Native Hawaiian Educational Assessment 1999 · Native Hawaiian Educational Assessment, 1999 Introduction The slide presentation you’re about to see was developed from the 1993 major

T E C H N I C A L R E P O R T

Report No. 99-00: 9

Kamehameha Schools Bishop Estate

Native Hawaiian Educational Assessment1999

Office of Program Evaluation and Planning

Katherine A. Tibbetts, Director

Native Hawaiian Educational Assessment 1999

Office of Program Evaluation and Planning Page i

Introduction

In the fall of 1999, Kamehameha Schools began an extensive court-mandated strategicplanning process. As part of that process, the Program Evaluation and Planning Departmentupdated information from the 1993 Native Hawaiian Educational Assessment report on theeducational needs of native Hawaiians.

For a meeting of Kamehameha Schools trustees with members of the Kamehameha staff andrepresentatives of alumni and parent groups, a PowerPoint slide show was developed tosupport a talk by President Michael J. Chun about the educational needs of Hawaiians. Thisinformation then formed a basis for the strategic planning process for the KamehamehaSchools.

This report shows the content of each slide and a slightly modified version of that talk by Dr.Chun.

NHEA 1999

Office of Program Evaluation and Planning Page 1

Native HawaiianEducational Assessment

1999

K a m e h a m e h a S c h o o l s B e r n i c e P a u a h i B i s h o p E s t a t e

Office of Program Evaluation and Planning

Since 1960, Kamehameha Schools Bishop Estate has regularly used demographic information aboutHawaiians to help identify educational needs.

Major reports summarizing information were issued in 1973, 1983, and 1993, once new U.S. Census databecame available. Our most recent major summary, the Native Hawaiian Educational Assessment, wasissued in 1993. Although much of the data in that report are now about a decade old, much of theinformation is still the best that is available. New information from the 2000 Census is still six monthsaway from data collection, and probably about three or four years from general availability.

NHEA 1999

Kamehameha Schools Bishop EstatePage 2

Native HawaiianEducationalAssessment,1999

Introduction

The slide presentation you’re about to see was developed from the 1993 major project NHEA1993. However, using other sources available, PEP staff have updated the information wherepossible in a presentation that was originally prepared to summarize results in the 1993 report.Thus, in this discussion, you will see some information regarding conditions as of the early1990s. Other information will be current to 1997-98 or even 1998-99.

NHEA 1999


Native Hawaiian EducationalAssessment 1999

Ì Goal 1: School Readiness

Ì Goal 2: Student Achievement

Ì Goal 3: School Completion

Ì Goal 4: Adult Literacy/College Completion

Ì Goal 5: Positive Learning Environment

Ì Goal 6: Cultural Understanding

The slides are organized around the five original national educational goals of EDUCATION 2000,America’s educational initiative begun under George Bush and reaffirmed by President Clinton. Inaddition, one goal (the last in this list) was identified by KSBE. The six goals are related to

q School Readiness

q Student Achievement

q School Completion

q Adult Literacy/College Completion

q Positive Learning Environment

q Cultural Understanding.

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Demographics

NativeHawaiianEducationalAssessment,1999

First it is necessary to examine selected demographic characteristics of the Hawaiian population.Specifically, how many native Hawaiians are there? Where are they located? Answers to these questionsdepend on the agency reporting demographic statistics.

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Native Hawaiian Population Counts

1 9 9 0 U . S . C e n s u s

Non-

Hawaiian

87%

Hawaiian

13%

969,487

138,742

1 9 9 0 D O H B i r t h s

Non-

Hawaiian

67%

Hawaiian

33%

13,721

6,717

1 9 9 8 - 9 9 D O E E n r o l l m e n t

Non-

Hawaiian

74%

Hawaiian

26%

138,780

47,538

Source: U.S. Bureau of the Census, 1990 Census;State of Hawai’i Dept. of Health and Education

The United States Census has typically under-reported population data for people of Hawaiian ancestry.The reason lays in its past requirement that a person select a single ethnic group as his/her ethnicity.While Hawaiian was offered as an ethnic group, part-Hawaiian was not. Thus, if a person was one-fourthHawaiian and three-fourths Chinese, he/she had to choose one or the other, not both. For the upcomingCensus 2000, this will change and a person may mark as many ethnic groups as needed. The 1990 U.S.Census reported almost 139,000 Hawaiians in Hawai‘i, or about 12.5 percent of the State’s population.

The Hawai‘i State Department of Education reports enrollment data by ethnicity. In school year 1998-99,Hawaiian student enrollment was 47,000 or about 26 percent of total DOE enrollment. Parents reporttheir child’s dominant ethnicity. The definition of “dominant” is left up to the parent completing theenrollment form. Although only one ethnic category may be selected, a category of part-Hawaiian is alsooffered. This is an important reason for the difference between Census and DOE statistics.

On the other hand, the Hawai‘i State Department of Health reported almost 7,000 Hawaiian births in1990; this was 33 percent of all births. A child’s ethnicity is determined by parental ethnicity. If eitherparent is Hawaiian or part-Hawaiian, the child’s ethnicity is similarly recorded.

(Hawaiian births in 1996, the last year we have data for, was 6,192.)

The data reported here includes only Hawaiians living in Hawai‘i.

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Tota l U .S . Hawa i ian Popu la t ion 211 ,014

State of Hawai i ' i

65 .8%

U.S. Main land

34.2%

Native Hawaiian Population Counts

Source: U.S. Bureau of the Census, 1990 Census

It is interesting to know, though, that a sizable Hawaiian population lives on the mainland, as reflected bythe 1990 U.S. Census. The Census found a total U.S. Hawaiian population of 211,000, of which 72,000or one out of three Hawaiians were living on the mainland.

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Ethnicity of Students Enrolled in theDOE, 1980 and 1998

SY 1980-81 SY 1998-99

Ethnicity Key Number Percent Number Percent

Hawaiian Hwn 33,423 20.4% 47,538 25.5%

Caucasian C 40,148 24.5% 32,978 17.7%Filipino F 30,704 18.7% 36,533 20%

Japanese J 30,724 18.7% 22,053 11.8%Chinese Ch 6,232 3.8% 5,919 3.2%

Samoan S 5,327 3.2% 6,336 3.4%

Black B 2,279 1.4% 4,556 2.4%Hispanic H 3,307 2% 4,399 2.4%

Korean K 3,031 1.8% 2,942 1.6%Other O 8,759 5.3% 23,064 12.4%

Total Enrollment 163,934 100% 186,318 100%

SY 1980 -81

S

B

H K

Ch

J

F

C

H w nO

S Y 1 9 9 8 - 9 9

S

B

H K

C h

J

F

C

H w nO

Source: State of Hawaiÿi Department of Education

The 47,000 self-identified Hawaiians in the DOE represent more than a quarter of the total population ofabout 186,000. Between 1980 and 1999, Hawaiian representation has grown, while Caucasian andJapanese representation has declined. Today, about one out of every four students in Hawai‘i publicschools identifies him or herself as Hawaiian or part-Hawaiian.

The practice of asking for only one ethnicity has resulted, over time, in an increasing number of parentschoosing to self-identify as “Other”. Today, this group is about 12 percent of public school students.

It is a fairly consistent finding that about 25 percent of Hawaiians out-identify when given the task ofidentifying themselves as belonging to only one ethnic group.

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Ethnicity by DOE District, 1998 - 1999

5,609

10,387

4,197

CentralHonolulu

Leeward

Windward

Maui

Kauai

Hawaii’i

10,401

6,384

Ì HawaiianÌ FilipinoÌ CaucasianÌ JapaneseÌ Other

3,276

7,284


Where are the Hawaiians living? Again, the DOE data provide useful information. In the past, theLeeward O‘ahu District reported the largest number of Hawaiian students. This has been changing overthe past ten years, with students moving to other rural O‘ahu and Neighbor Island districts. Today, thetwo DOE districts with the largest number of Hawaiians are Hawai‘i, the Big Island and Leeward O‘ahu.It is interesting to note that Kaua‘i has a higher proportion of Hawaiian students than Central O‘ahu, but alower total number of Hawaiian students. This sometimes creates a dilemma in planning … are youguided by percentage concentration or absolute numbers?

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Hawaiian Student Population,School Year 1992 - 1993

Total Hawaiian % Hawaiian

DOE Schools 177,109 41,477 23.4%

Private Schools1 32,774 6,877 21.0%

Home Schools2 528 125 23.7%

1Estimate based on partial survey data2Home Schooling Survey 10/1992

In 1992-93, other independent schools in Hawai‘i were surveyed about the ethnicity of their students.Most do not maintain records of ethnicity; thus, the findings were estimates based on partial survey data.Including Kamehameha enrollment, an estimated 7,000 students of Hawaiian ancestry were enrolled inindependent schools. Hawaiians made up 21 percent of independent school enrollment. Kamehameha’sK-12 enrollment was almost 3000 at that time; thus, the estimate for Hawaiians in other independentschools was about 4,000 students, or about 13.4 percent of the enrollment in these schools. These datasuggest that Hawaiian children are underrepresented in independent schools.

A final interesting finding is the number of children being home-schooled in Hawai‘i. Based on a 1992survey conducted by KSBE, there were over 500 children being home-schooled, of which about 24percent were Hawaiian.

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Demographic Summary

Ì The Hawaiian population is rapidly growing

Ì It is a relatively young population

Ì Hawaiian students make up one-fourth of theschool population

In general, the data indicate that the Hawaiian population is rapidly growing and relatively young, andthat Hawaiian students make up about one-fourth of the school population.

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Goal 1: School Readiness

All children will start school readyand eager to learn

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Initiation of Prenatal Care in theFirst Trimester

7 6 %7 6 %7 5 %7 3 %7 3 %

6 1 %

4 8 %

7 4 %

6 6 %6 7 %6 7 %

5 7 %

4 8 %

3 6 %

0%

1 0 %

2 0 %

3 0 %

4 0 %

5 0 %

6 0 %

7 0 %

8 0 %

1965 1970 1975 1980 1985 1990 1993

Hawaiian Women

State of Hawaii ' i , Total

Note: Data at each time point are five-year moving averages based on five previous years

Source: State of Hawai’i Department of Health

One correlate of school readiness is early prenatal care.

Prenatal care received after the first trimester of pregnancy improved dramatically between 1965 and1980, with the percent of women receiving early prenatal care increasing from 48 percent to 75 percentduring that period. Since that time, this statistic has remained relatively constant. Historically, Hawaiianwomen have exhibited lower rates of early prenatal care than the general population. The most recentdata, though, suggest an improving trend during the 1990s.

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Births to Unmarried Women inHawaiÿi and the USA

3 8 %

5 5 %

6 0 %

6 4 %

3 6 %

4 0 %

4 8 %

5 5 %

1 4 %

1 8 %

2 2 %

2 7 %

1 2 %

1 8 %2 0 %

2 5 %

3 0 %

4 9 %

2 3 %

1 7 %

1 2 %1 1 %

6%

1 0 %

0

0 . 1

0 . 2

0 . 3

0 . 4

0 . 5

0 . 6

0 . 7

0 . 8

19

60

19

66

19

75

19

85

Pe

rc

en

t o

f B

ir

th

s

U S A B l a c k s

Hawa i ian

U S A

S t a t e


A more disturbing statistic is the increase in births to unmarried women being observed throughout thestate and country for all ethnic groups. Between 1965 and 1990, this rate rose from about 7 percent toover 25 percent for all women. For Hawaiian women, the rates increased from about 12 percent to 48percent, almost twice the state average. Since then, this figure has climbed to 55 percent.

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Peabody Picture Vocabulary Test Scores


SY 1982-83

SY 1988-89

SY 1989-90

3 6

4 2

4

1 0

1 5

3 7

4 6

4

1 2

1 7

3 4

4 2

7

1 3

1 6

0 5 10 15 20 25 30 35 40 45 50

Caucasian

Japanese

Filipino

Hawaiian

Total DOE

Caucasian

Japanese

Filipino

Hawaiian

Total DOE

Caucasian

Japanese

Filipino

Hawaiian

Total DOE

National Norm Percentile

Peabody test scores were compiled for three different school years. This DOE testing has beendiscontinued. While children entering the DOE scored, on average, only at the 16th percentile based onnational norms, Hawaiians scored even lower, at about the 12th percentile. Although Filipino childrenscored lower, this is attributed to the large number of immigrants in the population in Hawai‘i. Note thatCaucasians and Japanese children scored well above the state average. Thus, Hawaiian children startschool at a distinct disadvantage compared to other groups of children.

These data suggest that Hawaiian children do not arrive at kindergarten as well prepared for learning asother children.

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School Readiness Test Performance:KSBE Preschool, DOE Hawaiian,

and All DOE Students, Avg. 1985-1990

9

27 27

18

12

0

5

10

15

20

25

30

Preschoo l Ent ry Preschool Ex i t K indergar ten Ent ry

KSBE Preschool

DOE All

DOE Hawaiian

Percentile Rank

Source: KSBE Early Education DivisionPeabody Picture Vocabulary Test

To address this serious deficiency, KSBE has been expanding its statewide preschool program. Theprogram has been successful in raising the KSBE Peabody test scores at kindergarten entry from a pretestmean score at the 9th percentile to a post-test mean score at the 27th percentile. We are very encouragedwith these improvements despite the fact that these children are still scoring below national norms. (Newcomparison data are not available since the DOE discontinued Peabody testing at Kindergarten entry.)

We have continued to collect the KSBE data and our gains have continued to be comparable to this.

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Goal 1 Summary

Ì Early indicators still show Hawaiianyoungsters at higher risk

Ì Hawaiian youngsters continue to start schoolbehind others

Ì Preschool increases school readiness

In summary, while Hawaiian youngsters continue to be at higher risk and continue to start school behindothers, they can significantly increase their readiness for school through preschool experiences.

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Goal 2: Student Achievement

Students will demonstrate competency inthe basic skills of English and mathematicsand in other challenging subject matterincluding science and social science

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3 6

4 7

3 84 2

2 7

3 6

2 6

3 1 3 2

3 8

2 83 1

5 2

6 5

6 1 6 2

4 9

6 3

5 9

6 3

0

2 5

5 0

7 5

T o t a l D O E Hawai ian Fil ipino J a p a n e s e C a u c a s i a n

3rd Grade

6th Grade

8th Grade

10th Grade

Total Reading Percentilesby Ethnicity, 1998

Source: State of Hawaiiÿi Department of Education

Once again, the news is not good for Hawaiian children. Based on standardized tests, achievement byHawaiian students continues to lag behind national norms and other ethnic groups in Hawai‘i. In 1997-98, at grades 3, 6, 8, and 10, total reading scores for Hawaiian students were lower than the general schoolpopulation, including the three other major ethnic groups. For Japanese and Caucasian students, thescores were generally above the 50th percentile.

NHEA 1999


Total Reading Achievement Curves, 1998

7

11

9

2 2

2 0

2 0

1 2

9

0

5

1 0

1 5

2 0

2 5

1 2 3 4 5 6 7 8 9

Stanines

Caucasian

Filipino

Hawai ian

J a p a n e s e

National Norms

Percent in Stanine

1Oth Grade


When achievement data are reviewed by ethnicity and broken into stanine distributions, or curves, theHawaiian curve shows a distinctive pattern: fewer achieving in the higher ranges than might be expectedon the basis of national norms, and comparatively more than expected scoring in the lower ranges. Forthe major groups in Hawai‘i you can see comparability for Hawaiians and Filipinos, and contrast withJapanese and Caucasians. This overall pattern illustrated here has been consistently present from 1980 to1998. There has been virtually no meaningful change.

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23

11

6

54

65

51

23 24

43

0

25

50

75

100

1st - 3rd 4th - 6th 7th - 9th

National Norm

Hawaiian Students (N = 118)

All Students (N = 394)

Hawaiians in Private Schools, 1993

Source: KSBE Private School Survey, 1993

Stanines

Percent in Stanines Private Schools - Reading Comprehension: 6th Grade

Based on 1993 data, achievement by Hawaiian children in independent schools was also studied, althoughthe results herein reported are estimates based on partial surveys of various schools. Overall, Hawaiianstudents in independent schools do well, based on reading comprehension at Grade 6 and when comparedto national norms; fewer in the lower stanines, more in the middle and upper stanines.

NHEA 1999


Goal 2 Summary

ÌHawaiian students continue to score belownational norms on standardized achievementtests

ÌHawaiian students who attend private schoolsare consistently at or above national norms

What does all of this mean? Basically, that Hawaiian students in the DOE continue to score belownational norms on standardized achievement tests, that Hawaiian students attending independent schoolsscore at or above national norms.

NHEA 1999


The high school graduation rate willincrease while dropout andabsenteeism rates drop


Goal 3: High School Completion

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Students Graduating in 1981 and 1998

Source: State of Hawaiiÿi Department of Education

1 9 8 0 - 8 1 G r a d u a t e s

Caucasian

1 5 . 6 %

Hawai ian

1 8 . 8 %

Fil ipino

1 9 . 0 %

J a p a n e s e

2 6 . 0 %

O t h e r

2 0 . 6 %

1 9 9 7 - 9 8 G r a d u a t e s

O t h e r

2 4 . 1 %

J a p a n e s e

1 5 . 7 %

Fil ipino

2 0 . 6 %

Hawai ian

2 2 . 0 %

Caucasian

1 7 . 6 %

Generally speaking, the State of Hawai‘i as a whole does well, graduating over 90 percent of its seniors.Furthermore, based on DOE data, Hawaiian graduates over the past almost 20 years comprised about 18to 22 percent of the graduating classes during that period, somewhat lower than their presence in theDOE, yet comparable.

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Students with Excessive Absences,SY 1997-1998

25

25

23

25

9

8

1

0

5

10

15

20

25

30

6th 7th 8th 9th 10th 11th 12th

G r a d e L e v e l

Pe

rce

nt

Hawaiian

Filipino

J a p a n e s e

Caucasian

Total DOE


Absenteeism, on the other hand, is disturbing. Excessive absences are defined as being absent more than20 times from any one class in a semester.

In general, absenteeism increases significantly for all students at Grade 7, probably the most difficult agefor young people. DOE statistics for 1997-98 indicate a rate of less than 5 percent for seventh graders,but a rate of more than 15 percent for seniors. Collectively, about 11 percent of secondary schoolstudents in the public schools were excessively absent. However, the respective rates are significantlyhigher for Hawaiians; about 8 percent at Grade 7, 25 percent at Grade 12, and more than 18 percent for allHawaiians, Grades 7 through 12.

Considering the amount of learning that does not take place with only half these absences suggests thatthe problem of absenteeism is far greater than these statistics indicate.

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DOE Students Retained in Grade:SY 1997-1998

5

13

26

13

11

6

21

01

0.0

5.0

10.0

15.0

20.0

25.0

30.0

K 1 s t 2 n d 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

G r a d e

Pe

rce

nt

Hawai ian

Fi lp ino

J a p a n e s e

Caucasian

Total DOE


Retention represents another difficult problem for Hawaiian students. Again, at Grade 7, there is adramatic increase in the rate of students retained in grade. The rates for Hawaiian students exceeded thatfor all other students at all grade levels, peaking at Grade 9 where one in every four Hawaiian students isretained. The significance of this data is that retention in grade influences absenteeism; youngsters areless motivated and interested when retained in grade.

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Goal 3 Summary

ÌHawaiian students continue to graduate fromhigh school at rates proportionate to theirpercentage in the DOE

ÌThe Hawaiian excessive absenteeism rate ishigher than others, although this has droppedin the last ten years

ÌHawaiian students are retained in grade moreoften

In summary, although Hawaiian students continue to graduate from high school at rates proportionate totheir presence in the DOE, they miss more school and tend to be retained more frequently than others.

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Goal 4: Adult Literacy andCollege Completion

Adult literacy rates, along withcollege enrollment and completionrates, will increase


NHEA 1999


Hawaiÿi State Literacy Assessment, 1989

41

30

20

19

7

19

21

38

26

19

21

30

38

32

54

62

72

51

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Filipino

Hawaiian

Japanese

Chinese

Caucasian

State of Hawaii

P e r c e n t

Functionally Illiterate (reads below 4th grade level) Reads between 4th and 12th grade level

Reads at or above 12th grade level

Source: Omnitrak Research, Hawai’i Statewide Literacy Assessment, March 1989

Looking back at 1989 data, from the only statewide literacy assessment ever done, Hawaiians werefunctionally illiterate to a greater extent than the State of Hawai‘i as a whole, although Filipinos havehigher rates of functional illiteracy. Many of the Filipinos do not speak English as a first language. Thisexplains the higher rates. The same explanation holds true for the relatively lower rates of higher levelliteracy. (Note: Level 1 = Grade 4; Level 2 = 4 through 12; Level 3 – greater than 12; functionallyilliterate = less than 4.)

NHEA 1999


Percent of Adults Who CompletedHigh School

49.7

68.2

3 7

24.3

18.6

76.8

0

1 0

2 0

3 0

4 0

5 0

6 0

7 0

8 0

9 0

1940 1950 1960 1970 1980 1990

USA Total

State of Hawaii Total

Hawaiians

USA Blacks


USA Total

Hawaiians

USA Blacks

% of Adults Age 25 and Older

Source: U.S. Bureau of the Census, Decennial Reports

Throughout the country and in Hawai‘i, greater numbers of adults age 25 and older have completed highschool or equivalent. Not only did the overall rates increase, it is encouraging to note that the gapbetween Hawaiians and the general population in Hawai‘i narrowed between 1980 and 1990. This isgood news and it will be interesting to see if this trend continues when the 2000 Census data is in.

NHEA 1999


Completion of Four or More Years ofCollege by Adults

7.7

3.34.2

2.42.2

9.1

0

5

10

15

20

25

1940 1950 1960 1970 1980 1990

USA Total

State of Hawaii

Hawaiians

USA Blacks USA Total


USA Blacks

Hawaiians

% of Adults Age 25 and Older

Source: U.S. Bureau of the Census, Decennial Reports

College completion (completion of four or more years) by adults age 25 or older is likewise increasing,although the rates for Hawaiians continue to lag that for the country and for Hawai‘i. In the 1990 Census,the rate for Hawaiians was 9 percent; for blacks it was 11 percent. It is interesting to note that Hawai‘i asa whole enjoys a higher completion rate than the nation.

We’ll be able to look at this area again with the data from the 2000 Census.

NHEA 1999


Hawaiians Enrolled in the UH System

3,944

6,2356,408

3,898

1,551

4,118

4,297

2,2422,355

9 8 4

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

1977 1979 1981 1983 1985 1987 1989 1991 1993 1995 1997

Number of Students

U.H System Total

Community Col leges

Source: University of Hawaii’i, Institutional Research Office, Fall Enrollment Reports (Annually)

The really good news is that college enrollment for Hawaiians is up. There was exciting growth upthrough 1994. Since 1994, in general, the U.H. enrollment has gone down. Although the number ofHawaiians enrolled in the U.H system has gone down, the percent of Hawaiians in the system has goneup. In 1982, Hawaiians comprised about 8 percent of total student enrollment; currently, Hawaiians makeup about 14 percent of U.H. system-wide enrollment, the highest ever.

Although KSBE cannot take full credit for all of this improvement, we believe that our post-high schoolfinancial aid program has had significant impact on enrollment. Furthermore, this program’s objectiveshave been expanded beyond recruitment to include retention and completion.

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Goal 4 Summary

ÌHigh school completion rates for Hawaiians arehigh and increasing

ÌCollege completion rates for Hawaiians areless than half that for the State or Nation butare increasing

ÌHawaiian enrollment rates at the University ofHawaiiÿi have leveled off after peaking in 1994

Generally speaking, then, the news is good with respect to higher education. More Hawaiians arecompleting high school, thereby enhancing their opportunities for college; although college completionrates for Hawaiians are lower than for others, they are increasing; and Hawaiians make up a higherpercent of U.H. enrollment than ever before.

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Goal 5: Positive LearningEnvironment

Schools will offer a nurturing yetdisciplined environment conducive tolearning


Indicators of learning environments used in this study included special education populations, abuse andneglect statistics, drug and alcohol related arrest rates, and juvenile arrests. Admittedly, these are notdirect measures of school climate, however, together they provide a general description of conditionsunder which schools must operate, and the extent to which Hawaiians influence this climate.

NHEA 1999


Hawaiians Students in Special EducationSelected Categories,

1980-81,1991-92, and 1997-98

35.7

25.5

31.4

23.4

25.9

20.3

30

24.8

39.35

36.12

36.49

11.11

0

37.2

32.7

32.9

20

8.7

31.8

20.4

36.4

0 1 0 2 0 3 0 4 0 5 0

Profoundly Mentally Retarded

Severely Mentally Retarded

Educable Mentally Retarded

Severely Emotionally Disturbed

Specific Learning Disabilities

Hawaiians in Special Education

Hawaiians in DOE

Category

Percent

1 9 8 0 - 8 1

1 9 9 1 - 9 2

1 9 9 7 - 9 8


Within the special education population of the DOE, Hawaiians continue to be over-represented and thisrepresentation is increasing.

NHEA 1999


Confirmed Cases of Abuse and Neglect

684

579514

283

559

272

343

246

841

519

694

309

0

500

1000

1500

2000

2500

3000

1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989

Others

Mixed (Non-Hawaiian)

Caucasians

Hawaiians

Number of Cases

Source: Hawai’i State Dept. of Human Services, Statistical Report onChild Abuse and Neglect in Hawaii’i (Annual)

1,109

2,125

2,608

Hawaiians appear to be slightly over-represented in abuse and neglect cases, as evidenced by 1989 datafrom the Hawai‘i State Department of Human Services. In that year, approximately 27 percent of theconfirmed cases of abuse and neglect were Hawaiians, as compared to their presence in the DOEenrollment at 23 percent. The encouraging news is that there appears to be a downward trend overall.

NHEA 1999


Hawaiian Juveniles Drug and AlcoholRelated Arrest Rates

1.92.2

4.2

3.4

10.3

7.7

6.5

9.9

5.35.1

3.8

3.5

2.1

3.8

4.1

5.9

8

5.7

3.65.2

6

6.9

11.1

15.9

13.9

10.7

7.7

9.2

5.7

0

2

4

6

8

1 0

1 2

1 4

1 6

1 8

1980 1982 1984 1986 1988 1990 1992 1994 1996

Alcohol /Drug Offenses Total

Drug Offenses

Alcohol Offenses

Arrests per 1,000 Pop. Age 10-17

Note: Population estimates were based on the number of births reported to the Dept. of Health. The rates asshown are as low as possible since population numbers based on birth data tend to be high.

Source: Crime in Hawai’i, Dept. of the Attorney General, State of Hawai’i, Annual, 1980-92

There was a large decline in Hawaiian juvenile arrest rates for drug and alcohol related crimes between1984 and 1993. However, the rate since has been increasing again.

NHEA 1999


Juvenile Arrest Rates

121.7

111.4

136.4

157.3

1 3 4

101.4

137.7

158.5

168.6

138.9

1 1 2

128.8121.5

117.21 0 9

86.183.6

70.4

0

2 0

4 0

6 0

8 0

1 0 0

1 2 0

1 4 0

1 6 0

1 8 0

2 0 0

1980 1982 1984 1986 1988 1990 1992 1994 1996

Hawaiian Juveni les

Non-Hawaiian Juveni les

Arrest Rate Per 1,000 Pop. Age 10-17

Note: Population estimates were based on the number of births reported to the Dept. of Health. The rates asshown are as low as possible since population numbers based on birth data tend to be high.

Source: Computations and Crime in Hawai’i, Dept. of the Attorney General, State of Hawai’i, Annual, 1980-1996

Recent declines in juvenile arrests across the nation are also true of Hawaiians. The juvenile arrests ofHawaiians are improving after a 15 year general climb. However, the gap between Hawaiians and non-Hawaiians has not diminished significantly.

NHEA 1999


Goal 5 Summary

Ì Hawaiian students continue to be overrepresented in Special Education

Ì Hawaiians are still more impacted by negativesocial indicators such as child abuse andneglect and juvenile arrests

Ì Trends in social indicators for the last fiveyears are mixed

From these data, it is seen that Hawaiian students continue to be over-represented in special education,and are more impacted by negative social indicators such as child abuse and neglect and juvenile arrests.Trends in social indicators for the last few years are mixed.

NHEA 1999


Goal 6: Cultural Understanding

Students will develop a respect for andunderstanding of their own and others’cultures


Of all the educational trends followed in this study, this is the most positive. There is community-widesupport for and interest in Hawaiian culture, arts, crafts, sport and games, values, religion, and language.This support and interest is especially welcomed after two centuries of social upheaval that nearly wipedout the Hawaiian culture.

NHEA 1999


KS Hawaiian Language Enrollment:SY 1988 to 1998

4 5 0

6 7 1

8 4

9 0 2

9 1

2 2 3

0

1 0 0

2 0 0

3 0 0

4 0 0

5 0 0

6 0 0

7 0 0

8 0 0

9 0 0

1 0 0 0

1 9 8 6 1 9 8 7 1 9 8 8 1 9 8 9 1 9 9 0 1 9 9 1 1 9 9 2 1 9 9 3 1 9 9 4 1 9 9 5 1 9 9 6 1 9 9 7 1 9 9 8

7th - 12th

S u m m e r S c h o o l

Cont inu ing Educa t ion

Number of Students Enro l led

Source: Kamehameha Schools Hawaiian Language Enrollment School Years 1988-1998

An example of this resurgence is enrollment in Hawaiian language courses. Whether in programs atKamehameha or P∼ nana Leo Preschools or DOE schools or the University of Hawai‘i, enrollment trendshave been up. At Kamehameha Schools, enrollment went from about 84 in 1986 to a peak of 902 in1994. Enrollment has decreased some in the last 4 years. We don’t know why although some speculatethat this is due to the natural ebb and flow of language popularity and enrollment from year to year, orperhaps the increase in science requirements at the University of Hawai‘i may play a role.

Enrollment in the 5th year of Hawaiian language is continuing to increase.

NHEA 1999


UH Hawaiian Language Enrollment:SY 1988 to 1992

1 5 8 61 6 8 3

1 9 5 8

2 1 4 5 2 1 4 2

2 2 7 12 1 9 8

2 4 23 2 3

4 2 64 7 5

6 4 36 8 6

7 7 0

9 6 01 0 2 9 1 0 6 5

1 0 0 0

1 1 2 0

9 7 1

7 8 46 8 7

0

5 0 0

1 0 0 0

1 5 0 0

2 0 0 0

2 5 0 0

1 9 8 8 1 9 8 9 1 9 9 0 1 9 9 1 1 9 9 2 1 9 9 3 1 9 9 4 1 9 9 5 1 9 9 6 1 9 9 7 1 9 9 8

U H S y s t e m

U H M a n o a

Number of Students Enro l led

Source: University of Hawai’i System - Fall Semester Hawaiian Language EnrollmentSchool Years 1988-1992

Fall semester Hawaiian language enrollment for the University of Hawai‘i system increased for the totalsystem from 690 in 1988 to 1575 in 1992. Enrollment in Hawaiian language just at the M∼noa campushas increased to about a thousand students a semester in the last few years.

The University will be sending us more data on this.

NHEA 1999


Goal 6 Summary

Ì Hawaiian Culture: Growing in vitality and interest

Ì Language

Ì Hula

Ì Polynesian Voyaging

Ì Historic Sites

There are other important cultural endeavors, including chant and dance, Hawaiian history, andPolynesian voyaging. Through festivals, workshops, conferences, and expeditions, Hawaiians are seekingto understand their rich heritage, and in the process, coming to deeply appreciate the host culture of whichthey are a part.

NHEA 1999


Native Hawaiian EducationalAssessment Summary

Ì Educational needs are still great

Ì Positive indicators:

–Impact of preschools

–College enrollments

–Cultural vitality

Ì Growing size and diversity of Hawaiian Population

So what do these data reveal?

First, that the educational needs of Hawaiian children are still great. Hawaiian children come to schoolless prepared than other children; Hawaiian children are achieving at lower levels than other children;Hawaiian students are absent from school more often than any other groups; Hawaiians areunderrepresented in college enrollment; Hawaiian adults age 25 and older continue to lag others incollege completion; the list goes on.

Second, that not all of the news is bad. There are positive indicators that are encouraging. Positive gainsthrough preschool experiences have been measured. College enrollment is increasing. And culturalvitality is being stimulated.

Third, that the Hawaiian population is growing in size and diversity. Clearly, the number of Hawaiians tobe served in the future will be increasing, not only here in Hawai‘i, but on the mainland as well.Accessing these Hawaiians will remain a challenge.

Documents

Native Hawaiian Educational Assessment 1999 · Native Hawaiian Educational Assessment, 1999 Introduction The slide presentation you’re about to see was developed from the 1993 major