The percentage of minority students in the Wake County school system increased this year, continuing the trend of the state's largest school system becoming a majority minority district.
Recently released figures show that minority students now account for 50.7 percent of Wake's 146,689 students, up from 50.5 percent last year. White students now account for 49.3 percent of the enrollment, the second year in a row they've been in the minority.
The percentage of minority students has sharply increased in Wake over the past 20 years. In the 1991-92 school year, minority students accounted for 30.7 percent of the enrollment.
Hispanic enrollment is now at 15 percent, up from 14.6 percent last year. African American students account for 24.7 percent, down from 24.8 percent last year.
Asian students account for 6.3 percent of the enrollment, up from 6 percent. Students of two or more races are 4.3 percent of the enrollment, down from 4.5 percent.
American Indian and Alaskan native students remain 0.4 percent of the enrollment. Hawaiian and other Pacific Islanders are still 0.1 percent.
You can find several other interesting tidbits on Wake's demographic website. They haven't yet posted this year's school-by-school capacity and free-and-reduced price lunch data.



Comments
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Fri, 10/21/2011 - 10:42 — festus-
Now, can we stop calling
Fri, 10/21/2011 - 10:06 — woodstockNow, can we stop calling them "minority" students and assigning stereotypes to them? Are we finally at a point where we can just call them "students" without any qualifiers and deal with their respective strengths and challenges as individuals? God, I hope so.
Until each child is afforded
Mon, 10/24/2011 - 14:17 — user12345Until each child is afforded a quality education, we need to be vigilant against the powerful forces that want to discriminate against them by saying all is good and there is nothing left to do anymore. The concentrate on the individual argument is just a way to maintain resources and opportunities for a select powerful few who ignore racial and income bias. Btw, you, your team, and your message really took a beating in the election. I could not have made me happier to see you eat crow. As the numbers show, eventually, you will need to acknowledge that white people in gated communities, like you, are not the future of the US and we better get moving educating the kids who are the future.
User's back, and what do ya
Mon, 10/24/2011 - 19:51 — jeffrey1User's back, and what do ya know, he makes a comment about race. Same old disgusting, sickening, nauseating, revolting, putrid rhetoric that keeps our system from becoming a truly great system.
Do us all a favor and go back to 1950 where you belong.
Thanks for weighing in
Mon, 10/24/2011 - 14:35 — virginiadareThanks for weighing in User! Correct, as usual.
VD, I want to believe that
Mon, 10/24/2011 - 19:53 — jeffrey1VD, I want to believe that you are more intelligent than User. Do you really support his view that racism is what has been driving assignment reform?
Come on, you're better than that.
He said race and income
Mon, 10/24/2011 - 21:18 — virginiadareHe said race and income bias. You yourself were upset because your children were put into a school with so many low-income and low-achieving students that it was difficult for the teachers to give her the instruction she needed. I agree with User that we need to make sure we don't have schools overwhelmed with too many high-needs students. That doesn't mean that racism has been driving assignment reform, but I do believe it has been one of the reasons some people have been behind it. You're really naive if you believe racism has gone away since the fifties and sixties. If anything, it's gotten worse with some groups since Obama has been president. Refer to Losurdo's Facebook page for just one example.
User's issue has never been
Tue, 10/25/2011 - 02:13 — jeffrey1User's issue has never been about high poverty schools. It's always been about evil, racist whites.
User said:
As the numbers show, eventually, you will need to acknowledge that white people in gated communities, like you, are not the future of the US...
You agreed. I thought you were better than that, but perhaps not.
You're really naive if you believe racism has gone away since the fifties and sixties.
And yet I've never met a single person, heard a single comment, read a single remark, or even heard through a third party, from any parent in Wake County that stated, or implied that they did not want their child to go to school with a member of a racial minority. NEVER!
And I think that you, like Al Sharpton, Jesse Jackson, Bill Barber, etc. want to continue to live in the past. You want that crutch to lean on. You want to see everything in black and white. You want an excuse to be able to hang your hat on. You want to blame someone or something for the failures of many in the minority community.
You're afraid to look in the mirror. You're afraid to look at the rampant teenage pregnancy in many minority communities. You're afraid to consider the effects of rampant crime and drug use in many minority communities. You're afraid of the fact that 1 in 15 black adults, 1 in 9 black adults between the ages of 20-34, and 1 in 36 hispanic adults are in prison. You're afraid to think about the effects of rising single parent households and absentee fathers in minority communities.
And if you do come out from behind the covers and look at the facts, it's only to find some way to blame racism for the issues that confront minorities today. But here's the facts, Virginia. Studies have shown that the odds of leading a productive life are greatly enhanced (almost certain) if a person can meet just 3 criteria before the age of 21:
You desparately want to hang on to the belief that a productive life depends on a classroom of children whose parents have diverse levels of income, a belief that has been disproved time and time again. Stop hanging onto a lie, come out from behind those covers, and stop blaming the white race for everything.
Jeffrey 1
Tue, 10/25/2011 - 20:24 — virginiadareI believe User was merely pointing out that we are becoming a minority-majority nation according to the numbers. Granted, he did use the same sort of hyperbole that Woodstock uses to make his point to Woodstock. User didn't say it, but we're also becoming more like a third-world nation in terms of income equality with our shrinking middle class.
No, I'm not living in the past, and not looking for a crutch or someone to blame. And I'm not sure what you mean by "look in the mirror". I see a white, middle-aged homemaker who tries to understand what it's like for people who haven't had the advantages I have had or have a different ethnic background. The daughter of my best friend is married to a black man who is college-educated and has never been in jail. She gets so angry when he's watched more closely in a store, for example, because the clerk assumes he'll steal something. People look at them "funny" or even say things when they walk down the street together. Little incidents like that happen all the time, though he's done everything "right". Yes, racism is alive and well.
I recommend reading The Working Poor by David Shipler. He documents how hard it is for people growing up and living in poverty to achieve the three simple things you mentioned, even when they work hard. He describes the situations of many members of the working poor -- white, black, hispanic, Asians, and the difficulties they face in trying to pull themselves up by their bootstraps. Sadly, it's only become more difficult for more people since he wrote the book in 2005 because of the economic collapse. From a review:
"Shipler spent five years investigating the subject, and the depth of his reporting conveys a reality too complex to fit neatly into any liberal or conservative scheme. Poverty emerges in these pages not as the inevitable result of an unjust society or as a reflection of individual failings, but as a mixture of both. 'Liberals don't want to see the dysfunctional family,' Shipler argues, 'and conservatives want to see nothing else.' "
I believe that a productive life depends on being educated, and that the best way for poor students to get that education is to attend a school that has the resources needed. Balancing the schools is the best way to ensure that happens. Across the nation, almost all the schools that are failing are the ones that are very high poverty.
This is the craziest place that I have ever lived
Mon, 10/24/2011 - 22:18 — nmoskalDo people even understand what bias means?
How is that people think that the constant interchanging of low-income and low-achieving and comments along the lines of Diane Bader's "don't let more poor kids into magnets because that will destroy magnet schools/program" or the way people often interchange race and class isn't bias?
If I understand the way it works here correctly, if you say you want to limit the number of "poor" kids in magnets so they don't "destroy" them or limit the number of "low-achieving" kids in magnets to keep the magnet program strong, that isn't being race or class biased. However, if someone else says absolutely anything that could even remotely be twisted into limiting the number of "poor" kids or "low-achieving" kids in their schools (or whatever label de jour), then that is race and class bias.
I am so confused.
nmoskal
Tue, 10/25/2011 - 20:25 — virginiadareI am not interchanging "low-income" and "low-achievement"; that is why I use both. Not all low-income students are low-achieving, and not all low-achievers are low-income. Often even high-achieving low-income students need more resources than those from the middle class, however, and they are more likely to get those resources in schools that are not very high-poverty schools. And it is simply denial to imply that it is "bias" when people acknowledge that low-income students are much more likely to be low-achieving because of the added difficulties they face. That is a fact, as it is a fact that racial minorities are more likely to be low-income. It really is an up-side down world when you accuse those who want to ensure that every student attends an adequately-resourced school of bias. And, it is very different to want to keep schools balanced so that NO child has to attend a very high poverty school and from wanting to have "those" kids out of "your" school.
I suggest you read the book I mentioned to Jeffrey above.
And apparently you can
Tue, 10/25/2011 - 07:34 — loriacAnd apparently you can criticize taxpayers who are not part of the magnet system (even if because of the 'lottery' system they had zero chance to have their kids accepted to a magnet school), calling them 'narrow minded', and be elected to the school board ! What a county!
It's a double standard,
Tue, 10/25/2011 - 02:10 — jeffrey1It's a double standard, nmoskal.
For example, when William Barber talks about a neighborhood, he's referring to a group of families living in close proximity, but when you and I talk about a neighborhood, it's a code word for segregation.
Of course there are big performance differences between kids...
Fri, 10/21/2011 - 10:43 — festusBut I agree, using race is not a very good way to differentiate between students who have advantages and are likely to succeed versus students who have disadvantages and need some assistance to succeed.
How about if we use income as a category instead? That seems to map pretty well onto performance. But how can we get some proxy for income, since we are not going to ask every student for their parents' tax return? Hey--what if we use the kids who need help buying food every day? How about if we use the Free and Reduced Lunch kids, since those kids manifestly need help.
Wait... isn't this exactly what Wake Schools did back in the 1990s? And isn't this what you and others on this discussion board have attacked over and over?
SSDD - Same stuff, different demographic
Sun, 10/23/2011 - 15:01 — nmoskal"But I agree, using race is not a very good way to differentiate between students who have advantages and are likely to succeed versus students who have disadvantages and need some assistance to succeed."
Same stuff (using demographic profiling), different demographic (income instead of race) - leading to the same superiority/inferiority biases, culture of low expectations concepts, problems, issues, misperceptions, program misplacements, tracking, educational barriers, etc. We need to stop using profiling on both race and on income.
FRL(ED) versus non-FRL(NED) status is a lousy proxy to use for profiling. 1) All it tells you is that a kid is getting free-or-reduced lunch (or % of kids for a school) and for those accurately receiving an indicator that they likely need financial resource assistance - that's it. 2) FRL ranges up to 185% of poverty level. 3) We know there are both false positives (students receiving FRL, but if and when audited are found not to qualify) and false negatives (students who would qualify but do not receive because their parents did apply because they don't want the stigma or some fear INS issues or for whatever reason). 4) non-FRL is anything above 185% of poverty level (so $43K to Bill Gates annual income level).
FRL/non-FRL tells you nothing else about the actual student - not where they fall in the up to 185% poverty (are they below poverty level or working class, etc.) range or in the >185% of poverty level range, respectively; not about their actual academic achievement; not about their potential; not about their hopes, dreams, plans for the future, etc.; nothing about their actual parental support level, etc. Same thing with schools - it tells you not if most of the FRL kids are below poverty level or are "working class" or a mix; not whether the non-FRL kids are just above FRL status or affluent; not about the accuracy of FRL status (for example, is it a high immigrant area where there may be more under-reporting).
Why do some of the same people who agree that racial profiling is wrong think that FRL status profiling is the greatest thing since sliced bread? I don't get it.
At this point in time due to societal failure in closing achievement gaps - both race and class map onto performance at about the same rates. (White students outperform Black and Hispanic students within the same income class and NED within each racial group outperform ED within the same racial group.) The question is WHY?
In fact, FRL White students on the whole (when looking at achievement gap data sources) slightly outperform non-FRL Black and Hispanic students. WHY?
Could it be because there are both RACE and CLASS institutionalized barriers and advantages in education? Could it be that those institutionalized barriers and advantages are grounded in both RACE and CLASS profiling?
Instead of making assumptions based on demographics - why not just roll up our sleeves and figure out what the actual needs and barriers (in addition to institutionalized barriers) are of individual students and schools and then actually do something about it?
Baseless assumptions
Mon, 10/24/2011 - 05:30 — woodstockHuh? What part of treating each student as an individual without making assumptions about their abilities did you miss from my previous statement? There are plenty of low-income kids who do well and middle-class kids who struggle. We do no one any service when assumptions about ability are made -- based merely on the color of their skin or their parent's reported income -- before a kid even steps into a classroom
Even better...
Fri, 10/21/2011 - 18:48 — valsparHey Festus - even better - what if we do what Woody proposes and treat the kids individually by.... lets say... academic performance? Because its all about making sure every child succeeds, right? Lets design a student assignment plan that uses student achievement data trends to make sure no school has more challenges than it can handle, so each child can get what they need to succeed. Wait! We did that - didn't we? Or, we had that, until Tata was forced to remove the set asides at high performing schools.
Using trends in way planned here is not treating individually
Sun, 10/23/2011 - 15:13 — nmoskal"...treat the kids individually by.... lets say... academic performance?...that uses student achievement data trends..."
By defination using achievement data trends for nodes is NOT treating kids individually. Let's be clear here.
When entering the K-12 feeder pattern isn't the achievement pillar based on whether the student address is in a "historically low-performing node"? It's not like we are planning to perform a K-readiness assessment test on each student to assess their individual academic performance. Will they be using individual EOG/EOC or some other measure for 6th grade and 9th grade placement or will the kids just follow the designated K-12 feeder?
...
Fri, 10/21/2011 - 19:03 — SideburnsAh, yes. From the one and only Tom Oxholm who, as a School Board member, helped implement the socio-economic diversity plan...
"Our assignment decision was never designed to help any particular student," Oxholm said of the board's vote in 2000. "Test scores for any one individual were not taken into account because of their school assignment and we knew it wouldn't make them any better a student. We also knew it wouldn't make them any worse of a student."
So, by all means, let's rename it and assign students based on achievement level even though we've seen it does nothing to improve achievement and that it wasn't even implemented for that reason to begin with.
CHARLOTTE...
Fri, 10/21/2011 - 09:30 — ClearThinker...has been majority-minority for at least two years! You can look it up on th Charlotte-Mecklenburg Public Schools website.
Interesting ?
Fri, 10/21/2011 - 08:26 — AgentPierceStatistics don't exist in a vacumm. Is this demographic "trend" in effect in similar districts around the Southeast .... Charlotte - Greensboro - Richmond - Columbia - Nashville ?
Are private school / home school enrollments increasing as %s of total # of school-age children living within the district?
Do some comparative "reporting" Keungy rather than simply cutting/pasting others' research and others' screeds.
Why?
Sun, 10/23/2011 - 09:35 — TtimesfiveWhy are public schools losing students to alternatives? I believe it's because they're tired of what they are getting in public schools: big money wasted on programs that don't promote learning: Blue Diamond, etc. What you have now in public school is staff so busy covering their behinds and filling out paperwork to prove they've met with their peers, gone to a meaningless staff development, given the district created test that has errors in the questions, waiting in a line at the copier to make copies to prove it all, and then putting up with the one kid in the room whose behavior takes away instructional time from the other 27 or 34 (!) because he or she should be suspended, but won't be, because those suspension numbers would make the school look bad. That's what public school teachers do in a day. In private school, teachers are given time to plan engaging lessons and evaluate student performance of a much smaller class load of children who are expected to behave.