Racial and Ethnic Distribution of Elementary and Secondary Students

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Vol 2, Issue 1, Topic: Elementary and Secondary Education

This article was originally published as an Indicator of the Month, taken from The Condition of Education: 1999. The sample survey data are from the U.S. Census Bureau's Current Population Reports and October Current Population Survey (CPS).

Changes in the racial/ethnic composition of students may alter the degree of heterogeneity of language and culture in the nation's schools. Although variety in student backgrounds and interests can enhance the learning environment, it can also create new or increased challenges for the schools. Knowledge of the shifting racial/ethnic distribution of public elementary and secondary students can give schools the foresight to plan for these challenges.

Thirty-six percent of students enrolled in public elementary and secondary schools were considered part of a minority group in 1996, an increase of 12 percentage points from 1976 (not shown). This increase was largely due to the growth in the percentage of Hispanic students.
Since 1970, black students have accounted for approximately one out of every three students who lived in central cities and attended public schools. In 1996, 10 percent of the students who lived in a metropolitan area outside of a central city and who attended public schools were black, up from 6 percent in 1970 (table 1).
In 1996, approximately 1 out of every 4 students who lived in a central city and who attended public schools was Hispanic, up from approximately 1 out of every 10 students in 1972 (table 1 and figure 1).
The percentage of black and Hispanic students enrolled in private schools increased between 1972 and 1996, rising from 5 percent each for both black and Hispanic students in 1972 to 9 percent for black students and 8 percent for Hispanic students in 1996 (table 1 and figure 1).

Table 1.—Percentage of students in grades 1-12 who were black or Hispanic, by control of school and place of residence: 1970-96

Table 1.- Percentage of students in grades 1-12 who were black or Hispanic, by control of school and place of residence: 1970-96

—Not available.

NOTE: The Current Population Survey (CPS) definition of metropolitan areas in the United States was changed in 1985; through 1984, metropolitan areas were defined on the basis of the 1970 census. A small number of students were both black and Hispanic (less than 1 percent). In 1994, the survey instrument for the CPS was changed and weights were adjusted.

SOURCE: U.S. Department of Commerce, Bureau of the Census: School Enrollment — Social and Economic Characteristics of Students (Current Population Reports, Series P20; selected years), detailed table 5, "Level of enrollment below college for persons 3 to 24 years old, by control of school, metropolitan status, sex, race, and Hispanic origin"; and Current Population Survey (CPS), October 1970 - 96 (selected years).

Figure 1.—Percentage of students in grades 1-12 who were black or Hispanic, by control of school and place of residence: 1972-96

Figure 1.- Percentage of students in grades 1-12 who were black or Hispanic, by control of school and place of residence: 1972-96

NOTE: Control of school was not available in 1980. Residence of students was not available in 1984. The Current Population Survey (CPS) definition of metropolitan areas in the United States was changed in 1985. A small number of students (less than 1 percent) were both black and Hispanic. In 1994, the survey instrument for the CPS was changed and weights were adjusted.

Data sources: U.S. Census Bureau: School Enrollment—Social and Economic Characteristics of Students (Current Population Reports, Series P20; selected years), detailed table 5, "Level of enrollment below college for persons 3 to 24 years old, by control of school, metropolitan status, sex, race, and Hispanic origin"; and Current Population Survey (CPS), October 1970-96 (selected years).

For technical information, see

National Center for Education Statistics. (1999). The Condition of Education: 1999 (NCES 1999-022).

For complete supplemental and standard error tables, see either

• the electronic version of The Condition of Education: 1999 (http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=1999022) , or

• volume 2 of the printed version (forthcoming): The Condition of Education: 1999 Supplemental and Standard Error Tables (NCES 2000-016).

For questions about content, contact John Wirt (john.wirt@ed.gov).

To obtain this Indicator of the Month (NCES 2000-005), call the toll-free ED Pubs number (877-433-7827) or visit the NCES Web Site (http://nces.ed.gov) .

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