Study: Mexican American Children Don’t Lag in Social Skills

Posted on December 12, 2012 by Katherine Leal Unmuth

Mexican-American children may significantly lag behind white children in their early language and cognitive skills–but that doesn’t mean that they are struggling with social skills, according to findings by researchers at the University of California, Berkeley, published this week in the Maternal Child Health Journal.

In fact, they find that there are no distinguishable differences in social skills between the two groups, despite economic disparities. They urge that educators and others to “not assume social-emotional delays, even when language or cognitive skills lag somewhat behind.”

According to a press release from UC Berkeley, the researchers included pediatricians, psychologists and a sociologist. The findings are from a sample of 4,700 children tracked for three years between the ages of two and five.

In previous findings, researchers have discovered that concluded that Mexican American children are read to less by their parents than white children and lag in their language skills as early as age two. They also found that despite the developmental gaps, Hispanic mothers have nurturing and warm interactions with their children.

- “The Social Organization of Early Education: Serving Latino Children and Families.” UC Berkeley Graduate School of Education.

- “Study finds Mexican mothers nurturing, but less likely to emphasize education.” Latino Ed Beat.

- “Hispanic Immigrants’ Children Fall Behind Peers Early, Study Finds.” The New York Times.

“Abriendo Puertas” Program to Expand in Chicago

Posted on November 26, 2012 by Katherine Leal Unmuth

The “Abriendo Puertas” program aims to empower Hispanic parents to be their children’s first teacher. The initiative, which stands for “Opening Doors” in English, targets parents in Spanish who have children ages zero to five years old.

The Latino Policy Forum recently announced an effort to expand the program’s reach in the Chicago area. The Forum, which has offered the program since 2010, plans on training 1,000 parents in the region by the end of its third year. About 540 parents have been trained since its inception.

Nationally, the program has sites in 31 states serving more than 22,000 families. Parents learn in ten sessions about topics including nutrition, parents as advocates and communication.

The Forum has tracked the attitudes of participating parents. Among the findings:

About 22 percent of parents were not confident about teaching their children language before going through the program, compared with 83 percent afterwards.
About 18 percent of parents said they knew “little” to “nothing” about school expectations at first, compared with 74 percent after completing the program.
About 98.5 percent of the parents felt confident about teaching their children before they enter kindergarten, after completing the program. This included basic skills such as counting, learning colors and letters.

A recent study by researchers at the University of California, Berkeley, surveyed hundreds of parent participants and found that they improved their knowledge about early learning and brain development , developing literacy and helping their children be successful at school. They also came away more confident about their parenting skills.

The Policy Forum will be offering a workshop on how to train parents from Nov. 26-28 in Chicago. The group expects 14 organizations that serve Latinos to attend, including schools districts and nonprofit groups.

Other programs focusing on Latino parents with similar parent involvement models include HIPPY and AVANCE.

- “Abriendo Puertas” Program Gives Latino Parents a Boost. Latino Ed Beat.

- “Abriendo Puertas/Opening Doors Network.” National Head Start Association.

DOJ to Investigate Alleged Discrimination in Louisiana Schools

Posted on November 15, 2012 by Katherine Leal Unmuth

The U.S. Department of Justice has announced that it will investigate claims of mistreatment of Latino students in the Jefferson Parish Public Schools in Louisiana. The move comes on the heels of a complaint filed in August by the Southern Poverty Law Center, reports the New Orleans Times-Picayune.

The center has alleged that the district did not offer adequate translation services to Spanish-speaking parents and that district administrators did nothing to stop the bullying of Hispanic students. The center also alleges that Hispanic students were told they could not graduate without proof of Social Security numbers.

Since the initial complaint was filed, the district began offering Spanish language courses to principals and encouraged hiring bilingual teachers.

About 17 percent of the district’s 46,000 students are Hispanic. The law center has also previously filed complaints against the district for its treatment of black students and special education students.

The SPLC has also previously filed similar complaints against the Wake County Public Schools and Durham Public Schools in North Carolina.

- “SPLC files civil rights complaint against Louisiana District.” Latino Ed Beat.

- Southern Poverty Law Center.

SHPE Promotes Science Awareness Among Latino Parents

Posted on November 8, 2012 by Katherine Leal Unmuth

College-educated Latino professionals are working to promote STEM education through the Noche de Ciencias (Science Night) program.

In 2008, the Society for Hispanic Professional Engineers (SHPE) Foundation launched a national campaign, encouraging its student and professional chapters throughout the nation to reach out to K-12 students. The programming is typically held during Hispanic Heritage Month every year and emphasizes the importance of science, technology, engineering and mathematics education.

The program provides hands-on learning activities, promotes awareness about college programs, and provides Spanish and English language parent workshops. The organization provides resources online for organizing a science night, complete with presentations and lesson plans.

An event was recently held at Dunbar High School in the Fayette County Public Schools in Lexington, Kentucky. The professional and student chapter worked together on the program.

“The main goal is for them to learn as much as they can while also having fun,” said high school junior Erika Nunez, a member of the SHPE student chapter, in a story published on the district’s web site. “It’s a lot of help to have the parents and students on the same page, and we can answer all their questions in one night.”

Should more professional organizations be involved in the public schools? In particular, what are Hispanic professional organizations doing to reach out to young people? Do your districts partner with any similar organizations?

- “Noche de Ciencias (Science Night).” SHPE Foundation.

“Abriendo Puertas” Program Gives Latino Parents a Boost

Posted on October 16, 2012 by Katherine Leal Unmuth

A new study by researchers at the University of California, Berkeley, highlights a program that is helping Latino parents to work with their young children to prepare them for school.

The study looks at the “Abriendo Puertas” parent program, which is being used by Head Start, the Los Angeles Unified School District, and is expanding nationally. It already has sites in 31 states serving 22,000 families. Many Hispanic children enter school already behind academically and developmentally, and the program aims to close those gaps.

Abriendo Puertas/Opening Doors is taught in Spanish or English and is composed of ten sessions that focus on topics including early learning, communication, nutrition, parents as advocates and using the library. Participants are parents with children of ages zero through 5 years old.

Principal investigator Margaret Bridges of UC Berkeley said that the program has proved effective because the interactions parents have with their children at a young age determine how prepared they will be when they enter school.

The research was based on a survey given to parents before and after completing the program, and was taken by 623 parents in 35 different programs. About 85 percent of parents surveyed were immigrants, mostly from Mexico.

A survey given to parents showed that they improved their knowledge about early learning and brain development. They also increased their knowledge about how to help their children be successful at school and how to develop literacy.

When parents were asked seven questions about how to help young children be successful in school about 12 percent of parents answered correctly before taking part in Abriendo Puertas, and 77 percent answered correctly after completing the program.

Parents also reported feeling much more confident about their parenting skills after taking part in the program.

“Parents have a real hunger for information that will enrich their parenting, and they have indicated that Abriendo Puertas has been an invaluable resource,” said Sylvia Puente, executive director of the Latino Policy Forum, in the report. “Parents, organizations and schools have expressed tremendous gratitude for having this incredible program available in Spanish.”

Other programs with similar parent involvement efforts include HIPPY and AVANCE.

- Abriendo Puertas/Opening Doors Network. National Head Start Association.

Latino Children Hurt by Chicago Teachers’ Strike

Posted on September 14, 2012 by Katherine Leal Unmuth

With her two daughters kept out of school because of the Chicago teachers strike, Patricia Rodriguez was left with no other option than to take them with her to her job at a local laundromat this week. The Chicago teachers’ strike affected nearly 180,000 Latino children enrolled in the school district, many from disadvantaged families, Fox News Latino reports.

“I’m lucky that I can take them to work with me because they can sit in the chairs, but I know that families had to leave kids home alone today or stay home and miss work to be with them and that’s not fair,” Rodriguez told Fox, of her 8- and 13-year old daughters. “The teachers want more and more money and while they fight for that, it’s us, the parents, that are spending money today that we don’t have either. It’s not a big thing today but what about tomorrow and next week if they don’t go back?”

The news outlet reported that both girls said they’d prefer being at class to hanging out at the laundromat.

Many education policy experts are lamenting the negative impact on the mostly low-income Latino and black families missing out on school. Every day counts for such children.

Matthew Chingos of the Brookings Institution wrote that poor students couldn’t afford to miss class. He noted that research has shown that teacher absenteeism–leaving students with substitute teachers– has a negative impact on academic performance. Being out of the school during the summer can also put students behind.

“In other words, the consequence of being out of school is to increase the already unacceptable large achievement gap between low-income students and their affluent peers,” writes Chingos.

The Education Trust also released a statement from Vice President Amy Wilkins calling the effect on the district’s poor, mostly Latino and black students, “tragic.”

“This strike needs to end now,” she wrote. “And the agreement that ends it needs to be one that creates conditions to boost Chicago’s dismal achievement, particularly among its low-income students.”

An article in The Huffington Post noted that the strike could prompt more Latino families to consider enrolling their children in charter schools, which are still open during the strike.

However, up until this point not as many Hispanics have chosen charter schools, said Juan Rangel, the CEO of the United Neighborhood Organization. UNO runs a group of charter schools in Illinois, and serves more than half of Latino children attending Illinois charters. Many are English language learners.

“”I think part of the problem is charters across the country have not been able to attract a lot of Hispanic students and English language learners,” Rangel said.

- “Charter School Options for Latinos Gain Attention Due to Chicago Teachers’ Strike.” The Huffington Post.

- “In Chicago, Latino students and families brace for teachers’ strike.” NBC Latino.

Study Finds Mexican Mothers Nurturing, but Less Likely to Emphasize Education

Posted on September 13, 2012 by Katherine Leal Unmuth

A study released this week shed some positive light on the nurturing nature of Mexican immigrant mothers, while at the same time confirming that a warm home environment doesn’t necessarily translate to educational success.

First, the positive findings on Hispanic culture. The researchers found that on average Mexican mothers established warmer home environments, had fewer fights with their spouses and were in stronger mental health than their white and Chinese counterparts.

Study leader Bruce Fuller, a Berkeley professor and sociologist, said the “robust social relations” inside of Mexican immigrant homes was the biggest surprise. These positives occurred even though Hispanics are significantly more likely to be poor.

“Until now, little national evidence has been available to distinguish the home settings of major immigrant groups,” study coauthor Claudia Galindo, a University of Maryland sociology professor, said in a press release. “And many policy makers have assumed that poverty necessarily leads to poor parenting.”

But the study’s findings weren’t all good news. Researchers observed that Mexican women read to their toddlers infrequently and also did not organize many educational activities. Early learning opportunities make children to more likely to succeed in school. In comparison, Chinese mothers provided their children many learning opportunities, but had more conflict in the home.

So how did the researchers make these conclusions? The research team tracked more than 5,300 Mexican, white and Chinese mothers from across the United States. They conducted two home visits over the course of the three-year study, asking the women about their home lives. Researchers also observed the mothers interacting with their children and spouses.

A statistic raising particular concern: Mexican mothers read to their toddlers about 71 percent less often than the U.S.-born white mothers. Chinese mothers read to their toddlers 12 percent more often than white mothers.

The study notes that Mexican mothers reported that they had 21 percent fewer arguments than their U.S.-born white peers and 39 percent fewer arguments than Chinese peers.

The notion that Mexican mothers are more nurturing than white mothers is causing a stir over on The Huffington Post comments section, where the study was also highlighted.

The research was published this week in the scientific journal, Child Development.

- “Family functioning and early learning practices in immigrant homes.” Child Development.

- “English language learners with more educated mothers fare better on assessments.” Latino Ed Beat.

NCLR Spotlights Four Pre-K Programs Successful With Latino Children

Posted on August 27, 2012 by Katherine Leal Unmuth

The National Council of La Raza has released a new report listing best practices for use by early education programs seeking to improve their services for Hispanic children and English language learners.

The civil rights group profiled four programs from around the country that are making progress and made policy recommendations for replicating those models elsewhere. According to NCLR, the programs highlighted exemplify the key areas of professional development, student assessments, language instruction and family engagement:

Youth Development, Inc., of New Mexico. The program provides Head Start to 1,600 children, of whom about 76 percent are Latino. The organization’s professional development goes beyond federal training requirements by providing ongoing lessons throughout the year on topics such as dual-language instruction. Community college professors also lead sessions. Other supports include mentor-coaches who develop goals with beginning teachers and observe classroom instruction.
The Latin American Montessori Bilingual Public Charter School in Washington, D.C. The LAMB charter school offers dual-language classes from pre-K through fifth grade. The school has three ways of assessing children: only in their home language; in a language that the children are proficient in, even if it isn’t the home language; or both languages the children know. The school uses formal assessments such as DIBELS and informal assessments including student portfolios and weekly plans.
East Coast Migrant and Seasonal Head Start Program in southern Florida. This program with 60 sites serves primarily Mexican migrant farm worker families and focuses on providing dual-language instruction. The group developed a curriculum for toddlers and pre-K students that gradually increases the amount of English used. Learning benchmarks are used, classrooms are labeled in both English and Spanish, and home visits are conducted.
The Concilio in Dallas. This group formed in 1981 works closely with the Dallas Independent School District to increase Hispanic parent involvement . The organization operates the Parents Advocating for Student Excellence program at 29 schools and four prekindergarten sites in the district. Past graduates of PASE recruit parents of preschool students to attend a series of 30 meetings during the school year focused around lessons and activities. Parents who participate must complete homework assignments tied to the sessions.

- “Best Practices in Assessments.” NCLR.

- “Best Practices in Language Instruction.” NCLR.

- “Best Practices in Family Engagement.” NCLR.

- “Expanding early education for Latino children imperative, group says.” Early Years blog, Education Week.

SPLC Files Civil Rights Complaint Against Louisiana District

Posted on August 23, 2012 by Katherine Leal Unmuth

With Latino populations burgeoning in the South, the Southern Poverty Law Center has started filing complaints against school districts alleging discrimination against Latinos and Spanish-speaking families. The most recent action came this week, when the civil rights organization filed a federal complaint with the U.S. Department of Justice and U.S. Department of Education against the school system in Jefferson Parish, La. The complaint alleges that the district has not provided interpreters for Spanish-speaking parents. It is similar to complaints previously filed against the Wake County Public Schools and Durham Public Schools in North Carolina.

The issue is critical because Latinos have only recently become a growing population in the South, and school districts are dealing with new challenges as a result. For example, Latino students make up about 17 percent of the students in the Jefferson Parish school district, and limited English proficient students are about eight percent of the enrollment. In its complaint, the organization described how a 7-year-old boy in the Louisiana district had to interpret for his mother at a parent-teacher conference, but was ill-equipped to do so. The mother, who has two other children, no longer attends conferences or open houses because the district doesn’t make Spanish services available.

“Jefferson Parish public schools must end these discriminatory practices and recognize that these students have the same rights as English-speaking families,” said Jennifer Coco, a staff attorney for the SPLC’s Louisiana office, in a SPLC news release. “This is about ensuring every student in the district has an opportunity to succeed and that all parents have a meaningful opportunity to participate in their child’s education.”

The official complaint is on behalf of 16 Latino families, and also says that employees harass children about their citizenship status. The organization describes how a high school graduate was told she needed a social security number in order to graduate. Another student alleges a teacher called him a “wetback” during classes, but the employee was never disciplined.

District officials told the The Times-Picayune that they make English language learners a top priority and the population’s academic performance is improving. ”JPPSS is committed to providing support for all parents with (limited English proficiency) regardless of their primary language,” school system spokeswoman Monica Pierre told the newspaper. Pierre added that policy manuals in Spanish are available to parents.

The SPLC has filed two other complaints this year against the school district for discriminatory actions against black students.

The Civil Rights Act requires that districts provide parents information that they can understand in their language. That information can include written and verbal information about discipline, special education services, events and conferences. They also want more bilingual parent liaisons.

The SPLC also is noted for tracking hate groups across the United States, many of which discriminate against Latinos. It also takes on immigrant justice issues, many of which arise in the South. The growth of Hispanic immigrants in the region has sparked tensions, leading to the passage of laws regarding immigration status in Alabama and Georgia. Courts recently blocked parts of the laws in both states. The Justice Department also recently announced a new civil rights unit will open in Alabama that will address issues including immigrant rights.

- “Jefferson Parish school system subject of third civil rights complaint this year.” The Times-Picayune.

- “Louisiana schools accused of discrimination, complaint says.” Fox News Latino.

Court Rules Alabama Can’t Ask Students About Immigration Status

Posted on August 22, 2012 by Katherine Leal Unmuth

An Alabama law that required schools to ask the immigration status of students enrolled in the state’s public schools was ruled unconstitutional by a federal appeals court this week.

The schools were supposed to ask for proof of legal status and report data on undocumented children to the state. The law never barred undocumented students from schools, because the Plyler v. Doe U.S. Supreme Court decision guaranteed immigrant children a free public education.

However, the judges in this Alabama case found that asking students’ status could still possibly result in barring children from school. After the law was initially passed, many parents pulled their children out of school. Many students returned after its implementation was blocked.

Both the Obama administration and private organizations filed suit against Alabama’s immigration law.

At one point, an official from the U.S. Department of Justice’s Civil Rights Division warned the state superintendent of schools that the law hindered the ability of Latino children to obtain a quality education. The warning said that the law discouraged immigrant parents’ involvement, led to children missing class days and schools becoming less welcoming to Hispanic children.

The judges wrote that fear could significantly deter undocumented children from enrolling in school.

“Consequently, section 28 operates to place undocumented children, and their families, in an impossible dilemma: either admit your unlawful status outright or concede it through silence,” the court ruled, according to The Birmingham News. “Given the important role of education in our society, and the injuries that would arise from deterring unlawfully present children from seeking the benefit of education, we conclude that the equities favor enjoining this provision,” the court ruled.

- ”Appeals court says requiring schools to collect data on illegal immigrants is unconstitutional.” The Birmingham News.

- “Alabama immigration law casts pall over community’s schools.” Education Week.

- “Court rules that Ala. can’t check student immigration status.” Learning the Language. Education Week.

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