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Student Absenteeism In 2005, Asian/Pacific Islander students in grades four and eight were the least likely to have missed three or more days of school. American Indian students were the most likely to have missed three or more days of school and Hispanic, non-Hispanic black, and non-Hispanic white students fell in the middle...> View Indicator Educational Attainment After increasing for decades, the percentage of 25- to 29-year olds who reported that they had completed high school declined slightly between 2000 and 2006...> View Indicator Youth Neither Enrolled in School nor Working Older youth are more likely than younger youth to be neither working nor enrolled in school. In 2005, 13 percent of youth ages 18 to 19 were neither working nor enrolled in school compared with 4 percent of youth ages 16 to 17...> View Indicator High School Dropout (Status) Among youth ages 16 to 24, Hispanics accounted for 41 percent of all current high school dropouts in 2005. However, they only made up 17 percent of the total youth population... > View Indicator Repeating a Grade Among children in grades one through three, non-Hispanic blacks are much more likely than other children to have repeated a grade of primary school. In 2003, 10 percent of non-Hispanic black children had repeated a grade, compared with 1 percent of Asian or Pacific Islander children, 4 percent of non-Hispanic white children, and 6 percent of Hispanic children of the same age... > View Indicator Early Childhood Program Enrollment Following a substantial increase in participation between 1996 and 1999, the proportion of pre-kindergarten 3- to 5-year-olds attending center-based early childhood care and education programs dropped from 60 to 56 percent by 2001, and was at 57 percent in 2005...> View Indicator Preschool and Prekindergarten Programs Among those children not yet enrolled in kindergarten, the percentage of three- to five-year olds enrolled in full-day prekindergarten and preschool programs increased from 22 percent in 1995 to 28 percent in 2003. Among children in families with very low incomes (less than $15,000), the percentage increased from 19 percent to 27 percent between 1995 and 2003... > View Indicator Public schools with Prekindergarten and Special Education Prekindergarten Programs Public elementary schools in areas where most children are eligible for free or reduced-price lunches are much more likely than schools in wealthier areas to offer prekindergarten classes. During the 2000-2001 school year, over half (51 percent) of public elementary schools with 75 percent or more of all students eligible for free or reduced-price lunch had prekindergarten classes. In contrast, one quarter of public elementary schools with less than 35 percent of all students eligible for free lunch offered prekindergarten classes... > View Indicator Full-day Kindergarten Since 1977, the percentage of kindergartners enrolled in full-day (in contrast to half-day) programs has more than doubled, increasing from 28 percent of all kindergartners in 1977 to 65 percent of all kindergartners in 2003... > View Indicator Head Start Children living in neighborhoods with high concentrations of child poverty are much more likely than children living in more affluent neighborhoods to be participating in a Head Start program. In 2001, 28 percent of children ages three to four who lived in neighborhoods where at least 20 percent of those under age 18 lived in poverty attended Head Start programs, compared with 3 percent of children ages three to four who lived in neighborhoods where less than five percent of the child population lived in poverty...> View Indicator After-School Activities Between 2001 and 2005, the percentage of students participating in clubs, community service, and sports increased. In 2005, sports had the highest participation rate for after-school activities, with 31 percent of kindergarten through eighth grade students participating...> View Indicator
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