NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED524001
Record Type: Non-Journal
Publication Date: 2008-Feb
Pages: 27
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Educational Inequality and the Latino Population of the United States
Rivera-Batiz, Francisco L.
Campaign for Educational Equity, Teachers College, Columbia University
This research report examines the comparative educational condition of Latinos in the United States. The report discusses the dramatic shortfalls that plague the educational outcomes of Latinos relative to other racial and ethnic groups. The outcomes studied include educational attainment, school and university enrollment, basic cognitive skills, student achievement and advanced academic skills, non-cognitive skills, political and civic participation, and labor market outcomes. The report then proceeds to examine the main reasons for these inequities, discussing the comparative status of Latinos in terms of the three basic forces or inputs affecting schooling: socioeconomic background, the family and parental involvement, and the condition of pre-schooling and schooling. The research report concludes with policy recommendations intended to bridge the existing shortfalls in the educational status of Latinos. From investments in pre-schooling to the design of school-to-work programs, the report presents a wide array of choices in educational policy arena. (Contains 26 tables and 2 figures.)
Campaign for Educational Equity, Teachers College, Columbia University. Box 219, 525 West 120th Street, New York, NY 10027. Tel: 646-745-8282; e-mail: equity@tc.columbia.edu; Web site: http://www.equitycampaign.org
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Early Childhood Education; Elementary Secondary Education; Higher Education; Postsecondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Columbia University, Campaign for Educational Equity
Identifiers - Assessments and Surveys: National Assessment of Educational Progress