Hmong Americans’ Educational Attainment: Recent Changes and Remaining Challenges

Using U.S. Census data from 1990 to 2010, this paper examines Hmong Americans’ language use, English language ability, school attendance, high school dropout rate, and educational attainment. The data reveal significant improvements in Hmong Americans’ English languageability, attendance at higher levels of education, and higher education completion. The data also show that there are differences between states, between males and females, and between agecohorts with respect to certain educational outcomes. Additionally, the gap between Hmong females and males in terms of high school dropouts and educational attainment has narrowed considerably. Implications of these findings are discussed and consideration given to some of the persistent structural challenges that Hmong American students continue to face in K-12 public schools.