ERIC Number: ED281918
Record Type: RIE
Publication Date: 1987-Mar
Reference Count: 0
Academic Growth of High School Age Hispanic Students in the United States.
O'Malley, J. Michael
This study examined academic growth of high school age Hispanics as compared with that of non-Hispanic Whites and Blacks. It explored the following issues: (1) academic growth between the sophomore and senior years; (2) the courses the students take while in high school; and (3) the relationship of schooling and student characteristics to academic growth. Findings indicated that Hispanics' average growth did not differ significantly from that of other students. However, average Hispanic achievement was substantially below that of non-Hispanic Whites at both sophomore and senior levels. Far fewer Hispanic seniors than non-Hispanic seniors described themselves as enrolled in an academic program. Over half of all Hispanics except Cubans were enrolled in vocational programs. Hispanics earned fewer credits in the new basics by their senior year than did non-Hispanic Whites. More Hispanics than non-Hispanics drop out of school: approximately 21 percent as compared with 16 percent of Blacks and 12 percent of non-Hispanic Whites. Public policy toward Hispanics should aim at the following: (1) enhancing student achievement in the elementary and intermediate years; (2) reducing the high school dropout rate; and (3) increasing participation of Hispanics in academic programs. The report includes a list of references. Appendixes explain the methodology used and present the data in tabular form. (LHW)
Descriptors: Academic Achievement, Dropouts, High School Students, High Schools, Hispanic American Students, Minority Groups, Public Policy, School Demography, Student Participation, Vocational Education
Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402.
Publication Type: Information Analyses; Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Sponsor: Center for Education Statistics (ED/OERI), Washington, DC.
Authoring Institution: InterAmerica Research Associates, Washington, DC.