Hispanic Americans and Educational Policy: Limits to Equal Access

Abstract

This research examines the relationship between Hispanic representation on school boards and public policy outputs that affect Hispanic students. Using a data set of 35 large urban school districts, several questions are examined. First, the level of Hispanic representation on school boards is measured and related to types of electoral structure. Second, Hispanic representation on school boards is found to be a significant determinant of Hispanic employment as teachers. Third, Hispanic teachers have a major impact on the educational environment of the Hispanic student. Districts with larger percentages of Hispanic teachers also have Hispanic students who are more likely to complete school and more likely to attend college. These findings contribute to the growing literature linking passive representation with active representation.

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