school graduates have not continued on to earn their bachelor’s degree, compared to 29 percent of all Asian Americans. (4) The history of Native Hawaiians and Pacific Islanders include forced migration and complex political relationships with the United States. As a result, this history has influenced Native Hawaiian and Pacific Islander students’ long-term educational opportunities. For example, the high school graduation rates for Native Hawaiian and Pacific Islanders average 84 percent, yet less than 15 percent have attained a four-year bachelor’s degree. The proportion of Native Hawaiian and Pacific Islander adults who have not enrolled in any postsecondary education is particularly high, including 58 percent of Samoans, 57 percent of Tongans, 53 percent of Native Hawaiians, and 49 percent of Guamanians or Chamorros. (5) The Elementary and Secondary Education Act of 1965 requires that States report certain educational data disaggregated only by major racial and ethnic groups. However, detailed ethnic groups, which have long been reported by the Bureau of the Census and requested by diverse Asian American and Native Hawaiian and Pacific Islander communities to be included in education data, are not included in data collection and reporting requirements. As of 2023, data requirements do not reflect the changing demographics, varied experiences, and needs of public school students. (6) Given the diversity in backgrounds and educational experiences, disaggregating data for detailed Asian American and Native Hawaiian and Pacific Islander ethnic groups and making the data publicly available and accessible are critical to identifying and supporting the educational needs of these diverse communities. 3. Disaggregation of information on student performance (a) Further disaggregation of Asian American, Native Hawaiian, and Pacific Islander student data Section 1111(b)(2)(B)(xi)(I) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6311(b)(2)(B)(xi)(I) ) is amended by striking ethnic group