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 Pub Number  Title  Date
REL 2018279 Associations between predictive indicators and postsecondary science, technology, engineering, and math success among Hispanic students in Texas
This study sought to identify factors that predict positive STEM-related postsecondary outcomes for students in Texas, and to determine whether the association between predictive factors and outcomes differs between Hispanic and non-Hispanic White students. The research team linked K–12 student academic data to college enrollment data for Texas public high school students who enrolled in colleges and universities in Texas during a period from the 2004/05 to the 2010/11 school years (seven cohorts). Regression models examined relationships between possible indicators (e.g., number and level of math or science classes completed) with the outcomes of interest (declaring a STEM major, persisting in a STEM major, and completing a STEM degree), while controlling for nonmalleable student and school factors as well as for cohort fixed effects. Interaction terms added to the models provided a separate estimate, for Hispanic, Black, non-Hispanic White, and Other ethnicity students, of the association of each indicator with each postsecondary outcome. Measures of academic experiences and performance in math and science during high school were strongly associated with postsecondary STEM outcomes. These associations were generally consistent for Hispanic and non-Hispanic White students. Statistically significant indicators of positive postsecondary STEM outcomes included number of math and science courses completed, number of Advanced Placement courses taken, highest-level math or science course taken, and state assessment scores. This study demonstrates that Hispanic students reap the same benefits of taking higher-level math and science courses in high school as do non-Hispanic White students. Future studies should consider possible factors influencing the academic experiences of Hispanic students in high school science and math, such as access to rigorous courses.
11/21/2017
NCES 2017051 Status and Trends in the Education of Racial and Ethnic Groups 2017
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
7/18/2017
NCES 2016007 Status and Trends in the Education of Racial and Ethnic Groups 2016
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
8/11/2016
REL 2016122 A Review of the Literature to Identify Leading Indicators Related to Hispanic STEM Postsecondary Educational Outcomes
The purpose of this study was to review recent peer-reviewed studies in order to identify malleable factors measured in K–12 settings that are related to students' postsecondary STEM success, particularly for Hispanic students. Postsecondary STEM success was defined as enrollment in, persistence in, and completion of postsecondary STEM majors or degrees. Twenty-three relevant studies were identified, yet only 4 examined K–12 factors predictive of postsecondary STEM success specifically for Hispanic students. The review found that the number of high school mathematics and science courses taken, and the level of those courses is a consistent predictor of postsecondary STEM outcomes for all student subgroups. However, the literature indicates that minority students, including Hispanics, were less likely to take the highest-level mathematics and science courses. Students' interest and confidence in STEM at the K–12 levels was also predictive of postsecondary STEM success. Yet, despite lower levels of postsecondary STEM success, some studies indicate racial/ethnic minority and White students had similar levels of interest and confidence in STEM. The reviewed research suggests that reducing disparities in mathematics and science preparation between Hispanic and White students and increasing the rates at which Hispanic students take high-level mathematics and science classes has promise for informing interventions designed to improve STEM outcomes.
4/19/2016
NCES 2012213 New Americans in Postsecondary Education: A Profile of Immigrant and Second-Generation American Undergraduates
This Statistics in Brief describes the characteristics and undergraduate experiences of 2007–08 undergraduates who immigrated to the United States or who had at least one immigrant parent (second-generation Americans). The analysis compares these two groups with all undergraduates (excluding foreign students) and with third- or higher generation American undergraduates whose parents were born in the United States. The findings are based on data from the 2007–08 National Postsecondary Student Aid Study (NPSAS:08), a nationally representative sample of more than 100,000 students enrolled in U.S. postsecondary institutions.
7/17/2012
REL 2012025 Analyzing Performance by Pennsylvania Grade 8 Hispanic Students on the 2007/08 State Assessment
The report compares performance of grade 8 Hispanic students on the Pennsylvania System of School Assessment (PSSA) English language arts and math tests with that of grade 8 White, Black, and other non-Hispanic students during school years 2002/03 to 2008/09. It also examines how grade 8 Hispanic students’ performance varies by key student and school characteristics. The study found that in 2007/08, Hispanic students in Pennsylvania had lower English language arts and math scores than did non-Hispanic students. The differences were statistically significant.
4/25/2012
NCES 2011459 Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress
This report provides detailed information on the size of the achievement gaps between Hispanic and White public school students at the national and state levels and describes how those achievement gaps have changed over time. Additional information about race/ethnicity in NAEP is given in Appendix A. Most of the data in this report is derived from the results of the 2009 National Assessment of Educational Progress (NAEP) main assessments in mathematics and reading; however the trend data provided is derived from results from as early as 1990. Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress, follows our previous report that provided similar information on the achievement gap between Black and White students.
6/23/2011
NCES 2011485 Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress: HIGHLIGHTS
This brochure presents highlights of the statistical analysis report, Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress, and provides graphical presentation of students’ academic achievement gaps and how their performance has changed over time at both the national and state levels.
6/23/2011
NCES 2008346 Education Longitudinal Study of 2002/06: Restricted Use Second Follow-up Data Files, Data File Documentation, and Electronic Codebook System
This ELS:2002/2004 CDROM contains a revised version of the restricted-use base-year to second follow-up data that were previously released. Manuals documenting the sample design of these data, how they were collected, and how they should be used are included. This documentation is public use and can be downloaded directly from the ELS website (http://nces.ed.gov/surveys/els2002 /manuals.asp).

The ELS:2002 longitudinal study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work. By the third follow-up in 2012, these young people will be in their mid-twenties.

Users of the original second follow-up restricted-use data (NCES 2008-346) can obtain this revised version (NCES 2008-346r) by requesting it from the IES Data Security Office (IESData.Security@ed.gov). Nearly all of the changes that have been made in the original data are in base year and first follow-up variables and not transcript or second follow-up variables.

However, none of these changes affect data that were originally released in the base year to first follow-up restricted-use data (NCES 2006-430 ), or the transcript restricted-use data (NCES-2006-351).
10/16/2007
NCES 2003008 Status and Trends in the Education of Hispanics
Status and Trends in the Education of Hispanics draws on the many statistics published by NCES in a variety of reports and synthesizes these data in one compact volume. In addition to indicators drawn from existing government reports, some indicators were developed specifically for this report. The objective of this report is to make information about the educational status of Hispanics easily accessible to a variety of audiences.
4/15/2003
NCES 2002051 Hispanic Serving Institutions: Statistical Trends from 1990 to 1999
This report, the first from NCES to focus exclusively on Hispanic Serving Institutions (HSIs), tracks 335 degree-granting institutions that met the 25 percent Hispanic enrollment criterion in 1999. This report provides a statistical overview of the growth in HSI enrollment and degrees during the 1990s. It also presents an overview of HSI staff in 1999 and changes in faculty salaries from the middle to the end of the decade.
9/13/2002
NCES 1999489 Directory of NAEP Publications
This 74-page directory lists all publications issued or funded by the National Center for Education Statistics that present or analyze data from the National Assessment of Educational Progress (NAEP). Since 1970, NAEP has evaluated student performance in such areas as reading, mathematics, science, writing, U.S. history, civics, geography, and the arts. Each listing gives information for accessing the publication, through ERIC, the NCES web site, the Government Printing Office, or Ed Pubs, as appropriate.
4/19/1999
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