Black and Educated: Statistics, Progress, and Persistent Disparities
College degrees are regarded as a primary vehicle for reducing poverty and closing the wealth gaps between people of color and whites. This article examines the statistical landscape of Black educational attainment, highlighting progress made, persistent disparities, and potential contributing factors. It aims to provide a comprehensive overview, drawing upon available data and research to illuminate the complexities of this crucial topic.
Overall Educational Attainment
Educational attainment refers to the highest level of education completed (e.g., a high school diploma or equivalency certificate, some college, or a bachelor’s degree). Eighty Percent of African Americans over age 25 have high school diplomas. The average number of African Americans that have at least a bachelor’s degree increased two percentage point to 19% since the year 2000.
In 2016, the percentage of adults age 25 and older who had not completed high school was highest for Hispanic adults (33 percent) followed by 17 percent of American Indian Alaska Native adults, 15 percent of Black adults, 13 percent of Asian adults, 13 percent of Pacific Islander adults, 9 percent of adults of Two or more races, and 8 percent of White adults. The percentage of adults age 25 and older who had completed some college but had not earned a degree in 2016 was highest for American Indian/Alaska Native adults (26 percent) followed by 25 percent each for adults of Two or more races, Pacific Islander adults, and Black adults. Among the other racial/ethnic groups, 21 percent of White adults, 18 percent of Hispanic adults, and 12 percent of Asian adults had completed some college but had not earned a degree.
The percentage of adults age 25 and older who had earned a bachelor’s or higher degree in 2016 was highest for Asian adults (54 percent). Among the other racial/ethnic groups, 35 percent of White adults, 34 percent of adults of Two or more races, 21 percent of Black adults, 18 percent of Pacific Islander adults, and 15 percent each of American Indian/Alaska Native and Hispanic adults had earned a bachelor’s or higher degree. This analysis of educational data does not include people who categorize themselves as Black in combination with another race.
Historical Context and Progress
Universal compulsory education is a major reason for skyrocketing high school attainment but demographic momentum also plays a role. In 1940, less than 5% of all adults and only 1% of Blacks had completed four years of college. In 2019, both groups had much higher college attainment rates overall, with the national average at 36%, while 26% of Blacks ages 25 and older had attained a bachelor’s degree. The education success story continues for young adults. The national average dropout rate declined from 19% in 1968 to about 6% in 2018. Average enrollment for young adults increased from 26% to 41%. From 1996 to 2016, Hispanic students enrolled in schools from nursery school to college more than doubled.
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Disparities in Access and Opportunity
Despite overall progress, substantial disparities persist in access to quality education and opportunities for Black students. African American students are less likely to be college-ready. Black students spend less time in the classroom due to discipline, which further hinders their access to a quality education. Black students are nearly two times as likely to be suspended without educational services as white students. Black students are also 3.8 times as likely to receive one or more out-of-school suspensions as white students. In addition, Black children represent 19% of the nation’s pre-school population, yet 47% of those receiving more than one out-of-school suspension. In comparison, white students represent 41% of pre-school enrollment but only 28% of those receiving more than one out-of-school suspension. Students of color are often concentrated in schools with fewer resources. According to the Office for Civil Rights, 1.6 million students attend a school with a sworn law enforcement officers (SLEO), but not a school counselor. In 2015, the average reading score for white students on the National Assessment of Educational Progress (NAEP) 4th and 8th grade exam was 26 points higher than Black students. Similar gaps are apparent in math.
College Readiness and Representation in Advanced Courses
African American students are less likely than white students to have access to college-ready courses. Even when Black students do have access to honors or advanced placement courses, they are vastly underrepresented in these courses. Black and Latino students represent 38% of students in schools that offer AP courses, but only 29% of students enrolled in at least one AP course.
STEM Fields
Black and Latinx students are more likely to leave STEM majors than white students. At the beginning of studies, around 20% of white, Latinx and Black students declared a STEM major, but the students of color switched out of STEM majors at higher rates: 37% for Latinx and 40% for Black students, compared to 29% of white students.
Representation in Faculty and Staff
People of color are underrepresented in college faculty and staffs - which contributes to lack of diversity, equity and inclusion in teaching practices and curriculum, as well as role models and support systems for students.
Trends in Educational Attainment (2010-2016)
Analyzing data from the American Community Survey between 2010 and 2016 reveals specific trends across different racial and ethnic groups:
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- High School Completion: The percentage of adults age 25 and older who had not completed high school decreased from 14 percent in 2010 to 13 percent in 2016, a pattern also observed for most racial/ethnic groups.
- Some College, No Degree: The percentage of adults age 25 and older who had completed some college but had not earned a degree decreased from 21.3 percent in 2010 to 20.6 percent in 2016. Similarly, the percentages for White and Asian adults were lower in 2016 than 2010.
- Bachelor's Degree or Higher: The percentage of adults age 25 and older who had completed a bachelor’s or higher degree increased from 28 percent in 2010 to 31 percent in 2016.
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