National Task Force on

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National Task Force on Early Childhood Education
for Hispanics
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Sabías Que(Did you know)

• Nickelodeons bilingual Dora the Explorer is the
  No. 2 pre-school show on commercial TV.

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Sabías Que

• According to Hallmark Cards, piñatas are now the
  2nd most popular party flavorballoons 1.

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U.S. Limited English Proficient (LEP)Student
Growth, 10 years(now at 4.1 million students)
105
24.21
11.56
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(U.S. Senate Hispanic Education Report, June
2002)
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Hispanics the ELL Population

• From the General to the Specifics

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A Growing Population

• Between the 1960s and 2005, the Latino
  population in the United States grew 400
• Hispanic children under age 5 amounted to 4.2
  million or 21 percent of the total US population
  under 5 years old. (18, ages 4-19)

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A Dispersed Population

• Although Hispanic families in the U.S. have
  traditionally been concentrated in six states,
  during the late 1990s many spread across Rocky
  Mountain, Midwest, and Southeastern states.
  Arkansas and North Carolina have experienced the
  largest proportional proliferation of Hispanic
  families, 394 and 337 percent respectively.

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New Immigration Growth Centers
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An IMMIGRANT Population

• 1 in 5 school-aged children (5-19 years old) in
  the U.S. is from an immigrant family in which at
  least one parent is foreign-born.

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An IMMIGRANT Population

• Since 1980, at least 75 percent of the
  Hispanic population growth in the mainland US has
  been due to immigration. In 2000, 62 percent of
  children in immigrant families were of Latin
  American heritage. However, 93 of immigrant
  children under the age of six are US citizens.

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IMMIGRANT CIRCUMSTANCES

• Children in Hispanic immigrant families have
  parents with less formal education, have less
  access to public programs (i.e., welfare), and
  are more likely to live in crowded housing, be
  behind a grade in school, and experience
  home-school language disparities.

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IMMIGRANT CIRCUMSTANCES

• However, compared to U.S.-born Hispanic families,
  immigrant Hispanic 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.

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• Specific (country of origin, generation status,
  English language proficiency, etc.) demographic
  trends of the Hispanic child population.

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Demographics Our Youngest

• New Born
• 22 of US babies born in 2003 were Hispanic
• This totals 912,329 up from 593,073 in 1990
• a 53 increase
• Hispanic new borns are highly concentrated yet
  dispersed
• 50 born in two states (CA and TX)
• 75 born in eight states
• Yet, in 25 states, 10 born to Hispanic mothers
• 46 born to single mothers (18.4 in 1980)
• 47 born to mothers with less than a high school
  education (54 in 1980)
• 63 born to mothers born outside the US (32 in
  1980)
• 73 Mexican origin (66 in 1980)

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Infant Development Preliminary Findings

• At 9-months there are no significant differences
  between Hispanics and Whites in
• Hospitalizations from medical problems
• Parental report of childs health status
• Cognitive and motor development

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Infant Development Preliminary Findings

• However there are differences in parental
  practices.
• 40.7 of White parents report reading to their
  children everyday vs. 21.4 of Hispanics
• 31 of Whites report telling a story to their
  child everyday vs. 21.0 of Hispanics
• Hispanic parents compared to White parents scored
  .5 SD lower on the NCATS (Measure of
  responsiveness to childs distress and fostering
  of cognitive and social-emotional growth)

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Demographics Distribution

• AGES 0-8 YEARS OLD
• 1 out of 5 children in the US is Hispanic
• Hispanics are diverse in their national origin
• 68 Mexican origin
• 8.5 Puerto Rican origin
• 7.0 Central American origin
• 5.7 South American origin
• 2.7 Dominican origin
• 2.5 Cuban origin
• 5.6 Other

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Demographics Distribution

• AGES 0-8 YEARS OLD
• Dispersed and Highly Concentrated
• 79 of Hispanic children live in nine states
• 25 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

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Demographics Language

• Home language at 9-months
• 34 primarily Spanish with English
• 22 primarily English with Spanish
• 19 Spanish only
• 21 English only 4 other
• 75 are influenced by Spanish

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Demographics Language

• AGES 5-8 YEARS OLD
• 33 are competent bilinguals
• 26 of 1st generation
• 43 of 2nd generation
• 22 of 3rd () generation
• 34 Limited English Proficient
• 67 of 1st generation
• 42 of 2nd generation
• 12 of 3rd () generation

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Access to Pre-kindergarten 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.

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Access to Pre-kindergarten Programs

• For the Hispanic 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 Hispanic families sending their children
  to preschool at an earlier age.

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

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Selected ECLS-K Math and Reading Data for
Kindergarten and the Third Grade
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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

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Scoring at Levels 1, 2, 3, 4 in Math at Start
of Kindergarten
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Scoring at Levels 1, 2, 3, 4 in Math at Start
Kindergarten by Mexican Generation
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Scoring at Levels 4, 5, 6, 7 in Math at End
of Third Grade
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Scoring at Levels 4, 5, 6, 7 in Math at End
of Third Grade by Mexican Generation
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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

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Scoring at Levels 1, 2, 3, 4 in Reading at
Start of Kindergarten
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Scoring at Levels 1, 2, 3 4 in Reading at
Start of Third Grade by Mexican Generation
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Scoring at Levels 5, 6, 7 8 in Reading at End
of Third Grade
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Scoring at Levels 5, 6, 7 8 in Reading at End
of Third Grade by Mexican Generation
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Longitudinal ECLS-K Data by SES and Race/Ethnic
Group
ECLS-K
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Hispanic K-3 Achievement Trajectories

• SUMMARY
• Throughout K-3 there are sustained achievement
  differences between Hispanic subgroups by country
  of origin.
• Children of Cuban origin, followed by those from
  South American origin, fare the best in reading
  and mathematics (K-3) and score as well as Whites
  in third grade reading and slightly higher than
  Whites in third grade mathematics.

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Hispanic K-3 Achievement Trajectories

• SUMMARY
• Children from Mexican and Central American score
  lowest in reading and in mathematics at the start
  of kindergarten
• At 3rd grade children of Mexican origin score the
  lowest in math and readinggenerational status
  important.

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Effects of Tulsa Pre-K Program by Race/Ethnicity
of Student
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Age-Equivalent Test Scores for Children Exposed
to Tulsa Pre-K
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Hispanic K-3 Achievement Trajectories

• Reccomendations
• To address sustained achievement differences of
  all Hispanic subgroups a universal pre-K
  intervention seems apprpropriate.
• Utilization of the primary language is advised.
• Language development specialists that focus on
  complex development are needed.

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Specific Task Force Analyses Initial Findings
QUESTIONS?