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Clearer questions pertaining to sexual orientation, gender identity, race and ethnicity are one step closer to appearing on the U.S. Census.. Following new categorizing standards set by the ...
The notice states that a combined question format on race/ethnicity “results in higher quality and more useful data” and that the office is prioritizing research into how to encourage the ...
The practice of tracking, or grouping students based on their abilities and perceived educational and occupational potential, began in the U.S. in the late 19th century and, in some schools, continues today. [13] Students of lower socioeconomic classes, many of whom are Black or Hispanic, are disproportionately represented in the lower tracks. [14]
The Office of Management and Budget announced Thursday changes to how the federal government asks about people’s race and ethnicity, including in the US Census.
The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. [1] It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while ...
Subsequently, the Census Bureau adhered to the 1997 OMB standards and thus used two separate questions to collect data on race and ethnicity. However, there were improvements in the phrasing of the race and ethnicity questions within the OMB guidelines, that would enhance clarity for respondents.
On March 28, 2024, the Bureau announced the following modifications to questions on race and ethnicity: consolidate the race and ethnicity questions into one question, with Hispanic or Latino considered as a minimum category; add Middle Eastern or North African as a new minimum category; require the collection of additional details beyond the ...
The education of African Americans and some other minorities lags behind those of other U.S. ethnic groups, such as White Americans and Asian Americans, as reflected by test scores, grades, urban high school graduation rates, rates of disciplinary action, and rates of conferral of undergraduate degrees.