Factoid: Increased “Minorities” in Public Schools

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The percentage of racial/ethnic minority students enrolled in the nation’s public schools increased from 22 percent in 1972 to 43 percent in 2004, primarily due to growth in Hispanic enrollments.

Given fluctuations in what constitutes minority status, I wonder if this is a social structure, personal identity, ethnic identity advantage, or other change?

That was an academic question.

Here’s a practical question: What difference does this change make, if students use Tablet PCs, UMPCs, and other mobile PCs to learn school identified academic content?

Can anyone point me to data that addresses this question?

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Robert Heiny
Robert W. Heiny, Ph.D. is a retired professor, social scientist, and business partner with previous academic appointments as a public school classroom teacher, senior faculty, or senior research member, and administrator. Appointments included at University of North Carolina at Chapel Hill, Peabody College and the Kennedy Center now of Vanderbilt University; and Brandeis University. Dr. Heiny also served as Director of the Montana Center on Disabilities. His peer reviewed contributions to education include publication in [I]The Encyclopedia of Education [/I](1971), and in professional journals and conferences. He served s an expert reviewer of proposals to USOE, and on a team that wrote plans for 12 state-wide and multistate special education and preschools programs. He currently writes user guides for educators and learners as well as columns for [I]TuxReports[/I].com.