ERIC Number: ED220259
Record Type: Non-Journal
Publication Date: 1982-Jul
Reference Count: N/A
Hispanic Students in American High Schools: Background Characteristics and Achievement. National Center for Education Statistics Bulletin.
Peng, Samuel S.
Based on data from the High School and Beyond Study, a longitudinal study of high school sophomores and seniors, this report summarizes some of the study's findings on the differences between Hispanics and non-Hispanic blacks and whites in school delay, aspirations, test scores, language usage, and socioeconomic status. Tabular data indicate that: Cubans and other Latin Americans had higher incomes than non-Hispanic blacks, Puerto Ricans and Mexican Americans; over 56% Puerto Rican and 50% Mexican American seniors and 52% Mexican American and 45% Puerto Rican sophomores reported their fathers had not finished high school; Spanish was the dominant or sole household language for 17% other Latin American, 40% Cuban, 32% Mexican American, and 48% Puerto Rican seniors and for 61% Cuban, 55% Puerto Rican, and about 14% other Latin American sophomores; Hispanics, except Cubans, had lower educational apirations than non-Hispanic blacks or whites; average scores on mathematics, reading, and vocabulary tests were lower for Hispanic subgroups than for non-Hispanic whites; proficiency in English and in Spanish and family socioeconomic status were positively related to mathematics and reading scores, while frequency of Spanish language usage was negatively related to these scores. Data reliability is discussed. (NQA)
Descriptors: Academic Achievement, Academic Aspiration, Comparative Analysis, Cubans, Grade 10, High School Seniors, High School Students, High Schools, Hispanic American Students, Language Usage, Latin Americans, Longitudinal Studies, Mexican Americans, Puerto Ricans, Relevance (Information Retrieval), Reliability, Socioeconomic Status
Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (Stock No. 065-000-0135-7, $5.50).
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.