EDUCATION IN THE 21ST CENTURY:BUILDING A COMMON DESTINY

Luis Ricardo FragaUniversity of Washington

University of North TexasDenton, TX

February 27, 2013

Education in the 21st Century

• How has the growth in the Latino population affected discourse in the Department of Education and the White House regarding postsecondary education and the future of the nation?

• What higher education policy initiatives can we pursue at national and state levels to leverage the greatest increases in postsecondary completion for all students?

Latinos in the Future of the United States

1970 1980 1990 2000 2010 2020 2030 2040 20500.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.084.1

80.276.2

71.0

65.7

60.155.5

50.846.3

10.6 11.6 11.912.4

12.6 12.3 12.2 12.0 11.8

4.56.6

9.112.5

16.319.4

23.026.7

30.2

0.7 1.6 2.9 3.7 4.8 5.4 6.2 6.9 7.6

Population Growth in the U.S., 1970-2050

White

Af-Am

Latino

Asian

Perc

ent o

f Tot

al P

opul

atio

n

Source: U.S. Bureau of the Census, 1981,1991, 2002, 2008

Source: Suro & Passel, Pew Hispanic Center (2003); Pew (2009)

• 62.6% of all Latinos in the U.S. are U.S. born

• 47.3% of all Latinos over 18 years of age are U.S. born

• 91.7% of all Latinos under 18 years of age are U.S. born

Growth of Enrollment in Public Schools

Source: Pew Hispanic Center 2006

19551960

19651970

19741978

19821986

19901994

19982002

20082011

0

10

20

30

40

50

60

Public School Enrollment, 1955 - 2011

Enr

ollm

ent i

n M

illio

ns

Growth in Latino Public School Enrollment

Source: Pew Hispanic Center 2006

Total Hispanic White African American Asian

-6

-4

-2

0

2

4

6

8

6 6.3

-3.6

0.40.8

Public School Enrollment Increase, 1993-2011

Chn

age

in M

illio

ns

Building a Common Destiny: Increasing Latino Educational

Attainment

The State of Latino Postsecondary Education

Table A-39-1. Number and percentage distribution of fall undergraduate enrollment in degree-granting institutions, by control and level of institution and

selected student characteristics: Fall 2009

Public 2-Year

Private not-for-profit, 2-Year

Private for-profit,

2-Year

Public4-Year

Private not-for-profit, 4-Year

Private for-profit,

4-Year

White 38.3% 0.2% 1.6% 37.9% 16.2% 5.8%

Black 40.4% 0.3% 4.1% 29.7% 12.8% 12.8%

Hispanic 51.8% 0.1% 3.5% 29.7% 8.2% 6.6%

Asian/PacificIslander 41.9% 0.2% 1.4% 39.5% 13.3% 3.8%

American Indian 44.9% 0.7% 2.0% 35.0% 9.9% 7.4%

NonresidentAlien 25.6% 0.2% 0.6% 43.8% 25.0% 4.7%

Source: U.S. Department of Education, National Center for Education Statistics, 2009 Integrated Postsecondary Education Data System (IPEDS), Spring 2010, Fall Enrollment

Completion at Two-year Institutions (150%), Cohort 2005

Source: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Spring 2003 and Spring 2009, Graduation Rates component

Public, 2-Year Private, not-for-profit, 2-Year Private, for profit, 2-Year0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

22.9%

52.3%

62.9%

12.1%

41.6%

47.8%

15.6%

47.3%

61.4%

25.8%

41.6%

65.8%

18.2%

14.8%

55.8%

WhiteBlackHispanicAsian/Pacific IslanderAmerican Indian

Completion at Four-year Institutions (6 yrs.), Cohort 2002

Source: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Spring 2003 and Spring 2009 Graduation Rates component

Public, 4-Year Private, not-for-profit, 4-Year Private, for-profit, 4-Year0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

57.4%

67.2%

25.5%

39.4%

44.9%

16.3%

46.3%

59.5%

27.5%

64.7%

75.3%

35.5%35.7%

49.8%

17.1%

WhiteBlackHispanicAsian/Pacific IslanderAmerican Indian

Higher Education Policy Initiatives:Leveraging National and State

Efforts

Enriching America Through the 21st Century: Increasing Latino Postsecondary Completion

Financing Higher Education Continue to improve FAFSA Increase work study and link to careers, e.g., STEM Restore Pell grant eligibility from 12 to 18 semesters

Enhancing Academic Competence Review current math and English placement exams Fund 2-yr and 4-yr institutional partnerships Establish regional developmental education centers

Empowering Latino Families Provide annual tax deduction when living at home Develop post-sec information inventory Develop competitive initiative on engaging families

Building a Common Destiny: Increasing Latino Postsecondary

Completion

Parent Aspiration of Child’s Education

Question: How far would you like to see this child go in school? Source: Latino National Survey, 2006

Nation

Gen 1

Gen 2

Gen 3

Gen 4

-10% 0% 10% 20% 30% 40% 50% 60%

4.0%

3.5%

4.7%

2.3%

9.4%

2.0%

1.9%

2.6%

2.8%

1.9%

38.6%

35.9%

42.2%

47.7%

48.8%

55.4%

58.8%

50.4%

47.2%

39.9%

Graduate or Advanced Prof. Degree

Graduate From College

Vocational Training After High School

Graduate High School or GED

Parent Expectation of Child’s Education

Question: How far do you think your child will go in school?

Source: Latino National Survey, 2006

Nation

Gen 1

Gen 2

Gen 3

Gen 4

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%

1.5%

1.5%

2.1%

0.2%

2.1%

1.7%

1.9%

1.7%

0.0%

2.3%

10.4%

9.9%

8.9%

10.8%

16.4%

4.4%

4.0%

4.2%

6.9%

5.6%

41.7%

38.8%

48.6%

50.6%

50.1%

40.3%

43.9%

34.5%

31.6%

23.7%

Graduate or Professional Degree

Graduate College

Vocational or Job Training

Graduate H.S.

GED

Some H.S.

Children Living in Poverty, 2008

Category Number Percent

All under 18 15,451,000 20.7

White 4,850,000 11.9

African American 4,480,000 35.4

Hispanic 5,610,000 33.1

Source: U.S. Bureau of the Census (2009)

Source: U.S. Bureau of the Census, 1981,1991, 2002, 2008

“To understand your country you must love it. To love it you must, in a sense, accept it. To accept it as it is, however, is to betray it. To accept your country without betraying it, you must love it for that in it which shows what it might become.”

Unger and West (1998)

Los Angeles 2006