Table 2.
Educational experiences of HRS-LHMS respondents by race and gender, weighted estimates (N=10,632).
| White, non-Hispanic | Black, non-Hispanic | |||
|---|---|---|---|---|
| Men | Women | Men | Women | |
| n=3,462 | n=4,920 | n=802 | n=1,448 | |
| Mean (SE) or % | Mean (SE) or % | Mean (SE) or % | Mean (SE) or % | |
| Attended preschool, % | 15.6 | 12.8* | 17.8 | 18.8 |
| Learning differences, % | 17.2 | 10.3* | 21.0 | 15.1 * |
| Math ability | 3.52 (0.02) | 3.37 (0.02)* | 3.33 (0.04) | 3.37 (0.03) |
| Reading ability | 3.37 (0.02) | 3.76 (0.02)* | 3.43 (0.05) | 3.74 (0.03)* |
| Proportion of schooling attending | ||||
| Private schools | 0.14 (0.01) | 0.14 (0.01) | 0.04 (0.01) | 0.04 (0.00) |
| Majority non-White schools | 0.02 (0.00) | 0.02 (0.00) | 0.81 (0.02) | 0.82 (0.01) |
| Ever race discordant school, % | 9.8 | 9.0 | 40.9 | 37.7 |
| Did not attend high school, % | 3.2 | 2.5 | 7.7 | 7.7 |
| Rs that Attended High School | n=3,041 | n=4,329 | n=606 | n=1,150 |
| High school Curriculum, % | ||||
| Vocational | 16.5 | 18.6 | 23.6 | 20.1 |
| General | 48.0 | 46.0 | 49.1 | 55.3 |
| College preparatory | 35.5 | 35.4 | 27.3 | 24.6 |
| Foreign language courses, % | ||||
| No | 47.5 | 40.7* | 66.1 | 55.7 * |
| Yes | 52.5 | 59.3* | 33.9 | 44.3 * |
| Art participation, % | ||||
| No | 54.8 | 37.0* | 48.5 | 43.0 |
| Yes | 45.2 | 63.0* | 51.5 | 57.0 |
| Years of schooling | 14.06 (0.06) | 13.72 (0.06)* | 12.71 (0.14) | 12.92 (0.11) |
| Post-secondary education, % | 71.5 | 66.4* | 51.8 | 61.1 * |
| Bachelor’s degree, % | 39.0 | 30.5* | 15.3 | 19.3 |
Notes: Math and reading ability ranged from 1 to 5 with higher values indicating better ability. Proportion of schooling in majority non-White schools and private schools ranged from 0 to 1. Ever attended a race discordant school defined for White respondents as ever attended a majority non-White school and for Black respondents as ever attended a majority White school. Percentages for high school curriculum, foreign language courses, and arts participation reported only for respondents who attended high school. Observations are reported for each group. Estimates for years of schooling, post-high school education and bachelor’s degree are reported for all respondents.
Significantly different from men at p<0.025 level, within race differences, mlincom command in Stata 17.
Bolded estimates, Significantly different from non-Hispanic White respondents at p<0.025 level, within gender differences, mlincom command in Stata 17.