S. Census Bureau statistics, which disproportionately omit U.S. Latino-residents and, as a result, understate the population bases on which congressional representation and decisions on program funding are made. This kind of resistance has repeatedly resulted in an incomplete policy agenda and the formation of the appropriate and responsive management of demographic change. The fast-aging character of the American population places the burden of caring for the elderly on minorities and immigrants. Current and projected demographic patterns indicate that the economic success of the nation depends more and more on the fate of the growing Chicano population. Their education and welfare can, therefore, not be ignored by policymakers (Baker). Confronting and realistically addressing the significance of the education and welfare of the growing -and mostly young - Chicano population in America is a primacy concern in policymaking for the 21st century (Baker). The focus and direction of policies must be the meaningful socioeconomic advancement of the Chicano population and this, in turn, requires a total re-evaluation and strong connection between the Chicanos and the American public education system. The public education system, as it is today, rejects their welfare. School funding discriminates against them 10 times, with the Latino school districts receiving the lowest, such as in Texas. There has also been half-hearted implementation of instructional programs for Latino school children. Tracking systems likewise...

These acts of rejection by the public education system have resulted in a 50% dropout rate among Chicano students, a trend that clearly illustrates failure in responding to demographic realities (Baker).
Chicano laborers also continue to concentrate in the manufacturing industries, where are slower-growing than other and also suffer the most severe job losses (Baker). With an already limited educational background, Chicano workers are pushed to take lower-paying employment in avoiding poverty and unemployment. Responsive policies for the 21st century should thus incorporate the distinct features of the Chicano population into the public education curricula. The curricula should pay sufficient attention or focus on the development of communication skills among the Chicanos who live a bilingual way of life. They should take into account the kinds of jobs clients want but also the varying skills and the skill deficits of job clients. Summarizing, these curricula should be drawn from a firm knowledge of the Chicano social and economic experiences of the 21st century (Baker).

Bibliography

1. Baker, Susan Gonzales. Demographic Trends in the Chicana/o Population: Policy Implications for the Twenty-First Century.

2. Shrestha, Laura B. Changing Demographic Profile of the United States. Congressional Research Service Report for Congress, May 5, 2006. http://www.fas.org/sgf/crs/misc/RL32701.pdf