Priority Populations

The Academic Trajectories of Children of Immigrants and Their School Environments

In this article for Developmental Psychology, Han examined 14,000 children from the Early Childhood Longitudinal Survey - Kindergarten Cohort (ECLS-K) to determine school’s role in shaping the academic performance of children of immigrants compared with native-born non-Hispanic white children.  The children were tracked from Kindergarten through Third Grade.

Of the many results, she finds that children of immigrants who enter school with low math and reading skills have a better chance of catching up with their peers if they attend a school with high-performing students, well-supported teachers and services to families of English as a second language (ESL) children.