Data collection in Education

Here you can find an article with several interesting graphics on ethnic diversity in US-American schools.

Different organizations carry out research in eduation. The US Department of Education is the main representative of data collection in the school system.

A division of the Office of Education, the Civil Rights Data Collection is exclusively dedicated to the collection of information on minorities in schools. School districts are required to abide by the guidelines of the OMB, and to allow students or students’ guardians to define their own ethnic origin. This ensures that the district data, which is later used by the CRDC, is properly collected.

All data is evaluated under the categories of ethnic origin/ethnicity, gender, disability and English language skills. Information such as students’ grades, courses taken by students, access to advisers and advanced courses, as well as other criteria are analysed according to ethnic origin, and other sensitive data.

In the previous 2011 CRDC survey, a striking imbalance in quality of education was revealed for children with various ethnic backgrounds. It was found that children from minority groups are more often punished than white children, even though they account for a smaller proportion of pupils. These tendencies already appeared in preschools, and continue through high school. Black students represent 18 % of the preschool children in total, but represent 42 % of school children expelled from school.

 This trend explains clearly that students that are more often punished are more likely to repeat classes, leave school, or come into contact with the law. Not only was it found that Black and Hispanic students were more often punished, but also that their teachers were less experienced, and less paid than their colleagues in schools with smaller populations of minority students.

Like the case with experienced teachers, advanced courses are often less accessible to non-White students, with only 57 % of Black students, and 67 % of Latin American students offered all math and science courses. This number, compared to 81 % of Asian-American students, and 71 % of White students, points to a gap in access to adequate education.

These statistics on education are particularly important in the consideration of labour statistics. As marginalized groups are already discriminated against in schools, it is likely that this trend continues in life after school.

© Büro zur Umsetzung von Gleichbehandlung e.V. 2018