The 2012 figure shows, that out of every 100 Latina elementary students, 63 graduated from high school, 13 received an undergraduate degree, 4 graduated with a master’s or a professional degree, and fewer than one (0.3) graduated with a doctorate. For Latino students, these numbers were even lower. Out of every 100 Latino elementary students, 60 graduated from high school, 11 received an undergraduate degree, 3 graduated with a master’s or professional degree, and fewer than 1 (0.3) graduated with a doctorate degree. The two pipeline data show that in terms of Latina/o degree attainment, little improvement has been made in the 12 years since 2000. However, despite there being an improvement between 2000 and 2012 pipelines, it can be said that the improvement is attributed to the population gain of 18 million Latina/o in the U.S. instead of the actual progress of a more equitable education system.

Chicano's make up about 12% of the United States Population so, you would think that they would have higher numbers of bachelor degrees. Despite this, only 6% Chicano's actually attain a bachelors degree.

The abnormality in the Chicano education pipeline is that compared to the other groups Chicanos have lower graduation numbers across the board. Compared to other racial/ethnic groups Chicanos are far less likely to reach higher education and far less likely to graduate from higher education with a degree. There are a plethora of reasons for these low graduation rates however, they can be explained by a few main factors. The first factor is that a majority of Chicano Students attend overcrowded, underfunded, and racially segregated schools. These underfunded schools usually also hold undertrained faculty, poorly maintained facilities, a lack of resources for the students, and teachers that do not accommodate Chicano Students. This inequity is the result of discriminatory school systems/practices and is NOT the result of Chicanos being "uninterested in school." Some of these practices include standardized tests and courses that cater toward different races/ethnicities and not Latin X students. To improve Chicano graduation rates institutions need to collect more data in order to pinpoint more errors in their system. Students should also be taught the importance and content of placement exams as soon as possible. Classrooms need to be fitted with teachers who are accustomed to and capable of teaching Chicano students by accommodating their needs. More faculty of color need to be hired. Diversity training must be implemented in all systems. Institutions need to improve the campus climate by improving diversity and inclusion across a range of identity groups. Finally, all public institutions should provide more resources for undocumented student populations.