Status and Trends in the Education of Racial and Ethnic Groups 2017. NCES 2017-051

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/

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EDIES12D0002

Trend Analysis; Statistical Analysis; Racial Differences; Ethnic Groups; Whites; African Americans; Hispanic Americans; Asian Americans; American Indians; Alaska Natives; Hawaiians; Pacific Islanders; Multiracial Persons; Educational Attainment; Disadvantaged; Achievement Gap; Poverty; Preschool Education; Early Childhood Education; Elementary Education; Secondary Education; Enrollment Trends; English Language Learners; Disabilities; Reading Achievement; Mathematics Achievement; Attendance Patterns; Course Selection (Students); Advanced Placement Programs; Student Behavior; Academic Persistence; Suspension; Expulsion; School Safety; Dropout Rate; High School Graduates; Postsecondary Education; College Attendance; Undergraduate Study; Graduate Study; Student Financial Aid; Academic Degrees; STEM Education; College Graduates; Unemployment; Employment Level; Wages

This report uses statistics to examine current conditions and changes over time in education activities and outcomes for different racial/ethnic groups in the United States. 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 indicators in this report show that some traditionally disadvantaged racial/ethnic groups have made strides in educational achievement over the past few decades, but that gaps still persist. 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). The following are appended: (1) Guide to Sources; and (2) Glossary.

ERIC

14

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http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017051

2017

ED574873