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While access to computers and the internet were important to education prior to the pandemic—as tools for word processing, research, and communication after school hours, or even as the primary means of schooling—they became essential tools for students to remain engaged during the 2020–21 academic year. Reflecting this importance both before and during the pandemic, recent NCES blogs have highlighted data on <a href="https://nces.ed.gov/blogs/nces/post/identifying-virtual-schools-using-the-common-core-of-data-ccd">virtual schools</a> and <a href="https://nces.ed.gov/blogs/nces/post/students-access-to-the-internet-and-digital-devices-at-home">geographic differences in digital access</a>. This blog presents additional insight on these topics from the <a href="https://nces.ed.gov/programs/coe/"><em>Condition of Education 2021</em></a>. Specifically, it highlights patterns of inequity in access to educational technology by socioeconomic status, both before and during the coronavirus pandemic.</p> <p><strong>Before the Coronavirus Pandemic</strong></p> <p>According to the American Community Survey (ACS),<sup><a href="#_ftn1" name="_ftnref1" title="">1</a></sup> the higher the level of parental educational attainment, the higher the percentage of 3- to 18-year-olds with home internet access in 2019. For instance, the percentage with home internet access was highest for those whose parents had attained a bachelor’s or higher degree (99 percent) and lowest for those whose parents had less than a high school credential (83 percent) (figure 1).</p> <p>Similarly, the higher the level of family income, the higher the percentage of 3- to 18-year-olds with home internet access in 2019. Specifically, the percentage with home internet access was highest for those in families in the highest income quarter (99 percent) and lowest for those in families in the lowest income quarter (89 percent) (figure 1).<sup><a href="#_ftn2" name="_ftnref2" title="">2</a></sup></p> <hr /> <p><strong>Figure 1. Percentage of 3- to 18-year-olds with home internet access and home internet access only through a smartphone, by parental education and family income quarter: 2019</strong></p> <p><img src="/blogs/nces/image.axd?picture=%2f2021%2f09%2fCOESpot_Fig1.png" /></p> <p><span style="font-size:11px;"><sup>1</sup> Includes those who completed high school through equivalency credentials, such as the GED.<br /> NOTE: Includes only 3- to 18-year-olds living in households (respondents living in group quarters such as shelters, healthcare facilities, or correctional facilities were not asked about internet access). Includes 3- to 18-year-olds who had home internet access only through a smartphone but did not have any of the following types of computers: desktop or laptop, tablet or other portable wireless computer, or “some other type of computer.” Although rounded numbers are displayed, the figures are based on unrounded data.<br /> SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey (ACS), 2019. See <em>Digest of Education Statistics 2020</em>, table <a href="https://nces.ed.gov/programs/digest/d20/tables/dt20_702.12.asp">702.12</a>.</span></p> <hr /> <p>While internet access is nearly universal in the United States (95 percent of all 3- to 18-year-olds had access in 2019), not all families access the internet the same way. Specifically, 88 percent had access through a computer,<sup><a href="#_ftn3" name="_ftnref3" title="">3</a></sup> and 6 percent relied on a smartphone for their home internet access.<sup><a href="#_ftn4" name="_ftnref4" title="">4</a>,<a href="#_ftn5" name="_ftnref5" title="">5</a></sup></p> <p>In 2019, the higher the level of parental educational attainment, the lower the percentage of 3- to 18-year-olds who relied on a smartphone for their home internet access. Similarly, the higher the level of family income, the lower the percentage of 3- to 18-year-olds who relied on a smartphone for their home internet access. For instance, the percentage who relied on a smartphone for their home internet access was lowest for those in families in the highest income quarter (1 percent) and highest for those in families in the lowest income quarter (14 percent) (figure 1).</p> <p>Taken together with the patterns for overall home internet access, these findings reveal that access only through a smartphone is generally more common for groups with lower rates of internet access overall. Importantly, although smartphones can be useful tools for staying connected, they offer more limited functionality for applications such as word processing or interactive learning platforms. In other words, overall levels of internet access mask further inequities in mode of access, which have implications for whether/how the internet can be used as an educational tool.</p> <p><strong>During the Coronavirus Pandemic</strong></p> <p>As students moved en masse to online learning during the pandemic, access to internet-connected devices became a requirement for students to participate effectively in their new learning environments. The pre-pandemic data described above suggest that not all students would have been in a position to take advantage of these remote classrooms, and that this would be true of a higher percentage of students whose parents had lower incomes or lower levels of educational attainment.  </p> <p>Some schools and districts helped students meet these needs by providing computers or paying for home internet access. Data from the Household Pulse Survey (HPS) show that 59 percent of adults<sup><a href="#_ftn6" name="_ftnref6" title="">6</a></sup> with children in the home enrolled in school<sup><a href="#_ftn7" name="_ftnref7" title="">7</a></sup> reported that computers were provided by their school or district. This percentage was generally higher for those with lower 2019 household incomes, ranging from 68 percent for adults with household incomes below $25,000 to 50 percent for adults with household incomes over $150,000 (figure 2). A similar pattern was observed for internet access. Overall, 4 percent of adults said internet access was paid for by their students’ district or school, ranging from 8 percent for adults in the lowest household income range to about 1 percent for those in the highest household income range. These patterns are consistent with higher rates of assistance going to families with higher rates of expected need (as indicated in figure 1).</p> <hr /> <p><strong>Figure 2. Among adults 18 years old and over who had children under 18 in the home enrolled in school, percentage reporting that computers and internet access were always or usually available and provided or paid for by schools or school districts, by income level: September 2 to 14, 2020</strong></p> <p><img src="/blogs/nces/image.axd?picture=%2f2021%2f09%2fCOESpot_Fig2.png" /></p> <p><span style="font-size:11px;">NOTE: Although rounded numbers are displayed, the figures are based on unrounded data. Data in this figure are considered experimental and do not meet NCES standards for response rates. The survey question refers to enrollment at any time during the 2020–21 school year.<br /> SOURCE: U.S. Department of Commerce, Bureau of the Census, Household Pulse Survey, collection period of September 2 to 14, 2020. See <em>Digest of Education Statistics 2020</em>, tables <a href="https://nces.ed.gov/programs/digest/d20/tables/dt20_218.85.asp?current=yes">218.85</a> and <a href="https://nces.ed.gov/programs/digest/d20/tables/dt20_218.90.asp?current=yes">218.90</a>.</span></p> <hr /> <p>Even with this assistance from schools and districts, however, socioeconomic inequalities in students’ access to computers and internet were not eliminated. In general, the percentage of adults who reported that these resources were always or usually available increased with household income. For example, in September 2020, the percentage of adults reporting that computers were always or usually available was highest for the two household income levels at or above $100,000 and lowest for the two household income levels below $50,000. Similarly, the percentage of adults reporting that internet access was always or usually available was higher for the three household income levels at or above $75,000 than for the three household income levels below $75,000.</p> <p>Both before and during the pandemic, these data show that overall access to education technology in the United States is high. This access is bolstered by widespread access to mobile devices like smartphones and—at least during the 2020–21 academic year—by resources provided by students’ schools and districts, particularly for students from lower socioecnomic backgrounds. Nevertheless, inequalities persist. As the prevalence of technology in education grows, it will be important to continue to track equity not only in access but also in quality of access and frequency and competency of use.</p> <p><strong>Explore the following resources to learn more about students’ access to, use of, and competency with education technology.</strong></p> <p><em>General</em></p> <ul> <li><a href="https://nces.ed.gov/resources/edtechequity/">NCES's Ed Tech Equity Initiative</a></li> </ul> <p><em>Access</em></p> <ul> <li>Condition of Education 2021</li> </ul> <ul style="list-style-type: circle; margin-left: 40px;"> <li>“<a href="https://nces.ed.gov/programs/coe/indicator/cch?tid=4">Children’s Internet Access at Home</a>”</li> <li>“<a href="https://nces.ed.gov/programs/coe/indicator/tcb?tid=4">Impact of the Coronavirus Pandemic on the Elementary and Secondary Education System</a>”</li> </ul> <ul> <li>Household Pulse Survey <a href="https://www.census.gov/data-tools/demo/hhp/#/">data tool</a> and <a href="https://www.census.gov/programs-surveys/household-pulse-survey/data.html">data tables</a></li> <li>NCES blog: <a href="https://nces.ed.gov/blogs/nces/post/students-access-to-the-internet-and-digital-devices-at-home">Students’ Access to the Internet and Digital Devices at Home</a></li> </ul> <p><em>Use</em></p> <ul> <li><em>Digest of Education Statistics</em> <ul style="list-style-type:circle;"> <li><a href="https://nces.ed.gov/programs/digest/d19/tables/dt19_218.45.asp?current=yes">Percentage distribution of 4th-, 8th-, and 12th-grade public school students, by when student first used a laptop or desktop computer and selected student and school characteristics: 2015</a></li> <li><a href="https://nces.ed.gov/programs/digest/d19/tables/dt19_218.50.asp?current=yes">Percentage distribution of 8th-grade public school students, by number of hours they spend using a laptop or desktop computer for schoolwork on a weekday and selected student and school characteristics: 2015</a></li> </ul> </li> <li><a href="https://ies.ed.gov/schoolsurvey/">IES Monthly School Survey</a>, for data on learning opportunities during the pandemic.</li> </ul> <p><em>Competency</em></p> <ul> <li>NAEP TEL: <a href="https://nces.ed.gov/nationsreportcard/tel/">https://nces.ed.gov/nationsreportcard/tel/</a></li> <li>ICILS: <a href="https://nces.ed.gov/surveys/icils/icils2018/theme1.asp">https://nces.ed.gov/surveys/icils/icils2018/theme1.asp</a></li> </ul> <div> <p> </p> <p><em>By Véronique Irwin, NCES</em></p> <hr align="left" size="1" width="33%" /> <div id="ftn1"> <p><span style="font-size:11px;"><a href="#_ftnref1" name="_ftn1" title="">[1]</a> The American Community Survey (ACS) provides a large monthly sample of demographic, socioeconomic, and housing data comparable in content to the Long Forms of the Decennial Census. Aggregated over time, these data serve as a replacement for the Long Form of the Decennial Census. This section of the blog post uses data from ACS to describe the percentage of 3- to 18-year-olds with home internet access and the percentage with home internet access only through a smartphone in 2019.</span></p> </div> <div id="ftn2"> <p><span style="font-size:11px;"><a href="#_ftnref2" name="_ftn2" title="">[2]</a> The highest quarter refers to the top 25 percent of all family incomes; the middle-high quarter refers to the 51st through the 75th percentile of all family incomes; the middle-low quarter refers to the 26th through the 50th percentile of all family incomes; and the lowest quarter refers to the bottom 25 percent of all family incomes.</span></p> </div> <div id="ftn3"> <p><span style="font-size:11px;"><a href="#_ftnref3" name="_ftn3" title="">[3]</a> Refers to the percentage of 3- to 18-year-olds with home internet access through one or more of the following types of computers: desktop or laptop, tablet or other portable wireless computer, or “some other type of computer.” Includes homes having both smartphones and any of these types of computers.<a name="fn3"></a><a name="fn4"></a></span></p> </div> <div id="ftn4"> <p><span style="font-size:11px;"><a href="#_ftnref4" name="_ftn4" title="">[4]</a> Refers to the percentage of 3- to 18-year-olds who had home internet access only through a smartphone but did not have any of the types of computers listed in endnote 3.</span></p> </div> <div id="ftn5"> <p><span style="font-size:11px;"><a href="#_ftnref5" name="_ftn5" title="">[5]</a> Detail does not sum to totals because of rounding.</span></p> </div> <div id="ftn6"> <p><span style="font-size:11px;"><a href="#_ftnref6" name="_ftn6" title="">[6]</a> The Household Pulse Survey, conducted by the Census Bureau and other agencies including NCES, gathers information from adults about household educational activities (as well as other topics). Because the data focus on adults, findings from HPS are not directly comparable to those from ACS mentioned above.</span></p> </div> <div id="ftn7"> <p><span style="font-size:11px;"><a href="#_ftnref7" name="_ftn7" title="">[7]</a> According to HPS data, 52 million adults had children under age 18 in the home enrolled in school in September 2020. Overall, two-thirds (67 percent) of these adults reported that classes for their children had moved to a distance learning format using online resources.</span></p> </div> </div> </section> </article> <article class="post" id="post1"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/new-report-highlights-progress-and-challenges-in-u-s-high-school-dropout-and-completion-rates">New Report Highlights Progress and Challenges in U.S. High School Dropout and Completion Rates</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>January 14, 2020</span> <span class="post-author"><i class="glyphicon glyphicon-user"></i><a href="/blogs/nces/author/ncesblogeditor">NCES Blog Editor</a></span> <span class="post-category"><i class="glyphicon glyphicon-folder-close"></i><a href="/blogs/nces/category/Datasets">Datasets</a>, <a href="/blogs/nces/category/Findings">Findings</a>, <a href="/blogs/nces/category/General">General</a></span>  <span class="pull-right post-socialmedia"><a rel="nofollow" href="http://www.twitter.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fnew-report-highlights-progress-and-challenges-in-u-s-high-school-dropout-and-completion-rates"><img src="/blogs/Custom/Themes/Standard-New/images/twitter.png" height="24" width="24" alt="Share on Twitter"></a><a rel="nofollow" href="https://www.facebook.com/sharer/sharer.php?u=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fnew-report-highlights-progress-and-challenges-in-u-s-high-school-dropout-and-completion-rates"><img src="/blogs/Custom/Themes/Standard-New/images/facebook.png" height="24" width="24" alt="Share on Facebook"></a><a rel="nofollow" href="https://plus.google.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fnew-report-highlights-progress-and-challenges-in-u-s-high-school-dropout-and-completion-rates"><img src="/blogs/Custom/Themes/Standard-New/images/googleplus.png" height="24" width="24" alt="Share on Google+"></a></span> </div> </header> <section class="post-body text"> <p>A new NCES report has some good news about overall high school dropout and completion rates, but it also highlights some areas of concern.</p> <p>Using a broad range of data, the recently released <em><a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020117">Trends in High School Dropout and Completion Rates in the United States</a> </em>report shows that the educational attainment of young adults has risen in recent decades. The public high school <a href="https://nces.ed.gov/programs/dropout/ind_05.asp">graduation rate</a> is up, and the <a href="https://nces.ed.gov/programs/dropout/ind_02.asp">status dropout rate</a> (the percentage of 16- to 24-year-olds who are not enrolled in school and have not completed high school) is down. Despite these encouraging trends, there are significant disparities in educational attainment among young adults in the United States. The report shines new light on these disparities by analyzing detailed data from the U.S. Census Bureau.</p> <p>For large population groups, the report provides status dropout rates calculated using annual data from the American Community Survey (ACS), administered by the U.S. Census Bureau. For example, in 2017, some 5.4 percent of 16- to 24-year-olds who were not enrolled in high school lacked a high school diploma or equivalent credential.</p> <p>For smaller population groups, there are not enough ACS respondents during any given year to allow for precise and reliable estimates of the high school status dropout rate. For these demographic subgroups, NCES pools the data from 5 years of the ACS in order to obtain enough respondents to accurately describe patterns in the dropout rate.</p> <p>For example, while the overall status dropout rate for Asian 16- to 24-year-olds was below the national average in 2017, the rates for specific subgroups of Asian young adults varied widely. Based on 5 years of ACS data, high school status dropout rates among Asian 16- to 24-year-olds ranged from 1.1 percent for individuals of Korean descent to 23.2 percent for individuals of Burmese descent. These rates represent the “average” status dropout rate for the period from 2013 to 2017. They offer greater precision than the 1-year estimates, but the 5-year time span might make them difficult to interpret at first glance. </p> <p> </p> <hr /> <p><strong>Figure 1. Percentage of high school dropouts among persons 16 through 24 years old (status dropout rate), by selected Asian subgroups: 2013–2017</strong></p> <p><img src="/blogs/nces/image.axd?picture=%2f2020%2f01%2fDropout_Figure+1.png" /></p> <p><span style="font-size:11px;">&Dagger; Reporting standards not met. Either there are too few cases for a reliable estimate or the coefficient of variation (CV) is 50 percent or greater.<br /> <sup>1 </sup>If the estimation procedure were repeated many times, 95 percent of the calculated confidence intervals would contain the true status dropout rate for the population group.<br /> NOTE: “Status” dropouts are 16- to 24-year-olds who are not enrolled in school and who have not completed a high school program, regardless of when they left school. People who received an alternative credential such as a GED are counted as high school completers. This figure presents 5-year average status dropout rates for the period from 2013 to 2017. Use of a 5-year average increases the sample size, thereby reducing the sampling error and producing more stable estimates. Data are based on sample surveys of the entire population of 16- to 24-year-olds residing within the United States, including both noninstitutionalized persons (e.g., those living in households, college housing, or military housing located within the United States) and institutionalized persons (e.g., those living in prisons, nursing facilities, or other healthcare facilities). Estimates may differ from those based on the Current Population Survey (CPS) because of differences in survey design and target populations. Asian subgroups exclude persons of Hispanic ethnicity.<br /> SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey (ACS), 2013–2017.</span></p> <hr /> <p> </p> <p>The 5-year ACS data can also be used to describe status dropout rates for smaller geographic areas with more precision than the annual ACS data. For example, the average 2013–2017 status dropout rates ranged from 3.8 percent in Massachusetts to 9.6 percent in Louisiana. The 5-year ACS data allowed us to calculate more accurate status dropout rates for each state and, in many cases, for racial/ethnic subgroups within the state. Access the complete state-level dropout rates by race/ethnicity <a href="https://nces.ed.gov/programs/digest/d18/tables/dt18_219.85b.asp?current=yes">here</a>.<br />  </p> <hr /> <p><b>Figure 2. Percentage of high school dropouts among persons 16 through 24 years old </b><strong>(status dropout rate), by state: 2013–2017</strong></p> <p><img src="/blogs/nces/image.axd?picture=%2f2020%2f01%2fDropout_Figure+2_.png" /></p> <p><span style="font-size:11px;">NOTE: “Status” dropouts are 16- to 24-year-olds who are not enrolled in school and who have not completed a high school program, regardless of when they left school. People who received an alternative credential such as a GED are counted as high school completers. This figure presents 5-year average status dropout rates for the period from 2013 to 2017. Use of a 5-year average increases the sample size, thereby reducing the sampling error and producing more stable estimates. Data are based on sample surveys of the entire population of 16- to 24-year-olds residing within the United States, including both noninstitutionalized persons (e.g., those living in households, college housing, or military housing located within the United States) and institutionalized persons (e.g., those living in prisons, nursing facilities, or other healthcare facilities). Estimates may differ from those based on the Current Population Survey (CPS) because of differences in survey design and target populations.<br /> SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey (ACS), 2013–2017. See table 2.3.</span></p> <hr /> <p> </p> <p>For more information about high school dropout and completion rates, check out the recently released <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020117"><em>Trends in High School Dropout and Completion </em><em>Rates in the United States</em></a> report. For more information about the 5-year ACS datasets, visit <a href="https://www.census.gov/programs-surveys/acs/guidance/estimates.html">https://www.census.gov/programs-surveys/acs/guidance/estimates.html</a>.</p> <p> </p> <p><em>By Joel McFarland</em></p> </section> </article> <article class="post" id="post2"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/a-closer-look-at-the-performance-of-hispanic-and-asian-subgroups">A Closer Look at the Performance of Hispanic and Asian Subgroups</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>March 13, 2019</span> <span class="post-author"><i class="glyphicon glyphicon-user"></i><a href="/blogs/nces/author/ncesblogeditor">NCES Blog Editor</a></span> <span class="post-category"><i class="glyphicon glyphicon-folder-close"></i><a href="/blogs/nces/category/Findings">Findings</a>, <a href="/blogs/nces/category/General">General</a></span>  <span class="pull-right post-socialmedia"><a rel="nofollow" href="http://www.twitter.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fa-closer-look-at-the-performance-of-hispanic-and-asian-subgroups"><img src="/blogs/Custom/Themes/Standard-New/images/twitter.png" height="24" width="24" alt="Share on Twitter"></a><a rel="nofollow" href="https://www.facebook.com/sharer/sharer.php?u=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fa-closer-look-at-the-performance-of-hispanic-and-asian-subgroups"><img src="/blogs/Custom/Themes/Standard-New/images/facebook.png" height="24" width="24" alt="Share on Facebook"></a><a rel="nofollow" href="https://plus.google.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fa-closer-look-at-the-performance-of-hispanic-and-asian-subgroups"><img src="/blogs/Custom/Themes/Standard-New/images/googleplus.png" height="24" width="24" alt="Share on Google+"></a></span> </div> </header> <section class="post-body text"> <p>Breaking down data by racial and ethnic groups, such as White, Black, Hispanic, and Asian, can provide a better understanding of education performance and outcomes than just looking at overall outcomes. But these broad racial/ethnic groupings can still be large enough to hide important information and nuances about student performance and outcomes.  </p> <p>A recent NCES report, <em><a href="https://nces.ed.gov/programs/raceindicators/">Status and Trends in the Education of Racial and Ethnic Groups 2018</a></em>, examines current conditions and changes over time in education activities and outcomes for members of racial and ethnic groups in the United States. The report also uses data from the U.S. Census Bureau’s American Community Survey<sup><a href="#_ftn1" name="_ftnref1" title="">[1]</a></sup> to examine outcomes for U.S. and foreign-born individuals who identify with specific Hispanic and Asian ancestry subgroups (e.g., Mexican, Puerto Rican, Chinese, Asian Indian).<sup><a href="#_ftn2" name="_ftnref2" title="">[2]</a></sup> For example, although 11 percent of Asian children under age 18 were living in poverty in 2016, the child poverty rate differed by more than 30 percentage points across the selected Asian subgroups—ranging from 6 percent each for Asian Indian, Filipino, and Japanese children to 37 percent for Bangladeshi children.</p> <div> <p>These differences among subgroups were seen in other measures as well, including college participation and attainment.</p> <p> </p> <p><strong>COLLEGE PARTICIPATION RATES</strong></p> <p>The <a href="https://nces.ed.gov/programs/raceindicators/indicator_reas.asp">College Participation Rates indicator</a> shows the total college enrollment rate, meaning the percentage of 18- to 24-year-olds enrolled in 2- or 4-year colleges and universities.</p> <ul> <li>In 2016, the Hispanic average college enrollment rate was 36 percent. However, among Hispanic subgroups, the average college enrollment rate ranged from 27 percent for Honduran 18- to 24-year-olds to 64 percent for Chilean 18- to 24-year-olds. (See figure 1 below.)</li> </ul> <ul> <li>In 2016, the Asian average college enrollment rate was 67 percent. However, among Asian subgroups, the average college enrollment rate ranged from 23 percent for Burmese 18- to 24-year-olds to 78 percent for Chinese 18- to 24-year-olds.</li> </ul> <p> </p> <hr /> <p><img src="/blogs/nces/image.axd?picture=%2f2019%2f03%2fRE_subgroupsblog_fig_Hispanic_FINAL.png" /></p> <hr /> <h3> </h3> <p><strong>ATTAINMENT OF A BACHELOR'S OR HIGHER DEGREE</strong></p> <p>The <a href="https://nces.ed.gov/programs/raceindicators/indicator_rfas.asp">Attainment of a Bachelor’s or Higher Degree indicator</a> shows the percentage of adults (25 or older) who earned at least a bachelor’s degree.</p> <ul> <li>In 2016, about 15 percent of Hispanic adults had earned a bachelor’s or higher degree. However, among Hispanic subgroups, the percentage ranged from 9 percent for Salvadoran and Guatemalan adults to 55 percent for Venezuelan adults.</li> </ul> <ul> <li>In 2016, about 54 percent of Asian adults had earned a bachelor’s or higher degree. However, among Asian subgroups, the percentage ranged from 10 percent for Bhutanese adults to 74 percent for Asian Indian adults. (See figure 2 below.)</li> </ul> <p> </p> <hr /> <p><img src="/blogs/nces/image.axd?picture=%2f2019%2f03%2fRE_subgroupsblog_fig_Asian_FINAL.png" /></p> <hr /> <p> </p> <p>This report also presents information about Hispanic and Asian subgroups on topics including <a href="https://nces.ed.gov/programs/raceindicators/indicator_rab.asp">nativity</a>, <a href="https://nces.ed.gov/programs/raceindicators/indicator_rac.asp">children’s living arrangements</a>, <a href="https://nces.ed.gov/programs/raceindicators/indicator_rads.asp">children living in poverty</a>, and <a href="https://nces.ed.gov/programs/raceindicators/indicator_rdcs.asp">high school status dropout rates</a>.</p> <p>Looking for more information about different racial/ethnic populations on topics spanning from <a href="https://nces.ed.gov/programs/raceindicators/indicator_rba.asp">early childcare and education arrangements</a> to <a href="https://nces.ed.gov/programs/raceindicators/indicator_rfd.asp">earnings and employment</a> as an adult? Check out the full <em><a href="https://nces.ed.gov/programs/raceindicators/">Status and Trends in the Education of Racial and Ethnic Groups 2018</a></em> report!</p> <p> </p> <p><em>By Sidney Wilkinson-Flicker</em></p> <hr align="left" size="1" width="33%" /> <div id="ftn1"> <p><a href="#_ftnref1" name="_ftn1" title="">[1]</a> Learn more about the <a href="https://www.census.gov/programs-surveys/acs/technical-documentation/pums/about.html">Public Use Microdata Sample</a> of the American Community Survey.<a name="_Hlk1977812"></a></p> </div> <div id="ftn2"> <p><a href="#_ftnref2" name="_ftn2" title="">[2]</a> If the number of individuals in a subgroup is too small, the data may not be presented for privacy reasons. 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