well-Being, 2002 (Washington, DC: U.S. Government Printing Office).

18 Unlike most instances, Black category includes those of Hispanic origin.

SECTION I — DEMOGRAPHIC OVERVIEW
Status and Trends in the Education of Hispanics 19

Number of deaths per 100,000 children ages 1–14, by age group and race/

ethnicity: Selected years 1980 to 1999

Race/ethnicity 1980 1985 1990 1995 1999 1980 1985 1990 1995 1999

Total 63.9 51.8 46.8 40.6 34.7 30.6 26.5 24.0 22.5 19.2

White, non-Hispanic — 45.3 37.6 33.9 29.7 — 23.1 21.5 20.1 17.5

Black 97.6 80.7 76.8 70.3 58.9 39.0 35.5 34.4 33.4 28.7

Hispanic — 46.1 43.5 36.7 32.1 — 19.3 20.0 20.5 16.9

Asian/Pacific Islander 43.2 40.1 38.6 25.4 23.0 24.2 20.8 16.9 16.8 12.2

— Data not available.

NOTE: Black category includes those of Hispanic origin.

SOURCE: Federal Interagency Forum on Child and Family Statistics, America’s Children: Key

National Indicators of Well-Being, 2002, based on U.S. Department of Health and Human Services,

Centers for Disease Control and Prevention, National Center for Health Statistics, National Vital

Statistics System.

Ages 1–4 Ages 5–14

Chapter 1 — Demographic Characteristics

Infant mortality rates, by race/ethnicity: 1983–99

Deaths per 1,000 live births

1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

0

5

10

15

20

25

Black, non-Hispanic

Hispanic

Asian/Pacific Islander

American Indian/Alaska Native White, non-Hispanic

NOTE: Dashed lines represent periods for which there are no data.

SOURCE: Federal Interagency Forum on Child and Family Statistics, America’s Children: Key National

Indicators of Well-Being, 2002, based on U.S. Department of Health and Human Services, Centers for

Disease Control and Prevention, National Center for Health Statistics, National Linked Files of Live

Births and Infant Deaths.

Status and Trends in the Education of Hispanics 21

PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION

The indicators in this section profile trends

in enrollment at the preprimary, elementary, and secondary levels of education, as

well as participation in other types of less

structured learning activities. These data

form key indicators of access to educational

opportunities. Early childhood education

programs are intended to prepare children

socially and academically for formal schooling. Elementary and secondary education

provides knowledge, skills, and habits that

prepare students for further learning and

productive membership in society. Differences in enrollments among racial/ethnic

groups can provide insight into inequality

of access and participation, issues that are

of national concern. Enrollments are explored in various ways including time-series

trends and Hispanic student enrollment in

schools with varying proportions of minority students.

2 Participation

2.1 Enrollment in preprimary education and kindergarten

2.2 Early literacy activities

2.3 Elementary and secondary school enrollment

2.4 Before- and after-school care

2.5 Special education

II
22 Status and Trends in the Education of Hispanics

2.1 Enrollment in preprimary education and kindergarten

Hispanic children are less likely than White or Black children to be enrolled in center-based

preprimary education at the age of 3, but are no less likely than White children at ages 4 and 5.

tected with the enrollment rate for White

children (93 percent). Both of these percentages are lower than the near-universal

enrollment (99 percent) of Black children.

Between 1991 and 1999, the percent of

Hispanic 4-year-olds enrolled in centerbased programs or kindergarten increased

from 52 to 64, but no statistically significant increases in the percentages of 3- and

5-year-old Hispanic children enrolled in

these types of programs were detected.

Among both 3- and 4-year-olds, no differences were detected between poor and

nonpoor Hispanic children in enrollment

in center-based preprimary education programs and kindergarten in 1999.20 This was

also the case for poor and nonpoor Black 3-

and 4-year olds (supplemental table 2.1b).

Involving students in preprimary programs

can help them prepare for elementary

school.19 Hispanic children are less likely to

be enrolled in center-based preprimary education programs at age 3 than White and

Black children. In 1999, 26 percent of Hispanic 3-year-olds were enrolled in

center-based preprimary education, less

than the 47 percent of White and 60 percent of Black 3-year-olds who were enrolled

at this age. By age 4, however, there was no

gap in enrollment rates between Hispanic

and White children, with 64 percent of Hispanic 4-year-olds and 69 percent of White

4-year-olds enrolled. These percentages are

lower than that of Black children (with 81

percent enrollment). By age 5, 89 percent

of Hispanic children were enrolled in center-based preprimary education or

kindergarten. Again no difference was de19 S. Bredekamp and C. Copple, Developmentally Appropriate Practice in Early Childhood Programs

(Washington, DC: National Association for the Education of Young Children, 1997).

20 The poverty thresholds used here are the same as those used by the Bureau of the Census (see Indicator

1.4).

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 23

Percent of 3- to 5-year-olds enrolled in center-based programs or kindergarten,

by race/ethnicity: 1991 and 1999

Chapter 2 — Participation

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000, based on National Household Education Survey (NHES), 1999 (Parent Interview

Component).

Percent

White, non-Hispanic Black, non-Hispanic 

3-year-olds 4-year-olds 5-year-olds 3-year-olds 4-year-olds 5-year-olds

20

40

60

80

100

45 45

25

61

72

52

90 94

86

47

60

26

69

81

64

93

99

89

Hispanic

0

1991 1999
24 Status and Trends in the Education of Hispanics

Research suggests that reading to young children aids in their language acquisition, early

reading performance, and later success in

school.21 Other early literacy activities, such

as telling stories, may also enhance children’s

chances for success in school.22 This indicator

reports on the percentage of 3- to 5-year-old

children not yet enrolled in kindergarten who

participated in three literacy activities at home

according to parents’ responses: being read

to, being told stories, and visiting a library.

In 1999, 61 percent of Hispanic children

had been read to three or more times in

the past week, 40 percent were told a story

by a family member in the past week, and

25 percent had visited a library within the

past month. No differences were detected

between the percentages of Hispanic parents reporting that their 3- to 5-year-olds

were being told a story or visiting the library in 1991 and 1999. The percent of

Hispanic 3- to 5-year-olds being read to

rose from 53 percent in 1991 to 62 percent in 1993, but there has been no

change since.

Hispanic children were less likely than White

or Black children to be read to or to visit a

library in 1999. They were also less likely

than White children to be told a story.

2.2 Early literacy activities

Hispanic children are less likely than their White or Black peers to be read to or to visit a library.

21 C.E. Snow, M.S. Burns, and P. Griffin (Eds.), Preventing Reading Difficulties in Young Children

(Washington, DC: National Academy Press, 1998).

22 C. Snow, “The Theoretical Basis for Relationships Between Language and Literacy in Development,”

Journal of Research in Childhood Education (1991), 6: 5–10.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 25

Chapter 2 — Participation

Percent of 3- to 5-year-olds not yet enrolled in kindergarten who participated in

various home literacy activities with a family member, by race/ethnicity:

Selected years 1991 to 1999

1 Refers to being read to at least three times in the past week.

2 Refers to being told a story at least once in the past week.

3 Refers to visiting a library at least once in the past month.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Household

Education Survey (NHES), 1991 (Early Childhood Education Component), 1993 (School Readiness

Component), 1995 (Early Childhood Program Participation Component), 1996 (Parent and Family

Involvement in Education Component), and 1999 (Parent Interview Component), restricted-use

data.

Percent

1991 1993 1995 1996 1999 1991 1993 1995 1996 1999 1991 1993 1995 1996 1999

0

20

40

60

80

100

White, non-Hispanic

Black, non-Hispanic

Hispanic

Read to1 Told a story2 Visited a library3
26 Status and Trends in the Education of Hispanics

In 2000, minorities constituted 39 percent

of public school students in kindergarten

through 12th grade, of which 44 percent

were Hispanic (17 percent of total

enrollment).

Between 1972 and 2000, the percentage of

Hispanic students in public schools increased

11 percentage points and the overall percentage of minority students increased 17

percentage points. By comparison, the percentage of Black students in public schools

increased only about 2 percentage points

between 1972 and 2000 (supplemental

table 2.3a).

There are regional differences in the proportion of students enrolled in public schools

who are Hispanic (as well as those from other

minorities). The largest concentration of Hispanic students is in the West, where they

represented 32 percent of students in 2000

(an increase of 16 percentage points from

1972) (supplemental table 2.3b).

The majority of Hispanic students attending public elementary and secondary schools

are enrolled in schools where minorities

comprise the majority of the student population. In 2000, 38 percent of Hispanic

students were enrolled in schools where

minorities accounted for 90 percent or more

of the student body, and 77 percent of Hispanic students were enrolled in schools

where minorities made up 50 percent or

more of the population. The majority of

Hispanic students also are enrolled in public schools that are largely Hispanic

(supplemental table 2.3c). For

example, 32 percent of Hispanic publicschool students attended schools that

were over 75 percent Hispanic enrollment, and 55 percent attended schools

that were over 50 percent Hispanic enrollment. Less than one-quarter of Hispanic

public-school students attended schools in

which Hispanic enrollment was less than

25 percent in 2000.

2.3 Elementary and secondary school enrollment

Much of the recent rise in minority enrollment may be attributed to the growth in the number of

Hispanic students. Most Hispanic students attend schools where minorities are the majority of the

student body.

(Continued on page 28.)

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 27

Percent of public school students enrolled in grades K–12 who were minorities,

by race/ethnicity: 1972–2000

1972 1976 1980 1984 1988 1992 1996 2000

0

5

10

15

20

25

30

35

40

45

50

Black, non-Hispanic

Hispanic

Other

Percent

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2002, based on U.S. Department of Commerce, Bureau of the Census, October Current

Population Surveys, 1972–2000.

Percentage distribution of public elementary and secondary school students of

each racial/ethnic group, by percent minority of school: Fall 2000

Less than 10–24 25–49 50–74 75–89 90 percent

Race/ethnicity Total 10 percent percent percent percent percent or more

Total 100 28 19 19 13 8 14

White, non-Hispanic 100 43 26 20 8 2 1

Black, non-Hispanic 100 2 7 19 21 13 37

Hispanic 100 2 7 15 20 19 38

Asian/Pacific Islander 100 7 15 23 22 18 15

American Indian/

Alaska Native 100 9 19 27 17 8 20

NOTE: Detail may not add to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, unpublished data

from Common Core of Data, 2000–01.

Chapter 2 — Participation
28 Status and Trends in the Education of Hispanics

Hispanic public school enrollment can also

be looked at with respect to various school

demographic characteristics. Almost twothirds (65 percent) of all Hispanic students

lived in large cities or the urban fringe of

large cities in 2000. Compared to White

public school students, Hispanic students

were more likely to reside in large cities (32

percent versus 6 percent) and less likely to

reside in towns or rural areas (14 percent

versus 40 percent). Compared to Black

public school students, Hispanic students

were as likely to live in large cities, but a

larger percentage of Black students (19 percent) lived in towns or rural areas.

Hispanic students comprised one-quarter or

more of public school enrollment in five

states (Arizona, California, Nevada, New

Mexico, and Texas) (supplemental table

2.3e). Forty-one percent of students in the

top 10 largest public school districts were

Hispanic. Other racial/ethnic groups were

not as common as Hispanic students in these

districts: Whites represented 19 percent,

Blacks represented 31 percent, and Asians/

Pacific Islanders represented 9 percent. (The

percentage of American Indians/Alaska Natives in public school districts rounded to 0.)

Hispanics were the largest racial/ethnic

group in four of these districts: New York

City (NY), Los Angeles Unified (CA), Dade

County (FL), and Houston Independent

School District (TX) (supplemental table

2.3f).

More than one-half (59 percent) of Hispanic

4th-grade students were in public schools in

which more than 50 percent of the students

were eligible to receive free or reduced-price

lunches. Twenty-six percent attended

schools in which 51 to 75 percent of the

students were eligible, and 16 percent attended schools in which 76 to 99 percent

of the students were eligible. Seventeen percent of Hispanic students were enrolled in

schools with 100 percent of the students

eligible for free or reduced-price lunch.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 29

Percentage distribution of 4th-grade public school students of each racial/

ethnic group, by percentage of students in school eligible for free or reducedprice lunch: 2000

0 1–5 6–10 11–25 26–50 51–75 76–99 100

Race/ethnicity Total percent percent percent percent percent percent percent percent

Total 100 6 11 11 14 20 20 11 6

White, non-Hispanic 100 7 14 15 18 23 17 5 1

Black, non-Hispanic 100 2 2 2 7 14 28 32 13

Hispanic 100 4 4 7 9 16 26 16 17

Asian/Pacific Islander 100 7 27 16 9 13 10 17 2

American Indian/

Alaska Native 100 3 2 1 9 25 32 16 12

NOTE: Percentages may not add to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2000 Reading Assessment.

Percentage distribution of public elementary and secondary school enrollment,

by race/ethnicity and urbanicity: Fall 2000

American

White, Black, Asian/ Indian/

non- Total non- Pacific Alaska

Urbanicity Total Hispanic minority Hispanic Hispanic Islander Native

Total 1 100 100 100 100 100 100 100

Large city 2 16 6 31 32 32 28 10

Mid-size city 3 13 11 16 19 15 12 11

Urban fringe/large city 4 30 31 30 24 33 44 16

Urban fringe/mid city 5 9 11 6 6 6 5 6

Large town 6 11 111 1 2

Small town 7 9 11 6 8 5 2 17

Rural 8 21 28 10 10 8 8 38

1 Total includes those of unknown urbanicity.

2 Central city of metropolitan statistical area (MSA) with population of 400,000 or more or a

population density of 6,000 or more persons per square mile.

3 Central city of an MSA but not designated as a large central city.

4 Place within the MSA of a large central city.

5 Place within the MSA of a midsize central city.

6 Place not within an MSA but with population of 25,000 or more and defined as urban.

7 Place not within an MSA with a population of at least 2,500, but less than 25,000.

8 Place with a population of less than 2,500.

NOTE: Percentages may not add to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, unpublished data

from Common Core of Data, 2000–01.

Chapter 2 — Participation
30 Status and Trends in the Education of Hispanics

In 1999, over one-half of all Hispanic children in kindergarten through 8th grade

received only parental care before and after

school, while 21 percent received care from

another relative and 16 percent attended a

center-based program. No differences were

detected between the percentages of Hispanic

children who received care from a nonrelative

and those who cared for themselves before

and after school (7 and 10 percent, respectively).

The rates for Hispanic students were not statistically different from rates for White

students in each of the following categories

of before- and after-school care: receiving

care from a nonrelative, attending a centerbased program, and receiving care from their

parents. Hispanic students are more likely

than White students to receive care from

another relative but less likely to care for

themselves before and after school. In contrast, Hispanic students are more likely than

Black students to have only parental care,

but less likely than Blacks to receive care

from another relative or to attend a centerbased program.

2.4 Before- and after-school care

Hispanic students are more likely than White students to receive care from another relative, but less

likely than White students to care for themselves before and after school.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 31

Percent of children in grades K–8 who received various types of care before and

after school, by race/ethnicity: 1999

Chapter 2 — Participation

NOTE: Percentages for each racial/ethnic group may add to greater than 100 because more than

one category could be indicated.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on National Household Education Survey (NHES), 1999 (Parent Interview

Component).

Percent

White, non-Hispanic Black, non-Hispanic Hispanic

Received care 

from relative

Received care 

from nonrelative

Attended centerbased programChild cared

for self

Parental

care only

0

10

20

30

40

50

60

17

28

21

8 7 7

17

28

16

12 13

10

55

40

54
32 Status and Trends in the Education of Hispanics

The Individuals with Disabilities Education Act (IDEA) helps children with

disabilities receive special education.23 In

the 1999–2000 school year, 13 percent of

children 3 to 21 years old received services

under IDEA. A smaller-than-average percent of Hispanics and Whites were served

under IDEA (both 11 percent), while

larger-than-average percentages of Black

and American Indian/Alaska Native children were served under the program (15

and 14 percent, respectively). Six percent

of Asian/Pacific Islander children received

such services.

2.5 Special education

Hispanics are about as likely as Whites to receive special education services, but more likely than

Asians/Pacific Islanders and less likely than Blacks and American Indians/Alaska Natives to do so.

23 The precursor to IDEA—the Education for All Handicapped Children Act (EAHCA)—was first

passed in 1975 to provide federal funding for the education of individuals with disabilities. This act

was amended in 1990 to become IDEA. IDEA aims “to ensure that all children with disabilities have

available to them a free, appropriate public education that emphasizes special education and related

services designed to meet their particular needs; to ensure that the rights of children with disabilities

and their parents or guardians are protected; to assist States and localities to provide for the education of

all children with disabilities; and to assess and ensure the effectiveness of efforts to educate children

with disabilities.” U.S. Department of Education, Twenty-Second Annual Report to Congress on the

Implementation of the Individuals with Disabilities Education Act (2000).

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 33

Percent of 3- to 21-year-olds served under the Individuals with Disabilities

Education Act (IDEA), by race/ethnicity: 1999–2000

Chapter 2 — Participation

SOURCE: U.S. Department of Education, Office of Special Education Programs (OSEP), Data Tables for

OSEP State Reported Data, based on OSEP state data; and U.S. Department of Education, National

Center for Education Statistics, Common Core of Data, 1999–2000.

Percent

Total White, nonHispanicBlack, nonHispanicHispanic Asian/ 

Pacific Islander

American Indian/

Alaska Native

0

5

10

15

20

13.2

10.9

14.9

11.3

5.9

14.1

Status and Trends in the Education of Hispanics 35

PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION

The indicators in this section focus on the

efforts that students put into their studies,

their progress through elementary and secondary school, and their success at completing

high school. Particular attention is paid to

how Hispanic students compare to other

population groups as they proceed through

school. Indicators of student effort and persistence include how often students are

absent from school, how many students are

retained in grade, and how many students

II

3 Persistence

3.1 Absenteeism

3.2 Grade retention, suspension, and expulsion

3.3 Dropout rates

3.4 High school completion

drop out. Problems early on in school, such

as behavior that leads to suspension and expulsion or learning difficulties that arise from

speaking a language other than English at

home, can accumulate and may eventually

make students more likely to drop out of

school, which has long-term negative consequences.24 Dropout rates are particularly

pronounced among Hispanic students, especially those that are recent immigrants.

24 P. Kaufman, M.N. Alt, and C.D. Chapman, Dropout Rates in the United States: 2000 (NCES 2002–

114).
36 Status and Trends in the Education of Hispanics

School absenteeism can be a concern because it decreases the amount of learning

opportunities children have at school. In

2000, 26 percent of Hispanic students in

the 8th grade and 34 percent of Hispanic

students in the 12th grade reported that they

had been absent 3 or more days in the preceding month. At the 8th-grade level, no

differences were detected between the absenteeism rate of Hispanic students and

those of Black and American Indian/Alaska

Native students.25 It was, however, higher

than those of White and Asian/Pacific Islander students. At the 12th-grade level, no

differences were detected in the percent of

Hispanic students who were absent 3 or

more days and the percents of Black, Asian/

Pacific Islander, and American Indian/Alaska

Native students. The percent for Hispanics

was higher than that of White students.

3.1 Absenteeism

Hispanic 8th- and 12th-graders have higher absenteeism rates than Whites.

25 The fact that there is no statistical difference between Hispanics and American Indians/Alaska Natives

may be due to the large standard error for American Indians/Alaska Natives.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 37

Percent of 8th- and 12th-grade students who were absent from school, by number

of days missed in the preceding month and race/ethnicity: 2000

No 3 or No 3 or

Race/ethnicity absences 1–2 days more days absences 1–2 days more days

Total 45 35 20 33 39 28

White, non-Hispanic 45 37 19 33 40 27

Black, non-Hispanic 49 29 22 33 38 29

Hispanic 40 35 26 31 35 34

Asian/Pacific Islander 60 29 11 37 31 32

American Indian/Alaska Native 34 33 34 26 41 33

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment

of Educational Progress (NAEP), 2000 Science Assessment, unpublished data by Educational Testing

Service.

12th 8 -grade students th-grade students

Chapter 3 — Persistence
38 Status and Trends in the Education of Hispanics

Children are retained in grade if they are

judged not to have the academic or social

skills to advance to the next grade. Children who are retained in grade may show

lower academic achievement and motivation, and many may behave in ways that

undermine their efforts in school and their

social well-being.26 Students who are being

disruptive enough to warrant a suspension

or expulsion may not be engaged in learning. Students who are not in school,

sometimes due to suspension or expulsion,

typically cannot be expected to be learning.27 In 1999, 13 percent of Hispanic

students in kindergarten through 12th grade

had ever repeated a grade. This figure is less

than that for Black and American Indian/

Alaska Native students (both 18 percent)

but more than that for White and Asian/

Pacific Islander students (9 and 7 percent,

respectively). Suspension/expulsion rates

also vary by race/ethnicity. In 1999, 20 percent of Hispanic students in grades 7

through 12 had ever been suspended or

expelled—a higher rate than among Whites

(15 percent) but a lower rate than among

Blacks (35 percent). Other apparent differences were not statistically significant.28

3.2 Grade retention, suspension, and expulsion

Hispanic students have retention and suspension/expulsion rates that are higher than those of

Whites, but lower than those of Blacks.

26 A. Wheelock, Social Promotion and Grade Retention: Introduction to the Issues. Available: http://

www.csteep.bc.edu/ctestweb/retention/retention.html#intro [December 19, 2002].

27 G. Wehlage, R. Rutter, G. Smith, N. Lesko, and R. Fernandez, Reducing the Risk: Schools as Communities of Support (London: The Falmer Press, 1989).

28 The fact that there is no statistical difference between Hispanics and American Indians/Alaska Natives

may be due to the large standard error for American Indians/Alaska Natives.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 39

Percent of elementary and secondary students who had ever repeated a grade

or been suspended/expelled, by race/ethnicity: 1999

Chapter 3 — Persistence

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Household

Education Survey (NHES), 1999 (Parent Interview Component).

White, non-Hispanic Black, non-Hispanic 

9

18

13

7

18

15

35

20

13

38

Hispanic

Repeated grade (grades K–12) Suspended or expelled (grades 7–12)

Asian/Pacific 

Islander

American Indian/

Alaska Native

Percent

10

20

30

40

50

60

0
40 Status and Trends in the Education of Hispanics

Young adults who do not finish high school

are more likely to be unemployed and earn

less when they are employed than those who

complete high school.29 The percentage of

16- to 24-year-olds who are out of school

and who have not earned a high school credential, such as a General Educational

Development (GED) credential, is called the

status dropout rate. In 2000, the status dropout rate for Hispanics was 28 percent, higher

than the 7 percent rate for Whites and the

13 percent rate for Blacks. The status dropout rate for Hispanics declined by 7

percentage points between 1972 and 2000;

for Whites the rate declined by 5 percentage

points and for Blacks by 8 percentage points.

The average status dropout rate for Hispanics is partly attributable to the markedly

higher dropout rates among Hispanic immigrants; more than one-half of Hispanic

immigrants never enrolled in a U.S. school,

but are included as high school dropouts if

they did not complete high school in their

country of origin.30 The 2000 status dropout rate for Hispanics born outside the

United States (44 percent) is higher than the

rate for first-generation Hispanic youth (15

percent).31 However, among youth born in

the United States, both first- and secondgeneration Hispanics are still more likely to

drop out than their counterparts of other

races/ethnicities (supplemental table 3.3b).32

3.3 Dropout rates

Hispanic students have higher high school dropout rates than White or Black students.

29 P. Kaufman, M.N. Alt, and C.D. Chapman, Dropout Rates in the United States: 2000 (NCES 2002–

114).

30 Ibid.

31 Individuals defined as “first generation” were born in the United States with at least one parent born

outside the United States.

32 Individuals defined as “second generation” were born in the United States, as were both their parents.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 41

Percent of 16- to 24-year-olds who were high school dropouts, by race/ethnicity:

1972–2000

Percent

1972 1976 1980 1984 1988 1992 1996 2000

0

10

20

30

40

50

White, non-Hispanic

Black, non-Hispanic

Hispanic

NOTE: The data presented here represent status dropout rates, which is the percentage of 16- to 24-

year-olds who are out of school and who have not earned a high school credential. Another way of

calculating dropout rates is the event dropout rate, the percentage of 15- to 24-year-olds who

dropped out of grades 10 through 12 in the 12 months preceding the fall of each data collection

year. Event dropout rates are not presented here.

SOURCE: P. Kaufman, M.N. Alt, and C.D. Chapman, Dropout Rates in the United States: 2000, based on

U.S. Department of Commerce, Bureau of the Census, October Current Population Surveys, 1972–

2000.

Chapter 3 — Persistence
42 Status and Trends in the Education of Hispanics

The high school completion rate indicates

the proportion of 18- to 24-year-olds who

have a high school diploma or an equivalent

credential, including a General Educational

Development (GED) credential.33 High

school completion rates for Hispanics and

their Black and White peers largely mirror

status dropout rates: Hispanic young adults

are less likely than Whites and Blacks to complete high school programs. In 2000, 64

percent of Hispanic 18- to 24-year-olds had

completed secondary schooling, compared to

92 percent of Whites and 84 percent of

Blacks. Completion rates for Hispanics have

fluctuated over the past two and one-half

decades, showing no consistent trend.

3.4 High school completion

A lower percentage of Hispanics complete high school programs compared with White and Black

students.

33 Data on the percentage of students who complete high school within the traditional 4 years are not

currently available.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 43

High school completion rates for 18- to 24-year-olds not currently enrolled in high

school, by race/ethnicity: 1972–2000

SOURCE: P. Kaufman, M.N. Alt, and C.D. Chapman, Dropout Rates in the United States: 2000, based on

U.S. Department of Commerce, Bureau of the Census, October Current Population Surveys, 1972–

2000.

Percent

1972 1976 1980 1984 1988 1992 1996 2000

0

20

40

60

80

100 White, non-Hispanic

Black, non-Hispanic

Hispanic

Chapter 3 — Persistence

Status and Trends in the Education of Hispanics 45

PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION

school, it is essential to measure their progress

to ensure that they are acquiring the necessary skills and understanding challenging

subject matter. These academic outcomes are

measured as the change in performance over

time and through the percentage of students

achieving predetermined standards of competence. Gaps in student performance are

also compared in terms of parental education, by race/ethnicity.

II

4 Academics and Achievement

4.1 Teacher reports on kindergartners’ approaches to learning

4.2 Student performance in reading

4.3 Student performance in mathematics

4.4 Student performance in science

4.5 Trends in credit earning and coursetaking in high school

4.6 Advanced coursetaking in high school

4.7 Advanced Placement examinations

4.8 Student performance on college entrance examinations

This section presents findings on elementary

and secondary student achievement and other

academic outcomes. It also presents findings

on the progress that is being made in improving Hispanic student performance and

closing achievement gaps. Children enter

school with varying levels of knowledge and

skills, and measures of early childhood competencies represent important indicators of

future prospects both inside and outside of

the classroom. As students proceed through
46 Status and Trends in the Education of Hispanics

The ways in which kindergartners approach

and perform specific tasks in different situations contribute to variations in their skills

and knowledge and their chances for success

in learning.34 This indicator considers the percent of kindergartners who were reported by

their teacher as “often” or “very often” persisting at tasks, being eager to learn, and paying

attention in class. In 1998, 67 percent of

Hispanic first-time kindergartners were reported to persist at their tasks, 70 percent to

be eager to learn, and 62 percent to pay attention in class.

No differences were detected in the percentages of Hispanic and Black first-time

kindergartners who were reported to persist

at tasks, to be eager to learn, and to pay

attention “often” or “very often.”35 Higher

percentages of both White and Asian/Pacific Islander first-time kindergartners were

reported by their teachers to exhibit these

two behaviors and to be eager to learn than

their Hispanic or Black peers.

4.1 Teacher reports on kindergartners’ approaches to learning

According to teacher reports, Hispanic kindergartners are less likely than their White and Asian/

Pacific Islander peers to stay focused on tasks, to be eager to learn, and to pay attention.

34 S.L. Kagan, E. Moore, and S. Bredekamp, Reconsidering Children’s Early Development and Learning:

Toward Common Views and Vocabulary (Washington, DC: National Education Goals Panel, 1995).

35 The fact that there is no statistical difference between Hispanics and Blacks may be due to the large

standard error for Blacks.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 47

Percent of first-time kindergartners whose teachers reported that they persist at

tasks, are eager to learn, and pay attention “often” or “very often,” by race/

ethnicity: Fall 1998

Chapter 4 — Academics and Achievement

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000, based on Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, Fall

1998.

White, non-Hispanic Black, non-Hispanic Hispanic Asian/Pacific Islander

Percent

Persist at tasks Eager to learn Pay attention

0

20

40

60

80

100

75

62

67

81 78

66 70

80

70

55

62

71

Child performance
48 Status and Trends in the Education of Hispanics

The long-term trend component of the National Assessment of Educational Progress

(NAEP) tracks the reading scores of 9-, 13-,

and 17-year-old students from the early

1970s to 1999. (The two following sections

also use these data to track performance in

mathematics and science.) Hispanic students’ NAEP reading scores in the three age

groups were higher in 1999 than in 1975,36

the first year in which scores were reported

by Hispanic ethnicity. With the exception

of White 17-year-old students and Black

9-year-old students, all other racial/ethnic

groups at all age levels had higher scores in

1999 than in 1975. Within the period,

however, scores fluctuated, with no statistically significant changes observed in the past

9 years for Hispanic students (except for 13-

year-olds whose 1999 scores are statistically

significantly higher than their 1994 scores)

and for students from other racial/ethnic

groups at all age levels (except for White 13-

year-olds, whose 1999 scores are statistically

significantly higher than their 1990 scores).

Despite the gains among Hispanic students

at all three age groups since 1975, their performance remains lower than that of White

students. In 1999, average scores among

Hispanic 9-year-olds were 13 percent below Whites’ scores (a gap of 28 points),

among 13-year-olds they were 9 percent

below Whites’ scores (a gap of 23 points),

and among 17-year-olds they were 8 percent below Whites’ scores (a gap of

24 points). Though no clear trend is apparent, there was a decrease in the size of

the score gap between Hispanic and White

17-year-olds between 1975 and 1999, but

not between White and Hispanic 9- and

13-year-olds. Except for one instance, no

differences were detected between the

scores of Hispanic and Black students

throughout the assessment years. However,

the size of the gaps between White and

Black students’ scores decreased at all three

ages between 1975 and 1999.

When student performance is broken out

by parental education attainment categories (as reported by students), NAEP

reading score differences between Hispanic

and White 12th-graders persist.37 In 1998,

there was a 16-point gap between the

scores of Hispanics and Whites whose parents did not finish high school, an 11-point

gap for those whose parents graduated from

high school, a 10-point gap for those whose

parents had some education after high

school, and a 21-point gap for those whose

parents graduated from college (supplemental table 4.2c).

4.2 Student performance in reading

Hispanic students had higher NAEP reading scores in 1999 than in 1975. However, Hispanic

students’ NAEP performance remains lower than White students.

36 Data for Hispanics are not available back to 1971 when the NAEP’s reading assessments were initiated.

Initial assessment years for each NAEP trend assessment vary according to subject area, and initial

assessment years for Hispanics occur a few years later but also vary according to subject area.

37 In this and following similar analyses in 4.3 and 4.4, grade levels rather than age groups are discussed

because a different NAEP assessment (the National NAEP rather than the Long-Term Trend NAEP),

which uses grade levels instead of age groups, is used.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 49

Average NAEP reading scale scores, by age and race/ethnicity: Selected years

1975 to 1999

Age and race/ethnicity 1975 1980 1984 1988 1990 1992 1994 1996 1999

Age 9

Total 210 215 211 212 209 211 211 213 212

White, non-Hispanic 217* 221 218 218 217 218 218 220 221

Black, non-Hispanic 181 189 186 189 182 185 185 191 186

Hispanic 183* 190 187 194 189 192 186 195 193

Age 13

Total 256* 259 257 258 257* 260 258 258 259

White, non-Hispanic 262* 264 263* 261* 262* 266 265 266 267

Black, non-Hispanic 226* 233 236 243 241 238 234 234 238

Hispanic 233* 237 240 240 238 239 235* 238 244

Age 17

Total 286 286 289 290 290 290 288 288 288

White, non-Hispanic 293 293 295 295 297 297 296 295 295

Black, non-Hispanic 241* 243* 264 274* 267 261 266 266 264

Hispanic 252* 261 268 271 275 271 263 265 271

* Statistically significantly different from 1999.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment

of Educational Progress (NAEP), NAEP 1999, Trends in Academic Progress: Three Decades of Student

Performance, based on 1999 Long-Term Trend Assessment.

Differences between White, non-Hispanic and Hispanic students’ average NAEP

reading scale scores (White, non-Hispanic minus Hispanic), by age: Selected

years 1975 to 1999

1996

1994

1992

1990

1988

1984

1980

1975

24

30

33

26

22

24

27

31

41*

0 10 20 30 40 50 60

Year

Score differences Score differences Score differences

Year

1999

1996

1994

1992

1990

1988

1984

1980

1975

0 10 20 30 40 50 60

28

25

32

26

28

24

30

31

34

Age 9

Year

1999

1996

1994

1992

1990

1988

1984

1980

1975

23

28

30

27

24

21

23

27

30

0 10 20 30 40 50 60

Age 13 Age 17

* Statistically significantly different from 1999.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment

of Educational Progress (NAEP), NAEP 1999, Trends in Academic Progress: Three Decades of Student

Performance, based on 1999 Long-Term Trend Assessment.

Chapter 4 — Academics and Achievement
50 Status and Trends in the Education of Hispanics

Hispanic students’ mathematics scores at all

three age levels (9, 13, and 17 years old)

were higher in 1999 than they were in 1973,

1978, and 1982. Seventeen-year-old Hispanic students’ NAEP scores were higher in

1999 compared to 1986 and 1990 as well.

Hispanic students’ performance was lower

than that of White students in mathematics at all three age levels in 1999, but

Hispanic 13- and 17-year-olds scored

higher than Black 13- and 17-year-olds.

The gap between Hispanic and White

13- and 17-year-old students’ mathematics scores has decreased between 1973 and

1999. However, among 9-year-olds, the

gap between Hispanics and Whites has increased since 1982. Though there were statistically significant changes, no clear trend

is apparent in the gap sizes of any of these

age groups.

When student performance is broken out by

parental education attainment categories, differences persist, except in the case of scores

between Hispanics and Whites whose parents did not finish high school. In 2000,

there was a 16-point gap between the scores

of Hispanics and Whites whose parents

graduated from high school, an

18-point gap for those whose parents had

some education after high school, and a

24-point gap for those whose parents graduated from college (supplemental table 4.3c).

4.3 Student performance in mathematics

Hispanic students had higher NAEP mathematics scores in 1999 than in the 1970s and early

1980s, and the gaps between Hispanic and White students’ NAEP scores have decreased at two

age levels.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 51

Average NAEP mathematics scale scores, by age and race/ethnicity: Selected

years 1973 to 1999

Age and race/ethnicity 1973 1978 1982 1986 1990 1992 1994 1996 1999

Age 9

Total 219* 219* 219* 222* 230* 230* 231 231 232

White, non-Hispanic 225* 224* 224* 227* 235* 235* 237 237 239

Black, non-Hispanic 190* 192* 195* 202* 208 208 212 212 211

Hispanic 202* 203* 204* 205* 214 212 210 215 213

Age 13

Total 266* 264* 269* 269* 270* 273* 274 274 276

White, non-Hispanic 274* 272* 274* 274* 276* 279* 281 281 283

Black, non-Hispanic 228* 230* 240* 249 249 250 252 252 251

Hispanic 239* 238* 252* 254 255 259 256 256 259

Age 17

Total 304* 300* 299* 302* 305* 307 306 307 308

White, non-Hispanic 310* 306* 304* 308* 309* 312* 312 313 315

Black, non-Hispanic 270* 268* 272* 279 289 286 286 286 283

Hispanic 277* 276* 277* 283* 284* 292 291 292 293

* Statistically significantly different from 1999.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment

of Educational Progress (NAEP), NAEP 1999, Trends in Academic Progress: Three Decades of Student

Performance, based on 1999 Long-Term Trend Assessment.

Differences between White, non-Hispanic and Hispanic students’ average NAEP

mathematics scale scores (White, non-Hispanic minus Hispanic), by age:

Selected years 1973 to 1999

0 10 20 30 40 50 60

Year

Score differences

Age 17

1999

1996

1994

1992

1990

1986

1982

1978

1973

22

21

22

20

26

24

27

30

33*

Score differences

Year

0 10 20 30 40 50 60

Age 13

1999

1996

1994

1992

1990

1986

1982

1978

1973

24

25

25

20

22

19

22

34*

35*

Score differences

Year

0 10 20 30 40 50 60

Age 9

1999

1996

1994

1992

1990

1986

1982

1978

1973

26

22

27

23

21

21

20*

21

23

* Statistically significantly different from 1999.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment

of Educational Progress (NAEP), NAEP 1999, Trends in Academic Progress: Three Decades of Student

Performance, based on 1999 Long-Term Trend Assessment.

Chapter 4 — Academics and Achievement
52 Status and Trends in the Education of Hispanics

At ages 9, 13, and 17, Hispanic students

had higher NAEP science scores in 1999

than in 1977. White and Black 9-, 13-, and

17-year-olds have also shown an increase in

science performance since 1977. Hispanic

17-year-olds’ and White 17-year-olds’

NAEP scores were higher in 1999 than they

were in 1982, 1986, and 1990 as well.

White students outperformed both Hispanic

and Black students in science at all three age

levels in 1999, and Hispanic 17-year-olds

scored higher than Black 17-year-olds. Examining the long-term trend, the gap

between White and Hispanic students has

remained unchanged since 1977, except

in 1992 for 13-year-olds and in 1982 for

17-year-olds, when these gaps were statistically significantly different from the 1999

gaps.

When student performance is broken out by

parental education attainment categories,

NAEP science score gaps between Hispanic

and White 12th-graders persist. In 2000,

there was a 9-point gap between the scores

of Hispanics and Whites whose parents did

not finish high school, a 19-point gap for

those whose parents graduated from high

school, an 18-point gap for those whose parents had some education after high school,

and a 24-point gap for those whose parents

had graduated from college (supplemental

table 4.4c).

4.4 Student performance in science

Hispanic students had higher NAEP science scores in 1999 than in 1977. Nonetheless, gaps

between Hispanic and White students’ NAEP scores remain.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 53

Average NAEP science scale scores, by age and race/ethnicity: Selected years

1977 to 1999

Age and race/ethnicity 1977 1982 1986 1990 1992 1994 1996 1999

Age 9

Total 220* 221* 224* 229 231 231 230 229

White, non-Hispanic 230* 229* 232* 237 239 240 239 240

Black, non-Hispanic 175* 187* 196 196 200 201 202 199

Hispanic 192* 189* 199 206 205 201 207 206

Age 13

Total 247* 250* 251* 255 258* 257 256 256

White, non-Hispanic 256* 257* 259* 264 267 267 266 266

Black, non-Hispanic 208* 217* 222 226 224 224 226 227

Hispanic 213* 225 226 232 238* 232 232 227

Age 17

Total 290* 283* 289* 290* 294 294 296 295

White, non-Hispanic 298* 293* 298* 301* 304 306 307 306

Black, non-Hispanic 240* 235* 253 253 256 257 260 254

Hispanic 262* 249* 259* 261* 270 261 269 276

* Statistically significantly different from 1999.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment

of Educational Progress (NAEP), NAEP 1999, Trends in Academic Progress: Three Decades of Student

Performance, based on 1999 Long-Term Trend Assessment.

Chapter 4 — Academics and Achievement

Differences between White, non-Hispanic and Hispanic students’ average NAEP

science scale scores (White, non-Hispanic minus Hispanic), by age: Selected

years 1977 to 1999

0 10 20 30 40 50 60

Year

Score differences

Age 17

60

Score differences

Year

0 10 20 30 40 50

Age 13

Score differences

0 10 20 30 40 50 60

Age 9

1999

1996

1994

1992

1990

1986

1982

1977

30

38

45

34

39

38

44*

35

1999

1996

1994

1992

1990

1986

1982

1977

39

34

34

30*

32

33

32

43

34

32

39

34

31

32

40

38

Year

1999

1996

1994

1992

1990

1986

1982

1977

* Statistically significantly different from 1999.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), NAEP 1999, Trends in Academic Progress: Three Decades of

Student Performance, based on 1999 Long-Term Trend Assessment.
54 Status and Trends in the Education of Hispanics

In 1998, high school graduates earned more

credits than did 1982 graduates, especially

in academic subjects. Increased academic

coursetaking was particularly pronounced

among Hispanic students, and the difference that previously existed between

Hispanic and White students was no longer

detected in 1998. In 1982, Hispanic students earned, on average, one and one-half

fewer credits in academic subjects than

White students, but by 1998, this difference was less than one-half of one credit

and not statistically significant. Although

the difference between Hispanics and

Blacks was not statistically significant in

either 1982 or 1998, in both years Black

students earned one fewer academic credits

than White students. Overall, Hispanic

high school graduates earned 25.4 total

credits in 1998, including 17.7 academic

credits and 4.0 vocational credits. The

number of vocational credits that Hispanic

high school graduates earned in 1998 was

similar to the number earned by all high

school graduates, who also earned 4.0 credits. Both of these figures represent a decrease

from 1982, when Hispanics earned 5.3 vocational credits and all high school

graduates earned 4.7 vocational credits.

4.5 Trends in credit earning and coursetaking in high school

In 1998, Hispanic high school graduates earned more credits than did 1982 graduates, especially

in academic subjects, and narrowed the gap with Whites on academic credits earned.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 55

Average number of total, academic, and vocational credits earned by high

school graduates, by race/ethnicity: Selected years 1982 to 1998

Race/ethnicity 1982 1987 1990 1994 1998

Total credits earned

Total 21.8 23.1 23.6 24.3 25.2

White, non-Hispanic 21.9 23.2 23.7 24.5 25.2

Black, non-Hispanic 21.4 22.5 23.5 23.7 24.8

Hispanic 21.5 22.9 23.9 24.2 25.4

Total academic credits earned

Total 14.7 16.0 16.8 17.7 18.0

White, non-Hispanic 15.0 16.0 16.9 17.9 18.1

Black, non-Hispanic 14.0 15.3 16.3 16.7 17.2

Hispanic 13.5 15.3 16.7 17.4 17.7

Total vocational credits earned

Total 4.7 4.6 4.2 4.0 4.0

White, non-Hispanic 4.6 4.7 4.2 4.0 4.0

Black, non-Hispanic 4.8 4.5 4.4 4.3 4.3

Hispanic 5.3 4.5 4.1 3.9 4.0

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000 and unpublished data, based on High School and Beyond Longitudinal Study of

1980 Sophomores, “First Follow-up” (HS&B:1980/1982); National Education Longitudinal Study of

1988, “High School Transcript Study” (NELS:1988/1992); and National Assessment of Educational

Progress (NAEP) High School Transcript Studies, 1987, 1990, 1994, and 1998.

Chapter 4 — Academics and Achievement
56 Status and Trends in the Education of Hispanics

The highest level of coursework that students complete by high school graduation

is one measure of their efforts to perform

and achieve at high academic levels. Rigorous academic coursework can also improve

students’ standardized test scores and enhance their preparation for college-level

classes.38

In 1998, about one-quarter of Hispanic,

Black, and American Indian/Alaska Native

students (26, 30 and 27 percent, respectively) completed advanced mathematics

courses, whereas about one-half of White

and Asian/Pacific Islander students (45 and

56 percent, respectively) did so. Fifty-nine

percent of Hispanics completed middle-level

mathematics courses, 8 percent took low-level

courses, and 7 percent completed nonacademic or no mathematics courses.

Chemistry II, physics II, or advanced biology was the highest science course completed

by about 1 in 10 Hispanics and Blacks (11

and 10 percent, respectively). Chemistry I

and physics I was the highest level of science

coursework completed by 11 to 12 percent

of Hispanic, Black, and American Indian/

Alaska Native graduates and by 18 percent

of White graduates.

4.6 Advanced coursetaking in high school

Hispanic students are less likely than White students to complete advanced mathematics,

some advanced science, and advanced English coursework, but are more likely than White

and Black students to complete advanced foreign language classes.

38 B. Chaney, K. Burgdorf, and N. Atash, “Influencing Achievement through High School Graduation

Requirements,” Educational Evaluation and Policy Analysis (Fall 1997), 19(3): 229–244.

(Continued on page 58.)

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 57

Percentage distribution of high school graduates, by highest levels of

mathematics courses completed and race/ethnicity: 1998

No Non- Low Middle Advanced

Race/ethnicity mathematics 1 academic 2 academic 3 academic 4 academic 5

Total 0.8 3.6 5.3 48.9 41.4

White, non-Hispanic 0.8 3.2 4.6 46.3 45.1

Black, non-Hispanic 0.9 3.6 8.3 56.8 30.4

Hispanic 0.9 6.3 7.5 59.1 26.2

Asian/Pacific Islander 0.2 2.8 2.6 38.8 55.5

American Indian/Alaska Native 0.7 8.6 6.3 57.4 26.9

1 Students in this category may have taken some mathematics courses, but these courses are not

defined as mathematics courses according to the classification used in this analysis.

2 Students who took general mathematics or basic skills mathematics courses.

3 Students who took algebra taught over the course of 2 years, pre-algebra, or informal geometry.

4 Students who took algebra I or unified mathematics I and took 3 full-year courses of mathematics

(e.g., algebra I, algebra II, and geometry).

5 Students who took precalculus, calculus, or other courses labeled as “advanced” such as

trigonometry.

NOTE: Students classified at any particular level need not have taken courses at a lower level and

may have taken more than one course at that level. For more detailed descriptions of these

categories, please see Supplemental Note Five in the Condition of Education, 2002. Detail may not

add to 100.0 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2002, based on 1998 High School Transcript Study.

Percentage distribution of 1998 high school graduates, by highest levels of

science courses completed and race/ethnicity: 1998

Secondary

physical Chemistry II

Primary science Chemistry I or physics II

No physical and basic General Chemistry I and or advanced

Race/ethnicity science* science biology biology or physics I physics I biology

Total 0.6 3.0 6.3 28.6 30.2 16.3 15.1

White, non-Hispanic 0.6 2.7 5.6 27.0 30.3 17.9 15.9

Black, non-Hispanic 0.8 1.7 7.9 34.5 32.9 12.0 10.3

Hispanic 0.9 6.5 9.5 34.4 26.5 11.6 10.7

Asian/Pacific Islander 0.2 1.8 5.3 18.5 30.1 14.6 29.5

American Indian/

Alaska Native 0.0 3.8 8.7 38.9 32.4 11.2 5.1

* Students in this category may have taken some science courses, but these courses are not

defined as science courses according to the classification used in this analysis.

NOTE: Students classified at any particular level need not have taken courses at a lower level and

may have taken more than one course at that level. For more detailed descriptions of these

categories, please see Supplemental Note Five in the Condition of Education, 2002. Detail may not

add to 100.0 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2002, based on 1998 High School Transcript Study.

Chapter 4 — Academics and Achievement
58 Status and Trends in the Education of Hispanics

Differences among racial and ethnic groups

also exist in patterns of English and foreign language coursetaking. In 1998, for

example, Hispanic high school graduates

were less likely than their White peers to

have completed advanced English classes; no

differences were detected between Hispanic

and Black students or between Hispanic and

American Indian/Alaska Native students who

have done so.

In 1998, about one-third of all Hispanic (as

well as White and Asian/Pacific Islander) students completed advanced foreign language

courses (range from 31 to 34 percent), compared to about one-fifth of Black students (21

percent). About the same proportion of Hispanic and Asian/Pacific Islander students (8

and 6 percent, respectively) completed Advanced Placement (AP) foreign language

courses. More Hispanic students completed

such courses than students from the other racial/ethnic groups (range from 0 to 4 percent).

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 59

Percentage distribution of high school graduates, by highest levels of English

courses completed and race/ethnicity: 1998

Regular Advanced

Race/ethnicity No English 1 Low academic 2 English courses 3 academic 4

Total 0.9 13.7 56.1 29.3

White, non-Hispanic 0.7 11.6 56.9 30.8

Black, non-Hispanic 1.1 17.6 54.6 26.6

Hispanic 2.2 22.2 53.3 22.3

Asian/Pacific Islander 0.9 12.9 54.3 31.9

American Indian/Alaska Native 0.3 17.6 64.6 17.6

1 Indicates that student transcript records did not list any recognized English courses; however, these

students may have studied some English. If students took only English as a second language (ESL)

courses for credit, they would be listed in this category.

2 Low academic level courses include all general English courses classified as “below grade level.”

Students may have taken a general English course classified as “honors” and be included in the

low academic level if the percentage of “below grade level” courses completed was greater than

the percentage of “honors” courses completed.

3 Indicates no low or honors courses.

4 Includes students who completed a general English course classified as “below grade level” if

they completed a greater percentage of “honors” courses than “below grade level” courses.

NOTE: Students classified at any particular level need not have taken courses at a lower level and

may have taken more than one course at that level. For more detailed descriptions of these

categories, please see Supplemental Note Six in the Condition of Education, 2001. Detail may not

add to 100.0 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on 1998 High School Transcript Study.

Chapter 4 — Academics and Achievement

Percentage distribution of high school graduates, by highest levels of foreign

language courses completed and race/ethnicity: 1998

Advanced

Race/ethnicity None Year 1 or less Year 2 Year 3 Year 4 Placement

Total 19.4 19.2 31.5 17.4 8.5 4.1

White, non-Hispanic 17.5 18.4 32.9 18.0 9.5 3.7

Black, non-Hispanic 21.4 23.5 33.8 14.1 4.7 2.4

Hispanic 24.2 20.7 23.8 17.6 6.1 7.6

Asian/Pacific Islander 32.7 12.3 21.5 16.6 10.5 6.4

American Indian/Alaska Native 23.7 31.7 24.5 14.3 5.7 0.1

NOTE: These figures include only students who studied French, German, Latin, or Spanish, as these

are the only foreign languages commonly offered in high schools for 4 years or more. Some

students in each category also studied more than one foreign language. Students classified at

any particular level need not have taken courses at a lower level and may have taken more than

one course at that level. For more detailed descriptions of these categories, please see Supplemental Note Six in the Condition of Education, 2001. Detail may not add to 100.0 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on 1998 High School Transcript Study.

Low academic

Advanced academic
60 Status and Trends in the Education of Hispanics

Students who take AP courses in high school

are eligible to take the corresponding AP

examinations and earn college credit for

scores above a minimum threshold. In 2000,

Hispanics comprised 9 percent of the students who took AP examinations; minority

students overall were 30 percent of those who

took AP examinations.39 The number of Hispanic students taking AP examinations increased from 24 to 111 per 1,000

12th-graders between 1984 and 2000. The

number of White students taking AP examinations rose from 48 in 1984 to 185 per

1,000 in 2000 and for Blacks from 9 to

53 per 1,000.

4.7 Advanced Placement examinations

Between 1984 and 2000, the number of Hispanic students taking Advanced Placement (AP)

examinations increased.

39 College Entrance Examination Board, AP 2000 National Summary Reports (New York: College Board).

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 61

Number of students who took Advanced Placement (AP) examinations (per

1,000 12th-graders), by race/ethnicity: 1984–2000

1984 1986 1988 1990 1992 1994 1996 1998 2000

0

20

40

60

80

100

120

140

160

180

200

White, non-Hispanic

Black, non-Hispanic

Hispanic

Numbers per 1,000

NOTE: The number of 11th- and 12th-grade AP test-takers is used as the numerator and the number of

students enrolled in the 12th grade are used as the denominator to calculate the ratios presented

here. The number of 12th-graders is used as the denominator because this indicator approximates

the proportion of each cohort of students for 1984 through 2000. A true measure would use the sum

of 12th-grade AP test-takers for a given year and the 11th-grade AP test-takers for the preceding year

as the numerator. However, breakdowns of the data by test-takers’ grade are not available for all

these years.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Indicator of the

Month (October 1999): Students Who Took Advanced Placement (AP) Examinations and unpublished

data, based on College Entrance Examination Board, Advanced Placement Program, National

Summary Reports, 1984–2000, and U.S. Department of Commerce, Bureau of the Census, October

Current Population Surveys, 1984–2000.

Chapter 4 — Academics and Achievement
62 Status and Trends in the Education of Hispanics

The Scholastic Assessment Test (SAT) assesses

students’ academic preparation for higher

education by measuring students’ verbal and

mathematical skills and is used as a predictor

of their success in college. The diversity of

the student population taking the SAT is

increasing. In 2001, minorities represented

one-third of SAT-takers, up from just over

one-quarter of the population in 1991. Hispanics accounted for 9 percent of the

SAT-taking population in 2001.

In 2001, students from Hispanic subgroups

scored below the national average and

Whites on the SAT.40 However, Hispanic students scored, on average, higher than Black

students. Among the Hispanic subgroups,

“other” Hispanic/Latino students scored

higher on average than students of Mexican

or Puerto Rican origin on the verbal and

mathematics tests.

Over time, the pattern is somewhat mixed

between the Hispanic subgroups. Between

1991 and 2001, average verbal scores rose

by 21 points for Puerto Ricans and 2 points

for other Hispanic/Latino groups, but declined 3 points for Mexican Americans. In

the same period, average SAT mathematics

scores rose for Puerto Ricans by 12 points

and for other Hispanics/Latinos by 3 points,

but declined 1 point for Mexican Americans. In comparison, mathematics scores for

Whites rose by 18 points, for Blacks by 7

points, for Asians/Pacific Islanders by 18

points, and for American Indians/Alaska

Natives by 11 points.

4.8 Student performance on college entrance examinations

Hispanics, on average, score lower than Whites on the Scholastic Assessment Test (SAT) and the

American College Testing (ACT) test.

40 Because data for total Hispanics are not aggregated by the College Entrance Examination Board, this

indicator can only make comparisons among Hispanic subgroups.

(Continued on page 64.)

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 63

Average Scholastic Assessment Test (SAT) scores (verbal and mathematics) for

college-bound seniors, by race/ethnicity: 1991 and 2001

10-year 10-year

difference difference

Race/ethnicity 1991 2001 (1991 to 2001) 1991 2001 (1991 to 2001)

Total* 499 506 7 500 514 14

White, non-Hispanic 518 529 11 513 531 18

Black, non-Hispanic 427 433 6 419 426 7

Mexican American 454 451 -3 459 458 -1

Puerto Rican 436 457 21 439 451 12

Other Hispanic/Latino 458 460 2 462 465 3

Asian/Pacific Islander 485 501 16 548 566 18

American Indian/Alaska Native 470 481 11 468 479 11

* Total includes other racial groups that are not presented separately.

NOTE: Data for total Hispanics are not aggregated by the College Entrance Examination Board.

SOURCE: College Entrance Examination Board, News 2000-2001, Table 9: SAT Averages Rose for Almost

All Racial/Ethnic Groups Between 1991 and 2001.

Verbal Mathematics

Chapter 4 — Academics and Achievement

Percentage distribution of students who took the Scholastic Assessment Test

(SAT), by race/ethnicity: 1991 and 2001

Race/ethnicity 1991 2001

Total 100 100

White 72 66

Black 10 11

Hispanic 7 9

Mexican American 3 4

Puerto Rican 1 1

Other Hispanic/Latino 3 4

Asian/Pacific Islander 8 10

American Indian/Alaska Native 1 1

Other 2 4

NOTE: Detail may not add to 100 due to rounding.

SOURCE: College Entrance Examination Board, News 2000-2001, Table 1: How Have College-Bound

Students Changed in 10 Years?

Percentage distribution of students who took the SAT
64 Status and Trends in the Education of Hispanics

Many high school students take the American College Testing (ACT) examination,

which is another standardized test used by

a large number of U.S. colleges and universities as an entry criterion. Although the

SAT and ACT measure different constructs, 41 scores on the two tests are highly

related.42 Composite scores below 19 on the

ACT indicate minimal readiness for college,

and students receiving such scores are likely

to need additional pre-college classes. The

average composite score in 2001 for Mexican-American students was 18.5 and for

Puerto Rican/other Hispanic students it was

19.4—about the same as the score for American Indian/Alaska Native students (18.8),

higher than that for Black students (16.9),

and lower than those for White and AsianAmerican/Pacific Islander students (21.8 and

21.7, respectively).

41 The SAT assesses developed verbal and mathematical reasoning skills whereas the ACT focuses on

achievement related to high school curricula. College Entrance Examination Board, Research Notes:

Concordance Between SAT I and ACT Scores for Individual Students (1999).

42 Ibid.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 65

Average American College Testing (ACT) test scores, by subject area and race/

ethnicity: 2001

Race/ethnicity Composite English Mathematics Reading Science reasoning

Total 21.0 20.5 20.7 21.3 21.0

White, non-Hispanic 21.8 21.3 21.3 22.2 21.8

Black, non-Hispanic 16.9 16.2 16.8 16.9 17.2

Mexican American 18.5 17.5 18.7 18.6 18.8

Puerto Rican/Hispanic 19.4 18.6 19.4 19.7 19.5

Asian American/Pacific Islander 21.7 20.7 23.1 21.1 21.5

American Indian/Alaska Native 18.8 17.8 18.4 19.2 19.3

NOTE: Data for total Hispanics are not available.

SOURCE: American College Testing Program, 2001 ACT National and State Scores, Table 1: Average

ACT Scores by Academic Preparation for Different Ethnic Groups, Table 4: Average ACT Scores,

Distributions, and Cumulative Percentages for All Students, and Table 5: Distributions of Cumulative

Percentages for ACT Standard Subscores.

Chapter 4 — Academics and Achievement

Status and Trends in the Education of Hispanics 67

5 Social Environments and Parental Support for Learning

5.1 Risk factors affecting student outcomes

5.2 Parental education

5.3 Language spoken at home

5.4 Parents’ involvement in school

5.5 Parental school choice and satisfaction

PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION

This section looks at the contributions made

by parents to support the education of their

children. The resources and support that children receive outside of school from parents

and others complement, reinforce, and add

to their school experiences. This section includes indicators about risk factors that can

affect the education of children and the

amount of time and attention parents devote

II

to their children’s learning. It also analyzes the

prevalence of parental choice in the selection

of schools and the satisfaction of parents with

their child’s school. Finally, the section includes an indicator on the language spoken

in the homes of children, because learning

English while learning other subjects may pose

a challenge to Hispanic students from nonEnglish-speaking backgrounds.
68 Status and Trends in the Education of Hispanics

Four family background factors that are

commonly used to measure risks to

children’s future academic and socioeconomic outcomes are: (1) having a mother

who has less than a high school education

(see Indicator 5.2), (2) living in a family

on welfare or receiving food stamps, (3)

living in a single-parent family, and (4)

having parents whose primary language is

a language other than English.42 The early

reading and mathematics skills of children

with at least one of these risk factors tend

to lag behind those of children with no

risk factors. These risk factors are considerably more common among kindergartners

from racial/ethnic minorities, including

Hispanics, than among kindergartners from

White families.44

About 7 out of 10 (71 percent) entering kindergartners from Hispanic or Black families

have one or more of these risk factors, compared to about 3 out of 10 (29 percent) of

those from White families and 6 out of 10

(61 percent) from Asian/Pacific Islander families. The percentage of first-time

kindergartners with two or more risk factors

is five times greater for Hispanics (33 percent) and four times greater for Blacks (27

percent) than for their White peers (6 percent). Seventeen percent of Asian/Pacific

Islander first-time kindergartners had two or

more risk factors.

5.1 Risk factors affecting student outcomes

The percentage of young children with two or more risk factors is five times greater among Hispanic

kindergartners than among their White peers.

43 N. Zill and J. West, “Entering Kindergarten: A Portrait of American Children When They Begin

School,” in U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000 (NCES 2000–062).

44 Ibid.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 69

Chapter 5 — Social Environments and Parental Support for Learning

Percentage distribution of kindergartners, by number of risk factors and race/

ethnicity: Fall 1998

Percent

No risk factor One risk factor Two or more risk factors

White, non-Hispanic Black, non-Hispanic Hispanic Asian/Pacific Islander

0

20

40

60

80

100

71

23

6

28

44

27

28

38

33

39

44

17

NOTE: These risk factors include: having a mother who has less than a high school education, living

in a family on welfare or receiving food stamps, living in a single-parent family, and having parents

whose primary language is a language other than English. Estimates are based on first-time

kindergartners. Detail may not add to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000, based on Early Childhood Longitudinal Study, Kindergarten Class of 1998–99, Fall

1998.
70 Status and Trends in the Education of Hispanics

Mothers’ education has been linked to

children’s academic achievement (see Indicator 5.1). Between 1974 and 1999, the

percentage of children ages 6 to 18 whose

mothers had at least a high school education

increased among all racial/ethnic groups,

though the gap between Whites and Hispanics remained. In 1974, no difference was

detected in the percentages of Hispanic and

Black children ages 6 to 18 who had mothers

who completed at least a high school education, but beginning in 1979, a gap appeared

that favored Blacks. More Hispanic children

in 1999 had mothers who had received at

least a bachelor’s degree than did Hispanic

children in 1974, but the gap expanded between the percentages of White and Hispanic

children who had mothers with this level of

educational attainment. A gap appeared in

1999 between Hispanics and Blacks whose

mothers attained at least a bachelor’s degree

(the higher rate among Blacks) whereas, from

1974 through 1994, no statistically significant difference was detected.

5.2 Parental education

The gap between the percentages of White and Hispanic children whose mothers attained at least a

high school education or a bachelor’s degree is no less narrow in 1999 than it was in 1974.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 71

Percent of 6- to 18-year-olds, by mothers’ highest education level and race/

ethnicity: Selected years 1974 to 1999

1974 1979 1984 1989 1994 1999

0

20

40

60

80

100

High school education or higher White, non-Hispanic

Black, non-Hispanic

Hispanic

Bachelor’s degree or higher White, non-Hispanic

Black, non-Hispanic

Hispanic

Percent

NOTE: The Current Population Survey (CPS) questions used to obtain educational attainment were

changed in 1992. In 1994, the survey instrument for the CPS was changed and weights were

adjusted. Information on mothers’ educational attainment is available only for those mothers who

lived in the same household as their child.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on U.S. Department of Commerce, Bureau of the Census, March Current

Population Surveys, various years.

Chapter 5 — Social Environments and Parental Support for Learning
72 Status and Trends in the Education of Hispanics

One of the challenges currently facing schools

is providing equal educational opportunities

to students from various cultural backgrounds, some of whom are not proficient in

English. According to data from the U.S.

Census Bureau, in 1999, of the 71 percent

of Hispanic children ages 5 to 17 who spoke

another language at home, 23 percent had

difficulty speaking English.45

In 1999, over one-half (57 percent) of Hispanic students in kindergarten through 12th

grade spoke mostly English at home, onefourth (25 percent) spoke mostly Spanish,

and 17 percent spoke English and Spanish

equally (supplemental table 5.3). Almost onehalf (47 percent) of Hispanic students had

mothers who were born in the United

States.46

Nearly three-fourths (74 percent) of the students who spoke mostly English at home

had a mother who was born in the United

States. Ninety-two percent of Hispanic students who spoke mostly Spanish at home

had a mother who was born outside the

United States.

Household language and parental education

attainment are related. Hispanic students who

speak mostly Spanish at home are less likely

than those who speak mostly English at home

to have parents who had at least graduated

from high school. For example, in 1999, 49

percent of Hispanic students who spoke

mostly Spanish at home had parents with a

high school education or higher, compared

to 83 percent of those who spoke mostly

English at home.47

5.3 Language spoken at home

Over one-half of Hispanic students speak mostly English at home, and almost three-quarters of these

students have a mother who was born in the United States.

45 Federal Interagency Forum on Child and Family Statistics, America’s Children: Key National Indicators

of Well-Being, 2002 (Washington, DC: U.S. Government Printing Office).

46 U.S. Department of Education, National Center for Education Statistics, The Condition of Education,

2000 (NCES 2000–062).

47 Ibid.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 73

Percentage distribution of Hispanic students in grades K–12, by language

spoken at home and grade: 1999

NOTE: Detail may not add to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000, based on National Household Education Survey (NHES), 1999 (Parent Interview

Component).

0

1

1

1

Spoke mostly 

English at home

Spoke mostly 

Spanish at home

Spoke English and other 

language equally/spoke 

other language only

Spoke English and 

Spanish equally 

at home

Grade 9–12 

Grade 6–8 

Grade K–5 

Total

0 20 40 60 80 100

62 22 16

58 21 20

55 28 16

57 25 17

Chapter 5 — Social Environments and Parental Support for Learning

NOTE: Information was not available for students who did not live with their mothers. Detail may not

add to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000, based on National Household Education Survey (NHES), 1999 (Parent Interview

Component).

Percent of Hispanic students in grades K-12 who spoke mostly English or Spanish

at home, by mother’s place of birth: 1999

Mother born in the United States Mother born outside the United States

0 20 40 60 80 100

Spoke mostly

Spanish at home

Spoke English and

Spanish equally

at home

Spoke mostly

English at home

8 92

16 84

74 26
74 Status and Trends in the Education of Hispanics

Parents’ involvement in their children’s education is part of the connection between

school and home, and it is often related to

parents’ income and education level.48 Parental involvement at school can include such

activities as attending general school meetings, parent-teacher conferences, or a school

event; acting as a school volunteer; or serving

on a school-related committee. Parents of students in kindergarten through 12th grade

were asked about their involvement in any

of these activities. In 1999, no differences

were detected in the percentages of Hispanic

and Black students who had parents who

reported attendance at general meetings and

school events, acting as a volunteer, or serving on a committee. All of these percentages

were lower than those of White students’

parents. No differences were detected between Hispanic and White students or

between Hispanic and Black students who

have parents who attended scheduled meetings with teachers.

5.4 Parents’ involvement in school

No differences were detected in the percentages of parents of Hispanic and Black students who

attended general school meetings, attended school events, and volunteered or served on a school

committee in 1999; however, these rates for parents of Hispanic and Black students were lower

than those of parents of White children.

48 U.S. Department of Education, National Center for Education Statistics, The Condition of Education,

2001 (NCES 2001–072).

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 75

Chapter 5 — Social Environments and Parental Support for Learning

Percent of students in grades K–12 whose parents reported involvement in their

child’s school, by selected school activites and race/ethnicity: 1999

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on National Household Surveys Program (NHES), 1999 (Parent Interview

Component).

Percent

White, non-Hispanic Black, non-Hispanic Hispanic

Attended general 

meeting

Attended scheduled 

meeting with teacher

Attended school 

event

Acted as a 

volunteer or served 

on a committee

Indicated 

involvement in any 

of the four activities

0

20

40

60

80

100

81

75 73 74 71 71 72

54 51

43

26 25

94

87 87
76 Status and Trends in the Education of Hispanics

In some school districts, parents may have a

choice among public schools for their children to attend and may wish to choose for

various reasons, such as to take advantage of

opportunities like magnet programs.49 Between 1993 and 1999, the percentage of

Hispanic children whose parents chose the

public schools they attended increased. In

1999, 77 percent of Hispanic students in

grades 3 to 12 attended public schools that

had been assigned to them, whereas 18 percent attended a public school chosen by their

parents, and 5 percent attended a private

school. Proportionately more Hispanic and

Black students were in a public school chosen

by their parents than were White children (18

and 23 percent versus 11 percent, respectively), and conversely, proportionately fewer

Hispanic and Black children were in private

schools than were White children (5 and 6

percent versus 11 percent, respectively).

Hispanic, White, and Black parents whose

children attended public schools that they

had selected or private schools were more

likely to report being very satisfied with

the school and its academic standards than

were parents whose children were in public

schools assigned to them. Hispanic and

White parents whose children attended private schools reported the highest levels of

satisfaction in these two areas, as well as in

the area of the school’s order and discipline.

Parents of Hispanic students in assigned

public schools reported higher levels of satisfaction with their children’s schools and

teachers and with their children’s schools’

academic standards as well as the schools’

order and discipline than did the parents

of White or Black students enrolled in assigned public schools.

5.5 Parental school choice and satisfaction

Proportionately more Hispanic and Black children attend public schools chosen by their parents

than do White children. Parents of Hispanic students in assigned public schools report higher

levels of satisfaction with their children’s schools and teachers and with their children’s schools’

academic standards as well as the schools’ order and discipline than do the parents of White or

Black students enrolled in assigned public schools.

49 Magnet programs are special schools or programs designed to attract students of different racial/ethnic

backgrounds for the purpose of racial desegregation and/or to provide an academic or social focus on a

particular theme.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 77

Chapter 5 — Social Environments and Parental Support for Learning

Percentage distribution of students in grades 3–12 who attended a chosen or

assigned school, by race/ethnicity: 1993 and 1999

NOTE: Detail may not add to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on National Household Education Surveys Program (NHES), 1999 (Parent

Interview Component).

Percent

White, non-Hispanic Black, non-Hispanic Hispanic

40

60

80

100

81 77 80 78

72

77

Public-assigned Public-chosen Private Public-assigned Public-chosen Private

0

20

9

19

14 10

4 7 11

23

18

11

6 5

1993 1999

Status and Trends in the Education of Hispanics 79

PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION

Internet and access to computers. Indicators of at-risk behavior include measures

of student exposure to drugs and violence.

Another indicator associated with negative

schooling consequences is the teen birth rate

as it has been linked to the likelihood

of teenage girls dropping out of high school.

Finally, an indicator examines the prevalence

of violence among students on school

property.

II

6 Student Behaviors

6.1 Civic awareness activities of youth

6.2 Community service participation of youth

6.3 Students’ use of the Internet and access to computers

6.4 Alcohol, tobacco, and illicit drug use

6.5 Teenage birth rates

6.6 Violence on school property

The indicators in this section examine a wide

range of student activities in order to better

understand the social environments of students and how students interact with their

environments. Positive indicators on civic

awareness and community service participation examine the integration of young

people into society. Student access to technology and technology-based information

is measured through students’ use of the
80 Status and Trends in the Education of Hispanics

Participation in civic awareness activities indicates the ways in which students are

preparing for citizenship and are learning to

take part in public affairs. In 1999, 52 percent of Hispanic students in grades 6 to 12

participated in at least one of three civic awareness activities on an almost daily basis:

watching or listening to the national news,

reading national news stories, or discussing

national news and politics with parents.

About as many Black students (55 percent)

and slightly fewer White students (47 percent) indicated that they had taken part in

one of the three activities.

Examining the three activities individually,

Hispanic students were more likely to report

watching or listening to the national news—

45 percent of Hispanic students did so—than

reading national news stories or discussing

news with parents—11 and 9 percent, respectively, did so. Watching or listening to

the national news was the predominant activity across all three racial/ethnic groups.

6.1 Civic awareness activities of youth

About one-half of Hispanic students participated in at least one of three civic awareness activities

(reading national news stories, watching or listening to the national news, and discussing national

news) on an almost daily basis in 1999.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 81

Percent of students in grades 6–12 who participated in selected civic

awareness activities almost daily, by race/ethnicity: 1999

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000, based on National Household Education Survey (NHES), 1999 (Youth Interview

Component).

Chapter 6 — Student Behaviors

Percent

White, non-Hispanic Black, non-Hispanic Hispanic

Any of the following Read national news stories Watch/listen 

to national news

Discuss national 

news with parent

0

10

20

30

40

50

60

47

55

52

12 11 11

40

49

45

6

26

9
82 Status and Trends in the Education of Hispanics

Student participation in community service

is commonly considered integral to developing habits of responsible citizenship.50 In

1999, Hispanic students in grades 6 to 12

were less likely than White or Black students to have participated in community

service: 38 percent compared with 56 and

48 percent, respectively. The percentage of

Hispanic students in these grades participating in community service was the same

in 1996. However, White students’ participation increased, whereas the apparent

difference for Black students was not statistically significant.

6.2 Community service participation of youth

Hispanic students are less likely than White and Black students to participate in community

service.

50 B. Kleiner and C. Chapman, Statistics in Brief: Youth Service-Learning and Community Service Among

6th- through 12th-Grade Students in the United States: 1996 and 1999 (NCES 2000–028).

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 83

Percent of students in grades 6–12 who participated in community service, by

race/ethnicity: 1996 and 1999

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on National Household Education Survey (NHES), 1996 and 1999 (Youth

Interview Component).

Chapter 6 — Student Behaviors

Percent

1996 1999

White, non-Hispanic Black, non-Hispanic Hispanic

10

20

30

40

50

60

53

56

43

48

38 38

0
84 Status and Trends in the Education of Hispanics

In our increasingly technological society, computers are an essential tool. Exposure to

computers in school or at home may help

young people gain the computer literacy they

will need to function effectively in society.

Understanding the extent to which students

have access to computers, and ultimately if

and how they use them, may indicate their

preparedness to enter the working world. In

1998, fewer Hispanic and Black students in

grades 1 to 12 had access to a computer at

home or to the Internet at home or at school

than did White students. Students from all

three racial/ethnic groups were more likely to

access the Internet at school than at home.

However, the difference in the percentages

of Hispanics and Whites who access the

Internet at home was larger than the Hispanic-White difference for school Internet

access.

6.3 Students’ use of the Internet and access to computers

Hispanic students are less likely than White students to have a computer at home or to use the

Internet at home.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 85

Chapter 6 — Student Behaviors

Percent of students in grades 1–12 who reported a computer in their household

and percent reporting Internet access at various places, by race/ethnicity: 1998

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000, based on U.S. Department of Commerce, Bureau of the Census, October and

December Current Population Surveys, 1998.

Percent

White, non-Hispanic Black, non-Hispanic Hispanic

Computer in household

20

40

60

80

100

70

28 28

At school

83

70 71

0

At home

32

8 8

Other

22

13 16

Where students access the Internet
86 Status and Trends in the Education of Hispanics

Engaging in illegal, risky, or unhealthy behaviors, such as using alcohol or drugs, has

been linked to dropping out of school, depression, crime, and violence.51,52,53 In

1999, more Hispanic 12- to 17-year-olds

(17 percent) than Blacks (9 percent) and

Asians (7 percent) of the same age range

reported using alcohol in the past month,

but about as many Hispanics as Whites

(18 percent) and American Indians/Alaska

Natives (19 percent) of the same ages had

done so. Hispanics (11 percent) were more

likely than Blacks (8 percent) to use tobacco

products, including cigarettes, in the past

month, but Whites (19 percent) and American Indians/Alaska Natives (31 percent)

were more likely than any of the other

groups to do so. No differences were detected in the percent of Hispanics (7 percent)

who had used marijuana in the past month

and the percents of those from the other

racial/ethnic groups who had done so,54 but

more Hispanics (5 percent) than Blacks

(3 percent) and Asians (2 percent) had used

an illicit drug other than marijuana in the

past month.

6.4 Alcohol, tobacco, and illicit drug use

More Hispanic 12- to 17-year-olds than Blacks of the same age range reported using alcohol,

tobacco products, or illicit drugs (not including marijuana) in the past month.

51 B.S. Mensch and D.B. Kandel, “Dropping Out of High School and Drug Involvement,” Sociology of

Education, 61(April 1988): 95–113.

52 D.W. Brook, J.S. Brook, C. Zhang, P. Cohen, and M. Whiteman, “Drug Use and the Risk of Major

Depressive Disorder, Alcohol Dependence, and Substance Use Disorders,” Archives of General Psychiatry

2002, 59: 1039–1044.

53 U.S. Department of Justice, Bureau of Justice Statistics, Fact Sheet: Drug-Related Crime, NCJ–149286.

54 The fact that there is no statistical difference between Hispanics and American Indians/Alaska Natives

may be due to the large standard error for American Indians/Alaska Natives.

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 87

Percent of 12- to 17-year-olds who reported using alcohol, tobacco, or other illicit

drugs, by race/ethnicity, type of drug, and selected time periods: 1999

American

White, Black, Indian/

Type of drug/time period Total non-Hispanic non-Hispanic Hispanic Asian* Alaska Native

Alcohol

Lifetime 41.7 44.3 32.1 41.8 30.5 51.2

Past year 33.0 36.3 21.2 32.4 21.4 37.2

Past month 16.4 18.4 8.8 16.8 7.1 19.0

All tobacco products

Lifetime 38.0 41.8 27.8 33.2 24.2 ‡

Past year 24.3 27.7 14.2 20.6 15.0 41.8

Past month 15.6 18.5 7.6 11.4 9.3 31.3

Cigarettes

Lifetime 34.6 38.1 24.4 31.2 23.6 ‡

Past year 20.8 23.6 11.6 18.7 13.9 36.8

Past month 13.4 16.0 6.1 10.2 8.4 27.5

Any illicit drug

Lifetime 27.6 27.8 25.9 29.8 19.1 46.5

Past year 19.8 20.1 18.3 20.9 13.0 30.5

Past month 9.8 9.8 9.4 10.4 7.1 20.0

Marijuana

Lifetime 18.7 19.1 16.0 20.6 12.1 35.6

Past year 14.2 14.6 12.1 14.9 8.9 22.9

Past month 7.2 7.4 6.6 6.9 5.8 14.4

Any drug other than marijuana

Lifetime 18.3 19.3 13.5 19.8 10.8 32.5

Past year 11.6 12.6 8.0 11.9 6.0 20.3

Past month 4.5 4.7 3.3 5.3 1.7 9.8

* This survey separates Asians from Native Hawaiians/Other Pacific Islanders. Sample sizes for Native

Hawaiian/Other Pacific Islander were too small to permit reliable estimates.

‡ Reporting standards not met.

SOURCE: U.S. Department of Health and Human Services, Substance Abuse and Mental Health

Services Administration, Detailed Tables for 1999 and 2000 National Household Surveys on Drug

Abuse.

Chapter 6 — Student Behaviors
88 Status and Trends in the Education of Hispanics

Research has shown that teenagers who have

children are less likely to complete high

school than those who postpone childbearing until adulthood.55 Among girls ages 15

to 17, Hispanics had a birth rate of 60 live

births per 1,000 females. In the larger age

group of 15 to 19, the Hispanic birth rate

was 94 live births per 1,000 females. These

birth rates were higher than those of females

from other racial/ethnic groups.

6.5 Teenage birth rates

The birth rates of Hispanic females ages 15 to 19 are higher than females from other racial/ethnic

groups.

55 L. Chavez, Statistics in Brief: The Relationship Between the Parental and Marital Experiences of 1988

Eighth-Grade Girls and High School Completion as of 1994 (NCES 98–096).

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 89

Births per 1,000 15- to 19-year-old females, by age of mother and race/ethnicity:

2000

SOURCE: Federal Interagency Forum on Child and Family Statistics, America’s Children: Key National

Indicators of Well-Being, 2002, based on U.S. Department of Health and Human Services, Centers for

Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics System.

Chapter 6 — Student Behaviors

White, non-Hispanic Black, non-Hispanic Hispanic Asian/Pacific 

Islander

Birth rate

Ages 15–19 Ages 15–17 Ages 18–19

0

20

40

60

80

100

120

140

160

33

82

94

22

68

16

52

60

12

40

57

125

144

37

113

American Indian/

Alaska Native
90 Status and Trends in the Education of Hispanics

School violence is a cause for concern among

policymakers, administrators, students, and

the public. An atmosphere of violence in the

school creates, at a minimum, a distraction

from class routines for students worried about

their safety. Such violence, however, can also

endanger the lives of students and school

staff. Survey data from 2001 provide information on high school students’ perceptions

of and activities relating to school violence.56

In 2001, 6 percent of Hispanic, White, and

Black students reported carrying a weapon

to school in the past 30 days and 9 percent

of each of these races/ethnicities reported

being threatened or injured with a weapon

on school property in the previous 12

months. Hispanic and Black students (both

10 percent) were more likely than White

students (5 percent) to feel too unsafe to

go to school. Apparent differences in the percentages of those who engaged in a physical

fight on school property were not statistically significant.

6.6 Violence on school property

Hispanic and Black students are more likely than White students to feel too unsafe to go to school.

56 U.S. Department of Health and Human Services, Centers for Disease Control and Prevention,

National Center for Health Statistics, CDC Surveillance Summaries, Morbidity and Mortality Weekly

Report 2001, 51 (SS04).

SECTION II — PREPRIMARY, ELEMENTARY, AND SECONDARY EDUCATION
Status and Trends in the Education of Hispanics 91

Chapter 6 — Student Behaviors

Percent of students in grades 9–12 who reported that at school they felt unsafe,

carried a weapon, were threatened or injured, or were in a fight, by race/

ethnicity: 2001

1 At least once in the past 30 days.

2 At least once in the previous 12 months.

SOURCE: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, CDC Surveillance Summaries, Morbidity and Mortality Weekly Report 2001, 51 (SS04), based on

National Center for Health Statistics, National Health Interview Survey - Youth Risk Behavior Survey,

2001.

Percent

White, non-Hispanic Black, non-Hispanic Hispanic

Felt too unsafe to 

go to school1

Carried a weapon 

on school property 1

Threatened or injured 

with a weapon on 

school property 2

Engaged in a physical 

fight on school property 2

0

10

20

30

40

50

60

5

10 10

666

999 11

17

14

Status and Trends in the Education of Hispanics 93

POSTSECONDARY EDUCATION

7 Participation and Context

7.1 Enrollment in colleges and universities

7.2 Degrees conferred by colleges and universities

7.3 Types of bachelor’s degrees conferred

7.4 Types of master’s degrees conferred

7.5 Types of doctor’s degrees conferred

7.6 College completion rates

7.7 Faculty in colleges and universities

7.8 Adult education

This section contains indicators that examine

the access of Hispanic students to

postsecondary education. Access is measured

by indicators on enrollment in 2- and 4-

year colleges, as well as attendance at

Hispanic-serving institutions. College

completion is measured by degrees earned

at all levels from associate degrees to doctor’s

III

degrees. Comparative information is also presented on the fields of study in which

students earn degrees. This section also examines the issue of lifelong education through

an indicator on adult education. Data on the

distribution of faculty by race/ethnicity provide some additional context about the college

environment.
94 Status and Trends in the Education of Hispanics

A larger proportion of Hispanics attends college than 20 years ago: in 2000, 22 percent

of 18- to 24-year-old Hispanics were enrolled

in colleges and universities, up from 16 percent in 1980. There was a similar increase in

the proportion of Hispanic high school

completers going on to college. In 2000, 36

percent of Hispanic high school completers

ages 18 to 24 enrolled in colleges and universities, higher than the 27 percent of

Hispanic high school completers who enrolled in 1985. Despite the rise in the

percentage of Hispanics enrolling in college,

their enrollment rates remain lower than

those of their White peers. The relatively low

Hispanic high school completion rate (see

Indicator 3.4), particularly among immigrants, is an important factor in the difference

between the White and Hispanic proportions

of the population attending college because

persons who do not complete high school

are generally ineligible for college or university enrollment.

Hispanic young adults who are U.S. citizens are more likely than the general

Hispanic young adult population to enroll

in colleges and universities. In 2000, Hispanic U.S. citizens ages 18 to 24 had a higher

enrollment rate compared with the general

Hispanic population in this age group. The

enrollment rate based on 18- to 24-yearold high school completers was also higher

for Hispanics who were U.S. citizens than

for the general Hispanic population. Hispanic U.S. citizens 18 to 24 years old who

were high school completers had a similar

enrollment rate to White 18- to 24-yearold high school completers.

7.1 Enrollment in colleges and universities

Hispanic enrollments in colleges and universities increased between 1980 and 2000.

(Continued on page 96.)

SECTION III — POSTSECONDARY EDUCATION
Status and Trends in the Education of Hispanics 95

Enrollment rates of 18- to 24-year-olds in colleges and universities: Selected years

1980 to 2000

White, Black, White, Black,

non- non- U.S. non- non- U.S.

Year Total Hispanic Hispanic Total citizens* Total Hispanic Hispanic Total citizens*

1980 26 27 19 16 — 32 32 28 30 —

1985 28 30 20 17 — 34 35 26 27 —

1990 32 35 25 16 — 39 40 33 29 —

1995 34 38 27 21 26 42 44 35 35 36

1996 36 39 27 20 26 43 45 36 34 38

1997 37 41 30 22 28 45 47 39 36 40

1998 37 41 30 20 26 45 47 40 34 36

1999 36 39 30 19 24 44 45 39 32 34

2000 36 39 31 22 31 43 44 39 36 43

* Includes born and naturalized U.S. citizens.

— Data not available.

NOTE: Includes both 2- and 4-year degree-granting postsecondary institutions. All data are based

upon sample surveys of the civilian noninstitutional population. Percents based on 18- to 24-year-old

high school graduates for 1992 and later years use a slightly different definition of graduation and

may not be directly comparable with figures for other years.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2001, based on U.S. Department of Commerce, Bureau of the Census, unpublished data

from the Current Population Surveys, various years.

Enrollment as a percent of all

18- to 24-year-olds

Enrollment as a percent of all

18- to 24-year-old high school completers

Hispanic Hispanic

Chapter 7 — Participation and Context
96 Status and Trends in the Education of Hispanics

57 U.S. Department of Education, National Center for Education Statistics, Hispanic Serving Institutions:

Statistical Trends from 1990–1999 (NCES 2002–051).

58 E.C. Warburton, R. Bugarin, A. Nuñez, and C.D. Carroll, Bridging the Gap: Academic Preparation

and Postsecondary Success of First-Generation Students (NCES 2001–153).

59 Title IV of the Higher Education Act (HEA) governs the federal student financial aid programs.

60 The Office for Civil Rights (OCR) is responsible for and maintains the U.S. Department of Education

Minority Postsecondary Institution Listing, which includes a listing of Hispanic-serving postsecondary

institutions. For more information, see http://www.ed.gov/offices/OCR/minorityinst.html.

The increase in Hispanic enrollment is being

driven by both population growth and by

increasing proportions of the population enrolling in colleges and universities.57 In 1980,

Hispanics represented 4 percent of students

enrolled in colleges and universities. Two decades later (in 2000), Hispanics comprised

10 percent of the total enrollment.

Although there has been an increase in the

percentage of Hispanic students enrolling

in college, they are disproportionately enrolled in 2-year colleges. This pattern is typical

for first-generation students in general.58 In

2000, Hispanic students accounted for 14

percent of the students enrolled in 2-year

colleges and 7 percent of these in 4-year institutions. (White students made up a larger

percentage of the student body in 4-year institutions than they did in 2-year institutions;

students from other racial/ethnic groups constituted roughly the same percentage at both

2- and 4-year institutions.)

Hispanic-serving institutions (HSIs) are degree-granting public or private institutions

of higher education eligible for Title IV funding in the United States and Puerto Rico in

which Hispanics comprise 25 percent or more

of the undergraduate full-time-equivalent

enrollment.59 In 1999, Hispanic enrollment

in HSIs accounted for nearly one-half (45

percent) of the total Hispanic undergraduate enrollment in colleges and universities,

nearly the same proportion they accounted

for in 1990 (46 percent). Hispanic enrollment in HSIs accounted for 42 percent of

the total enrollment in HSIs, up from 29

percent in 1990 (supplemental table 7.1b).60

SECTION III — POSTSECONDARY EDUCATION
Status and Trends in the Education of Hispanics 97

Percentage distribution of enrollment in colleges and universities, by race/

ethnicity: 1980 and 2000

Race/ethnicity Total 2-year 4-year Total 2-year 4-year

Total 100 100 100 100 100 100

White, non-Hispanic 81 79 83 68 64 71

Black, non-Hispanic 9 10 8 11 12 11

Hispanic 4 6 3 10 14 7

Asian/Pacific Islander 2 3 2 6 7 6

American Indian/Alaska Native 1 1 0 1 1 1

Nonresident alien 3 1 3 3 1 5

NOTE: Includes 2-year and 4-year degree-granting institutions that were participating in Title IV federal

financial aid programs. Detail may not add to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2002, based on Higher Education General Information Survey (HEGIS), “Fall Enrollment in

Colleges and Universities” survey, 1980–81, and Integrated Postsecondary Education Data System

(IPEDS), “Fall Enrollment” survey, 2000–01.

1980 2000

Chapter 7 — Participation and Context
98 Status and Trends in the Education of Hispanics

The relatively high enrollment rate of Hispanic students at 2-year colleges is reflected

in their proportion of associate degrees. In

the 1999-2000 academic year, Hispanics

earned 9 percent of all associate degrees, 6

percent of bachelor’s degrees, 4 percent of

master’s degrees, 3 percent of doctor’s degrees, and 5 percent of first-professional

degrees.

The number of Hispanic students graduating from college has been increasing rapidly

for many years, for all levels of degrees from

associate through doctorate. The pace of

these increases has accelerated during the

1990s. Between 1980-81 and 1990-91, the

number of bachelor’s degrees awarded to

Hispanics rose by 68 percent. During the

1990s (1990-91 to 1999-2000), the number of bachelor’s degrees awarded to

Hispanics rose by 105 percent, faster than

any other racial/ethnic group. Similar large

increases occurred at higher degree levels

during the 1990s, with a 128 percent increase in master’s degrees, and a 76 percent

increase in doctor’s degrees (supplemental

table 7.2).

7.2 Degrees conferred by colleges and universities

Hispanics earn a greater percentage of associate degrees than bachelor’s degrees.

SECTION III — POSTSECONDARY EDUCATION
Status and Trends in the Education of Hispanics 99

Chapter 7 — Participation and Context

Number and percentage distribution of degrees conferred by colleges and

universities, by race/ethnicity and degree level: 1999–2000

American

White, Black, Asian/ Indian/ Nonnon- non- Pacific Alaska resident

Degree level Total Hispanic Hispanic Hispanic Islander Native alien

Number of degrees conferred

Associate degree 564,933 408,508 60,181 51,541 27,764 6,494 10,445

Bachelor’s degree 1,237,875 928,013 107,891 74,963 77,793 8,711 40,504

Master’s degree 457,056 317,999 35,625 19,093 22,899 2,232 59,208

Doctor’s degree 44,780 27,492 2,220 1,291 2,380 159 11,238

First professional 80,057 59,601 5,552 3,865 8,576 564 1,899

Percentage distribution of degrees conferred

Associate degree 100.0 72.3 10.7 9.1 4.9 1.1 1.8

Bachelor’s degree 100.0 75.0 8.7 6.1 6.3 0.7 3.3

Master’s degree 100.0 69.6 7.8 4.2 5.0 0.5 13.0

Doctor’s degree 100.0 61.4 5.0 2.9 5.3 0.4 25.1

First professional 100.0 74.4 6.9 4.8 10.7 0.7 2.4

NOTE: Includes 2- and 4-year degree-granting institutions that were participating in Title IV federal

financial aid programs. Detail may not add to totals due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2001, based on Integrated Postsecondary Education Data System (IPEDS), “Completion”

survey, 1999–2000.
100 Status and Trends in the Education of Hispanics

In the 1999-2000 school year, the most

popular fields of study in which Hispanics

earned bachelor’s degrees were business, social sciences/history, psychology, and

education. Compared to the national average of degrees earned, Hispanics were less

likely to earn degrees in 8 of the top 10 most

popular fields of study. For example, His7.3 Types of bachelor’s degrees conferred

The distribution of fields in which Hispanic students completed their bachelor’s degrees was generally

similar to other students.

panics were less likely to earn bachelor’s degrees in education (7 versus 9 percent),

computer and information sciences (2 versus

3 percent), and health professions (5 versus

6 percent). However, they were more likely

to earn degrees in psychology (8 versus 6

percent) and social sciences/history (12 versus 10 percent).

SECTION III — POSTSECONDARY EDUCATION
Status and Trends in the Education of Hispanics 101

Percent of bachelor’s degrees conferred in total and to Hispanics by colleges

and universities in the top 10 most popular fields of study, by field of study: 1999–

2000

NOTE: Includes 2- and 4-year degree-granting institutions that were participating in Title IV federal

financial aid programs.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2001, based on Integrated Postsecondary Education Data System (IPEDS), “Completion”

survey, 1999-2000.

Chapter 7 — Participation and Context

Percent

Visual and performing arts

Social sciences and history

Psychology

Health professions and 

related sciences

Engineering and engineeringrelated technologies

Education

Computer and 

information sciences

Communications and 

communications technologies

Business

Biological sciences/ 

life sciences

0 10 15 20 25 30 35

4

5

12

10

8

6

5

6

5

6

7

9

2

3

4

5

20

21

4

5

5

Field of Study

Total Hispanic 
102 Status and Trends in the Education of Hispanics

In the 1999-2000 school year, the percentage of master’s degrees that Hispanics earned

in education and business was more than

one-half the total number of master’s degrees earned by Hispanics. This finding was

also true for master’s degree recipients overall. Compared to the national average,

Hispanics were more likely to receive degrees in education (33 versus 27 percent)

7.4 Types of master’s degrees conferred

Hispanic master’s degree recipients are more likely to have majored in education and public

administration/services than other students.

and public administration/services (9 versus 6 percent). Compared to the national

average, Hispanics were less likely to earn

master’s degrees in business (22 versus

25 percent), computer/information sciences

(1 versus 3 percent), engineering/engineering-related technologies (4 versus 6 percent),

and health professions/related sciences

(7 versus 9 percent).

SECTION III — POSTSECONDARY EDUCATION
Status and Trends in the Education of Hispanics 103

Percent of master’s degrees conferred in total and to Hispanics by colleges and

universities in the top 10 most popular fields of study, by field of study: 1999–2000

NOTE: Includes 2- and 4-year degree-granting institutions that were participating in Title IV federal

financial aid programs.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2001, based on Integrated Postsecondary Education Data System (IPEDS), “Completion”

survey, 1999-2000.

Chapter 7 — Participation and Context

Percent

Field of Study

Total Hispanic 

Visual and performing arts

Social sciences and history

Public administration and services

Psychology

Health professions and 

 related sciences

English language and 

literature/letters

Engineering and engineeringrelated technologies

Education

Computer and information sciences

Business

0 10 15 20 25 30 35

2

2

3

3

9

6

4

3

7

9

1

2

4

6

33

27

1

3

22

25

5
104 Status and Trends in the Education of Hispanics

The most popular fields of study in which

Hispanics earned doctor’s degrees in the

1999-2000 school year were education and

psychology (20 and 17 percent, respectively). Hispanics were more likely (compared

to the national average) to earn their doctor’s

7.5 Types of doctor’s degrees conferred

Hispanic doctor’s degree recipients are more likely to have majored in education and psychology

than are other students.

degrees in education and in psychology. Compared to the national average, they were less

likely to earn their doctor’s degrees in engineering/engineering-related technologies (7

versus 12 percent) and physical sciences/science technologies (6 versus 9 percent).

SECTION III — POSTSECONDARY EDUCATION
Status and Trends in the Education of Hispanics 105

Percent of doctor’s degrees conferred in total and to Hispanics by colleges and

universities in the top 10 most popular fields of study, by field of study: 1999–2000

NOTE: Includes 2- and 4-year degree-granting institutions that were participating in Title IV federal

financial aid programs.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2001, based on Integrated Postsecondary Education Data System (IPEDS), “Completion” survey, 1999-2000.

Chapter 7 — Participation and Context

Percent

Field of Study

Total Hispanic 

Theological studies and 

religious vocations

Social sciences and history

Psychology

Physical sciences and 

science technologies

Health professions and 

related sciences

English language and 

literature/letters

Engineering and engineeringrelated technologies

Education

Business

Biological sciences/ 

life sciences

0 10 15 20 25 30 35

2

4

10

9

17

10

6

9

5

6

4

4

7

12

20

15

1

3

11

11

5
106 Status and Trends in the Education of Hispanics

In 2000, 10 percent of Hispanics ages 25 to

29 had completed a bachelor’s degree or

higher. In comparison, 34 percent of Whites

and 18 percent of Blacks in this young adult

age group had completed a bachelor’s

degree. The proportion of Hispanic young

adults completing college has not increased

since 1990, though the proportions of young

Whites and Blacks did increase.

7.6 College completion rates

A smaller proportion of Hispanics complete college compared to Whites and Blacks.

Compared to Whites and Blacks ages 25 and

over, smaller proportions of Hispanics 25

years old and over have earned an associate,

bachelor’s, or master’s degree. However, similar proportions of Hispanics and Blacks ages

25 and over have earned a first professional

degree and more Hispanics have earned doctorate degrees than Blacks. Over 1 in 4 Whites

over 25 (28 percent) have at least a bachelor’s

degree, while about 1 in 10 Hispanics (11

percent) and 1 in 6 Blacks (17 percent) do.

SECTION III — POSTSECONDARY EDUCATION
Status and Trends in the Education of Hispanics 107

Percent of 25- to 29-year-olds who have completed college (bachelor’s degree

or higher), by race/ethnicity: Selected years 1975 to 2000

Race/ethnicity 1975 1980 1985 1990 1995 1996 1997 1998 1999 2000

Total 22 23 22 23 25 27 28 27 28 29

White, non-Hispanic 24 25 24 26 29 32 33 32 34 34

Black, non-Hispanic 11 12 12 13 15 15 14 16 15 18

Hispanic 9 8 11 8 9 10 11 10 9 10

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2001, based on U.S. Department of Commerce, Bureau of the Census, March Current

Population Surveys, various years.

Chapter 7 — Participation and Context

Percent of persons 25 years old and over according to highest degree attained,

by race/ethnicity: 2000

Bachelor’s First

Race/ethnicity Associate or higher Bachelor’s Master’s professional Doctorate

Total 7.8 25.7 17.0 6.0 1.5 1.2

White, non-Hispanic 8.4 28.1 18.6 6.5 1.7 1.3

Black, non-Hispanic 6.8 16.6 11.5 4.2 0.6 0.3

Hispanic 5.0 10.6 7.3 2.2 0.7 0.5

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2001, based on U.S. Department of Commerce, Bureau of the Census, March Current

Population Survey, 2000.

Degree level
108 Status and Trends in the Education of Hispanics

In 1999, Hispanics comprised 3 percent of

all full-time instructional faculty in degreegranting institutions.61 A larger percentage

of Hispanic faculty members were instruc7.7 Faculty in colleges and universities

Hispanics comprise 3 percent of instructional faculty in colleges and universities.

tors and lecturers (5 and 4 percent of these

populations, respectively) than were assistant or associate professors (3 percent each)

or full professors (2 percent).

61 Includes both 2-year and 4-year degree-granting institutions.

SECTION III — POSTSECONDARY EDUCATION
Status and Trends in the Education of Hispanics 109

Percent of full-time instructional faculty in colleges and universities, by minority

race/ethnicity and academic rank: 1999

NOTE: Includes U.S. citizens and resident aliens identified by race. Excludes nonresident aliens and

persons not identified by race. Includes 2- and 4-year degree-granting institutions that were

participating in Title IV federal financial aid programs.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2001, based on Integrated Postsecondary Education Data System (IPEDS), “Fall Staff”

survey, 1999–2000.

Chapter 7 — Participation and Context

Hispanic Black, non-Hispanic Asian/Pacific Islander American Indian/Alaska Native

Other faculty

Instructors

Assistant professors

Associate professors

Professors

Total

0 10 15 20

2.8 5.1 5.9 0.6

4.3 5.8 4.5 0.4

4.8 6.9 4.4 0.8

3.3 6.6 7.6 0.5

2.5 5.1 6.1 0.3

1.8 3.0 5.5

2.9 5.1 6.0 0.4

0.3

5

Lecturers
110 Status and Trends in the Education of Hispanics

In 1999, 41 percent of Hispanics 17 years

old and over participated in adult education

in the previous 12 months. Among employed

Hispanics in this age group, this percentage

was 44 percent, which was lower than the

percentage for Whites (53 percent). Hispanics 17 years old and over, both employed

and overall, were less likely than Whites,

Blacks, and Asians/Pacific Islanders to have

taken career or job-related courses. Hispanics

were less likely than Whites to enroll in personal development courses, and employed

Hispanics were also less likely than Blacks to

do so. Overall, Hispanics were more likely

than Whites and American Indians/Alaska

Natives to have been in basic education. Also,

Hispanics were more likely than the other

racial/ethnic groups, with the exception of

Asians/Pacific Islanders, to have taken English-as-a-second-language courses. Apparent

differences in the other adult

education activities between Hispanics and

other racial/ethnic groups were not statistically significant.62

7.8 Adult education

About forty percent of Hispanics 17 years old and over participate in adult education.

62 The fact that there is no statistical difference between Hispanics and Asians/Pacific Islanders or between

Hispanics and American Indians/Alaska Natives may be due to large standard errors.

SECTION III — POSTSECONDARY EDUCATION
Status and Trends in the Education of Hispanics 111

Percent of persons 17 years old and over enrolled in adult education during

the previous 12 months, by type of program, employment status, and race/

ethnicity: 1999

Part-time Career or Appren- Personal English

Any higher job-related ticeship development Basic as a second

Race/ethnicity program education courses programs courses education language

Total persons

Total 45 9 22 2 22 1 1

White, non-Hispanic 44 9 24 1 23 1 0

Black, non-Hispanic 46 11 20 3 24 3 0

Hispanic 41 9 13 4 16 2 7

Asian/Pacific Islander 51 17 27 1 23 2 6

American Indian/

Alaska Native 36 13 19 4 11 0 0

Employed persons

Total 53 12 31 2 23 — —

White, non-Hispanic 53 12 33 2 24 — —

Black, non-Hispanic 54 13 28 4 26 — —

Hispanic 44 11 16 4 16 — —

Asian/Pacific Islander 53 20 33 0 21 — —

American Indian/

Alaska Native 53 21 30 7 10 — —

— Data not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2001, based on National Household Education Survey (NHES), 1999 (Adult Education

Component), unpublished data.

Type of program

Chapter 7 — Participation and Context

Status and Trends in the Education of Hispanics 113

OUTCOMES OF EDUCATION

8 Labor Market and Social Outcomes

8.1 Unemployment rates

8.2 Income

8.3 Type of occupation and worker satisfaction

8.4 Adult literacy and reading habits

8.5 Voting participation

IV

In addition to academic achievement, an

important outcome of education is an educated, productive, and engaged citizenry.

This section contains indicators on the social and economic outcomes of education,

measured by occupational status, worker

satisfaction, and voter participation. Traditional outcome measures are also presented

on income and unemployment rates by levels of education completed. Because income

and employment are associated with educational attainment, outcome data for different

racial/ethnic groups are broken out by levels

of educational attainment. An additional indicator on adult literacy and reading habits

shows differences in patterns of educationrelated activities among adults.
114 Status and Trends in the Education of Hispanics

In 2000, the unemployment rate for Hispanics ages 25 and older was 4.4

percent—between the rate for White individuals (2.4 percent) and for Black

individuals (5.4 percent). Among younger

Hispanics, the unemployment rate was

higher: for ages 16 to 19, the unemployment rate was 16.7 percent and for ages 20

to 24, it was 7.5 percent. This same pattern

is evident for the White and Black populations as well, and presumably relates to the

fact that younger people generally have fewer

skills and less experience compared to the

population over 24 years old.

8.1 Unemployment rates

Among Hispanics, as well as among individuals from other racial/ethnic groups, unemployment

rates are generally lower for older age groups and people with more education. Unemployment rates

for Hispanics are higher on average than for Whites, but are lower than those for Blacks.

As the unemployment rate decreases with age,

it also generally decreases with increased education for all age and racial/ethnic groups.

For example, in 2000, the unemployment

rate of Hispanics ages 20 to 24 years with a

high school education was 7.8 percent, compared to 4.3 percent for Hispanics ages 20 to

24 with a bachelor’s degree or higher. The

one notable exception is that recipients of

associate degrees tend to be employed more

than recipients of bachelor’s degrees or higher.

SECTION IV — OUTCOMES OF EDUCATION
Status and Trends in the Education of Hispanics 115

Unemployment rates of persons 16 years old and over, by age, race/ethnicity,

and highest degree attained: 2000

Race/ethnicity and 25 years

highest degree attained Total 16–19* 20–24* and over

All persons

All education levels 9.3 13.1 7.2 3.0

Less than high school completion 15.3 15.6 14.4 6.4

High school completer, no college 9.3 11.6 8.4 3.5

Some college, no degree 5.5 6.7 5.1 2.9

Associate degree 3.3 4.6 3.2 2.3

Bachelor’s degree or higher 4.3 # 4.3 1.7

White, non-Hispanic

All education levels 7.4 10.4 5.5 2.4

Less than high school completion 12.7 12.7 13.1 5.2

High school completer, no college 7.2 9.0 6.4 2.8

Some college, no degree 4.5 5.3 4.3 2.5

Associate degree 3.0 5.7 2.9 2.0

Bachelor’s degree or higher 4.0 # 4.0 1.6

Black, non-Hispanic

All education levels 18.5 25.1 15.3 5.4

Less than high school completion 29.8 28.7 32.2 10.5

High school completer, no college 18.6 24.1 16.7 6.6

Some college, no degree 9.9 11.8 9.6 4.2

Associate degree 6.3 7.5 6.3 3.5

Bachelor’s degree or higher 5.9 # 6.1 2.5

Hispanic

All education levels 10.5 16.7 7.5 4.4

Less than high school completion 14.4 20.0 9.6 6.3

High school completer, no college 9.0 12.5 7.8 3.9

Some college, no degree 6.3 10.5 5.0 3.2

Associate degree 1.9 # 2.0 2.8

Bachelor’s degree or higher 4.2 # 4.3 2.2

* Estimates exclude persons enrolled in school.

# Rounds to zero.

SOURCE: U.S. Department of Labor, Bureau of Labor Statistics, unpublished data from the Current

Population Survey, 2000.

Ages 16–24*

Chapter 8 — Labor Market and Social Outcomes
116 Status and Trends in the Education of Hispanics

In 2000, the median earnings of Hispanic

men age 25 and older were about $13,000

less than that of White men.63 Male Hispanic

earnings were lower than male White earnings at most education levels, except at the

associate and master’s degree levels, where

apparent differences were not statistically significant. In fact, the earnings gap between

Hispanic and White men increased as education levels increased. There was about

a $6,300 difference at the high school

completer, no college level, and about a

$13,400 difference at the bachelor’s degree

or higher level.

The average median earnings of Hispanic

women age 25 and older were about $6,500

less than that of White women. Among

women who had completed high school

without completing college credits, Hispanic

women earned less than White women. Hispanic women with a bachelor’s degree or

higher earned less than their White and Black

counterparts. Other apparent differences in

the earnings of Hispanic, White, and Black

women were not statistically significant, except between Hispanic and Black and

between White and Black women whose

highest level of educational attainment was a

bachelor’s degree.64

8.2 Income

There is a positive relationship between education and salary for all racial/ethnic groups, but the

incomes of Hispanic men are lower than those of White men at most educational levels.

63 Unlike most instances, White and Black categories include those of Hispanic origin.

64 The fact that there is no statistical difference between Hispanics, Whites, and Blacks may be due to

large standard errors.

SECTION IV — OUTCOMES OF EDUCATION
Status and Trends in the Education of Hispanics 117

Median earnings (in current dollars) for persons 25 years old and over, by sex,

race/ethnicity, and educational attainment: 2000

Highest degree attained Total White Black Hispanic Total White Black Hispanic

All education levels $35,842 $36,668 $28,167 $23,425 $22,887 $23,078 $22,028 $16,601

9th to 12th grade,

no diploma 21,365 21,837 19,072 20,459 12,736 12,753 12,677 11,973

High school completer,

no college 30,665 31,295 25,466 24,973 18,393 18,627 17,822 16,757

Some college, no degree 35,463 36,051 30,915 30,591 22,308 22,242 22,960 21,860

Associate degree 38,472 40,270 30,583 35,100 25,398 25,480 25,411 22,347

Bachelor’s degree

or higher 55,059 55,906 42,591 42,518 35,691 35,472 37,898 32,035

Bachelor’s degree 50,441 51,099 40,360 41,244 32,163 31,892 35,788 28,531

Master’s degree 60,320 60,450 47,170 47,946 41,048 40,844 41,980 42,269

NOTE: White and Black categories include those of Hispanic origin.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Educational Attainment – People 25

Years Old and Over, by Total Money Earnings in 2000, Work Experience in 2000, Age, Race, Hispanic

Origin, and Sex. Table PINC-03, based on March Current Population Survey, 2000.

Male Female

Chapter 8 — Labor Market and Social Outcomes
118 Status and Trends in the Education of Hispanics

In 2000, a smaller proportion of Hispanic

and Black men were employed in managerial

and professional occupations than White

men.65 The same held true for Hispanic and

Black women compared to White women.

Among all racial/ethnic groups, women were

more likely than men to be employed in technical, sales, and administrative support occupations, and they also were more likely

(among all racial/ethnic groups) to be employed in managerial and professional

positions.

8.3 Type of occupation and worker satisfaction

Fewer Hispanic and Black men and women hold managerial or professional positions than

White men and women. No differences were detected between the percentages of Hispanic and

White recipients of bachelor’s degrees reporting satisfaction with co-workers or with working

conditions.

SECTION IV — OUTCOMES OF EDUCATION

(Continued on page 120.)

65 Unlike most instances, White and Black categories include those of Hispanic origin.
Status and Trends in the Education of Hispanics 119

Percentage distribution of employed persons according to occupation, by sex

and race/ethnicity: 2000

Occupation Total White Black Hispanic Total White Black Hispanic

Managerial & professional

specialty (includes teachers) 28.4 29.2 18.5 11.4 32.3 33.4 24.8 17.8

Technical, sales, and

administrative support 19.8 19.7 18.8 14.9 40.0 40.5 38.6 37.2

Service occupations 10.0 9.1 17.4 15.2 17.5 16.4 25.2 26.2

Precision production, craft,

and repair 18.7 19.5 14.2 22.2 2.1 2.1 2.1 3.3

Operators, fabricators, and

laborers 19.3 18.4 29.0 28.1 6.9 6.4 9.1 13.6

Farming, forestry, and

fishing 3.7 4.0 2.1 8.2 1.1 1.3 0.2 1.8

NOTE: White and Black categories include those of Hispanic origin. Detail may not add to 100.0 due

to rounding.

SOURCE: U.S. Department of Labor, Bureau of Labor Statistics, unpublished data from the Current

Population Survey, 2000.

Male Female

Chapter 8 — Labor Market and Social Outcomes
120 Status and Trends in the Education of Hispanics

In 1997, over one-half of all Hispanic recipients of 1992–93 bachelor’s degrees

reported that their jobs were closely related

to their degrees and had definite career

potential (58 and 54 percent, respectively).

In terms of their evaluation of their working environments, 80 percent of Hispanic

bachelor’s degree recipients said they were

very satisfied with their co-workers, 57 percent with their supervisors, and 55 percent

with their working conditions. Except for

satisfaction with working conditions (where

more Hispanics reported being very satisfied than Blacks), no differences were

detected between the percentages of Hispanics and those of Whites and Blacks.

SECTION IV — OUTCOMES OF EDUCATION
Status and Trends in the Education of Hispanics 121

Percent of 1992–93 bachelor’s degree recipients employed in April 1997 who

were very satisfied with various aspects of their work environment, by race/

ethnicity

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate

and Beyond Longitudinal Study, Second Follow-up (B&B:93/97), restricted-used data.

Percent

White, non-Hispanic Black, non-Hispanic Hispanic

Co-workers Supervisor Working conditions

0

20

40

60

80

100

81

71

80

61

49

57 57

42

55

Chapter 8 — Labor Market and Social Outcomes

Percent of employed 1992–93 bachelor’s degree recipients who reported

various job characteristics for primary job held in April 1997, by race/ethnicity

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate

and Beyond Longitudinal Study, Second Follow-up (B&B:93/97), restricted-use data.

Percent

White, non-Hispanic Black, non-Hispanic Hispanic

Job closely related to degree Job has definite career potential

0

20

40

60

80

100

57

50

58 58

47

54
122 Status and Trends in the Education of Hispanics

Literacy proficiency is strongly related to levels of formal schooling. Successive levels of

formal education are accompanied by rises in

average literacy proficiencies, suggesting that

high literacy abilities and high levels of education strongly reinforce one another.66 As

shown in Indicator 7.6, Hispanics are less

likely than both Whites and Blacks to complete college. The National Adult Literacy

Survey (NALS) defines literacy as “using

printed and written information to function

in society, to achieve one’s goals, and to develop one’s knowledge and potential.” The

NALS reported on three scales of literacy

(prose, document, and quantitative) and the

scores have been divided into five ranges,

each range representing a level of proficiency.67 The average proficiencies of Hispanics in prose, document, and quantitative

literacy are lower than those of Whites and

Blacks, and the average proficiencies of

Whites exceed both those of Hispanics and

Blacks (supplemental table 8.4a).

In 1999, 29 percent of all Hispanics ages 25

and over read regularly, while about one-half

of White and Black adults (53 and 47 percent, respectively) read regularly.68 Hispanic

adults also differed from White and Black

adults in their particular reading habits: they

were less likely to read the newspaper daily or

to have read a book in the past 6 months

than Whites and Blacks.

66 C.F. Kaestle, A. Campbell, J.D. Finn, S.T. Johnson, and L.J. Mikulecky, Adult Literacy and Education

in America: Four Studies Based on the National Adult Literacy Survey (NCES 2001–534).

67 Prose literacy encompasses the knowledge and skills needed to understand and use information from

texts that include editorials, news stories, poems, and fiction. Document literacy encompasses the

knowledge and skills required to locate and use information contained in materials that include job

applications, payroll forms, transportation schedules, maps, tables, and graphs. Quantitative literacy

encompasses the knowledge and skills required to apply arithmetic operations, either alone or

sequentially, using numbers embedded in printed materials.

68 Reading regularly is defined as reading a newspaper once a week, at least one magazine regularly, and a

book in the past 6 months.

8.4 Adult literacy and reading habits

Hispanic adults have lower average reading literacy scores and also are less likely to report reading

regularly than their White and Black peers.

SECTION IV — OUTCOMES OF EDUCATION
Status and Trends in the Education of Hispanics 123

Chapter 8 — Labor Market and Social Outcomes

Percent of persons 25 years old and over who read at a given frequency by

race/ethnicity and type of reading activity: 1999

* Defined as reading a newspaper once a week, at least one magazine regularly, and a book in the

past 6 months.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on National Household Education Survey (NHES), 1999 (Adult Education

and Life-Long Learning Component).

Percent

White, non-Hispanic Black, non-Hispanic Hispanic

Read regularly* Read newspapers weekly Read a book in the 

past 6 months

0

20

40

60

80

100

53

47

29 26 29 28

66 64

45
124 Status and Trends in the Education of Hispanics

Completion of higher levels of education is

associated with individuals’ more active voting behavior. This is evident from the voting

patterns of White, Black, and Hispanic

Americans ages 18 and over. For example,

in the 2000 elections, the voting rate among

Hispanics who had less than a high school

education was 15 percent, but among Hispanics who had a bachelor’s degree or higher

it was 51 percent. At all education levels,

however, the reported voting rates for Hispanics ages 18 and over were lower than

those for Whites and Blacks.

8.5 Voting participation

As with Whites and Blacks, Hispanic voting rates generally increase with levels of educational

attainment.

SECTION IV — OUTCOMES OF EDUCATION
Status and Trends in the Education of Hispanics 125

Voting rates for persons 18 years old and over, by race/ethnicity and highest

level of education completed: November 2000

NOTE: Data are for the citizen population.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Reported Voting and Registration,

by Race, Hispanic Origin, Sex, and Educational Attainment: November 2000. Table 6, based on

Current Population Survey, November 2000 supplement.

Chapter 8 — Labor Market and Social Outcomes

Percent

Less than high 

school completion High school completer Some college or 

associate's degree

White, non-Hispanic Black, non-Hispanic

0

20

40

60

80

100

37

53

64

77

42

49

59

71

15

29

41

51

Hispanic

Bachelor's degree 

or higher

Status and Trends in the Education of Hispanics 127

APPENDIX

Supplemental Tables
128 Status and Trends in the Education of Hispanics

Supplemental Table 1.1a

Percentage distribution of the resident U.S. population, by race/ethnicity:

Selected years 1980 to 2000 and projections to 2050

White, Black, Asian/Pacific American Indian/

Year Total non-Hispanic non-Hispanic Hispanic Islander Alaska Native

1980 100.0 79.9 11.5 6.4 1.6 0.6

1985 100.0 77.7 11.7 7.7 2.2 0.7

1990 100.0 75.7 11.8 9.0 2.8 0.7

1995 100.0 73.6 12.0 10.3 3.4 0.7

2000 100.0 71.5 12.2 11.8 3.8 0.7

2005* 100.0 69.3 12.3 13.3 4.3 0.8

2010* 100.0 67.3 12.5 14.6 4.8 0.8

2015* 100.0 65.5 12.7 15.8 5.3 0.8

2020* 100.0 63.8 12.8 17.0 5.7 0.8

2025* 100.0 62.0 12.9 18.2 6.2 0.8

2030* 100.0 60.1 13.0 19.4 6.7 0.8

2040* 100.0 56.3 13.1 21.9 7.8 0.8

2050* 100.0 52.8 13.2 24.3 8.9 0.8

* Projected.

NOTE: Detail may not add to 100.0 due to rounding.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Statistical Abstract of the United

States: 2000, based on Population Estimates Program and Population Projections Program.

Supplemental Table 1.1b

Percentage distribution of the major racial/ethnic groups in the United States,

by nativity: 1997

White, Black, Asian/

Nativity Total non-Hispanic non-Hispanic Hispanic Pacific Islander

Native born, native parentage 79.5 (0.2) 88.1 (0.2) 90.1 (0.2) 32.3 (0.4) 11.2 (0.2)

Native born, foreign or mixed

parentage 10.8 (0.2) 8.4 (0.2) 4.0 (0.1) 29.4 (0.3) 28.2 (0.3)

Foreign born 9.7 (0.2) 3.4 (0.1) 5.9 (0.2) 38.4 (0.4) 60.6 (0.4)

NOTE: Detail may not add to 100.0 due to rounding. Standard errors are in parentheses.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Profile of the Foreign-Born Population

of the United States: 1997, based on March Current Population Survey, 1997.

APPENDIX
Status and Trends in the Education of Hispanics 129

Supplemental Table 1.1c

Resident U.S. population, by race/ethnicity: Selected years 1980 to 2000 and

projections to 2050

(In thousands)

White, Black, Asian/Pacific American Indian/

Year Total non-Hispanic non-Hispanic Hispanic Islander Alaska Native

1980 226,546 180,906 26,142 14,609 3,563 1,326

1985 237,924 184,945 27,738 18,368 5,315 1,558

1990 248,791 188,315 29,304 22,379 6,996 1,797

1995 262,803 193,328 31,590 27,107 8,846 1,932

2000 275,307 196,670 33,490 32,479 10,620 2,048

2005* 287,716 199,414 35,446 38,189 12,497 2,171

2010* 299,862 201,956 37,483 43,688 14,436 2,300

2015* 312,268 204,590 39,551 49,255 16,444 2,428

2020* 324,927 207,145 41,549 55,156 18,527 2,550

2030* 351,070 210,984 45,567 68,168 23,564 2,787

2040* 377,350 212,475 49,618 82,692 29,543 3,023

2050* 403,687 212,991 53,466 98,229 35,760 3,241

* Projected.

NOTE: Detail may not add to totals due to rounding.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Statistical Abstract of the United

States: 2000, based on Population Estimates Program and Population Projections Program.

Supplemental Table 1.2

Median age of the U.S. population, by race/ethnicity: 2000

Race/ethnicity Age

Total 35.9

White, non-Hispanic 38.6

Black, non-Hispanic 30.6

Hispanic 26.6

Asian/Pacific Islander 32.4

American Indian/Alaska Native 28.5

SOURCE: U.S. Department of Commerce, Bureau of the Census, Resident Population Estimates of the

United States by Sex, Race, and Hispanic Origin: April 1, 1990 to July 1, 1999, with Short-Term Projections to November 1, 2000, based on Population Estimates Program.

Supplemental Tables
130 Status and Trends in the Education of Hispanics

Supplemental Table 1.3

Percentage distribution of children under age 18, by presence of parents in

household and race/ethnicity: 2000

Race/ethnicity Two parents1 Mother only 2 Father only 2 No parent

Total 69.1 (0.6) 22.4 (0.9) 4.2 (1.0) 4.1 (1.0)

White, non-Hispanic 77.5 (0.6) 15.6 (1.2) 4.3 (1.3) 2.6 (1.3)

Black, non-Hispanic 37.3 (2.1) 49.2 (1.9) 4.2 (2.6) 9.2 (2.6)

Hispanic 65.1 (1.6) 25.1 (2.3) 4.4 (2.6) 5.4 (2.6)

1 Excludes families where parents are not living as a married couple.

2 Because of data limitations, includes some families in which both parents are present in household

but are living as unmarried partners.

NOTE: Detail may not add to 100.0 due to rounding. Standard errors are in parentheses.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Household Relationship and Living

Arrangements of Children Under 18 Years, by Age, Sex, Race, Hispanic Origin, and Metropolitan

Residence: March 2000. Table C2, based on Population Estimates Program.

Supplemental Table 1.4a

Standard errors for the number and percentage of individuals and children living

below the poverty level, by race/ethnicity: 2000

Number in poverty, Number in poverty,

Race/ethnicity in thousands Percent in poverty in thousands Percent in poverty

Total* 535 0.6 80 0.4

White, non-Hispanic 378 0.7 178 1.3

Black 252 1.5 140 2.2

Hispanic 241 1.6 86 1.2

* Total includes other racial groups that are not presented separately.

NOTE: Black category includes those of Hispanic origin.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Poverty in the United States: 2000,

based on March Current Poulation Survey, 2000.

Individuals Children

Supplemental Table 1.4b

Percent of families living below the poverty level, by family structure and race/

ethnicity: 2000

Race/ethnicity Married couple Female-headed household, no husband present

Total 4.7 (0.2) 24.7 (0.4)

White, non-Hispanic 3.3 (0.2) 16.9 (0.4)

Black 6.1 (0.2) 34.6 (0.4)

Hispanic 14.1 (0.3) 34.2 (0.4)

NOTE: Black category includes those of Hispanic origin. Standard errors are in parentheses.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Poverty in the United States: 2000,

based on March Current Population Survey, 2000.

APPENDIX
Status and Trends in the Education of Hispanics 131

Supplemental Tables

Supplemental Table 1.4c

Percent of individuals, children under 18, and families living below the poverty

level, by race/ethnicity: 1975–2000

White, White, White,

 non- non- nonYear Hispanic Black Hispanic Total Hispanic Black Hispanic Hispanic Black Hispanic

1975 8.6 (0.2) 31.3 (0.8) 26.9 (1.4) 17.1 (0.4) 10.8 (0.3) 41.7 (1.2) — (—) 7.0 (0.1) 30.1 (0.4) 26.3 (0.7)

1976 8.1 (0.2) 31.1 (0.8) 24.7 (1.4) 16.0 (0.4) 9.8 (0.3) 40.6 (1.2) 30.2 (1.6) 6.5 (0.1) 30.1 (0.4) 23.8 (0.6)

1977 8.0 (0.2) 31.3 (0.8) 22.4 (1.3) 16.2 (0.4) 9.9 (0.3) 41.8 (1.3) 28.3 (1.6) 6.5 (0.1) 30.5 (0.4) 21.9 (0.6)

1978 7.9 (0.2) 30.6 (0.8) 21.6 (1.3) 15.9 (0.4) 9.6 (0.3) 41.5 (1.3) 27.6 (1.6) 6.3 (0.1) 29.5 (0.4) 20.9 (0.6)

1979 8.1 (0.2) 31.0 (0.8) 21.8 (1.2) 16.4 (0.4) 10.1 (0.3) 41.2 (1.2) 28.0 (1.5) 6.4 (0.1) 30.0 (0.4) 21.1 (0.6)

1980 9.1 (0.2) 32.5 (0.8) 25.7 (1.3) 18.3 (0.4) 11.8 (0.4) 42.3 (1.3) 33.2 (1.6) 7.4 (0.1) 31.1 (0.4) 25.1 (0.6)

1981 9.9 (0.2) 34.2 (0.9) 26.5 (1.3) 20.0 (0.4) 12.9 (0.4) 45.2 (1.3) 35.9 (1.7) 8.2 (0.1) 33.2 (0.4) 25.9 (0.6)

1982 10.6 (0.2) 35.6 (0.9) 29.9 (1.4) 21.9 (0.4) 14.4 (0.4) 47.6 (1.4) 39.5 (1.7) 9.0 (0.1) 34.9 (0.4) 29.2 (0.7)

1983 10.8 (0.2) 35.7 (0.9) 28.0 (1.3) 22.3 (0.4) 14.8 (0.4) 46.7 (1.3) 38.1 (1.6) 9.2 (0.1) 34.7 (0.4) 27.3 (0.6)

1984 10.0 (0.2) 33.8 (0.8) 28.4 (1.0) 21.5 (0.4) 13.7 (0.4) 46.6 (1.3) 39.2 (1.6) 8.4 (0.1) 33.2 (0.4) 27.4 (0.5)

1985 9.7 (0.2) 31.3 (0.8) 29.0 (1.0) 20.7 (0.4) 12.8 (0.4) 43.6 (1.3) 40.3 (1.6) 8.1 (0.1) 30.5 (0.4) 28.3 (0.5)

1986 9.4 (0.2) 31.1 (0.8) 27.3 (1.0) 20.5 (0.4) 13.0 (0.4) 43.1 (1.3) 37.7 (1.6) 7.7 (0.1) 29.7 (0.4) 26.5 (0.5)

1987 8.7 (0.2) 32.4 (0.8) 28.0 (1.0) 20.3 (0.4) 11.8 (0.4) 45.1 (1.3) 39.3 (1.6) 7.0 (0.1) 31.2 (0.4) 27.5 (0.5)

1988 8.4 (0.2) 31.3 (0.9) 26.7 (1.1) 19.5 (0.4) 11.0 (0.4) 43.5 (1.4) 37.6 (1.8) 6.6 (0.1) 30.0 (0.5) 26.0 (0.6)

1989 8.3 (0.2) 30.7 (0.8) 26.2 (0.9) 19.6 (0.4) 11.5 (0.4) 43.7 (1.3) 36.2 (1.5) 6.8 (0.1) 29.7 (0.4) 25.2 (0.5)

1990 8.8 (0.2) 31.9 (0.8) 28.1 (0.9) 20.6 (0.4) 12.3 (0.4) 44.8 (1.3) 38.4 (1.5) 7.0 (0.1) 31.0 (0.4) 26.9 (0.5)

1991 9.4 (0.2) 32.7 (0.8) 28.7 (0.9) 21.8 (0.4) 13.1 (0.4) 45.9 (1.3) 40.4 (1.5) 7.6 (0.1) 32.0 (0.4) 28.2 (0.5)

1992 9.6 (0.2) 33.4 (0.8) 29.6 (0.9) 22.3 (0.4) 13.2 (0.4) 46.6 (1.3) 40.0 (1.4) 7.7 (0.1) 32.9 (0.4) 28.4 (0.4)

1993 9.9 (0.2) 33.1 (0.8) 30.6 (0.9) 22.7 (0.4) 13.6 (0.4) 46.1 (1.3) 40.9 (1.4) 8.0 (0.1) 32.9 (0.4) 29.3 (0.4)

1994 9.4 (0.2) 30.6 (0.8) 30.7 (0.9) 21.8 (0.4) 12.5 (0.4) 43.8 (1.3) 41.5 (1.3) 7.5 (0.1) 29.6 (0.4) 30.2 (0.4)

1995 8.5 (0.2) 29.3 (0.8) 30.3 (0.9) 20.8 (0.4) 11.2 (0.4) 41.9 (1.3) 40.0 (1.4) 6.6 (0.1) 28.5 (0.4) 29.2 (0.4)

1996 8.6 (0.2) 28.4 (0.8) 29.4 (0.9) 20.5 (0.4) 11.1 (0.4) 39.9 (1.3) 40.3 (1.4) 6.6 (0.1) 27.6 (0.4) 28.5 (0.4)

1997 8.6 (0.2) 26.5 (0.8) 27.1 (0.8) 19.9 (0.4) 11.4 (0.4) 37.2 (1.3) 36.8 (1.3) 6.5 (0.1) 25.5 (0.4) 26.2 (0.4)

1998 8.2 (0.2) 26.1 (0.8) 25.6 (0.8) 18.9 (0.4) 10.6 (0.4) 36.7 (1.3) 34.4 (1.3) 6.3 (0.1) 24.7 (0.4) 24.3 (0.4)

1999 7.7 (0.2) 23.6 (0.7) 22.8 (0.7) 16.9 (0.4) 9.4 (0.4) 33.1 (1.2) 30.3 (1.2) 5.7 (0.1) 22.7 (0.4) 21.7 (0.4)

2000 7.5 (0.2) 22.1 (0.7) 21.2 (0.7) 16.2 (0.4) 9.4 (0.4) 30.9 (1.2) 28.0 (1.2) 5.5 (0.1) 20.8 (0.4) 20.1 (0.4)

— Data not available.

NOTE: Black category includes those of Hispanic origin. Hispanic category includes those of any

race. Standard errors are in parentheses.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Poverty in the United States: 2000,

based on March Current Population Surveys, 1975–2000.

Percent living below the poverty level

Individuals Children Families
132 Status and Trends in the Education of Hispanics

Supplemental Table 1.5a

Percent of infants born with low birthweight, by race/ethnicity: 2000

Race/ethnicity Percent

Total 7.6

White, non-Hispanic 6.6

Black, non-Hispanic 13.1

Hispanic 6.4

Mexican American 6.0

Puerto Rican 9.3

Cuban 6.5

Central and South American 6.6

Other and unknown Hispanic 7.6

SOURCE: Federal Interagency Forum on Child and Family Statistics, America’s Children: Key

National Indicators of Well-Being, 2002, based on U.S. Department of Health and Human Services,

Centers for Disease Control and Prevention, National Center for Health Statistics, National Vital

Statistics System.

Supplemental Table 1.5b

Percent of children under age 18 with no health insurance, by race/ethnicity:

2000

Race/ethnicity Percent

Total 12 (0.5)

White, non-Hispanic 7 (0.6)

Black 13 (1.0)

Hispanic 25 (1.1)

NOTE: Black category includes those of Hispanic origin. Standard errors are in parentheses.

SOURCE: Federal Interagency Forum on Child and Family Statistics, America’s Children: Key

National Indicators of Well-Being, 2002, based on U.S. Department of Commerce, Bureau of the

Census, March Current Population Survey, 2000.

APPENDIX
Status and Trends in the Education of Hispanics 133

Supplemental Table 1.5c

Percent of children ages 19–35 months without the 4:3:1:3 combined series of

vaccinations, by race/ethnicity: 2000

Race/ethnicity Percent

Total 23 (0.9)

White, non-Hispanic 21 (1.0)

Black, non-Hispanic 28 (2.5)

Hispanic 25 (2.0)

NOTE: The 4:3:1:3 is a combined series of the four most commonly given vaccines, including: four

doses of diphtheria and tetanus toxoids and pertussis vaccine (DTP), three doses of polio vaccine,

one dose of measles-containing vaccine (MCV), and three doses of Haemophilus influenzae type

b (Hib) vaccine. Standard errors are in parentheses.

SOURCE: Federal Interagency Forum on Child and Family Statistics, America’s Children: Key

National Indicators of Well-Being, 2002, based on U.S. Department of Health and Human Services,

Centers for Disease Control and Prevention, National Center for Health Statistics and National

Immunization Program, National Immunization Survey, 2000.

Supplemental Table 1.6

Infant mortality rates, by race/ethnicity: 1983–99

White, Black, Asian/ American Indian/

Year Total non-Hispanic non-Hispanic Hispanic Pacific Islander Alaska Native

1983 10.9 9.2 19.1 9.5 8.3 15.2

1984 10.4 8.7 18.1 9.3 8.9 13.4

1985 10.4 8.7 18.3 8.8 7.8 13.1

1986 10.1 8.4 18.0 8.4 7.8 13.9

1987 9.8 8.1 17.4 8.2 7.3 13.0

1988 9.6 8.0 18.1 8.3 6.8 12.7

1989 9.5 7.8 18.0 8.1 7.4 13.4

1990 8.9 7.2 16.9 7.5 6.6 13.1

1991 8.6 7.0 16.6 7.1 5.8 11.3

1995 7.6 6.3 14.7 6.3 5.3 9.0

1996 7.3 6.0 14.2 6.1 5.2 10.0

1997 7.2 6.0 13.7 6.0 5.0 8.7

1998 7.2 6.3 14.7 6.3 5.3 9.0

1999 7.0 5.8 14.1 5.7 4.8 9.3

SOURCE: Federal Interagency Forum on Child and Family Statistics, America’s Children: Key

National Indicators of Well-Being, 2002, based on U.S. Department of Health and Human Services,

Centers for Disease Control and Prevention, National Center for Health Statistics, National Linked

Files of Live Births and Infant Deaths.

Supplemental Tables
134 Status and Trends in the Education of Hispanics

Supplemental Table 2.1a

Percent of 3- to 5-year-olds enrolled in center-based programs or kindergarten,

by race/ethnicity: 1991 and 1999

Race/ethnicity 3-year-olds 4-year-olds 5-year-olds 3-year-olds 4-year-olds 5-year-olds

Total 42.6 (1.4) 61.7 (1.0) 89.8 (0.8) 45.9 (1.3) 70.1 (1.3) 93.4 (0.8)

White, non-Hispanic 44.8 (1.5) 61.4 (1.2) 89.5 (0.8) 46.7 (1.7) 69.3 (1.6) 92.9 (1.0)

Black, non-Hispanic 45.4 (4.2) 71.7 (3.6) 94.0 (1.6) 59.6 (3.9) 81.4 (3.5) 98.5 (0.7)

Hispanic 24.9 (3.2) 51.5 (3.8) 86.2 (2.3) 25.6 (3.1) 63.6 (3.0) 88.6 (2.7)

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000, based on U.S. Department of Education, National Center for Education Statistics,

National Household Education Survey (NHES), 1999 (Parent Interview Component).

1991 1999

Supplemental Table 2.1b

Percent of 3- to 5-year-olds enrolled in center-based programs or kindergarten,

by poverty status and race/ethnicity: 1999

Race/ethnicity Poor Nonpoor Poor Nonpoor Poor Nonpoor

Total 39.1 (3.2) 48.2 (1.5) 63.5 (3.6) 72.2 (1.4) 91.7 (2.0) 93.9 (0.7)

White, non-Hispanic 31.7 (5.3) 49.3 (1.9) 48.7 (6.7) 72.2 (1.6) 89.8 (4.0) 93.4 (0.9)

Black, non-Hispanic 59.7 (7.0) 59.6 (4.7) 83.9 (4.5) 79.3 (5.0) 99.2 (0.9) 98.1 (1.1)

Hispanic 26.6 (5.0) 24.7 (3.6) 60.5 (5.8) 66.1 (3.3) 84.8 (5.7) 91.3 (2.1)

NOTE: Children in families whose incomes are at or below the poverty threshold (as defined by the

Bureau of the Census) are classifed as “poor;” children in families with incomes above the poverty

threshold are classified as “nonpoor.” Stardard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000, based on U.S. Department of Education, National Center for Education Statistics,

National Household Education Survey (NHES), 1999 (Parent Interview Component).

3-year-olds 4-year-olds 5-year-olds

APPENDIX
Status and Trends in the Education of Hispanics 135

Supplemental Table 2.2

Percent of 3- to 5-year-olds not yet enrolled in kindergarten who participated in

various home literacy activities with a family member, by race/ethnicity:

Selected years 1991 to 1999

Activity/year Total White, non-Hispanic Black, non-Hispanic Hispanic

Read to1

1991 72 (0.6) 79 (0.7) 58 (2.1) 53 (2.0)

1993 78 (0.6) 83 (0.7) 65 (2.3) 62 (2.4)

1995 84 (0.6) 89 (0.7) 74 (2.0) 60 (2.0)

1996 83 (0.7) 88 (1.1) 72 (3.5) 61 (2.7)

1999 81 (0.7) 89 (0.7) 71 (2.7) 61 (2.1)

Told a story2

1991 39 (0.7) 40 (0.8) 35 (2.0) 37 (2.0)

1993 43 (0.9) 44 (1.0) 39 (2.7) 38 (2.2)

1995 50 (0.9) 53 (1.1) 43 (2.3) 42 (2.0)

1996 55 (0.9) 60 (1.7) 42 (3.9) 47 (2.8)

1999 50 (1.1) 53 (1.2) 45 (2.7) 40 (2.3)

Visited a library3

1991 35 (0.7) 40 (0.8) 25 (1.8) 23 (1.7)

1993 38 (1.0) 42 (1.3) 29 (2.6) 27 (1.6)

1995 39 (0.8) 43 (1.1) 33 (2.2) 27 (1.8)

1996 37 (0.9) 36 (1.7) 24 (3.4) 24 (2.4)

1999 36 (0.9) 39 (1.3) 35 (2.6) 25 (1.6)

1 Refers to being read to at least three times in the past week.

2 Refers to being told a story at least once in the past week.

3 Refers to visiting a library at least once in the past month.

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Household

Education Survey (NHES), 1991 (Early Childhood Education Component), 1993 (School Readiness

Component), 1995 (Early Childhood Program Participation Component), 1996 (Parent and Family

Involvement in Education Component), and 1999 (Parent Interview Component), restricted-use

data.

Supplemental Tables
136 Status and Trends in the Education of Hispanics

Supplemental Table 2.3a

Percent of public school students enrolled in grades K–12 who were minorities,

by race/ethnicity: 1972–2000

Year Total minority Black, non-Hispanic Hispanic Other

1972 22.2 (0.3) 14.8 (0.3) 6.0 (0.2) 1.4 (0.1)

1973 21.9 (0.3) 14.7 (0.3) 5.7 (0.2) 1.4 (0.1)

1974 23.2 (0.3) 15.4 (0.3) 6.3 (0.2) 1.5 (0.1)

1975 23.8 (0.3) 15.4 (0.3) 6.7 (0.2) 1.7 (0.1)

1976 23.8 (0.3) 15.5 (0.3) 6.5 (0.2) 1.7 (0.1)

1977 23.9 (0.3) 15.8 (0.3) 6.2 (0.2) 1.9 (0.1)

1978 24.5 (0.4) 16.0 (0.3) 6.5 (0.2) 2.1 (0.1)

1979 24.2 (0.6) 15.7 (0.5) 6.6 (0.4) 1.9 (0.2)

1980 27.2 (0.5) 16.2 (0.4) 8.6 (0.3) 2.4 (0.2)

1981 27.6 (0.4) 16.0 (0.3) 8.7 (0.3) 2.9 (0.1)

1982 28.1 (0.4) 16.0 (0.3) 8.9 (0.3) 3.2 (0.2)

1983 28.7 (0.4) 16.1 (0.3) 9.2 (0.3) 3.4 (0.2)

1984 28.3 (0.4) 16.1 (0.3) 8.5 (0.3) 3.6 (0.2)

1985 30.4 (0.4) 16.8 (0.3) 10.1 (0.3) 3.5 (0.2)

1986 30.9 (0.4) 16.6 (0.3) 10.8 (0.4) 3.6 (0.2)

1987 31.5 (0.4) 16.6 (0.3) 10.8 (0.4) 4.0 (0.2)

1988 31.7 (0.4) 16.5 (0.4) 11.0 (0.4) 4.2 (0.2)

1989 32.0 (0.4) 16.6 (0.4) 11.4 (0.4) 4.0 (0.2)

1990 32.4 (0.4) 16.5 (0.3) 11.7 (0.4) 4.2 (0.2)

1991 32.9 (0.4) 16.8 (0.3) 11.8 (0.4) 4.2 (0.2)

1992 33.3 (0.4) 16.9 (0.3) 12.1 (0.4) 4.3 (0.2)

1993 33.0 (0.4) 16.6 (0.3) 12.1 (0.4) 4.3 (0.2)

1994 34.2 (0.4) 16.7 (0.3) 13.7 (0.3) 3.8 (0.1)

1995 34.5 (0.4) 16.9 (0.3) 14.1 (0.3) 3.5 (0.1)

1996 36.3 (0.4) 16.6 (0.3) 14.5 (0.3) 5.3 (0.2)

1997 37.0 (0.4) 16.9 (0.3) 14.9 (0.3) 5.1 (0.2)

1998 37.6 (0.4) 17.2 (0.3) 15.4 (0.3) 5.1 (0.2)

1999 38.1 (0.4) 16.5 (0.3) 16.2 (0.3) 5.5 (0.2)

2000 38.7 (0.4) 16.6 (0.3) 16.6 (0.3) 5.4 (0.2)

NOTE: These data are from a sample survey of households and percents may differ slightly from

surveys of all public schools. Detail may not add to totals due to rounding. Standard errors are in

parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2002, based on U.S. Department of Commerce, Bureau of the Census, October Current

Population Surveys, 1972–2000.

APPENDIX
Status and Trends in the Education of Hispanics 137

Supplemental Table 2.3b

Percent of public school students enrolled in grades K–12 who were minorities,

by region and race/ethnicity: 1972–2000

Black, Black,

Total non- Total nonYear minority Hispanic Hispanic Other minority Hispanic Hispanic Other

1972 18.6 (0.6) 12.4 (0.5) 5.5 (0.4) 0.7 (0.1) 12.5 (0.5) 10.6 (0.5) 1.5 (0.2) 0.3 (0.1)

1973 18.7 (0.6) 12.5 (0.5) 5.5 (0.4) 0.7 (0.1) 12.3 (0.5) 10.6 (0.5) 1.2 (0.2) 0.5 (0.1)

1974 18.9 (0.6) 12.7 (0.5) 5.5 (0.4) 0.7 (0.1) 13.4 (0.5) 11.2 (0.5) 1.6 (0.2) 0.7 (0.1)

1975 20.0 (0.6) 13.3 (0.5) 6.1 (0.4) 0.7 (0.1) 13.8 (0.5) 11.7 (0.5) 1.6 (0.2) 0.5 (0.1)

1976 20.7 (0.6) 12.7 (0.5) 6.3 (0.5) 1.7 (0.2) 13.1 (0.5) 11.2 (0.5) 1.5 (0.2) 0.4 (0.1)

1977 19.6 (0.6) 12.6 (0.5) 5.8 (0.4) 1.3 (0.2) 14.3 (0.5) 11.8 (0.5) 1.7 (0.2) 0.8 (0.1)

1978 20.1 (0.6) 13.6 (0.6) 5.7 (0.8) 0.8 (0.1) 14.1 (0.6) 11.2 (0.5) 1.7 (0.2) 1.2 (0.2)

1979 21.5 (1.1) 15.0 (1.0) 6.0 (0.6) 0.5 (0.2) 13.2 (0.9) 10.3 (0.8) 1.8 (0.4) 1.1 (0.3)

1980 22.0 (0.9) 13.5 (0.7) 6.8 (0.5) 1.6 (0.3) 16.2 (0.8) 12.9 (0.7) 1.7 (0.3) 1.5 (0.3)

1981 23.5 (0.7) 13.3 (0.6) 8.2 (0.6) 2.0 (0.2) 15.6 (0.6) 12.1 (0.5) 1.9 (0.3) 1.6 (0.2)

1982 23.9 (0.8) 13.4 (0.6) 8.3 (0.6) 2.3 (0.3) 15.4 (0.6) 11.8 (0.6) 1.8 (0.3) 1.7 (0.2)

1983 23.7 (0.8) 13.8 (0.6) 7.9 (0.6) 2.0 (0.3) 16.4 (0.7) 12.5 (0.6) 2.1 (0.3) 1.8 (0.2)

1984 23.2 (0.8) 13.2 (0.6) 7.1 (0.7) 2.9 (0.3) 17.8 (0.7) 13.7 (0.6) 2.3 (0.3) 1.8 (0.2)

1985 25.9 (0.8) 13.4 (0.6) 10.4 (0.8) 2.1 (0.3) 20.3 (0.7) 14.7 (0.6) 3.2 (0.4) 2.3 (0.3)

1986 26.2 (0.8) 13.3 (0.6) 10.7 (0.7) 2.2 (0.3) 18.2 (0.7) 13.0 (0.6) 3.4 (0.4) 1.8 (0.2)

1987 25.8 (0.8) 13.1 (0.6) 9.5 (0.8) 3.3 (0.3) 19.3 (0.7) 13.8 (0.6) 3.1 (0.4) 2.4 (0.3)

1988 25.4 (0.9) 13.9 (0.7) 8.6 (0.9) 2.9 (0.3) 20.3 (0.8) 14.8 (0.7) 3.3 (0.5) 2.2 (0.3)

1989 26.2 (0.9) 14.1 (0.7) 9.1 (0.8) 3.0 (0.4) 19.5 (0.8) 13.8 (0.7) 3.4 (0.5) 2.2 (0.3)

1990 26.7 (0.9) 13.2 (0.7) 10.1 (0.8) 3.3 (0.4) 18.4 (0.7) 13.2 (0.6) 2.7 (0.4) 2.5 (0.3)

1991 27.1 (0.9) 14.0 (0.7) 9.9 (0.7) 3.2 (0.3) 18.4 (0.7) 13.0 (0.6) 2.9 (0.4) 2.5 (0.3)

1992 28.1 (0.9) 14.7 (0.7) 9.8 (0.7) 3.6 (0.4) 18.5 (0.7) 13.2 (0.6) 2.7 (0.4) 2.6 (0.3)

1993 27.8 (0.9) 15.2 (0.7) 8.8 (0.5) 3.8 (0.4) 19.2 (0.7) 13.4 (0.6) 3.6 (0.4) 2.2 (0.3)

1994 27.7 (0.7) 13.8 (0.6) 10.8 (0.6) 3.1 (0.3) 21.9 (0.6) 14.9 (0.6) 4.7 (0.4) 2.3 (0.2)

1995 29.3 (0.7) 14.7 (0.6) 11.6 (0.6) 2.9 (0.3) 20.7 (0.6) 13.9 (0.5) 4.5 (0.3) 2.3 (0.2)

1996 31.8 (0.8) 15.9 (0.6) 12.1 (0.6) 3.7 (0.3) 20.1 (0.6) 12.8 (0.5) 4.4 (0.4) 2.9 (0.3)

1997 32.3 (0.8) 16.1 (0.6) 12.3 (0.6) 3.8 (0.3) 20.7 (0.6) 13.3 (0.5) 4.5 (0.4) 2.9 (0.3)

1998 32.1 (0.8) 14.9 (0.6) 13.4 (0.6) 3.7 (0.3) 21.6 (0.7) 13.4 (0.5) 4.9 (0.4) 3.3 (0.3)

1999 31.8 (0.8) 14.1 (0.6) 13.0 (0.6) 4.7 (0.3) 24.0 (0.7) 14.1 (0.6) 5.9 (0.4) 4.0 (0.3)

2000 31.9 (0.8) 15.5 (0.6) 11.4 (0.6) 5.0 (0.4) 23.7 (0.7) 15.3 (0.6) 5.5 (0.4) 2.8 (0.3)

See footnotes at end of table.

Northeast Midwest

Supplemental Tables
138 Status and Trends in the Education of Hispanics

APPENDIX

Supplemental Table 2.3b—Continued

Percent of public school students enrolled in grades K–12 who were minorities,

by region and race/ethnicity: 1972–2000—Continued

Black, Black,

Total non- Total nonYear minority Hispanic Hispanic Other minority Hispanic Hispanic Other

1972 30.3 (0.7) 24.8 (0.6) 5.0 (0.4) 0.5 (0.1) 27.2 (0.8) 6.4 (0.5) 15.3 (0.8) 5.5 (0.4)

1973 30.4 (0.7) 24.8 (0.6) 5.0 (0.4) 0.6 (0.1) 25.9 (0.8) 6.2 (0.5) 14.4 (0.8) 5.2 (0.4)

1974 32.2 (0.7) 25.6 (0.6) 6.1 (0.4) 0.5 (0.1) 27.3 (0.8) 6.8 (0.5) 14.9 (0.8) 5.6 (0.4)

1975 32.6 (0.7) 25.2 (0.6) 6.6 (0.4) 0.7 (0.1) 28.0 (0.8) 7.0 (0.5) 14.8 (0.8) 6.3 (0.5)

1976 32.9 (0.7) 25.7 (0.6) 6.3 (0.4) 0.9 (0.1) 27.1 (0.9) 7.1 (0.5) 14.8 (0.8) 5.2 (0.4)

1977 32.5 (0.7) 26.3 (0.6) 5.5 (0.4) 0.6 (0.1) 27.8 (0.9) 6.7 (0.5) 14.8 (0.8) 6.3 (0.5)

1978 33.6 (0.7) 26.3 (0.6) 6.2 (0.4) 1.1 (0.2) 28.6 (0.9) 6.8 (0.5) 15.2 (0.9) 6.6 (0.5)

1979 31.4 (1.2) 24.6 (1.1) 6.0 (0.7) 0.8 (0.2) 30.0 (1.6) 7.8 (0.9) 15.7 (1.5) 6.6 (0.8)

1980 35.4 (0.9) 25.8 (0.8) 8.2 (0.6) 1.4 (0.2) 33.1 (1.2) 6.6 (0.6) 20.5 (1.2) 6.0 (0.6)

1981 35.9 (0.7) 25.9 (0.6) 8.5 (0.5) 1.4 (0.2) 33.5 (0.9) 6.8 (0.5) 18.5 (0.9) 8.1 (0.5)

1982 35.9 (0.7) 26.9 (0.7) 7.9 (0.5) 1.1 (0.2) 34.8 (1.0) 5.4 (0.5) 19.9 (1.0) 9.5 (0.6)

1983 36.1 (0.7) 26.0 (0.7) 8.6 (0.5) 1.5 (0.2) 36.1 (1.0) 5.5 (0.5) 20.4 (1.0) 10.3 (0.6)

1984 34.0 (0.7) 24.7 (0.7) 7.5 (0.5) 1.8 (0.2) 36.2 (1.0) 6.8 (0.5) 19.6 (1.0) 9.8 (0.6)

1985 36.6 (0.7) 25.9 (0.7) 8.8 (0.6) 2.0 (0.2) 35.9 (1.0) 6.4 (0.5) 20.6 (1.1) 8.9 (0.6)

1986 37.8 (0.7) 26.6 (0.7) 9.0 (0.6) 2.2 (0.2) 37.5 (1.0) 6.1 (0.5) 22.0 (1.1) 9.4 (0.6)

1987 38.1 (0.7) 26.3 (0.7) 9.6 (0.6) 2.2 (0.2) 39.7 (1.0) 7.1 (0.5) 22.9 (1.1) 9.7 (0.6)

1988 37.8 (0.8) 25.0 (0.7) 10.5 (0.7) 2.3 (0.2) 39.7 (1.0) 6.5 (0.5) 22.7 (1.3) 10.5 (0.7)

1989 38.3 (0.8) 26.1 (0.7) 9.9 (0.7) 2.4 (0.3) 40.6 (1.0) 6.1 (0.5) 24.9 (1.3) 9.6 (0.6)

1990 40.1 (0.8) 27.4 (0.7) 10.6 (0.6) 2.1 (0.2) 41.0 (1.0) 5.5 (0.5) 25.1 (1.1) 10.4 (0.6)

1991 40.5 (0.8) 27.7 (0.7) 10.3 (0.6) 2.5 (0.2) 41.0 (1.0) 5.8 (0.5) 25.5 (1.1) 9.7 (0.6)

1992 40.5 (0.8) 27.2 (0.7) 10.5 (0.6) 2.7 (0.3) 41.5 (1.0) 5.8 (0.5) 26.3 (1.1) 9.3 (0.6)

1993 39.9 (0.8) 26.4 (0.7) 10.7 (0.6) 2.8 (0.3) 41.3 (1.0) 6.1 (0.5) 25.9 (1.1) 9.3 (0.6)

1994 40.8 (0.6) 26.2 (0.6) 12.4 (0.4) 2.2 (0.2) 41.6 (0.8) 5.7 (0.4) 27.5 (0.8) 8.5 (0.5)

1995 41.0 (0.6) 27.0 (0.6) 12.1 (0.4) 1.8 (0.2) 43.0 (0.8) 5.5 (0.4) 29.6 (0.8) 7.9 (0.4)

1996 42.3 (0.7) 26.9 (0.6) 12.6 (0.5) 2.8 (0.2) 47.2 (0.8) 5.2 (0.4) 29.4 (0.8) 12.6 (0.5)

1997 43.0 (0.7) 27.0 (0.6) 13.4 (0.5) 2.6 (0.2) 47.9 (0.8) 6.5 (0.4) 29.4 (0.8) 12.1 (0.5)

1998 44.0 (0.7) 28.1 (0.6) 13.1 (0.5) 2.9 (0.2) 48.1 (0.8) 6.8 (0.4) 30.1 (0.8) 11.2 (0.5)

1999 44.7 (0.7) 26.9 (0.6) 14.8 (0.5) 3.0 (0.2) 47.3 (0.8) 5.7 (0.4) 30.6 (0.8) 11.0 (0.5)

2000 44.9 (0.7) 25.6 (0.6) 16.0 (0.5) 3.2 (0.2) 48.9 (0.8) 5.9 (0.4) 31.6 (0.8) 11.4 (0.5)

NOTE: The Northeast includes Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New

York, Pennsylvania, Rhode Island, and Vermont. The Midwest includes Illinois, Indiana, Iowa, Kansas,

Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, and Wisconsin. The

South includes Alabama, Arkansas, Delaware, the District of Columbia, Florida, Georgia, Kentucky,

Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia,

and West Virginia. The West includes Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana,

Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming. Detail may not add to totals due to

rounding. Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2002, based on U.S. Department of Commerce, Bureau of the Census, October Current

Population Surveys, 1972–2000.

South West
Status and Trends in the Education of Hispanics 139

Supplemental Table 2.3c

Percentage distribution of public elementary and secondary school students of

each racial/ethnic group, by percent of that racial/ethnic group in the school:

Fall 2000

Less than 10–24 25–49 50–74 75–89 90 percent

Race/ethnicity Total 10 percent percent percent percent percent or more

White, non-Hispanic 100 1 2 8 20 26 44

Black, non-Hispanic 100 9 15 24 17 11 23

Hispanic 100 10 14 22 23 15 17

Asian/Pacific Islander 100 42 27 17 9 4 1

American Indian/Alaska Native 100 46 15 14 7 3 15

NOTE: Detail may not add to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, unpublished data

from Common Core of Data, 2000–01.

Supplemental Table 2.3d

Public elementary and secondary school enrollment, by race/ethnicity and

urbanicity: Fall 2000

American

White, Black, Asian/ Indian/

non- Total non- Pacific Alaska

Urbanicity Total Hispanic minority Hispanic Hispanic Islander Native

Total1 46,120,425 28,146,613 17,973,812 7,854,032 7,649,728 1,924,875 545,177

Large city2 7,332,420 1,772,282 5,560,138 2,500,702 2,464,618 540,747 54,071

Mid-size city3 6,189,982 3,227,012 2,962,970 1,507,614 1,163,873 233,614 57,869

Urban fringe/

large city4 13,922,851 8,612,948 5,309,903 1,861,838 2,508,064 853,521 86,480

Urban fringe/

mid city5 4,259,824 3,177,768 1,082,056 492,248 467,398 90,510 31,900

Large town6 553,105 373,239 179,866 84,355 70,908 11,249 13,354

Small town7 4,353,132 3,230,913 1,122,219 593,738 396,608 38,374 93,499

Rural8 9,508,564 7,752,437 1,756,127 813,118 578,148 156,858 208,003

1 Total includes those of unknown urbanicity.

2 Central city of metropolitan statistical area (MSA) with population of 400,000 or more or population

density of 6,000 or more persons per square mile.

3 Central city of an MSA but not designated as a large central city.

4 Place within the MSA of a large central city.

5 Place within the MSA of a midsize central city.

6

 Place not within an MSA but with population of 25,000 or more and defined as urban.

7 Place not within an MSA with population of at least 2,500, but less than 25,000.

8 Place with population of less than 2,500.

SOURCE: U.S. Department of Education, National Center for Education Statistics, unpublished data

from Common Core of Data, 2000–01.

Supplemental Tables
140 Status and Trends in the Education of Hispanics

Supplemental Table 2.3e

Percentage distribution of public elementary and secondary school enrollment

in the 10 states with the highest concentration of Hispanic students, by race/

ethnicity: Fall 2000

American

District, by order White, Black, Asian/Pacific Indian/Alaska

of enrollment size Total non-Hispanic non-Hispanic Hispanic Islander Native

United States 100 61 17 16 4 1

Arizona 100 53 5 34 2 7

California 100 36 8 43 11 1

Colorado 100 68 6 22 3 1

Florida 100 53 25 19 2 0

Illinois 100 60 21 15 3 0

Nevada 100 57 10 26 6 2

New Jersey 100 60 18 15 6 0

New Mexico 100 35 2 50 1 11

New York 100 55 20 19 6 0

Texas 100 42 14 41 3 0

NOTE: Detail may not add to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, unpublished data

from Common Core of Data, 2000-01.

Supplemental Table 2.3f

Percentage distribution of enrollment in the 10 largest public school districts, by

race/ethnicity: 2000

American

District, by order White, Black, Asian/Pacific Indian/Alaska

of enrollment size Total non-Hispanic non-Hispanic Hispanic Islander Native

United States 100 61 17 17 4 1

Total, 10 largest districts 100 19 31 41 9 0

New York City, NY 100 15 35 38 12 0

Los Angeles Unified, CA 100 10 13 71 6 0

City of Chicago, IL 100 10 52 35 3 0

Dade County, FL 100 11 31 56 1 0

Broward County, FL 100 41 36 19 3 0

Clark County, NV 100 50 14 29 7 1

Houston ISD, TX 100 10 32 55 3 0

Philadelphia City, PA 100 17 65 13 5 0

Hawaii Department

of Education 100 20 2 5 72 0

Hillsborough County, FL 100 52 24 22 2 0

NOTE: Detail may not add to 100 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, unpublished data

from Common Core of Data, 2000–01.

APPENDIX
Status and Trends in the Education of Hispanics 141

Supplemental Table 2.3g

Standard errors for the percentage distribution of 4th-grade public school

students of each racial/ethnic group, by percentage of students in school

eligible for free or reduced-price lunch: 2000

0 1–5 6–10 11–25 26–50 51–75 76–99 100

Race/ethnicity percent percent percent percent percent percent percent percent

Total 0.8 1.6 2.1 2.2 2.1 2.1 1.6 1.1

White, non-Hispanic 1.0 2.2 2.8 2.8 2.6 2.4 1.4 0.5

Black, non-Hispanic 0.6 0.8 1.1 1.4 2.7 3.8 4.1 1.7

Hispanic 1.3 1.2 1.6 1.7 2.2 2.8 3.0 4.2

Asian/Pacific Islander 1.9 9.1 4.4 3.1 3.5 3.8 7.7 0.9

American Indian/

Alaska Native 0.9 ‡ 0.4 3.0 5.7 7.5 4.2 5.8

‡ Reporting standards not met.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2000 Reading Assessment.

Supplemental Table 2.4

Percent of children in grades K–8 who received various types of care before and

after school, by race/ethnicity: 1999

Received care Received care Attended center- Child cared Parental

Race/ethnicity from relative from nonrelative based program for self care only

Total 19.4 (0.5) 7.5 (0.3) 18.5 (0.4) 11.6 (0.4) 51.8 (0.6)

White, non-Hispanic 16.5 (0.6) 7.8 (0.4) 16.5 (0.5) 11.7 (0.4) 54.6 (0.7)

Black, non-Hispanic 28.0 (1.4) 7.0 (0.8) 27.8 (1.6) 12.5 (1.1) 40.0 (1.8)

Hispanic 21.4 (1.0) 6.8 (0.7) 15.8 (0.9) 9.5 (0.7) 54.0 (1.3)

NOTE: Percentages for each racial/ethnic group may add to greater than 100.0 because more than

one category could be indicated. Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on National Household Education Survey (NHES), 1999 (Parent Interview

Component).

Supplemental Tables
142 Status and Trends in the Education of Hispanics

Supplemental Table 2.5

Percent of 3- to 21-year-olds served under the Individuals with Disabilities

Education Act (IDEA), by race/ethnicity: 1999–2000

Number of Percentage Percent of children in

 children served under distribution of children each racial/ethnic group

Race/ethnicity IDEA served under IDEA served under IDEA

Total 6,195,121 100.0 13.2

White, non-Hispanic 3,185,247 51.4 10.9

Black, non-Hispanic 1,196,474 19.3 14.9

Hispanic 820,956 13.3 11.3

Asian/Pacific Islander 111,274 1.8 5.9

American Indian/Alaska Native 76,467 1.2 14.1

Unknown 174,703 2.8 †

† Not applicable.

NOTE: Total number of children served under IDEA includes some children not included in the above

racial/ethnic categories. Detail may not add to totals due to rounding.

SOURCE: U.S. Department of Education, Office of Special Education Programs (OSEP), Data Tables for

OSEP State Reported Data, based on OSEP state data; and U.S. Department of Education, National

Center for Education Statistics, Common Core of Data, 1999–2000.

Supplemental Table 3.1

Standard errors for the percent of 8th- and 12th-grade students who were absent

from school, by number of days missed in the preceding month and race/

ethnicity: 2000

No 3 or No 3 or

Race/ethnicity absences 1–2 days more days absences 1–2 days more days

Total 0.7 0.7 0.6 0.9 0.6 0.8

White, non-Hispanic 0.9 0.9 0.7 1.1 0.8 1.0

Black, non-Hispanic 1.2 1.0 1.0 1.6 1.2 1.4

Hispanic 1.1 1.2 1.2 1.5 1.4 1.7

Asian/Pacific Islander 2.3 2.2 1.4 2.6 1.8 3.0

American Indian/Alaska Native 3.4 4.6 4.7 6.9 4.4 5.3

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment

of Educational Progress (NAEP), 2000 Science Assessment, unpublished data by Educational Testing

Service.

8th-grade students 12th-grade students

APPENDIX
Status and Trends in the Education of Hispanics 143

Supplemental Table 3.2

Percent of elementary and secondary students who had ever repeated a grade

or been suspended/expelled, by race/ethnicity: 1999

Race/ethnicity Repeated grade (grades K–12) Suspended or expelled (grades 7–12)

Total 11.2 (#) 18.7 (0.1)

White, non-Hispanic 9.3 (#) 14.6 (0.1)

Black, non-Hispanic 17.5 (0.1) 35.1 (0.2)

Hispanic 13.2 (0.1) 19.6 (0.2)

Asian/Pacific Islander 7.1 (0.2) 13.3 (0.4)

American Indian/Alaska Native 18.0 (0.7) 38.2 (0.9)

# Rounds to zero.

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Household

Education Survey (NHES), 1999 (Parent Interview Component).

Supplemental Tables
144 Status and Trends in the Education of Hispanics

Supplemental Table 3.3a—Revised June 9, 2003

Percent of 16- to 24-year-olds who were high school dropouts, by race/ethnicity:

1972–2000

Year Total White, non-Hispanic Black, non-Hispanic Hispanic

1972 14.6 (0.3) 12.3 (0.3) 21.3 (1.1) 34.3 (2.2)

1973 14.1 (0.3) 11.6 (0.3) 22.2 (1.1) 33.5 (2.2)

1974 14.3 (0.3) 11.9 (0.3) 21.2 (1.1) 33.0 (2.1)

1975 13.9 (0.3) 11.4 (0.3) 22.9 (1.1) 29.2 (2.0)

1976 14.1 (0.3) 12.0 (0.3) 20.5 (1.0) 31.4 (2.0)

1977 14.1 (0.3) 11.9 (0.3) 19.8 (1.0) 33.0 (2.0)

1978 14.2 (0.3) 11.9 (0.3) 20.2 (1.0) 33.3 (2.0)

1979 14.6 (0.3) 12.0 (0.3) 21.1 (1.0) 33.8 (2.0)

1980 14.1 (0.3) 11.4 (0.3) 19.1 (1.0) 35.2 (1.9)

1981 13.9 (0.3) 11.4 (0.3) 18.4 (0.9) 33.2 (1.8)

1982 13.9 (0.3) 11.4 (0.3) 18.4 (1.0) 31.7 (1.9)

1983 13.7 (0.3) 11.2 (0.3) 18.0 (1.0) 31.6 (1.9)

1984 13.1 (0.3) 11.0 (0.3) 15.5 (0.9) 29.8 (1.9)

1985 12.6 (0.3) 10.4 (0.3) 15.2 (0.9) 27.6 (1.9)

1986 12.2 (0.3) 9.7 (0.3) 14.2 (0.9) 30.1 (1.9)

1987 12.7 (0.3) 10.7 (0.3) 14.1 (0.9) 28.6 (1.8)

1988 12.9 (0.3) 9.6 (0.3) 14.5 (1.0) 35.8 (2.3)

1989 12.6 (0.3) 9.4 (0.3) 13.9 (1.0) 33.0 (2.2)

1990 12.1 (0.3) 9.0 (0.3) 13.2 (0.9) 32.4 (1.9)

1991 12.5 (0.3) 8.9 (0.3) 13.6 (1.0) 35.3 (1.9)

1992 11.0 (0.3) 7.7 (0.3) 13.7 (1.0) 29.4 (1.9)

1993 11.0 (0.3) 7.9 (0.3) 13.6 (0.9) 27.5 (1.8)

1994 11.5 (0.3) 7.7 (0.3) 12.6 (0.8) 30.0 (1.2)

1995 12.0 (0.3) 8.6 (0.3) 12.1 (0.7) 30.0 (1.2)

1996 11.1 (0.3) 7.3 (0.3) 13.0 (0.8) 29.4 (1.1)

1997 11.0 (0.3) 7.6 (0.3) 13.4 (0.8) 25.3 (1.1)

1998 11.8 (0.3) 7.7 (0.3) 13.8 (0.8) 29.5 (1.1)

1999 11.2 (0.3) 7.3 (0.3) 12.6 (0.8) 28.6 (1.1)

2000 10.9 (0.3) 6.9 (0.3) 13.1 (0.8) 27.8 (1.1)

NOTE: The data presented here represent status dropout rates, which is the percentage of 16- to 24-

year-olds who are out of school and who have not earned a high school credential. Another way of

calculating dropout rates is the event dropout rate, the percentage of 15- to 24-year-olds who

dropped out of grades 10–12 in the 12 months preceding the fall of each data collection year.

Event dropout rates are not presented here. Standard errors are in parentheses.

SOURCE: P. Kaufman, M.N. Alt, and C.D. Chapman, Dropout Rates in the United States: 2000, based on

U.S. Department of Commerce, Bureau of the Census, October Current Population Surveys, 1972–

2000.

APPENDIX

Errata
Status and Trends in the Education of Hispanics 145

Supplemental Table 3.3b

Percent of 16- to 24-year-olds who were high school dropouts, by Hispanic origin

and recency of immigration: 2000

Recency of immigration Hispanic Non-Hispanic

Born outside the United States 44.2 (1.8) 7.4 (0.9)

First generation1 14.6 (1.5) 4.6 (0.8)

Second generation or more2 15.9 (1.8) 8.2 (0.3)

1 Individuals defined as “first generation” were born in the United States with at least one parent

born outside the United States.

2 Individuals defined as “second generation or more” were born in the United States, as were both

their parents.

NOTE: The data presented here represent status dropout rates, which is the percentage of 16- to 24-

year-olds who are out of school and who have not earned a high school credential. Standard errors

are in parentheses.

SOURCE: P. Kaufman, M.N. Alt, and C.D. Chapman, Dropout Rates in the United States: 2000, based on

U.S. Department of Commerce, Bureau of the Census, October Current Population Surveys, 2000.

Supplemental Tables
146 Status and Trends in the Education of Hispanics

Supplemental Table 3.4

High school completion rates for 18- to 24-year-olds not currently enrolled in high

school, by race/ethnicity: 1972–2000

Year Total White, non-Hispanic Black, non-Hispanic Hispanic

1972 82.8 (0.3) 86.0 (0.3) 72.1 (1.2) 56.2 (1.8)

1973 83.7 (0.3) 87.0 (0.3) 71.6 (1.2) 58.7 (1.8)

1974 83.6 (0.3) 86.7 (0.3) 73.0 (1.2) 60.1 (1.7)

1975 83.8 (0.3) 87.2 (0.3) 70.2 (1.2) 62.2 (1.7)

1976 83.5 (0.3) 86.4 (0.3) 73.5 (1.1) 60.3 (1.7)

1977 83.6 (0.3) 86.7 (0.3) 73.9 (1.1) 58.6 (1.7)

1978 83.6 (0.3) 86.9 (0.3) 73.4 (1.1) 58.8 (1.6)

1979 83.1 (0.3) 86.6 (0.3) 72.6 (1.1) 58.5 (1.6)

1980 83.9 (0.3) 87.5 (0.3) 75.2 (1.1) 57.1 (1.5)

1981 83.8 (0.3) 87.1 (0.3) 76.7 (1.0) 59.1 (1.5)

1982 83.8 (0.3) 87.0 (0.3) 76.4 (1.1) 60.9 (1.6)

1983 83.9 (0.3) 87.4 (0.3) 80.6 (1.1) 59.4 (1.6)

1984 84.7 (0.3) 87.5 (0.3) 81.0 (1.0) 63.7 (1.5)

1985 85.4 (0.3) 88.2 (0.3) 81.8 (1.0) 66.6 (1.6)

1986 85.5 (0.3) 88.8 (0.3) 81.9 (1.0) 63.5 (1.5)

1987 84.7 (0.3) 87.7 (0.3) 80.9 (1.0) 65.1 (1.5)

1988 84.5 (0.4) 88.7 (0.4) 81.9 (1.1) 58.2 (1.8)

1989 84.7 (0.4) 89.0 (0.4) 81.9 (1.1) 59.4 (1.7)

1990 85.6 (0.3) 89.6 (0.3) 83.2 (1.0) 59.1 (1.5)

1991 84.9 (0.3) 89.4 (0.4) 82.5 (1.1) 56.5 (1.5)

1992 86.4 (0.3) 90.7 (0.3) 82.0 (1.1) 62.1 (1.5)

1993 86.2 (0.3) 90.1 (0.4) 81.9 (1.1) 64.4 (1.5)

1994 85.8 (0.3) 90.7 (0.3) 83.3 (1.0) 61.8 (1.4)

1995 85.3 (0.4) 89.8 (0.4) 84.5 (1.0) 62.8 (1.4)

1996 86.2 (0.4) 91.5 (0.3) 83.0 (1.1) 61.9 (1.5)

1997 85.9 (0.4) 90.5 (0.4) 82.0 (1.1) 66.7 (1.4)

1998 84.8 (0.4) 90.2 (0.4) 81.4 (1.1) 62.8 (1.4)

1999 85.9 (0.3) 91.2 (0.3) 83.5 (1.0) 63.4 (1.4)

2000 86.5 (0.3) 91.8 (0.3) 83.7 (1.0) 64.1 (1.4)

NOTE: Standard errors are in parentheses.

SOURCE: P. Kaufman, M.N. Alt, and C.D. Chapman, Dropout Rates in the United States: 2000, based

on U.S. Department of Commerce, Bureau of the Census, Current Population Surveys, 1972–2000.

APPENDIX
Status and Trends in the Education of Hispanics 147

Supplemental Table 4.1

Percent of first-time kindergartners whose teachers reported that they persist at

tasks, are eager to learn, and pay attention “often” or “very often,” by race/

ethnicity: Fall 1998

Race/ethnicity Persist at tasks Eager to learn Pay attention

Total 71 (0.6) 75 (0.5) 66 (0.6)

White, non-Hispanic 75 (0.7) 78 (0.7) 70 (0.7)

Black, non-Hispanic 62 (1.4) 66 (1.3) 55 (1.4)

Hispanic 67 (1.9) 70 (1.9) 62 (2.3)

Asian/Pacific Islander 81 (1.2) 80 (1.0) 71 (0.9)

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000, based on Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, Fall

1998.

Supplemental Table 4.2a

Standard errors for average NAEP reading scale scores, by age and race/

ethnicity: Selected years 1975 to 1999

Age and race/ethnicity 1975 1980 1984 1988 1990 1992 1994 1996 1999

Age 9

Total 0.7 1.0 0.7 1.1 1.2 0.9 1.2 1.0 1.3

White, non-Hispanic 0.7 0.8 0.8 1.4 1.3 1.0 1.3 1.2 1.6

Black, non-Hispanic 1.2 1.8 1.1 2.4 2.9 2.2 2.3 2.6 2.3

Hispanic 2.2 2.3 2.1 3.5 2.3 3.1 3.9 3.4 2.7

Age 13

Total 0.8 0.9 0.5 1.0 0.8 1.2 0.9 1.0 1.0

White, non-Hispanic 0.7 0.7 0.6 1.1 0.9 1.2 1.1 1.0 1.2

Black, non-Hispanic 1.2 1.5 1.0 2.4 2.2 2.3 2.4 2.6 2.4

Hispanic 3.0 2.0 1.7 3.5 2.3 3.5 1.9 2.9 2.9

Age 17

Total 0.8 1.2 0.6 1.0 1.1 1.1 1.3 1.1 1.3

White, non-Hispanic 0.6 0.9 0.7 1.2 1.2 1.4 1.5 1.2 1.4

Black, non-Hispanic 2.0 1.8 1.0 2.4 2.3 2.1 3.9 2.7 1.7

Hispanic 3.6 2.7 2.2 4.3 3.6 3.7 4.9 4.1 3.9

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), NAEP 1999, Trends in Academic Progress: Three Decades of

Student Performance, based on 1999 Long-Term Trend Assessment.

Supplemental Tables
148 Status and Trends in the Education of Hispanics

Supplemental Table 4.2b

Differences between White, non-Hispanic and Hispanic students’ average NAEP

reading scale scores (White, non-Hispanic minus Hispanic), by age: Selected

years 1975 to 1999

Age 1975 1980 1984 1988 1990 1992 1994 1996 1999

Age 9 33.8 (2.4) 31.1 (2.4) 30.4 (2.3) 24.0 (3.8) 27.5 (2.6) 26.2 (3.2) 32.1 (4.1) 24.8 (3.6) 27.9 (3.2)

Age 13 29.6 (3.1) 27.2 (2.1) 22.9 (1.8) 21.2 (3.6) 24.5 (2.5) 27.2 (3.7) 29.9 (2.2) 27.6 (3.1) 22.9 (3.1)

Age 17 40.5 (3.6)* 31.4 (2.9) 27.3 (2.4) 23.9 (4.4) 21.8 (3.8) 26.2 (3.9) 32.6 (5.2) 29.7 (4.2) 23.9 (4.2)

* Statistically significantly different from 1999.

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment

of Educational Progress (NAEP), NAEP 1999, Trends in Academic Progress: Three Decades of Student

Performance, based on 1999 Long-Term Trend Assessment.

Supplemental Table 4.2c

Average 12th-grade NAEP reading scale scores, by highest educational

achievement level of either parent and race/ethnicity: 1998

Some

Did not finish Graduated education after Graduated

Race/ethnicity Total high school high school high school college

Total 291 (0.7) 268 (1.7) 280 (1.1) 292 (1.0) 301 (0.7)

White, non-Hispanic 298 (0.7) 280 (2.9) 285 (1.3) 297 (1.0) 306 (0.8)

Black, non-Hispanic 270 (1.7) 250 (4.3) 263 (2.7) 276 (2.0) 276 (2.2)

Hispanic 275 (1.5) 264 (2.3) 274 (2.1) 287 (1.8) 285 (3.0)

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment

of Educational Progress (NAEP), 1998 Reading Assessment.

APPENDIX
Status and Trends in the Education of Hispanics 149

Supplemental Table 4.3a

Standard errors for average NAEP mathematics scale scores, by age and race/

ethnicity: Selected years 1973 to 1999

Age and race/ethnicity 1973 1978 1982 1986 1990 1992 1994 1996 1999

Age 9

Total 0.8 0.8 1.1 1.0 0.8 0.8 0.8 0.8 0.8

White, non-Hispanic 1.0 0.9 1.1 1.1 0.8 0.8 1.0 1.0 0.9

Black, non-Hispanic 1.8 1.1 1.6 1.6 2.2 2.0 1.6 1.4 1.6

Hispanic 2.4 2.2 1.3 2.1 2.1 2.3 2.3 1.7 1.9

Age 13

Total 1.1 1.1 1.1 1.2 0.9 0.9 1.0 0.8 0.8

White, non-Hispanic 0.9 0.8 1.0 1.3 1.1 0.9 0.9 0.9 0.8

Black, non-Hispanic 1.9 1.9 1.6 2.3 2.3 1.9 3.5 1.3 2.6

Hispanic 2.2 2.0 1.7 2.9 1.8 1.8 1.9 1.6 1.7

Age 17

Total 1.1 1.0 0.9 0.9 0.9 0.9 1.0 1.2 1.0

White, non-Hispanic 1.1 0.9 0.9 1.0 1.0 0.8 1.1 1.4 1.1

Black, non-Hispanic 1.3 1.3 1.2 2.1 2.8 2.2 1.8 1.7 1.5

Hispanic 2.2 2.3 1.8 2.9 2.9 2.6 3.7 2.1 2.5

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment

of Educational Progress (NAEP), NAEP 1999, Trends in Academic Progress: Three Decades of Student

Performance, based on 1999 Long-Term Trend Assessment.

Supplemental Table 4.3b

Differences between White, non-Hispanic and Hispanic students’ average NAEP

mathematics scale scores (White, non-Hispanic minus Hispanic), by age:

Selected years 1973 to 1999

Age 1973 1978 1982 1986 1990 1992 1994 1996 1999

Age 9 23.0 (2.6) 21.2 (2.4) 20.0 (1.7)* 21.5 (2.3) 21.4 (2.3) 23.2 (2.5) 26.9 (2.5) 22.3 (2.0) 25.8 (2.1)

Age 13 35.0 (2.4)* 33.6 (2.1)* 22.0 (1.9) 19.3 (3.2) 21.8 (2.1) 19.6 (2.0) 24.8 (2.1) 25.5 (1.9) 24.0 (1.9)

Age 17 33.0 (2.5)* 29.6 (2.4) 27.0 (2.0) 24.4 (3.0) 26.0 (3.1) 19.7 (2.8) 21.5 (3.9) 21.4 (2.5) 22.1 (2.7)

* Statistically significantly different from 1999.

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment

of Educational Progress (NAEP), NAEP 1999, Trends in Academic Progress: Three Decades of Student

Performance, based on 1999 Long-Term Trend Assessment.

Supplemental Tables
150 Status and Trends in the Education of Hispanics

Supplemental Table 4.3c

Average 12th-grade NAEP mathematics scale scores, by highest educational

achievement level of either parent and race/ethnicity: 2000

Some

Did not finish Graduated education after Graduated

Race/ethnicity Total high school high school high school college

Total 301 (0.9) 278 (1.9) 288 (1.2) 300 (1.2) 313 (1.1)

White, non-Hispanic 308 (1.0) 281 (3.6) 294 (1.5) 307 (1.1) 317 (1.2)

Black, non-Hispanic 274 (1.9) 265 (2.8) 266 (2.2) 276 (2.5) 282 (2.5)

Hispanic 283 (2.1) 276 (3.0) 278 (2.6) 289 (3.2) 293 (2.5)

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2000 Mathematics Assessment.

Supplemental Table 4.4a

Standard errors for average NAEP science scale scores, by age and race/

ethnicity: Selected years 1977 to 1999

Age and race/ethnicity 1977 1982 1986 1990 1992 1994 1996 1999

Age 9

Total 1.2 1.8 1.2 0.8 1.0 1.2 1.2 0.9

White, non-Hispanic 0.9 1.9 1.2 0.8 1.0 1.3 1.4 0.9

Black, non-Hispanic 1.8 3.0 1.9 2.0 2.7 1.7 3.0 2.5

Hispanic 2.7 4.2 3.1 2.2 2.8 2.7 2.8 2.2

Age 13

Total 1.1 1.3 1.4 0.9 0.8 1.0 1.0 0.7

White, non-Hispanic 0.8 1.1 1.4 0.9 1.0 1.0 1.1 0.8

Black, non-Hispanic 2.4 1.3 2.5 3.1 2.7 4.2 2.1 2.4

Hispanic 1.9 3.9 3.1 2.6 2.6 2.4 2.5 1.9

Age 17

Total 1.0 1.2 1.4 1.1 1.3 1.6 1.2 1.3

White, non-Hispanic 0.7 1.0 1.7 1.1 1.3 1.5 1.2 1.3

Black, non-Hispanic 1.5 1.7 2.9 4.5 3.2 3.1 2.4 2.9

Hispanic 2.2 2.3 3.8 4.4 5.6 6.7 3.3 4.2

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), NAEP 1999, Trends in Academic Progress: Three Decades of

Student Performance, based on 1999 Long-Term Trend Assessment.

APPENDIX
Status and Trends in the Education of Hispanics 151

Supplemental Table 4.4b

Differences between White, non-Hispanic and Hispanic students’ average NAEP

science scale scores (White, non-Hispanic minus Hispanic), by age: Selected

years 1977 to 1999

Age 1977 1982 1986 1990 1992 1994 1996 1999

Age 9 37.7 (2.8) 40.1 (4.6) 32.5 (3.3) 31.2 (2.4) 34.4 (3.0) 39.4 (3.0) 31.9 (3.1) 33.5 (2.4)

Age 13 42.7 (2.1) 31.8 (4.0) 33.1 (3.4) 32.5 (2.7) 29.5 (2.8)* 34.4 (2.6) 33.7 (2.8) 38.6 (2.0)

Age 17 35.4 (2.3) 44.4 (2.5)* 38.2 (4.1) 39.5 (4.5) 34.1 (5.8) 44.6 (6.9) 37.5 (3.5) 30.2 (4.4)

* Statistically significantly different from 1999.

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), NAEP 1999, Trends in Academic Progress: Three Decades of

Student Performance, based on 1999 Long-Term Trend Assessment.

Supplemental Table 4.4c

Average 12th-grade NAEP science scale scores, by highest educational

achievement level of either parent and race/ethnicity: 2000

Some

Did not finish Graduated education after Graduated

Race/ethnicity Total high school high school high school college

Total 147 (1.0) 126 (1.9) 135 (1.3) 146 (1.1) 157 (1.1)

White, non-Hispanic 154 (1.2) 131 (3.4) 141 (1.7) 152 (1.4) 162 (1.2)

Black, non-Hispanic 123 (1.4) 113 (4.3) 116 (2.2) 126 (1.5) 128 (1.8)

Hispanic 128 (1.9) 122 (2.2) 122 (2.4) 134 (2.2) 138 (2.8)

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2000 Science Assessment.

Supplemental Tables
152 Status and Trends in the Education of Hispanics

Supplemental Table 4.5

Standard errors for the average number of total, academic, and vocational

credits earned by high school graduates, by race/ethnicity: Selected years

1982 to 1998

Race/ethnicity 1982 1987 1990 1994 1998

Total credits earned

Total 0.1 0.2 0.1 0.1 0.2

White, non-Hispanic 0.1 0.2 0.1 0.2 0.2

Black, non-Hispanic 0.2 0.3 0.2 0.1 0.3

Hispanic 0.1 0.2 0.2 0.1 0.3

Total academic credits earned

Total 0.1 0.2 0.1 0.1 0.1

White, non-Hispanic 0.1 0.2 0.1 0.1 0.1

Black, non-Hispanic 0.2 0.3 0.2 0.1 0.2

Hispanic 0.1 0.2 0.2 0.1 0.2

Total vocational credits earned

Total 0.1 0.1 0.1 0.1 0.1

White, non-Hispanic 0.1 0.1 0.1 0.1 0.1

Black, non-Hispanic 0.1 0.1 0.2 0.1 0.1

Hispanic 0.1 0.2 0.2 0.1 0.1

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000 and unpublished data, based on High School and Beyond Longitudinal Study of

1980 Sophomores, “First Follow-up” (HS&B:1980/1982); National Education Longitudinal Study of

1988, “High School Transcript Study” (NELS:1988/1992); and National Assessment of Educational

Progress (NAEP) High School Transcript Studies, 1987, 1990, 1994, and 1998.

APPENDIX
Status and Trends in the Education of Hispanics 153

Supplemental Table 4.6a

Standard errors for the percentage distribution of high school graduates, by

highest levels of mathematics courses completed and race/ethnicity: 1998

No Non- Low Middle Advanced

Race/ethnicity mathematics1 academic2 academic3 academic4 academic5

Total 0.1 0.4 0.4 1.3 1.4

White, non-Hispanic 0.2 0.3 0.4 1.5 1.6

Black, non-Hispanic 0.2 0.8 0.9 2.1 2.1

Hispanic 0.2 1.2 1.0 2.1 2.1

Asian/Pacific Islander 0.1 0.7 0.6 2.1 2.7

American Indian/Alaska Native 0.7 2.3 1.7 3.9 4.0

1 Students in this category may have taken some mathematics courses, but these courses are not

defined as mathematics courses according to the classification used in this analysis.

2 Students who took general mathematics or basic skills mathematics courses.

3 Students who took algebra taught over the course of 2 years, pre-algebra, or informal geometry.

4 Students who took algebra I or unified mathematics I and took 3 full-year courses of mathematics

(e.g., algebra I, algebra II, and geometry).

5 Students who took precalculus, calculus, or other courses labeled as “advanced” such as

trigonometry.

NOTE: Students classified at any particular level need not have taken courses at a lower level and

may have taken more than one course at that level. For more detailed descriptions of these

categories, please see Supplemental Note Five in the Condition of Education, 2002.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2002, based on 1998 High School Transcript Study.

Supplemental Tables
154 Status and Trends in the Education of Hispanics

Supplemental Table 4.6b

Standard errors for the percentage distribution of high school graduates, by

highest levels of science courses completed and race/ethnicity: 1998

Secondary

physical Chemistry II

Primary science Chemistry I or physics II

No physical and basic General Chemistry I and or advanced

Race/ethnicity science* science biology biology or physics I physics I biology

Total 0.1 0.5 0.7 1.1 1.3 1.1 1.3

White, non-Hispanic 0.1 0.6 0.6 1.3 1.4 1.2 1.5

Black, non-Hispanic 0.2 0.4 1.4 2.0 1.7 1.6 1.4

Hispanic 0.2 1.7 1.9 1.6 2.8 1.6 1.4

Asian/Pacific Islander # 1.0 1.0 1.3 2.8 3.8 2.2

American Indian/

Alaska Native # 1.4 2.2 5.0 3.6 3.9 1.6

* Students in this category may have taken some science courses, but these courses are not

defined as science courses according to the classification used in this analysis.

# Rounds to zero.

NOTE: Students classified at any particular level need not have taken courses at a lower level and

may have taken more than one course at that level. For more detailed descriptions of these

categories, please see Supplemental Note Five in the Condition of Education, 2002.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2002, based on 1998 High School Transcript Study.

APPENDIX
Status and Trends in the Education of Hispanics 155

Supplemental Table 4.6c

Standard errors for the percentage distribution of high school graduates, by

highest levels of English courses completed and race/ethnicity: 1998

Regular Advanced

Race/ethnicity No English1 Low academic2 English courses3 academic4

Total 0.1 1.5 1.7 1.3

White, non-Hispanic 0.1 1.6 1.8 1.6

Black, non-Hispanic 0.3 2.0 2.8 2.2

Hispanic 0.4 3.2 3.2 1.7

Asian/Pacific Islander 0.2 2.5 6.4 4.3

American Indian/Alaska Native 0.3 3.6 4.9 3.0

1 Indicates that student transcript records did not list any recognized English courses; however,

these students may have studied some English. If students took only English as a second

language (ESL) courses for credit, they would be listed in this category.

2 Low academic level courses include all general English courses classified as “below grade level.”

Students may have taken a general English course classified as “honors” and be included in the

low academic level if the percentage of “below grade level” courses completed was greater than

the percentage of “honors” courses completed.

3 Indicates no low or honors courses.

4 Includes students who completed a general English course classified as “below grade level” if

they completed a greater percentage of “honors” courses than “below grade level” courses.

NOTE: Students classified at any particular level need not have taken courses at a lower level and

may have taken more than one course at that level. For more detailed descriptions of these

categories, please see Supplemental Note Six in the Condition of Education, 2001.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on 1998 High School Transcript Study.

Supplemental Tables
156 Status and Trends in the Education of Hispanics

Supplemental Table 4.6d

Standard errors for the percentage distribution of high school graduates, by

highest levels of foreign language courses completed and race/ethnicity: 1998

Race/ethnicity None Year 1 or less Year 2 Year 3 Year 4 AP

Total 0.9 1.0 1.3 1.0 0.6 0.5

White, non-Hispanic 0.9 1.1 1.4 1.2 0.8 0.6

Black, non-Hispanic 1.9 1.7 2.1 1.7 0.8 0.5

Hispanic 2.5 2.9 2.5 2.0 0.7 1.0

Asian/Pacific Islander 5.8 1.8 2.8 1.7 1.0 1.4

American Indian/

 Alaska Native 5.1 3.2 3.3 2.9 2.0 0.1

NOTE: These figures include only students who studied French, German, Latin, or Spanish, as these

are the only foreign languages commonly offered in high schools for 4 years or more. Some

students in each category also studied more than one foreign language. Students classified at

any particular level need not have taken courses at a lower level and may have taken more than

one course at that level. For more detailed descriptions of these categories, please see Supplemental Note Six in the Condition of Education, 2001.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on 1998 High School Transcript Study.

Low academic Advanced academic

APPENDIX
Status and Trends in the Education of Hispanics 157

Supplemental Table 4.7

Number of students who took Advanced Placement (AP) examinations (per

1,000 12th-graders), by race/ethnicity: 1984–2000

Year Total White, non-Hispanic Black, non-Hispanic Hispanic

1984 50.2 (1.2) 47.9 (1.3) 8.5 (0.6) 24.3 (2.5)

1985 59.4 (1.4) 59.8 (1.7) 10.7 (0.8) 21.1 (1.9)

1986 63.5 (1.5) 62.3 (1.7) 11.5 (0.8) 27.2 (2.6)

1987 66.2 (1.4) 62.9 (1.6) 13.3 (0.8) 29.8 (2.7)

1988 80.7 (2.0) 81.9 (2.3) 21.4 (1.7) 48.0 (5.7)

1989 87.9 (2.2) 91.5 (2.7) 20.4 (1.4) 53.8 (6.1)

1990 99.6 (2.5) 102.6 (3.1) 26.5 (2.0) 54.2 (4.8)

1991 103.4 (2.6) 106.7 (3.6) 25.3 (2.0) 67.4 (7.1)

1992 109.3 (2.7) 111.7 (3.3) 26.3 (1.8) 67.9 (5.9)

1993 117.1 (2.8) 115.0 (3.3) 31.2 (2.2) 80.0 (7.2)

1994 114.9 (2.4) 116.2 (3.0) 32.4 (1.8) 62.7 (3.2)

1995 125.4 (2.7) 125.1 (3.3) 36.7 (2.1) 75.4 (4.0)

1996 130.5 (2.9) 133.4 (3.7) 32.4 (1.8) 73.5 (3.8)

1997 131.5 (2.8) 132.2 (3.4) 36.6 (2.1) 84.5 (4.5)

1998 148.3 (3.3) 149.0 (4.0) 38.1 (2.1) 105.6 (6.1)

1999 152.3 (3.2) 155.2 (4.1) 46.3 (2.7) 94.2 (4.6)

2000 173.4 (3.8) 184.7 (5.0) 53.4 (3.0) 111.3 (5.4)

NOTE: The number of 11th- and 12th-grade AP test-takers is used as the numerator and the number of

students enrolled in the 12th grade are used as the denominator to calculate the ratios presented

here. The number of 12th-graders is used as the denominator because this indicator approximates

the proportion of each cohort of students for 1984 through 2000. A true measure would use the sum

of 12th-grade AP test-takers for a given year and the 11th-grade AP test-takers for the preceding year

as the numerator. However, breakdowns of the data by test-takers’ grade are not available for all

these years.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Indicator of the

Month (October 1999): Students Who Took Advanced Placement (AP) Examinations and unpublished

data, based on College Entrance Examination Board, Advanced Placement Program, National

Summary Reports, 1984–2000, and U.S. Department of Commerce, Bureau of the Census, October

Current Population Surveys, 1984–2000.

Supplemental Tables
158 Status and Trends in the Education of Hispanics

Supplemental Table 5.1

Percentage distribution of kindergartners, by number of risk factors and race/

ethnicity: Fall 1998

Race/ethnicity 0 1 2 or more

White, non-Hispanic 71 (1.0) 23 (0.7) 6 (0.5)

Black, non-Hispanic 28 (1.5) 44 (1.3) 27 (1.1)

Hispanic 28 (1.0) 38 (1.2) 33 (1.2)

Asian/Pacific Islander 39 (2.5) 44 (2.1) 17 (2.0)

NOTE: These risk factors include: having a mother who has less than a high school education, living

in a family on welfare or receiving food stamps, living in a single-parent family, and having parents

whose primary language is a language other than English. Estimates are based on first-time

kindergartners. Detail may not add to 100 due to rounding. Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000, based on Early Childhood Longitudinal Study, Kindergarten Class of 1998–99, Fall

1998.

Number of risk factors

Supplemental Table 5.2

Percent of 6- to 18-year-olds, by mothers’ highest education level and race/

ethnicity: Selected years 1974 to 1999

Mother’s highest education level

and child’s race/ethnicity 1974 1979 1984 1989 1994 1999

High school education or higher

Total 66.5 (0.4) 71.6 (0.4) 76.5 (0.4) 80.6 (0.4) 84.9 (0.4) 84.6 (0.4)

White, non-Hispanic 72.9 (0.4) 77.9 (0.4) 83.2 (0.4) 88.0 (0.4) 90.5 (0.4) 93.0 (0.3)

Black, non-Hispanic 42.5 (1.5) 53.5 (1.5) 65.2 (1.6) 73.6 (1.5) 80.1 (1.5) 80.5 (1.3)

Hispanic 38.1 (1.8) 39.6 (1.9) 39.6 (1.9) 44.1 (2.2) 48.2 (2.5) 50.8 (1.7)

Bachelor’s degree or higher

Total 8.2 (0.2) 10.1 (0.3) 12.9 (0.3) 15.7 (0.4) 18.8 (0.5) 21.9 (0.4)

White, non-Hispanic 9.3 (0.3) 11.4 (0.3) 14.6 (0.4) 17.9 (0.5) 21.6 (0.5) 26.4 (0.6)

Black, non-Hispanic 3.6 (0.6) 4.9 (0.7) 7.0 (0.8) 9.4 (1.0) 10.1 (1.1) 13.9 (1.1)

Hispanic 3.5 (0.7) 4.1 (0.8) 3.7 (0.7) 5.2 (1.0) 5.7 (1.2) 7.4 (0.9)

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on U.S. Department of Commerce, Bureau of the Census, March Current

Population Surveys, various years.

APPENDIX
Status and Trends in the Education of Hispanics 159

Supplemental Table 5.3a

Percentage distribution of Hispanic students in grades K–12, by language

spoken at home and grade: 1999

Spoke English

Spoke mostly Spoke mostly Spoke English and other language

 English Spanish and Spanish equally/spoke

Grade Total at home at home equally at home other language only

Total 100.0 57.2 (1.1) 25.1 (1.0) 17.0 (0.9) 0.7 (0.2)

K–5 100.0 54.8 (1.3) 28.2 (1.3) 16.2 (1.2) 0.8 (0.3)

6–8 100.0 58.2 (2.5) 20.6 (1.7) 20.1 (2.1) 1.0 (0.4)

9–12 100.0 61.5 (1.9) 22.4 (1.8) 15.9 (1.5) 0.2 (0.1)

NOTE: Detail may not add to 100.0 due to rounding. Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000, based on National Household Education Survey (NHES), 1999 (Parent Interview

Component).

Supplemental Tables

Supplemental Table 5.3b

Percent of Hispanic students in grades K–12 who spoke mostly English or

Spanish at home, by mother’s place of birth: 1999

 In the Outside the

Language spoken at home Total Total United States United States

Mostly English 57.2 (1.1) 100.0 (†) 73.8 (1.3) 26.2 (1.5)

English and Spanish equally 17.0 (0.9) 100.0 (†) 15.8 (0.9) 84.2 (1.6)

Mostly Spanish 25.1 (1.0) 100.0 (†) 8.3 (0.8) 91.7 (1.6)

† Not applicable.

NOTE: Information was not available for students who did not live with their mothers. Standard errors

are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000, based on National Household Education Survey (NHES), 1999 (Parent Interview

Component).

Mother’s place of birth
160 Status and Trends in the Education of Hispanics

Supplemental Table 5.4

Percent of students in grades K–12 whose parents reported involvement in their

child’s school, by selected school activities and race/ethnicity: 1999

Attended Acted as a Indicated

Attended scheduled volunteer or involvement

general meeting Attended served on a in any of the

Race/ethnicity meeting with teacher school event committee four activities

Total 78.3 (0.5) 72.8 (0.5) 65.4 (0.4) 36.8 (0.4) 91.5 (0.3)

White, non-Hispanic 80.5 (0.5) 73.6 (0.5) 71.6 (0.5) 42.7 (0.5) 93.8 (0.3)

Black, non-Hispanic 74.6 (1.1) 71.1 (1.2) 53.8 (1.3) 26.2 (1.2) 87.0 (1.0)

Hispanic 73.1 (1.2) 71.0 (1.0) 51.4 (1.0) 24.5 (0.9) 86.8 (0.9)

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on National Household Surveys Program (NHES), 1999 (Parent Interview

Component).

Supplemental Table 5.5a

Percentage distribution of students in grades 3–12 who attended a chosen or

assigned school, by race/ethnicity: 1993 and 1999

Race/ethnicity Assigned Chosen Private Assigned Chosen Private

 Total 80.3 (0.4) 10.9 (0.4) 8.8 (0.3) 76.5 (0.5) 14.2 (0.4) 9.3 (0.3)

White, non-Hispanic 81.4 (0.6) 8.5 (0.5) 10.2 (0.4) 77.7 (0.5) 11.1 (0.4) 11.2 (0.4)

Black, non-Hispanic 77.4 (1.1) 18.9 (1.0) 3.7 (0.4) 72.0 (1.4) 22.5 (1.4) 5.6 (0.5)

Hispanic 79.7 (1.2) 13.6 (1.1) 6.7 (0.6) 77.3 (1.1) 18.2 (1.1) 4.5 (0.5)

NOTE: Detail may not add to 100.0 due to rounding. Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on National Household Education Surveys Program (NHES), 1999 (Parent

Interview Component).

1993 1999

Public Public

APPENDIX
Status and Trends in the Education of Hispanics 161

Supplemental Table 5.5b

Percent of students in grades 3–12 with parents who were “very satisfied” with

selected aspects of their child’s school, by control/aspect of school and race/

ethnicity: 1999

Control of school/ White, Black,

aspect of school Total non-Hispanic non-Hispanic Hispanic

Public-assigned

School 48.1 (0.7) 48.0 (0.8) 44.1 (1.8) 54.6 (1.3)

Teacher 53.6 (0.6) 53.2 (0.7) 49.8 (1.7) 60.7 (1.4)

Academic standards 52.7 (0.8) 52.1 (0.9) 51.0 (1.8) 58.8 (1.5)

Discipline 54.0 (0.8) 53.1 (0.9) 52.2 (1.8) 61.0 (1.5)

Public-chosen

School 61.6 (1.0) 62.0 (1.7) 60.4 (2.7) 65.8 (2.9)

Teacher 62.1 (1.0) 62.3 (1.8) 63.2 (2.8) 64.3 (2.8)

Academic standards 63.4 (1.3) 63.1 (1.8) 64.1 (3.0) 67.8 (2.8)

Discipline 63.4 (1.3) 62.7 (1.8) 63.1 (3.0) 67.5 (2.8)

Private

School 78.7 (1.4) 81.4 (1.5) 64.3 (5.2) 78.4 (3.8)

Teacher 75.5 (1.5) 77.8 (1.7) 63.9 (5.2) 75.6 (3.9)

Academic standards 80.8 (1.4) 81.9 (1.6) 77.8 (3.5) 79.2 (3.7)

Discipline 85.3 (1.4) 87.3 (1.6) 69.7 (3.5) 85.0 (3.7)

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on U.S. Department of Education, National Center for Education Statistics,

National Household Education Surveys (NHES), 1999 (Parent Interview Component).

Supplemental Table 6.1

Percent of students in grades 6–12 who participated in selected civic

awareness activities almost daily, by race/ethnicity: 1999

Read national Watch/listen to Discuss national

Race/ethnicity Any activities news stories national news news with parents

Total 49.0 (0.6) 11.6 (0.4) 42.0 (0.6) 7.1 (0.3)

White, non-Hispanic 47.0 (0.7) 11.9 (0.5) 39.7 (0.7) 6.4 (0.3)

Black, non-Hispanic 54.6 (1.5) 11.2 (0.9) 48.6 (1.5) 26.0 (0.8)

Hispanic 52.3 (1.4) 10.7 (0.8) 45.2 (1.4) 8.6 (0.8)

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000, based on National Household Education Survey (NHES), 1999 (Youth Interview

Component).

Supplemental Tables
162 Status and Trends in the Education of Hispanics

Supplemental Table 6.2

Percent of students in grades 6–12 who participated in community service, by

race/ethnicity: 1996 and 1999

Race/ethnicity 1996 1999

Total 49 (0.7) 52 (0.7)

White, non-Hispanic 53 (0.9) 56 (0.8)

Black, non-Hispanic 43 (1.9) 48 (1.8)

Hispanic 38 (1.8) 38 (1.4)

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on National Household Education Survey (NHES), 1996 and 1999 (Youth

Interview Component).

Supplemental Table 6.3

Percent of students in grades 1–12 who reported a computer in their household

and percent reporting Internet access at various places, by race/ethnicity: 1998

Computer

Race/ethnicity in household At school At home Other

Total 57.6 (0.5) 78.4 (0.5) 25.0 (0.5) 19.8 (0.4)

White, non-Hispanic 70.1 (0.6) 82.7 (0.5) 32.2 (0.6) 22.4 (0.6)

Black, non-Hispanic 27.7 (1.4) 70.1 (1.4) 8.4 (0.8) 13.0 (1.0)

Hispanic 28.4 (1.5) 70.5 (1.6) 8.0 (0.9) 15.5 (1.2)

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2000, based on U.S. Department of Commerce, Bureau of the Census, October and

December Current Population Surveys, 1998.

Where students access the Internet

APPENDIX
Status and Trends in the Education of Hispanics 163

Supplemental Table 6.4

Standard errors for the percent of 12- to 17-year-olds who reported using alcohol,

tobacco, or other illicit drugs, by race/ethnicity, type of drug, and selected time

periods: 1999

American

Type of drug/ White, Black, Indian/

time period Total non-Hispanic non-Hispanic Hispanic Asian* Alaska Native

Alcohol

Lifetime 0.4 0.5 1.0 1.0 2.5 4.0

Past year 0.4 0.5 0.9 1.0 2.1 4.9

Past month 0.3 0.4 0.6 0.8 1.1 4.0

All tobacco products

Lifetime 0.4 0.5 1.0 1.0 2.4 ‡

Past year 0.4 0.5 0.8 0.9 1.9 5.6

Past month 0.3 0.4 0.6 0.7 1.4 4.2

Cigarettes

Lifetime 0.4 0.5 0.9 1.0 2.4 ‡

Past year 0.3 0.4 0.7 0.8 1.9 5.0

Past month 0.3 0.4 0.5 0.6 1.2 4.2

Any illicit drug

Lifetime 0.4 0.5 1.0 1.0 2.0 4.5

Past year 0.3 0.4 0.9 1.0 1.6 4.6

Past month 0.2 0.3 0.7 0.7 1.4 3.5

Marijuana

Lifetime 0.3 0.4 0.9 0.9 1.8 4.7

Past year 0.3 0.3 0.8 0.8 1.5 4.8

Past month 0.2 0.2 0.6 0.6 1.3 3.0

Any drug other than marijuana

Lifetime 0.3 0.4 0.7 0.9 1.3 4.1

Past year 0.3 0.3 0.6 0.8 1.1 3.6

Past month 0.2 0.2 0.4 0.5 0.4 2.4

* This survey separates Asians from Native Hawaiians/Other Pacific Islanders. Sample sizes for Native

Hawaiian/Other Pacific Islander were too small to permit reliable estimates.

‡ Reporting standards not met.

SOURCE: U.S. Department of Health and Human Services, Substance Abuse and Mental Health

Services Administration, Detailed Tables for 1999 and 2000 National Household Surveys on Drug

Abuse.

Supplemental Tables
164 Status and Trends in the Education of Hispanics

Supplemental Table 6.5

Births per 1,000 15- to 19-year-old females, by age of mother and race/ethnicity:

2000

Race/ethnicity Total 15–17 18–19

Total 48.5 27.4 79.2

White, non-Hispanic 32.5 15.8 56.8

Black, non-Hispanic 81.9 52.0 125.1

Hispanic 94.4 60.0 143.6

Asian/Pacific Islander 21.6 11.5 37.0

American Indian/Alaska Native 67.8 39.6 113.1

SOURCE: Federal Interagency Forum on Child and Family Statistics, America’s Children: Key National

Indicators of Well-Being, 2002, based on U.S. Department of Health and Human Services, Centers for

Disease Control and Prevention, National Center for Health Statistics, National Vital Statistics System.

Supplemental Table 6.6

Percent of students in grades 9–12 who reported that at school they felt unsafe,

carried a weapon, were threatened or injured, or were in a fight, by race/

ethnicity: 2001

Threatened or injured Engaged in a

Felt too unsafe Carried a weapon with a weapon physical fight on

Race/ethnicity to go to school1 on school property1 on school property2 school property2

Total 6.6 (1.0) 6.4 (1.1) 8.9 (1.1) 12.5 (1.0)

White, non-Hispanic 5.0 (1.2) 6.1 (1.2) 8.5 (1.3) 11.2 (1.2)

Black, non-Hispanic 9.8 (1.5) 6.3 (1.8) 9.3 (1.5) 16.8 (2.5)

Hispanic 10.2 (1.3) 6.4 (1.0) 8.9 (2.1) 14.1 (1.7)

1 At least once in the past 30 days.

2 At least once in the previous 12 months.

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, CDC Surveillance Summaries, Morbidity and Mortality Weekly Report 2001, 51 (SS04), based on

National Center for Health Statistics, National Health Interview Survey—Youth Risk Behavior Survey,

2001.

Ages 15–19

APPENDIX
Status and Trends in the Education of Hispanics 165

Supplemental Tables

Hispanic Hispanic

Supplemental Table 7.1a

Standard errors for enrollment rates of 18- to 24-year-olds in colleges and

universities: Selected years 1980 to 2000

White, Black, White, Black,

non- non- U.S. non- non- U.S.

Year Total Hispanic Hispanic Total citizens* Total Hispanic Hispanic Total citizens*

1980 0.4 0.4 1.1 1.6 † 0.4 0.5 1.5 2.8 †

1985 0.4 0.5 1.2 1.8 † 0.5 0.5 1.5 2.7 †

1990 0.5 0.6 1.4 1.7 † 0.5 0.6 1.7 2.8 †

1995 0.4 0.6 1.2 1.1 1.3 0.5 0.6 1.4 1.7 1.8

1996 0.5 0.6 1.2 1.2 1.5 0.5 0.6 1.5 1.8 2.1

1997 0.5 0.6 1.3 1.2 1.5 0.5 0.6 1.5 1.8 2.0

1998 0.5 0.6 1.2 1.1 1.4 0.5 0.6 1.5 1.7 1.9

1999 0.5 0.6 1.2 1.1 1.3 0.5 0.6 1.5 1.7 1.9

2000 0.5 0.6 1.2 1.1 1.4 0.5 0.6 1.5 1.7 2.0

*Includes born and naturalized U.S. citizens.

† Not applicable.

NOTE: Includes both 2- and 4-year degree-granting postsecondary institutions. All data are based

upon sample surveys of the civilian noninstitutional population. Percents based on 18- to 24-year-old

high school graduates for 1992 and later years use a slightly different definition of graduation and

may not be directly comparable with figures for other years.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2001, based on U.S. Department of Commerce, Bureau of the Census, unpublished data

from the Current Population Surveys, various years.

Enrollment as a percent of all 18- to

24-year-old high school completers

Enrollment as a percent of all

18- to 24-year-olds
166 Status and Trends in the Education of Hispanics

Supplemental Table 7.1b

Enrollment in colleges and universities and Hispanic serving institutions in the

United States, by race/ethnicity: Selected years 1990 to 1999

Percent

 change

Race/ethnicity 1990 1995 1996 1997 1998 1999 1990 to 99

Enrollment in colleges and universities

Total 13,818,637 14,261,781 14,367,520 14,502,334 14,506,967 14,791,224 7

White, non-Hispanic 10,722,460 10,311,243 10,263,865 10,266,122 10,178,806 10,262,485 4

Black, non-Hispanic 1,247,039 1,473,672 1,505,565 1,551,044 1,582,915 1,640,746 32

Hispanic 782,449 1,093,839 1,166,108 1,218,493 1,257,107 1,316,616 68

Asian/Pacific Islander 572,440 797,359 828,166 859,206 900,478 909,658 59

American Indian/

Alaska Native 102,793 131,304 137,557 142,467 144,153 145,281 41

Nonresident alien 391,456 454,364 466,259 465,002 443,508 516,438 32

Enrollment in Hispanic serving institutions

Total 1,224,673 1,320,847 1,349,056 1,373,625 1,369,517 1,398,687 14

White, non-Hispanic 591,648 495,520 488,841 493,595 473,995 471,649 20

Black, non-Hispanic 136,448 154,282 157,299 161,380 159,544 161,747 19

Hispanic 358,690 496,968 526,667 543,417 563,402 587,720 64

Asian/Pacific Islander 90,253 116,999 119,327 123,888 131,811 127,072 41

American Indian/

Alaska Native 12,701 14,586 14,679 14,897 14,885 15,587 23

Nonresident alien 34,933 42,492 42,243 36,448 25,880 34,912 0

NOTE: Hispanic serving institutions (HSIs) are degree-granting public or private institutions of higher

education in the United States and Puerto Rico that have at least 25 percent or more undergraduate Hispanic full-time-equivalent student enrollment and are eligible for Title IV funding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated

Postsecondary Education Data System (IPEDS), “Fall Enrollment” surveys, various years.

APPENDIX
Status and Trends in the Education of Hispanics 167

Supplemental Tables

Supplemental Table 7.2

Number of degrees conferred by colleges and universities, by race/ethnicity

and degree level: 1980–81, 1990–91, and 1999–2000

American

White, Black, Asian/ Indian/ NonDegree type non- non- Pacific Alaska resident

and year Total Hispanic Hispanic Hispanic Islander Native alien

Associate

 1980–81 410,174 339,167 35,330 17,800 8,650 2,584 6,643

 1990–91 462,030 376,081 37,657 24,251 13,725 3,672 6,644

 1999–2000 564,933 408,508 60,181 51,541 27,764 6,494 10,445

Bachelor’s

 1980–81 934,800 807,319 60,673 21,832 18,794 3,593 22,589

 1990–91 1,280 904,062 65,341 36,612 41,618 4,513 29,134

 1999–2000 1,237,875 928,013 107,891 74,963 77,793 8,711 40,504

Master’s

 1980–81 294,183 241,216 17,133 6,461 6,282 1,034 22,057

 1990–91 328,645 255,281 16,139 8,386 11,180 1,136 36,523

 1999–2000 457,056 317,999 35,625 19,093 22,899 2,232 59,208

Doctor’s

 1980–81 32,839 25,908 1,265 456 877 130 4,203

 1990–91 38,547 25,328 1,211 732 1,459 102 9,715

 1999–2000 44,808 27,520 2,220 1,291 2,380 159 11,238

First professional

 1980–81 71,340 64,551 2,931 1,541 1,456 192 669

 1990–91 71,515 60,327 3,575 2,527 3,755 261 1,070

 1999–2000 80,057 59,601 5,552 3,865 8,576 564 1,899

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2001, based on Higher Education General Information Survey (HEGIS), “Degrees and Other

Formal Awards Conferred” surveys, and Integrated Postsecondary Education Data System (IPEDS),

“Completion” surveys, various years.
168 Status and Trends in the Education of Hispanics

Supplemental Table 7.4

Percent of master’s degrees conferred in total and to Hispanics by colleges and

universities in the top 10 most popular fields of study, by field of study: 1999–2000

Field of study Percentage Number Percentage Number

 Total 100.0 457,056 100.0 19,093

Business 24.6 112,258 22.2 4,241

Computer and information sciences 3.1 14,264 1.3 253

Education 27.2 124,240 33.0 6,303

Engineering and engineering-related technologies 5.8 26,510 4.1 781

English language and literature/letters 1.6 7,230 1.4 265

Health professions and related sciences 9.3 42,456 7.4 1,415

Psychology 3.2 14,465 4.1 774

Public administration and services 5.6 25,594 8.6 1,647

Social sciences and history 3.1 14,066 3.1 584

Visual and performing arts 2.4 10,918 2.2 418

Other 14.2 65,055 12.6 2,412

NOTE: Includes 2- and 4-year degree-granting institutions that were participating in Title IV federal

financial aid programs. Detail may not add to 100.0 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2001, based on Integrated Postsecondary Education Data System (IPEDS), “Completion”

survey, 1999–2000.

Supplemental Table 7.3

Percent of bachelor’s degrees conferred in total and to Hispanics by colleges and

universities in the top 10 most popular fields of study, by field of study: 1999–2000

Field of study Percentage Number Percentage Number

Total 100.0 1,237,875 100.0 74,963

Biological sciences/life sciences 5.1 63,532 4.4 3,326

Business 20.8 257,709 19.8 14,869

Communications and communications technologies 4.6 56,910 4.1 3,045

Computer and information sciences 2.9 36,195 2.4 1,828

Education 8.7 108,168 6.5 4,865

Engineering and engineering-related technologies 5.8 72,299 5.3 3,963

Health professions and related sciences 6.3 78,458 4.7 3,506

Psychology 6.0 74,060 7.7 5,755

Social sciences and history 10.3 127,101 12.1 9,035

Visual and performing arts 4.7 58,791 4.1 3,047

Other 24.6 304,652 29.0 21,724

NOTE: Includes 2- and 4-year degree-granting institutions that were participating in Title IV federal

financial aid programs. Detail may not add to 100.0 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2001, based on Integrated Postsecondary Education Data System (IPEDS), “Completion”

survey, 1999–2000.

Total Hispanic

Total Hispanic

APPENDIX
Status and Trends in the Education of Hispanics 169

Supplemental Table 7.5

Percent of doctor’s degrees conferred in total and to Hispanics by colleges and

universities in the top 10 most popular fields of study, by field of study: 1999–2000

Field of study Percentage Number Percentage Number

Total 100.0 44,808 100.0 1,291

Biological sciences/life sciences 10.9 4,867 11.1 143

Business 2.7 1,196 1.4 18

Education 15.2 6,830 20.3 262

Engineering and engineering-related technologies 12.0 5,390 6.9 89

English language and literature/letters 3.6 1,628 3.8 49

Health professions and related sciences 6.0 2,676 4.6 59

Physical sciences and science technologies 9.0 4,018 5.6 72

Psychology 9.6 4,310 17.4 225

Social sciences and history 9.1 4,095 10.1 130

Theological studies and religious vocations 3.7 1,643 2.0 26

Other 18.2 8,155 16.9 218

NOTE: Includes 2- and 4-year degree-granting institutions that were participating in Title IV federal

financial aid programs. Detail may not add to 100.0 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2001, based on Integrated Postsecondary Education Data System (IPEDS), “Completion”

survey, 1999–2000.

Total Hispanic

Supplemental Table 7.6a

Standard errors for the percent of 25- to 29-year-olds who have completed college

(bachelor’s degree or higher), by race/ethnicity: Selected years 1975 to 2000

Race/ethnicity 1975 1980 1985 1990 1995 1996 1997 1998 1999 2000

Total 0.4 0.4 0.4 0.4 0.5 0.5 0.5 0.5 0.5 0.5

White, non-Hispanic 0.5 0.5 0.5 0.5 0.6 0.6 0.6 0.6 0.7 0.7

Black, non-Hispanic 1.1 1.0 1.0 1.0 1.2 1.1 1.1 1.2 1.2 1.3

Hispanic 1.4 1.2 1.0 0.8 0.8 0.8 0.8 0.8 0.7 0.7

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2001, based on U.S. Department of Commerce, Bureau of the Census, March Current

Population Surveys, various years.

Supplemental Tables
170 Status and Trends in the Education of Hispanics

Supplemental Table 7.6b

Standard errors for the percent of persons 25 years old and over according to

highest degree attained, by race/ethnicity: 2000

Bachelor’s First

Race/ethnicity Associate or higher Bachelor’s Master’s professional Doctorate

Total 0.1 0.2 0.1 0.1 # #

White, non-Hispanic 0.1 0.2 0.2 0.1 0.1 #

Black, non-Hispanic 0.3 0.4 0.4 0.2 0.1 0.1

Hispanic 0.2 0.3 0.3 0.1 0.1 0.1

# Rounds to zero.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2001, based on U.S. Department of Commerce, Bureau of the Census, March Current

Population Survey, 2000.

Degree level

Supplemental Table 7.7

Percentage distribution of full-time instructional faculty in colleges and

universities, by race/ethnicity and academic rank: 1999

American

White, Black, Asian/ Indian/

Total, non- Total, non- Pacific Alaska

Academic rank all races Hispanic all minority Hispanic Hispanic Islander Native

Total 100.0 85.6 14.4 5.1 2.9 6.0 0.4

Professors 100.0 89.4 10.6 3.0 1.8 5.5 0.3

Associate professors 100.0 86.0 14.0 5.1 2.5 6.1 0.3

Assistant professors 100.0 82.0 18.0 6.6 3.3 7.6 0.5

Instructors 100.0 83.2 16.8 6.9 4.8 4.4 0.8

Lecturers 100.0 84.9 15.1 5.8 4.3 4.5 0.4

Other faculty 100.0 85.6 14.4 5.1 2.8 5.9 0.6

NOTE: Includes U.S. citizens and resident aliens identified by race. Excludes nonresident aliens and

persons not identified by race. Includes 2- and 4-year degree-granting institutions that were

participating in Title IV federal financial aid programs. Detail may not add to 100.0 due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2001, based on Integrated Postsecondary Education Data System (IPEDS), “Fall Staff” survey,

1999–2000.

APPENDIX
Status and Trends in the Education of Hispanics 171

Supplemental Table 7.8

Standard errors for the percent of persons 17 years old and over enrolled in

adult education during the previous 12 months, by type of program,

employment status, and race/ethnicity: 1999

Part-time Career or Appren- Personal English

Any higher job-related ticeship development Basic as a second

Race/ethnicity program education courses programs courses education language

Total persons

Total 0.8 0.4 0.6 0.2 0.6 0.2 0.2

White, non-Hispanic 0.9 0.5 0.7 0.2 0.7 0.1 0.1

Black, non-Hispanic 2.3 1.3 1.7 0.9 1.9 0.8 0.1

Hispanic 2.5 1.3 1.3 1.1 1.9 0.6 1.2

Asian/Pacific Islander 4.6 3.4 3.8 0.5 3.6 1.1 2.2

American Indian/

Alaska Native 9.2 6.2 7.4 3.4 4.7 0.0 0.0

Employed persons

Total 1.3 0.8 1.1 0.4 1.1 — —

White, non-Hispanic 1.1 0.6 1.0 0.3 0.9 — —

Black, non-Hispanic 2.8 1.6 2.3 1.3 2.4 — —

Hispanic 3.1 1.7 1.8 1.5 2.2 — —

Asian/Pacific Islander 5.5 4.3 4.8 0.0 4.2 — —

American Indian/

Alaska Native 13.1 10.0 11.5 5.6 6.0 — —

— Data not available.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education

Statistics, 2001, based on National Household Education Survey (NHES), 1999 (Adult Education

Component), unpublished data.

Type of program

Supplemental Tables
172 Status and Trends in the Education of Hispanics

Supplemental Table 8.1

Standard errors for the unemployment rates of persons 16 years old and over, by

age, race/ethnicity, and highest degree attained: 2000

Race/ethnicity and 25 years

highest degree attained Total 16–19 20–24 and over

All persons

All education levels 0.3 0.5 0.3 0.1

Less than high school completion 0.3 0.5 0.4 0.1

High school completer, no college 0.3 0.4 0.4 0.1

Some college, no degree 0.2 0.3 0.3 0.1

Associate degree 0.2 0.3 0.2 0.1

Bachelor’s degree or higher 0.2 # 0.3 0.1

White, non-Hispanic

All education levels 0.3 0.5 0.3 0.1

Less than high school completion 0.3 0.5 0.5 0.1

High school completer, no college 0.3 0.4 0.3 0.1

Some college, no degree 0.2 0.3 0.3 0.1

Associate degree 0.2 0.4 0.2 0.1

Bachelor’s degree or higher 0.2 # 0.3 0.1

Black, non-Hispanic

All education levels 1.0 1.5 1.2 0.3

Less than high school completion 1.1 1.6 1.6 0.4

High school completer, no college 1.0 1.5 1.3 0.3

Some college, no degree 0.7 1.2 1.0 0.3

Associate degree 0.6 0.9 0.8 0.2

Bachelor’s degree or higher 0.6 # 0.8 0.2

Hispanic

All education levels 0.8 1.5 0.9 0.3

Less than high school completion 0.9 1.6 1.1 0.3

High school completer, no college 0.8 1.3 1.0 0.3

Some college, no degree 0.6 1.2 0.8 0.3

Associate degree 0.4 # 0.5 0.2

Bachelor’s degree or higher 0.5 # 0.7 0.2

# Rounds to zero.

SOURCE: U.S. Department of Labor, Bureau of Labor Statistics, unpublished data from the Current

Population Survey, 2000.

Ages 16–24

APPENDIX
Status and Trends in the Education of Hispanics 173

Supplemental Table 8.2

Standard errors for the median earnings (in current dollars) for persons 25 years

old and over, by sex, race/ethnicity, and educational attainment: 2000

Highest degree attained Total White Black Hispanic Total White Black Hispanic

All education levels $141 $153 $659 $523 $199 $220 $274 $308

9th to 12th grade, no diploma 293 317 854 479 356 373 921 449

High school completer, no college 153 166 427 804 242 278 491 545

Some college, no degree 287 318 770 941 202 237 841 663

Associate degree 834 519 782 2,384 269 311 529 1,566

Bachelor’s degree or higher 728 470 2,061 2,075 230 258 992 1,364

Bachelor’s degree 309 339 2,083 1,014 235 258 715 1,971

Master’s degree 871 769 2,756 6,366 412 504 1,058 2,949

NOTE: White and Black categories include those of Hispanic origin.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Educational Attainment—People 25

Years Old and Over, by Total Money Earnings in 2000, Work Experience in 2000, Age, Race, Hispanic

Origin, and Sex. Table PINC-03, based on March Current Population Survey, 2000.

Male Female

Supplemental Table 8.3a

Standard errors for the percentage distribution of employed persons according

to occupation, by sex and race/ethnicity: 2000

Occupation Total White Black Hispanic Total White Black Hispanic

Managerial & professional

specialty (includes teachers) 0.2 0.2 0.2 0.2 0.2 0.2 0.2 0.2

Technical, sales, and

administrative support 0.2 0.2 0.2 0.2 0.2 0.2 0.2 0.3

Service occupations 0.1 0.1 0.2 0.2 0.2 0.2 0.2 0.2

Precision production, craft,

and repair 0.2 0.2 0.2 0.2 0.1 0.1 0.1 0.1

Operators, fabricators, and

laborers 0.2 0.2 0.2 0.2 0.1 0.1 0.1 0.2

Farming, forestry, and

fishing 0.1 0.1 0.1 0.1 # # # 0.1

# Rounds to zero.

NOTE: White and Black categories include those of Hispanic origin.

SOURCE: U.S. Department of Labor, Bureau of Labor Statistics, unpublished data from the Current

Population Survey, 2000.

Men Women

Supplemental Tables
174 Status and Trends in the Education of Hispanics

Supplemental Table 8.3b

Percent of employed 1992–93 bachelor’s degree recipients who reported various

job characteristics for primary job held in April 1997, by race/ethnicity

Race/ethnicity Job closely related to degree Job has definite career potential

Total 56.0 (0.8) 57.3 (0.7)

White, non-Hispanic 56.6 (0.9) 58.3 (0.8)

Black, non-Hispanic 49.5 (3.0) 46.8 (3.5)

Hispanic 57.6 (3.5) 54.1 (3.7)

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal Study, Second Follow-up (B&B:93/97), restricted-use data.

Supplemental Table 8.3c

Percent of 1992–93 bachelor’s degree recipients employed in April 1997 who

were very satisfied with various aspects of their work environment, by race/

ethnicity

Race/ethnicity Co-workers Supervisor Working conditions

Total 79.9 (0.6) 60.3 (0.8) 55.9 (0.7)

White, non-Hispanic 80.7 (0.6) 61.2 (0.8) 57.1 (0.7)

Black, non-Hispanic 71.0 (2.7) 48.5 (3.1) 42.2 (2.6)

Hispanic 79.8 (2.4) 56.9 (3.1) 55.2 (3.1)

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, 1993 Baccalaureate and Beyond Longitudinal Study, Second Follow-up (B&B:93/97), restricted-use data.

APPENDIX
Status and Trends in the Education of Hispanics 175

Supplemental Tables

Supplemental Table 8.4a

Percentage distribution of adults at various score ranges of literacy, by literacy

scale and race/ethnicity: 1992

Literacy scale Average

and race/ethnicity 225 or lower 226–275 276–325 326–375 376 or higher proficiency

Prose

Total 20 (0.4) 27 (0.6) 32 (0.7) 17 (0.4) 3 (0.2) 273 (0.6)

White 14 (0.4) 26 (0.6) 36 (0.8) 21 (0.5) 4 (0.3) 296 (0.7)

Black 38 (1.1) 37 (1.3) 21 (1.0) 4 (0.5) 0 (0.1) 237 (1.4)

Hispanic 49 (1.4) 26 (1.4) 19 (1.4) 6 (0.8) 1 (0.3) 216 (2.2)

Document

Total 23 (0.4) 28 (0.5) 31 (0.5) 15 (0.4) 3 (0.2) 267 (0.7)

White 16 (0.5) 27 (0.6) 34 (0.7) 19 (0.5) 3 (0.2) 290 (0.8)

Black 42 (1.0) 36 (1.2) 18 (0.9) 3 (0.4) 0 (0.1) 230 (1.1)

Hispanic 49 (1.7) 26 (1.6) 19 (1.4) 5 (0.8) 1 (0.3) 214 (2.6)

Quantitative

Total 22 (0.5) 25 (0.6) 31 (0.6) 17 (0.3) 4 (0.2) 272 (0.7)

White 14 (0.5) 24 (0.6) 35 (0.7) 21 (0.4) 5 (0.2) 287 (0.8)

Black 46 (1.0) 34 (1.1) 17 (1.0) 3 (0.4) 0 (0.1) 224 (1.4)

Hispanic 49 (1.3) 25 (1.4) 20 (1.3) 5 (1.1) 1 (0.2) 213 (2.4)

NOTE: Detail may not add to 100 due to rounding. Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Adult Literacy and

Education in America: Four Studies Based on the National Adult Literacy Survey, based on National

Adult Literacy Survey, 1992.

Literacy score
176 Status and Trends in the Education of Hispanics

Supplemental Table 8.5

Voting rates for persons 18 years old and over, by race/ethnicity and highest

level of education completed: November 2000

White, Black,

Level of education Total non-Hispanic non-Hispanic Hispanic

Less than high school completion 30.9 (0.8) 37.2 (1.0) 41.7 (1.9) 15.4 (1.9)

High school completer 49.4 (0.5) 53.1 (0.5) 49.4 (1.4) 28.7 (2.1)

Some college or associate degree 60.3 (0.5) 63.9 (0.5) 59.3 (1.4) 41.1 (2.4)

Bachelor’s degree or higher 72.0 (0.4) 76.6 (0.4) 71.4 (1.6) 50.9 (3.0)

NOTE: Data are for the citizen population. Standard errors are in parentheses.

SOURCE: U.S. Department of Commerce, Bureau of the Census, Reported Voting and Registration, by

Race, Hispanic Origin, Sex, and Educational Attainment: November 2000. Table 6, based on Current

Population Survey, November 2000 supplement.

Supplemental Table 8.4b

Percent of persons 25 years old and over who read at a given frequency, by

race/ethnicity and type of reading activity: 1999

White, Black,

Reading activity Total non-Hispanic non-Hispanic Hispanic

Read regularly* 50.2 (0.8) 53.1 (1.1) 46.9 (2.5) 28.5 (2.3)

Read newspapers daily 56.5 (0.8) 61.0 (0.9) 50.8 (2.5) 28.7 (2.6)

Read a book in the past 6 months 64.3 (0.8) 66.2 (0.9) 64.0 (2.6) 45.4 (2.6)

* Defined as reading a newspaper once a week, at least one magazine regularly, and a book in the

past 6 months.

NOTE: Standard errors are in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, The Condition of

Education, 2001, based on National Household Education Survey (NHES), 1999 (Adult Education

and Life-Long Learning Component).

APPENDIX
Status and Trends in the Education of Hispanics 177

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