Percentage Of Hispanic Students Research Articles

It’s Good to Be Popular in High School: A Look at Disparities in STEM AP Offerings in Northern California Public High Schools

In 2018, in response to the proposed elimination of physics at a predominately Hispanic and socioeconomically disadvantaged (SED) high school, the Northern California/Nevada chapter of the AAPT investigated school demographics and their effect on physics offerings in public high schools in our region. As access was a key issue, the focus was on public, non-charter high schools, which are free to students and do not require winning a lottery for attendance. As reported previously, the data revealed that the percentage of Hispanic students and the percentage of SED students at a high school are highly correlated (r2=0.60). Additionally, these factors could be used as predictors of a school’s physics offerings. To determine if the disparities in course offerings extended through other Advanced Placement (AP) STEM classes, the data were further analyzed, revealing that as the popularity of an AP exam drops, so do the relative odds of it being offered, when comparing schools with different demographics. A Northern California public high school student is much more likely to get a strong selection of AP STEM classes if his/her school serves an affluent, non-Hispanic student majority rather than mostly poor, Hispanic students.

Schools on Different Corners: An Investigation into the Effects of Ethnicity and Socioeconomic Status on Physics Offerings in Northern California Public High Schools

In the spring of 2018 the Northern California/Nevada section of the American Association of Physics Teachers was alerted to a local high school's plans to eliminate physics for the following school year. As part of the campaign to support the school's efforts to sustain physics in the following year, the physics offerings from the surrounding schools in that district were compiled. It appeared that the demographics of the student population in the district played a role in the number of different physics courses offered within that district, particularly the percentage of Hispanic students (%Hispanic) and percentage of socioeconomically disadvantaged (%SED) students at each school. Concerned that this trend was more widespread, physics course offerings were reviewed for Northern California public high schools to determine if there were correlations between the amount of different physics class offerings and these populations. It was found that %Hispanic and %SED are strongly correlated in California public schools, and along with number of students, could be used as statistically significant predictors of a school's physics offerings.

Exploring Predictors of Highly Effective Teachers Through Multilevel Model

This paper explored significant teacher and school level predictors of the status of highly effective teachers based on Florida teacher evaluation system employing a two-level multilevel analysis approach known as hierarchical generalized linear model (HGLM). The analysis used 3,895 teachers who taught students in Kindergarten to Grade 12 and 210 schools from one of the largest urban school districts in United States of America. In this study, teacher and school level data are used at level-1 and level-2 models, respectively. At teacher level, the results showed significant effects of percentage of student level demographic, academic, and disciplinary variables aggregated at teacher level as well as teacher’s experience and educational degree level. At school level, percentages of Black and percentage of Hispanic students showed significant effects on the status of highly effective teachers. The percentage of variance explained at school level is found 19.5% with an effect size of 0.44 which is determined as a “medium” size of school effect.

Lessons Learned From the VCU School of Medicine Latino Medical Student Association: A Roadmap for Increasing Diversity in Medical School

The emphasis on increasing diversity within medical schools is not a new trend. At Virginia Commonwealth University School of Medicine, we made a concerted effort to increase the percentage of Hispanic students in each incoming class. In this article, we highlight the experiences, actions, and lessons learned from key stakeholders. We conclude with a set of recommendations for medical school administrators and students who also seek to increase diversity in their enrollment.

Abstract A70: Is the availability of fast food restaurants and tobacco outlets near schools in 97 U.S. counties associated with school sociodemographic characteristics?

Abstract Background: Fast food and tobacco product availability near schools might influence youth diet and tobacco use, and greater availability near racially diverse or lower income schools may contribute to racial/ethnic and socioeconomic disparities in cancer risk. However, no national studies have examined the availability of both fast food restaurants and retail tobacco outlets near schools in the United States (US) in association with school sociodemographic characteristics. Methods: Fast food restaurants and tobacco outlets were counted within 800 m Euclidean buffers around public primary, middle and high schools in 97 US counties. Counties were randomly selected proportionate to county population size in 2011. Generalized linear mixed models were used to examine the association of school racial/ethnic composition and participation in free/reduced price lunch programs with fast food restaurant and tobacco outlet availability near schools. Results: Nearly 40% of schools had both a fast food restaurant and a tobacco outlet within 800 m (approximately a 10 minute walk). The odds of having both a fast food restaurant and tobacco outlet within 800 m increased by 5% for every 10% increase in the percentage of Hispanic students (OR 1.05, 95% CI 1.03, 1.07). Odds increased by 3% for every 10% increase in the percentage of students receiving free/reduced price lunch (OR 1.03, 95% CI 1.01, 1.05). High schools had nearly 1.5 times the odds of having both a fast food restaurant and a tobacco outlet within 800 m compared with primary schools. Conclusion: Low income and Hispanic students, and high school students are disproportionately exposed to both fast food restaurants and tobacco outlets near schools in this sample of 97 US counties. Restricting the location of fast food and tobacco retail outlets in school neighborhoods may help reduce access to harmful products, particularly among some vulnerable populations. Citation Format: Heather D'Angelo, Alice Ammerman, Penny Gordon-Larsen, Laura Linnan, Leslie Lytle, Kurt M. Ribisl. Is the availability of fast food restaurants and tobacco outlets near schools in 97 U.S. counties associated with school sociodemographic characteristics? [abstract]. In: Proceedings of the Eighth AACR Conference on The Science of Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; Nov 13-16, 2015; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2016;25(3 Suppl):Abstract nr A70.

HEADLINES from the NLN

THIS EXECUTIVE SUMMARY describes findings from the NLN's Annual Survey of Schools of Nursing, administered from October to December 2010. While a core strength of the Annual Survey is its long-term trend data, which allow scholars to track fluctuations in key educational statistics since as early as the 1950s, new topics and analyses are also introduced on occasion to capture and assess emerging issues in nursing education. The recent release of the Institute of Medicine (IOM) Future of Nursing report represents such an opportunity. ********** Not surprisingly, as it seeks to reshape the nursing workforce, virtually every transformation recommended by the IOM pivots upon one or many concomitant transformations within the established framework of nursing education. The report's call to increase the diversity of the workforce necessitates the recruitment of a more diverse student body into the nation's nursing education programs. Similarly, achievement of higher levels of education and training necessitates facilitating transitions between entry-level and postlicensure degree programs and expanding educational capacity by recruiting and retaining more nurses with advanced degrees into faculty roles. Findings from the NLN Annual Survey provide data to shed light on both these issues. While the IOM report does not identify a shortage of educational capacity as a major concern, the NLN Annual Survey continues to find that there is tremendous competition for entry into nursing education programs as well as a great deal of unmet demand. Understanding trends in admissions into nursing programs and framing those trends within the broader context of systemic change in health care and higher education are primary objectives of this report. Hispanics Still Underrepresented Among Basic RN Students In the aggregate, the percentage of minority students enrolled in prelicensure RN programs has remained close to 28 percent with just minor variation since 2002. In 2010 slightly under 27 percent of prelicensure RN students were members of a minority group, compared with almost 37 percent of the US population to whom they will eventually provide care. However, these national level statistics belie some crucial distinctions. For example, about 12 percent of nursing education students at all levels of nursing education are African American--a level of representation that is commensurate with the proportion of African Americans in the US population. And at slightly under 1 percent, the fraction of American Indians enrolled is similarly representative. By comparison with other racial-ethnic groups, Hispanics are dramatically underrepresented among nursing students. Whereas about 16 percent of the US population was Hispanic in 2010, among associate degree students only half that percentage were Hispanic (7.6 percent). Moreover, NLN data find that the percentage of Hispanic students shrinks as one looks up the ladder of educational advancement: Hispanics comprise just 6 percent of those enrolled in BSN programs, 5 percent in RN-to-BSN programs, 4 percent in master's programs, and a mere 3 percent of our nation's doctoral students. Given the dramatic underrepresentation of Hispanics among graduate-prepared nurses, it is not surprising that the most recent nurse faculty census found that Hispanics are also underrepresented among nurse faculty--just 3 percent of full-time and 5 percent of part-time nurse educators are Hispanic. These findings are particularly concerning given the US Census Bureau's population projections. (See Figure 1.) While the fraction of the US population that is American Indian and African American is expected to remain stable over the next four decades, by 2050 the percentage of Americans of Hispanic origin is projected to double to over 30 percent. Underscoring the variability of the landscape wrought by immigrant diversity, Asians are slightly overrepresented among BSN and MSN nursing students, where they constitute 7 and 6 percent, respectively. …

Annual Enrollment Report: Growth in Number of Students Studying Journalism and Mass Communication Slows

Undergraduate enrollments in journalism and mass communication programs in the United States continued to grow in academic year 20012002 in comparison with a year earlier. An estimated 171,941 undergraduate students were studying journalism across the country, up 2.2% from academic year 2000-2001. The percentage of growth at 2.2% is considerably lower than the 12% growth rate of the previous year. In 2001-2002, the number of freshmen enrolled in journalism and mass communication programs actually declined 1.6% from a year earlier, signaling a potential slowing of growth in the upcoming years. The number of students enrolled in graduate studies in journalism and mass communication declined again in academic year 2001-2002 compared with a year earlier. The number of students enrolled in master's degree programs in journalism and mass communication dropped 2.6% in the autumn of 2001 compared with a year earlier, and doctoral program enrollment dropped 16.2%. These are among the key findings of the 2001 Annual Survey of Journalism Fr Mass Communication Enrollments.1 In addition, the survey showed: * The number of bachelor's degrees granted in academic year 2000-2001 was 38,432; very close to the 38,294 undergraduate degrees granted a year before, while the number of graduate degrees granted declined 3.7%. * The percentage of students in journalism and mass communication programs who are women grew again in 20012002, resulting in the highest percentages at the bachelor's, master's and doctoral levels, probably since the end of World War II. * The percentage of African-- American students enrolled in undergraduate journalism and mass communication programs was 12.2 in the autumn of 2001, while the percentage of Hispanic students was 6.7. * Nearly one in 10 of those enrolled in master's degree programs in journalism and mass communication in the autumn of 2001 was African-- American, while the percentage of Hispanic students in master's degree programs in 2001 was 4.1. * Nearly one in 10 of those enrolled in doctoral programs in journalism and mass communication was African-- American. Hispanic enrollment was 2.2%. Methodology The methods used in the Annual Survey of Journalism & Mass Communication Enrollments have remained unchanged since 1988. Schools listed in either the Journalism Fr Mass Comm unica tion Directory, published by the Association for Education in Journalism and Mass Communication, or The Journalist's Road to Success: A Career Guide, formerly published and printed by the Dow Jones Newspaper Fund, Inc., and now available on the web, are included in the population.2 All degree-granting senior colleges and universities with courses organized under the labels of journalism and mass communication are invited to be listed in the AEJMC Directory. To be included in the Guide, the college or university must offer at least 10 courses in news-- editorial journalism, and those courses must include core courses, such as an introduction to the mass media and press law and ethics, as well as basic skills courses, such as reporting and editing. Since 1992, the two journalism programs listed in the AEJMC Directory in Puerto Rico have been included in the population. A combination of these two directories produced 466 listings in 2001. In October 2001, a questionnaire was mailed to the administrator of each of these programs. A second mailing of this same questionnaire was sent to the non-responding schools in December. A third mailing was sent to the nonresponding schools in January 2002. In February, the administrators were sent a fourth mailing. The administrators of the programs that had not responded by the beginning of April were contacted by telephone and asked to answer as many of the questions over the telephone as possible. The questionnaire asked the administrators to provide information on total enrollment in the autumn of 2001, enrollment by year in school, enrollment by sequence of study, enrollment by gender, and enrollment by racial or ethnic group. …