Achievement Gaps in Early Education Eugene E Garcia, Ph.D.

1. Achievement Gaps in Early Education Eugene E Garcia, Ph.D.

2. Sabías Que…(Did you know…) • Nickelodeon’s bilingual Dora the Explorer is the No. 2 pre-school show on commercial TV.

3. Sabías Que… • According to Hallmark Cards, piñatas are now the 2nd most popular party favor…balloons #1.

4. Hispanics From the General to the Specifics

5. A Growing Population • Between the 1960’s 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)

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

7. Demographics: Our Youngest • New Born • 24% of US babies born in 2005 were Hispanic • This totals 1,112,329; up from 593,073 in 1990; a 57% 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)

8. 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

9. 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— 90% are US born • 10% living in immigrant households are themselves foreign born – i.e., 1st generation

10. 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

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

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

13. 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

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

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

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

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

18. 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

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

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

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

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

24. Longitudinal ECLS-K Data by SES and Race/EthnicGroup ECLS-K

27. HispanicK-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.

28. HispanicK-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 reading—generational status important.

29. Effects of Tulsa Pre-K Program by Race/Ethnicity of Student

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

31. RECENT PUBLICATIONS Garcia, E. and Gonzalez, D. M. (2006) Pre-k and Latinos. Pre-K Now Research Series. Washington , DC: www.preknow.org. Garcia, E. and Jensen, B. (2007) Helping Young Hispanic Learners. Educational Leadership, 64, #6, pp. 34-39. National Task Force on Early Childhood Education for Hispanics* La Comisión Nacional para la Educación de la Niñez Hispana www.ecehispanic.org

32. Specific Task Force Analyses: Initial Findings PREGUNTAS?

33. Eugene E. Garcia, Ph.D. Office of the Vice President, Ed. Partnerships Arizona State University P.O. Box 870211 Tempe, AZ 85287-0211 E-Mail: Eugene.Garcia@asu.edu URL http://www.ecehispanic.org