Children in Immigrant Families in Connecticut. Children in immigrant families have diverse national origins

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1 Chldren n Immgrant Famles n Connectcut Fact Sheet The Center for Socal and Demographc Analyss September 2009 The Anne E. Casey Foundaton s a prvate chartable organzaton dedcated to helpng buld better futures for dsadvantaged chldren n the Unted States. PROMOTING POSITIVE OUTCOMES for chldren n mmgrant famles s crtcal gven that they are among the fastest growng segment of the chld populaton (ages 0-17). Ths bref s part of a seres of 50 statespecfc papers ntended to provde nformaton about the mportance of reducng language and lteracy barrers to ensure that chldren n mmgrant famles acheve success n school and work settngs. The results presented here are combned from the Amercan Communty Survey for 2005, 2006, and Fundng was provded by the Anne E. Casey Foundaton. Chldren n mmgrant famles learnng Englsh are key to Connectcut s future Chldren wth at least one mmgrant parent account for 21% of all chldren n Connectcut, and 7% of Connectcut s chldren lve wth Englsh language learner parents only. Chldren n mmgrant famles have dverse natonal orgns The largest proporton of chldren n mmgrant famles n Connectcut have orgns n the Carbbean (17%), followed by those wth orgns n South Amerca (16%). Many also have orgns n Central and Eastern Europe and the former Sovet Unon (14%) and Western Europe (13%). Chldren n mmgrant famles have deep roots n Connectcut Ths s reflected n ther parents length of resdence and ctzenshp, ther own ctzenshp, ther parents and ther own Englsh fluency, and ther famles commtment to homeownershp. have long-term resdent parents Three n four (75%) chldren n mmgrant famles n Connectcut have parents who have lved n the Unted States 10 or more years. The proporton s smlar (71%) for chldren wth mxed-fluency parents and rses to 80% for those wth Englsh fluent parents only but s lower for those wth Englsh language learner parents only (64%). Many chldren n mmgrant famles have Amercan ctzen parents Seven of every ten (70%) chldren n mmgrant famles n Connectcut have parents who are U.S. ctzens. The proporton rses from 45% for chldren wth Englsh language learner parents only to 71% for chldren wth mxed-fluency parents and 80% for those wth Englsh fluent parents only. are Amercan ctzens More than four n fve (86%) chldren n mmgrant famles n Connectcut are U.S. ctzens. The proporton s nne n ten 1 The Anne E. Casey Foundaton

2 Chldren n mmgrant famles (Percent 2007) WA MT ND NH VT ME OR CA NV ID UT AZ WY CO NM SD NE KS OK MN WI IA IL MO AR IN TN MI KY OH SC PA WV VA NC NY DE MD MA RI CT NJ TX LA MS AL GA AK HI FL 26% - 49% 14% - 26% 7% - 14% 2% - 7% KIDS COUNT Data Center, www. kdscount.org/datacenter A Project of the Anne E. Casey Foundaton More than four n fve chldren n mmgrant famles n Connectcut are U.S. ctzens. for chldren wth Englsh fluent parents only (92%) and more than four n fve for chldren wth mxed-fluency parents (85%), but even among chldren wth Englsh language learner parents only, a large 74% are Amercan ctzens. Chldren n mmgrant famles have dverse language envronments grow up n complex language envronments that can help promote the development of Englsh language sklls. A smaller proporton lves n lngustcally solated households. The language sklls of parents n mmgrant famles have mportant mplcatons for language acquston among chldren because parents provde the earlest envronment n whch chldren learn to speak. The Englsh language sklls of parents may also have mportant mplcatons beyond the role n chldren s language acquston. Englsh language learner parents are less lkely to fnd wellpad full-tme year-round jobs and may be less able to help ther chldren study for subjects taught n Englsh. have an Englsh fluent parent Nearly three of every four (73%) chldren n mmgrant famles n Connectcut lve wth at least one Englsh fluent parent, whle the others (27%) lve wth parents who are Englsh language learners only. Of the 73%, about four-ffths lve wth Englsh fluent parents only, and more than one-ffth lve wth mxed-fluency parents, that s, wth one Englsh fluent parent and one Englsh language learner parent. Englsh fluent parents are more lkely to have lved longer n the U.S. In all mmgrant famles, 64% of Englsh language learner parents have lved n the U.S. for 10 or more years, whle 71% of mxedfluency parents and 80% of Englsh fluent parents have lved n the U.S. for 10 or more years. Ths pattern reflects, n part, 2 The Anne E. Casey Foundaton

3 Seven n ten chldren n mmgrant famles n Connectcut have parents who are U.S. ctzens. the fact that the longer mmgrant parents lve n the U.S. the more lkely they are to become profcent n Englsh. are Englsh fluent Nnety percent of chldren n mmgrant famles n Connectcut speak Englsh exclusvely or very well. Even among chldren n mmgrant famles wth orgns n Mexco, the orgn group least lkely to speak Englsh fluently, a substantal majorty (68%) speak Englsh fluently. Two-ffths (41%) of chldren n mmgrant famles n Connectcut speak another language at home and speak Englsh very well. Thus, many chldren n mmgrant famles are well-postoned to become fluent blngual speakers, wrters, and readers f they receve formal tranng n both Englsh and the natve language of ther parents. But many chldren lve n lngustcally solated households About one of every sx (17%) chldren n mmgrant famles n Connectcut lves n lngustcally solated households, n whch no one over the age of 13 speaks Englsh exclusvely or very well. Seven n ten chldren n mmgrant famles lve n famly-owned homes Sxty-nne percent of chldren n mmgrant famles n Connectcut lve n famlyowned homes. The proporton ranges from 46% for those wth Englsh language learner parents only to 68% for those wth mxed-fluency parents and 79% for those wth Englsh fluent parents only. Chldren n mmgrant famles experence mportant famly strengths These strengths nclude havng two parents (and often other adult relatves) n the home who have a strong work ethc and are avalable to care for and nurture ther chldren. have two parents n the home Chldren n mmgrant famles n Connectcut are more lkely than chldren n natve-born famles to lve wth two parents. Among chldren n mmgrant famles, 84% lve wth two parents, compared to 75% of chldren n natve-born famles. Three n four chldren n mmgrant famles lve wth two parents f they have Englsh language learner parents only (76%), and the proporton rses to 84% for those wth Englsh fluent parents only, whch s the same as the proporton for Whtes n natve-born famles (84%). Chldren n mmgrant famles n Connectcut are more lkely than Whtes n natve-born famles to have another adult relatve n the home (20% vs. 13%). Chldren n mmgrant famles wth Englsh language learner parents only are the most lkely to have such relatves n the home (29%), followed by those wth mxedfluency parents (18%) and Englsh fluent parents only (16%). Chldren n mmgrant famles experence a strong famly work ethc Nneteen of every twenty (95%) chldren lvng wth a father have a father who works to support the famly, among chldren n mmgrant famles and natve-born famles alke. The proporton s very hgh (91% 96%) for each parental Englsh language fluency group among chldren n mmgrant famles. Four of every fve (79%) chldren n mmgrant famles n Connectcut wth a father n the home have a father workng full-tme year-round, whch s smlar to the proporton for chldren n natve-born famles (83%). The proporton ranges from 82% for chldren wth Englsh fluent parents only to 3 The Anne E. Casey Foundaton

4 Two-ffths of chldren (41%) n mmgrant famles n Connectcut speak another language at home and speak Englsh very well. 79% for those wth mxed-fluency parents and 71% for those Englsh language learner parents only. Seven of every ten (71%) chldren n mmgrant famles n Connectcut wth a mother n the home have a mother workng to support the famly. Ths s smlar to the proporton for chldren n natve-born famles (76%). Chldren n mmgrant famles wth Englsh fluent parents only and chldren n natve-born famles are about equally lkely to have a workng mother (75% vs. 76%), but chldren wth mxed-fluency parents and Englsh language learner parents only are less lkely than chldren n natve-born famles to have a workng mother (62% and 66% vs. 76%). Two of every fve (40%) chldren n mmgrant famles n Connectcut wth a mother n the home have a mother employed full-tme year-round. Chldren n mmgrant famles are 4 percentage ponts more lkely than those n natveborn famles to have a mother workng full-tme (40% vs. 36%). Chldren n mmgrant famles experence mportant challenges Many chldren n mmgrant famles, especally those wth Englsh language learner parents only, experence the challenges assocated wth low parental educaton, low parental hourly earnngs, and hgh famly poverty, whch, n turn, can lead to overcrowded housng and lmted access to early educaton programs. Many chldren of mmgrants have parents wth lmted educaton One of every eght (13%) chldren n mmgrant famles n Connectcut has a father who dd not graduate from hgh school, and the proporton s smlar for mothers. There s lttle dfference between chldren n mmgrant famles wth Englsh fluent parents only and chldren n natve-born famles (4% vs. 5%), but the proporton of chldren n mmgrant famles whose fathers dd not graduate from hgh school rses to 16% for chldren wth mxedfluency parents and 33% for those wth Englsh language learner parents only. One n every sxteen chldren (6%) n mmgrant famles n Connectcut has a father who has completed only 8 or fewer years of school. The proporton rses to 18% for chldren wth Englsh language learner parents only. Parents wth lttle schoolng may be less comfortable wth the educaton system, less able to help ther chldren wth school work, and less able to effectvely negotate wth teachers and educaton admnstrators. It may be especally mportant for educators to focus attenton on the needs of chldren n mmgrant famles from Mexco and Central Amerca because chldren n each of these groups are especally lkely to have parents who have completed only a few years of school. Many chldren of mmgrants have parents wth low hourly earnngs One of every seven (14%) chldren n mmgrant famles n Connectcut wth a father n the home has a father earnng less than 200% of the mnmum wage, that s, less than $10.30 per hour. (The Federal Mnmum Wage ncreased from $5.15 to $5.85 on July 24, 2007 and to $7.25 on July 24, 2009.) Ths s about two tmes greater than the proporton for those n natve-born famles (6%). There s lttle dfference between the chldren n natve-born or mmgrant famles wth Englsh fluent parents only (6% vs. 8%), but the proporton of chldren n mmgrant famles whose fathers earn less than 200% of mnmum wage rses to 12% for chldren wth mxed-fluency parents and 29% for those wth Englsh language learner parents only. 4 The Anne E. Casey Foundaton

5 46% of chldren n mmgrant famles wth Englsh language learner parents only are lvng below the 200% poverty level. Many chldren n mmgrant famles lve below the poverty lne One of every thrteen (8%) chldren n mmgrant famles n Connectcut s offcally poor, and the proporton rses to about one n sx (16%) for those wth Englsh language learner parents only. Overall, chldren n mmgrant famles n Connectcut are about as lkely as those n natve-born famles to be poor (8% vs. 9%), but they are two tmes more lkely than Whtes n natve-born famles to lve n poverty (8% vs. 4%). Offcal poverty rates for chldren n mmgrant famles wth Englsh fluent parents only and mxed-fluency parents are less than for chldren n natveborn famles (5% and 7% vs. 9%), but the rate rses to 16% for those wth Englsh language learner parents only. The offcal poverty measure s used most often to assess economc deprvaton n the U.S., but more than a decade ago a Natonal Research Councl (NRC) report urged that the offcal measure be revsed because t no longer provdes an accurate pcture of the dfferences n the extent of economc poverty among populaton groups or geographc areas of the country, nor an accurate pcture of trends over tme (Ctro & Mchael, 1995, p. 1). The proporton of famles wth ncomes below 200% of the poverty lne s often used n polcy dscussons. One of every four (25%) chldren of mmgrants n Connectcut lves n a famly wth an ncome below 200% of the offcal poverty lne. Chldren n mmgrant famles are about as lkely as those n natve-born famles to have famly ncomes below 200% of the offcal poverty lne (25% vs. 21%). Among chldren of mmgrants wth Englsh fluent parents only, 16% lve below the 200% poverty lne, whch s less than the proporton for chldren n natve-born famles (21%), but the proporton rses to 25% for chldren of mmgrants wth mxed-fluency parents and to a very hgh 46% for chldren of mmgrants wth Englsh language learner parents only. Many chldren n mmgrant famles lve n overcrowded housng Famles wth low wages and belowpoverty-lne ncomes may lve wth other famly members or nonrelatves to share housng costs and make scarce resources go further, leadng to overcrowded housng condtons. One of every eght (13%) chldren n mmgrant famles n Connectcut lves n overcrowded housng. Chldren n mmgrant famles are more than two tmes more lkely than chldren n natve-born famles to lve n overcrowded housng (13% vs. 5%). Overcrowdng s about as prevalent for chldren n mmgrant famles wth Englsh fluent parents only as for chldren n natve-born famles (7% vs. 5%), but as wth poverty ndcators, the proporton rses greatly for chldren wth mxed-fluency parents (16%) and Englsh language learner parents only (24%). Chldren n mmgrant famles have low early educaton enrollment Chldren n mmgrant famles n Colorado are less lkely than chldren n natve-born famles to be enrolled n pre-k/nursery school at age 3 (16% vs. 34%) and at age 4 (45% vs. 59%). At age 3, the proporton of chldren n mmgrant famles enrolled n preschool programs declnes from 27% for those wth Englsh fluent parents only to 6% for those wth Englsh language learner parents only. Smlarly, at age 4, the proporton enrolled declnes across the three parental language groups. Among chldren n mmgrant famles wth orgns n Mexco, enrollment n early educaton programs s even lower at age 3 (6%) and age 4 (42%). Cultural preferences are sometmes cted as a reason for lower enrollment n early educaton programs among mmgrant groups, especally among Hspancs. But recent research ndcates that socoeconomc barrers can account for at least one-half and perhaps the entre enrollment gap n early educaton that 5 The Anne E. Casey Foundaton

6 Ctatons Espnosa, L.M. (2007). Englsh-language learners as they enter school; Espnosa, L.M. (2008). Challengng Common Myths about Young Englsh Language Learners; Fuller, B. (2007). Standardzed Chldhood: The Poltcal and Cultural Struggle over Early Educaton; Gormley, W.T. (2007). Early chldhood care and educaton: Lessons and puzzles; Gormley, W.T. (2008). The effect of Oklahoma s pre-k program on Hspanc chldren; Hernandez, D.J., et al (n press), Early chldhood educaton programs: Accountng for low enrollment n newcomer and natve famles; OECD. (2006). Early chldhood educaton and care polcy: Country note for Mexco; Portes, A., and Rumbaut, R.G. (2001). Legaces: The story of the mmgrant generaton; Ruggles, S., et al (2004): Integrated Publc Use Mcrodata Seres: Verson 3.0; Sam, D.L., et al Psychologcal and Sococultural Adaptaton of Immgrant Youth; Yoshkawa, et al (2006). Educacon Preescolar en Mexco (Preschool Educaton n Mexco). Acknowledgements The authors apprecate support provded by the Wllam and Flora Hewlett Foundaton, the Foundaton for Chld Development, and the Natonal Insttute of Chld Health & Human Development. The authors alone are responsble for the content and any errors of fact or nterpretaton. The Amercan Communty Survey data fle used n ths research was prepared by Ruggles, et al (2008). separates chldren n mmgrant famles from Mexco, for example, and Whte chldren n natve-born famles (Hernandez, Denton, & Macartney, n press). These results may be surprsng, but t s mportant to note that these estmates are consstent wth the strong commtment to early educaton n contemporary Mexco, where unversal enrollment at age 3 s becomng oblgatory n (OECD, 2006). In fact, n Mexco where preschool s free, 81% of chldren age 4 were enrolled n 2005, compared to only 71% of Whte chldren n U.S. natve-born famles and 55% of chldren n U.S. mmgrant famles from Mexco n 2004 (Yoshkawa et al., 2006). Polces and programs to foster chldren s success Connectcut and ts local governments, ncludng countes, ctes, and school dstrcts, as well as the Federal Government, pursue many polces and programs to foster postve development among chldren. Such government actvtes are no less mportant for chldren n mmgrant famles than for those n natve-born famles, but partcularly for chldren wth Englsh language learner parents only, specal features may be requred to assure that chldren n mmgrant famles have the same opportuntes to succeed as all chldren. Early educaton programs are mportant for all chldren, but may be partcularly valuable for the cogntve and language development of chldren n Englsh language learner famles (Gormley, 2007, 2008; Gormley & Gayer, 2005; Gormley et al., 2005). Insofar as socoeconomc barrers play a crtcal role n lmtng access of key mmgrant groups to early educaton, addtonal resources would help these and other parents to acheve ther hope of enrollng ther chldren n early educaton programs. There s a need for educaton polces, programs, and currcula that encourage fluency not only n Englsh but also n the home languages of chldren and that foster blngual spoken fluency and lteracy (readng and wrtng). Ths need exsts because language development s crtcal to the success of chldren n school, and research has shown that the development of bcultural language sklls and dentty s related to the successful educatonal and socal ntegraton of chldren n mmgrant famles (Espnosa 2007, 2008; Fuller, 2007; Portes & Rumbaut, 2001; Sam et al., 2006). Two-generaton famly lteracy programs could also foster the educatonal, economc, and socal ntegraton of chldren and parents n mmgrant famles. The successful ntegraton of many chldren and parents n mmgrant famles n some communtes may requre actve outreach n the home languages of famles by schools, health care facltes, and other organzatons and nsttutons servng chldren and famles. The successful ntegraton of these chldren and parents wll also be fostered by the development of a culturally competent workforce n these organzatons and nsttutons. About Ths Seres The Center for Socal and Demographc Analyss (CSDA) of the Unversty at Albany, State Unversty of New York, collaborated wth the Anne E. Casey Foundaton on ths project. The Center supports the efforts of populaton scentsts at the Unversty at Albany to conduct nnovatve research on such demographc topcs as mmgraton, resdental segregaton, and health dspartes. CSDA researchers Donald J. Hernandez, Ph.D., Vctora L. Blanchard, M.S., Nancy A. Denton, Ph.D., and Suzanne E. Macartney, M.A. conducted the analyses on whch the seres s based and wrote the brefs whle the Anne E. Casey Foundaton edted, desgned and dssemnated them. 6 The Anne E. Casey Foundaton