I. Overview A record seven-in-ten (69%) Hispanic high school graduates in the class of 2012 enrolled in college that fall, two percentage points higher than the rate (67%) among their white counterparts,1 according to a Pew Research Center analysis of new data from the U.S. Census Bureau.2 This milestone is the result of a long-term increase [...]
This statistical profile of the foreign-born population is based on Pew Hispanic Center tabulations of the Census Bureau’s 2011 American Community Survey (ACS). Users should exercise caution when comparing the 2011 estimates with estimates for previous years. Population estimates in the 2011 ACS are based on the latest information from the 2010 Decennial Census; the [...]
Nearly half (45%) of the nation’s Hispanic population lives in just 10 metropolitan areas and over 75% live in 60 of the largest Hispanic metropolitan areas, according to an analysis of Census Bureau data by the Pew Hispanic Center.
The nation’s Hispanic student population reached several milestones in 2011, according to a Pew Hispanic Center analysis of newly available U.S. Census Bureau data.
This statistical profile of the foreign-born population is based on Pew Hispanic Center tabulations of the Census Bureau’s 2010 American Community Survey.
This statistical profile of the foreign-born population is based on Pew Hispanic Center tabulations of the Census Bureau’s 2009 American Community Survey.
Just one-in-ten Hispanic high school drop-outs has a General Educational Development (GED) credential, widely regarded as the best “second chance” pathway to college, vocational training and military service for adults who do not graduate high school.
A new demographic and economic profile of Latinos, based on 2008 census data, finds they are twice as likely as the overall U.S. population to lack health insurance coverage.
This statistical profile of the foreign-born population is based on Pew Hispanic Center tabulations of the Census Bureau’s 2008 American Community Survey.
A Pew Hispanic Center report based on a new nationwide survey of Latino youths and on analyses of government data examines the values, attitudes, experiences and self-identity of this generation as it comes of age in America.
Nearly nine-in-ten (89%) Latino young adults ages 16 to 25 say that a college education is important for success in life, yet only about half that number-48%-say that they themselves plan to get a college degree.
Young Latino adults in the United States are more likely to be in school or the work force now than their counterparts were in previous generations.
The nation’s 11.9 million unauthorized immigrants are more geographically dispersed than in the past, according to a new demographic and geographic analysis of this group that includes population and labor force estimates for each state.
This statistical profile of the foreign-born population is based on Pew Hispanic Center tabulations of the Census Bureau’s 2007 American Community Survey.
The number of Hispanic students in the nation’s public schools nearly doubled from 1990 to 2006, accounting for 60% of the total growth in public school enrollments over that period.
This statistical profile of the foreign-born population is based on Pew Hispanic Center tabulations of the Census Bureau’s 2006 American Community Survey.
This statistical profile of the foreign born population is based on Pew Hispanic Center tabulations of the Census Bureau’s 2005 American Community Survey public use microdata file, which was released August 29, 2006.
Hispanics and whites perform different types of work in the labor market. Moreover, the occupational divide between the two largest segments of the labor force appears to be widening.
In addition to longstanding concerns over high school completion, policymakers are increasingly focused on disparities in outcomes between Hispanic and white college students.
A report on high school enrollment points to the importance of schooling abroad in understanding the dropout problem for immigrant teens, finding that those teens have often fallen behind in their education before reaching the United States.
The places Latinos live, the jobs they hold, the schooling they complete, the languages they speak, even their attitudes on key political and social issues, are all in flux.
This new study from the Pew Hispanic Center that finds that the white/Latino gap in finishing college is larger than the high school completion gap. The study reveals that Latino undergraduates are at a disadvantage in competing for college degrees because of two important factors: many Hispanic undergraduates disproportionately enroll on campuses that have low bachelor's degree completion rates, and they have different experiences than white students even when they enroll on the same campuses.
The purpose of this study is to describe federal legislation and programs that support higher education and to assess Latino participation in these programs. While there are many programs at the state, institutional, and community levels that facilitate access to higher education for Latinos, the Higher Education Act (HEA), due for reauthorization this year, is the main policy vehicle at the federal level for postsecondary education programs. These programs provide concrete examples of educational activities that can inform–and be informed by–local activities and programs to facilitate Latino student access, persistence, and completion of higher education. A series of developments in the costs and financing of colleges and universities set the context for HEA reauthorization.
This study was conducted by the Educational Policy Institute through a grant from the Pew Hispanic Center to provide the most up-to-date analysis of Latino achievement through postsecondary education. The study analyses the latest installment of the National Educational Longitudinal Study (NELS), begun in 1988 with eighth grade students and followed up several times, with the last follow-up survey in 2000: eight years after scheduled high school graduation.
High school dropout rates are a key performance measure for the American education system. This report shows that the standard method for calculating the dropout rate leads to a distorted picture of the status of Hispanic students in U.S. schools.
It is a commonplace claim that the education level of the Latino immigrant population is continually falling behind that of the U.S.-born population. However, the Pew Hispanic Center finds that the educational profile of the adult population of foreign-born Latinos has improved significantly during the past three decades. These gains, however, have not yet produced a notable convergence with the level of education in the native-born U.S. population. During the period 1970 to 2000 the native-born population also experienced improvements of education that outpaced the progress among Latino immigrants. Nonetheless, the trends identified in this report suggest that the gap between immigrants and natives will narrow in the future.
This report shows that by some measures a greater share of Latinos are attending college classes than non-Hispanic whites, and yet they lag every other population group in attaining college degrees, especially bachelor’s degrees. A detailed examination of data for enrollment shows a high propensity among Latino high school graduates to pursue post-secondary studies. However, most are pursuing paths associated with lower chances of attaining a bachelor’s degree. Many are enrolled in community colleges, many also only attend school part-time and others delay or prolong their college education into their mid-20s and beyond. These findings clearly show that large numbers of Latinos finish their secondary schooling and try to extend their education but fail to earn a degree.
The Latino labor force is experiencing a major generational shift as increasing numbers of today’s young native-born Latino Americans become workers. This report describes the wage, employment outcomes, and labor market attachment of Latino adults by age and generation during the economic expansion of the late 1990s.