The National Task Force on Early The National Task Force on Early Childhood Education for HispanicsChildhood Education for Hispanics

Building a Strong FoundationBuilding a Strong Foundation

Amara Scott AndrewsAmara Scott AndrewsArizona State UniversityArizona State University

Presented at Third Annual TNE-ELD Conference, November 6, 2006Presented at Third Annual TNE-ELD Conference, November 6, 2006The University of Texas at El PasoThe University of Texas at El Paso

The National Task Force on Early The National Task Force on Early Childhood Education for HispanicsChildhood Education for Hispanics

Established in 2004 to determine how early Established in 2004 to determine how early childhood education can be expanded and childhood education can be expanded and improved in ways that would strengthen school improved in ways that would strengthen school readiness and academic achievement for readiness and academic achievement for Hispanic children. Hispanic children.

Funded initially by a grant from Foundation for Funded initially by a grant from Foundation for Child Development and subsequent grants from Child Development and subsequent grants from A.L. Mailman Foundation, Marguerite Casey A.L. Mailman Foundation, Marguerite Casey Foundation, Peppercorn Foundation and Foundation, Peppercorn Foundation and Winthrop Rockefeller Foundation. Winthrop Rockefeller Foundation.

Final Report in JanuaryFinal Report in January Demographic briefDemographic brief Subsequent briefs on Subsequent briefs on

achievement, school reform achievement, school reform strategies and availability of strategies and availability of child care centers in Latino child care centers in Latino communities in Januarycommunities in January

Building a Strong FoundationBuilding a Strong Foundation It is widely recognized that the rapidly growing Hispanic population is It is widely recognized that the rapidly growing Hispanic population is

doing much less well academically than the White majority in the United doing much less well academically than the White majority in the United States.States.

This is very important because HispanicThis is very important because Hispanic

children are 20% of the 0-8 children are 20% of the 0-8

population.population.

This is of particular importance This is of particular importance

here in Texas where 45% here in Texas where 45%

of the 0-8 population is Hispanicof the 0-8 population is Hispanic

(39.8% of the 0-8 population is White).(39.8% of the 0-8 population is White).

Demographic Portrait of Young Demographic Portrait of Young Hispanic ChildrenHispanic Children

In 2001, Hispanics became the In 2001, Hispanics became the country’s largest minority group – country’s largest minority group – 14.4% of the population. 14.4% of the population.

Rapid expansion is expected to Rapid expansion is expected to continue for decades to come.continue for decades to come. High, sustained level of High, sustained level of

immigrationimmigration Large number of young adults in Large number of young adults in

family formation yearsfamily formation years Relative high total fertility rate Relative high total fertility rate

among Hispanic womenamong Hispanic women Hispanic share of the nation’s Hispanic share of the nation’s

youngest children is considerably youngest children is considerably larger than their share of the larger than their share of the population as a whole (20% versus population as a whole (20% versus 14% roughly)14% roughly)

An Immigrant PopulationAn Immigrant Population

The vast majority of Hispanic The vast majority of Hispanic children are either immigrants children are either immigrants or from families in which one or from families in which one or both parents are or both parents are immigrants.immigrants.

64% of Hispanics ages 0-8 64% of Hispanics ages 0-8 were either immigrants or were either immigrants or children of immigrants.children of immigrants.

Only 36% were children with Only 36% were children with 2 US-born parents.2 US-born parents.

CitizensCitizens

9 in 10 young9 in 10 young Latino children are born Latino children are born in the US and are therefore citizens. in the US and are therefore citizens. Although Latino children are overwhelmingly Although Latino children are overwhelmingly

citizens, their families differ from Whites citizens, their families differ from Whites demographically in four major ways that are demographically in four major ways that are correlated with large, well-documented correlated with large, well-documented differences in school readiness and academic differences in school readiness and academic achievement.achievement.

Parent Education Levels Parent Education Levels Compared to Whites, young Compared to Whites, young

Latino children are much Latino children are much more likely to have parents more likely to have parents who have not graduated who have not graduated from high school and much from high school and much less likely to have parents less likely to have parents who have a bachelor’s who have a bachelor’s degree.degree.

These differences are even These differences are even larger for Hispanic larger for Hispanic youngsters in immigrant youngsters in immigrant families and are largest for families and are largest for Hispanic children of Hispanic children of Mexican descent. Mexican descent.

Education Levels for Mothers of Education Levels for Mothers of Children 0-8Children 0-8

Completed Completed CollegeCollege

Did not Did not Complete High Complete High SchoolSchool

Finished Only Finished Only Grade 8Grade 8

Finished Only Finished Only Grade 4Grade 4

WhitesWhites 30%30% 9%9% 1%1%

HispanicHispanic 10%10% 46%46% 20%20%

ImmigrantsImmigrants 8%8% 54%54% 29%29% 9%9%

Mexican Mexican DescentDescent

4%4% 64%64% 36%36% 11%11%

ImplicationsImplications

It is not surprising that, across the industrialized It is not surprising that, across the industrialized world, children from families in which the parents world, children from families in which the parents have relatively little formal schooling are have relatively little formal schooling are markedly overrepresented among low academic markedly overrepresented among low academic achievers in schoolachievers in school

On the other hand, those from families which the On the other hand, those from families which the parent’s have a great deal of higher education are parent’s have a great deal of higher education are heavily overrepresented among students who excel heavily overrepresented among students who excel academically.academically.

TexasTexas These differences have some major These differences have some major

implications for Texasimplications for Texas 45% of the child population is 45% of the child population is

HispanicHispanic 85.3% of Hispanic children in Texas 85.3% of Hispanic children in Texas

are of Mexican descentare of Mexican descent 49.3% of Mexican children live in 49.3% of Mexican children live in

immigrant homesimmigrant homes In Texas, slightly greater numbers of In Texas, slightly greater numbers of

Hispanic children had mothers who did Hispanic children had mothers who did not finish high school: 47.4% of Hispanic not finish high school: 47.4% of Hispanic youngsters (46% nationally)youngsters (46% nationally)

In Texas, there is a great need to expand In Texas, there is a great need to expand and improve early childhood education and improve early childhood education for Hispanics because of these parent for Hispanics because of these parent education patterns.education patterns.

Child PovertyChild Poverty

Consistent with the large differences in Consistent with the large differences in parent education levels, a much larger parent education levels, a much larger percentage of Latino children live in percentage of Latino children live in families that have incomes that fall below families that have incomes that fall below the federal poverty lines.the federal poverty lines. 26% of Hispanics were below the poverty line 26% of Hispanics were below the poverty line

compared to 9% of Whitescompared to 9% of Whites 58% from low income (defined as twice the 58% from low income (defined as twice the

official poverty line) compared to 27% Whitesofficial poverty line) compared to 27% Whites

Single Parent FamiliesSingle Parent Families

23% of Hispanic children live 23% of Hispanic children live in a single parent household in a single parent household compared to 15% of Whitescompared to 15% of Whites

This number is much higher This number is much higher for native-born parents – 32%for native-born parents – 32%

Only 13% Hispanic children Only 13% Hispanic children with immigrant parents live with immigrant parents live in a single parent homein a single parent home

English Language LearnersEnglish Language Learners Because a large majority of young Hispanics Because a large majority of young Hispanics

have immigrant parents, a majority of the have immigrant parents, a majority of the youngsters also have home environments in youngsters also have home environments in which Spanish is a primary or exclusive which Spanish is a primary or exclusive language. language. 19% only Spanish19% only Spanish 35% mainly Spanish with some English35% mainly Spanish with some English 22% mainly English with some Spanish22% mainly English with some Spanish 21% English only21% English only

Hispanic families living in poverty were Hispanic families living in poverty were even more likely to speak Spanish in the even more likely to speak Spanish in the home. home. 28% only Spanish28% only Spanish 15% only English15% only English

TexasTexas

A little over 26% of Hispanics live A little over 26% of Hispanics live in linguistically isolated homes.in linguistically isolated homes.

32% have two LEP parents.32% have two LEP parents. 49% have either a LEP mother or 49% have either a LEP mother or

father.father.

ImplicationsImplications Considering these circumstances, it is not surprising that 30% of Considering these circumstances, it is not surprising that 30% of

Hispanic children in a national sample did not have oral English Hispanic children in a national sample did not have oral English skills strong enough at the start of K to be given a test designed skills strong enough at the start of K to be given a test designed to assess their English literacy skills. (ECLS-K)to assess their English literacy skills. (ECLS-K)

Moreover, because a large number of Hispanic children live in Moreover, because a large number of Hispanic children live in families with little formal education, not only is their English families with little formal education, not only is their English limited, but the parents may have weak academic Spanish as limited, but the parents may have weak academic Spanish as well.well.

Hispanic students may Hispanic students may start K without either the start K without either the Spanish or English literacy Spanish or English literacy foundations needed to get foundations needed to get off to a good start.off to a good start.

Academic AchievementAcademic Achievement Consistent with the demographic reality presented Consistent with the demographic reality presented

in the previous slides, Hispanic students have had in the previous slides, Hispanic students have had much lower levels of academic achievement than much lower levels of academic achievement than Whites for many years. Whites for many years.

These differences in achievement have their These differences in achievement have their foundations in infant/toddler and preschooler foundations in infant/toddler and preschooler period.period.

Hispanic youngsters are already behind their White Hispanic youngsters are already behind their White peers when they start K.peers when they start K.

These gaps are fully formed by the end of the These gaps are fully formed by the end of the primary grades.primary grades.

What this means practically is that Hispanic What this means practically is that Hispanic students are overrepresented among students with students are overrepresented among students with such low achievement that they are at-risk of not such low achievement that they are at-risk of not graduating from high school and consequently are graduating from high school and consequently are acutely underrepresented among those on course to acutely underrepresented among those on course to be well prepared to attend highly selective be well prepared to attend highly selective institutions. institutions.

Academic AchievementAcademic Achievement

The Task Force commissioned The Task Force commissioned an analysis of K-5 reading and an analysis of K-5 reading and math achievement using data math achievement using data

from ECLS-Kfrom ECLS-K

Reading Proficiency LevelsReading Proficiency Levels Level 1: Letter recognitionLevel 1: Letter recognition Level 2: Beginning soundsLevel 2: Beginning sounds Level 3: Ending soundsLevel 3: Ending sounds Level 4: Sight wordsLevel 4: Sight words Level 5: Comprehension of words in contextLevel 5: Comprehension of words in context Level 6: Literal inference from words in textLevel 6: Literal inference from words in text Level 7: Extrapolating from text to derive meaningLevel 7: Extrapolating from text to derive meaning Level 8: Evaluating and interpreting beyond textLevel 8: Evaluating and interpreting beyond text Level 9: Evaluating nonfictionLevel 9: Evaluating nonfiction

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

GroupGroup Level 1Level 1 Level 2Level 2 Level 3Level 3 Level 4Level 4

Whites-3Whites-3rdrd Gen.Gen.

7373 3434 2020 44

All Hisp.All Hisp. 5454 2020 10 10 2 2 MexicanMexican 5151 1919 1010 2 2 CubanCuban 6767 2525 1212 2 2 Puerto R.Puerto R. 6262 2626 1414 22C. Amer.C. Amer. 5252 1818 11 11 11S. Amer.S. Amer. 6060 2626 1515 55

% Scoring at Levels 6, 7, 8 & 9 in % Scoring at Levels 6, 7, 8 & 9 in Reading at End of Fifth GradeReading at End of Fifth Grade

GroupGroup Level 6Level 6 Level 7Level 7 Level 8Level 8 Level 9Level 9

Whites-3Whites-3rdrd Gen.Gen.

9191 79 79

5252 1010

All Hisp.All Hisp. 86 86 6969 4141 55MexicanMexican 8686 6767 4040 55CubanCuban 9292 8080 4848 55Puerto R.Puerto R. 92 92 7878 4848 66C. Amer.C. Amer. 9090 7676 4343 33S. Amer.S. Amer. 9191 7979 5151 1111

Math Proficiency LevelsMath Proficiency Levels

Level 1: Number and shapeLevel 1: Number and shape Level 2: Relative sizeLevel 2: Relative size Level 3: Ordinality and sequenceLevel 3: Ordinality and sequence Level 4: Addition and subtractionLevel 4: Addition and subtraction Level 5: Multiplication and divisionLevel 5: Multiplication and division Level 6: Place valueLevel 6: Place value Level 7: Rate and measurementLevel 7: Rate and measurement Level 8: FractionsLevel 8: Fractions Level 9: Area and volumeLevel 9: Area and volume

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

GroupGroup Level 1Level 1 Level 2 Level 2 Level 3Level 3 Level 4Level 4

Whites-3Whites-3rdrd Gen.Gen.

9595 6363 26 26 5 5

All Hisp.All Hisp. 8484 38 38 10 10 1 1 MexicanMexican 81 81 3434 8 8 1 1 CubanCuban 9191 48 48

13 13 2 2

Puerto R.Puerto R. 8989 49 49 17 17 3 3 C. Amer.C. Amer. 77 77 30 30 7 7 1 1 S. Amer.S. Amer. 89 89 46 46 16 16 2 2

% Scoring at Levels 6, 7, 8 & 9 in % Scoring at Levels 6, 7, 8 & 9 in Math at End of Fifth GradeMath at End of Fifth Grade

GroupGroup Level 6Level 6 Level 7 Level 7 Level 8Level 8 Level 9Level 9

Whites-3Whites-3rdrd Gen.Gen.

8282 5353 1818 33

All Hisp.All Hisp. 6868 3434 88 11MexicanMexican 6565 3030 66 11CubanCuban 7676 5252 1515 22Puerto R.Puerto R. 7575 4242 1313 11C. Amer.C. Amer. 7070 3737 1111 22S. Amer.S. Amer. 7979 5050 2020 22

Students Excluded from the SampleStudents Excluded from the Sample

The 30% of students who had The 30% of students who had limited English skills at the start limited English skills at the start of Kindergarten and were not of Kindergarten and were not therefore assessed continue to lag therefore assessed continue to lag behind academically.behind academically.

By the end of fifth grade, these By the end of fifth grade, these students are over a full standard students are over a full standard deviation below Whites in deviation below Whites in reading and almost a standard reading and almost a standard deviation behind in math.deviation behind in math.

Achievement Gaps and SESAchievement Gaps and SES Gaps are heavily related to the much lower Gaps are heavily related to the much lower

SES circumstances of Hispanics than Whites SES circumstances of Hispanics than Whites (lower parent education and poverty rates)(lower parent education and poverty rates)

However, the Task Force However, the Task Force commissioned study looked at commissioned study looked at achievement across SES.achievement across SES.

-1.5

-1.0

-0.5

0.0

0.5

Sta

nda

rd D

evi

atio

ns

Bel

ow W

hite

s

FKSKF1S1 S3 S5 FKSKF1 S1 S3 S5 FKSKF1 S1 S3 S5 FKSKF1 S1 S3 S5 FKSKF1 S1 S3 S5

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

Hispanic Fitted (Piecewise) Population Gap Trend

Black Fitted (Piecewise) Population Gap Trend

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

-1.5

-1.0

-0.5

0.0

0.5

Sta

nda

rd D

evi

atio

ns

Bel

ow W

hite

s

FKSKF1S1 S3 S5 FKSKF1S1 S3 S5 FKSKF1S1 S3 S5 FKSKF1S1 S3 S5 FKSKF1S1 S3 S5

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

Hispanic Fitted (Piecewise) Population Gap Trend

Black Fitted (Piecewise) Population Gap Trend

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

ImplicationsImplications We can expect meaningful within We can expect meaningful within

class gaps at all SES levels through class gaps at all SES levels through secondary school.secondary school.

A 2002 NCES study concluded that A 2002 NCES study concluded that 20% of high SES White sophomores 20% of high SES White sophomores were reading at the highest level were reading at the highest level while only 10% of high SES while only 10% of high SES Hispanics were doing so.Hispanics were doing so.

Further, at the lowest quartile, 27% Further, at the lowest quartile, 27% of Hispanics were unable to reach of Hispanics were unable to reach Level 1suggesting that a quarter of Level 1suggesting that a quarter of low SES Hispanic sophomores were low SES Hispanic sophomores were reading far below the level required reading far below the level required to do high school academic work to do high school academic work (compared to 12% of Whites). (compared to 12% of Whites).

The Good NewsThe Good NewsEvidence of Hispanic Evidence of Hispanic

ProgressProgress Achievement gaps Achievement gaps

between Whites and between Whites and Hispanics of Cuban and Hispanics of Cuban and South American origins South American origins are much smaller than for are much smaller than for other Hispanics from other Hispanics from other national origins.other national origins.

Additionally, there is Additionally, there is significant significant intergenerational intergenerational advancement among the advancement among the largest national origin largest national origin group, Mexican group, Mexican Americans.Americans.

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

GroupGroup Level 1Level 1 Level 2Level 2 Level 3Level 3 Level 4Level 4

Whites-3Whites-3rdrd Gen.Gen.

7373 3434 2020 44

Mexican-1Mexican-1stst Gen.Gen.

42 42 1414 66 00

Mexican-Mexican-22ndnd Gen. Gen.

4343 1414 88 22

Mexican-Mexican-33rdrd Gen. Gen.

6060 23 23 1212 2 2

% Scoring at Levels 6, 7, 8 & 9 in Reading at % Scoring at Levels 6, 7, 8 & 9 in Reading at End of Fifth Grade by Mexican GenerationEnd of Fifth Grade by Mexican Generation

GroupGroup Level 6Level 6 Level 7Level 7 Level 8Level 8 Level 9Level 9

Whites-3Whites-3rdrd Gen.Gen.

9191 7979 5252 1010

Mexican-1Mexican-1stst Gen.Gen.

8383 6161 3232 11

Mexican-Mexican-22ndnd Gen. Gen.

83 83 6161 3838 66

Mexican-Mexican-33rdrd Gen. Gen.

8989 7272 4343 55

What Can We Do?What Can We Do? School readiness and achievement have School readiness and achievement have

their foundations in the period from their foundations in the period from birth to threebirth to three Literacy related parenting practices: Literacy related parenting practices:

oral language and vocabulary oral language and vocabulary developmentdevelopment

number of different words used, how number of different words used, how words are used, range of topics words are used, range of topics discussed, modeling of language, discussed, modeling of language, asking questions, story-telling, asking questions, story-telling, singingsinging

Reading contributes to language and Reading contributes to language and cognitive developmentcognitive development

What Can We Do?What Can We Do? Increase Time in SchoolIncrease Time in School

Infant/toddler ProgramsInfant/toddler Programs Pre-KPre-K Summer and After School Summer and After School

ProgramsPrograms

LanguageLanguage Bi-literate Teachers Bi-literate Teachers Language Development Language Development

ExpertsExperts

ConclusionConclusion Major reasons why Hispanic children have relatively Major reasons why Hispanic children have relatively

low levels of school readiness and achievement low levels of school readiness and achievement High percentage of these youngsters are from low High percentage of these youngsters are from low

SES familiesSES families parents have little formal educationparents have little formal education low incomes low incomes Many low SES Hispanic children are from Many low SES Hispanic children are from

families in which a limited amount of language is families in which a limited amount of language is used in the home. For many, Spanish is the used in the home. For many, Spanish is the primary language spoken in the home, and several primary language spoken in the home, and several know little English when they start kindergarten.know little English when they start kindergarten.

The need to raise school readiness and achievement The need to raise school readiness and achievement levels among Hispanics cuts across social class lines.levels among Hispanics cuts across social class lines.

Expanding and improving the quality of early Expanding and improving the quality of early childhood education for the rapidly growing Hispanic childhood education for the rapidly growing Hispanic population in the United States is imperative. The population in the United States is imperative. The Task Force’s Report will discuss these findings Task Force’s Report will discuss these findings among others and importantly will make among others and importantly will make recommendations for action. recommendations for action.

For more information, visit us atFor more information, visit us atwww.ecehispanic.orgwww.ecehispanic.org

Amara Scott AndrewsAmara Scott Andrews(480) 965-6683(480) 965-6683Amara.andrews@asu.eduAmara.andrews@asu.edu