The Status and Trends in the Education of Racial and Ethnic Groups report examines educational progress and challenges in the U.S. by race and ethnicity. This report shows that over time, the numbers in each race/ethnicity who have completed high school and continued their education in college have increased. Despite these gains, the rate of progress has varied. Differences on key indicators of educational background, performance, and attainment persist among the various races and ethnicities studied.

• In 2008, a higher percentage of children who identified as Asian (51 percent) had a mother with at least a bachelor’s degree than did children who identified as White (36 percent), as two or more races (31 percent), as Black (17 percent), as American Indian/Alaska Native (16 percent), and as Hispanic (11 percent).
  
  
• Forty-eight percent of public school 4th-graders were eligible for free or reduced-price lunches in 2009, including 77 percent of Hispanics, 74 percent of Blacks, 68 percent of American Indian/Alaska Natives, 34 percent of Asian/Pacific Islanders, and 29 percent of White 4th-graders.
  
  
• From 1999 to 2008, the total number of Black and Hispanic students taking an Advanced Placement (AP) exam more than tripled, from 94,000 to 318,000 students. In 2008, Asians had the highest mean AP exam score (3.08) across all exams, while Blacks had the lowest (1.91).
  
  
• Among 8th-graders in 2009, 63 percent of Asians/Pacific Islanders had no absences in the past month, compared to 35 percent of American Indians/Alaska Natives.
  
  
• In 2008, 44 percent of White 18- to 24-year-olds were enrolled in colleges and universities (a 16 percentage point increase from 1980); approximately 32 percent of Black 18- to 24-year-olds were enrolled in colleges or universities (an increase of 12 percentage points from 1980); and 26 percent of Hispanic 18- to 24-year-olds were enrolled (an increase of 10 percentage points from 1980).

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Suggestions for Improving the IPEDS Graduation Rate Survey Data Collection and Reporting

In 1990, Congress enacted the Student Right-to-Know (SRTK) Act which requires colleges and universities to disclose the rate students complete academic programs at postsecondary education institutions. The National Center for Education Statistics (NCES) at the U.S. Department of Education developed the Graduation Rate Survey (GRS) to help institutions comply with the SRTK requirements. The purpose of this paper is to present recommendations for reducing complexity and confusion of completing the GRS survey as well as improve the standardization of data. The paper summarizes findings from two activities: deliberations of the NPEC GRS Working Group (with feedback from the full NPEC membership) and an analysis of graduation rate survey perceptions using entries in the Common Dataset listserv.

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