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NCES 2019-038
U.S. DEPARTMENT OF EDUCATION
Status and Trends in the Education
of Racial and Ethnic Groups 2018Status and Trends in the
Education of Racial and Ethnic
Groups 2018
FEBRUARY 2019
Cristobal de Brey
Lauren Musu
Joel McFarland
National Center for Education Statistics
Sidney Wilkinson-Flicker
Melissa Diliberti
Anlan Zhang
Claire Branstetter
Xiaolei Wang
American Institutes for Research
NCES 2019-038
U.S. DEPARTMENT OF EDUCATION
U.S. Department of Education
Betsy DeVos
Secretary
Institute of Education Sciences
Mark Schneider
Director
National Center for Education Statistics
James L. Woodworth
Commissioner
?e National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting
data related to education in the United States and other nations. It ful?lls a congressional mandate to collect, collate, analyze,
and report full and complete statistics on the condition of education in the United States; conduct and publish reports and
specialized analyses of the meaning and signi?cance of such statistics; assist state and local education agencies in improving
their statistical systems; and review and report on education activities in foreign countries.NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and
accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department
of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless
speci?cally noted, all information contained herein is in the public domain.We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences.
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February 2019
?e NCES Home Page address is http://nces.ed.gov. e NCES Publications and Products address is https://nces.ed.gov/pubsearch/.is publication is only available online. To download, view, and print the report as a PDF le, go to the NCES
Publications and Products address shown above.
is report was prepared for the National Center for Education Statistics under Contract No. ED-IES-12-D-0002
with American Institutes for Research. Mention of trade names, commercial products, or organizations does not imply
endorsement by the U.S. Government.Suggested Citation
de Brey, C., Musu, L., McFarland, J., Wilkinson-Flicker, S., Diliberti, M., Zhang, A., Branstetter, C., and Wang,?X.
(2019). Status and Trends in the Education of Racial and Ethnic Groups 2018 (NCES 2019-038). U.S. Department of
Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/ pubsearch/.Content Contact
Cristobal de Brey
(202) 245-8419Cristobal.DeBrey@ed.gov
Highlights
Status and Trends in the Education of Racial and Ethnic Groups examines the educational progress and challengesstudents face in the United States by race/ethnicity. ?rough indicators and spotlightswhich examine selected topics
in greater detailthis report shows that over time, increasing numbers of students in the racial/ethnic groups of White,
Black, Hispanic, Asian, Native Hawaiian or Other Pacic Islander, American Indian/Alaska Native, and Two or more
races have completed high school and continued their education in college. Despite these gains, the rate of progress has
varied among these racial/ethnic groups and dierences by race/ethnicity persist in terms of increases in attainment and
progress on key indicators of educational performance.Spotlights
Spotlight A. Characteristics of Public School Teachers by Race/EthnicityIn 2015-16, public elementary and secondary schools that had more racial/ethnic diversity in their student populations
also tended to have more racial/ethnic diversity among teachers. ?e percentage of minority teachers was highest
at schools that had 90 percent or more minority students (55 percent) and was lowest at schools that had less than
10percent minority students (2percent).
In 2016-17, there were 4,360 degree-granting institutions in the United States, including four types of institutions
serving specic minority racial/ethnic communities: 102historically Black colleges and universities, 290 Hispanic-
serving institutions, 35 tribally controlled colleges and universities, and 113 Asian American and Native American
Pacic Islander-serving institutions.
Demographics
Indicator 1. Population Distribution
Between 2000 and 2017, the percentage of U.S. school-age children who were White decreased from 62 to 51 percent
and the percentage who were Black decreased from 15to 14percent. In contrast, the percentages of school-age
children from other racial/ethnic groups increased: Hispanic children, from 16 to 25 percent; Asian children, from 3
to 5percent; and children of Two or more races, from 2 to 4percent. ?e percentage of school-age American Indians/
Alaska Natives remained at 1 percent and the percentage of Pacic Islanders remained at less than 1 percent during this
time.Indicator 2. Nativity
In 2016, about 97 percent of U.S. children under age 18 were born within the United States. ?e percentages of Asian
(80 percent), Pacic Islander (93 percent), and Hispanic children (94 percent) born within the United States were below
the average of 97 percent for all children. In contrast, the percentages born within the United States for Black children
(97 percent), White children and children of Two or more races (99 percent each), and American Indian/Alaska Native
children (rounds to 100 percent) were above the average for all children.Indicator 3. Children"s Living Arrangements
In 2016, the percentage of children living with married parents was highest for Asian children (84 percent), followed
by White children (73 percent); children of Two of more races, Pacic Islander children, and Hispanic children
(57percent each); and American Indian/Alaska Native children (45 percent). ?e percentage was lowest for Black
children (33 percent).Indicator 4. Children Living in Poverty
In 2016, the percentage of children under the age of 18 in families living in poverty was higher for Black children than
Hispanic children (31 and 26 percent, respectively), and the percentages for both of these groups were higher than for
White and Asian children (10 percent each).
Among Hispanic subgroups in 2016, the percentage of children under age 18 living in poverty ranged from 11to
38percent. Among Asian subgroups, the percentage of children living in poverty ranged from 6 to 37 percent.
Status and Trends in the Education of Racial and Ethnic Groups 2018iii Preprimary, Elementary, and Secondary Education Participation Indicator 5. Early Childcare and Education ArrangementsIn 2016, about 29 percent of children under 6 years old who were not enrolled in kindergarten regularly received center-
based care as their primary care arrangement. ?e percentage of children who regularly received center-based care was
lower for Hispanic children (23 percent) than for children of Two or more races (34 percent) and for Black (32 percent),
White (31 percent), and Asian children (31?percent).Indicator 6. Elementary and Secondary Enrollment
Between fall 2000 and fall 2015, the percentage of students enrolled in public elementary and secondary schools who
were White decreased from 61 to 49 percent. ?e percentage of Black students also decreased during this period from
17 to 15 percent. In contrast, there was an increase in the percentage of students enrolled in public schools who were
Hispanic (from 16 to 26 percent) and Asian/Paci?c Islander (4 to 5 percent) during this time period. Indicator 7. Racial/Ethnic Concentration in Public SchoolsIn fall 2015, approximately 30 percent of public students attended public schools in which the combined enrollment of
minority students was at least 75 percent of total enrollment. Over half of Hispanic (60 percent), Black (58?percent), and
Paci?c Islander students (53 percent) attended such schools. In contrast, less than half of Asian students (38 percent),
American Indian/Alaska Native students (37 percent), students of Two or more races (19?percent), and White students
(5?percent) attended such schools. Indicator 8. English Language Learners in Public SchoolsIn fall 2015, about 4.9 million public school students were identi?ed as English language learners (ELL). Over three-
quarters of ELL students were Hispanic (77.7 percent, or 3.8?million students).Indicator 9. Students With Disabilities
In school year 2015-16, the percentage of students served under the Individuals with Disabilities Education Act
(IDEA) was highest for those who were American Indian/Alaska Native (17 percent), followed by those who were Black
(16?percent), White (14 percent), of Two or more races (13 percent), Hispanic and Paci?c Islander (12?percent each), and
Asian (7 percent).
Achievement
Indicator 10. Reading Achievement
At grade 4, the White-Black gap in reading achievement scores narrowed from 32 points in 1992 to 26 points in 2017;
the White-Hispanic gap in 2017 (23 points) was not measurably di?erent from the gap in 1992. At grade 8, the White-
Hispanic gap narrowed from 26 points in 1992 to 19 points in 2017; the White-Black gap in 2017 (25 points) was not
measurably di?erent from the gap in 1992.At grade 4, the White-Black achievement gap in mathematics achievement scores narrowed from 32 points in 1990 to
25?points in 2017; the White-Hispanic gap in 2017 (19 points) was not measurably di?erent from the gap in 1990. At
grade 8, there was no measurable di?erence in the White-Black achievement gap in 2017 (32 points) and 1990. Similarly,
the White-Hispanic achievement gap at grade 8 in 2017 (24?points) was not measurably di?erent from the gap in 1990.
Indicator 12. Absenteeism and Achievement
Students with fewer absences from school scored higher in reading and mathematics assessments than their peers with
more absences. In 2017, the percentage of 8th-graders who reported that they had zero absences from school in the last
month was higher for Asian students (62 percent) than for students who were Black (42 percent), White, Hispanic, of
Two or more races (40 percent each), Paci?c Islander (38?percent), and American Indian/Alaska Native (35 percent).
Highlightsiv
Indicator 13. High School Coursetaking
e percentage of students who were 9th-graders in fall 2009 earning their highest math course credit in calculus by
2013 was higher for Asian students (45 percent) than students of every other racial/ethnic group. e percentage earning
their highest math course credit in calculus was also higher for White students (18 percent) than students of Two or more
races (11 percent), Hispanic students (10percent), and Black students (6 percent). Indicator 14. Advanced Placement and International Baccalaureatee percentage of students who were 9th-graders in fall 2009 earning any Advanced Placement/International
Baccalaureate (AP/IB) credits by 2013 was higher for Asian students (72 percent) than for White students
(40percent). e percentages for Asian and White students were higher than the percentages for students of any other
racial/ethnic group.Student Behaviors and Persistence
Indicator 15. Retention, Suspension, and ExpulsionBetween 2000 and 2016, the percentage of students retained in a grade decreased from 3.1 to 1.9 percent. is pattern
was observed among White, Black, and Hispanic students.In 2013-14, about 2.6 million public school students (5.3percent) received one or more out-of-school suspensions.
A higher percentage of Black students (13.7percent) than of students from any other racial/ethnic group received an
out-of-school suspension, followed by 6.7 percent of American Indian/Alaska Native students, 5.3 percent of students
of Two or more races, 4.5percent each of Hispanic and Pacic Islander students, 3.4 percent of White students, and
1.1 percent of Asian students.
Indicator 16. Safety at School
In 2015, the percentage of students in grades 9-12 who reported they had been in a physical ght on school property
during the previous 12 months was 6 percent for White students; this was lower than the percentages of Hispanic
students and students of Two or more races (9 percent each) and Black and American Indian/Alaska Native students
(13percent each).Indicator 17. High School Status Dropout Rates
From 2000 to 2016, the Hispanic status dropout rate among 16- to 24-year-olds decreased from 28 to 9percent,
while the Black rate decreased from 13 to 6percent, and the White rate decreased from 7 to 5percent. Nevertheless,
the Hispanic status dropout rate in 2016 remained higher than the Black and White rates. ere was no measurable
dierence between the Black and White status dropout rates in 2016.In 2016, among Hispanic 16- to 24-year-olds in the United States, the high school status dropout rate ranged from
2.4percent for individuals of Peruvian descent to 22.9 percent for those of Guatemalan descent. Among Asian 16- to
24-year-olds, status dropout rates ranged from 0.7percent for individuals of Korean descent to 29.7percent for those
of Burmese descent.Indicator 18. High School Status Completion Rates
From 2000 to 2016, the high school status completion rate for Hispanic 18- to 24-year-olds increased from 64to
89percent, while the Black and White status completion rates increased from 84 to 92 percent and from 92 to
94percent, respectively. Although the White-Hispanic and White-Black gaps in status completion rates narrowed
between 2000 and 2016, the rates for Hispanic and Black 18- to 24-year-olds remained lower than the White rate
in2016. Status and Trends in the Education of Racial and Ethnic Groups 2018vPostsecondary Education
Indicator 19. College Participation Rates
In 2016, the total college enrollment rate was higher for Asian young adults (58 percent) than for young adults who
were of Two or more races (42 percent), White (42?percent), Hispanic (39 percent), Black (36 percent), Paci?c Islander
(21?percent), and American Indian/Alaska Native (19?percent). From 2000 to 2016, total college enrollment rates
increased for White (from 39 to 42 percent), Black (from 31 to 36 percent), and Hispanic young adults (from 22 to
39?percent) but were not measurably di?erent for the other racial/ethnic groups during this time period.
Among Hispanic subgroups, the average college enrollment rate in 2016 ranged from 27 percent for Honduran 18- to
24-year-olds to 64 percent for Chilean 18- to 24-year-olds. Among Asian subgroups, the average college enrollment rate
ranged from 23 percent for Burmese 18- to 24-year-olds to 81 percent for Other Southeast Asian (including Indonesian
and Malaysian) 18- to 24-year-olds.Indicator 20. Undergraduate Enrollment
Between 2000 and 2016, Hispanic undergraduate enrollment more than doubled (a 134 percent increase from
1.4?million to 3.2 million students). ?e enrollment for most other racial/ethnic groups increased during the ?rst part of
this period, then began to decrease around 2010.In 2016, a greater percentage of undergraduates were female than male across all racial/ethnic groups. ?e gap between
female and male enrollment was widest for Black students (62 vs. 38 percent) and narrowest for Asian students (53 vs.
47?percent).
Indicator 21. Postbaccalaureate Enrollment
Between 2000 and 2016, Hispanic postbaccalaureate enrollment more than doubled (a 134 percent increase, from
111,000 to 260,000 students) and Black postbaccalaureate enrollment doubled (a 100 percent increase, from 181,000 to
363,000).
In 2016, a greater percentage of postbaccalaureate students were female than male across all racial/ethnic groups. ?e gap
between female and male enrollment was widest for Black students (70 vs. 30 percent) and narrowest for Asian students
(56 vs. 44 percent).Indicator 22. Financial Aid
Among full-time, full-year undergraduate students, 88?percent of Black students, 87 percent of American Indian/Alaska
Native students, and 82 percent of Hispanic students received grants in 2015-16. ?ese percentages were higher than the
percentages for White (74 percent) and Asian (66 percent) students.Among full-time, full-year undergraduate students, a higher percentage of Black students (71 percent) received loans in
2015-16 than students who were White (56?percent), of Two or more races (54 percent), Paci?c Islander (53 percent),
Hispanic (50 percent), American Indian/Alaska Native (38?percent), and Asian (31 percent).?e 6-year graduation rate for ?rst-time, full-time undergraduate students who began their pursuit of a bachelor's
degree at a 4-year degree-granting institution in fall 2010 was highest for Asian students (74 percent), followed by
White students (64?percent), students of Two or more races (60?percent), Hispanic students (54 percent), Paci?c Islander
students (51?percent), Black students (40?percent), and American Indian/Alaska Native students (39 percent).
Indicator 24. Degrees Awarded
?e number of bachelor's degrees awarded to Hispanic students more than tripled between 2000-01 and 2015-16.
During the same period, the number of degrees awarded also increased for students who were Asian/Paci?c Islander (by
75 percent), Black (by 75 percent), and White (by 29 percent).
Highlightsvi
In 2015-16, a higher percentage of bachelor"s degrees were awarded in business than in any other eld across all racial/
ethnic groups, with the percentages ranging from 16percent for students of Two or more races to 22 percent for Pacic
Islander students.
Overall, a higher percentage of bachelor"s degrees were awarded to females than to males in 2015-16 (58 vs. 42percent).
However, in STEM elds, a lower percentage of bachelor"s degrees were awarded to females than to males (36 vs.
64percent). is patternin which females received higher percentages of bachelor"s degrees overall but lower
percentages of bachelor"s degrees in STEM eldswas observed across all racial/ethnic groups.Outcomes of Education
Indicator 27. Educational Attainment
In 2016, the percentage of adults age 25 and over who had not completed high school was higher for Hispanic adults
(33percent) than for adults in any other racial/ethnic group (with percentages ranging from a low of 8 percent for White
adults to a high of 17 percent for American Indian/Alaska Native adults).In 2016, the percentage of Hispanic adults age 25 and older with a bachelor"s or higher degree ranged from 9percent for
Salvadorans and Guatemalan adults to 55percent for Venezuelan adults. Among Asian subgroups, the percentage ranged
from 10 percent for Bhutanese adults to 74 percent for Asian Indian adults.Indicator 28. Unemployment
In 2016, unemployment rates among adults ages 25to 64 were higher for American Indian/Alaska Native adults
(11percent) than for Black (8 percent), Hispanic (5 percent), White (4 percent), and Asian (4 percent) adults. In addition,
a higher percentage of Black than of Hispanic, White, and Asian adults were unemployed. Indicator 29. Youth and Young Adults Neither Enrolled in School nor WorkingIn 2017, the percentage of 20- to 24-year-olds who were neither enrolled in school nor working ranged from 10percent
for Asian young adults to 31 percent for American Indian/Alaska Native young adults.Indicator 30. Earnings and Employment
In 2016, among those with a bachelor"s or higher degree, Asian full-time, year-round workers ages 25-34 had higher
median annual earnings ($69,100) than their White peers ($54,700), and median earnings for both racial/ethnic groups
were higher than those of their Black ($49,400) and Hispanic ($49,300) peers. Status and Trends in the Education of Racial and Ethnic Groups 2018viiThis page intentionally left blank.
Contents
Page Highlights ........................................................................List of Figures
List of Tables
Reader"s Guide
Spotlights
Spotlight A.
Characteristics of Public School Teachers by Race/Ethnicity .....................................................10
Spotlight B.
Characteristics of Postsecondary Institutions Serving Specic Minority Racial/Ethnic Groups ...16 Chapter 1. Demographics ........................................................................ ...........................25Indicator 1.
Population Distribution ........................................................................ .....................................26Indicator 2.
Nativity
Indicator 3.
Children"s Living Arrangements
........................34Indicator 4.
Children Living in Poverty
................................38Snapshot of
Children Living in Poverty for Racial/Ethnic Subgroups Chapter 2. Preprimary, Elementary, and Secondary Education Participation .................47Indicator 5.
Early Childcare and Education Arrangements ........................................................................
...48Indicator 6.
Elementary and Secondary Enrollment
..............52Indicator 7.
Racial/Ethnic Concentration in Public Schools
..56Indicator 8.
English Language Learners in Public Schools
....60Indicator 9.
Students With Disabilities
.................................62 Chapter 3. Achievement ........................................................................ .............................67Indicator 10. Reading Achievement ........................................................................
......................................68Indicator 11.
Mathematics Achievement
...............................74Indicator 12.
Absenteeism and Achievement
.........................80Indicator 13.
High School Coursetaking
..............................84Indicator 14.
Advanced Placement and International Baccalaureate CoursetakingChapter 4. Student Behaviors and Persistence ..................................................................93
Indicator 15.
Retention, Suspension, and Expulsion ........................................................................
..............94Indicator 16.
Safety at School
Indicator 17.
High School Status Dropout Rates
.................102Snapshot of
High School Status Dropout Rates for Racial/Ethnic SubgroupsIndicator 18.
High School Status Completion Rates
............110Chapter 5. Postsecondary Education ........................................................................
.......115Indicator 19.
College Participation Rates ........................................................................
.............................116Snapshot of
College Participation Rates for Racial/Ethnic SubgroupsIndicator 20.
Undergraduate Enrollment
............................126Indicator 21.
Postbaccalaureate Enrollment
........................130Indicator 22.
Financial Aid
Status and Trends in the Education of Racial and Ethnic Groups 2018ixIndicator 23. Postsecondary Graduation Rates ........................................................................
....................138Indicator 24.
Degrees Awarded
Indicator 25.
Undergraduate and Graduate Degree Fields
...150Indicator 26.
STEM Degrees
Chapter 6. Outcomes of Education ........................................................................
..........159Indicator 27.
Educational Attainment ........................................................................ .................................160Snapshot of
Attainment of a Bachelor"s or Higher Degree for Racial/Ethnic Subgroups .......................164Indicator 28.
Unemployment
Indicator 29.
Youth and Young Adults Neither Enrolled in School nor WorkingIndicator 30. Earnings and Employment
............................170Appendix A. Guide to Sources ........................................................................
..................177Appendix B. Glossary
................................201 PageContentsx
List of Figures
Figure Page
A.1. Percentage distribution of teachers in public elementary and secondary schools, by race/ethnicity:
School years 2003-04 and 2015-16
....................................10A.2. Percentage distribution of teachers in public elementary and secondary schools, by percentage of minority
students in school and teacher minority status: School year 2015-16 ..........................................................11
A.3. Percentage distribution of teachers in public elementary and secondary schools, by school classication
and teacher minority status: School year 2015-16 ...............11A.4. Percentage distribution of teachers in public elementary and secondary schools, by school locale and
teacher minority status: School year 2015-16 ......................12 A.5. Percentage distribution of teachers in public elementary and secondary schools, by race/ethnicity and
years of experience: School year 2015-16 ............................13A.6. Percentage distribution of teachers in public elementary and secondary schools, by race/ethnicity and
highest degree earned: School year 2015-16 ........................14B.1. Total enrollment and Black enrollment at historically Black colleges and universities: Selected years,
fall 1976 through fall 2016B.2. Percentage distribution of degrees conferred at historically Black colleges and universities, by level of degree,
race/ethnicity, and sex: Academic year 2015-16 ..................17B.3. Enrollment at all U.S. institutions and Hispanic-serving institutions (HSIs), by ethnicity: Fall 2016 ...............18
B.4. Percentage distribution of degrees conferred to Hispanic students, by level of degree and institution type:
Academic year 2015-16 ........................................................................B.5. Enrollment at tribally controlled colleges and universities, by race/ethnicity: Fall 2000 and fall 2016 ..............20
B.6. Percentage distribution of associate"s and bachelor"s degrees conferred to American Indian/Alaska Native
students, by institution type: Academic year 2015-16 ........................................................................
.........21B.7. Enrollment at all U.S. institutions and Asian American and Native American Pacic Islander-serving
institutions (AANAPISIs), by race/ethnicity: Fall 2016 .......22B.8. Percentage distribution of degrees conferred to Asian/Pacic Islander students, by level of degree and
institution type: Academic year 2015-16 .............................23