Education
At every level of schooling educational outcomes differ between native born and immigrant Latinos and between Latinos and other racial and ethnic groups. Measuring those differences and the factors that produce them are critical to understanding the Latino future. The Center has focused attention on outcomes at the post-secondary level.
Related Publications
5.13.2010
Hispanics, High School Dropouts and the GED
Just one-in-ten Hispanic high school drop-outs has a General Educational Development (GED) credential, widely regarded as the best "second chance" pathway to college, vocational training and military service for adults who do not graduate high school. By contrast, two-in-ten black high school drop-outs and three-in-ten white high school drop-outs has a GED. Hispanics have a much higher high school drop-out rate than do blacks or whites. Some 41% of Hispanic adults age 20 and older in the United States do not have a regular high school diploma, compared with 23% of black adults and 14% of white adults. The report also examines the labor force outcomes (including employment rates and median earnings) of Hispanic high school dropouts, GED recipients and high school graduates.
1.21.2010
Statistical Portrait of Hispanics in the United States, 2008
This statistical profile of the Latino population is based on Pew Hispanic Center tabulations of the Census Bureau's 2008 American Community Survey (ACS). The ACS is the largest household survey in the United States, with a sample of about 3 million addresses. It covers virtually the same topics as those in the long form of the decennial census. The ACS is designed to provide estimates of the size and characteristics of the resident population, which includes persons living in households and, for the first time, persons living in group quarters.
1.21.2010
Statistical Portrait of the Foreign-Born Population in the United States, 2008
This statistical profile of the foreign-born population is based on Pew Hispanic Center tabulations of the Census Bureau's 2008 American Community Survey (ACS). The ACS is the largest household survey in the United States, with a sample of about 3 million addresses. It covers virtually the same topics as those in the long form of the decennial census. The ACS is designed to provide estimates of the size and characteristics of the resident population, which includes persons living in households and, for the first time, persons living in group quarters.
12.11.2009
Between Two Worlds: How Young Latinos Come of Age in America
Latino youths ages 16 to 25 are satisfied with their lives, optimistic about their futures and place a high value on education, hard work and career success. Yet they are much more likely than other American youths to drop out of school and to become teenage parents. They are more likely than white and Asian youths to live in poverty. Two-thirds are the U.S.-born children or more distant descendants of immigrants, and many straddle two cultures -- American and Latin American. A Pew Hispanic Center report based on a new nationwide survey of Latino youths and on analyses of government data examines the values, attitudes, experiences and self-identity of this generation as it comes of age in America.
12.7.2009 Most of what the public learns about Hispanics comes not through focused coverage of the life and times of the nation's largest minority group but through event-driven news stories in which Hispanics are one of many elements. According to a media content analysis done jointly by the Project for Excellence in Journalism and the Pew Hispanic Center, just 645 out of 34,452 stories studied contained substantial references to Hispanics. And only a tiny number, 57 stories, focused directly on the lives of Hispanics in the U.S. The sample of news stories for this study appeared in major media outlets between February 9 and August 9, 2009. 10.7.2009 10.7.2009 3.31.2009 3.5.2009 3.5.2009 8.26.2008 6.26.2008 1.23.2008 1.23.2008 8.30.2007 6.6.2007 3.14.2007 10.5.2006 8.29.2006 8.29.2006 11.1.2005 11.1.2005 11.1.2005 6.23.2004 6.23.2004 6.23.2004 1.26.2004 1.26.2004 6.12.2003 12.4.2002 9.5.2002 5.28.2002 1.1.2002
Hispanics in the News: An Event-Driven Narrative
The Changing Pathways of Hispanic Youths Into Adulthood
Young Latino adults in the United States are more likely to be in school or the work force now than their counterparts were in previous generations. In 1970, 77% of Hispanics ages 16 to 251 were either working, going to school or serving in the military; by 2007, 86% of Latinos in this coming-of-age group were taking part in these skill-building endeavors, according to a comprehensive analysis of four decades of Census Bureau data by the Pew Hispanic Center, a project of the Pew Research Center.
Latinos and Education: Explaining the Attainment Gap
Nearly nine-in-ten (89%) Latino young adults ages 16 to 25 say that a college education is important for success in life, yet only about half that number-48%-say that they themselves plan to get a college degree, according to a new national survey of 2,012 Latinos ages 16 and older by the Pew Hispanic Center conducted from Aug. 5 to Sept. 16, 2009.
Sharp Growth in Suburban Minority Enrollment
Yields Modest Gains in School Diversity
The student population of America's suburban public schools has shot up by 3.4 million in the past decade and a half, and virtually all of this increase (99%) has been due to the enrollment of new Latino, black, and Asian students. Suburban school districts in 2007 educated a student population that was 41.4% non-white, up from 28% in 1993. Despite the sharp rise in the racial and ethnic diversity of suburban district enrollments overall, there has been only a modest increase in the racial and ethnic diversity of student populations at the level of the individual suburban school. For example, in 2007, the typical white suburban student attended a school which had a 75% white student body; in 1993, this same figure had been 83%.
Statistical Portrait of the Foreign-Born Population in the United States, 2007
This statistical profile of the foreign-born population is based on Pew Hispanic Center tabulations of the Census Bureau's 2007 American Community Survey (ACS). The ACS is the largest household survey in the United States, with a sample of about 3 million addresses. It covers virtually the same topics as those in the long form of the decennial census. The ACS is designed to provide estimates of the size and characteristics of the resident population, which includes persons living in households and, for the first time, persons living in group quarters.
Statistical Portrait of Hispanics in the United States, 2007
This statistical profile of the Latino population is based on Pew Hispanic Center tabulations of the Census Bureau's 2007 American Community Survey (ACS). The ACS is the largest household survey in the United States, with a sample of about 3 million addresses. It covers virtually the same topics as those in the long form of the decennial census. The ACS is designed to provide estimates of the size and characteristics of the resident population, which includes persons living in households and, for the first time, persons living in group quarters.
One-in-Five and Growing Fast: A Profile of Hispanic Public School Students
The number of Hispanic students in the nation's public schools nearly doubled from 1990 to 2006, accounting for 60% of the total growth in public school enrollments over that period. Strong growth in Hispanic enrollment is expected to continue for decades, according to a recently released U.S. Census Bureau population projection. In 2050, there will be more school-age Hispanic children than school-age non-Hispanic white children. This report presents demographic, language, and family background characteristics of the nation's 10 million Hispanic public school students.
The Role of Schools in the English Language Learner Achievement Gap
Students designated as English language learners (ELL) tend to go to public schools with low standardized test scores. However, these low levels of assessed proficiency are not solely attributable to poor achievement by ELL students. These same schools report poor achievement by other major student groups as well, and have a set of characteristics associated generally with poor standardized test performance--such as high student-teacher ratios, high student enrollments and high levels of students who live in poverty or near poverty. When ELL students are not isolated in these low-achieving schools, their gap in test score results is considerably narrower.
Statistical Portrait of Hispanics in the United States, 2006
This statistical profile of the Latino population is based on Pew Hispanic Center tabulations of the Census Bureau's 2006 American Community Survey (ACS). The ACS is the largest household survey in the United States, with a sample of about 3 million addresses. It covers virtually the same topics as those in the long form of the decennial census. The ACS is designed to provide estimates of the size and characteristics of the resident population, which includes persons living in households and, for the first time, persons living in group quarters.
Statistical Portrait of the Foreign-Born Population in the United States, 2006
This statistical profile of the foreign-born population is based on Pew Hispanic Center tabulations of the Census Bureau's 2006 American Community Survey (ACS). The ACS is the largest household survey in the United States, with a sample of about 3 million addresses. It covers virtually the same topics as those in the long form of the decennial census. The ACS is designed to provide estimates of the size and characteristics of the resident population, which includes persons living in households and, for the first time, persons living in group quarters.
The Changing Racial and Ethnic Composition of U.S. Public Schools
Since 1993-94 white students have become less isolated from minority students while, at the same time, black and Hispanic students have become slightly more isolated from white students. These two seemingly contradictory trends stem mainly from the increase of more than 55% in the Hispanic slice of the public school population.
How Far Behind in Math and Reading are English Language Learners?
The fast-growing number of students designated as English language learners are among the farthest behind in reading and math, according to an analysis that is based on standardized test scores. About 51% of 8th grade ELL students trail whites in reading and math, meaning that the scores for one out of every two will have to improve for the group to achieve parity. In the 4th grade, 35% of ELL students are behind in math and 47% are behind in reading when compared with their white counterparts.
Latinos Online
Internet use is comparatively low among Latinos, though there are considerable differences within this diverse population. Hispanics whose primary language is Spanish and who have lower levels of education are largely disconnected from the internet, but those who are born in the U.S. and are English speakers have rates comparable to non-Hispanic whites.
The Changing Landscape of American Public Education: New Students, New Schools
This report examines the intersection of two trends that have transformed the landscape of American public education in recent years: a rapid increase in enrollment and a surge in the opening of new schools. The report describes the racial and ethnic components of enrollment growth at various levels of the K-12 system. It also examines the composition of enrollment in newly-opened schools and older schools still in operation as well as the impact of rapid growth in Hispanic enrollment. Detailed statistics at the state level are also provided.
A Statistical Portrait of Hispanics at Mid-Decade
This statistical profile of the Latino population is based on Pew Hispanic Center tabulations of the Census Bureau's 2005 American Community Survey public use microdata file, which was released August 29, 2006. The topics covered are virtually the same as those in the long form of the decennial census. Fully implemented nationwide for the first time in 2005, the ACS became the largest household survey in the United States, with a sample of about 3 million addresses. It provides statistical resources not previously available except with data from a decennial census.
A Statistical Portrait of the Foreign-Born Population at Mid-Decade
This statistical profile of the foreign born population is based on Pew Hispanic Center tabulations of the Census Bureau's 2005 American Community Survey public use microdata file, which was released August 29, 2006. The topics covered by the ACS are virtually the same as those in the long form of the decennial census. Fully implemented nationwide for the first time in 2005, the ACS became the largest household survey in the United States, with a sample of about 3 million addresses. It provides statistical resources not previously available except with data from a decennial census.
The High Schools Hispanics Attend: Size and Other Key Characteristics
A report on the characteristics of high schools attended by different racial and ethnic groups finds that Hispanic teens are more likely than blacks and whites to attend the nation's largest public high schools.
The Higher Drop-Out Rate of Foreign-Born Teens: The Role of Schooling Abroad
A report on high school enrollment points to the importance of schooling abroad in understanding the dropout problem for immigrant teens, finding that those teens have often fallen behind in their education before reaching the United States.
Recent Changes in the Entry of Hispanic and White Youth into College
In addition to longstanding concerns over high school completion, policymakers are increasingly focused on disparities in outcomes between Hispanic and white college students (President's Advisory Commission on Educational Excellence for Hispanic Americans, 2003; Council of Economic Advisers, 2000; RAND, 2001). Young Hispanic undergraduates are half as likely as their white peers on campus to finish a bachelor's degree, a disparity at least as large as the disparity in finishing high school. Many factors contribute to producing this disparity. This study focuses on one: changes in college enrollment patterns.
Latino Youth Finishing College: The Role Of Selective Pathways
This new study from the Pew Hispanic Center that finds that the white/Latino gap in finishing college is larger than the high school completion gap. The study reveals that Latino undergraduates are at a disadvantage in competing for college degrees because of two important factors: many Hispanic undergraduates disproportionately enroll on campuses that have low bachelor's degree completion rates, and they have different experiences than white students even when they enroll on the same campuses.
Latino Youth and the Pathway to College
This study was conducted by the Educational Policy Institute through a grant from the Pew Hispanic Center to provide the most up-to-date analysis of Latino achievement through postsecondary education. The study analyses the latest installment of the National Educational Longitudinal Study (NELS), begun in 1988 with eighth grade students and followed up several times, with the last follow-up survey in 2000: eight years after scheduled high school graduation.
Federal Policy and Latinos in Higher Education
The purpose of this study is to describe federal legislation and programs that support higher education and to assess Latino participation in these programs. While there are many programs at the state, institutional, and community levels that facilitate access to higher education for Latinos, the Higher Education Act (HEA), due for reauthorization this year, is the main policy vehicle at the federal level for postsecondary education programs. These programs provide concrete examples of educational activities that can inform--and be informed by--local activities and programs to facilitate Latino student access, persistence, and completion of higher education. A series of developments in the costs and financing of colleges and universities set the context for HEA reauthorization.
Pew Hispanic Center/Kaiser Family Foundation National Survey Of Latinos: Education
National Survey of Latinos: Education is a new comprehensive survey of Latino attitudes toward education, public schools and a variety of education issues, including the No Child Left Behind Act. This national survey is released against the backdrop of major changes in the nation's K-12 system as states and school districts apply sweeping new federal requirements. Conducted by the Pew Hispanic Center and the Kaiser Family Foundation, the survey includes substantial comparison samples of whites and African Americans.
Pew Hispanic Center/Kaiser Family Foundation National Survey of Latinos: Education
Fact Sheet
School- and college-aged young people (ages 5 to 24) make up 37% of the Hispanic population compared to 27% of the non-Hispanic population. Over the next 25 years, this segment of the Latino population is projected to increase by 82%. Given these realities it s hardly surprising that Latinos consistently cite education as their top policy concern and that Latinos’ educational outcomes are a matter of national significance. Moreover, these demographic developments are taking place against the backdrop of major changes in the nation’s K-12 system as states and school districts apply the sweeping new federal requirements embodied in the No Child Left Behind Act of 2001 (NCLB Act).
Hispanic Youth Dropping Out of U.S. Schools: Measuring the Challenge
High school dropout rates are a key performance measure for the American education system. This report shows that the standard method for calculating the dropout rate leads to a distorted picture of the status of Hispanic students in U.S. schools.
The Improving Educational Profile Of Latino Immigrants
It is a commonplace claim that the education level of the Latino immigrant population is continually falling behind that of the U.S.-born population. However, the Pew Hispanic Center finds that the educational profile of the adult population of foreign-born Latinos has improved significantly during the past three decades. These gains, however, have not yet produced a notable convergence with the level of education in the native-born U.S. population. During the period 1970 to 2000 the native-born population also experienced improvements of education that outpaced the progress among Latino immigrants. Nonetheless, the trends identified in this report suggest that the gap between immigrants and natives will narrow in the future.
Latinos In Higher Education: Many Enroll, Too Few Graduate
This report shows that by some measures a greater share of Latinos are attending college classes than non-Hispanic whites, and yet they lag every other population group in attaining college degrees, especially bachelor's degrees. A detailed examination of data for enrollment shows a high propensity among Latino high school graduates to pursue post-secondary studies. However, most are pursuing paths associated with lower chances of attaining a bachelor's degree. Many are enrolled in community colleges, many also only attend school part-time and others delay or prolong their college education into their mid-20s and beyond. These findings clearly show that large numbers of Latinos finish their secondary schooling and try to extend their education but fail to earn a degree.
Work or Study: Different Fortunes of U.S. Latino Generations
The Latino labor force is experiencing a major generational shift as increasing numbers of today's young native-born Latino Americans become workers. This report describes the wage, employment outcomes, and labor market attachment of Latino adults by age and generation during the economic expansion of the late 1990s.
Educational Attainment: Better than Meets the Eye, But Large Challenges Remain
In the United States today people with more education tend to live longer and healthier lives, remain married longer and earn more money. Latinos are the least-well educated segment of the American population. That’s because millions of adult immigrants with little education have arrived in recent decades. Still, native Latinos trail their white peers. High school drop out rates and low levels of college attendance pose critical challenges. Poor school resources compound a need for Hispanics to start early and complete more
schooling.