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ERIC Number: ED387307
Record Type: RIE
Publication Date: 1995-Sep
Pages: 30
Abstractor: N/A
The Educational Progress of Hispanic Students. Findings from "The Condition of Education 1995," No. 4.
Smith, Thomas M.
Both Hispanics and Whites have made important educational gains over the past two decades. However, Hispanics trail their White peers with respect to educational access, achievement, and attainment, although some differences have narrowed over time. This booklet summarizes data from "The Condition of Education, 1995," on overall educational trends for the U.S. Hispanic population, with breakouts for Hispanic subpopulations (Mexican Americans, Puerto Ricans, Cuban Americans, and recent immigrants from Central and South America) where data permit. In summary, Hispanic children are less likely to be enrolled in preprimary education. Gaps in overall reading, mathematics, and science achievement appear at age 9 and persist through age 17, although some gaps have narrowed over time. Hispanic students are no less likely than White students to have their parents involved in their schooling, but Hispanic students are more likely to face a disorderly school environment. Both Hispanic and White high school graduates followed a more rigorous curriculum than a decade ago, but Hispanic graduates were less likely to have taken advanced science and mathematics courses. Even though they tend to have lower educational aspirations than Whites, Hispanic students are as likely to make the immediate transition from high school to college. However, average educational attainment levels are lower among Hispanic than White young adults. Employment rate and earnings are positively associated with educational attainment but are lower for Hispanics than for Whites with the same amount of education. Among adults, Hispanics have lower average literacy levels than Whites, both in general and at similar levels of educational attainment. Contains 19 figures and data tables and 24 references. (Author/SV)
Publication Type: Information Analyses; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Grant or Contract Numbers: N/A
Note: Figures may not reproduce adequately.