DOCUMENT RESUME

ED 317 635 UD 027 332

TITLE Facing the Facts. Hispanic Dropouts in Ten UrbanCommunities.

INSTITUTION ASPIRA Association, Inc., Washington, DC. NationalOffice.

SPONS AGENCY Department of Education, Washington, DC.PUB DATE 89GRANT S201D80010-89NOTE 18p.

AVAILABLE FROM ASPIRA National Office Publications, 1112 16thStreet, NW, Suite 340, Washington, DC 20036($4.00).

PUB TYPE Reports - Research/Technical (143)

EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS.DESuRIPTORS Bilingual Education; Demonstration Programs; *Dropout

Prevention; Dropouts; Educational Attainment;*Educational Improvement; Elementary SecondaryEducation; English (Second Language); EqualEducation; *Hispanic Americans; Parent Participation;Poverty; Racial Differences; *Student Needs; *StudentProblems; *Urban Education; Urban Problems

IDENTIFIERS *Hispanic American Students

ABSTRACTThis report is a publication of the Hispanic

Community Mobilization for Dropout Prevention (HCMDP) project, atwo-year demonstration program of the ASPIRA Association, Inc.Institute for Policy Research. The project's goals are to createHispanic community awareness of the Hispanic students' educationalproblems, and to provide Hispanic parents with practical informationto help them more effectively participate 'n their children'seducation and improve their children's chances of educationalsuccess. The reports present one-page fact sheets summarizing data onLatino education for the following U.S. communities: (1) Wilmington(Delaware); (2) Dade County (Florida); (3) Chicago (Illinois); (4)Newark and Camden (New Jersey); (5) New York (New York); (6)

Philadelphia (Pennsylvania); (7) Canovanas and Carolina (PuertoRico); (8) San Antonio (Texas); (9) Washington (D.C.); and (10)Milwaukee (Wisconsin). Each fact sheet includes data on some of thefollwing subjects: (1) percentage of Hispanics among the totalpopulatIon; (2) economic status and poverty of Hispanics; (3)

Hispanic student enrollment percentages; (4) Hispanic student Uropoutrates, (5) comparative ethnic and racial dropo'it rates; (6)

student-teacher racial/ethnic ratios; (7) comt:arative statistics oneducational attainment among Hispanics, Blacks, and Whites; (8)percentage of limited English proficiency (LEP) students by ethnicityand race; and (9) availability of bilingual education and English asa second language (ESL) programs. Each fact sheet includes one chartor graph illustrating statistical information. (AF)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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HISPANIC DROPOUTSIN TEN URBAN COMMUNITIES

Prepared for the ASPIRA Hispanic CommunityMobilization for Dropout Preventir-1 Project

U.S. DEPARTMENT OF EDUCATIONOtfica of I diicational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

..) his docurnen1 has been reproduced asreceived front the person or Organitabonoriginating it

[ POrnor changes tliiVe been made to improveleprodur Iron quality

Points of view or opmions slated in this docrimenl do not necessarily represent officialOEM poSiliOn or policy

"PERMISSION TO REPRODUCE THISMATERIAL IN MICROFICHE ONLYHAS BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

ASPIRA Association, Inc.Institute for Policy Research

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Major funding for the Hispanic CommunityMobilization for Dropout Prevention project wasobtained through U.S. Department of Educationgrant number S201D80010-89. The Anheuser-Busch Companies provides core funding for theASPIRA Institute for Policy Research, whichhouses this project.

This publication, FACING THE FACTS: Hispanic Dropouts in Ten UrbanCommunities, is available for $4.00 from ASPIRA National Office Publications, 111216th Street, NW, Suite 340, Washington, DC 20036. To obtain a lirting of NationalOffice publications, write Elizabeth Weiser Ramirez at the above address.

0 1989, ASPIRA Association, Inc.

Introduction

FACING THE FACTS: Hispanic Dropouts in Ten Urban Communities is acollection of facts that portray a grim picture of Latino education in the UnitedStatcs. The population of the ten communities selected for this report have largeconcentrations of Latinos. They are communities in which ASPIRA has been involvedthrough the Hispanic Community Mobilization for Dropout Prevention project. Someof these communities (Dade County, Florida; Chicago, Illinois; Newark and Camden,Ncw Jersey; New York City; Philadelphia, Pennsylvania; Carolina and CanOvanas,Puerto Rico) also receive ongoing services from ASPIRA.

The data presented confirm facts that we know: that there is a shortage ofbilingual and Latino teachers and counselors even as Latino students make up agrowing number of elementary and secondary school students, that more Latinos livebelow the poverty line, and that schools which Latinos attend are often overcrowded.Not surprisingly, the data also show that Latino students continue to lag behindacademically, obtaining lower grade point averages and dropping out of school athigher rates than any other major ethnic group.

These are not new facts, but they are current facts from recent studies. Theyhopefully impress upon the realer the urgency of a crisis which ASPIRA has beenworking to address for over 28 years.

These data do present a grim picture. They do not, however, say anythingabout the many community organizations, such as ASPIRA, that work to improve thispicture by assisting students to reach their potential, helping parents to becomeinvolved, and advocating for needed changes in the schools.

Much remains to be done. The current interest of the business community, stateand local governments, and the philanthropic sector in educating the nation's futureworkforce is a hopeful sign. Perhaps now the demands of Latino communities--whoin every poll taken identify education as their most urgent priority--will be heeded aswe continue to struggle to improve our children's futures.

Janice Petrovich, Ed.D.National Executive Director

About the ASPIRA Hispanic Community Mobilization forDropout Prevention project

The ASPIRA Association, Inc. lnstitutc for Policy Research has been involvedsince its inception in assessing community needs and studying dropout prevention. In19V., ASPIRA undertook a national demonstration project which combines these twopursuits. The projcct, funded by the U.S. Department of Education, mobi!izcs theHispanic community to improve their childrcn's chances of educational success.

The two -year Hispanic Community Mobilization for Dropout Prevention(11CMDP) projcct focuses on creating community awareness and providing practicalinformation to Hispanic parcnts to help them be more effective participants in theirchildrcn's education. FACING THE FACTS is one of several publications of theprojcct targcttcd to parcnts and policymakcrs.

The project is a collaborative effort between ASPIRA Associates and otherHispanic community based organizations. ASPIRA Associa:cs in Miami, Florida; NewYork, New York; Camden, New Jersey; Chicago, Illinois; Philadelphia, Pennsylvania;and Carolina, Pucrto Rico have been joined by the United Community Ccntcr inMilwaukee, Wisconsin; the Intercultural Development Research Association in SanAntonio, Tcxas; the Latin American Community Ccntcr in Wilmington, Delaware;and, in Washington, D.C., a collaboration with the University of the District ofColumbia.

For more information on the ASPIRA HCMDP project contact Elena Pcll,Project Director, ASPIRA Association National Officc, 1112 16th Strcct, NW, Suitc340, Washington, DC 20036.

Acknowledgements

We would like to thank the research consultants for the Hispanic CommunityMobilization for Dropout Prevention project who compiled the information on theircommunities: Basil Buchanan (Washington, DC), Felix Cruz (Dade County), ElsieDavila (Pucrto Rico), Manuel Guillot (Chicago), Jcannc Habib (Camden and Newark),Vivian Medina (Ncw York), Oscar Mircics (Milwaukee) Mary Helen Napo les andMaria del Refugio Roblcdo (San Antonio), Daisy Rios (Philadelphia), and MargaritaRodriguez (Wilmington).

Table of Contents

!. Introduction

2, The ASPIRA Hispanic Community Mobilization for Dropout Preventionproject

3. FACING THE FACTS: Wilmington, Delaware

4. FACING THE FACTS: Dade County, Florida

5. FACING THE FACTS: Chicago, Illinois

6. FACING THE FACTS: Newark & Camden, New Jersey

7. FACING THE FACTS: New York, New York

8. FACING THE FACTS: Philadelphia, Pennsylvania

9. FACING THE FACTS: Cancivanas and Carolina, Puerto Rico

10. FACING THE FACTS: San Antonio, Texas

11. FACING THE FACTS: Washington, D.C.

12. FACING THE FACTS: Milwaukee, Wisconsin

13. Participating Oraanizations

14. What is ASPIRA and the ASPIRA Institute for Policy Research?

ASSOCIATION, INC.

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FacingFacts

In 1980, there were3,424 Hispanics inWilmington--4.7% of thetotal population. 48.7%of the population wasblack, 43.0% was white,and 3.6% was from othergroups (U.S. CensusBureau, 1980).

Over one -third (36%) ofthese Hispanics livedbelow the poverty line.Their median familyincome was $9,324,lower than either that ofblacks ($10,283) orwhites ($13,179) (U.S.Census Bureau, 1980).

Wilmington Hispanicsreceive less than theirshare of public housingassistance. Hispanicsrepresent 2.9% of allfamilies receiving suchassistance, even thoughthey make up 4.7% ofthe population and one-third live in poverty(Wilmington HousingAuthority, 1989).

Latino students made up4.1% of the total publicmiddle and high schoolpopulation of 26,187young people during the

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Wilmington, Delawareill111111011,10:041111,4011

Bilingual Teacher AvailabilityWilmington Public Schools, 1988

Numbers enrolled/employed

Latino Students

1987-88 school year(State Department ofPublic Instruction, 1988).

The Hispanic high schooldropout rate on aeragewas approximately 11.5%in the 1987-88 schoolyear. The overall dropoutrate for Wilmingtonpublic high schools wasapproximately 6.1%. Inthe one high schoolwhich has a majority ofnon -white students, theHispanic dropout ratewas 22.7% that year(State Department ofPublic Instruction, 1988).

The percentage ofHispanic studentsenrolling in private orparochial schools in the

Bilingual Teachers

1987-88 school year was1.7%. These schoolsenrolled 88.5% whitestudents, 7.6% blackstudents, and 2.2% otherstudents (StateDepartment of PublicInstruction, 1988).

There were 25 bilingualteachers in the schooldistrict in the 1987-88school year. The ratio ofstudents to bilingualteachers was 43 to(State Department ofPublic instruction, 1988).

Data are not available onthe different ethnicgroups that make upWilmington's Hispanicpopulation.

"FACING the FACTS: Wilmington, Delaware" was produced under the ASP1R A Association, Inc.project, Hispanic Community Mobilization for Dropout Prevention, in collaboration with the LatinAmerican Community Center, Wilmington. Data wcrc compiled by Margarita Rodriguez. Fact sheetdesign: Elizabeth Weiser-Ramirez. Project Director: Elena Pell. 1989.

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The population in DadeCounty was 1,750,000 in1984. Twenty-four percentof the population ofHialeah, and 21% ofMiami, are under age 18(U.S. Census Bureau, 1985).

Dade County is 36%Latino, ranging from 74%in Hialeah to 22% inMiami Beach. The city ofMiami is 56% Latino (U.S.Census Bureau, 1985).

During the 1987-88 schoolyear, 254,235 students wereenrolled in Dade CountyPublic Schools, a 14.5%increase since 1982. Forty-three percent of thesestudents were Hispanic,33% were black and 23%white (DCPS Office ofEducational Accountability,1988).

Enrollment in bilingualprograms increased rapidlyfrom 1985 to 1988,particularly in secondaryschools. The enrollment inEnglish for Speakers ofOther Languages increasedby 26%, while Spanish as aForeign Languageenrollment increased by25% (DCPS Division of

9

Dade County, Florida

87-88 Enrollment by EthnicityDade County Public Schools

Hispanic

Data from Statistical Abstract 1987-89.OOPS 011ic of Educational Accountabil-ity, March 1990.

Bilingual/ Foreign LanguageInstruction, 1988).

Of the general population inDade County, 36% has notattained a complete highschool education by age 25.Among Hispanics, 46%have not graduated fromhigh school and only 13.6%have graduated fromcollege. (U.S. CensusBureau, 1989).

Official yearly dropout ratesfell from 1984 to 1987,particularly for blacks andHispanics. Black dropoutrates fell from about 10%to slightly over 8%, whilethe rate for Hispanics fellfrom 11% to slightly lessthan 8% (DCPS Office ofEducational ACcountability,1988).

9 For the three years from1984 to 1987, the overallcumulative dropout rate wasapproximately 23% (15,855dropouts out ofapproximately 70,000students) (DCPS Office ofEducational Accountability,1988).

The five schools with thelargest numbers of Hispanicstudents in 1988 were:Miami Seni6- H.S., MiamiCoral Park U.S., HialeahSenior H.S., SouthwestMiami H.S., and SouthMiami H.S. These fiveschools enrolled 11,130Hispanic students (10%)(DCPS Office ofEducational Accountability,1988).

"FACING the FACTS: Dade County, Florida" was produced under the ASPIRA Association, Inc. proyct,Hispanic Community Mobilization for Dropout Prevention, in collaboration with ASPIRA of Florida, Inc.Data were compiled by Felix Cruz. Fact sheet design: Elizabeth V, iser-Ramirez. Project Director: ElenaPell. 1989. For more information about Hispanic community involvement in dropout prevention in DadcCounty, contact ASPIRA of Florida, 2902 SW Second Avenue, Miami, FL 33127.

AVMASSOCIATION, INC,

HISPANIC COMMUNITY MOBILIZATION FOR DROPOUT PREVENTION

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facingFacts

Chicago's Hispaniccommunity is its fastest-growing ethnic group. In1980 Hispanics comprised14.1% of the city's threemillion people. Hispanicsare projected to comprise20.3% of the population in1990 (Latino Institute,1986).

In 1983, 24% of allHispanics were livingbelow the poverty level.compared to 11% ofwhites and 32% of blacks(Chicago Department ofPlanning, 1983).

There were 410,230students enrolled in theChicago public schools in1988. Of these, 59.7%were black, 24.9% wereHispanic, 12.4% werewhite, and 3% were fromother groups (ChicagoBoard of Education, 1988).

Hispanics made up 2b% rfthe elementary schoolstudents and 21.8% of thesecondary school studentsin Chicago in 1988(Chicago Board c.Education, 1988).

11

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Chicago, Illinois

Dropout Rates, Class of 1986Chicago Public Schools

Racial/Ethnic Groups

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Hispanic students arebroken down ethnically asfollows: 65.4% Mexican,27.3% Puerto Rican, 0.7%Cuban, and 6.5% otherHispanic (Chicago PublicSchools, 1988).

In 1983, there were 62public four-year highschools in Chicago. In 40of them, minorities madeup over 80% of thestudent body. In 26schools, black studentsmade up 99-100% of theschool's enrollment(Designs for Change,1985).

The school with thehighest concentration of

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Hispanic students wasJuarez High School, whichwas 94.6% Hispanic(Designs for Change,1985).

In 1987, the overallcitywide dropout rate forstudents who had enteredhigh school in 1981 was44.9%. For students in thefour high schools withHispanic enrollment over75%, the median drrpoutrate was 52.6% (ChicagoBoard of Education, 1987).

In these same four highschools, the averagepercentage of studentsfrom low-income familieswas 69% (Illinois StateBoard of Education, 1988).

"FACING the FACTS: Chicago, Illinois" was produced under the ;PIRA Association, Inc. project,Hispanic Community Mobilization for Dropout Prevention, in collaboration with ASPIRA of Illinois, Inc.Data were compiled by Manuel Guillot. Fact sheet dcsign: Elizabeth Wciscr-Ramircz. Project Director:Elena Fell. 1989. For morc information about Hispanic community involvement in dropout prevention inChicago, contact ASPIRA of Illinois, 1567 N. Milwaukee Avenue, Chicago, II. 60622.

ASSOCIATION, INC.

HISPANIC COMMUNITY MOBILIZATION FOR DROPOUT PREVENTION

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Faht5ingFacts

Latino families comprised15.6% of the totalpopulation in Newark in1980. 25.5% lived belowthe poverty level (U.S.Census Bureau, 1980).

The median age forHispanics in Newark is21, while the median agefor the total population is27 (U.S. Census Bureau,1980).

:1.5% of secondaryschool students inNewark are Hispanic.69% are black and 8.5%are white. Totalsecondary schoolenrollment is 13,786students (Newark Boardof Education, 1988).

Per pupil expenditures insuburban schoolsaveraged $4,794, while inurban schools, where thegreat majority of Latinochildren reside, it was$3,101 (AhlatztLyLriurke,Education Law Cotter,1989).

The official dropout ratefor Hispanic students is

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11.1% (Newark Board ofEducation, 1988).However, this includesonly students whoofficially withdraw fromschool. A recent ASPIRAstudy found the dropoutrate for Hispanic studentsto be at 45% (ASPIRAlive Cities High SchoolDropout St_u_d_y_;Informationor Us r ,

1989).

In 1988 there were 214bilingual and 119 ESLteachers to serve 4,338bilingual educationstudents, for astudent:teacher ratio of13:1. For high schoolstudents, this ratio was

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17:1 (Newark Board ofEducation, 1988).

Camden schools enrolled6,582 Hispanic studentsin 1988, 34.4% of thetotal population (CamdenBoard of Education,1988).

There were 25 bilingualeducation teachers inCamden in !988. Theratio of students tobilingual teachers was52:1 (Camden Board ofEducation, 1988).

In the total Camdenschool district, there arcthree bilingual counselors(Camden Board ofEducation, 1988).

"FACING the FACTS: Newark and Camden, New Jersey" was produced under the ASPIRAAssociation, Inc. project, Hispanic Community Mobilization for Dropout Prevention, in collaborationwith ASPIRA of Ncw Jersey. Data wen; compiled by Jeanne Habib. Fact shcct desigi:: ElizabethWeiser-Ramirez. Project Director: Elena Pell. 1989. For more information about Hispaniccommunity involvement in dropout prevention in Ncw Jersey, contact ASPIRA of Ncw Jersey, 390Broad Street, Newark, NJ 07104.

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ASSOCIATION, INC.

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Facing New York, New York641.i Me NY

FathectsThe population of NewYork City in 1980 was7,071,639-46.1% white,24% black, 23.3%Hispanic, 4.4% Asian, and2.2% other (City of NewYork, 1987). PuertoRicans made up 61% ofthe Hispanic population(U.S. Census Bureau,1980).

41.4% of all Hispanics inNYC lived below thepoverty line, a higherpercentage than any othergroup (Rosenbery, 1987).

Among adults, 45% ofPuerto Ricans, 66% ofblacks, and 76% of whitesin NYC had a highschool degree (Rivera,1988).

Student enrollment inNYC public schools in the1987-88 was 20.5% white.Among teachers, however,71.5% were white (NYCBoard of Ed' cation,1988).

Although estiites ofHispanic dropout ratesreach 50% (ASPIRA ofNew York), the officialestimate is 31% (NYC

Students & Teachers by Race/EthnicityNew York City Public Schools, 1987-88

Black

HIsponlo

White

Other

40% 30% 20% 10% 0% 20% 40% 0.0 00%

% students enrolled

ONstwora,

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Board of Education,1988).

In 1987-88, Hispanicsmade up 29.5% of highschool cnrollmcnt, and39.1% of high schooldropouts. Blacks made up39.9% of enrollment and39.2% of dropouts; whilewhites made up 22.5% ofenrollment and 16.9% ofdropouts (NYC Board ofEducation, 1989).

An estimated 62,038Latino students are ;imited-English proficient (LEP)--49,53i in elementary andmiddle schools, and12,507 in high schools(Reyes and Medina, 1989).

42,309 (68%) of LEPLatino students were

% tonchors on.ployod

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plu;ed in bilingualprigrams in 1988. 17,817(29%) were in ESL-onlyprograms, and 1,912 (3%)wcrc not placed in anyprograms. In addition,6,306 Latino students wcrcncvcr tested to determinetheir English proficiency(Reyes and Medina, 1989).

During the 1986-87 schoolycar, 49% of overcrowdedand 63% of intcnsclyovercrowded elementaryand middle schools hadpredominantly Latinostudent populations. Inaddition, 32% ofovercrowded and 48% ofintcnscly overcrowded highschools had predominantlyLatino populations (NewYork State EducationDepartment, 1989).

"FACING the FACTS: New York, Ncw York" was produccd under the ASPIRA Association, Inc.project, Hispanic Community Mobilization for Dropout Prevcntion, in collaboration with ASPIRA ofNew York, Inc. Data were compiled by Vivian Mcdina. Fact shcct design: Elizabeth Wciscr-Ramircz.Project Director: Elena Pell. 1989. For more information about Hispanic community involvcmcnt indropout prevt ition in Ncw York, contact ASPIRA of Ncw York, 332 E. 149th Strcct, Bronx, NY10451.

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HISPANIC COMMUNITY MOBILIZATION FOR DROPOUT PREVENTION

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Facing Philadelphia, Pennsy'vania

ffloitheradsThe estimated Hispanicpopulation in Philadelphia is90,000 to 160,000. et 5-8%of the city's population.74% of these Hispanics arePuerto Rican (Rivera,Hartman, Morris, 1984).

Among the Puerto Ricanpopulation, 48% of themen, 54% of the women,and 60% of the childrenlive in poverty (Institute forPublic Policy Research,1985).

In 1988-89, the Hispanicstudent enrollment in theSchool District ofPhiladelphia totaled 17,812,or 9.3% of the total studentenrollment. 52% ofHispanic students arcconcentrated in 16 of the244 total schools(Pennsylvania Department ofEducation, 1989).

Between 9th and 12thgrades, an average of17.2% of the Hispanicstudents drop out each year.In comparison, 13.7% ofthe black students and 9.9%of the white students dropout each year from 9th to12th grades (The School

1)

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11

26%

20%

16%

10%

6%

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Percent of Hispanic Dropouts 15-21Philadelphia Public Schools

Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

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District of Philadelphia,1989).

Seventy percent of PuertoRicans over age 25 havenot graduated from highschool, compared to 50% ofblacks, 44% of otherHispanics, and 43% ofwhites (Institute for PublicPolicy Research, 1985).

Eighty-three percent ofregular Hispanic students ingrades 3, 5, and 8 in thePhiladelphia School Districtarc classified as in need ofremedial instruction inreading or math, or both(Anliot, 1986).

The school district employs30,000 employees. Of these,

476 (1.6%) are Hispanic,Among these Hispanics,only 27% are teachers and4% are administrators (TheSchool District ofPhiladelphia, 1989),

At the one high school(Edison) and two jutiiorhigh schools (Stetson andClemente) which arcmajority Hispanic, Hispanicsmake up 64% of thestudents but only 7.7% ofthe staff. 52.7% of thefamilies of students at theseschools receive Aid toFamilies with DependentChildren (AFDC)(Superintendent'sManagement InformationCenter, 1988).

":ACING the FACTS: Philadelphia, Pennsylvania" was produced under the 'PIRA Association, Inc.project, Hispanic Community Mobilization for Dropout Prevention, in coll.. 3t:nn with ASPIRA ofPennsylvania, Inc. Data wcrc compiled by Daisy Rios. Fact sheet dcsign: Elizabeth Weiser-Ramirez.Project Director: Elena Pell. 1989. For more information about Hispanic community involvement indropout prevention in Philadelphia, contact ASPIRA of Pennsylvania, 526 West Girard, PA 19123.

ASSOCIATION, INC.

HISPANIC COMMUNITY MOBILIZATION FOR DROPOUT PREVENTION

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FacingFtacts

The tctal population ofPuerto Rico in 1986 was3,273,600 (Junta dePlanificacion de PuertoRico, 1938).

In 1979, nearly two-thirdsof the population hadincomes below the federalpoverty level, comparedto one-eighth of the totalU.S. population. Percapita income in 1988was 47% that ofMississippi, the state withthe lowest income level(U.S. General AccountingOffice, 1989).

Federal disbursements toPuerto Rico increasedfrom $2,9 billion in 1979to $4.2 billion in 1988.Transfer payments toindividuals, such asearned pensions, welfare,and social securityentitlements, comprised21.4% of Puerto Rico'spersonal income in 1988.In the states, transfers toindividuals were about13.7% of personal incomein 1988 (U.S. GeneralAccounting Office, 1989).

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Median Income and Years of SchoolingCanovanas and Carolina, 1980

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Owe from the Junta de PlanIfIcaclon dePuerto MOO. 1900. end US Coneue Bureau1080.

9 Fifty-one percent of thepopulation was under 25years of age in 1980(U.S. Census Bureau,1980). In 1986, 25% ofthe population wasenrolled in primary orsecondary school, with53% of these in grades 1-6 ((Junta dc Planificacionde Puerto Rico, 1988).

Spending on educationaccounted for 16% ofPuerto Rico's 1989budget of $9.8 billion(U.S. Genf al AccountingOffice, 1,,,89).

Out of every 100 studentsstarting first grade in thepublic schools, only 51graduate from high school12 years later

tZ3 Caroline Mi Puerto Rico

(Department of Educationof Puerto Rico, 1989).

In 1987, 59.4% ol'dropouts were males aged15-19 who left schoolbetween 7th and 10thgrades. Nearly 67% 01'the dropouts came fromrural areas (Departamentodc Instruccion Pub lica,1987).

The median number 01'years of education for theisland as a whole was9,4 years in 1980 (U.S.Census Bureau, 1980).However, from 1970 to1987, the percentage orpersons 18-24 years oldattending college morethan doubled, from 17%to 40% (U.S. GeneralAccounting Office. 1989).

"FACING the FACTS: Puerto Rico" was produced undcr the ASPIRA Association, Inc. project,Hispanic Community Mobilization for Dropout Prevention, in collaboration with ASPIRA of PuertoRico, Inc. Data were compiled by Elsie Davila. Fact sheet design: Elizabeth Vkiscr-Ramircz. ProjectDirector. Elena Pell. 1989. For more information about Hispanic community involvement in dropoutprevention in Puerto Rico, contact ASPIRA dc Puerto Rico, Apartado 29132, Estacion 65 dcInfalacria, Rio Piedras, PR 00929.

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ASSOCIATION, INC.

HISPANIC COMMUNITY MOBILIZATION FOR DROPOUT PREVENTION

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Facing Sari Antonio, Texasthe

FactsThe population of SanAntonio is 951,000 (Cityof San Antonio, 1989).40,200 (4.2%) of itsresidents who are betweenthe ages of 16 and 24 donot have a high schooldiploma and are notcurrently in school. Ofthese, 29% are Hispanic(IDRA, 1983).

The area has 13independent schooldistricts, each with itsown school board. PoorHispanic students areconcentrated in two ofthem, Harlandale andSouth San Antonio. Bothof t iese school districtsare located within CouncilDistrict 4, a low-incomearea of southern SanAntonio which is 88%Hispanic (IDRA, 1983).

The enrollment ir theHarlandale I.S.D. is 88%Hispanic (13,218students). The enrollmentin the South San AntonioI.S.D. is 91% Hispanic(9,896 students). Theenrollment of the two

Ethnic Composition, 1988-89Selected San Antonio school districts

Harlandalo

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school districts combinedis also 9% white, 1%black, and .3% other(Harlandale and SouthSan Antonio I.S.D.s,1989).

Fourteen percent (2,111students) of theHarlandale school districtwere identified as limited-English proficient in the1987-88 school year. Ofthese, only 1,414 (67%)were receiving services(Harlandale I.S.D., 1988).

Harlandale had 125bilingual teachers in 1988,for a bilingualstudent/teacher ratio of11:1 (Harlandale I.S.D.,1988).

South San Antonio LSD.

EtleCk 66 Vinito 1672

Hloponlc 132W

The official yearlydropout rates for the twohigh schools in theHarlandale school districtin 1988 were 8.8% forHarlandale High Schooland 7.3% for McCollumHigh School (HarlandaleI.S.D., 1988).

In the state of Texas, theoverall three -year attritiorrate for the class of 1986was 33%. For Hispanics,this rate was 45% (IDRA,1986).

Approximately 46% ofthe 1988 graduating classin the Harlandale schooldistrict reported havingplans to attend college(Harlandale I.S.D., 1988).

"FACING the FACTS: San Antonio, Texas" was produced under the ASPIRA Association, Inc.project, Hispanic Community Mobilization for Dropout Prevention, in collaboration with theIntercultural Development Research Association (IDRA). Data were compiled by Maria dcl RefugioRobledo and Mary Helen Napoles. Fact sheet design: Elizabeth Weiser-Ramirez. Project Director:Elena Pell. 1989. For more information about Hispanic community involvement in dropoutprevention in San Antonio, contact IDRA, 5835 Callaghan Road, San Antonio, TX 78228.

AVIRAASSOCIATION, INC.

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The District of Columbiahas one of the highestconcentrations of Latinoprofessionals in the country,and also one of the largestcommunities of Salvadoranwar refugees. The estimatedHispanic population in D.C.(pop. 628,500) is 85,000,or 13.5% of the totalpopulation. The populationhas increased dramaticallyin this decade (Mayor'sOffice on Latino Affairs,1989).

Hispanics are concentratedin two of the eight wardsin the city, but no ward isless than 3% Latino (D.C.Government Indices, 1988).

The majority of the city'sLatino residents areundocumented immigrantswho suffer widespreademployment and housingabuse due to their status.They cannot legally work,have few urban job skills,and are not aware of theservices which are availableto them (Mayor's Officeon Latino Affairs, 1989).

There has been a 331%increase in the enrollmentof Spanish-speaking

Washington, D.C.DCPS Language Minority Students

Top Ten Countries, 1987-88

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BrazilColombia

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students in the publicschools since 1980 (D.C.Public Schools Division ofBilingual Education, 1989).

The overall dropout ratefrom D.C. public schoolsis estimated at 42%. Nodata are available forHispanics. (D.C. SchoolSuperintendent's Office,1989).

72% of language minoritystudents attending D.C.public schools are Latinos.Of these, 60% are from ElSalvador (D.C. PublicSchools Division ofBilingual Education, 1980).

In 1980, D.C. PublicSchools sponsored ESLprograms in 12 schools. In1987 there were ESL

programs in 34 schools. In1982, the system employed27 ESL instructors; by1987 it employed 124(D.C. Public SchoolsDivision of BilingualEducation, 1989).

At the school system'sESL Adult Educ'4tionCenter, during the 1979-80school year, Hispanicsmade up half the studentbody of 1,618, and 15% ofHispanic students werefrom El Salvador. Onlythree years later, thenumber of students enrolledat the Center hadmushroomed to 3,865, andSalvadorans made up 80%of the 2,912 Hispanicsisttending the school (D.C.Public Schools Division ofBilingual Education, 1989).

"FACING thc FACTS: Washington, D.C." was produccd under thc AVIRA Association, Inc. project,hispanic Community Mobilization for Dropout Prevention, in collaboration with the University of thcDistrict of Columbia. Data wcrc compilcd by Basil V. Buchanan. For morc information on Hispaniccommunity involvcmcnt in dropout prevention in Washington, D.C., contact thc UDC Office ofinternational and Multicultural Programs, Building 39, Suitc 202, 4200 Connccticut Avcnuc, NW,Washington, DC 20008. Fact shcct dcsign: Elizabcth Wciscr-Ramircz. Projcct Dircctor: Elcna MI. 1989.

ASSOCIATION, INC.

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The population ofMilwaukee in 1985 was611,292, of whichHispanics numbered28,041, or 4.6%. MexicanAmericans made up 59%of that number, PuertoRicans 26%, and otherHispanics the remaining15% (Department of CityDevelopment, 1985).

Only 10.8% of Hispanicsin Milwaukee work inmanagerial andprofessiona: occupations,compared to 19.3% ^f"whites (Milwaukee ULeague, 1988).

Education was listed asone of the top threeconcerns by Hispanics inMilwaukee, according toa recent survey. Keyleaders in the Hispaniccommunity ratededucation as their secondmost pressing concern(United Way, 1989).

There were 95,482students enrolled inMilwaukee Public Schoolsin 1986 -87. Of these,7,561 (6%) were Hispanic(Milwaukee PublicSchools, 1987).

Milwaukee, Wisconsin

Ethnic DiversityService Delivery Area IV

Student Ethnicity

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In 1987, Hispanic publicschool staff numbered223, 4.7% of the totalstaff of 4,740. Of these,109 were teachers(Milwaukee PublicSchools, 1987).

The Milwaukee PublicSchools are divided intosix service delivery areas.One of these, ServiceDelivery Area IV, is thelargest, the mostethnically diverse, and theSDA which includes thegreatest number ofHispanic students. Of its16,978 students, 38.2%are black, 29.7% areHispanic, 25.2% arewhite, and 6.9% areAsian and NativeAmerican (MilwaukeePublic Schools, 1989).

Hispanics are concentratedin a few schools. The

elementary schools withthe highest concentrationof Hispanic students wereVieau (83%), Kagel(71%), and Allen-Field(66%). Koscuiszko MiddleSchool had a studentpopulation that was 49%Hispanic, while SouthDivision High School hada 34% Hispanicenrollment (MilwaukeePublic Schools, 1987).

The overall grade pointaverage for Hispanic highschool students is 1.67 ona 4.0 scale. For whitestudents it is 2.14(Milwaukee PublicSchools, 1987),

The overall dropout ratein 1987-88 was 10.9%,while the Hispanicdropout rate was 14.5%(Milwaukee PublicSchools, 1989).

"FACING the FACTS: Milwaukee, Wisconsin" was produced under the ASPIRA Association, Inc.project, Hispanic Community Mobilization for Dropout Prevention, in collaboration with the UnitedCommunity Center. Data were compiled by Oscar Mirles. Fact sheet design: Elizabeth Weiser-Ramirez. Project Director: Elena Pell. 1989. For more information on Hispanic communityinvolvement in dropout prevention in Milwaukee, contact the United Community Center, 1028 South9th Street, Milwaukee, Wi 53204.

Organizations Participating in the HCMDP Project

ASPIRA of Florida, Inc.2932 N.E. Second AvenueMiami, Florida 33137(305) 576-1512

ASPIRA, Inc. of Illinois1567 N. Milwaukee AvenueChicago, Illinois 60622(312) 252-0970

ASPIRA, Inc. of New Jersey390 Broad StreetNewark, New Jersey 07104(201) 484-3314

ASPIRA of New York, Inc.332 East 149th StreetBronx, New York 10451(212) 292-2690

ASPIRA, Inc. of Pennsylvania526 West Girard AvenuePhiladelphia, Pennsylvania 19123(215) 923-2717

ASPIRA, de Puerto RicoApartado 29132Estacion 65 de InfanteriaRio Piedras, Puerto Rico 00929(809) 768-1985

Intercultural Development ResearchAssociation5835 Callaghan Road, Suite 350San Antonio, TX 78228(512) 684-8180

United Community Center1028 South 9th StreetMilwaukee, WI 53204(414) 384-3100

Latin American Community Center1202 W. 4th StreetWilmington, DE 19805(302) 655-7338

University of the District of ColumbiaInternational and Multicultural ProgramsBuilding 39, Suite 2024200 Connecticut Avenue, NWWashington, DC 20008(202) 282-3362

What is ASPIRA?

The ASPIRA Association, Inc. is anational nonprofit organization whichsince 1961 has served and advocated onbehalf of Puerto Rican and other Latinoyouth. With major programmatic efforts

leadership development and education,ASPIRA also conducts research andinforms plicymakers on issues critical toLatinos. Its ten offices are located infive states, Puerto Rico, and the Districtof Columbia. ASPIRA is the oldest andlargest Hispanic youth organization inthe country. Its central mission isadvancing the development of the Latinocommunity. To fulfill that mission, itprovides over 13,000 youth annuallywith the emotional, intellectual, andpractical resources they need to remainin school and contribute to theircommunity.

What is the Institute for PolicyResearch?

In 1985, with initial funding fromthe Anheuser-Busch Companies and theDe Witt Wallace /Reader's DigestEndowment Fund, ASPIRA establishedthe Institute for Policy Research.Creation of this office marked asignificant expansion of the research andpolicy analysis capability within theprivate, nonprofit sector of Hispanicorganizations.

The objectives of the ASPIRAInstitute for Policy Research are to:

undertake policy analysis andresearch focusing on the urgentneeds and problems confronting theHispanic community at national,state, and local levels;

prepare reliable and timely reportsthat assess and interpret prevailingpolicies of special concern toLatinos, providing alternativeapproaches and challengingcommonly held assumptions;

collaborate with pablic and privateorganizations in joint projects relatedto the education of Hispanics;

develop pilot projects that addressmajor educational needs of Hispanicstudents, as determined by needsassessments and data analyses, toserve as model programs for local,state, and national decision makers;

increase the number of professionalLatinos in educational policyanalysis and research by serving asa research center for experiencedresearchers and interns; and

advocate in favor of Latino youthand the Hispanic community bycoordinating, preparing, andpresenting policy analyses toappropriate decision-making bodies.