School Communication in Parents Native Language

Transcription

1 School Communication in Parents Native Language Updated:

2 Among children in early elementary school whose parents spoke a language other than English, more than two-thirds (70 percent) attended schools that supported parents native language. Children living in highpoverty neighborhoods were more likely than their peers in more affluent neighborhoods to attend schools that both provided interpreters and translated memos and newsletters into parents native language. Importance Parental involvement in school can improve children s academic performance and positive social outcomes, 1 as well as enable teachers to identify learning problems at an early stage. 2 In order to effectively reach all parents, it is important that schools develop culturally sensitive and diverse outreach strategies. As the immigrant population in this country continues to grow, such practices will become increasingly important. Currently, one in four (25 percent) school-aged children is foreign-born or the child of foreignborn parents, a proportion that is higher than it has been in several generations. 3 One recent study found that nearly half (47 percent) of foreign-born parents of children age eight and younger had limited English proficiency. 4 Parents who do not speak English well may feel uncomfortable or unwelcome getting involved with their children s schools. 5 And, when teachers lack understanding of families cultural contexts, it can hinder children s development. 6 2

3 Trends In 2003 (the first year for which such data are available), 64 percent of children in kindergarten through grade 3 whose parents spoke a language other than English attended schools that provided interpreters for parent-teacher conferences and other school meetings, as well as translated memos and newsletters into parents native language. By 2012, that proportion had risen to 70 percent. (Appendix 1) During the same period, the percentage attending schools that provided neither interpreters nor translated materials fell only slightly, from 22 to 20 percent. Estimates are based on reports from parents. (Appendix 2) Differences by Race and Hispanic Origin 7 Hispanic children were much less likely than Asian children to attend schools that provided neither interpreters at school meetings nor translated memos and newsletters into parents native language. Among children in kindergarten through grade 3 in 2012, seven percent of Hispanic children whose parents spoke a language other than English attended schools with neither service, compared with 70 percent of Asian or Pacific Islander children whose parents spoke a language other than English. (Appendix 2) Numbers of non-hispanic black or white children whose parents spoke a language other than English were too small to be estimated accurately by the survey. Differences by Parental Educational Attainment Children whose parents had a bachelor s degree or more were less likely than other children to attend schools that provided interpreters at school meetings and translated memos into parents native language. For example, in 2012, among children whose parents spoke a language other than English, only 38 percent of children whose parents had at least a bachelor s degree attended schools that provided both services, compared with 78 percent of children whose parents had less than a high school education. (Appendix 1) 3

4 Differences by Poverty Status 8 Among children in kindergarten through third grade whose parents spoke a language other than English, those living in households at or below the poverty line were much more likely than their wealthier peers to attend schools that provided interpreters for parent-teacher conferences and other school meetings, and also translated memos and newsletters into parents native language (77 versus 63 percent, respectively, in 2012). This disparity was reflected using other measures of poverty as well. Among children who lived in a household that received WIC benefits in the last twelve months, 83 percent attended schools that provided both services, compared with 64 percent among those that did not. Among those who received Medicaid in the last twelve months, 83 percent attended schools that provided both services, compared with 58 percent among those that did not. Among those that received SNAP benefits (food stamps) in the last twelve months, 85 percent attended schools that provided both services, compared with 62 percent among those that did not. (Figure 1) Figure Among Students in Kindergarten through Third Grade Whose Parents Speak a Language Other than English, Percentage Attending Schools That Provide Both Interpreters and Translated Materials, by Various Measures of Household Income: Percent At or below poverty line Above poverty line Received Did not receive Received Did not receive Received Did not receive Poverty WIC Benefits Medicaid SNAP Note: all measures of receipt refer to the past 12 months. Household poverty is approximate, as income was reported in blocks. Source: Child Trends' original analysis of data from the National Household Education Survey 4

5 Differences by Neighborhood Poverty In 2012, among children in kindergarten through third grade whose parents spoke a language other than English, children living in poor neighborhoods were more likely than children living in wealthier neighborhoods to attend schools that provided interpreters at parent-teacher conferences and school meetings, and also translated memos and newsletters into parents native language. For example, 86 percent of such children living in neighborhoods where at least 20 percent of all children lived below the poverty line attended schools that provided both interpreters and translated materials, compared with 34 percent of children living in neighborhoods with less than five percent of all children lived below the poverty line. (Figure 2) Figure Among Kindergartners through Third Graders Whose Parents Speak a Language Other than English, Percent Attending Schools That Provide Interpreters and Translated Materials, by Neighborhood Poverty, Percent Less than 5 percent 5 to 9 percent 10 to 19 percent 20 percent and more Percent of Neighborhood Children Living in Poverty *Percentages are based on parent reports. Source: Child Trends' original analysis of data from the National Household Education Survey 5

6 Differences by Urbanicity Among children in kindergarten through third grade whose parents speak a language other than English, those living in small towns were the most likely to attend schools that provided interpreters at parent-teacher conferences and school meetings and also translated memos and newsletters into parents native language (96 percent), followed by those in cities (76 percent). Children living in suburbs and rural areas were the least likely to receive both services (62 and 47 percent, respectively). (Figure 3) Figure Among Students in Kindergarten through Third Grade Whose Parents Speak a Language Other than English, Percentage Attending Schools That Provide Both Interpreters nor Translated Materials, by Urbanicity: Percent City Suburb Town Rural *Percentages are based on parent reports. Source: Child Trends' original analysis of data from the National Household Education Survey State and Local Estimates None available. 6

7 International Estimates None available. National Goals While it does not specifically mention services for those parents whose native language is not English, the No Child Left Behind Act, signed into law January 2002, mandates that parents be informed on how they can be involved in school improvement efforts, and be provided with report cards of schools in their district to help guide their involvement. Schools and education agencies are required to disseminate literature on effective parent involvement, and schools receiving Title I funding must have written policies, annual meetings, and training on parental involvement strategies, as well as re-evaluate and revise their strategies when needed. For more information on the requirements, see No Child Left Behind: A Parent s Guide at What Works to Make Progress on This Indicator In a study of a Spanish-speaking community in California, parents reported attending more school meetings when translators were available. 9 Some schools with high proportions of English learners used Title I funds to provide interpreters and to translate materials. 10 Such strategies may increase parental involvement and improve parents understanding of their children s education. 11 Related Indicators Immigrant Children: Parental Involvement in Schools: Dual Language Learners: 7

8 Definition Parents who reported speaking only a language other than English the most at home were asked: Does (CHILD) s school have: a) Interpreters that speak your language for meetings or parent-teacher conferences? b) Written materials, such as newsletters or school notices, that are translated into your language? Prior to 2012, the questions were addressed to a respondent who was usually a parent. In 2012, the questions were addressed to a specific parent. Percentages are presented for only those children whose parents primary language is not English. Data Source Child Trends original analyses of data from National Household Education Surveys, Parent and Family Involvement in Education Survey (PFI). Raw Data Source National Household Education Surveys 8

9 Appendix 1 - Among Children in Grades K through 3 with a Parent Who Speaks a Language Other Than English, Percentage in Schools that Provide Both Interpreters and Translated Materials: Selected Years, Total Gender Male Female Race/Ethnicity Non-Hispanic white Non-Hispanic black * * * Hispanic Asian or Pacific Islander * Parental Education Less than a high school degree High school degree/equivalent Some college/ vocational degree Bachelor's degree or more Primary Language Spoken in the Home One parent's main language is not English Neither parent's main language is English Poverty level 1 Household income at or below poverty line Household income above poverty line WIC benefits 2 Received WIC benefits Did not receive WIC benefits TANF benefits (Welfare) 2 Received TANF benefits 88.2 * 84.3 Did not receive TANF benefits

10 Medicaid Receipt 2 Received Medicaid Did not receive Medicaid Food Stamp/SNAP Receipt 2 Received food stamps/snap Did not receive food stamps/snap Urbanicity City Suburb Town Rural Urban, inside urbanized area Urban, outside urbanized area Rural, not urban Region Northeast Midwest South West Neighborhood Poverty (under 18) Less than 5 percent to 9 percent to 19 percent percent and more Type of School Public Private 23.3 * 53.1 Grade level K through through * Sample size for these estimates are below 15 and thus do not provide reliable estimates. 1 Household poverty status is approximate, as income was reported in blocks. 2 Benefit receipt includes any in the past 12 months. Source: Child Trends' original analyses of National Household Education Survey data. 10

11 Appendix 2 - Among Children in Grades K through 3 with a Parent Who Speaks a Language Other Than English, Percentage in Schools that Provide Neither Interpreters nor Translated Materials: Selected Years, Total Gender Male Female Race/Ethnicity Non-Hispanic white * Non-Hispanic black * * * Hispanic Asian or Pacific Islander Parental Education Less than a high school degree * High school degree/equivalent * Some college/ vocational degree * Bachelor's degree or more Primary Language Spoken in the Home One parent's main language is not English * Neither parent's main language is English Poverty level 1 Household income at or below poverty line Household income above poverty line WIC benefits 2 Received WIC benefits * Did not receive WIC benefits TANF benefits (Welfare) 2 Received TANF benefits * * * Did not receive TANF benefits

12 Medicaid Receipt 2 Received Medicaid Did not receive Medicaid Food Stamp/SNAP Receipt 2 Received food stamps/snap * Did not receive food stamps/snap Urbanicity City Suburb Town - - * Rural - - * Urban, inside urbanized area Urban, outside urbanized area * Rural, not urban * Region Northeast Midwest South West Neighborhood Poverty (under 18) Less than 5 percent to 9 percent to 19 percent * 20 percent and more 8.9 * * Type of School Public Private * Grade level K through through * Sample size for these estimates are below 15 and thus do not provide reliable estimates. 1 Household poverty status is approximate, as income was reported in blocks. 2 Benefit receipt includes any in the past 12 months. Source: Child Trends' original analyses of National Household Education Survey data. 12

13 Endnotes 1 Forry, N. D., Moodie, S., Simkin, S., Rothenberg, L. (2011). Family-provider relationships: A mulitidisciplinary review of high quality practices and associations with family, child, and provider outcomes, Issue Brief, OPRE a. Washington, DC: Office of Planning, Research, and Evaluation; Administration for Children and Families; U.S. Department of Health and Human Services. 2 Zill, N. & C.W. Nord. (1994). Running in place: How American families are faring in a changing economy and individualistic society. Washington, DC: Child Trends. 3 Child Trends Databank. (2015) Immigrant children. Available at: 4 Park, M. & McHugh, M. (2014). Immigrant parents and early childhood programs: Addressing barriers of literacy, culture,and systems knowledge. Migration Policy Institute. Retrieved from 5 Ibid. 6 Ramirez, A. Y. F. (2003). Dismay and disappointment: Parental involvement of Latino immigrant parents. The Urban Review, 35(2). 7 Hispanics may be of any race. Blacks, whites, and Asian/Pacific Islanders in this report do not include Hispanics. 8 Household poverty status is approximate, as income was reported in blocks. 9 Ramirez, A. Y. F. (2003). Op. cit. 10 De Cohen, C. C., Deterding, N., Clewell, B. C. (2005). Who s left behind? Immigrant children in high and low LEP schools. Washington, DC: The Urban Institute Turney, K., Kao, G. (2009). Barriers to school involvement: Are immigrant parents disadvantaged? The Journal of Educational Research 102(4),