Research has shown that students who enroll in a two-year college with the expectation of transferring to a four-year college are unlikely to do so. It is critical that academic interventions for Hispanic youth become a national priority.
Implementation and evaluation of these interventions must be sensitive to generational status and differences among Hispanic subgroups. Because of the inconsistencies across data sets and the frequent omission of such important factors as generational status, ethnic subgroup, and language proficiency, causal conclusions and specific policy recommendations are not possible at this time or in the scope of this chapter.
However, the current data indicate that at every level of education, Hispanic families would benefit from and are especially in need of strategies for helping their children achieve academic success. These strategies are not hidden; many socially and economically advantaged families and schools effectively help children make successful transitions into postsecondary school and the labor force.
The problem, then, is not one of what is unknown, but rather how to take what is known and make it accessible to Hispanic families and their communities. Mexican Americans constitute the largest proportion of Hispanics in the United States as shown in the census. The composition of the Hispanic population is as follows: 66 percent Mexican, 15 percent Central and South American, 9 percent Puerto Rican, 6 percent other Hispanic, and 4 percent Cuban U.
Reported percentages have been rounded to the nearest whole number. Income brackets were constructed by recoding the NHES household income variable into quartiles. NHES does not provide a more comprehensive measure of socioeconomic status, such as a construct that includes parental level of education. The language variable was constructed from questions about the mother's and father's first language and the language spoken at home. The three language categories are 1 both parents' main language is English, 2 one of two parents speaks a language other than English in the home, and 3 both parents speak a language other than English in the home.
While the language variable is not specific, we can infer that for the majority of Hispanic families, Spanish is the other language spoken in the home. Multivariate analyses, using NHES, are not shown but are available from authors upon request. In examining the benefits of Head Start attendance, the comparison group is siblings who either did not attend a preschool program or attended other types of preschool programs. Appendix Table A presents three logistic regression models in which each of three risk factors serves as the dependent variable.
As expected, once other risk factors and socioeconomic status have been controlled, the coefficient for Hispanics drops significantly. These regressions resulted in different patterns for these groups, confirming results presented in Appendix Table A Kindergarten is commonly regarded as the first step in the formal schooling process Barnett, , although in many states being enrolled in kindergarten is not mandatory U.
Several states with a high proportion of Hispanic residents California, New York, and Texas do not have mandatory kindergarten enrollment U.
The size of the rating gap when the teacher is Hispanic was examined, but no differences were found. However, it was discovered that teachers rated all students lower, on average, in classrooms with larger percentages of Hispanic students. Since the composition of the student body is correlated with other factors, however, it is not clear what to make of this. NAEP data do not include a measure of socioeconomic status or income.
While the surveys do include variables assessing resources in the home and a measure of urbanicity, parent education and income are not measured. The urbanicity variable is difficult to analyze because it defines urbanicity in terms of being in a large city, midsize city, fringe of a large city, fringe of a midsize city, large town, small town, or rural with no census data available.
Zip codes for respondents are not available for the s, making linking the data sets used in this paper to census data difficult. When Hispanic respondents are analyzed according to their immigrant status and language spoken in the home, there are no significant differences between first- and second-generation immigrants for both math and reading scores analyses not shown.
Because identifying Hispanics by country of origin is a more recent practice, trend data are unavailable for comparison before Resources include such factors as teacher quality, quality of school infrastructure, safety measures, and library and computer resources. The availability of computers at school is another resource that appears disproportionately denied to Hispanics and blacks compared with whites. Computers are an essential learning tool and are increasingly being used for instructional and assessment purposes.
Hispanics and blacks are less likely than non-Hispanic whites to have access to a computer at school: 68 percent of Hispanics report using a computer at school compared with 70 percent of blacks and 84 percent of whites. In addition, only 18 percent of Hispanics and 19 percent of blacks report using a computer at home compared with 52 percent of whites ERIC Clearinghouse on Urban Education, One of the reasons that the computer disadvantage is so important is that the most recent advanced placement tests are being given on the computer.
It is expected that most college admission tests will also be administered by computer. Appendix Figure A shows the individual effects of family and student characteristics on the likelihood of taking advanced math and science courses and taking the SAT. The gap between whites and Hispanics for whom English is not spoken in the home is largest in Model 3, in which having a traditional mother—father family is taken into account.
The most equalizing variable is prior academic achievement, as measured by eighth-grade math and reading scores see Model 8. This finding suggests that Hispanics who do well academically early in their schooling careers are more likely to succeed in high school and to prepare for college. The dropout rate reported by the U. The Common Core of Data calculates high school completion rate based on students who completed their GED or received a high school diploma within four years of entering high school.
Fry found no difference in college enrollment rates among Hispanic children of immigrant or native parents, indicating that the students' background characteristics were not as influential as the bridge programs on their academic success. The proportion of the Hispanic population age 25 and over with a high school diploma or higher degree increased from Turn recording back on.
National Center for Biotechnology Information , U. Search term. Preschool Attendance Most young children will attend some type of preschool program before entering kindergarten. Risk Factors for Kindergartners Limited success in early schooling can be traced to several family background characteristics.
Primary Grades Using ECLS data from kindergarten and first grade, Reardon and Galindo conducted a series of multivariate analyses that show substantial variation in mathematics achievement scores among Hispanic subgroups see Figure Persisting Problem The initial achievement gap between Hispanic and white students persists throughout middle school and high school.
Elementary and Middle School Contexts As illustrated by growing gaps in achievement from fourth to eighth grade, school characteristics can play a role in student achievement, especially during middle school, when students form attachments to their teachers and schools. Teacher—Student Interactions One of the most important findings of the s was the recognition of the significance of the middle school experience and its lasting effects on students' schooling careers Carnegie Council on Adolescent Development, Transitioning into High School Moving from middle school to high school is a challenging and uncertain process for many students, even under optimal circumstances Schiller, High School Course Selection Schools play a critical role in influencing what courses students will take by deciding what courses will be offered, establishing procedures for admission to particular courses, and creating a climate whereby teachers and counselors are encouraged to adopt a selective or universal approach to student counseling and academic planning.
High School Noncompleters Despite high educational expectations, Hispanics have the highest high school dropout rate 28 percent in compared with blacks and whites U. Pathways After High School Although the high school completion rates of Hispanic students have risen over the past decade, their job prospects remain weak because the standard requirement for stable employment in many fields is a baccalaureate degree. Locating the dropout crisis. Barnett WS.
Long-term effects on cognitive development and school success. Early care and education for children in poverty: Promises, programs, and long-term results. Barnett WS, Camilli G. Compensatory preschool education, cognitive development, and race. In: Fish JM, editor. Race and intelligence: Separating science from myth. Mahwah, NJ: Erlbaum; Bianchi S, McArthur E. Bryk AS, Schneider B. Trust in schools: A core resource for improvement. New York: Russell Sage Foundation; Buriel R.
Teacher student interactions and their relationship to student achievement: A comparison of Mexican American and Anglo-American children. Journal of Educational Psychology. Carnegie Council on Adolescent Development. Turning points: Preparing American youth for the 21st century. Carnoy M. Sustaining the new economy: Work, family, and community in the information age. College Board.
How have college-bound students changed in 10 years. News —, Table 1. New York: Author; Advanced Placement Program national summary reports, , , Csikszentmihalyi M, Schneider B. Becoming adult: How teenagers prepare for the world of work.
New York: Basic Books; Currie J, Thomas D. Does Head Start help Hispanic children? Working Paper. Elkind D. The hurried child: Growing up too fast too soon. Reading, MA: Addison-Wesley; Latinos in school: Some facts and findings. Feb, Finn DJ. Withdrawing from school. Review of Educational Research. Fry R. Hispanic youth dropping out of U. Improving young Hispanic college graduation rates: Beyond preparation and affirmative action.
Gamoran A, Mare RD. Secondary school tracking and educational inequality: Compensation, reinforcement, or neutrality? American Journal of Sociology. Graham PA. Black teachers: A drastically scarce resource. Phi Delta Kappan. Hacsi T.
Children as pawns: The politics of educational reform. Hallinan M. Tracking: From theory to practice. Sociology of Education. Head Start Bureau Fact Sheets. Hirschman C. The educational enrollment of immigrant youth: A test of the segmented-assimilation hypothesis. Hispanic Dropout Project Databook. Huerta-Macias A. Meeting the challenge of adult education: A bilingual approach to literacy and career development.
Journal of Adolescent and Adult Literacy. Reading Research Quarterly. Kao G. National Research Council. Psychological well-being and educational achievement among immigrant youth. In: Hernandez DJ, editor. Children of immigrants: Health, adjustment, and public assistance.
Katz SR. Teaching in tensions: Latino immigrant youth, their teachers, and the structures of schooling. Teachers College Record, Kim D, Schneider B. Social capital in action: Alignment of parental support in adolescents' transition to postsecondary education. Social Forces. Levy P. Puerto Rico. New York: M. Cavendish; Child care in poor communities: Early learning effects of type, quality, and stability.
Child Development. Martinez S. Explaining patterns of disengagement of Mexican Americans in high school. University of Chicago; Unpublished Ph. McDonald D. Annual report on Catholic elementary and secondary schools: United States Catholic elementary and secondary school statistics — McKown C, Weinstein R.
The development and consequences of stereotype consciousness in middle childhood. Growing up with a single parent: What hurts, what helps? A volunteer-based organization that empowers Latinos and builds strong Latino communities. Represents and advises key policy makers in regards to Hispanic issues, and connects Latino organizations throughout Ohio.
On their website is a list of state-wide resources for Latinos, including a list of interpreters, attorneys, health and social service resources, church listings, directory of English as a Second Language ESL services and more.
Patients are seen at the Rardin Family Practice Center. Services are provided for those who have no health insurance and have a low to moderate income. Call for more details. Their programs focus on self-esteem, culture, development and health. Their week long day camp is for girls ages Visit the website for contact information and more.
Building Family Support. Early Literacy Initiatives. Program for Early Parent Support. Dolly Parton's Imagination Library. NC Pre-Kindergarten. Wake Connections. Parents as Teachers. Home Visiting. Human Trafficking. Interoperability and Data Sharing. Methods and Tools. Youth Services. September 17, This work has included: A series of data snapshots documenting how Hispanic children, families, and households are faring during the COVID pandemic and recovery.
Drawing from the latest publicly available data sources, each data snapshot examines a separate domain of child and family well-being and provides a brief overview of social and policy context relevant to the findings. Data snapshots have focused on child poverty Visit disclaimer page , housing insecurity Visit disclaimer page , food insufficiency Visit disclaimer page , and hardships Visit disclaimer page experienced by Hispanic households with children during the pandemic; A webinar Visit disclaimer page examining how organizations serving low-income Hispanic families through parent and child education programs, relationship education, mental health services, and other family supports have adapted their service delivery in the wake of COVID to reach clients and maintain engagement in programs and services.
From the webinar, the Center synthesized key principles Visit disclaimer page for adapting services to meet the emergent needs of Hispanic families; A data point Visit disclaimer page examining how limited access to banks may complicate access to COVID relief funds for many low-income Hispanic households; and A webinar Visit disclaimer page highlighting research on how Hispanic families have coped during the COVID pandemic and how programs can build on strengths to better support Hispanic families.
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