Biden angers supporters who wanted him to curb standardized testing - The Washington Post

Biden angers supporters who wanted him to curb standardized testing - The Washington Post

One month in, Biden angers supporters who wanted him to curb standardized testing

In December 2019, Joe Biden appeared at an education forum and was asked if he would commit to ending standardized testing in public schools if elected president. His answer was surprising — given that the Obama administration, in which he served as vice president, made testing a central part of its controversial education agenda.

“Yes,” Biden said. “You are preaching to the choir.” He said that evaluating teachers by student test scores — a feature of President Barack Obama’s overhauls — was “a big mistake” and that “teaching to a test underestimates and discounts the things that are most important for students to know.”

Critics of high-stakes testing took heart in his response and hoped he would diminish the importance of the standardized tests that federal law requires states to give annually to hold schools accountable for student progress. An early indication of that would be whether he would do what Betsy DeVos, President Donald Trump’s education secretary, did in 2020 as the coronavirus pandemic was beginning: allow states to skip them.

Now, a month into the Biden presidency, the Education Department announced this week that states must give the exams — although with some flexibility about how to administer them and use the scores. (An Education Department spokesperson said Miguel Cardona, Biden’s nominee for education secretary, did not participate in the decision.)

Education Department offers flexibility, but not a way out, for spring testing

Specifically, states were told they could shorten the exams, administer them remotely or give them later in the year. States were also offered flexibility with how they use test scores, which has included for teacher evaluation, school grades and graduation requirements. And the department said it would work with individual states to address their unique circumstances, suggesting further flexibility.

At least nine states have asked the Education Department for permission to skip the exams and more than 20 have asked if they could refrain from using the test scores for accountability purposes, according to a department spokesperson. Now they and other states that want flexibility from federal law will enter into negotiations with the department, which is expected to be led by Cardona if he is CONTINUE READING: Biden angers supporters who wanted him to curb standardized testing - The Washington Post

Teacher Tom: I'll Try Not to Yuck Your Yum if You Try Not to Yuck Mine

Teacher Tom: I'll Try Not to Yuck Your Yum if You Try Not to Yuck Mine

I'll Try Not to Yuck Your Yum if You Try Not to Yuck Mine

"There are only two bad kinds of ice cream: pistachio and tutti frutti." It's one of the jokes I tell that no one thinks is particularly funny. The kids tend to take me seriously, "What's so bad about them?" And adults tend to snort in imitation of The Dude, "That's, like, just your opinion man."

It's true that those two flavors ruin ice cream for me, although if that's all there is, I'll still eat it, just not with the usual gusto. I've found many who agree with me about tutti frutti, but I often feel as if I'm all alone in my dislike of pistachio. "But that's the best flavor," they'll say or, "You don't know what you're talking about," all in the spirit of the joke, of course.

Ice cream isn't something to fight over. We've all known since we were quite young that everyone perceives flavors in a different way. What we find "yucky" others seem to find "yummy." And even as our beloved adults sometimes try to coax us with promises of bigger muscles or trick us by hiding, say, broccoli in an otherwise delicious marinara sauce, the CONTINUE READING: Teacher Tom: I'll Try Not to Yuck Your Yum if You Try Not to Yuck Mine

Voucher Vultures Getting FBI Scrutiny + What’s the Big Deal? – Tennessee Education Report

Voucher Vultures Getting FBI Scrutiny – Tennessee Education Report

VOUCHER VULTURES GETTING FBI SCRUTINY

NewsChannel5’s Phil Williams reports that the Federal Bureau of Investigation is continuing to investigate the possibility of bribes involved in the 2019 vote to secure passage of Gov. Bill Lee’s school voucher scheme.

Here’s more:

NewsChannel 5’s cameras were there last month as Casada woke up last month to an FBI raid on his Franklin condo.

Now, Casada has told associates that the FBI had questions about how he helped pass Lee’s legislation to create school vouchers to pay for private school tuition. Two independent sources, who spoke on the condition that they not be identified, said Casada described being questioned about allegations of bribes being offered for votes

The voucher bill itself has so far been ruled unconstitutional in Tennessee courts. Now, the Tennessee Supreme Court will take up the issue.

Casada and number of his associates faced FBI raids last month connected to an investigation of campaign finance irregularities. Now, it seems that investigation may also include questions about bribes related to the voucher vote.

Lee’s voucher scheme passed the House by a single vote after Casada and his legislative aides and lieutenants negotiated with lawmakers while holding the vote open for more than 30 minutes.

MORE on vouchers: CONTINUE READING

What’s the Big Deal? – Tennessee Education Report - http://tnedreport.com/?p=5183 via @TNEdReport

Teachers, Testing and Why We Might Just Chill | Teacher in a strange land

Teachers, Testing and Why We Might Just Chill | Teacher in a strange land

Teachers, Testing and Why We Might Just Chill

You hear it all the time: What we need is teachers at the policy table. They would make the right decisions about things that would truly revive and strengthen public education.

Well, maybe.

Managing and monitoring the behavior and learning of 30 8-year olds or 150 teenagers, making 1500 fine-grained instructional decisions a day, means there isn’t much time for negotiation, nuance, what-ifs and taking everyone’s opinion into consideration. Teachers are also excellent crap-detectors, having had so much practice. Teachers cut to the chase.

No so with most policy-makers.

In a just and fair world—not the polarized and partisan world we live in—legislators are elected to craft policy that sees all sides: Business and the national economy. The environment. The needs of the rural west and the urban east. The well-being of The People. The most equitable way to educate all children.

It is worth remembering that No Child Left Behind–the Elementary and Secondary Education Act (ESEA) in its 2001 incarnation—was a product of bipartisan legislators who really thought they were injecting admirable goals and equity, not to mention CONTINUE READING: Teachers, Testing and Why We Might Just Chill | Teacher in a strange land

African American Studies Virtual Classroom Session + Funding Results: 2020-21 Specialized Secondary Programs (SSP) Grant - Year 2021 (CA Dept of Education)

African American Studies Virtual Classroom Session - Year 2021 (CA Dept of Education)

State Superintendent Tony Thurmond Convenes Discussion with Educators, Students on African American Studies During Ethnic Studies Virtual Classroom Session

SACRAMENTO—Building on the success of last summer’s Ethnic Studies Webinar Series, State Superintendent of Public Instruction Tony Thurmond yesterday launched the second part of the series with “Arts, Activism, and Americana: Understanding African American Studies.” The event yesterday, hosted by Dr. Daniel Lee, Deputy Superintendent of Equity at the California Department of Education (CDE), included a mini lesson from Dr. Natalie Graham, California State University, Fullerton (CSUF) and featured past and present CSUF students, who shared their journey to getting degrees in African American Studies and how the discipline has served them.

An archived broadcast of the webinar can be found on the CDE Facebook page.

As the State Board of Education prepares to review a revised Ethnic Studies Model Curriculum in a public meeting later next month, these virtual classroom sessions are opportunities for students, educators, and families to learn more about four disciplines of ethnic studies: African American Studies, Asian American and Pacific Islander Studies, Chicana/o/x and Latina/o/x Studies, and Native American Studies.

“As our nation experiences an urgent movement for racial justice, students and educators have told us that they want further lessons to highlight the struggles, histories, and contributions from people of color in our state and national history,” Thurmond said. “We’re proud to present these virtual classes, and be in a position to create an ethnic studies framework. Through learning about contributions of people of color, as well as the way in which many different groups across racial and economic lines have come together to build a better country, we can more easily envision our shared path forward—one that better serves all of us.”

Ethnic studies courses offer a space for students to explore complex issues of race, identity, and how socio-cultural contexts shape lives, and the CDE’s ethnic studies “virtual classrooms” provide a space for that conversation.

Dr. Graham, Director of CSU Fullerton’s Institute of Black Intellectual Innovation and Chair of the CSUF Department of African American Studies, adapted her mini-lesson from her African American Music Appreciation course that demonstrates the way that college students use what they already know about music history and culture as a stepping-stone into understanding the complexities of African American history. CSUF student Vyvyana Woolridge discussed her experiences in ethnic studies and how it has helped to better her college experience. And CSUF alumna Keya Vance explained how positive relationships with her professors, new topics introduced to her, and opportunities that have come post-graduation, were all benefits of choosing African American Studies as a major.

More details about future Ethnic Studies Webinar Series sessions will be posted on CDE’s social media channels.

# # # #

Tony Thurmond — State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

African American Studies Virtual Classroom Session - Year 2021 (CA Dept of Education)

Funding Results: 2020-21 Specialized Secondary Programs (SSP) Grant (CA Dept of Education) - https://www.cde.ca.gov/fg/fo/r17/ssp20c7results.asp

Resilient Public Schools: Bright and Dark Sides (Part 2) | Larry Cuban on School Reform and Classroom Practice

Resilient Public Schools: Bright and Dark Sides (Part 2) | Larry Cuban on School Reform and Classroom Practice

Resilient Public Schools: Bright and Dark Sides (Part 2)

In Part 1 of this series of posts, I described the times that public schools have closed because of the influenza pandemic a century ago, polio epidemics during the middle decades of the 20th century, and the disruption of schooling in New Orleans after Hurricane Katrina in 2005. Of note, then, is that on all of these occasions the age-graded school withstood disasters and adapted, essentially remaining the primary way of organizing school for instruction. Also of note is that districts mobilized technologies of the day for emergencies (except for New Orleans) and downsized classroom usage of technology when crises had passed. Part 2 looks more closely at the uses of technology in classroom lessons.

Technology in age-graded schools before, during, and after disruptions

Only three times in the past century has technology been the primary medium of instruction. One was planned and two were unplanned occurring after natural disasters.

The planned use of technology as the primary medium of instruction occurred in the mid-1960s. Research studies comparing lessons taught via television and those by teachers in classrooms concluded at the time that learning—as measured by standardized tests—was equivalent.  So the idea that this brand-new technology might upend traditional instruction captured U.S. educational decision-makers.

 In one ambitious innovation, the federal government established television  as CONTINUE READING: Resilient Public Schools: Bright and Dark Sides (Part 2) | Larry Cuban on School Reform and Classroom Practice

Richard Carranza resigns, Meisha Porter to be new NYC schools head - New York Daily News

Richard Carranza resigns, Meisha Porter to be new NYC schools head - New York Daily News

NYC schools head Richard Carranza resigns, Meisha Porter to become system’s first Black woman chancellor

Richard Carranza, the New York City schools chancellor who ignited fiery conversations about race and segregation in education and oversaw the seismic shift to remote learning throughout the coronavirus pandemic, will step down March 15 after a three-year tenure, Mayor de Blasio announced Friday.

He will be replaced by Meisha Porter, who currently serves as executive superintendent for the Bronx. Porter will become the first Black woman chancellor of the nation’s largest public school system.

Carranza’s departure will take effect a year to the day after the hectic Sunday last March when officials shuttered city school buildings in an unprecedented response to the growing threat of COVID-19

A year later, roughly 250,000 of the city’s nearly million public school students are attending in-person classes.

City officials say Carranza is stepping aside by his own accord, and doesn’t have a new position lined up. The schools chief has suffered a brutal personal toll from the coronavirus, losing multiple family members to the illness, he’s said on multiple occasions in recent months. CONTINUE READING:  Richard Carranza resigns, Meisha Porter to be new NYC schools head - New York Daily News

Evaluate This | JD2718

Evaluate This | JD2718

Evaluate This 

I’ve just spent the last two hours reading the evaluation letter that Mulgrew sent out. (Letter linked here). I’ll probably write much more, later. But for now I have a few observations:

Unnecessary

Why was this necessary? (I know, there is a state law – which the UFT helped pass – and which Mulgrew used to claim credit for helping to write)

Where was the fight to twist Cuomo’s arm?

Where was the full court press to get Cuomo to waive this nonsense for this year? (there was no full court press – why not?). Cuomo is wounded, vulnerable. It may have been possible to stop this.

Where is the guide to teaching during a pandemic?

Where is the “research-based” framework that we were trained on for remote and hybrid teaching? (there is none, just a rewrite of the Danielson framework. And – oh oh oh – Danielson herself says that it is inappropriate to use it to evaluate teachers! So, Mulgrew and Carranza, if Danielson did not think her stuff was appropriate for evaluation, who decided to use it anyhow?)

Did Danielson really say this is not appropriate? Take a look. Focus on

√ No Rubric. “Teachers need support, not scores. Now is not the time to be thinking about how to evaluate teacher performance.”

Here is the link. Scroll to page 4.

Have the evaluators successfully taught during a pandemic? CONTINUE READING: Evaluate This | JD2718

CURMUDGUCATION: Big Standardized Test Test

CURMUDGUCATION: Big Standardized Test Test

Big Standardized Test Test

Supporters of testing, testocrats, and all other folks insisting that the Biden administration made the right call because the 2021-- can we take a moment to assess your own test-related ideas?

For the "Parents Need To Know How Their Kids Are Doing" folks: 

Create a short video in which you display a real individual student result printout and describe, in detail, the information that a parent can glean from it. Offer specific advice--exactly what should the student be tutored in. And by specific, I don't mean "Pat needs to strengthen reading comprehension of non-fiction writing." Which particular reading strategies is Pat weak in? Which sorts of specific questions does Pat tend to flub? 

Be sure to factor in how Pat has spent the months since the test was taken. And be certain to highlight all of the specific information that Pat's adults could not have acquired by calling Pat's teacher.

For the "Locating Schools That Had Trouble During the Pandemic So We Can Target Resources" crowd:

Present any and all of the bills that have been crafted to distribute additional school support and resources based on test results. Be sure to include the formula that is going to be used, as well as the specific dollar amounts that will be distributed and the methods that will be proposed for funding, Note: no version of "public-private partnerships will be explored to fund and administer CONTINUE READING: CURMUDGUCATION: Big Standardized Test Test

Another School District Ends Contract with City Police for Security Guards: Will Improve Counseling and School Climate | janresseger

Another School District Ends Contract with City Police for Security Guards: Will Improve Counseling and School Climate | janresseger

Another School District Ends Contract with City Police for Security Guards: Will Improve Counseling and School Climate

Last June, after the killing of George Floyd by a Minneapolis police officer, the Washington Post reported that school districts across the United States suddenly felt obligated to take seriously the warnings from civil rights organizations about problems when school districts hire armed police as so-called “Student Resource Officers”:

“For years, civil rights activists have worked to remove police officers from the nation’s public schools, arguing that they pose a greater risk to students of color than the intruders they’re supposed to guard against. But in the wake of George Floyd’s death, a shift that seemed impossible only a few weeks ago is underway: Several major school systems have canceled their contracts with police, and others are mounting pressure to do the same.” School districts named by the Post last June included: Minneapolis, Portland, Denver, Oakland, and West Contra Costa Unified School District in California.

Now, the New York Times reports that last week another large school district, the Los Angeles Unified School District, approved a plan to eliminate a third of the armed police guards in the city’s public schools: “After a months-long push by students in the nation’s second-largest public school system, leaders in Los Angeles approved a plan on Tuesday to cut the district’s security force by a third, joining a growing number of cities that have reduced the presence of police officers in school hallways… The vote on Tuesday… would also ban the use of pepper spray on students and divert $25 million to programs supporting students of color. It was the result of months of meetings on how best to reconfigure public safety in the district, which serves about 650,000 students… The plan… eliminates 70 sworn officers, who have arrest CONTINUE READING: Another School District Ends Contract with City Police for Security Guards: Will Improve Counseling and School Climate | janresseger

Audio: With One Move, Congress Could Lift Millions Of Children Out Of Poverty | 89.3 KPCC

Audio: With One Move, Congress Could Lift Millions Of Children Out Of Poverty | 89.3 KPCC

With One Move, Congress Could Lift Millions Of Children Out Of Poverty

The COVID-19 relief bill working its way through Congress is full of big ideas to help people. But there's one idea that's so big, it was politically unthinkable not that long ago.

President Biden and Democratic lawmakers want to fight child poverty by giving U.S. families a few hundred dollars every month for every child in their household — no strings attached. A kind of child allowance.

If this proposal survives the wrangling in Congress and makes it to Biden's desk, experts say it could cut child poverty nearly in half.

The idea even has some bipartisan support. Republican Sen. Mitt Romney, of Utah, has pitched his own, smaller version of a child allowance.

More than 10 million of the nation's children lived below the federal poverty line in 2019, according to the U.S. Census Bureau. And the pandemic has made life even harder for those already vulnerable families.

Over the past year, job losses have been especially concentrated among single mothers. And with so many school cafeterias still closed and unable to feed kids experiencing food insecurity, researchers are seeing alarming levels of child hunger.

Compared to other wealthy nations, the United States does little to reduce child poverty. According to the Organisation for Economic Co-operation and Development, the U.S. ranks 37th among OECD nations — barely ahead of last-place Turkey — for how little it spends on family benefits: just 0.6% of gross domestic product in 2019.

"Right now, less than 3% of families [in the U.S.] receive any kind of cash assistance," says C. Nicole Mason, who heads the Institute for Women's Policy Research. "The social safety net has all but eroded and dissipated over the last two decades or so."

To begin to repair that safety net, Democrats would give caregivers $300 a month for each child under 6, and $250 a month for older kids — for at least the next year. Romney's benefit would last beyond the one-year window and be more generous for CONTINUE READING: Audio: With One Move, Congress Could Lift Millions Of Children Out Of Poverty | 89.3 KPCC

Education Matters: DCPS creates problems, then wonders why there are problems.

Education Matters: DCPS creates problems, then wonders why there are problems.

DCPS creates problems, then wonders why there are problems.

One-sixth of DCPS teachers leave from year to year. Where there are many reasons teachers leave, the lion's share of why they do has to fall on the shoulders of the district. Bad leadership and bad policies have led to this exodus.   

The Times Union recently reported on a JPEF study about teacher recruitment and retention. If the article seems familiar, it's because a variation of it comes out every three to four years.  

From the Times Union, 

In an analysis of three years of data from the school district, Jacksonville Public Education Fund revealed that Duval County's teacher retention rate is about 84 percent year-to-year across the entire district and about 75 percent year-to-year in the average school. The district said these numbers are on pace with national statistics… 

…Jacksonville Public Education Fund's research also showed that higher-performing schools with lower grades have teachers with less experience and schools with more students that are eligible for free and reduced lunch experience less teacher retention than schools with fewer students eligible for free and reduced lunch.  

https://www.jacksonville.com/story/news/education/2021/02/23/new-research-highlights-teacher-retention-inequity-duval-schools/4556199001/ 

 The article had more to do with recruiting minority males to the district, a worthwhile endeavor, but I CONTINUE READING: Education Matters: DCPS creates problems, then wonders why there are problems.

NYC Educator: The Teacher as Living Martyr

NYC Educator: The Teacher as Living Martyr

The Teacher as Living Martyr

That's the idealized version of what we do, and this is a great piece going into chapter and verse as to why. Who hasn't seen Stand and Deliver and decided, wow, that's what a real teacher does. Of course, if you get into the story a little deeper, you learn that not everything was quite as the film portrayed. This program didn't, in fact, materialize out of thin air with a bunch of kids who didn't know arithmetic. And it didn't last once Jaime Escalante left the picture either.

It's true, I guess, that there have been children who sat and composed symphonies before they were ten years old. This notwithstanding, the fact that you haven't doesn't precisely suggest your life is a failure. I'm sure Escalante was exceptional. I'm not sure he was as exceptional as that film portrayed. What I'm absolutely sure of is that he's not someone I'd use as a role model.

You're not a criminal because you want a life. You're not a criminal because you want a family. Sure, you may love teaching, but that doesn't mean you need to neglect absolutely every other aspect of your life and do it 24/7. Now there are people who want to be like that, or who at least want to appear like that. 

Maybe you have a colleague who gets up in front of the PTA and tells them what awful jobs the teachers in your school do. Maybe this person is the principal's favorite. Finally someone who will get up there and say exactly how much the staff sucks, and tell what a great visionary the principal is. This is a valuable employee, so naturally there has to be some comp-time job doing who knows what, because how could you let a talent like that go to waste teaching?

Of course, people who walk around tossing their brothers and sisters under the bus are hardly role models. I wouldn't want them teaching my kids, or yours. Of course, they won't be for long. Folks like that are on the administrative CONTINUE READING: NYC Educator: The Teacher as Living Martyr

NYC Public School Parents: Why Biden should focus on vaccinating all school staff ASAP instead of making students take pointless stressful tests

NYC Public School Parents: Why Biden should focus on vaccinating all school staff ASAP instead of making students take pointless stressful tests

Why Biden should focus on vaccinating all school staff ASAP instead of making students take pointless stressful tests

On Monday, Ian Rosenblum, appointed as Deputy Asst. Sec. of the US Dept. of Education announce
d that states would NOT be given a waiver from administering standardized exams this year – though ten states had already requested them, including New York. 

His letter is here; articles in Chalkbeat  and in Diane Ravitch’s blog here.  Rosenblum’s letter does say that the tests could be shortened, given over the summer (!) or even next fall. 

It is somewhat surprising and quite depressing that a relatively junior staffer would make this announcement before Biden’s choice for Education Secretary Miguel Cardona has even taken office – and in the midst of a pandemic no less.  Check out the video here where Biden promised at an AFT forum last year that he would eliminate all federally-mandated standardized testing.   Makes you wonder who is really running the show! at the Dept of Education.

Or perhaps not.  Ian Rosenblum, who signed the official letter, came to the US Department of Education from running the NY branch of the pro-testing outfit Education Trust, now headed by our former and highly controversial pro-testing NY State Education Commissioner John B. King.   

Before that, Rosenblum was the top education advisor to the formerly pro-testing Gov. Cuomo, until Cuomo decided that this was not a popular political stance i, given vocal parent protests against the lengthy and highly flawed Common Core-aligned exams, leading to a 20% opt out rate. 

Interestingly, Ed Trust spearheaded a letter just a few weeks ago, urging the US Dept of Education to reject state requests for waivers.  The letter was signed onto by many inside-the-Beltway groups that have received a minimum of $200M in Gates funding over the last ten years or so:

National Urban League [$18M since 2011]
National Action Network [not listed]
UnidosUS [$11.5M since 2011]
League of United Latin American Citizens (LULAC) [not listed on Gates Foundation site but cited on LULAC site as “partner” and cited here and here]
Southeast Asia Resource Action Center (SEARAC) [$3.9M since 2011]
National Center for Learning Disabilities [$5M since 2014]
Council of Parent Attorneys and Advocates (COPAA) [not listed]
National Center for Special Education in Charter Schools [$1.9M since 2019]
The Education Trust [$49.1M since 2012]
Education Reform Now [$1M since 2016]
Alliance for Excellent Education [$22.8M since 2010]
Data Quality Campaign [$26 M since 2009]
Teach Plus [$23M since 2012]
Educators for Excellence [$12.4M since 2011]
Association of Latino Administrators and Superintendents (ALAS) [not listed]
National Alliance for Public Charter Schools [$21.5M since 2009]
National PTA [$5M since 2009]
KIPP [$18.4M since 2019]
Collaborative for Student Success [not listed but funded by Gates according to its website]

The push back from teachers and parents to the waiver rejection letter has been immediate and intense, saying how unfair it is to make students take these tests at this time.  Said one New Jersey teacher & mom: "Parents don't want this. Educators don't want this & scientifically impossible that these tests will yield reliable, valid, usable data. Who is being served by this?" 

If states have to give these exams remotely, watch out for the unreliable and highly biased surveillance spyware schools will ask to install on your children’s devices.  Best advice is to refuse and opt out of these exams altogether.

Even our DOE Chancellor this morning said the following:

https://twitter.com/reemadamin/status/1364977654097657861?s=20

Instead of mandating standardized testing, the Biden administration should focus on getting CONTINUE READING: NYC Public School Parents: Why Biden should focus on vaccinating all school staff ASAP instead of making students take pointless stressful tests

Education Research Report: New Digest of Education Statistics

Education Research Report: New Digest of Education Statistics

New Digest of Education Statistics

 

Today, NCES released the Digest of Education Statistics, a comprehensive statistical reference for all levels of education in the United States. Topics include educational attainment, finances, federal funds for education, libraries, and international comparisons. The Digest also includes data on the number of schools, colleges, teachers, students, and graduates. Key findings include the following: Total public elementary and secondary school enrollment was projected to reach 56.3 million in 2019. About 50.6 million of these students were enrolled in public elementary and secondary schools and 5.7 million were enrolled in private elementary and secondary schools. Between 2000 and 2018, the status dropout rate declined from 10.9 to 5.7 percent.* During this period, the status dropout rate for Black 16- to 24-year-olds declined from 13.1 to 5.8 percent and the rate for Hispanic 16- to 24-year-olds declined from 27.8 to 9.0 percent. Fall enrollment in degree-granting postsecondary institutions was 3 percent higher in 2018 (19.6 million) than in 2008 (19.1 million). However, enrollment decreased by 7 percent between 2010 (21.0 million) and 2018. From fall 1976 to fall 2018, the percentage of Hispanic students rose from 4 to 20 percent of all U.S. residents enrolled in degree-granting postsecondary institutions, the percentage of Black students rose from 10 to 13 percent, and the percentage of Asian/Pacific Islander students rose from 2 to 7 percent. During the same period, the percentage of White students fell from 84 to 55 percent. Among 25- to 29-year-olds, the percentage who had completed at least high school increased from 89 to 94 percent between 2009 and 2019, and the percentage who had completed a bachelor’s or higher degree increased from 31 to 39 percent. *The status dropout rate is the percentage of 16- to 24-year-olds who have not completed high school and are not enrolled in school. Education Research Report: New Digest of Education Statistics