ABSTRACT
In recent years, the United States has experienced significant changes in its demographic composition. These demographic trends have certainly changed the face of the population and, subsequently, our schools. According to the U.S. Census Bureau (2000), the population is composed of 70.7% White/Caucasian, 12.5% Hispanic/Latino, 12.3% Black/African American, and 3.6% Asian-American/Pacific-Islander. In 2007, it was estimated that about one in three U.S. residents was a minority (U.S. Census Bureau News, 2007). More specifically, Hispanics continue to be the fastest growing minority group, with a 3.4% increase noted between July 2005 and July 2006, accounting for almost half of the national population growth within this time frame, and the largest minority group, comprising 14.8% of the total population. Of particular importance to schools is that the Hispanic population in 2006 was much younger, with about a third of the population being younger than 18 years of age, compared with one fourth of the total population. Similar trends are noted with the African American population, as African Americans continue to be the second-largest minority group, with 31% of this group being younger than 18 years of age. Currently, four states and the District of Columbia are considered to be “majority-minority”: Hawaii (75% minority), District of Columbia (68%), New Mexico (57%), California (57%), and Texas (52%). Given these trends, it is not surprising that school enrollment is projected to set new records every year from 2006 until at least 2014 (U.S. Department of Education, National Center for Education Statistics, 2006a). Although there continues to be a downward trend in the ratio of students to school psychologists (Curtis et al., 2008) it is logical to conclude, on the basis of these statistics, that the student–school psychologist ratio is likely to experience an increase as well in the near future.
