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Indicator 2. Population Projections of Young People
Projections of the population, birth to age 24, by race/ethnicity and age:
1993 to 2020
Percent
Population, in millions
change
Race/ethnicity
and age
1993
2000
1993
1995
2000
2005
2010
2015
2020
to
to
2000
2020
Total, all ages
257.8
263.4
276.2
288.3
300.4
313.1
325.9
7.2
18.0
All races, 0 to 24
92.8
94.5
97.7
101.4
103.8
106.3
108.2
5.3
10.8
Under 5
19.7
20.2
19.4
19.3
20.0
21.1
22.0
-1.3
13.0
5 to 13
33.5
34.3
36.5
36.8
36.2
36.9
38.7
9.1
5.9
14 to 17
13.9
14.6
15.8
16.9
17.4
17.0
17.1
13.5
8.3
18 to 24
-25.7
25.5
25.9
28.2
30.2
31.3
30.5
1.0
17.5
White, non-Hispanic, 0 to 24
63.0
63.4
63.2
63.1
62.0
60.8
59.2
0.3
-6.3
Under 5
12.9
13.0
11.9
11.3
11.3
11.5
11.5
-7.3
-3.3
5 to 13
22.8
23.0
23.5
22.6
21.1
20.6
20.9
29
-11.2
14 to 17
9.5
9.9
10.5
10.8
10.6
9.8
9.4
10.1
-10.3
18 to 24
17.7
17.4
17.2
18.5
19.0
18.8
17.4
-2.7
0.9
Hispanic, 0 to 24
12.2
12.7
14.5
16.4
18.4
20.4
22.3
19.1
54.1
Under 5
3.0
3.1
3.3
3.6
4.0
4.5
4.9
11.0
50.2
5 to 13
4.3
4.6
5.5
6.2
6.7
73
8.1
29.8
47.0
14 to 17
1.7
1.8
2.1
2.6
2.9
1
3.4
23.6
60.6
18 to 24
3.2
3.2
3.5
4.1
4.9
5.5
5.9
10.1
65.0
Black, non-Hispanic, 0 to 24
13.5
13.9
14.6
15.4
16.1
16.8
17.4
8.0
19.7
Under 5
3.0
3.1
3.0
3.1
3.3
3.5
3.7
2.6
20.8
5 to 13
4.9
5.0
5.5
5.7
5.7
6.0
6.4
12.9
15.4
14 to 17
21
2.2
2.3
2.6
2.7
2.7
2.8
11.5
20.0
18 to 24
3.6
3.6
3.7
4.0
4.4
4.6
4.6
3.9
24.9
Other, non-Hispanic, 0 to 24¹
4.2
4.6
5.5
6.4
7.4
8.3
9.2
31.3
69.2
Under 5
0.9
1.0
1.2
1.3
1.5
1.6
1.8
31.2
54.1
5 to 13
1.5
1.6
2.0
2.4
2.7
3.0
3.3
32.5
67.2
14 to 17
0.6
0.7
0.9
1.0
1.2
1.4
1.5
45.1
73.3
18 to 24
1.2
1.3
1.4
1.7
2.0
2.3
26
22.7
82.0
'Includes American Indians, Alaskan Natives, and Asian and Pacific Islandera
NOTE: Details may not add to totals because of rounding.
SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Reports, Population Projections
of the United States, by Age, Sex, Race, and Hispanic Origin: 1993 to 2050 and U.S. Population Estimates, by Age,
Sex Race, and Hispanic Origin: 1990 to 1994, PPL-21.
16
Indicator 2. Population Projections of Young People
Percent change in 0- to 24-year-olds, by race/ethnicity and age: 1993 to 2000
Perc ent change. 1993 to 2000
60
50
40
30
20
10
0
-10
Under 5
5 to 13
14 to 17
18 to 24
Age
White
Hispanic
Black
Other
SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Reports, Population Projections
of the United States, by Age, Sex, Race, and Hispanic Origin: 1993 to 2050 and U.S. Population Estimates, by Age,
Sex Race, and Hispanic Origin: 1990 to 1994, PPL-21.
The school-age population (ages 5 to 17) is expected to increase through the end of the
century. Increasing numbers of minorities are expected in all age groups. The white non-
Hispanic population will decrease by about 7 percent in the preschool age range and by
about 3 percent in the college age range between 1993 and 2000. The population of
Asians and American Indians in the high school age range is expected to increase even
more apidly than other minority groups.
17
Indicator 10. Families with Children
Number and percent of families with own children under 18 years old, by family
type and race/ethnicity of family householder: 1950 to 1994
[Numbers in thousands]
Families with own children under 18
Total
Total
Married-couple families
Single-parent families²
Year
families
Percent of
Percent of
Percent of
Number
total
Number
all families
Number
all families
families
with children
with children
All families
1950
39,193
20,267
51.7
18,772
92.6
1,495
7.4
1960
45,062
25,662
56.9
23,333
90.9
2,329
9.1
1970
51,237
28,666
55.9
25,406
88.6
3,260
11.4
1975
55,712
30,057
54.0
25,169
83.7
4,888
16.3
1980
58,426
30,517
52.2
24,568
80.5
5,949
19.5
1985
62,706
31,112
49.6
24,210
77.8
6,902
22.2
1990
66,090
32,289
48.9
24,537
76.0
7,752
24.0
1991
66,322
32,401
48.9
24,397
75.3
8,004
24.7
1992
67,173
32,746
48.7
24,420
74.6
8,326
25.4
1993
68,144
33,257
48.8
24,707
74.3
8,550
25.7
1994 3
68,490
34,018
49.7
25,058
73.7
8,961
26.3
White 4
1970
46,022
25,439
55.3
23,170
91.1
2,269
8.9
1975
49,451
26,092
52.8
22,722
87.1
3,370
12.9
1980
51,389
26,162
50.9
22,153
84.7
4,008
15.3
1985
54,400
28,169
51.8
24,078
85.5
4,091
14.5
1990
56,590
26,718
47.2
21,579
80.8
5,138
19.2
1993
57,858
27,335
47.2
21,686
79.3
5,650
20.7
1994 3
57,870
27,642
47.8
21,884
79.2
5,758
20.8
Black 4
1970
4,774
2,934
61.5
1,965
67.0
969
33.0
1975
5,498
3,475
63.2
2,013
57.9
1,462
42.1
1980
6,042
3,731
61.8
1,884
50.5
1,847
49.5
1985
6,778
3,890
57.4
1,822
46.8
2,068
53.2
1990
7,470
4,378
58.6
1,972
45.0
2,405
54.9
1993
7,888
4,560
57.8
1,945
42.7
2,616
57.4
1994 3
7,989
4,793
60.0
1,924
40.1
2,868
59.8
Hispanic 5
1980
3,100
2,133
68.8
1,651
77.4
482
22.6
1985
3,939
2,602
66.1
1,892
72.7
710
27.3
1990
4,840
3,051
63.0
2,188
71.7
863
28.3
1993
5,318
3,345
62.9
2,355
70.4
990
29.6
1994 3
5,940
3,790
63.8
2,609
68.8
1,181
31.2
1 "Own" children in a family are sons and daughters, including stepchildren and adopted children, of the householder.
2 Includes unmarried couples
3 Based on 1990 Census.
4 Includes Hispanics.
5 Hispanics may be of any race.
NOTE: Because of rounding, details may not add to totals.
SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Reports, Series P-20, Household
and Family Characteristics, various years.
32
Indicator 11. Children of Single Parents
Number and percent of own children under 18 years old in married-couple and
single-parent families, by race/ethnicity of family householder: 1950 to 1994
[Numbers in thousands]
Number and percent of own children under 18
Number of own 1
Year
children under 18
Married-couple families
Single-parent families
Number
Percent
Number
Percent
All races
1950
42,253
39,252
92.9
3,002
7.1
1955
54,712
48,655
88.9
6,057
11.1
1960
64,519
-
-
-
-
1965
66,014
59,557
90.2
6,457
9.8
1970
66,714
59,143
88.7
7,571
11.3
1975
62,733
52,611
83.9
10,122
16.1
1980
57,700
46,810
81.1
10,890
18.9
1985
57,658
45,556
79.0
12,102
21.0
1990
59,013
45,907
77.8
13,105
22.2
1992
60,490
45,955
76.0
14,536
24.0
1993
61,184
46,476
76.0
14,709
24.0
1994 3
62,582
47,231
75.5
15,352
24.5
White
4
1970
57,446
52,791
91.9
4,655
8.1
1975
53,608
47,086
87.8
6,522
12.2
1980
48,739
41,903
86.0
6,836
14.0
1985
47,975
40,218
83.8
7,757
16.2
1990
48,522
40,251
83.0
8,270
17.0
1993
49,788
40,543
81.4
9,245
18.6
1994 3
50,750
41,249
81.3
9,501
18.7
Black 4
1970
8,462
5,619
66.4
2,843
33.6
1975
8,095
4,598
56.8
3,497
43.2
1980
7,724
3,845
49.8
3,879
50.2
1985
7,741
3,689
47.7
4,052
52.3
1990
8,151
3,722
45.7
4,430
54.3
1993
8,685
3,744
43.1
4,941
56.9
1994 3
8,884
3,602
40.5
5,282
59.5
Hispanic
5
1980
4,631
3,643
78.7
988
21.3
1985
5,663
4,171
73.7
1,492
26.3
1990
6,478
4,763
73.5
1,715
26.5
1993
6,867
4,910
71.5
1,957
28.5
1994 3
8,268
5,865
70.9
2,402
29.1
Data not available.
1 "Own" children in a family are sons and daughters, including stepchildren and adopted children, of the householder.
Excludes householders under 18 years, subfamily reference persons, and their spouses.
2 Includes unmarried couples
3 Based on 1990 Census.
4 Includes Hispanics.
5 Hispanics may be of any race.
NOTE: Because of rounding, details may not add to totals.
SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Reports, Series P-20, Household
and Family Characteristics, various years; and Marital Status and Living Arrangements, nos. 433, 445 and 450.
34
Indicator 12. Family Formation
Formation of families by the high school class of 1992,1 by graduation status,
sex, race/ethnicity, and activity status: 1994
Sex
Race/ethnicity
Activity status
Family situations
Total
Home-
Male
Female
White
Black
Hispanic
Student
Working
maker
High school graduates and GED recipients
Marital status
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
Single
85.3
89.3
81.3
85.2
89.1
80.7
96.8
78.0
24.6
Married
7.9
5.4
10.5
8.2
3.2
12.4
1.6
10.5
50.2
Living with partner³
6.0
4.9
7.1
5.7
7.5
6.1
1.5
10.2
20.8
Divorced
0.8
0.5
1.1
0.9
0.1
0.9
0.1
1.3
4.4
Number of biological children
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
None
88.3
93.0
83.5
91.3
75.6
81.2
95.5
84.7
26.9
Total with children
11.7
7.0
16.5
8.7
24.4
18.8
4.5
15.3
73.1
One
9.4
6.0
12.9
7.4
17.6
15.2
2.9
12.8
56.0
Two
2.1
0.9
3.3
1.3
6.2
3.1
1.5
2.5
14.8
Three or more
0.2
0.1
0.3
0.1
0.6
0.5
0.1
0.1
2.4
Age at birth of first child
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
14 or younger
2.3
1.2
2.7
1.0
5.6
1.5
1.3
1.3
0.4
15
3.2
2.2
3.6
1.7
6.8
2.1
6.3
2.9
3.8
16
7.7
2.8
9.5
5.4
9.4
11.7
6.8
7.0
6.8
17
16.3
9.9
18.8
19.7
12.7
9.0
30.1
14.8
13.1
18
23.4
23.1
23.5
26.0
21.1
20.1
19.1
26.1
21.7
19
30.6
35.8
28.5
33.2
28.3
26.5
24.6
30.4
31.1
20 or older
16.6
25.0
13.4
13.0
16.1
29.1
11.9
17.5
23.1
Father or mother of a child
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
Living with child
67.8
44.7
77.9
73.2
60.1
59.3
65.6
63.3
78.2
Not living with child
32.2
55.3
22.1
26.8
39.9
40.7
34.4
36.7
21.8
High school dropouts and other noncompleters ⁴
Marital status
100.0
100.0
100.0
100.0
100.0
100.0
-
100.0
100.0
Single
62.1
71.4
52.1
54.7
90.6
51.3
-
67.7
34.3
Married
19.2
12.9
26.1
24.0
3.7
23.6
-
15.4
41.8
Living with partner³
14.1
10.7
17.8
14.9
4.9
21.7
-
11.4
19.6
Divorced
4.6
5.1
4.0
6.3
0.9
3.4
1
5.6
4.4
Number of biological children
100.0
100.0
100.0
100.0
100.0
100.0
-
100.0
100.0
None
51.9
66.6
36.0
58.2
45.6
43.4
-
60.1
12.1
Total with children
48.1
33.4
64.0
41.8
54.4
56.6
-
39.9
87.9
One
32.0
26.5
37.9
29.7
34.6
34.5
-
30.5
42.3
Two
11.7
5.4
18.4
9.8
12.7
15.7
-
7.8
29.4
Three or more
4.4
1.5
7.7
2.2
7.0
6.4
-
1.7
16.3
Age at birth of first child
100.0
100.0
100.0
100.0
100.0
100.0
I
100.0
100.0
14 or younger
2.0
0.2
3.0
0.9
4.0
3.4
I
2.1
2.9
15
3.3
0.7
4.7
1.8
7.0
4.4
1
2.1
5.7
16
9.1
2.6
12.7
7.7
14.5
9.4
-
6.9
10.5
17
20.3
11.9
25.1
20.2
21.7
18.5
I
18.2
21.5
18
23.4
21.0
24.8
23.5
21.5
22.2
-
20.3
22.1
19
27.9
42.0
20.1
32.8
15.4
29.2
-
34.2
25.6
20 or older
14.0
21.7
9.7
13.2
15.9
13.0
-
16.3
11.6
Father or mother of a child
100.0
100.0
100.0
100.0
100.0
100.0
-
100.0
100.0
Living with child
71.1
51.3
82.0
73.4
62.6
73.4
-
65.2
86.2
Not living with child
28.9
48.7
18.0
26.6
37.4
26.6
-
34.8
13.8
-Data not available because of low number of respondents.
1 References to the class of 1992 are based on students in eighth grade in 1988 who would have been expected to
graduate in 1992. This includes students who left school between 1988 and 1992.
2 Primary activity in spring 1994. Includes only those individuals whose activities were exclusively in the listed cat-
egories. For example, tabulation excludes persons who were working and attending school.
3 Partners are those persons in marriage-like relationships.
4 Dropouts from the high school class of 1992 who may have left any time after the middle of the 8th grade. Also in-
cludes some who were still enrolled in high school in 1994.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal
Study of 1988, Third Followup survey.
36
Indicator 16. Median Family Income
&
Median family income, by race/ethnicity of head of household: 1950 to 1993
Year
All families
White 1
Black 1
Hispanic 2
Current dollars
1950
$3,319
$3,445
3 $1,869
-
1955
4,418
4,613
3,544
-
1960
5,620
5,835
³,230
-
1965
6,957
7,251
3,993
-
1970
9,867
10,236
6,279
-
1975
13,719
14,268
8,779
$9,551
1980
21,023
21,904
12,674
14,716
1985
27,735
29,152
16,786
19,027
1986
29,458
30,809
17,604
19,995
1987
30,970
32,385
18,406
20,300
1988
32,191
33,915
19,329
21,769
1989
34,213
35,975
20,209
23,446
1990
35,353
36,915
21,423
23,431
1991
35,939
37,783
21,548
23,895
1992
36,573
38,670
21,103
23,555
1993
36,959
39,300
21,542
23,654
Constant 1993 dollars 4
1950
19,900
20,656
3 11,206
-
1955
23,821
24,872
3 13,717
-
1960
27,435
28,485
3 15,768
-
1965
31,914
33,263
3 18,317
-
1970
36,747
38,121
23,384
-
1975
36,848
38,322
23,579
25,653
1980
36,867
38,412
22,226
25,807
1985
37,246
39,149
22,543
25,552
1986
38,838
40,620
23,210
26,362
1987
39,394
41,194
23,413
25,822
1988
39,320
41,426
23,610
26,590
1989
39,869
41,922
23,550
27,322
1990
39,086
40,813
23,685
25,905
1991
38,129
40,085
22,861
25,351
1992
37,668
39,828
21,735
24,260
1993
36,959
39,300
21,542
23,654
Data not available.
, Includes Hispanics.
2 Hispanics may be of any race.
3 Data include both blacks and other races. Figures are not precisely comparable to data for later years.
4 Figures adjusted by the Consumer Price Index.
SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Reports, Series P-60, Money In-
come of Families and Persons in the United States, nos. 105 and 157; Money Income of Households, Families, and
Persons in the United States, nos. 162, 174, and 180; Money Income and Poverty Status in the United States, nos.
166 and 168; and Income, Poverty, and Valuation of Noncash Benefits, no. 188. U.S. Department of Labor, Bureau
of Labor Statistics, Consumer Price Index.
44
Indicator 16. Median Family Income
Median family income, by race/ethnicity: 1950 to 1993
Constant 1993 dollars
$50,000
45,000
40,000
White
35,000
All families
30,000
Hispanic
25,000
Black*
20,000
15,000
10,000
5,000
0
1950
1955
1960
1965
1970
1975
1980
1985
1990
1993
Year
* Data for years before 1967 include other races.
SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Reports, Series P-60, Money In-
come of Families and Persons in the United States, nos. 105 and 157; Money Income of Households, Families, and
Persons in the United States, nos. 162, 174, and 180; Money Income and Poverty Status in the United States, nos.
166 and 168; and Income, Poverty, and Valuation of Noncash Benefits, no. 188. U.S. Department of Labor, Bureau
of Labor Statistics, Consumer Price Index.
In contrast to the sizeable increase in median family income in the 1950s and 1960s, fam-
ily income in the 1970s showed no real gains. After posting modest increases during the
mid-1980s, incomes for all families leveled off during the late 1980s and then declined
between 1989 and 1993. Income in black and Hispanic households remained much less
than in white households.
45
Indicator
21. Poverty
Number and percent of related children under 18 years old living In poverty, by
family status and race/ethnicity of family householder: 1960 to 1934
All
Families with female householder, no
families
Percent of all poor
spouse present 1
related children living
Year
in families with fe-
Number of children
Number of children
Percent of children
Percent of children
male househölder,
under 18 in poverty,
under 18 in poverty
under 18 in poverty.
(in thousands)
(in thousands)
under 18 in poverty
no spouse present 1
All races
1960
17.288
26.5
4,095
68.4
23.7
1970
10.235
14.9
4,689
53.0
45.8
1975
10,882
16.8
5,597
52.7
51.4
1980
11,114
17.9
5.866
50.8
528
1985
12.483
20.1
6.716
53.6
53.8
1969
12.001
19.0
6,806
51.1
56.7
1390
12.715
19.9
7,363
53.4
57.9
1992
14.521
21.6
8,368
54.6
57.6
1993
14.361
220
8,503
53.7
56.8
1994
14.610
21.2
8,427
52.9
57.7
White 2
1960
11.229
20.0
2.357
59.9
21.0
1970
6,138
10.5
2.247
43.1
36.6
1975
6.748
125
2.813
44.2
41.7
1980
6.817
13.4
2,813
41.6
41.3
1985
7.838
15.6
3.372
45.2
43.0
1989
7,164
14.1
3,320
42.8
46.3
1990
7,696
15.1
3.597
45.9
46.7
1992
8.752
16.5
3,960
45.9
45.2
,993
9.123
17.0
4,102
45.6
45.0
1994
8,826
16.3
4,099
45.7
46.4
Black 2
1959
5.022
55.5
1,475
81.6
29.4
1970
3.922
41.5
2.383
67.7
60.8
1975
3884
41.4
2,724
66.0
701
1960
3.906
421
2,944
64.8
75.4
1965
4,057
43.1
3,181
66.9
78.4
1969
4,257
43.2
3.256
62.9
76.5
1990
4,412
44.2
3,543
64.7
80.3
1992
5.015
46.3
4,096
67.1
81.7
1993
5,030
45.9
4,104
55.9
81.6
1994
4,787
43.3
3,935
63.2
822
Hispanic 3
1973
1,364
27.8
606
68.7
44.4
1975
1,619
33.1
694
60.4
429
1980
1,718
33.0
809
65.0
47.1
1965
2,512
39.6
1,247
72.4
49.6
1969
2,496
35.5
1,163
65.0
46.6
1990
2.750
37.7
1,314
68.4
47.8
1992
3.440
39.0
1,504
65.9
43.7
1993
3.666
39.9
1,673
66.1
45.6
1994
3,955
41.1
1,804
68.3
45.8
, The householder IS the person in whose name the housing unit is owned or rented.
2 Includes Hispanics.
3 Hispanics may be of any race.
SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Reports, Senes P-20, Character-
isnes of the Population Below the Poverty Level, various years; Series P-60, Money income and Poverty Status of Fami-
Hes and Persons in the United States various years; Series P-60, Poverty in the United States 1991, no. 181, income,
Poverty, and Valuation of Noncash Benefits: 1993, no. 188; and unpublished data
54
Indicator 27. Race of Students
Percent of students 3 to 34 years old, by race/ethnicity and level of enrollment:
Fall 1960 to fall 1994
Elementary and high schools
Year
Total
Elementary
High
Colleges
schools
1
schools 2
Percent of students who are white, non-Hispanic
1960³⁴
86.6
85.8
89.0
93.6
1965
85.9
85.2
87.5
93.7
19704
85.0
84.4
86.5
91.2
1975
77.4
76.9
78.4
84.0
1980
74.5
73.7
75.9
83.0
1985
71.3
70.2
73.3
80.8
1968
69.7
69.0
71.3
78.8
1989
69.3
68.9
70.1
79.4
1990
68.9
68.8
69.1
78.7
1991
68.8
68.6
69.2
76.9
1992
68.4
68.2
68.7
76.1
1993
68.4
68.5
68.2
75.3
1994
67.2
67.2
67.1
73.8
Percent of students who are black, non-Hispanic
1960³.⁵
13.4
14.2
11.0
6.4
19655
14.1
14.8
125
6.3
19704
13.8
14.3
125
7.0
1975
14.5
14.7
14.0
9.6
1980
15.2
15.3
15.0
9.8
1985
15.5
15.8
15.1
9.5
1988
15.8
15.8
15.6
10.0
1989
15.8
15.7
16.0
10.1
1990
15.7
15.8
15.3
10.3
1991
15.9
15.9
16.0
10.3
1992
15.9
15.8
16.1
10.3
1993
15.9
15.6
16.3
10.8
1994
16.0
15.9
16.3
11.9
Percent of students who are Hispanic
1975
6.5
6.8
6.0
4.2
1980
8.1
8.6
7.2
4.4
1985
9.7
10.4
8.3
5.3
1968
10.5
11.2
8.9
6.0
1989
10.9
11.3
9.9
5.8
1990
11.2
11.2
11.3
5.5
1991
11.1
11.3
10.5
6.2
1992
11.3
11.4
11.1
6.9
1993
11.5
11.5
11.5
7.5
1994
13.0
13.1
127
8.0
1 Includes grades 1 through 8.
2 Includes grades 9 through 12
3 Excludes 3- and 4-year-olds
4 Includes persons of Hispanic origin.
6 Includes other races and persons of Hispanic origin.
NOTE: Enrollment includes students in any type of graded public, parochial, or other private school in regular school
systems Includes elementary schools, secondary schools, colleges, universities, and professional schools. Attendance
may be either fuil-time or part-time and during the day or night Enrollments in special schools, such as trade schools,
business colleges, or correspondence schools, are not included.
SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Survey, unpublished data.
68
Indicator 27. Race of Students
Percent of students who are black or Hispanic, by level of enrollment:
Fall 1960 to fall 1994
Percent
20
18
Blacks in elementary
16
and high school
14
12
Blacks in college
10
8
Hispanics in elementary
and high school
6
4
Hispanics in college
2
O
1960
1965
1970
1975
1980
1985
1990
1994
Year
NOTE: Data for blacks between 1960 and 1970 include other races.
SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Survey, unpublished data.
Between 1975 and 1994, the proportion of white students declined at both the elemen-
tary/secondary and college levels. After increasing between 1975 and 1985, the propor-
tion of blacks in elementary schools remained stable through 1994. The proportion of
college students who are black has risen since 1985. Since 1975, the proportion of His-
panic students grew at all levels.
69
Indicator
28. School Completion
Percent of 25- to 29-year-olds completing high school and college, by age and
race/ethnicity: 1940 to 1995
nest kivel of education completed
Completed high school
Year
Less than 4 years
of high school
Total
4 years of high
4 years of high
4 or more
school and
school only
some college
years of college
All races
1940
61.9
38.1
-
-
5.9
1950
47.2
528
-
-
7.7
1960
39.3
60.7
37.5
122
11.0
1970
24.6
75.4
44.1
14.9
16.4
1980
14.6
85.4
40.7
222
225
1990
14.3
85.7
41.2
21.3
23.2
1992
137
86.3
37.4
25.3
23.6
1993
13.3
86.7
35.7
27.4
23.7
1994
13.9
86.1
34.0
28.8
23.3
1995
13.2
86.9
328
29.4
24.7
White 1
1940
58.8
41.2
-
-
6.4
1950
43.7
56.3
-
-
8.2
1960
36.3
63.7
39.1
128
11.8
1970
222
77.8
45.0
15.5
17.3
1980
13.1
86.9
407
225
23.7
1990
13.7
86.3
41.0
21.1
24.2
1992
129
87.1
36.8
25.3
25.0
1993
127
87.3
35.0
27.5
24.7
1994
13.5
86.5
33.3
29.0
24.2
1995
126
87.4
320
29.4
26.0
Black 1
19402
87.7
123
-
-
1.6
19502
76.4
23.6
-
-
28
1960²
61.4
38.6
25.5
7.7
5.4
1970
43.8
56.2
39.0
9.9
7.3
1980
23.1
76.9
44.1
21.1
11.7
1990
18.4
81.6
45.7
226
13.4
1992
19.1
80.9
44.7
24.9
11.3
1993
17.3
827
425
27.0
13.2
1994
15.9
84.1
422
28.2
13.7
1995
13.5
86.5
41.7
29.6
15.3
Hispanic
3
1980
421
57.9
34.8
15.4
7.7
1990
41.9
58.1
34.8
15.2
8.2
1992
39.1
609
323
19.1
9.5
1993
39.1
60.9
31.2
21.4
8.3
1994
39.7
60.3
29.3
23.0
8.0
1995
429
57.1
28.4
19.9
8.9
Data not available.
1 Includes Hispanics.
2 Includes other races.
3 Hispanics may be of any race.
NOTE: Because of rounding, percentages may not total 100 percent.
SOURCE: U.S. Department of Commerce, Bureau of the Census, 1960 Census of Population, vol. 1, part 1; Current
Population Reports. Series P-20, Educational Attainment ⑉ the United States, various years; and unpublished data.
70
Indicator
29. Dropouts
Percent of high school dropouts among persons 16 to 24 years old, by sex and
race/ethnicity: October 1967 to October 1994
Sex
Race/ethnicity
Year
All
persons
Male
Female
White,
Black,
non-Hispanic
non-Hispanic
Hispanic
1967
17.0
16.5
17.3
1 15.4
128.6
-
1970
15.0
14.2
15.7
1 13.2
1 27.9
-
1975
13.9
13.3
14.5
11.4
22.9
29.2
1980
14.1
15.1
13.1
11.4
19.1
35.2
1981
13.9
15.1
12.8
11.4
18.4
33.2
1982
13.9
14.5
13.3
11.4
18.4
31.7
1983
13.7
14.9
12.5
11.2
18.0
31.6
1984
13.1
14.0
12.3
11.0
15.5
29.8
1985
12.6
13.4
11.8
10.4
15.2
27.6
1986
12.2
13.1
11.4
9.7
14.2
30.1
1987
12.7
13.2
12.1
10.4
14.1
28.6
1988
12.9
13.5
12.2
9.6
14.5
35.8
1989
12.6
13.6
11.7
9.4
13.9
33.0
1990
12.1
12.3
11.8
9.0
13.2
32.4
1991
12.5
13.0
11.9
3.9
13.6
35.3
19922
11.0
11.3
10.7
1.7
13.7
29.4
19932
11.0
11.2
10.9
7.9
13.6
27.5
19942
11.5
12.3
10.6
7.7
12.6
30.0
Data not available.
1 Includes Hispanics.
2 Because of changes in data collection procedures, data may not be comparable with figures for earlier years.
NOTE: "Status" dropouts are persons who are not enrolled in school and who have not completed high school. People
who have received GED credentials are counted as completing high school.
SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Survey, unpublished tabulations.
72
Indicator 29. Dropouts
Percent of persons 10 to 24 years old who are dropouts, by sex and
race/ethnicity: October 1967 to October 1994
Percent
40
Hispanic
30
Black
20
Male
White
Female
10
O
1967
1970
1975
1980
1985
1990
1994
Year
SOURCE: U.S. Department of Commerce, Bureau of the Census, Current Population Survey, unpublished tabulations.
The proportion of all 16- to 24-year-olds who were dropouts fell between 1980 and 1994.
The dropout rate for blacks fell more rapidly, from 19 percent in 1980 to 13 percent in
1994. The Hispanic dropout rate has not declined and remains by fai the highest at 30
percent.
73
Indicator 33. Reading Proficiency
Student proficiency in reading, by age and selected characteristics of students:
1971 to 1992
Selected characteristics
9-year-olds
13-year-olds
17-year olds¹
of students
1971
1980
1990
1992
1971
1980
1990
1992
1971
1980
1990
1992
Total
208
215
209
210
255
258
257
260
235
286
290
290
Sex
Male
201
210
204
206
250
254
250
254
279
282
284
284
Female
214
220
214
215
261
263
263
265
291
289
296
296
Race/ethnicity
White
214
221
217
218
261
264
262
266
291
293
297
297
Black
170
189
182
184
222
233
242
238
239
243
267
261
Hispanic
(2)
190
189
192
(2)
237
238
239
(2)
261
275
271
Parental education (as reported by students)³
Not high school graduate
189
194
193
195
238
238
241
239
261
262
270
271
Graduated high school
208
213
209
207
256
254
251
252
283
278
283
281
Post high school
224
226
218
220
270
271
267
270
302
299
300
299
Reading materials in the home⁴
Less than 3 items
186
-
196
197
227
I
240
241
246
-
271
269
3 items
208
-
211
214
249
-
255
256
274
i
286
286
4 items
223
-
226
224
266
-
266
271
296
299
299
Control of school
Public
-
214
208
209
-
257
255
257
I
284
289
288
Private
-
227
228
225
-
271
270
276
-
298
311
310
-Data not available.
1 All participants of this age were in school.
= Test scores of Hispanics were not tabulated separately
A quarter to a third of the 9-year-olds did not know their parents' education level.
The four items in the scale were: newspapers, magazines, more than 25 books, and an encyclopedia in the home.
NOTE: The NAEP scores range from 0 to 500, but have been evaluated at certain performance levels. A score of
300 implies an ability to find, understand, summarize, and explain relatively complicated literary and informational mate-
rial. A score of 250 implies an ability to search for specific information, interrelate ideas, and make generalizations about
rather lengthy literature, science, and social studies materials. A score of 200 implies en ability to understand, combine
ideas, and make inferences based on short uncomplicated passages about specific or sequentially related information
A score of 150 implies an ability to follow written directions and select phrases to describe simple pictures.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational
Progress, Trends in Academic Progress; and NAEP 1992 Trends in Academic Progress.
80
Indicator 33. Reading Proficiency
Reading proficiency of 9- and 17-year-olds, by race/ethnicity: 1971 to 1992
Average score
9-year-olds
Average score
17-year-olds
350
350
300
300
White
Hispanic
250
250
White
Black
200
200
Hispanic
Black
150
150
100
100
50
50
0
0
19/1
1975
1980
1984
1988
1992
1971
1975
1980
1984
1988
1992
Year
Year
NOTE: NAEP scores range from O to 500.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational
Progress, NAEP 1992 Trends in Academic Progress.
Average reading performance for 9-year-olds was about the same in 1992 as it was in
1971. However, the performance of 13- and 17-year-olds improved slightly. Hispanic and
black 17-year-olds were reading significantly better in 1992 than in 1980. Although there
is still a performance gap between white and black students, the gap narrowed between
1971 and 1988. However, since 1988, the gap widened again for 13- and 17-year-olds.
81
Indicator 33. Reading Proficiency
Student proficiency in reading, by age and selected characteristics of students:
1971 to 1992
Selected characteristics
9-year-olds
13-year-olds
17-year-olds¹
of students
1971
1980
1990
1992
1971
1980
1990
1992
1971
1980
1990
1992
Total
208
215
209
210
255
258
257
260
285
286
290
290
Sex
Male
201
210
204
206
250
254
250
254
279
282
284
284
Female
214
220
214
215
261
263
263
265
291
289
296
296
Race/ethnicity
White
214
221
217
218
261
264
262
266
291
293
297
297
Black
170
189
182
184
222
233
242
238
239
243
267
261
Hispanic
(2)
190
189
192
(2)
237
238
239
(2)
261
275
271
Parental education (as reported by students)³
Not high school graduate
189
194
193
195
238
238
241
239
261
262
270
271
Graduated high school
208
213
209
207
256
254
251
252
283
278
283
281
Post high school
224
226
218
220
270
271
267
270
302
299
300
299
Reading materials in the home⁴
Less than 3 items
186
-
196
197
227
-
240
241
246
-
271
269
3 items
208
-
211
214
249
-
255
256
274
I
286
286
4 items
223
-
226
224
266
I
266
271
296
-
299
299
Control of school
Public
-
214
208
209
-
257
255
257
-
284
289
288
Private
-
227
228
225
-
271
270
276
-
298
311
310
-Data not available.
1 All participants of this age were in school.
2 Test scores of Hispanics were not tabulated separately.
3A quarter to a third of the 9-year-olds did not know their parents' education level.
"The four items in the scale were: newspapers, magazines, more than 25 books, and an encyclopedia in the home.
NOTE: The NAEP scores range from 0 to 500, but have been evaluated at certain performance levels. A score of
300 implies an ability to find, understand, summarize, and explain relatively complicated literary and informational mate-
rial. A score of 250 implies an ability to search for specific information, interrelate ideas, and make generalizations about
rather lengthy literature, science, and social studies materials. A score of 200 implies an ability to understand, combine
ideas, and make inferences based on short uncomplicated passages about specific or sequentially related information.
A score of 150 implies an ability to follow written directions and select phrases to describe simple pictures.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational
Progress, Trends in Academic Progress; and NAEP 1992 Trends in Academic Progress.
80
Indicator 34. Writing Proficiency
Average writing proficiency scores, by grade, sex, and race/ethnicity:
1984 to 1992
Grade, sex, and race/ethnicity
1984
1988
1990
1992
of students
Grade 4
Total
204
206
202
207
Male
201
199
195
198
Female
208
213
209
216
White
211
215
211
217
Black
182
173
171
175
Hispanic
189
190
184
189
Grade 8
Total
267
264
257
274
Male
258
254
246
264
Female
276
274
268
285
White
272
269
262
279
Black
247
246
239
258
Hispanic
247
250
246
265
Grade 11
Total
290
291
287
287
Male
281
282
276
279
Female
299
299
298
296
White
297
296
293
294
Black
270
275
268
263
Hispanic
259
274
277
274
NOTE: The NAEP scale ranges from 0 to 500, but have been evaluated at certain performance levels. A score of
150 implies an unclear and disjointed response to the assigned writing task. A score of 200 implies an incomplete and
vague response. A sccre of 250 implies a clear and focused response that is likely to accomplish the assigned task
successfully. A score of 300 implies an ability to write a clear and sufficient response to accomplish a basic task. A
score of 350 implies an ability to write an effective and coherent response to an assigned task, frequently with support-
ing details.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational
Progress, NAEP 1992 Trends in Academic Progress.
82
Indicator 35. Mathematics Proficiency
Mathematics proficiency, by age and by selected characteristics of students:
1978, 1990 and 1992
Selected characteristics
9-year-olds
13-year-olds
17-year-olds¹
of students
1978
1990
1992
1978
1990
1992
1978
1990
1992
All students
219
230
230
264
270
273
300
305
307
Sex
Male
217
229
231
264
271
274
304
306
309
Female
220
230
228
265
270
272
297
303
304
Race/ethnicity
White
224
235
235
272
276
279
306
310
312
Black
192
208
208
230
249
250
268
288
286
Hispanic
203
214
212
238
255
259
276
284
292
Television watched per day
0 to 2 hours
-
231
231
-
277
280
305
312
314
3 to 5 hours
-
234
233
-
271
273
296
300
300
6 or more hours
-
221
219
-
258
255
278
287
285
Reading materials in the home²
0 to 2 items
202
217
216
240
255
257
277
289
291
3 items
221
232
231
268
268
272
296
300
304
4 items
231
241
240
276
278
281
308
311
313
Language other than English
Often
-
209
212
-
259
261
288
295
296
Sometimes
-
231
232
-
277
278
300
305
306
Never
-
232
231
-
270
273
303
306
308
Type of school
Public
217
229
228
263
269
272
300
304
305
Private
231
238
242
279
280
283
314
318
320
-Data not available.
1 All participants of this age group were in school.
2 The 4 items in the scale were: newspaper subscription; magazine subscription; more than 25 books in the home;
and encyclopedia in the home.
NOTE: The NAEP scores range from 0 to 500, but have been evaluated at certain performance levels. Performers
at the 150 level know some basic addition and subtraction facts, and most can add two-digit numbers without regroup-
ing. They recognize simple situations in which addition and subtraction apply. Performers at the 200 level have consid-
erable understanding of two-digit numbers and know some basic multiplication and division facts. Performers at the
250 level have an initial understanding of the four basic operations. They can also compare information from graphs
and charts, and are developing an ability to analyze simple logical relations. Performers at the 300 level can compute
decimals, simple fractions, and percents. They can identify geometric figures, measure lengths and angles, and cal-
culate areas of rectangles. They are developing the skills to operate with signed numbers, exponents, and square roots
Performers at the 350 level can apply a range of reasoning skills to solve multi-step problems. They can solve routine
problems involving fractions and percents, recognize properties of basic geometric figures, and work with exponents
and square roots.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational
Progress, NAEP 1992 Trends in Academic Progress. and unpublished data.
84
Indicator
36. Science Proficiency
Science proficiency, by age and by selected characteristics of students:
1977, 1990, and 1992
Selected characteristics
9-year-olds
13-year-olds
17-year-olds¹
of students
1977
1990
1992
1977
1990
1992
1977
1990
1992
All students
220
229
231
247
255
258
290
290
294
Sex
Male
222
230
235
251
258
260
297
296
299
Female
218
227
227
244
252
256
282
285
289
Race/ethnicity
White
230
238
239
256
264
267
298
301
304
Black
175
196
200
208
226
224
240
253
256
Hispanic
192
206
205
213
232
238
262
262
270
Region
Northeast
224
231
234
255
257
257
296
293
300
Southeast
205
220
223
235
251
254
276
284
283
Central
225
234
238
254
260
263
294
300
304
West
221
230
227
243
253
258
286
286
290
Parental education (as reported by students)2
Not high school graduate
198
210
217
224
233
234
265
261
262
Graduated high school
223
226
222
245
247
246
284
276
280
Some college
237
238
237
260
263
266
296
296
296
Graduated college
232
236
239
266
268
269
309
306
308
Type of school
Public
218
228
229
245
254
257
288
289
292
Private
235
237
240
268
269
264
308
308
312
1 Excludes persons not enrolled in school.
2 One quarter to one third of the 9-year-olds did not know their parents' education level.
NOTE: The NAEP scores range from 0 to 500, but have been evaluated at certain performance levels. A score of
300 implies the ability to evaluate the appropriateness of the design of an experiment and the skill to apply scientific
knowledge in interpreting information from text and graphs. These students also exhibit a growing understanding of
principles from the physical sciences. Performers at the 250 level can interpret data from simple tables and make infer-
ences about the outcomes of experimental procedures. They exhibit knowledge and understanding of the life sciences,
and also demonstrate some knowledge of basic information from the physical sciences. Performers at the 200 level
are developing some understanding of simple scientific principles, particularly in the life sciences. Performers at the
150 level know some general scientific facts of the kind that can be learned from everyday experiences.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational
Progress, NAEP 1992 Trends in Academic Progress.
86
Indicator 39. Extracurricular Activities
Percent of high school seniors who participate in selected school-sponsored
extracurricular activities: 1972, 1980, and 1992
Academic
Honorary
Student
Newspaper or
Student and school
clubs
societies
government
yearbook
characteristics
1972
1980
1992
1972
1980
1992
1972
1980
1992
1972
1980
1992
All seniors
25.6
23.8
25.1
14.4
17.1
18.5
19.4
18.5
15.4
20.2
19.9
18.8
Male
20.3
19.0
22.8
10.7
13.8
14.4
18.1
15.8
13.1
14.7
15.4
14.0
Female
30.9
28.3
27.4
18.1
20.1
22.7
20.8
21.0
17.7
25.5
24.0
23.5
Race/ethnicity
White
25.0
22.9
25.8
15.1
17.8
19.6
19.2
17.7
15.4
20.4
20.1
19.7
Black
33.1
28.8
20.6
11.7
13.7
14.0
25.3
23.1
16.7
20.7
17.8
14.3
Hispanic
24.2
24.7
22.6
10.2
11.9
12.4
16.0
16.7
14.6
16.2
15.8
16.8
Asian
26.6
29.6
32.3
23.6
23.4
27.2
24.9
23.6
14.6
16.2
21.4
18.9
Math and reading composite
test performance
quartile
Lowest
24.6
23.5
18.1
4.8
6.1
5.6
13.9
12.0
10.8
16.6
14.6
12.0
Middle two quartiles
24.3
23.3
23.3
10.1
12.6
11.1
18.4
17.6
14.4
18.7
18.7
17.1
Highest
29.0
27.1
37.1
33.7
36.3
42.2
27.4
25.4
20.2
26.7
27.1
27.9
Socioeconomic status 1
Low
24.4
22.6
19.4
10.3
11.1
10.2
14.0
13.3
11.5
17.6
15.7
14.2
Middle
25.2
23.8
24.5
13.2
16.3
16.8
18.6
18.0
15.2
20.2
19.2
17.5
High
27.7
25.7
31.7
21.2
25.1
29.7
26.6
25.2
19.6
22.8
25.3
25.5
High school program
General
21.2
19.6
18.3
8.1
9.6
9.1
15.1
14.4
11.0
17.1
16.7
14.6
Academic
29.6
28.7
34.2
22.3
29.0
30.9
26.0
26.7
21.6
24.3
26.9
24.9
Vocational
23.8
23.1
14.7
7.3
8.9
5.8
11.9
11.5
8.9
16.0
13.2
11.2
1 Socioeconomic status was measured by a composite score on parental education and occupations, and family income.
The "low" SES group is the lowest quartile; the "middle" SES group is the middle two quartiles; and the "high" SES
group is the upper quartile.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Longitudinal Study of 1972,
"Base Year" survey; High School and Beyond, "1980 Senior Cohort;" and National Education Longitudinal Study of
1988. "Second Followup" survey.
92
Indicator 40. After School Activities
Percent of seniors who say they engage in various activities: 1980 and 1992
1992
Five or more
Driving around
hours of tele-
Read
at least once
vision on a
At least once per week
more than
Student and school
per week
school night
one hour
characteristics
per week
Do
Do
not
Use a
1980
1992
1980
1992
things
things
related to
personal
with
with
school
computer
friends
parent
work
All seniors
59.1
73.3
16.1
8.4
23.7
88.1
66.7
55.4
Male
63.6
74.3
14.7
8.5
28.1
88.2
61.2
53.1
Female
55.2
72.3
17.0
8.4
19.3
88.0
72.1
57.7
Race/ethnicity
White
60.7
75.7
13.7
6.4
23.9
90.7
68.2
56.3
Black
48.9
67.8
29.0
21.3
23.6
79.8
62.0
51.0
Hispanic
58.6
66.2
21.5
9.3
20.9
82.4
63.8
53.5
Asian
49.1
66.7
15.0
6.4
27.0
85.9
63.4
54.4
American Indian
59.9
53.3
19.7
15.8
23.8
77.2
61.2
59.3
Socioeconomic status 2
Low
53.8
69.6
22.7
12.0
18.9
80.8
59.6
51.6
Middle
61.9
75.3
15.8
9.4
23.3
88.1
66.3
55.0
High
59.3
72.4
9.6
4.1
27.7
93.2
71.7
58.6
Control of school
Public
59.1
73.4
16.6
8.7
23.4
87.5
66.0
55.0
Catholic
62.9
77.8
12.7
7.9
25.2
94.5
73.6
56.0
Other private
51.5
63.0
10.5
4.1
28.0
91.9
72.8
62.9
1 Other than for school work or games.
2 Socioeconomic status was measured by a composite score on parental education and occupations, and family income.
The "low" SES group is the lowest quartile; the "middle" SES group is the middle two quartiles; and the "high" SES
group is the upper quartile.
SOURCES: U.S. Department of Education, National Center for Education Statistics, High School and Beyond, 1980
Senior Cohort; and National Education Longitudinal Study of 1988, "Second Followup".
94
Indicator 53. Volunteer Work and Community Affairs
Percent of high school seniors who participate in community affairs or volunteer
work by sex and race: 1980 to 1994
Participation
1980
1984
1986
1988
1990
1991
1992
1993
1994
All students
Almost every day
2.5
2.6
1.7
2.6
1.8
2.4
2.8
2.7
3.2
At least once a week
7.4
7.4
8.4
6.3
6.9
5.9
7.4
8.0
7.6
Once or twice a month
14.0
14.1
14.0
13.4
13.0
14.6
16.5
15.0
17.2
A few times a year
45.2
44.9
44.9
45.4
43.3
44.6
41.7
44.0
44.8
Never
30.9
31.0
31.0
32.3
35.1
32.4
31.6
30.3
27.2
Males
Almost every day
2.4
3.1
1.5
1.9
1.5
2.6
2.6
2.3
2.7
At least once a week
7.3
6.5
6.7
5.3
5.8
5.2
7.3
6.6
6.9
Once or twice a month
13.6
13.2
11.6
12.3
11.8
12.0
14.2
12.2
15.6
A few times a year
44.2
40.1
43.2
43.9
43.1
42.0
41.4
44.5
43.3
Never
32.6
37.2
37.1
36.5
37.8
38.2
34.5
34.3
31.4
Females
Almost every day
2.6
2.0
1.8
3.1
2.1
2.2
3.0
3.1
3.4
At least once a week
7.3
8.3
10.1
7.2
8.0
6.9
7.5
9.4
8.5
Once or twice a month
15.0
15.4
16.1
14.4
14.7
17.4
19.2
17.6
18.8
A few times a year
46.6
49.8
46.9
47.4
43.7
47.1
42.4
44.3
46.3
Never
28.6
24.4
25.1
27.9
31.5
26.5
27.9
25.7
23.0
Whites
Almost every day
2.2
2.3
1.2
2.6
1.4
1.8
2.6
2.5
2.9
At least once a week
7.0
6.5
7.7
5.6
7.2
6.1
7.9
7.7
7.5
Once or twice a month
14.8
14.8
14.4
13.8
13.4
14.4
17.6
15.5
17.2
A few times a year
47.3
46.1
46.5
46.5
44.4
46.6
42.6
45.2
47.5
Never
28.7
30.3
30.3
31.5
33.7
31.1
29.4
29.2
24.9
Blacks
Almost every day
3.9
4.1
2.9
3.0
4.8
4.5
3.5
3.9
4.9
At least once a week
8.9
10.1
12.3
8.9
5.2
7.3
5.9
9.9
8.7
Once or twice a month
13.2
12.5
14.0
14.5
14.4
14.5
16.8
16.0
17.2
A few times a year
37.4
43.0
40.4
41.6
37.9
43.0
37.0
37.2
35.7
Never
36.5
30.3
30.4
32.0
37.7
30.8
36.8
33.1
33.6
SOURCE: University of Michigan, Inistitute for Social Research, Monitoring the Future. various years.
124
Indicator
60. Educational Aspirations
Percent of seniors who plan to go to college after graduation and educational
aspirations, by selected characteristics: 1982 and 1992
Planned timing of
posts condary attendance
Level of educational aspiration
High
Two years
Student and school
A year or
or less of
Post-
Right after
school
characteristics
more after
No or
college or
College
high
don't know
diploma
graduate
graduate
graduation
vocational
school
or less
degree
school
1982
1992
1982
1992
1982
1392
1982
1992
1982
1992
1982
1992
1982
1992
All seniors
58.3
76.6
11.0
14.8
30.6
8.6
24.6
5.3
36.6
25.3
21.3
36.1
17.5
33.3
Male
53.4
73.0
10.6
16.0
35.9
11.2
28.2
6.7
34.0
26.0
20.5
36.2
17.3
31.1
Female
63.0
80.1
11.4
13.8
25.8
6.1
21.1
3.9
39.2
24.5
22.0
36.2
17.8
35.4
Race/ethnicity
White
60.2
76.6
10.4
15.2
29.5
8.4
227
5.4
35.6
25.1
23.4
37.3
18.3
323
Black
57.5
75.2
13.9
14.4
28.7
10.6
25.3
4.7
40.7
23.5
17.1
34.0
16.9
37.9
Hispanic
45.6
75.4
13.3
15.4
41.1
9.4
35.4
6.3
39.8
31.3
13.3
31.6
11.5
30.8
Asian/Pacific Islander
81.7
83.4
7.7
11.0
10.9
5.7
11.8
29
28.4
19.1
23.5
35.7
36.4
42.3
American Indian/Alaskan Na-
tive
48.5
65.7
123
20.8
393
13.5
31.2
9.2
45.2
30.0
12.1
25.8
11.5
35.0
Test performance quartile
Lowest
328
59.3
13.6
18.5
53.6
223
45.3
13.4
42.7
47.8
6.4
20.8
5.6
18.0
Second
45.2
71.2
12.6
18.7
42.3
10.1
33.7
6.9
45.5
38.8
13.1
33.2
7.7
21.2
Third
61.9
81.
11.7
14.0
26.4
4.8
19.0
3.4
40.3
21.5
26.0
44.0
14.7
31.1
Highest
85.4
90.3
7.1
7.4
7.6
1.8
6.6
0.9
20.5
6.1
35.1
38.7
37.9
54.3
Socioeconomic status¹
Low
38.3
60.3
13.4
22.3
48.3
17.5
40.9
11.5
40.5
41.1
11.6
27.1
6.9
20.2
Middle
56 6
74.6
12.2
16.5
31.2
8.9
23.1
5.4
41.3
28.7
21.1
38.7
14.4
27.2
High
82.8
91.1
6.5
6.5
10.7
26
9.0
1.3
23.6
9.4
32.1
37.4
35.3
51.9
Control of school
Public
56.0
748
11.4
15.9
32.5
9.3
26.1
5.8
37.7
27.1
20.2
35.3
16.1
31.9
Catholic
80.0
93.0
6.5
5.0
13.6
2.1
120
0.7
267
10.1
32.5
47.7
28.8
41.5
Other private
77.3
92.0
8.9
3.6
13.8
4.4
11.1
1.5
28.1
7.9
27.2
37.4
33.6
53.2
1 Socioeconomic status was measured by a composite score on parental education and occupation, and family income.
The "low" SES group is the lowest quartile; the "middle" SES group is the middle two quartiles; and the "high" SES
group is the upper quartile.
SOURCE: U.S. Department of Education, National Center for Education Statistics, "High School and Beyond," First
Followup survey; and "National Education Longtudinal Study of 1988," Second Followup survey.
138
Data from Various CSS Reports on Poverty in New York City (1994, 1
[update] and 1
Data comes from the March CPS for New York City
Table 1
Number of Poor, Poverty Rates and Distribution of Poor by Race\Ethnicity in New York City (March CPS).
Number of Poor Persons (Figure 1)
1884
1985
1886
1987
1990
1991
1992
1993
1994
1995
Total
1735368
1756648
1482691
1680027
1838545
1712369
1650504
1951655
1809718
1935284
Non-Hispanic White
306437
326437
294132
281623
359435
379860
371492
381346
401362
281504
Hispanic Black
586503
534252
408250
548657
582627
512062
593337
592086
536975
687319
Hispanic
781405
831027
676707
753216
826201
766724
649876
899955
805585
849136
Puerto Rican
539561
540705
445995
431372
509127
470553
333990
441655
360941
369545
Other Hispanic
241844
290322
230712
321843
317074
296171
315886
458300
444644
479590
Poverty Rate (Figure 2)
1984
1985
1886
1987
1990
1991
1992
1993
1994
1995
Total
23.5
23.9
20.6
23.2
25.2
24.2
23.9
27.3
25.9
26.5
Hispanic White
9
9.7
8.9
8.4
11.6
12.4
12.3
13.4
13.8
10.6
Non-Hispanic Black
31.9
31.6
26.5
33.8
33
288
32.7
31.3
29.3
35.2
Hispanic
42.9
44.4
36.2
41.6
43.1
43.6
39.9
46.5
44.8
42.2
Puerto Rican
47.5
52.4
47.7
47.7
54.5
52.2
42.8
50
46.5
45.5
Other Hispanic
35.2
34.5
24.7
35.5
32.2
34.6
37.3
43.5
43.5
40
Percent Distribution of Perr-ons in Poverty by Group (Figure 3)
1984
1985
1986
'987
1990
1991
1992
1893
1994
1995
Total
-Hispanic White
17.66
18.58
19.84
16.76
19.55
22.18
22.51
19.54
22.18
14.55
Non-Hispanic Black
33.8
30.41
27.53
32.66
31.69
29.9
35.95
30.34
29.67
35.52
Hispanic
45.03
47.31
45.64
44.83
44.94
44.78
39.37
46.11
44.51
43.88
Puerto Rican
31.09
30.78
30.08
25.68
27.69
27.48
20.24
22.63
19.94
19.1
Other Hispanic
13.94
16.53
15.56
19.16
17.25
17.3
19.14
23.48
24.57
24.78
Table 2 Number of Poor Families, Poverty Rates and Distribution of Female Headed Families by Race\Ethnicity in New York City (March CPS).
Number of Poor Female Headed Families (Figure 4)
1984
1885
1986
1887
1990
1991
1982
1893
1894
1995
Total
212984
222352
200198
208078
234087
246118
212382
272642
248258
235585
Hispanic White
18484
15707
15637
6510
11885
19308
20617
17271
14010
11743
Non-Hispanic Black
66611
69516
76755
69704
90414
86737
82545
101019
98480
103789
Hispanic
122731
133510
101466
126563
138168
136355
109220
151457
133498
120054
Poverty Rate for Female Headed Families (Figure 5)
1884
1885
1986
1987
1990
1991
1982
1993
1994
1995
Total
64.2
66.5
62
62.9
65.3
63.5
56.5
60.8
59.1
57.1
Non-Hispanic White
42 9
41.3
39.6
16.9
30.4
42.4
38.4
37.4
33.9
21 4
Hispanic Black
52.3
55
56.7
58.1
62.1
56.1
50.6
53.6
52.6
57.7
Hispanic
80.2
81.8
71.6
77.3
76.8
74.9
70.9
74.5
72.2
71
Percent Distribution of Female Headed Families in Poverty by Group (Figure 6)
1984
1885
1986
1987
1990
1991
1992
1993
1984
1995
Total
Non-Hispanic White
8.68
7.06
7.81
3.13
5.08
7.85
9.71
6.33
5.64
4.98
Non-Hispanic Black
31.28
31.26
38.34
33.5
38.62
35.24
38.87
37.05
39.67
44.06
Hispanic
57.62
60.04
50.68
60.82
59.02
55.4
51.43
55.55
53.77
50.96
Table 3 Number of Poor, Poverty Rate and Distribution of Poverty for Related Children Under 18 by RacelEthnicity, New York City (March CPS).
Number of Poor Children (Figure 7)
1884
1985
1888
1987
1990
1991
1992
1993
1894
1885
Total
693401
743566
628837
677883
762244
710521
661700
797479
747455
760197
Non-Hispanic White
72601
70598
80543
71235
102301
100187
98078
89058
103147
55356
Non-Hispanic Black
224276
227402
172743
233596
215934
213626
254594
273829
269520
283535
Hispanic
358764
420772
327920
348134
422287
373641
303458
418403
361307
394775
Poverty Rate (Figure 8)
1984
1985
1888
1987
1990
1991
1892
1993
1994
1995
Total
38.3
40.1
35.6
37.4
39.3
38.5
38.5
44.1
43.6
41.8
Non-Hispanic White
13.6
12.2
16
12.5
17.1
17.6
19.7
20.7
22.6
12.2
Non-Hispanic Black
42.4
46.4
37
44.3
43.2
40.8
44.8
45.2
47.6
51
Hispanic
59.4
62.6
50
56.7
60.3
61.8
57.3
62.4
59.5
59.8
Percent Distribution of Children In Poverty by Group (Figure 9)
1884
1885
1986
1987
1990
1991
1892
1993
1994
1995
Total
Non-Hispanic White
10.47
9.49
12.81
10.51
13.42
14.8
14.82
11.17
13.8
7.28
Non-Hispanic Black
32 34
30.58
27.47
34.46
28.33
30.07
38.48
34.34
36.06
37.3
Hispanic
51.74
56.59
52.15
51.36
55.4
52.59
45.86
52.47
48.34
51.93
Table 4 Percent of Persons who have Completed Four or More Years of High School and Four or More Years of College.
High School Graduates (Figure 10)
1985
1986
1987
1988
1991
1992
1993
1994
1995
1996
Total
65.9
68
68.2
68.7
70.9
70.8
73.4
74
76.3
74.7
Hispanic White
75.8
77.1
75.7
78.6
81.4
80
82
83.4
86.5
85.6
Non-Hispanic Black
62.9
65.1
65.9
63.9
66.4
68.2
72.9
77
77.6
77.4
Hispanic
43.5
47.7
48
45.2
50.7
50,9
51.2
51.1
52.9
47.6
Puerto Rican
40.5
39.1
44.8
39.8
45.2
50.4
50
49.6
52.7
48
Other Hispanic
47.9
56.5
50.7
50
55.8
51.4
52.3
52.2
53.1
47.4
College Graduates (Figure 11)
1985
1986
1987
1988
1991
1892
1983
1994
1995
1996
Total
20.6
22.3
23.2
22.4
22.8
21.3
22.6
22.3
24.4
24.4
Non-Hispanic White
29
30.9
30.6
30.1
33.4
32
32.2
32.2
35
37.4
Non-Hispanic Black
12.6
12.9
12.2
11.2
10.8
10.3
14.4
14
14.8
12.5
Hispanic
5.8
8.9
7.8
7.3
9.9
7.7
6.7
6.8
9
7.7
Puerto Rican
3.7
5.1
3.8
5.2
6.6
4.9
5.3
4.2
5.8
5.1
Other Hispanic
9
12.9
11.1
9.1
13
10.5
8
8.9
11.4
9.5
Table 6 Labor Force Participation Rates and Unemployment Rates by RacelEthnicity and G ander in New York City (March CPS)
Civilian Labor Force Participation Rate (Figure 12)
1985
1886
1987
1988
1991
1992
1993
1994
1995
1996
Total
Male
66.6
69.5
69.4
67.8
66.3
66.4
64.9
63.3
63.2
65.6
Female
46.4
44.9
45.1
44.9
46.6
44.8
46.1
47.6
46.9
47.3
Non-Hispanic White
I
e
69.8
70
61
69.8
67.2
66
65.7
62.3
63.6
66.2
Female
50.5
45 5
50.4
45.9
49.5
47.4
47.9
47.3
47.8
48.8
Non-Hispanic Black
Male
59.9
67.4
61
59.9
60.3
65.6
65.3
62.5
61.8
58.8
Female
49.9
50.6
50.4
48.3
46.9
45.4
46.7
54.2
52.3
49
Hispanic
Male
64.1
69
71.8
68.2
65
65.6
59.6
62
60.2
67
Female
33.8
38
37.8
38.9
37.9
35.6
39.5
38.4
37.5
40.3
Puerto Rican
40.2
43.5
43
40.7
39.9
40.3
43.1
40.7
42.4
45.4
Other Hispanic
57.4
61.6
61
59.7
58.9
57
52.9
54.7
50.4
57
Unemployment Rate (Figure 13)
1885
1986
1987
1988
1991
1992
1993
1994
1995
1996
Total
Male
10
8.7
5.2
5.2
5.8
12.1
10.8
12.1
9.2
11.5
Female
8.3
6.6
5
4.4
3.2
7.2
8.1
8.8
8.4
8.8
Non-Hispanic White
Male
5.5
3.8
3
3.3
4.3
10
8.1
9
8.1
8
Female
5.9
3.4
3.3
2.8
3.2
6.9
4.8
6.9
5.5
5.3
Non-Hispanic Black
Male
15.2
13.1
6.9
9.5
8.5
16
11.6
16.3
12.4
21.9
Female
10.8
12.2
6.5
4.5
2.9
8.3
11.6
8.6
10.4
11.4
Hispanic
Male
17.4
16.5
9.3
5.9
6.5
15.2
16.2
15.1
9.8
13.3
Female
13.3
9
8.6
7.3
3.5
8.3
14.1
12.4
13.3
12.2
Puerto Rican
17.5
19.1
10.6
9.2
3.3
12.6
14.4
11.1
14.8
12.9
Other Hispanic
13.7
8.9
8
4.9
6.2
12.1
15.8
15.5
9.3
12.8
Tables 6 Median Family Income and Differences by Rac MEthnicity in New York City (March CPS)
Median Family Income in Constant 1985 Dollars (Figure 14)
1884
1985
1886
1987
1990
1991
1992
1993
1994
1995
Total
$33,607
$32,828
$36,542
$36,483
$32,932
$33,627
$31,833
$27,989
$29,785
$29,700
Non-Hispanic White
$47,979
$50,588
$51,957
$53,059
$46,920
$46,332
$45,970
$40,366
$42,029
$45,194
Non-Hispanic Black
$26,843
$25,916
$29,031
$24,742
$28,171
$26,884
$26,585
$25,196
$27,625
$22,950
Hispanic
$20,554
$18,652
$22,012
$19,684
$18,498
$18,380
$17,621
$14,173
$16,456
$18,408
Puerto Rican
$16,691
$15,417
$16,356
$16,182
$12,789
$13,079
$16,869
$13,105
$19,233
$17,573
Other Hispanic
$25,519
$24,323
$28,887
$22,799
$22,837
$23,658
$19,464
$15,437
$17,197
$19,700
Difference from Total (Figure 15)
1984
1985
1986
1987
1990
1991
1992
1993
1994
1995
Total
Non-Hispanic White
14372
17760
15415
16576
13988
12705
14137
12377
12244
15494
Non-Hispanic Black
-6764
-6912
-7511
-11741
-4761
-6743
-5248
-2793
-2160
-6750
Hispanic
-13053
-14176
-14530
-16799
-14434
-15247
-14212
-13816
-13329
-11292
Puerto Rican
-16916
-17411
-20186
-20301
-20143
-20548
-14964
-14884
-10552
-12127
Other Hispanic
-8088
-8505
-7655
-13684
-10095
-9969
-12369
-12552
-12588
-10000
Taken from Reports on Poverty Prepared by the Community
vice Society (CSS) in
York City (1994, 1
[update] and 1
Data comes from the March Current Population Survey (CPS) for
York City
Table 1
Number of Poor, Poverty Rates and Distribution of Poor by Race\Ethnicity in New York City (March CPS).
Number of Poor Persons (Figure 1)
1984
1985
1886
1987
1990
1891
1982
1893
1994
1995
Total
1735368
1756648
1482691
1680027
1838545
1712369
1650504
1951655
1809718
1935284
Non-Hispanic White
306437
326437
294132
281623
359435
379860
371492
381346
401362
281504
Non-Hispanic Black
586503
534252
408250
548657
582627
512062
593337
592086
536975
687319
His
ic
781405
831027
676707
753216
826201
766724
649876
899955
805585
849136
Puerto Rican
539561
540705
445995
431372
509127
470553
333990
441655
360941
369545
Other Hispanic
241844
290322
230712
321843
317074
296171
315886
458300
444644
479590
Poverty Rate (Figure 2)
1884
1985
1986
1987
1990
1891
1992
1993
1994
1995
Total
23.5
23.9
20.6
23.2
25.2
24.2
23.9
27.3
25.9
26.5
Non-Hispanic White
9
9.7
8.9
8.4
11.6
12.4
12.3
13.4
13.8
10.6
Non-Hispanic Black
31.9
31.6
26.5
33.8
33
28.8
32.7
31.3
29.3
35.2
His
ic
42.9
44.4
36.2
41.6
43.1
43.6
39.9
46.5
44.8
42.2
Puerto Rican
47.5
52.4
47.7
47.7
54.5
52.2
42.8
50
46.5
45.5
Other Hispanic
35.2
34.5
24.7
35.5
32.2
34.6
37.3
43.5
43.5
40
Percent Distribution of Persons In Poverty by Group (Figure 3)
1984
1985
1986
1987
1990
1991
1892
1993
1994
1995
Non-Hispanic White
17.66
18.58
19.84
16.76
19.55
22.18
22.51
19.54
22.18
14.55
Non-Hispanic Black
33.8
30.41
27.53
32.66
31.69
29.9
35.95
30.34
29.67
35.52
Hispanic
45.03
47.31
45.64
44.83
44.94
44.78
39.37
46.11
44.51
43.88
Puerto Rican
31.09
30.78
30.08
25.68
27.69
27.48
20.24
22.63
19.94
19.1
Other Hispanic
13.94
16.53
15.56
19.16
17.25
17.3
19.14
23.48
24.57
24.78
Table 2 Number of Poor Families, Poverty Rates and Distribution of Female Headed Families by Race\Ethnicity in New York City (March CPS).
Number of Poor Female Headed Families (Figure 4)
1984
1985
1986
1987
1990
1991
1992
1993
1994
1995
Total
212984
222352
200198
208078
234087
246118
212382
272642
248258
235585
Non-Hispanic White
18484
15707
15637
6510
11885
19308
20617
17271
14010
11743
Non-Hispanic Black
66611
69516
76755
69704
90414
86737
82545
101019
98480
103789
Hispanic
122731
133510
101466
126563
138168
136355
109220
151457
133498
120054
Poverty Rate for Female Headed Families (Figure 5)
1984
1885
1986
1987
1890
1991
1992
1993
1994
1995
Total
64.2
66.5
62
62.9
65.3
63.5
56.5
60.8
59.1
57.1
Non-Hispanic White
42.9
41.3
39.6
16.9
30.4
42.4
38.4
37.4
33.9
21.4
Non-Hispanic Black
52.3
55
56.7
58.1
62.1
56.1
50.6
53.6
52.6
57.7
Hispanic
80.2
81.8
71.6
77.3
76.8
74.9
70.9
74.5
72.2
71
Percent Distribution of Female Headed Families in Poverty by Group (Figure 6)
1984
1985
1986
1887
1990
1991
1992
1993
1994
1995
Non-Hispanic White
8.68
7.06
7.81
3.13
5.08
7.85
9.71
6.33
5.64
4.98
Non-Hispanic Black
31.28
31.26
38.34
33.5
38.62
35.24
38.87
37.05
39.67
44.06
Hispanic
57.62
60.04
50.68
60.82
59.02
55.4
51.43
55.55
53.77
50.96
Table 3 Number of Poor, Poverty Rate and Distribution of Poverty for Related Children Under 18 by RacelEthnicity, New York City (March CPS).
Number of Poor Children (Figure 7)
1984
1985
1986
1987
1990
1991
1992
1993
1994
1995
Total
693401
743566
628837
677883
762244
710521
661700
797479
747455
760197
Non-Hispanic White
72601
70598
80543
71235
102301
105187
98078
89058
103147
55356
Non-Hispanic Black
224276
227402
172743
233596
215934
213626
254594
273829
269520
283535
Hispanic
358764
420772
327920
348134
422287
373641
303458
418403
361307
394775
Poverty Rate (Figure 8)
1984
1985
1986
1987
1990
1991
1992
1983
1994
1995
Total
38.3
40.1
35.6
37.4
39.3
38.5
38.5
44.1
43.6
41.8
Non-Hispanic White
13.6
12.2
16
12.5
17.1
17.6
19.7
20.7
22.6
12.2
Non-Hispanic Black
42.4
46.4
37
44.3
43.2
40.8
44.8
45.2
47.6
51
Hispanic
59.4
62.6
50
56.7
60.3
61.8
57.3
62.4
59.5
59.8
Percent Distribution of Children in Poverty by Group (Figure 8)
1884
1885
1886
1987
1990
1991
1882
1993
1994
1995
Non-Hispanic White
10.47
9.49
12.81
10.51
13.42
14.8
14.82
11.17
13.8
7.28
Non-Hispanic Black
32.34
30.58
27.47
34.46
28.33
30.07
38.48
34.34
36.06
37.3
Hispanic
51.74
56.59
52.15
51.36
55.4
52.59
45.86
52.47
48.34
51.93
Table 4 Percent of Persons who have Completed Four or More Years of High School and Four or More Years of College.
High School Graduates (Figure 10)
1985
1986
1987
1988
1991
1992
1983
1994
1995
1996
Total
65.9
68
68.2
68.7
70.9
70.8
73.4
74
76.3
74.7
Hispanic White
75.8
77.1
75.7
78.6
81.4
80
82
83.4
86.5
85.6
Hispanic Black
62.9
65.1
65.9
63.9
66.4
68.2
72.9
77
77.6
77.4
Hispanic
43.5
47.7
48
45.2
50.7
50.9
51.2
51.1
52.9
47.6
Puerto Rican
40.5
39.1
44.8
39.8
45.2
50.4
50
49.6
52.7
48
Other Hispanic
47.9
56.5
50.7
50
55.8
51.4
52.3
52.2
53.1
47.4
College Graduates (Figure 11)
1985
1886
1987
1988
1891
1992
1993
1894
1996
1996
Total
20.6
22.3
23.2
22.4
22.8
21.3
22.6
22.3
24.4
24.4
Non-Hispanic White
29
30.9
30.6
30.1
33.4
32
32.2
32.2
35
37.4
Hispanic Black
12.6
12.9
12.2
11.2
10.8
10.3
14.4
14
14.8
12.5
Hispanic
5.8
8.9
7.8
7.3
9.9
7.7
6.7
6.8
9
7.7
Puerto Rican
3.7
5.1
3.8
5.2
6.6
4.9
5.3
4.2
5.8
5.1
Other Hispanic
9
12.9
11.1
9.1
13
10.5
8
8.9
11.4
9.5
Table 6 Labor Force Participation Rates and Unemployment Rates by Rece\Ethnicity and Gender in New York City (March CPS)
Civilian Labor Force Participation Rate (Figure 12)
1985
1886
1987
1888
1991
1992
1993
1994
1995
199f
Total
66.6
69.5
69.4
67.8
66.3
66.4
64.9
63.3
63.2
65.6
Female
46.4
44.9
45.1
44.9
46.6
44.8
46.1
47.6
46.9
47.3
Non-Hispanic White
69.8
70
61
69.8
67.2
66
65.7
62.3
63.6
66.2
Female
50.5
45.5
50.4
45.9
49.5
47.4
47.9
47.3
47.8
48.8
Non-Hispanic Black
59.9
67.4
61
59.9
60.3
65.6
65.3
62.5
61.8
58.8
Female
49.9
50.6
50.4
48.3
46.9
45.4
46.7
54.2
52.3
49
Hispanic
64.1
69
718
68.2
65
65.6
59.6
62
60.2
67
Female
33.8
38
37.8
38.9
37.9
35.6
39.5
38.4
37.5
40.3
Puerto Rican
40.2
43.5
43
40.7
39.9
40.3
43.1
40.7
42.4
45.4
Other Hispanic
57.4
61.6
61
59.7
58.9
57
52.9
54.7
50.4
57
Unemployment Rate (Figure 13)
1985
1986
1987
1988
1991
1992
1893
1994
1995
1896
Total
N
10
8.7
5.2
5.2
5.8
12.1
10.8
12.1
9.2
11.5
Female
8.3
6.6
5
4.4
3.2
7.2
8.1
8.8
8.4
8.8
Non-Hispanic White
Male
5.5
3.8
3
3.3
4.3
10
8.1
9
8.1
8
Female
5.9
3.4
3.3
2.8
3.2
6.9
4.8
6.9
5.5
5.3
Hispanic Black
=
15.2
13.1
6.9
9.5
8.5
16
11.6
16.3
12.4
21.9
Female
10.8
12.2
6.5
4.5
2.9
8.3
11.6
8.6
10.4
11.4
Hispanic
A
17.4
16.5
9.3
5.9
6.5
15.2
16.2
15.1
9.8
13.3
Female
13.3
9
8.6
7.3
3.5
8.3
14.1
12.4
13.3
12.2
Puerto Rican
17.5
19.1
10.6
9.2
3.3
12.6
14.4
11.1
14.8
12.9
Other Hispanic
13.7
8.9
8
4.9
6.2
12.1
15.8
15.5
9.3
12.8
Tables 6 Median Family Income and Differences by Race\Ethnicity in New York City (March CPS)
Median Family Income in Constant 1885 Dollars (Figure 14)
1884
1985
1986
1987
1990
1891
1992
1993
1994
1995
Total
$33,607
$32,828
$36,542
$36,483
$32,932
$33,627
$31,833
$27,989
$29,785
$29,700
Hispanic White
$47,979
$50,588
$51,957
$53,059
$46,920
$46,332
$45,970
$40,366
$42,029
$45,194
Non-Hispanic Black
$26,843
$25,916
$29,031
$24,742
$28,171
$26,884
$26,585
$25,196
$27,625
$22,950
Hispanic
$20,554
$18,652
$22,012
$19,684
$18,498
$18,380
$17,621
$14,173
$16,456
$18,408
Puerto Rican
$16,691
$15,417
$16,356
$16,182
$12,789
$13,079
$16,869
$13,105
$19,233
$17,573
Other Hispanic
$25,519
$24,323
$28,887
$22,799
$22,837
$23,658
$19,464
$15,437
$17,197
$19,700
Difference from Total (Figure 15)
1984
1985
1986
1987
1890
1991
1992
1993
1994
1895
Total
Non-Hispanic White
14372
17760
15415
16576
13988
12705
14137
12377
12244
15494
Non-Hispanic Black
-6764
-6912
-7511
-11741
-4761
-6743
-5248
-2793
-2160
-6750
Hispanic
-13053
-14176
-14530
-16799
-14434
-15247
-14212
-13816
-13329
-11292
Puerto Rican
-16916
-17411
-20186
-20301
-20143
-20548
-14964
-14884
-10552
-12127
Other Hispanic
-8088
-8505
-7655
-13684
-10095
-9969
-12369
-12552
-12588
-10000
Clinton Presidential Records
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What Works
For Latino Youth
WHITE HOUSE INITIATIVE ON EDUCATIONAL EXCELLENCE
FOR HISPANIC AMERICANS
Preliminary Draft
feval
FIRST LADY HILLARY RODHAM CLINTON
REMARKS AT THE WHITE HOUSE CONVENING ON
HISPANIC CHILDREN AND YOUTH
THE WHITE HOUSE
AUGUST 2, 1999
Nicole
1
Good morning and welcome to the first ever White House
convening on Hispanic Children and Youth. I want to thank you
all for coming.
Over the past six and a half years, the President and I have
often brought experts to this room - where history has been made
time and again -- to talk about how to meet some of the greatest
challenges facing our children today. We've looked at school
violence. We've looked at child care and early childhood
development. We've looked at education and Social Security.
But, few issues will have more influence on how our children will
live in the next century than the one we will discuss today.
We know that, when we ring in the Millennium, there will be
15 million Hispanic young people living in our country. These
children will be the next generation of parents and mentors. They
will be our health care professionals, educators, and entertainers.
They will be our Senators, Supreme Court Justices and, yes, one
day our Presidents. Our future as a country depends on our
Hispanic children. But their future depends on all of us.
And that is why this discussion is so important.
2
I especially want to thank Congresswoman Lucille Roybal-
Allard, who is an expert on child development and a champion for
children all over America. We are delighted that SO many
members of the Hispanic Caucus are also here:
Xavier Becerra [Hah-ve-air Bah-cer-ah], Charles Gonzalez,
Ruben Hinojosa [Rue-ben He-noh-hoe-sah], Grace Napolitano,
Ciro [See-roh] Rodriguez, Loretta Sanchez, and Robert
Underwood. Could all of you please stand? Thank you.
I also want to thank all of the Administration officials who
are here and who everyday prove why an Administration that
looks like America can better serve all of America. I see Maria
Echaveste, who has been a friend of mine for more than 15 years.
She grew up in California - the child of farm workers - and
because of her extraordinary achievements, she is now the Deputy
Chief of Staff for the President of the United States. And I know
there are other senior members of the White House staff here,
including Mickey Ibarra and Janet Murguia.
3
We are also joined by Aida Alvarez, the Administrator of the
Small Business Administration; George Munoz [Moon-yos], the
President and CEO of OPIC; Nelba Chavez, the Administrator of
the Substance Abuse and Mental Health Services Administration;
Pat Montoya, the Commissioner of Children, Youth, and Families;
and two Assistant Secretaries of Education -- Norma Cantu
[Can-too] and Mario Moreno. Thank you all.
I also very much want to thank the President's Advisory
Commission on Educational Excellence for Hispanic Americans,
who are some of the finest educators in this country. They've
reached out to teachers, parents, and communities to help our
country improve the way we educate young Latinos. And they' ve
done so under the leadership of a chair - "Cha" Guzman
[Chah Gooz-mahn], who brought to this position the passion and
vision of a former bilingual education teacher. And a Vice-Chair,
Guillermo Linares, [Gee-air-mo Lee-nar-as], the first Dominican
American elected to a city council. Now, I'm told that, in addition
to that prestigious day job, he is also finishing his doctoral degree
in education. Could all the Commission members here this
morning please stand?
4
I am delighted that in the White House and via satellite [in
Massachusetts, Florida, New York, Pennsylvania, Illinois,
Indianapolis, Texas, Oklahoma, Missouri, and California] that we
are joined by so many activists, educators and experts who have
worked tirelessly to make sure no Hispanic child is left behind.
I will never forget touring PUENTE [Pwen-teh] Learning
Center in East L.A. back in 1996. It was built on an abandoned lot
- from the dreams of a community that wants the best for its kids.
All around the area, you can see graffiti and broken windows. But,
this center has never been a victim of any of it.
When I went inside, I met adults learning English, earning
high school diplomas, and receiving job training. I saw 4 and 5
year-old children - many from bilingual homes -- learning to read,
write, and use computers before they enter school.
And I heard stories about young people like Miguel Flores,
[me-Gehl Floor-es] whose lives have been turned around. When
PUENTE [Pwen-teh] first found him, he was a young man with
lots of potential, but he was hanging out with the wrong crowd.
So, they brought him into their evening program for high school
students. A UCLA Law Professor tutored and mentored him.
5
And, when he got into Yale University, PUENTE [Pwen-the]
helped him find a way to pay for it. He has now graduated from
Yale. He hopes to get a law degree. And he is here with us today.
I know that many of you have similar stories to tell - stories
of mothers who were taught how to be their child's first teacher or
children who were inspired to finish school and make the most of
their lives. It is up to us to ensure that all children get that same
chance to go as far as their dreams and abilities will take them.
Now, there are many these days who promise to fight for
children, and the schools and communities they rely on. But, I am
reminded of something my mother taught me growing up: "Watch
what they do, not what they say." We can remember back to 1992,
when we were plagued by deficits, crime and other problems some
said couldn't be solved. Think of what we've done since then.
It's made a difference to working families that we raised the
minimum wage, expanded the Earned Income Tax Credit, and
lifted millions out of poverty. It's made a difference to parents that
we've expanded Head Start and college loans, increased access to
child care and after-school programs and helped provide health
insurance to millions of children.
6
And it's made a difference to all Americans that we never
gave up on our commitment to bilingual education or our belief
that every single child deserves smaller classes, tougher standards,
and safer, more modern schools that aren't falling down. Because
we know that, when it comes to our children's future:
"Education is lo mas importante."
[eh-do-Cah-see-on Es Low Mahs im-poor-Tan-teh].
[It was the Commission, the Hispanic Caucus, the Education
Department, and the White House that came together to create the
Hispanic Education Action Plan to improve the quality of
education for Latino students.] We should all be pleased that the
Administration won roughly $500 million in 1999 to help Hispanic
youth master the basics of English, reading and math and to
ensure that they stay in high school, prepare for college and
graduate from college. And, for the year 2000, the President has
proposed over $650 million to build on these education programs.
7
With the deficit gone and unemployment at record lows, we
face a fundamental choice about whether to move forward or
backwards: Do we retreat into our own worlds and say, "I'm fine,
my family is fine, my business is fine, I don't have to worry about
anyone else." Or do we take advantage of this historic opportunity
to try to confront the toughest challenges we face?
This is not the time to approve a big tax cut - and forget
about our obligations to our children. As we prepare for the day
when Hispanics will be our largest minority and Hispanic children
will fill more seats in America's classrooms We cannot afford a
tax cut which will dramatically cut education funding at every
level, including programs in the President's Hispanic Education
Agenda.
Because despite the progress made, we know not enough
Hispanic children are getting a Head Start in life and going on to
graduate from high school and college. We know too many Latino
teens are still getting pregnant. Too many still don't have health
insurance. And far too many are born into poverty - and never
have a fighting chance at the future all children deserve. These are
not somebody else's children. They are all of our children.
8
I have seen so many powerful examples of communities
coming together to make sure all their children are educated. A
few years back, I visited an elementary school in one of the poorest
areas of the San Fernando Valley. The vast majority of students
there are Hispanic - and in the past, student achievement was at an
all-time low.
Finally, parents and teachers and business leaders and others
in the community who cared about these children said "enough."
We know what will work. We just have to do it. So they did -
that school became a charter school. They got rid of the crack
house that was down at the corner. Now, there are computers in
the classrooms, children wearing uniforms, parents volunteering as
tutors. Academic achievement has soared. And it has been named
a National Blue Ribbon School. This school is the pride and joy of
the community. And it is a powerful example of what can be
accomplished when we take responsibility for each child as if he or
she were our own.
And SO I am very pleased to announce today a number of
new efforts to help lift up the education and future of Hispanic
children in America.
9
These are important steps. But, I hope that every parent,
every business, every foundation, every school, every citizen who
has a stake in our children's future, will join this fight.
I often think about the story of one of my top aides, Patti
Solis Doyle, who has worked for me since 1991. She was one of
six children born to Mexican immigrant parents in a poor
neighborhood of Chicago. Her mother made it only through sixth
grade. And her father had only a 3rd grade education. But they
were proud to become American citizens. And they believed that
education was the key to giving their children a better life.
Patti's father would say over and over to each of his children:
"you must always value yourself." Imagine if all of us took it upon
ourselves to show every child that she was valued.
Because many years from now, there will be another White
House Convening on Hispanic Children and Youth, perhaps a
virtual one. They will look back on this meeting - and the
challenges we faced. And they will judge us not by what we say
today, but by what we do tomorrow.
11
For example: Head Start is taking new steps to better serve
Hispanic children. AmeriCorps will work to increase the number
of its Hispanic members. The Department of Education will
ensure that schools participating in Title I are held accountable for
helping the three million Hispanic students enrolled in them learn
proficient English and meet challenging standards in core
academic subjects. And, under the leadership of Secretary Bill
Richardson, the Department of Energy will team up with the
"Latino Science and Engineering Consortium" to identify, train,
and nurture the next generation of scientists, engineers, technicians
and educators in math and science.
I am also pleased to announce that the private sector has
made a commitment to do its part as well. Over the next 3 to 6
months, AT&T will team up with Hispanic organizations and work
to close the technology gap for Latino youth throughout the nation.
The Charles Stewart Mott Foundation, which has already pledged
$83 million for after-school programs, will now work to increase
Latino participation in them. And, thanks to the National
Campaign to Prevent Teen Pregnancy, Hispanic media leaders
have made commitments to create PSAs, radio programs, talk
shows, newspaper supplements, and magazine features to improve
the lives of the Hispanic youth.
10
So, I hope they will say that this meeting was the beginning,
not the end that it sparked a dialogue around board rooms and
kitchen tables and that it led to action all over the country.
I hope they say that we didn't leave the Latino community -
or any community -- to care for their children alone. Instead, when
given the chance and the choice, I hope they will look back and say
that we worked tirelessly to give all children the education and
opportunities to reach their own God-given promise and lead our
country in the next century.
And when that day comes, I have a feeling it will be because
those of you in this historic room - and at satellite sites around the
country -- once again led the way.
Thank you very much.
12