Educating Hispanic StudentsEducation is the key to individual opportunity, the strength of our economy, and the vitality of our democracy. In the 21st century, this nation cannot afford to leave anyone behind. Even though academic and educational outcomes for Hispanic Americans are trending in the right direction, untenable gaps still exist between Hispanic students and their counterparts in the areas of early childhood education, early learning English, academic success and completion of secondary and college studies. will represent more than a quarter of school-age children in the United States by 2025. These children are more likely than others to be educationally and economically disadvantaged. Currently, 36 percent of Hispanic students live in families with incomes below the poverty line. As a result, Hispanic students are concentrated in high-poverty and largely racially isolated schools, and they often have limited access to the resources necessary for academic success, such as highly qualified teachers, small class sizes, 21st century technology. century and modern school buildings. As the fastest growing racial or ethnic group in America's public schools, Hispanic students have the unique potential to positively influence the economic and cultural future of the United States. Ensuring the promise of this diverse group of learners requires the attention and commitment of the entire country. We must work harder to close the academic achievement gap between Hispanic students and the nation as a whole. This must start with high expectations for success, clear goals for what needs to be accomplished, and specific benchmarks to measure our progress. The first goal for us as educators should be: Eliminating the achievement gap Providing high-quality education with appropriate resources and support to ensure equal opportunities for all students to eliminate the achievement gap achievement between Hispanic students and other students on appropriate state assessments and other indicators. KEY RESULT INDICATORS: Benchmark Year Hispanic National Percentage of fourth graders who scored at or above the proficient level on the reading section of the NAEP test. [ 4 ] 1998 13% 31%Percentage of fourth-year students who scored at or above the proficiency level o...... middle of the test ......gs for the general population of In the United States, Mexican-American girls had a significantly higher need for mobility than their male counterparts. The elements of psychological learning style are related to global processing versus analytical processing. The concept of field dependence/independence is a component of this learning style. Field-dependent individuals are more group-oriented and cooperative and less competitive than field-independent individuals. Research has generally indicated that Mexican-American and other minority students are more field-dependent than non-minority students. Studies have shown that Hispanic middle and high school students are more subject-matter dependent than English-speaking students; Hispanic female students (and African American students) had greater internal control than other groups; and Hispanic students (and African American women) benefited from greater external monitoring than other groups. In conclusion, a growing body of research affirms that teaching and advising students with.