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. . Key Indicators of Hispanic
Student Achievement:
.
1
,
...
,
National Goals and Benchmarks .
. . . for the Next Decade
�Key Indicators of Hispanic Student Achievement:
National Goals and Benchmarks for the Next Decade
Educatio.n is the key to. individual 0PPo.rtunity; the strength o.f o.ur eco.no.my, and the vitality o.f o.ur demo.cracy.
51
In the 21 century, this natio.n canno.t affo.rd to. leave anyo.ne behind. While the academic achievement and
educatio.nal attainment o.f Hispanic Americans has been mo.ving in the right directio.n" untenable gaps still exist
between Hispanic students and their co.unterparts in the areas o.f early childho.o.d educatio.n, learning English,
.
.
academic achievement, and high scho.o.l and cO.liege co.mpletio.n.
Hispanics will represent mo.re than o.ne-quarter o.f scho.o.l-age children in the United States by 2025. These
children are mo.re likely than o.thers to. be educatio.nally arid eco.no.mically disadvantaged. Presently, 36 percent
o.f Hispanic students live in families who.se inco.me is belo.w the Po.Verty line. As a result, Hispanic' students are
co.ncentrated 'in high-Po.verty, largely racially iso.lated scho.o.ls, and they o.fteR have limited access to. the
reso.urces needed fo.r academic success, such as highly qualified teachers, small classes, 21 51 century
techno.lo.gy, and mo.dern scho.o.l buildings.
As the fastest gro.wingracial or ethnic group in America's public.scho.o.ls, Hispanic students have the unique
Po.tential to. po.sitively affect the eco.no.mic and cultural future o.f the United States. Ensuring the pro.mise o.f this
diverse gro.up o.flearners requires the attentio.n and co.mmitment o.fthe entire co.untry. We must wo.rk harder to.
clo.st: the educatio.nal achievement gaps between Hispanic students and the natio.n as a who.le. This must begin
with high expectatio.ns fo.r achievement, clear go.als fo.r what must be acco.mplished, and specific benchmarks to.
measure o.ur progress.
This rep0l1 defines natio.nal go.als fo.r impro.ving the educatio.nal
achieve~ent
o.f Hispanic students. These
include providing access to. quality early ,childho.o.d educatio.n, learning English, clo.sing the academic
achievement gaps, increasing the rate o.fhigh scho.o.l co.mpletio.n, and do.ubling the rate o.fpo.stseco.ndary degree
attainment. . These go.als fo.CUS o.n results and, in so.me areas, include indicato.rs that pro.vide a clear picture o.f
the pro.gress that must be made. In o.ther areas, key indicato.rs must be develo.ped to. effectively gauge pro.gress
and achievement. This repo.rtis intended to. serve no.t o.nly as an annual measure o.f natio.nal progress, but as
to.o.l fo.r use by stakeho.lders at all levels and in all sectors to. galvanize actio.n and bo.o.st Hispanic student
achievement througho.ut the co.untry.
�GOAL 1 : EarlyChUdhood
Ensure that Hispanic American chil~ren have access to high-quality early childhood
, education and development programs and enter .school prepared to succeed by increasing
the Hispanic particip;.tion rate to the national participation rate in high-quality programs
by 2010.
.
.
. KEY OUTCOME INDICATOR:
Baseline
Year
Percentage of 3-, 4-, and 5-year-old children who were
.enrolled in center-based or kindergarten programs. I
. 1999 :
Age
3.
4
5
. Hispanic
National
26%
64%
89%
46%
70%
93%
:
All percentages rounded.
OTHER OUTCOME INDICATORS:
Baseline
Year
Hispanic
National
Percentage of eligible children who were
enrolled in H,ead Start programs. 2
i
1998
36%
40%
Percentage of 3-to 5-year-olds who were
read to by a family member on a daily basis.)
1999
33%
53%
:
\
.
. ',
3
I
�GOAL 2: Learning English
Respecting the importance of muitiMlingualis'm, age-specific learning needs, different
research-based instructional approaches, and the variety 'of developmental levels at which
limited English proficient (LEP) children enter school, by 2010 all states and school
districts wiln provide appropriate language instruction to ensure that all students
graduate from high school having demonstrated p'roficiency in English.
KEY OUTCOME INDICATOR:
To be developed: There are more than 3.5 million children with limited Engqsh proficiency in U.S. schools.
These children need sufficient proficiency to succeed in ,the full academic program, however, there are no
national data on their progress in learning English. The Secretary of Education will be responsible for
developing an adequate indicator to regularly measure the English language proficiency of these students, such
as through the collection of state or national sample data.
r
I;
4
�GOAL 3: Eliminating the Achievement Gap
Provide a high-quality education with appropriate resources and support to ensure equal
opportunity for all students in order to eliminate the achievement gap between Hispanic
students 'and other students on appropriate state assessments and other indicators by
2010.
, ;
KEY OUTCOME INDICATORS:
To be,developed: By 200.1, under Title I of the Elementary and Secondary Education Act, states are required to
have aligned assessments that test all students.at three grade .intervals and report data disaggregated by race and
ethnicity, as well as by English proficiency.
Baseline
Hispanic National
Year
I
Percentage of, dementary, middle, and high school students in
each state who scored at or above the proficient level on the
reading and math sections of aligned state assessments.
I
2001
I
i
i
I
Data
not yet
available
Data
not yet
available
OTHER OUTCOME INDICATORS:
Baseline
Year
National
Percentage offourth graders who scored at or above the
proficient level on the reading section of the NAEP test. 4
.31%
Percentageoffourth graders who scored at or above the
I
i
proficient level on the mathematics section of the NAEP test.
I
Percentage of eighth graders who scored at or above the
proficient level, on the ,readin,g section of the NAEP test. 6
22%'
8%
'1996
5
i
"
i
'
I
1998
15%
i
33%
i
I
i
I
'
Percehtage of eighth graders Who scored at or above the.
proficient level on the mathematics section of the NAEP test. 7
Students' average mathematics SAf score. 8
1.996
' i
5
9%
24%
458
511
457
505
.
i
Students' average verbal SAT score.
i
1999
,1999
J
I
i
�- -- - - - - _._ -
- ---
---
GOAL 4: Eliminating the Gap in High School Completion
Increase the high school completion rate for Hispanic students to 90 percent by 2010.
KEY OUTCOME INDICATOR:
Baseline
Year
Hispanic
Percentage of 18- to 24- year olds who had either
a high school diploma or a GED.9
63%
1998
National
85%
OTHER OUTCOME INDICATORS:
Baseline
Year
Percentage of students ages 15 to 24 in grades 10-12 who were
enrolled in high school the previous October but were not
enrolled and had not graduated by the following October. 10
1998
Percentage of students ages 16 to 24 born outside the US. * who
were not enrolled in school and did not complete high schoo!. II
Hisp~nal
/% 9\
1997 /
24%
39%
\
Percentage offirst generation * students aged 16-24 born
within the U.S . who were not enrolled in school and
did not complete high school.
1997
10%
\
1
\
~
*Individuals born in Puerto Rico and the U.S . territories are considered born outside the U.S ..
Individual s arc classified asjirs/ genera/ion if they were born in the 50 states or DC and at least one of their parents was not.
6
1
15
/
�GOAL 5: Increasing Postsecondary Completion
Double the percentage of Hispanic Americans who earn associate's and bachelor's
degrees by 2010.
'KEY OUTCOME INDICATORS:
Baseline
Year
Hispanic
National
Percentage of individuals ages 25- to 29 who
held a bachelor's degree or higher. 12
1998
10%'
27%
Percentage of individuals ages 25- to 29 who held
an occupational or academic as~ociate's degree.
1998
6%
9%
,
I
OTHER OUTCOME INDICATORS:
Baseline
Year Hispanic
National
Percentage of high school graduates who completed
four years of English and three years of mathematics,
science, and social studies. 13
.
1998
40%
55%
Percentage of individuals ages 16 to 24 who had. graduated from
high school in the preceding 12 months and were enrolled in
college the following October. 14
1998
55%
66%
Percentage of all 18- to 24-year-old high school graduates
who were enrolled in institutions of higher education. 15
1998
34%
Percentage of all 18- to 24-year-olds who were
enrolledin institutions of higher education.
1998
20%
7
!
45%
37%
I
�Sources
I
U.S. Department of Education, NCES. (2000). The Condition ojEducation 2000. Table 2-l.
2
U.S. Department of Health and Human Services, Head Start Bureau. (June, 2000) Special computation by
Craig Turner.
.3
t
U.S. Department of Education, NCES. (1999). National Household Education Survey, Parent Interview.
Special Tabulation by the Education Statistical Services Institute.
4
' .
"
U.S. Department of Education, NCES. (1999). NAEP 1998 Reading, A ReportCardJor the Nation and the
States. Table 13-2.
.
~
.
.
.
- U.S. Department of Education, NCES. (May, 2000). NAEP Summary data table
<http://www.nces.ed.gov/nationsreportcard!TABLES/SDTTOOL.HTM>
6
U.S. Department of Education, NCES. (1999). NAEP 1998 Reading: A Report CardJor the Nation and the
States. Table 15-1.
U.S. Department of Education, NCES. (May, 2000). NAEP Summary data table
7
<http://www.nces.ed.gov!nationsreportcard/TABLES/SDTTOOL.HTM>
8
The College Board. (2000). 1999 College-Bound Seniors. New York.
9
U.S. Department of Education, NCES. (1999).' Dropout Rates in the United States: 1998. Table 4 ..
10
. II
U.S. Department of Education, NCES. (1999). Dropout Rates in the United States: 1998. Table 1.
U.S. Department of Education, NCES. (June, 2000). High School Dropouts by Race-Ethnicity and
Recency ojMigration. Indicator of the Month.
12
U.S. Census Bureau. Population
Divisi~n. Education & Social Str~tification Branch (1999) Educational
Atlainmel}t in the United States: March 1998 (Update). Table 1.
13
U.S. Department of Education, NCES, (1999). Digest ojEducation Statistics 1999. Table 142.
14 U.S.
15
•
"
Department of Education. NCES, (1999). Condition oj Education 2000. Table 32-1.
U.S. Department of Education. NCES, (1999). Digest oJEducation Statistics 1999. Table 189.
8
��1
.'
>. ·
I(ey Indicators ofHispanic
Student Achievement:
,
\
,
..
'
\.. . National Goals and Benchmarks .
." .for the Next Decade
�Key Indicators of Hispanic Student Achievement:
National Goals and Benchmarks'for the Next Decade
Education is the key to individual opportunity, the strength ofour economy, a~d the vitality of our democracy.
In the 21 51 ' cen'tury, this nation cannot afford to leave anyone behind. While the academic achievement and
educational attainment of Hispanic Americans has been moving in the right direction, untenable gaps still exist
between Hispanic students and their counterparts in the areas of early childhood education, learning English,
academic achievement, and high school and college completion.
Hispanics will represent more than one-quarter of school-age children in the United States by 2025. These
children are more likely than others to be educationally and economically disadvantaged. Presently, 36 percent
of Hispanic students live in families whose income is below the poverty line. As a result, Hispanic students are'
concentrated in high-poverty,largely racially isolated schools, and they often have limited access to the
resources' needed for academic success, such as highly qualified teachers, sma!.!' classes, 21 51 century
technology, and modern school buildings.
As the fastest growing racial or ethnic group in America's public schools"Hispanic students have the unique
potential to positively affect the economic and cultural future of the United States. Ensuring the promise of this
diverse group of learners requires the attention and <;ommitment of the entire country. We must work harder to
close the educational achievement gaps between Hispanic students and the nation as a whole .. This must begin
with high expectations for achievement, ch'!ar goals for what must be, accomplished, and specific benchmarks to
measure our progress.
This report defines national goals for improving the educational achievement ofHispanic students. These
include providing ,access to quality early childhood education, learning English, closing the academic
achievement gaps, increasing the rate of high school completion, and doubling the rate of postsecondary degree
attainment. These goals focus on results and, in some areas, include indicators that provide a clear picture of
"
the progr~ssthat must be made. In other areas, key indicators must be developed to effectively gauge progress
and achievement. This report is intended to serve not only as an annual measure of national progress, but as
.
.
,
tool for use by stakeholders at all levels and in all sectors t? galvanize action and
achievement throughout the country.
~oost
Hispanic student
�GOAL 1: Early Childhood
Ensure that Hispanic American children have access to high-quality early childhood
education and development programs and enter school prepared to succeed by increasing
the Hispanic participation rate to the national participation rate in high-quality programs
by 2010.
r
KEY OUTCOME INDICATOR:
Baseline
Year
'Percentage of 3-, 4-~ and 5-year~0Id children who were
enrolled in center-based or kindergarten programs. I
i
1999 !
Age
3
4
5
Hispanic
I
i
National
46%,
70%
93%
26%
. 640(0
89%
i
All percentages rounded.
OTHER OUTCOME INDICATORS:
Baseline
Year
Hispanic
Percentage of eligible children who were
enrolled in Head Start programs. 2
1998
National
' 40%
36% .
I
"
. , Percentage of 3-to 5-year-olds who were
read to by a family member on a daily basis. 3
1999
3
33%
53%
�GOAL 2: Learning English
Respecting the importance of multi-lingualism, age-specific learning needs, different
. research-based instructional approaches, and the variety of developmental levels at which
limited English proficient (LEP) children enterschool, by 2010 all states and school
districts will provide appropriate language instruction to ensure that all students
graduate f.-om high school having demonstrated proficiency in English.
KEY OUTCOME INDICATOR:
To be developed: There are more than 3.5 million children with limited English proficiency in U.S. schools.
These children need sufficient proficiency to succeed in the full academic program, however, there are no
national data on their progress in learning English. The Secretary of Education will be responsible for
developing an adequate indicator to regularly measure the English language proficiency of these students, such
as through the collection of state or national sample data.
4
�GOAL 3: Eliminating; the Achievement Ga'p
Provide a ,high-quality education'with appropriate resources and support to ensure equal
opportunity for all students in order to eliminate the achievement gap between Hispanic
students and other students on appropriate state assessments and other indicators by
2010.
KEY OUTCOME INDICATORS:
. To be developed: By 2001, under Title I of the Elementary and Secondary Education Act, states are required to
have aligned assessments that test all students at three grade intervals and report data disaggregated by race and
ethnicity, as well as by English proficiency.
Baseline
Hispanic National
Year
I
Percentage of elementary, middle, and high school students in
each state who scored at or above the proficient level on the'
reading and math sections.of aligned state assessments.
2001
I
Data
not yet
available
Data
not yet
available
I
OTHER OUTCOME INDICATORS:
Baseline
Year
Hispanic
National
Percentage ofJourt" graders who scored at or above the
proficient level on the re~ding section of the NAEP test. 4
1998
13%
31%
Percentage ofJourt" graders who sco~ed at or, above the
proficient level on the mathematics sectiori of the NAEP test. 5
'
.
1996 .
8%
22%
15%
33%
9%
24%
i
Percentage ofeigllt" graders who scored at or above the
proficient level on the reading section of the NAEP test. 6
199~
Percentage of eigllt" graders who scored at or above the
7
proficient level on the mathematics section of the NAEP test.
1996
I
i
Students' average mathematics SAT score.
s
1999
5
511
1999
Students' average verbal SAT score.
458
457
505
I
�GOAL 4: Eliminating the Gap in High School Completion
Increase the high school completion rate for Hispanic students to 90 percent by 2010 .
. KEY OUTCOME INDICATOR:
Baseline
Year
Hispanic
Percentage of 18- to 2~- year olds who had either
I high school diploma or a GED.9
.a
.
i
1998
National
63%
85%
I
I
I
OTHER OUTCOME INDICATORS:
Baseline
Year
Hispanic
,
National
Percentage of students ages 15 to 24 in grades 10-12 who were
enrolled in high school the previous October but were nol
enrolled and had not graduated by the following October. w
1998
'Percentage of students ages 16 to 24 born outside the U.S. * who
were nol enrolled in school and did not complete high school. 11
1997
39%
24%
Percentage offirsl generation'* students aged 16-24 born
within the U.S. who were not enrolled in school and
did not complete high school.
1997
15%
10%
9%
5%
I
*Individuals born in Puerto Rico and the U.S, territories are considered born outside th'e U.S..
Individuals are classified asjirsl generation if they were born in the 50 states or DC and at least one of their parents was not.
t:
.1
6
�r
GOA'L5: Increasing Postsecondary Completion,
,
\
..
,.
,
U()uble the percentage of Hispanic Americans who earn associate's and bachelor's "
degrees by 2 0 1 0 . '
"
.',
j
KEY OUTCOME INDICATORS:
-
Baseline
, ' Year 'Hispanic
Percentage 6f individuals ages 25.:. to,29 who
, held a bachelor's degree or higher. 12
1998
,10%
27%
"
,
-
. Percentage ,of individuals ages 25- to 29 who held '
I' an occupatio~al or academic a~sociate's degree.' '
National
1998
6%
9%
,.
I
OTHER QUTCOME INDICATORS:
Baseline
, Year HispaniC"
Percentage of high school gn;tdu~tes who completed
four years Of Eliglish and three years Qf mathematics,
science, and social studies. 13
' '!'f998
,
.
.
'
,'"
55%
!
..
,
I, 1~9~
.
55%
"
-'
J'
66%
I
/,
i
..
~
I
' Percentage of all 18- to 24-year-olds who.were ,
,enrolled in institution~ of higher education: " ,', ,
.
,
'
1998
,
.<.
1998
,
i
,
7
' 34%
45%
I
"
,
"
..
"
-!
r
Percentage orall 18- t024-ye~r-01q high school graduates
who were enrolled in institutions of higher.education. 15
' .
.
i
,
Percentageofindividualsag~s 16to 24 who had graduated from"
high school in the preceding 12 months and were enrolled in
, college'the following October. 14 : , ' "
"
, "
,
40%
"
,
National
,
"
"
20%
i
I
..
37%
�Sources
I
U.S. Department of Education, NCES. (2000). The Condition ofEducation 2000. Table2-1.
2
U.S. Department of Health and Human Services, Head Start Bureau. (June, 2000) Specialcomputation by
\\
Craig Turner.
3
U.S. Department of Education, NCES. (1999). National Household Education Survey, Parent Interview.
Special Tabulation by the Education Statistical Services Institute.
4
U.S. Department of Education, NCES, (1999). NAEP 1998 Reading, A Report Cardfor the Nation and the
States. Table 13-2.
5
U.S. Department of Education, NCES. (May, 2000). NAEP Summary data table
<http://www.nces.ed.gov/nationsreportcard/TABLES/SDTTOOL.HTM>
6
U.S.' Department of Education, NCES. (1999), NAEP 1998 Reading: A Report Card for the Nation and the
Stales, Table 15-1.
7 U.S.
Department of Education, NCES. (May, 2000). NAEP Summary data table
. <http://www.nces.ed:gov/nationsreportcard/TABLES/SDTTOOL.HTM>
&
'
The College Board. (2000). 1999 College-Bound Seniors. New York.
9
U.S. Depmtrpent of Education, NCES. (1999), Dropout Rates in the United States: 1998. Table 4.
10
U.S. Department of Education, NCES. (1999). Dropout Rates in the United States: 1998. Table 1.
II
U.S. Department of Education, NCES. (June, 2000). High School Dropouts by Race-Ethnicity and
Recency ofMigration. Indicator Of the Month.
12
U.S. Census Bureau. Population Division. Education & Social Stratification Branch '(999) Educational
Attainment in the United States: March 1998 (Update): Table 1.
,13
U.S. Department of Education. NCES.(1999). Digest ofEducation Statistics 1999. Table 142.
14
U.S. Department of Education, NCES. (1999) .. Condition ofEducatiOl} 2000. Table 32-1.
15
U.S. Department of Educatio'n, NCES. (1999). Digest ofEducation Statistics 1999. 'Table 189.
Cover Photo © Karen Sachar
t
'.
8
��, . l(e Indicators,of Hispanic .
tudent AchIevement: .
'.
i'
.'
.. National Goals and Benchmarks
for the Next Decade
�Key I'ndicators of Hispanic Student Achievement:
National Goals and Benchmarks' for the N,ext Decade
Education is the key to individual opportunity, the strength of our economy, and the vitality of our democracy.
In the 2] st century, this nation cannot afford to leave anyone behind. While the academic achievement and
educational attainment ofHispanic Americans has been moving in the right direction, untenable gaps still exist
,
.
, .
-
between Hispanic students and their counterparts in the areas of early childhood education, learning English,
academic achievement, and high school and college completion.
Hispanics will represent more than one-quarter of school-age children in the United States by 2025. These
children are more likely than others to be educationally and economically disadvantaged. Presently, 36 percent
.
,
of Hispanic students live in families whose income is below the poverty line. As a result, Hispankstudents are
concentrated in high-poverty, largely racially isolated schools, and they often have limited access to the
resources needed for academic success, such as hi~hly qualified teachers, small classes, 21 sl century
technology, and modem school buildings.
As the fastest growing racial or ethnic group in America's public schools, Hispanic students have the unique
potential to positively affect the economic and cultural future of the United States. Ensuring the promise of this
diverse group oflearners requires the attention and commitment of the entire country. We must work harder to
close the educational achievement gaps between Hispanic students and t~e nationas a whole,. This must begin
with high expectations for achievement, clear goals for what must be accomplished, and specific benchmarks to
measure our progress.
This report defines national goals for improving the educational achievement of Hispanic students. These
include providing access to quality early childhood education,Jearning English, closing the academic,
achievement gaps, increasing the rate of high school completion, and doubling the rate of postsecondary degree
,
•
•
.T
,
attainment. . These goals focus on results and, in some areas, include indicators that provide a clear picture of
,
the progress that must be made. In other areas, key indicators must be developed to effectively gauge progress
and achievemeilt. This report is intended to serve not only as an annual measure of national progress, but as
tool for use by stakeholders at all levels and in all
achievement throughout the country.
s~ctors
to galvanize action and boost Hispanic student
�GOAL 1: Early Childhood
Ensure that Hispanic American children have access to high-quality early childhood
education and development programs and enter school prepared to'succeed
increasing
the Hispanic participation rate to the national participation rate in high-quality programs
by 2010.
by
'/
KEY OUTCOME INDICATOR:
Baseline
Age
Year
Percentage of 3-, 4-, and 5-year:.old children who were
enrolled incenter-based or kindergarten programs. I '
1999
I
3
4
5
Hispanic· National
I
26%
,64%
89%
46%
70%
93%
I
All percentages rounded.
OTHER OUTCOME INDICATORS: .
Baseline
Year
Hispanic
National
I.
36%
40%
33%
53%
Percentage of eligible children who were
enrolled in Head Start programs. 2
1998
Percentage of 3-to 5-year-olds who were
read to by a family member on a daily basis?
1999
i
\.
3
�GOAL 1: Early Childhood
~
'/
Ensure that Hispanic American children have access to high-quality early childhood
education and developme~t programs and enter school prepared to' succeed
increasing
the Hispanic participation rate to the national participation rate in high-quality programs
by 2010.
by
KEY OUTCOME INDICA TOR:
Baseline
Year
Percentage of 3-,4-, and 5-year-old children who were
enrolled in center-based or kindergarten program~.1
1999
Age
Hispanic
·3
4
5
'·26%
64%
89%
National
\
I
46%
70%
93%
All percentages rounded.
OTHER OUTCOME INDICATORS: .
Percentage of eligible children who were
enrolled in Head Start programs. 2 .
Percentage of 3-to 5-year-olds who were
read to by a family member on a daily basis. 3
\
3
�GOAL 3: E·liminating the Achievement Gap
.,
'
. rovide a high-quality ,education with appropriate resources and support to ensure equal
P
opportunity for all students in order to eliminate the achievement gap between Hispanic
students and other students on appropriate state assessments and other indicators by
2010 . . '
KEY OUTCOME INDICATORS:
To be developed: By 2001, under Title I of the Elementary and Secondary Education Act, states ar~ required to
have aligned assessments that test all students at three grade intervals and report data disaggregated by race and
ethnicity, as well as by Englis~ proficiency.
Baseline
Hispanic National
Year
Percentage of elementary, middle, and high school students in ,..
each state who scored at or above the proficient level on the
reading and math sections of aligned state,assessments.
2001
Data
not yet
available
Data
not yet
available
OTHER OUTCOME INDICATORS:
Baseline
Year
Hispanic. National
Percentage of/ourtll graders who scored at or above the .
proficient level on the reading section of the NAEP test 4
·1998
!
13o/~
31%
8%
22%
Percentage Of/ourtll graders who scored at or above the '
proficient level on the mathematics sect.ion of the NAEPtest. 5
Percentage of eiglltll graders who scored at or above the'
proficient level.on the reading section of the NAEP test. 6
.
1998
.15%
33%
Percentage of eightli graders who scored at or above the
proficient level o~ the mathematics section of the NAEP test. 7
!
1996·
1996
9%
24%
Students' average mathematics SAT score. s
1999·
458
511
Students' average verbal SAT score.
1999
457
505
5
I
i
�GOAL 4: Eliminating the Gap in High School Completion
Increase the high school completion rate for Hispanic students to 90 percent by 2010.
KEY OUTCOME INDICA TOR:
Baseline
Year
Hispanic
Percentage of 18- to 24- year olds who had either
a high school diploma or a GED. 9 .
National
63%
OTHER OUTCOME INDICATORS:
Baseline
Year . HispaniC
Percentage of students ages 15 to 24 in grades.1 0-12 who were
enrolled in high school the previous October but were not
enrolled and had not graduated by the following October. IU .
Percentage of students ages 16 to '24 born outside the U.S. '" who
were not enrolled in school and did not complete high school. 11
i
I
1998
1997
Percentage ofjirst generation * students aged 16-24 born
within the U.S. who were not enrolled in school and
did not complete high school.
1997
National
5%
9%
i
I
39%
i
24%
15%
10%
I
, I
*Individuals born in Puerto Rico and the U.S. territories are considered born outside the U.S ..
Individuals are classitled asflrsl generalion if they .~ere born in the 50 states or DC and at least one of their pa~ents was not.
6
�GOAL 5: Increasing Postsecondary C9mpletion
Double the percentage of Hispanic Americans who earn associate,'s and bachelor's
degrees by 2010.
KEY OUTCOME INDICATORS:
, Baseline
Year
Percentage of individuals ages 25- to 29 who
held a bachelor's degree or higher. 12
Hispanic
10%
1998
National
i
27%
I
]998
Percentage of individuals ages 25-, to 29 who held
an occupational or academic associate's degree.
9%
6%
I
I
OTHER OUTCOME INDICATORS: .
,,',
Percentage of high school graduates who completed
four years of English and three years of mathematics,
science, and social studies. 13
, Percentage of individuals ages 16 to 24 who had graduated from
high school in the preceding 12 months and were enrolled in '
college the following October. 14
.Baseline
Year Hispanic
National
40%,
55%
55%
1998 i
66%
.\
I
I 1998
I
"
Percentage of all 18- to 24-year-old high school graduates
who were enrolled in institutio'ns of higher education'. 15
1998
Percentage of all 18- to 24-year-olds who were
enrolled in institutions of higher education.
I
1998
34%
45%
I
'
1
,
7
20%
\•
!
37%
I
�Sources
U.S. Department of Education, NCES. (2000).'The Condition ofEducation 2000. Table 2-l.
I
2
.
'
U.S. Department of Health and Human Services, Head Start Bureau. (June, 2000) Special computation by
Craig Turner.
3
U.S. Department of Education, NCES. (1999). National Household Education Survey, Parent Interview ..
Special Tabulation by the Education Statistical Services Institute.
4
U.S. Department of Education, NCES. (1999). NAEP 1998 Reading. A Report Cardfor the Nation and the
Slates. Table 13-2.
5
U.S. Department of Education, N·CE;S. (May, 2000); NAEP Summary data table
<http://www.nces.ed.gov/nationsreportcard/TABLES/SDTTOOL.HTM>
'1 6
U.S. Depattment of Education, NCES. (1999). NAEP 1998 Reading: A Report Cardfor the Nation and the
Slates. Table 15-1.
7
U.S. Department of Education, NCES. (May, 2000). NAEP Summary data table
<http://www.nces.ed.gov/nationsreportcard/TABLES/SDTTOOL.HTM>
'.'
..
8
The College Board. (2000). 1999 College-Bound Seniors. New York:
.9
U.S. Department of Education, NCES. (1999). Dropout Rates in the United States: 1998. Table 4.
10
U.S~ Department ~f Education, NCES. (1999). Dropout Rates in the United States: 1998.. Table 1.
II
U .~. Department of Education, NCES. (June, 7000). High School propouts by Race-Ethnicity and
Recency ofMigration. Indicator of the Month.
12
U.S. Census Bureau. Populatio~ Division. Education & Social Stratification Branch (1999) Educational
Atlainment in the United States: March 1998 (Update). Table 1.
13
U.S. Department of Education. NCES. (1999). Digest ofEducation Statistics 1999. Table 142.
14
U.S. Department of Education, NCES. (1999). Condition ofEduc(ltion 2000. Table 32-1.
15
U.S. Department of Education, NCES. (1999). Digest ofEducation Statistics 1999. Table 189..
"
, "
Cover Photo © Karen Sachar
8
,/
��
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Andrew Rotherham - Education Series
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The Education Series highlights topics relating to class size reduction, test preparation, the Elementary and Secondary Education Act, charter schools, the digital divide, distance learning, youth violence in schools, teacher salaries, social promotion, Hispanic education, standardized testing, and after-school programs. The records include reports, draft legislation, memoranda, correspondence to and from organizations and community leaders that focus on education issues, articles, publications, email, and fact sheets relating to the Administration’s progress on education.
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2011-0103-S
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Box 8
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-edu.pdf">Collection Finding Aid</a>
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