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Descriptors:
Equal Education; Outcomes of Education; Parent Participation; Educational Attainment; Parent School Relationship; Socioeconomic Background; Hispanic Americans; Social Bias; Social Status; Socioeconomic Influences; Family Influence; Preschool Education; Educational Experience; Educational Policy; Social Justice; Racial Differences; Reading Skills; Ethnic Groups; Immigrants; High School Graduates; Whites; African Americans; Asian Americans; Public Schools; Unemployment; Employment Level; Income; English (Second Language)

Abstract:
This research report examines the comparative educational condition of Latinos in the United States. The report discusses the dramatic shortfalls that plague the educational outcomes of Latinos relative to other racial and ethnic groups. The outcomes studied include educational attainment, school and university enrollment, basic cognitive skills, student achievement and advanced academic skills, non-cognitive skills, political and civic participation, and labor market outcomes. The report then proceeds to examine the main reasons for these inequities, discussing the comparative status of Latinos in terms of the three basic forces or inputs affecting schooling: socioeconomic background, the family and parental involvement, and the condition of pre-schooling and schooling. The research report concludes with policy recommendations intended to bridge the existing shortfalls in the educational status of Latinos. From investments in pre-schooling to the design of school-to-work programs, the report presents a wide array of choices in educational policy arena. (Contains 26 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Attainment; Hispanic Americans; Immigration; Income; Labor Force; One Parent Family; Population Trends; Poverty; Socioeconomic Status; Urban Areas

Abstract:
This report describes major demographic and socioeconomic changes in New York's Hispanic population in the 1990s. Data come from the Current Population Surveys and the 1990 and 2000 U.S. Census of Population and Housing. Despite some gains, New York Hispanics were not significantly better off in 2000 than in 1990. New York City's Hispanic population increased from 24.4 to 27 percent of the total population in the 1990s. The household income per capita of Hispanic New Yorkers increased only slightly in the 1990s, compared to a much stronger expansion among whites. By 2000, Hispanic per capita income was about one-third that of non-Hispanic whites. Poverty among Hispanics was at about 30 percent in the late 1990s, approximately equal to that in 1989. The unemployment rate became significantly higher for women than men. The proportion of Hispanic female-headed households was 32 percent in 2000, sharply exceeding the proportion for whites. The educational status of Hispanic New Yorkers rose significantly in the 1990s but lagged behind that of non-Hispanic whites. Based on the experiences in the 1990s, the current deepening recession will have a sharply negative effect on Hispanic socioeconomic status. (Contains 1 figure, 16 tables, 24 references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Basic Skills; Demography; High School Equivalency Programs; High School Graduates; High Schools; Income; Literacy; Postsecondary Education; Socioeconomic Background; Student Characteristics; Track System (Education); Vocational Education; Wages

Abstract:
This report presents a profile of the populations served by vocational education (VE) programs, comparing their literacy skills, demographics, and socioeconomic characteristics with those of students in other education tracks. Chapter 1 provides an introduction. Chapter 2 compares students enrolled in postsecondary VE programs with students enrolled in institutions granting associate and bachelor's degrees and discusses demographic characteristics, socioeconomic background, and literacy skills. The comparison shows that students enrolled in postsecondary VE programs displayed substantially lower scores on tests of literacy but had parents with lower socioeconomic background. Chapter 3 provides a statistical analysis of the link between secondary and postsecondary VE programs and labor market earnings. It finds that persons who complete a VE track in high school do not have significantly different earnings later in life than those who complete their secondary education without tracking; participants in formal postsecondary VE institutions tended to have earnings significantly higher. Chapter 4 analyzes the potential impact of linking VE programs with academic study programs leading to high school equivalency and finds that those receiving an equivalency certificate had similar literacy skills in comparison with students who received a high school diploma. Chapter 5 reviews the implications of the results for policy reform efforts, many of which define potential economic and educational impact of VE programs on diverse groups participating in the programs. (Contains 48 references.) (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adults; Dropouts; Employment Opportunities; Ethnic Groups; High School Equivalency Programs; High School Graduates; High Schools; Income; Minority Groups; National Surveys; Outcomes of Education; Program Effectiveness; Racial Differences; Vocational Education; Wages; Workplace Literacy

Abstract:
This digest analyzes information from two recently completed national surveys to determine the extent to which various vocational education programs improve employment opportunities in the United States. The impact of a General Educational Development (GED) certificate on workers' wages is also analyzed. Data are from the 1992 National Adult Literacy Survey (NALS) and the 1991 Workplace Literacy Assessment Survey. NALS sampled 14,900 persons aged 16 and older, with oversampling of African Americans and Hispanic Americans. The Workplace Literacy survey profiled and assessed approximately 8,000 persons enrolled in Job Training Partnership Act programs. Graduates of high schools with a vocational focus generally earn substantially less than persons who attend high schools with a college preparatory or general academic focus. The lower earnings of these graduates have a disproportionate effect on the earning of minority populations, since minorities are overrepresented in vocational education. Survey results indicate that dropouts who obtain a GED generally have higher wages than dropouts who do not. (Contains 4 references.) (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High School Equivalency Programs; Literacy; Minority Groups; Nontraditional Education; Outcomes of Education; Secondary Education; Student Certification; Urban Areas; Vocational Education

Abstract:
Discusses the labor market consequences as well as the differential literacy skills achieved by urban and minority-population recipients of alternative types of high school certification: traditional high school diplomas versus General Equivalency Diplomas (GEDs). The author concludes that, although certain vocational programs foster high school completion for some minorities, the GED provides substantial economic returns for dropouts. (GR) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Class Size; Crowding; Educationally Disadvantaged; Elementary Secondary Education; High School Students; Low Achievement; Poverty; Public Schools; School Size; School Space; Socioeconomic Status; Student Attitudes; Teacher Attitudes; Teachers; Urban Schools

Abstract:
This research report presents data showing that overcrowding in the New York City public schools is having significantly negative effects on instruction and learning in the system. The impact is particularly strong in schools that have a high proportion of students of low socioeconomic background, where overcrowding is sharply linked to lower achievement. In New York City, enrollment growth has been quick and is occurring at all grade levels. Ninety-one of 111 high schools (82 percent) were operating above their capacity in 1993-94, and 415 of 774 (56 percent) elementary school buildings were above their capacities. Data from the Board of Education document the overcrowding, and a study of four overcrowded schools (130 percent above utilization rate) with surveys of 213 teachers and 599 students, indicates attitudes toward school crowding. Both students and teachers feel deeply affected by overcrowding, with many considering it the most serious issue facing the schools. Both students and teachers feel overwhelmed, discouraged, and often disgusted. Four tables present study findings. (Contains 17 references.) (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Census Figures; Economic Factors; Educational Attainment; Educational Trends; Elementary Secondary Education; Employment Patterns; Equal Education; High School Graduates; Hispanic Americans; Immigrants; Migration Patterns; Minority Groups; Puerto Ricans; Relocation

Abstract:
This report shows that the face of the Puerto Rican population in the United States has changed dramatically in recent years. The analysis is based largely on data from the 1980 and 1990 Censuses of Population, but it is supplemented by other sources. The number of Puerto Ricans in the United States has increased from close to 2 million in 1980 to over 2.7 million in 1990, an increase spearheaded by massive emigration from Puerto Rico. The 1980s saw Puerto Ricans dispersing across the county, relocating from the traditional concentrations in eastern cities. New York remains the state with the largest Puerto Rican population, but the traditional association of Puerto Ricans with New York City is being replaced. Puerto Ricans experienced an astonishing rate of income growth in the period, with a great increase in labor force participation among women. Economic progress was tied to substantial improvements in educational attainment, with a dramatic drop in the number of Puerto Rican adults without a high school diploma, and an increase, from 17% to 29.3%, in the number of Puerto Ricans with at least some college education. In spite of this progress, the relatively high proportion of Puerto Ricans without a high school diploma remains a concern, as do inequities in the educational opportunities available to Puerto Ricans. Three appendixes discuss study methodology and statistical analyses. (Contains 2 figures, 53 tables, 2 appendix tables, and 28 references.) (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Programs; Cultural Awareness; Curriculum Development; Educational Change; Educational Environment; Elementary Secondary Education; Higher Education; Minority Groups; Multicultural Education; Professional Development; School Choice; School Restructuring; Social Environment; Urban Education; Urban Schools

Abstract:
The papers in this collection describe how education is being reinvented in urban school systems in the United States. Selections discuss the urban landscape, the social context of schooling, and the theory and practice of multiculturalism. Papers include: (1) "Introduction: Reinventing Urban Education" (Francisco L. Rivera-Batiz); (2) "The Multicultural Population of New York City: A Socioeconomic Profile of the Mosaic" (Francisco L. Rivera-Batiz); (3) "Strategic Environmental Factors Constraining Fiscal Resources in Urban Schools: The Case of New York City" (Craig E. Richards, Donna Merritt, and Tian Ming Sheu); (4) "Social Capital, Community Collaboration, and the Restructuring of Schools" (Calvin Stone and Gary Wehlage); (5) "The Community-Based Organization in an Urban Education Setting: Implications for Urban Policy Development" (Bruce Anthony Jones); (6) "School Choice: A Critical Review of the Literature" (Cecilia A. Conrad and Janet Alperstein); (7) "Addressing the Continuities and Discontinuities between Family and School for Ethnic Minority Children" (Sharon Nelson-Le Gall); (8) "New Curriculum Developments: An Investigative Survey of New York City's Community School Districts' Response to the Chancellor's Plan for Multicultural Education" (Pamela M. Crowley and Maria L. Garcia); (9) "Towards a Consciously Multicultural Mathematics Curriculum" (Walter G. Secada); (10) "Spanish as a Second School Language: Adding Language to the Discourse of Multicultural Education" (Josue M. Gonzalez); (11) "Professional Development for an Education That Is Multicultural: The Cross-Cultural Interdisciplinary Cooperative Learning (CICL) Model" (Marietta Saravia-Shore); and (12) "African American and Hispanic Women in Higher Education: Myths and Reality" (Dawn R. Person). References follow each chapter. (Contains 1 figure and 42 tables.) (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Age Differences; Census Figures; Economic Factors; Educational Attainment; Equal Opportunities (Jobs); Females; Income; Labor Force; Salary Wage Differentials; Sex Differences; Sex Discrimination; Socioeconomic Status; Trend Analysis; Urban Areas

Abstract:
This research report presents data that show that substantial progress was made toward economic equality on the basis of gender in New York (New York) during the 1980s. Using the 1980 and 1990 U.S. Census of Population for New York, the study demonstrates that, in the 1980s: (1) the labor force participation of women grew sharply while that of men remained relatively stable; (2) the proportion of women employed full-time increased dramatically; (3) the earnings shortfall of fully-employed women relative to men narrowed considerably, especially for younger cohorts; and (4) there was a significant increase in the proportion of women in the higher-paying jobs that men used to dominate. In spite of this overall progress, there are still serious concerns about the relative economic status of women. The boom of the 1980s was not equally shared, since women at the bottom of the economic ladder made few gains and the condition of those in unskilled occupations actually worsened during this period. Workers with low levels of education did not benefit as greatly as did those with higher levels of education. Trends for New York City resemble those for the nation as a whole. (Contains 10 tables.) (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Demography; Educational Attainment; Immigrants; Income; Labor Market; Mexican Americans; Mexicans; Poverty; Socioeconomic Status; Unemployment; Unskilled Workers

Abstract:
This report presents data showing that the socioeconomic status of Mexican immigrants in the United States fell sharply behind that of the total native-born population during the 1980s and also declined relative to that of Mexican Americans. Data from the 1980 and 1990 censuses demonstrate that during the 1980s, the earnings and per capita income of Mexican immigrants declined, when adjusted for inflation, while their poverty and unemployment rates rose sharply. The deteriorating economic condition of Mexican immigrants in the 1980s occurred in spite of their increased labor force participation, comparatively stable family structure, and stationary age for the population. The key reason for the decline in economic status is related to the deteriorating labor market position of unskilled workers in America. Given the high proportion of Mexican immigrants with educational attainment of less than a high school diploma, the collapsing labor market for unskilled workers severely curtailed their economic opportunities. Worsening socioeconomic status was also shared by other immigrant groups whose population contained a large fraction of unskilled workers. Public policies intended to ease the adjustment of recent immigrants to the labor market should be supported. Programs to raise English literacy, adult literacy courses, and immigrant apprenticeship programs should be considered as critical. Contains 12 data tables. (SV) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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