Children of color in Indiana are being left behind, according to the 2017 Race for Results report from the Annie E. Casey Foundation, a private philanthropy based in Baltimore that works to promote well-being of at-risk children.
This year’s report highlights the fact that Indiana must work harder to improve outcomes for African-American and Hispanic youth to ensure a successful future for the state and all Hoosiers. Even though Indiana often appears to be in the middle of the pack for child well-being, that isn’t the case for all of our children, says Tami Silverman, president and CEO of the Indiana Youth Institute (IYI).
IYI works to increase the well-being of all Hoosier kids by supporting, educating and collaborating with the organizations and individuals that care for them, Silverman said, adding that IYI is the state’s source for high-quality, youth-focused data.
“Breaking down the data reveals startling gaps between individual racial and ethnic groups,” Silverman said about the report. “In particular, we see significant disparities in nearly every category when comparing African-American and Hispanic children to other racial groups. The data also reveals similar challenges when looking at outcomes for the more than 155,000 Hoosier children living in immigrant families.”
While Indiana typically scores above national averages in education, the data shows not all students are reaching benchmarks used to gauge educational progress, such as reading and math proficiency.
According to the report, about 78 percent of African-American and 71 percent of Hispanic/Latino fourth-graders are not proficient in reading, compared to 56 percent of white fourth-graders. Ninety percent of Indiana’s African-American eighth-graders and 85 percent of the state’s English Language Learners are not proficient at math, compared to 55 percent of white eighth graders and 60 percent of those who are not ELL students.
The data also shows gaps in higher education. Seventy-nine percent of Hoosier African-Americans, ages 25 to 29, and 84 percent of Hispanic young adults have not completed at least an associate degree, compared to 61 percent of their white counterparts.
Minority Hoosier children are also more likely to live in high-poverty areas. This contributes to the cycle of poverty and puts them at greater risk for negative outcomes. In Indiana, 72 percent of African-American and 67 percent of Hispanic youth live in low-income households, defined as having a household income of less than $49,200 a year for a family of four. Less than 40 percent of white and Asian children live in similar situations. Meanwhile, 59 percent of Indiana’s children in immigrant families live in low-income households, compared to 44 percent of children in U.S.-born families.
“In the Latino community, it’s about educating the family,” said Yecenia Tostada, senior program director of the Indiana Latino Institute. “Children tend not to make decisions on their own. The family is very much involved in the decision-making process. Parents need to learn how to support their child at home. It would address the core of the issue. Parents are willing to do more, they just don’t have the information.”
Silverman also mentioned the importance of support at home in determining a child’s chance at success.
“We know many students lack the necessary support systems, opportunities and financial means that make continuing education a possibility,” said Silverman. “Some students face systematic barriers to success that begin in their formative years. … Many others may not have a parent, role model or mentor who can help them understand the benefits and process of obtaining a degree or apprenticeship.”
A number of factors affect the Latino test scores that stem from bigger problems or bigger concerns, said Tostada.
“Sometimes there are issues with cultural understanding of the school system, which then leads to the child not having all the support a child needs to be successful,” said Tostada. “Sometimes there’s a larger need for information.”
Without intentional and strategic intervention, research shows these gaps widen as a child progresses through school. While Indiana students typically graduate high school at rates near or above national averages, a quarter of Indiana’s African-American students do not reach this milestone.
“Our futures are all intertwined, and each child represents boundless possibilities,” said Silverman. “For our state to reach its full potential, it is critical that individuals, communities and institutions from across Indiana come together to provide a supportive environment that promotes high-quality education, healthy development and economic stability and opportunity for all children and families. This ensures that every Hoosier child can grow, develop and thrive in our state and beyond.”
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