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ERIC Number: ED510909
Record Type: Non-Journal
Publication Date: 2010-Jul
Pages: 181
Abstractor: ERIC
Reference Count: 34
ISBN: N/A
ISSN: N/A
Status and Trends in the Education of Racial and Ethnic Groups. NCES 2010-015
Aud, Susan; Fox, Mary Ann; KewalRamani, Angelina
National Center for Education Statistics
"Status and Trends in the Education of Racial and Ethnic Groups" examines the educational progress and challenges of students in the United States by race/ethnicity. This report shows that over time, the numbers of students of each race/ethnicity who have completed high school and continued their education in college have increased. Despite these gains, the rate of progress has varied, and differences persist among Whites, Blacks, Hispanics, Asians, Native Hawaiians or Other Pacific Islanders, American Indians/Alaska Natives and students of two or more races in their performance on key indicators of educational performance. The report begins with demographic information (chapter 1) and then is organized roughly according to the chronology of an individual's education, starting with indicators on preprimary, elementary, and secondary education (chapter 2), student achievement (chapter 3) and persistence in education (chapter 4), behaviors that can affect educational experience (chapter 5), participation in postsecondary education (chapter 6), and outcomes of education (chapter 7). Guide to Sources is appended. (Contains 65 tables, 52 figures and 33 footnotes.)
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; High Schools; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED)
Identifiers - Location: United States
IES Funded: Yes
IES Cited: ED544799; ED544770; ED560723