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ERIC Number: ED567806
Record Type: Non-Journal
Publication Date: 2016-Aug
Pages: 188
Abstractor: ERIC
Reference Count: 11
Status and Trends in the Education of Racial and Ethnic Groups 2016. NCES 2016-007
Musu-Gillette, Lauren; Robinson, Jennifer; McFarland, Joel; KewalRamani, Angelina; Zhang, Anlan; Wilkinson-Flicker, Sidney
National Center for Education Statistics
"Status and Trends in the Education of Racial and Ethnic Groups" examines the educational progress and challenges students face in the United States by race/ethnicity. This report shows that, over time, students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races have completed high school and continued their education in college in increasing numbers. Despite these gains, the rate of progress has varied among these racial/ethnic groups and differences by race/ethnicity persist in terms of increases in attainment and progress 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 participation (Chapter 2), and continuing with student achievement (Chapter 3), student behaviors and persistence in education (Chapter 4), postsecondary education (Chapter 5), and outcomes of education (Chapter 6). A guide to sources and a glossary are appended.
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site:
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Preschool Education; Early Childhood Education; Elementary Education; Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED); American Institutes for Research (AIR)
Identifiers - Location: United States
IES Funded: Yes
Grant or Contract Numbers: EDIES12D0002