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Home > Online Resources > K-12 Educational Research : Latina/o Academic Achievement Demographics

Statewide and National Demographic Data on Latina/o Academic Achievement

Latina/o Academic Achievement in Minnesota

An Overview Of Minneapolis Public Schools (PDF)
MPS Communications Department. 8 April, 2004.
With the help of an Annenberg Challenge grant in 1998, teachers have collaborated with local artists and art agencies to integrate art education into the curriculum. Over the past five years, 62 schools have integrated art education, affecting more than 20,000 students, 300 local art partners and 3,000 teachers. An evaluation of the school's curriculum made by the University of Minnesota's Center for Applied Research and Educational Improvement (CAREI) shows that four years of integrating the arts into the curriculum has brought about significant improvement in student performance and has changed how teachers teach.

Computation of the Four-year Graduation and Dropout Rates for School Districts in Minnesota (PDF)
Office of Information Technologies Systems and Data Unit. Minnesota Department of Children, Families, and Learning. August 2002.
A report compiled by the Minnesota Department of Children and Family Learning demonstrates a method of computation yielding results of a logistical study tracking ninth grade students in Minnesota over a specific time period. The results, summarized by the Minnesota Automated Reporting Student System (MARSS) include published graduation and dropout rates of students in Minnesota.

Higher Education for the Public Good (PDF)
A Report from the National Leadership Dialogue Series Practical Strategies for Institutional, Civic Engagement and Institutional Leadership that reflect and Shape the Covenant between Higher Education and Society
Kellogg Forum on Higher Education for the Public Good. Monticello, Minnesota. 3-5 June, 2002.
In the spring of 2002, the Kellogg Forum on Higher Education for the Public Good covered a series of National Leadership Dialogues aimed at exploring higher education in advancement of civic engagement and social responsibility. The three invitational gatherings held in Maryland, California, and Minnesota, between late April and early June, brought together a cross-section of higher education leaders recognized for their commitment to public service and civic responsibility.

Identifying Barriers to Graduation for Latinos in the South Hennepin Region (PDF)
Hastings, Sara. Graduate Research Assistant. University of Minnesota. 15 Dec. 2003.
Prepared by the Hennepin South Services Collaborative (HSSC), this report provides an assessment of barriers Latina/o students in South Hennepin County (cities of Eden Prairie, Bloomington, and Richfield) face as they embark on the road to high school graduation. The HSSCC conducted research identifying barriers to Latino school success, while assessing Latino student and parent needs, ultimately in various forms can affect their success in school. Inside this report is an analysis of the questions asked of Latino students and parents, school administrators, and teachers revels the need for Latino families to create a force for change within school districts and communities.

K-12 Education: Closing the Achievement Gap in Minnesota Public Schools (PDF)
Fan, Susan Wollan and Christine Wroblewski. Saint Paul Public Schools. August 1, 2004.
The comprehension of basic skills is very important in today's society. Unfortunately, in the U.S., there is a gap between the academic achievement received by white and non-white students. This report focuses on Minnesota, its students, and their results from the Minnesota Basic Skills Tests (MBST) in the concentrations of math, reading, and writing. In 2003, 78 percent of white students, 61 percent of Asian students, 43 percent of Latina/o, and 33 percent of African-American/black students passed the math test. Low graduation rates for minorities increases the disproportionate education received by a select population of Minnesota's youth.

Latino High School Graduation Rates in Minnesota (PDF)
The Class of 2001 At-A-Glance
The Minnesota Department of Children, Families and Learning (CFL). August 2002.
In 2002, the Minnesota Department of Children, Families and Learning (CFL) released a report on the Completion Study for the Class of 2001, which included high school graduation rates in Minnesota for the Class of 2001.This report tracks all students entering the ninth grade in September 1997. In June 2001, their graduation status was documented, finding that many had not graduated. In this brief, the data provided summarizes high school graduation rates by race/ethnicity, focusing on schools across Minnesota with a large Hispanic/Latino student population, also providing information on low graduation rates varying between different races/ethnic groups in Minnesota.

Latinos In Hennepin County (PDF)
Hennepin County Office of Planning and Development. 2000.
This report focuses on the stream of new Latino residents, which over the past few years has flowed into Hennepin County made up of people from many different races, nationalities, political and economic backgrounds. Over the past decade, Latinos have come to Hennepin County in search of better work, educational opportunities, and opportunities to reunite with family living in safe and healthy areas. Now, more than ever, government agencies need to understand this new community and the strengths they bring in and the barriers that deny them access to such privileges during this period of rapid urbanization.

Measuring Up 2002 (PDF)
A Report on the Minneapolis Public Schools
The Minneapolis Foundation, the Minneapolis Public Schools and the Greater Minneapolis Chamber of Commerce. 2002.
When Measuring Up 2000 was released, the report revealed inspiring achievements and troubling facts in our city's schools. This second report details our progress since then, checks our course and outlines efforts to reach our goals. Fewer students report feeling unsafe in school and student attendance rates have increased since 1999. Far too many students do not graduate from high school in four years. While many of our non-English speaking students are making remarkable strides, an alarming number of our African-American students have not mastered basic reading and math skills before they enter high school. The gap in achievement between white students and students of color appears to be growing. This twelve point plan is specifically designed to eliminate this gap.

Measuring Up 2004 (PDF)
The State Report Card of Higher Education
The National Center for Public Policy and Higher Education. 2004.
This state report card is derived from Measuring Up 2004, the national report card for higher education. Its purpose is to provide the public and policymakers with information to assess and improve postsecondary education in each state. Measuring Up 2004 evaluates states on their performance in higher education access and quality in the United States. In this report card, "higher education" refers to all education and training beyond high school, including all public and private, two- and four-year, for-profit and nonprofit institutions. The report card grades states in six overall performance categories: Preparation, participation, affordability, completion, benefits, learning.

Mind the Gap (PDF)
Reducing Disparities to Improve Regional Competitiveness in the Twin Cites
Brookings Institution Metropolitan Policy Program.
Like in many regions around the country, leaders in Minneapolis-St. Paul strive constantly to innovate and adopt strategies to bolster the region's economic competitiveness. Luckily, the Twin Cities region has many assets to build upon. It has a highly-educated workforce and strong job growth. The region is surrounded by an abundance of parks, recreational outlets, and other natural amenities. Additionally, the Twin Cities has a long history of regional thinking and an egalitarian spirit that many other metropolitan areas envy.

Minnesota Population Projections by Race and Hispanic Origin 2000–2030 (PDF)
Minnesota State Demographic Center. January 2005.
This report focuses on changes occurring in Minnesota's population. Within the next few years, Minnesota's population will become more diverse in the future. This is projected to rise to 13 percent by 2015 and 16 percent by 2030. Latinas/os of any race are projected to rise from 3 percent in 2000 to 6 percent in 2030. The more rapid population gains among nonwhite and Latino population groups are attributable to higher rates of immigration, higher birth rates and a younger age composition. By the 2025 to 2030 period, the total population gain will be about 169,000 and the nonwhite population will account for more than half of the increase.

Perhaps a Blessing (PDF)
Skills and Contributions of Recent Mexican Immigrants in the Rural Midwest
Baker, Phyllis L., Douglas R. Hotek. University of Northern Iowa. Hispanic Journal of Behavioral Sciences, Vol. 25 No. 4. Sage Publications. November, 2003. 448-468.
Using a survey instrument with 23 industrial skill descriptions and asking Mexican immigrants to rate their extent of experience, researchers found that immigrants in the Midwest have much breadth and some depth of experience in four major industrial skills categories: communications, construction, industrial service, and manufacturing. In contrast to the bleak portrait of human capital literature, using a contextual analysis of skills composition and the receiving community, researchers conclude that Mexican immigrants in the Midwest make significant contributions to society.

Latina/o Achievement at the University of Minnesota, Twin Cities

Creating Our Own Best Practices: Reflections on Diversity Programs at the University of Minnesota (PDF)
Geoffrey Maruyama of the Office for Multicultural and Academic Affairs (OMMA) at of the University of Minnesota, Twin Cities, produces a presentation on the multiple processes that the Uof M, TC has undergone in the past few years while attempting to develop a "culture of evidence." This "culture of evidence" will be used to evaluate, as well as reinforce the diversity programming offered by the university. Issues addressed in this report range from the affects of retention and graduation to the need to recruit students from under-represented backgrounds, as well as to assist first-year and transfers students adjust to life at the university.

Latina/o Academic Achievement in the U.S.

Accelerating Advancement in School and Work (PDF)
Over the past few decades, the United States has undergone significant demographic and economic changes that without doubt have affected the ability to reform the academic nature of high schools throughout the U.S. In this selection, the role of high schools present dual challenges investigating class size increases, difficult standardized tests, as well as the economic gap between families of Hispanic college-bound high school seniors and college admission offices. These problems result in the premature abandonment of high school before graduation.

Access Persistence (PDF)
Findings from 10 Years of Longitudinal Research on Students
According to the U.S. Department of Education, in 1998, approximately 9 million students were enrolled at four-year colleges and universities. 2002 Research developed by Susan P. Choy in partnership with the American Council on Education Center for Policy Analysis and the William and Flora Hewlett Foundation analyze such statistics documenting the result of the changing face of higher education and then current policy issues surrounding educational access. Responses from participants involved in higher education, academic scholars, foundation executives, and college and university presidents are also included.

Economics, Demography and the Future of Higher Education Policy (PDF)
National Governors Association and Educational Testing Service. 2004.
This report conducted by the Educational Testing Service (ETS) by authors Anthony P. Carnevale and Richard A. Fry of ETS research locations in San Antonio, Texas and Grand Rapids, Michigan, investigate the growing inequality between the income earned by college graduates and non-college graduates in the United States. The report states that in the next 15 years, 1 to 2 million young adults, a large proportion of them coming from low-income and underrepresented backgrounds will be seeking access to both higher education the growing business world.

Income of U.S. Workforce Projected to Decline if Education Doesn't Improve (PDF)
National Center for Public Policy and Higher Education. November 2005.
The National Center for Public Policy and Higher Education investigates trends documenting the proportion of workers with high school diplomas and college degrees. This report finds that within the next 15 years, there will be a considerable increase in the number of young people with low educational status, which will affect the U.S. workforce and possibly put them at a competitive disadvantage in relation to the fast pace expansion of the global economy.

The Influence of Social Capital on Mathematics Course Selection by Latino High School Students (PDF)
Valadez, James R. University of Washington. Hispanic Journal of Behavioral Sciences, Vol. 24 No. Sage Publications. 3 August 2002. 319-339.
This study examined the processes involved in high school mathematics course selection among Latino students. The findings generally provide evidence supporting the notion that social capital is associated with more informed educational decisions. Although social capital is effective for the upper socioeconomic Latino class, there is still the increasing disparity among Latinos of lower socioeconomic status, which increases the likelihood of low algebra and advanced mathematics enrollment.

The New Demography of America's Schools (PDF)
Immigration and the No Child Left Behind Act
Capps, Randy; Michael Fix; Shinta Herwantoro; Julie Murray,; Jason Ost; and Jeffrey S. Passel. 2002.
This report explores how immigration is changing the profile of the nation's elementary and secondary student population during this era of reform as the demographics of U.S. elementary and secondary schools are changing rapidly as a result of record-high immigration. These demographic shifts are occurring alongside implementation of the No Child Left Behind (NCLB) Act, the landmark 2002 federal law that holds schools accountable for the academic performance of limited English speaking children and other groups including many children of immigrants parents.

Youth Development Practices and The Latino Community (PDF)
Best Practices for Latino Youth Development
De Alba-Johnson, Nydia. University of Minnesota. 23 April, 2003.
In this review, the rapid growth of the Latino population in the United States is analyzed in relation to the population increase of Latina/o youth. This report finds that by year 2020, Latino youth will comprise of 25% of the U.S. youth population, although developmental investigators have focused little attention on the development of Latino youth. This lack of attention to Latino youth development could lead to severe economic and social problems such as declines in worker skill levels, which could seriously damage the economic structure of this society.