ARIZONA National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Arizona related to: current levels of educational attainment, our projections of high school graduates into the future, and two common barriers to student access and success – insufficient academic preparation and inadequate finances. Educational Attainment by Race/Ethnicity1 Workforce projections suggest a growing demand for well-educated labor, 75% which means that younger adults need to be as well as or more educated than 25-34 Year-olds older adults given how much longer they will need to be employed. Between 2008 and 2010, overall about 35% of Arizona’s older working-age population 60% 45-54 Year-olds (aged 45-54) had at least an associate’s degree, slightly more than the 33% of its younger population (aged 25-34) that did. 45% • The attainment gap when comparing young White non-Hispanic adults (42.8%) and Black non-Hispanics (32.9%) is large, but Hispanics (11.2%) 30% and American Indians/Alaska Natives (15.9%) achieve postsecondary degrees at substantially lower rates. 15% • Younger Asians/Pacific Islanders have achieved associate’s degrees at higher rates than their elders. 0% • The rates of attainment of associate’s degrees or more are indistinguishable across age groups for other races/ethnicities. American Indian/Alaska Native Asian/Pacific Islander Black non-Hispanic Hispanic White non-Hispanic Production of High School Graduates 75,000 Overall Arizona’s production of high school graduates will 70,000 fall slightly between 2008-09 and 2019-20, a major change 65,000 from prior years of explosive growth. Projections indicate: 60,000 • Graduates will have peaked in 2010-11 at over 66,000. • Three years later, graduates will number about 4,000 55,000 fewer, hovering between 61,000 and 63,000 per year 50,000 through 2020-21. 45,000 • The number of nonpublic graduates will shrink by 40,000 Public 1,100 by 2019-20 after a peak of about 2,800 in 2009- 35,000 Public & Nonpublic 10. As a share of total graduates, nonpublic graduates will fall from 4.2% in 2008-09 to about 2.5% in 2020- 30,000 21. Public High School Graduates by Race/Ethnicity Departing from the pattern in most other states, 80,000 diversification in Arizona will be driven mostly by growth 70,000 among Black non-Hispanics and Asians/Pacific Islanders. 60,000 • Following a peak in 2007-08 at about 32,500, White non-Hispanic graduates will decline through 2013-14, 50,000 after which point their number will hover between 40,000 27,000 and 28,000 through 2021-23. 30,000 • Hispanic graduates will also remain steady through this decade at roughly 23,000. 20,000 • The most rapid growth will occur among Asians/Pacific 10,000 Islanders, increasing 68% between 2008-09 and 2019- 0 20 to 3,200, followed by Black non-Hispanics, which will add 1,100 graduates (31%). • American Indian/Alaska Native graduates will fall about  American Indian/Alaska Native  Asian/Pacific Islander  Black non-Hispanic 15% by 2019-20, to about 2,700.  Hispanic  White non-Hispanic ARIZONA Composition of Public High School Graduates by Race/Ethnicity Arizona becomes a majority-minority state for public high 100% 5% 5% 5% mschoosto bl yg rtahdeu dartoeps iinn tWheh iftiers tn opnro-Hjeicstpeadn yice agrr,a 2d0u0a9te-s1.0 , driven 90% 36%% 47%% 58%% 80% • Wgrohuitpe nthorno-uHgishp 2a0n2ic7s -w28il.l rBeumt athine yth we illla brgee ostu rtancuimal/beethrendic 6700%% 35% 38% 38% by the two largest minority groups – Hispanics and Black 50% 40% non-Hispanics – as early as 2017-18. 30% • The shares of Black non-Hispanics and Asians/Pacific 20% 51% 47% 45% Islanders will grow about 2 percentage points between 10% 2008-09 and 2019-20. 0% • Among all states, Arizona is projected to add the 2008-09 (Actual) 2014-15 (Projected) 2019-20 (Projected) second-most Black non-Hispanics and their pace of  American Indian/Alaska Native  Asian/Pacific Islander  Black non-Hispanic projected growth is the fourth-fastest of all states.  Hispanic  White non-Hispanic Composite Math and Reading Scores by Race/Ethnicity2 Academic preparation is a major factor in access to and 320 success in college. One indicator of readiness comes from the 300 National Assessment of Educational Progress (NAEP) math 280 and reading scores for eighth graders in 2011. 260 • American Indians/Alaska Natives scored lowest at 247, significantly lagging the U.S. score for that group. 240 • Other races/ethnicities scored about as well in Arizona as 220 they did nationally. 200 • Large gaps in readiness exist: Asians/Pacific Islanders scored 286 and White non-Hispanics scored 283 on 180 average, while Hispanics and Black non-Hispanics posted American Asian/Pacific Black non- Hispanic White non- Indian/Alaska Islander Hispanic Hispanic a composite score of 259. Native Note: Arizona in darker shades; U.S. in lighter shades. Annual Income by Race/Ethnicity3 A second major barrier is access to the financial resources $80,000 25th 50th 75th needed to pay for college. Among working-age adults (25- $70,000 64) in Arizona from 2006 to 2010: $60,000 • The statewide median income was $34,543, compared with $35,147 for the nation. $50,000 • The median income of White non-Hispanics was $40,000 $40,305, and a quarter earned at least $62,908. $30,000 • American Indians/Alaska Natives earned a median income of $24,183, the least of all race/ethnicities and $20,000 only 70% of the statewide median. One in four earned $10,000 less than $11,000. $0 • Hispanics earned only modestly more at $25,661, 74% American Asian/Pacific Black non- Hispanic White non- U.S. All Races/ of the statewide median. One in four earned less than Indian/Alaska Islander Hispanic Hispanic Ethnicities $14,500; three-quarters earned less than $40,305. Native Projections of high school graduates are from WICHE, Knocking at the College Door: Projections of High School Graduates, 2012. 1996-97 to 2008-09 are actual reported graduates and 2009-10 to 2027-28 are projections. The National Center for Higher Education Management Systems supplied the data used in the first and last figures. State-level estimates for those figures are only reported for a racial/ethnic group when the coefficients of variation for all estimates do not exceed 25% and sample size is 50 or greater. Readers should understand that estimates for small samples can be imprecise due to large standard errors. WICHE provides relevant data tables at http://wiche.edu/knocking-8th/technicalNotes. 1Source: U.S. Census Bureau, 2008-10 American Community Survey (ACS) Public Use Microdata Sample (PUMS) File. Average annual percent of population aged 25-34 and 45-54 with an Associate’s degree or higher in 2008-10. 2Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 and 2011 Mathematics and Reading Assessments, generated using the NAEP Data Explorer. http://nces.ed.gov/nationsreportcard/naepdata/. Notes: Composite scores are the average of the Math and Reading scores for 8th graders tested in 2011, scale of 0 to 500; scores for 12th graders taking NAEP were not available for this state. 3Source: U.S. Census Bureau, 2006-10 American Community Survey Five-Year Public Use Microdata Sample File. Note: Percentiles for wage/salary income were calculated for persons age 25-64 with positive earnings; unemployed persons with $0 income were also included. Figures are in 2010 dollars. Native Hawaiians are included in Asian/Pacific Islander. For more information email [email protected] or contact Peace Bransberger, Research Analyst, 303.541.0257, [email protected], or Brian Prescott, Director of Policy Research, 303.541.0255, [email protected]. Visit http://wiche.edu/knocking to obtain the full publication and download these projections as graphs or data files. Rev. 1/11/13