Demographic

Profile Visual
Aiden Wendland
 URL’s
• Asian-American Students
https://www.edweek.org/leadership/how-teachers-can-break-down-stereotypes-of-asian-am
erican-students/2022/10

https://www.psychologytoday.com/us/blog/different-lens/202211/asian-american-adolescent
-mental-health#:~:text=Key%20points,development%20and%20harm%20mental%20health

• Indigenous Students
https://www.edutopia.org/article/building-stem-pathway-native-students/
https://www.nsba.org/ASBJ/2020/December/condition-native-american-students
• English as a Second Language Students
https://www.edsurge.com/news/2023-10-04-how-many-english-learners-graduate-from-hig
h-school-it-depends-where-they-live

https://news.northeastern.edu/2021/04/27/english-learners-in-public-school-classrooms-are-
often-left-behind-what-can-help-them-catch-up/
 Academic Achievement Data:
Asian-American Students
https://www.edweek.org/leadership/how-teachers-can-break-down-stereotypes-
of-asian-american-students/2022/10

Ileana Najarro’s article “How Teachers Can

Break Down Stereotypes of Asian American Students”
explains how the stereotype of the model minority
impacts Asian-American student’s success. This
stereotype leads to students having their needs ignored as
students are assumed to be successful. Asian-American
students make up 10% of all English learners yet there is
an emphasis on Hispanic English learners, leading
teachers to ignore the needs of Asian-American learners.
Asian-American students also face erasure in
school when it comes to teachers teaching about Asian-
American and Pacific Islander history. Ileana Najarro
explained that "what contributes to erasure of AAPI
diversity is a lack of curriculum covering AAPI histories.“
This means that when teachers ignore the complex
histories that AAPI students, they are ignoring the
diversity of needs they have and in turn underserving this
population of students.
 Academic Achievement Data: Indigenous Students
https://www.nsba.org/ASBJ/2020/December/condition-native-american-students

In Jinghong Cai’s article “The Condition of Native American

Students” they state that 95% of indigenous students attend
public school, however, they only make up 1% of the student
population. Indigenous students were found to be twice as
likely to drop out of school compared to their white peers,
something that has not changed since 2007. Between 2010
and 2018 it was reported that one-tenth of Indigenous
students could not complete their K-12 education. Indigenous
students tend to have lower proficiency in math and reading,
they also tend to be underrepresented in the curriculum.
College enrollment has also dropped 33% from 2010 to 2018.
Indigenous students lack language and cultural representation
in the curriculum and deserve to see their identities reflected
in the classroom.
 Academic Achievement Data:
English as a Second
Language Students
https://www.edsurge.com/news/2023-10-04-how-many-english-learners-gr
aduate-from-high-school-it-depends-where-they-live

Nadia Tamez-Robledo explores in “How

Many English Learners Graduate From High
School? It Depends Where They Live” the
graduation gap for English Learning students.
Statistics show that English learner’s graduation
varies by state, for example, New York’s rate is at
39% while Indiana’s is at 90%. This large gap may
be because not all schools have EL programs. This
means teachers are not checking that students have
acquired the language, leaving behind English
learners academically. Graduation rates for these
students have increased over the years. In the 2010-
11 school year only 57% of all English learners
graduated, however, in the 2019-20 school year, the
rate rose to 71%. Without EL programs, students
who speak English as a second language may be
considered as uninterested in learning and their
proficiency in English tends to determine their
intelligence.
Important Societal
Factors Table:
Analyses of 7
Important Societal
Factors
Submitted to D2L