US Immigrant Learning and Development: Early years and...

US Immigrant Learning and Development: Early years

and Early Grades

NickelodeonNickelodeon’’s s bilingual Dora the bilingual Dora the Explorer is the Explorer is the No. 2 preNo. 2 pre--school school show on show on commercial TV.commercial TV.

SabSabíías Queas Que…… (Did you know(Did you know……))

According to Hallmark Cards, According to Hallmark Cards, pipiññatas are now the 2atas are now the 2ndnd most most popular party favorpopular party favor……balloons balloons #1.#1.

SabSabíías Queas Que……

Hispanics, Immigrants, BilingualsHispanics, Immigrants, BilingualsFrom the General to the SpecificsFrom the General to the Specifics

A Growing PopulationA Growing Population

Between the 1960Between the 1960’’s and 2010, the Latino s and 2010, the Latino population in the United States grew 400% * population in the United States grew 400% * Hispanic children under age 5 amounted to 4.2 Hispanic children under age 5 amounted to 4.2 million or 21 percent of the total US population million or 21 percent of the total US population under 5 years old. (18%, ages 4under 5 years old. (18%, ages 4--19) 19) The Biligual population grew by 200%, young The Biligual population grew by 200%, young bilinguals by 350%bilinguals by 350%

A Dispersed PopulationA Dispersed Population

Although Hispanic families and immigrants in the U.S. have traditionally been concentrated in six states, they spread across Rocky Mountain, Midwest, and Southeastern states. Arkansas and North Carolina have experienced the largest proportional proliferation of these families, 394 and 337 percent respectively.

New Immigration Growth CentersNew Immigration Growth Centers

Immigration CategoriesMajor Destinations (67% of Immigrants) (6)

All Other States (23)

New Growth States (1990-2000 > 91%) (22)Top 10 Growth States (135-274%) (10)

An IMMIGRANT PopulationAn IMMIGRANT Population

1 in 4 children (31 in 4 children (3--19 19 years old) in the years old) in the U.S. is from an U.S. is from an immigrantimmigrant

family in family in

which at least one which at least one parent is foreignparent is foreign-- born.born.

An IMMIGRANT PopulationAn IMMIGRANT Population

Since 1980, at least 80% Since 1980, at least 80% of the young bilingual of the young bilingual student population student population growth in the mainland US growth in the mainland US has been due to has been due to immigration. In 2010, 62 immigration. In 2010, 62 percent of children in percent of children in immigrant families were of immigrant families were of Latin American heritage.Latin American heritage. However, 93% of However, 93% of ““immigrantimmigrant”” children children under the age of six are under the age of six are US citizens.US citizens.

IMMIGRANT CIRCUMSTANCESIMMIGRANT CIRCUMSTANCESChildren in immigrant families have parents with less formal education, have less access to public programs (i.e., welfare), more likely to live in crowded housing, behind a grade in school, and experience home-school language disparities:Vulnerabilities

IMMIGRANT CIRCUMSTANCESIMMIGRANT CIRCUMSTANCES

However, compared to U.S. born families of the same ethnic group, immigrant families have lower infant mortality rates, have fewer health problems, have a strong work ethic and aspirations, and are more likely to have a two-parent household and close familial bonds and relationships—”the Immigrant Paradox.”

Specific Specific demographic demographic trends of the trends of the Hispanic, Hispanic, Immigrant and Immigrant and Bilingual child Bilingual child population.population.

Demographics: Our YoungestDemographics: Our Youngest–– New BornNew Born

–– 27% of US babies born in 2011 were Hispanic27% of US babies born in 2011 were Hispanic–– 26% of US babies Born in US were born to mothers 26% of US babies Born in US were born to mothers

whose first language was not Englishwhose first language was not English–– These new borns are highly concentrated yet These new borns are highly concentrated yet

disperseddispersed50% born in two states (CA and TX)50% born in two states (CA and TX)75% born in eight states75% born in eight statesYet, in 25 states, 10% born to these mothersYet, in 25 states, 10% born to these mothers

–– 46% born to single mothers (18.4% in 1980)46% born to single mothers (18.4% in 1980)–– 47% born to mothers with less than a high school 47% born to mothers with less than a high school

education (54% in 1980)education (54% in 1980)–– 63% born to mothers born outside the US (32% in 63% born to mothers born outside the US (32% in

1980)1980)–– 73% Mexican origin (66% in 1980)73% Mexican origin (66% in 1980)

Infant Development: Preliminary FindingsInfant Development: Preliminary Findings

At 9At 9--months there are no significant months there are no significant differences between differences between Hispanics/Immigrants and Whites in: Hispanics/Immigrants and Whites in: ––Hospitalizations from medical problemsHospitalizations from medical problems––Parental report of childParental report of child’’s health statuss health status––Cognitive and motor developmentCognitive and motor development

Infant Development: Preliminary FindingsInfant Development: Preliminary Findings

However there are differences in parental However there are differences in parental practices. practices. –– 40.7% of White parents report reading to 40.7% of White parents report reading to

their children everyday vs. 21.4% of their children everyday vs. 21.4% of Hispanics and Immigrants Hispanics and Immigrants

–– 31% of Whites report telling a story to their 31% of Whites report telling a story to their child everyday vs. 21.0% child everyday vs. 21.0%

–– Hispanic/Immigrant parents compared to Hispanic/Immigrant parents compared to White parents scored .5 SD lower on the White parents scored .5 SD lower on the NCATS (Measure of responsiveness to childNCATS (Measure of responsiveness to child’’s s distress and fostering of cognitive and socialdistress and fostering of cognitive and social-- emotional growth)emotional growth)

g pg p HispanicsHispanics

–AGES 0-8 YEARS OLD–1 out of 5 children in the US is Hispanic–Hispanics are diverse in their national origin

68% Mexican origin8.5% Puerto Rican origin7.0% Central American origin5.7% South American origin2.7% Dominican origin2.5% Cuban origin

5.6% Other

Demographics: DistributionDemographics: Distribution

–AGES 0-8 YEARS OLD–Dispersed and Highly Concentrated

79% of Hispanic children live in nine states25 other states contain 10% or more

–62.3% live in immigrant Hispanic families

–11% living in immigrant households are themselves foreign born – i.e., 1st generation

–Home language at 9- months:

34% primarily Spanish with English22% primarily English with Spanish19% Spanish only21% English only & 4% other75% are influenced by 75% are influenced by SpanishSpanishA DLL PopulationA DLL Population

Demographics: LanguageDemographics: Language

–– AGES 5AGES 5--8 YEARS OLD8 YEARS OLD33% are competent 33% are competent bilingualsbilinguals

–– 26% of 126% of 1stst generationgeneration–– 43% of 243% of 2ndnd generationgeneration–– 22% of 3rd (+) generation22% of 3rd (+) generation

34% Limited English 34% Limited English ProficientProficient

–– 67% of 167% of 1stst generationgeneration–– 42% of 242% of 2ndnd generationgeneration–– 12% of 312% of 3rd rd (+) generation(+) generation

Demographics: LanguageDemographics: Language

Access to PreAccess to Pre--kindergarten Programskindergarten Programs

Hispanics are less likely than their African American and white peers to participate in a pre-kindergarten program. Children of newcomer families are least likely to attend pre-kindergarten and Head Start programs. The “New Americans” are left out of Pre-K.

Access to Pre-kindergarten Programs

For these populations community, financial, linguistic, and educational barriers account for large proportions of pre-kindergarten enrollment gaps.The geographical availability of preschool programs and availability via public school systems are variables associated with higher rates of these families sending their children to preschool at an earlier age.

Specific academic Specific academic achievement achievement trajectories of trajectories of Hispanic children Hispanic children from kindergarten from kindergarten through third grade through third grade by SES, English by SES, English language language proficiency, national proficiency, national origin, and origin, and generational status.generational status.

Selected ECLS-K Math and Reading

Data for Kindergarten and the Third

Grade

Math Proficiency Levels

• Level 1: Number and shape• Level 2: Relative size• Level 3: Ordinality and sequence• Level 4: Addition and subtraction• Level 5: Multipication and division• Level 6: Place value• Level 7: Rate and measurement

Group Level 1 Level 2 Level 3 Level 4Whites- 3rd Gen.

96 65 27 5

All Hisp. 84 37 9 1 Mexican 82 33 8 1 Cuban 92 53 18 4 Puerto R. 85 42 11 2 C. Amer. 80 32 6 0 S. Amer. 91 48 17 3

% Scoring at Levels 1, 2, 3, & 4 in Math at Start of Kindergarten

% Scoring at Levels 1, 2, 3, & 4 in Math at Start Kindergarten by Mexican Generation

Group Level 1 Level 2 Level 3 Level 4

Whites- 3rd Gen.

96 65 27 5

Mexican- 1st Gen.

78 27 4 0

Mexican- 2nd Gen.

78 27 5 1

Mexican- 3rd Gen.

90 46 14 2


98 84 49 19

All Hisp. 95 67 28 9Mexican 95 66 25 7Cuban 99 85 53 22Puerto R. 94 68 33 10C. Amer. 96 70 26 8S. Amer. 97 77 41 19

% Scoring at Levels 4, 5, 6, & 7 in Math at End of Third Grade

% Scoring at Levels 4, 5, 6, & 7 in Math at End of Third Grade by Mexican Generation


Whites- 3rd Gen.

98 84 49 19

Mexican- 1st Gen.

94 59 20 8

Mexican- 2nd Gen.

94 63 21 5

Mexican- 3rd Gen.

97 75 35 10

Reading Proficiency Levels

• Level 1: Letter recognition• Level 2: Beginning sounds• Level 3: Ending sounds• Level 4: Sight words• Level 5: Comprehension of words in context• Level 6: Literal inference• Level 7: Extrapolation• Level 8: Evaluation

% Scoring at Levels 1, 2, 3, & 4 in Reading at Start of Kindergarten


76 35 20 3

All Hisp. 55 21 11 2 Mexican 53 20 10 2 Cuban 73 31 17 3 Puerto R. 53 18 9 1C. Amer. 56 18 9 1S. Amer. 68 29 16 4

% Scoring at Levels 1, 2, 3 & 4 in Reading at Start of Third Grade by Mexican Generation


Whites- 3rd Gen.

76 35 20 3

Mexican- 1st Gen.

46 22 12 3

Mexican- 2nd Gen.

44 14 7 1

Mexican- 3rd Gen.

61 25 14 2

% Scoring at Levels 5, 6, 7 & 8 in Reading at End of Third Grade


96 83 53 33

All Hisp. 89 63 30 18Mexican 88 59 25 15Cuban 97 87 52 31Puerto R. 89 63 32 21C. Amer. 91 68 31 18S. Amer. 96 79 43 27

% Scoring at Levels 5, 6, 7 & 8 in Reading at End of Third Grade by Mexican Generation


Whites- 3rd Gen.

96 83 53 33

Mexican- 1st Gen.

77 46 18 12

Mexican- 2nd Gen.

86 53 20 12

Mexican- 3rd Gen.

94 75 38 22

www.ecehispanic.orgwww.ecehispanic.org

% Scoring at or above Levels 6, 7, 8 and 9 in Reading at the End of Fifth Grade

Source: Reardon, S.F., and Galindo, C. (2006).


30% of Hispanics not English Proficient, Fall K 72 41 23 1

70% of Hispanics English Proficient, Fall K 86 69 41 5

Lowest SES Quintile Hispanics English Proficient, Fall K

77 51 29 1

Highest SES Quintile Hispanics English Proficient, Fall K

95 87 59 13

All Third Generation Whites 91 79 52 10

Lowest SES Quintile Third Generation Whites 73 51 30 3

Highest SES Quintile Third Generation Whites 96 91 64 20

http://www.ecehispanic.org/

ECLS-K

Longitudinal ECLS-K Data by SES and Race/Ethnic Group

-1.5

-1.0

-0.5

0.0

0.5

Sta

ndar

d D

evia

tions

Bel

ow W

hite

s

FK SK F1 S1 S3 FK SK F1 S1 S3 FK SK F1 S1 S3 FK SK F1 S1 S3 FK SK F1 S1 S3

SES Q1 (Low) SES Q2 SES Q3 SES Q4 SES Q5 (High)

Hispanic Smoothed Population Gap Trend

Black Smoothed Population Gap Trend

Trends in Estimated Within-SES Quintile Math Gaps,by SES Quintile and Race/Ethnic Group

-1.5

-1.0

-0.5

0.0

0.5

Sta

ndar

d D

evia

tions

Bel

ow W

hite

s

FK SK F1 S1 S3 FK SK F1 S1 S3 FK SK F1 S1 S3 FK SK F1 S1 S3 FK SK F1 S1 S3

SES Q1 (Low) SES Q2 SES Q3 SES Q4 SES Q5 (High)

Hispanic Smoothed Population Gap Trend

Black Smoothed Population Gap Trend

Trends in Estimated Within-SES Quintile Reading Gaps,by SES Quintile and Race/Ethnic Group

Reducing the Early Achievement GapReducing the Early Achievement Gap

••Schools Are ImportantSchools Are Important••Teachers Are CriticalTeachers Are Critical••Family Engagement is CriticalFamily Engagement is Critical••Increased Opp. To Learn is CriticalIncreased Opp. To Learn is Critical••PrePre--K Is An Absolute NecessityK Is An Absolute Necessity••Policies (Poverty, Integration, Stability, Policies (Poverty, Integration, Stability, Access, Quality)Access, Quality)



Effects of Tulsa PreEffects of Tulsa Pre--K Program by K Program by Race/Ethnicity of StudentRace/Ethnicity of Student

53%

79%

49%52%

29%

39%

20%n.s.

26%21%

54%

35%

6%n.s.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Black His panic Native Am erican White

Race/Ethnicity of Student

Test

Sco

re G

ains

Letter-Word Identification

SpellingApplied Problem s

n.s . = not s ignificant

Students of divers e races and ethnicities benefit from the Tuls a pre-K program .

Age-Equivalent Test Scores for Children Exposed to Tulsa Pre-K

5-2

5-04-9

4-74-6

4-5

4-0

4-2

4-4

4-6

4-8

5-0

5-2

5-4

Letter-Word Identif ication Spelling Applied Problems

Test

Age

Pre-KNo Pre-K

Note: Age-equivalent scores are expressed in years and months.

Students in Tulsa pre-K advance several months beyond other students.

RECENT PUBLICATIONS

Garcia, E. and Frede, E. C. (2010) Young English Language Learners. New York, NY: Teachers College Press.

Garcia, E. and Nanez, J. E. (2011) Bilingualism and Cognition. Washington, D. C.: American Psychological Association.

Garcia, E. and Garcia, E. H. (2012)Education of Hispanics in Early Childhood.New York, NY: Teachers College Press.

National Task Force on Early Childhood Education for National Task Force on Early Childhood Education for Hispanics*Hispanics*


La ComisiLa Comisióón Nacional para la Educacin Nacional para la Educacióón de la Nin de la Niññez ez HispanaHispana


Specific Task Force Analyses: Specific Task Force Analyses: Initial FindingsInitial Findings

PREGUNTAS?PREGUNTAS?

Eugene E. Garcia, Ph.D.

College of EducationArizona State University

P.O. Box 870211Tempe, AZ 85287-0211

E-Mail: [email protected]

URL http://www.ecehispanic.org

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