This project plan -- The Long Beach 2020 Project—is a response to City Hall’s outreach for resident participation and input.
It is a multi-faceted project that focuses on the strengthening of the social and economic profiles of each of the ethnic communities comprising Long Beach’s ethnic diversity.
The project’s success is measured from decennial census to decennial census, but monitored throughout the ten-year period.
Whereas the City Hall’s Long Beach 2030 Plan focuses on the city’s future development as a city, the Long Beach 2020 Project focuses on the residents‘ future development as more productive and engaged citizens of the city—as a result of their development as more pride-filled and knowledgeable individuals.
Whereas the City Hall’s Long Beach 2030 Plan is developed by the city planners and managers, with participation and input from the residents; the Long Beach 2020 Project is developed from within each of the city’s ethnic populations, with cooperation from, and access to, the various resources of the city.
To repeat, while Long Beach 2030 sets about the business of building the city’s future, Long Beach 2020 sets about the business of building individual residents’ futures—thereby further strengthening the city’s future.
While Long Beach 2030 is a top-down plan, designed by city administrators with participation by residents; Long Beach 2020 is a bottom-up project, designed by residents, with cooperation from city administrators. Both are essential to Long Beach’s future development.
Why 2020? Simple. The year 2000 marked the beginning of the 21st century (and the beginning of a new millennium). The 2000 census thus provides a 21st century starting profile of the city—a starting economic profile; as well as a starting social profile.
From those starting profiles, the city’s economic and social profiles can be charted from census to census, enabling studied focus on their past improvements/deteriorations, as well as on their future improvement. In this way, the weak links, as it were, in the city’s social and economic profiles, can be identified and then focused in on for their development.
In the tables below, the economic and social profiles of the residents of Long Beach are shown for each of the four major ethnic groupings of Long Beach residents. Other tables depicting other aspects of the economic and social profiles will be added, but for this presentation, the tables below will suffice.
At the time of this writing, the results of the recently completed 2010 census are not available; but when they are, they will update the 2000 census tables shown below. But they will not change, in any significant ways, the mission or objectives of the Long Beach 2020 Project: to significantly improve the social and economic profiles of Long Beach residents in the 2020 census—a 10-year objective.
Economic Profile –2000 Census
The Black and the Hispanic communities’ median household incomes are significantly below those of Long Beach’s White and Asian communities. Moreover, the percentages of Black and Hispanic individuals living below the poverty level are significantly higher than White and Asian individuals. For children living under the poverty level, the gaps between the ethnic groups are even more dramatic.
Another measure in an economic profile is home ownership. Blacks and Hispanics are less likely to own their homes than Whites and Asians. The following tables quantify these profiles, as of 1999. No significant changes are anticipated in updated numbers from the upcoming 2010 census.
Long Beach Median Household Income: 1999 by Race/Ethnicity |
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Non-Hispanic White | $53,978 |
Asian/Pacific Islander | $47,656 |
Hispanic/Latino | $33,820 |
Non-Hispanic Black | $31,818 |
Definition Household income is the sum of wage or salary income; net self-employment income; interest, dividends, or net rental or royalty income or income from estates and trusts; social security or railroad retirement income; Supplemental Security Income; public assistance or welfare payments; retirement, survivor, or disability pensions; and all other income for people age 15 and over in a household. This includes income from the householder and all other people age 15 or older in the household regardless of whether they are related to the householder.Notes Refers to income received over the calendar year 1999.Source 2000 Census Summary File 3
Long Beach Poverty Rate: 1999 by Race/Ethnicity |
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Black | 24.7% |
Hispanic | 24.4% |
Asian | 13.2% |
White | 8.5% |
Definition Proportion of population with income below the poverty level, among the population for whom poverty status is determinedSource 2000 Census Summary File 3
Long Beach Child Poverty Rate by Race/Ethnicity |
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Non-Hispanic Black | 33.5% |
Hispanic | 30.2% |
Asian | 15.5% |
White | 9.4% |
Definition Share of Children Under Age 18 Who Are in PovertySource U.S. Census Bureau, 2000 Census, Summary File 4
Home ownership rate: 2000 by Race/Ethnicity |
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Non-Hispanic White | 58.3% |
Asian | 51.1% |
Hispanic | 37.7% |
Non-Hispanic Black | 36.9% |
Definition The share of occupied housing units that are owner occupied.Source U.S. Census Bureau, 2000 Census Summary File 2
HOUSING OPPORTUNITIES: Gross Rent as A Share of Household Income by Race/Ethnicity |
Non-Hispanic Black | 31.4% |
Hispanic | 28.7% |
Asian | 28.1% |
Non-Hispanic White | 26.7% |
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Definition Median gross rent as a share of household income.Notes Excludes those paying no cash rent. Value of "50" refers to "50% or more."Source U.S. Census Bureau, 2000 Census, Summary File 4.
Source U.S. Census Bureau, 2000 Census Summary File 2
What can be deduced from the above tables?
Median Household Income: a 50% increase for Blacks and Hispanics is needed to close the gaps with Whites and Asians.
Poverty Rate: a 50% decrease for Blacks and Hispanics is needed to close gaps with Whites and Asians.
Child Poverty Rate: a 50% decrease for Blacks and Hispanics is needed to close gaps with Whites and Asians.
Home Ownership Rate: a 50% increase for Blacks and Hispanics needed to close gaps with Whites and Asians.
Gross Rents as a Share of Household Income: a 10% decrease for Blacks to close gaps with Whites, Asians, and Hispanics.
These objectives will be the focus of the Long Beach 2020 Project in the Black and Hispanic communities of Long Beach: to close the economic gaps between these two communities and the more economically developed White and Asian communities.
Social Profile
Births to Teenage Mothers by Race/Ethnicity |
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Non-Hispanic Black | 13.2% |
Hispanic | 13.0% |
Non-Hispanic White | 3.4% |
Asian | 2.3% |
Definition The share of all births that are to teenage mothers.Source National Center for Health Statistics' Vital Statistics Natality Birth Data
HEALTH: Low birth weight births by Race/Ethnicity |
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Non-Hispanic Black | 9.9% |
Asian | 5.5% |
Hispanic | 5.0% |
White | 4.2% |
Definition The share of births that are or low birth weight.Notes "Low birth weight" defined as weighing less than 2.5kg. Excludes metro areas with less than 100 births to mothers in the specified subgroup over the 2001-2002 time period. Excludes plural births and births which occurred abroad, in Puerto Rico, or in U.S. Territories. Metro area refers to the location of residence of the mother at the time of the birth. In New England, geography refers to the NECMA (New England County Metropolitan Area) which differs from the MSA or PMSA geography used in other indicators.Source National Center for Health Statistics' Vital Statistics Natality Birth Data.
HEALTH: Preterm births by Race/Ethnicity |
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Non-Hispanic Black | 14.0% |
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Hispanic | 9.7%
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Asian | 8.5% |
Non-Hispanic White | 7.5% |
Definition The share of births that were preterm.Notes "Preterm" defined as having a gestational age less than 37 weeks. Excludes metro areas with less than 100 births to mothers in the specified subgroup over the 2001-2002 time period. Excludes plural births and births which occurred abroad, in Puerto Rico, or in U.S. Territories. Metro area refers to the location of residence of the mother at the time of the birth. In New England, geography refers to the NECMA (New England County Metropolitan Area) which differs from the MSA or PMSA geography used in other indicators.Source National Center for Health Statistics' Vital Statistics Natality Birth Data
EDUCATION: Composition of Public School Enrollment by Race/Ethnicity |
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Hispanic | 61.7% |
Non-Hispanic White | 17.1% |
Non-Hispanic Black | 10.6% |
Asian/Pacific Islander | 10.3% |
Definition This indicator provides the racial/ethnic composition of public school enrollment.Notes Includes charter schools. Excludes all metro areas totally or partially in Tennessee because racial data was unavailable. In New England, geography refers to the NECMA (New England County Metropolitan Area) which differs from the MSA or PMSA geography used in other indicators.Source National Center for Education Statistics, Common Core of Data. Public Elementary/Secondary School Universe Survey.
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EDUCATION: Poverty Rate of School Where Average Primary School Student Attends by Race/Ethnicity |
Hispanic | 79.5% |
Non-Hispanic Black | 72.8% |
Asian/Pacific Islander | 49.8% |
Definition This indicator provides the poverty rate in the primary school attended by the average student of the specified race/ethnicity.Notes Primary schools defined as those with lowest grade of "Pre-K" through 3 and highest grade of "Pre-K" through 8. Includes charter schools. Excludes all metro areas totally or partially in Tennessee because racial data was unavailable. Poverty rate defined as the share of children eligible for free or reduced lunch. Excludes metro areas in which less than 70 percent of schools report valid data on free and reduced lunch eligibility. In New England, geography refers to the NECMA (New England County Metropolitan Area) which differs from the MSA or PMSA geography used in other indicators.Source National Center for Education Statistics, Common Core of Data. Public Elementary/Secondary School Universe Survey.
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POPULATION DEMOGRAPHICS AND DIVERSITY: Percent Change in Population by Race/Ethnicity |
| 1990-2000 | 1980-1990 |
Hispanic | 26.6% | 62.2% |
Non-Hispanic Black | 1.9% | 0.8% |
Asian/Pacific Islander | 34.4% | 119.5% |
Non-Hispanic White | -18.2% | -8.4% |
Definition The percent change in the population.
Notes In 2000, non-Hispanic black and Asian/Pacific Islander groups include people who identified themselves as those races "alone" or those races "in combination with other races."
Source "Racial and Ethnic Residential Segregation in the United States: 1980-2000," U.S. Census Bureau, Series CENSR-3.
What can be deduced from the above tables?
Births to Teenage Mothers: a 75% decrease for Blacks and Hispanics is needed to close the gaps with Whites and Asians.
Low Birth-Rate Births: a 50% decrease for Blacks and Hispanics is needed to close the gaps with Whites and Asians.
Pre-Term Births: a 50% decrease for Blacks and Hispanics is needed to close the gaps with Whites and Asians.
These objectives will also be the focus of the Long Beach 2020 Project in the Black and Hispanic communities of Long Beach: to close the social gaps between these two communities and the more socially advanced White and Asian communities.
Specific programs for accomplishing the twin objectives of closing the social and the economic gaps will be designed and implemented from within each of the two targeted ethnic communities.
But the impetus for initiating any programs will be the promotion throughout each community of the gaps themselves. After all, “knowledge is power.” And “those who cannot learn from history are doomed to repeat it.” With these two imperatives:
With everyone thus focused on specific targets and working toward common objectives, success is assured.
The prize? By 2020, as measured in the census of that year, Long Beach can not only be cited as the most ethnically diverse city in America; but also, the city with the most improved social and economic profile. The beneficial ramifications of this to the city as a whole, and to the quality of life of its residents are incalculable.
The Long Beach 2020 Project was developed within the Black community of Long Beach. We are in the process of planning specific programs within the Black community in line with the two precepts presented in these pages: Knowledge is power. Those who cannot learn from history are doomed to repeat it.
As the specific programs are implemented, we plan to share them with leaders and organizations in the Hispanic community as models for them to develop programs endemic to their community.