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Gaining Ground, Looking Forward America’s Hispanic Children:

David Murphey, Ph.D. | Lina Guzman, Ph.D. | Alicia Torres, Ph.D.

9/24/2014

Table of Contents

Foreword

Introduction

Demographics

Economics

Family

Education

Health

Media Use

References

35 childtrends.org

Table of Statistically Significant Differences

America’s Hispanic Children: Gaining Ground, Looking Forward

Among Hispanic children and youth, there are many

positive trends. In highlighting these, our intention is

not to overlook serious threats to the well-being of

the many Hispanic children who are poor, struggling

in school, or fleeing violence. Our intention is to widen

the lens, because America’s Hispanic children are a

bigger and more diverse group, and are more rooted

in our nation’s culture, than recent headlines might

suggest. In the midst of many troubling indicators,

there are enduring strengths upon which to build, and

impressive, but often overlooked, signs of progress.

We thank the Televisa Foundation for its support

of the Child Trends Hispanic Institute and its efforts

to promote the well-being of America’s Hispanic

children. We also thank Federico Subervi (Kent

State University), Carola Suarez-Orozco (University

of California, Los Angeles), Mark Hugo Lopez (Pew

Research Center), and Liany Elba Arroyo (The National

Campaign to Prevent Teen and Unplanned Pregnancy)

for their careful review and thoughtful comments

on earlier drafts of this report. Finally, thank you to

the Child Trends staff who developed or contributed

to this report—David Murphey, Lina Guzman, Alicia

Torres, Frank Walter, August Aldebot-Green, Mae

Cooper, Heather Ryan, and Aurelie Nsoki.

Carol Emig President Child Trends

America’s Hispanic Children: Gaining Ground, Looking Forward

Foreword

For many groups of children in the United States,

there are extensive data and significant research

identifying their strengths and challenges, and

informing decisions about how to promote their

healthy development. This is less true when it

comes to Hispanic children. As a result, the nation’s

knowledge of a large, diverse, and fast-growing

group of American children is decidedly incomplete.

These gaps hinder our ability to invest wisely in their

well-being.

At Child Trends, we have been generating knowledge

about America’s children for 35 years. As a

nonpartisan, nonprofit research center, our mission is

to improve the lives and prospects of all children and

youth through rigorous research to inform decision

making. In June 2014, in keeping with that mission,

we launched the Child Trends Hispanic Institute to

help fill gaps in the nation’s understanding of Hispanic

children and youth.

The pages that follow present a rich and nuanced

statistical portrait of America’s Latino children, drawn

from the latest nationally-representative data. It is a

complex picture. Some facets will be familiar, while

others are less well known. All have important economic

and social implications, particularly with respect to

education as the pathway to fulfilling aspirations and to

full participation in the life of the nation.

America’s Hispanic Children: Gaining Ground, Looking Forward

Introduction

Of the 74 million children in the United States today, 17.5 million are Hispanic.a They

are the largest racial/ethnic minority group of children, and also the fastest-growing.

Today, one U.S. child in four is Hispanic; by 2050, it will be more than one in three,

about equal to the proportion who will be non-Hispanic white.1 Hispanic children

represent a significant portion of tomorrow’s workforce and taxpayers—our

shared future.

Virtually all of America’s Latino children—more than 90 percent in 2013—are

U.S.-born citizens. More than 40 percent have roots in this country that extend beyond their parents’ generation.b While

the majority (70 percent) have family origins in Mexico, the heritage of America’s Latino children also takes in Puerto

Rico (a U.S. territory), Caribbean countries, countries in Central and South America, and Europe.2

Today’s generations of Hispanics are gaining ground and, as with many trends, the evidence is clearest

when we look at children:

• On important social-emotional skills, young Latino children enter school on a par with, or even exceeding,

their non-Latino peers.

• The majority of Latino children live with two parents, which offers a firm foundation for emotional

and economic well-being.

• As it has been for so many other Americans, education is a ladder to success for Latinos. More young Latino

children are enrolling in early education programs.3 Latino students are posting solid gains on national

assessments in key subject areas.4 More Latinos than ever before have a high school diploma,5 and record

numbers are enrolling in post-secondary education.6

• More of America’s Hispanic youth are taking responsibility for their own well-being, as indicated by falling

rates of cigarette smoking7 and teen pregnancy.8

• For many Hispanic children, strong family traditions anchor their upbringing. For example, Latino children

are more likely than children in other racial/ethnic groups to eat dinner with their families six or seven

nights a week.9

• Hispanic teens match or even exceed their peers in other racial and ethnic groups in their avid use

of technology.10

While these gains are impressive, as a group America’s Latino children still face some stark challenges that, from

an early age, place them at a disadvantage, relative to many other children in the U.S.:

• Pre-eminent is the challenge of poverty: nearly one-third of Latino children live below the poverty line, and

a roughly equal share, while not poor by official definition, has family incomes just adequate to meet basic

needs.11 America’s Latino children disproportionately live in neighborhoods of concentrated poverty,12

where poor housing, poor schools, and crime further threaten their well-being.13

• For reasons that are complex, many Hispanic children start school inadequately prepared to meet that

institution’s expectations.14 Issues of language and culture, and possible disconnects between families and

schools, can hinder academic achievement for many Hispanic students.15

• Despite notable progress in health insurance coverage,16 close to 15 percent of Hispanic children did not have

a well-care visit in the last year.17 As children or adolescents, many Hispanics are overweight or obese,18 and

rates of substance abuse,19 interpersonal violence,20 and depressive symptoms21 are high.

aThroughout this report, we use the terms “Hispanic” and “Latino” interchangeably. The Census Bureau gives survey respondents the option of identifying themselves (or their minor children) as having origins in Mexico, Puerto Rico, Cuba, or “another Hispanic, Latino, or Spanish origin.” bThe Census Bureau defines “country of origin” as “the heritage, nationality group, lineage, or country of birth of the person or the person’s parents or ancestors before their arrival in the United States.” As with all Census data, this information is self-reported. The Census Bureau additionally reports on the “nativity” of household members—whether they were U.S.-born, or foreign-born. The Bureau considers people U.S.-born if they were born in the U.S., Puerto Rico, a U.S. Island Area (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, or the U.S. Virgin Islands), or abroad of a U.S. citizen parent or parents. In the case of individuals living with their parents, there is also information on parents’ nativity status; no information on place of birth is reported for earlier generations.

America’s Hispanic Children: Gaining Ground, Looking Forward

As we look forward, the considerable strengths of Latino children and their families are a strong basis for further

gains. Some promising examples already evident from research include the generally strong social-emotional skills

of young Latino children;22 the advantages that accompany knowing two languages;23 and the social ties within

and among Latino families that can buffer adversity and promote success.24 Capitalizing on these assets holds the

promise of a brighter shared future for all Americans.

America’s Hispanic Children: Gaining Ground, Looking Forward

The new demographics: A landscape of rapid change

The United States is a relatively young nation, but in this its third century, it is seeing unprecedented change in

the makeup of its population—and, particularly, its children. Reflecting trends that are truly global, the people of

the United States are more diverse—in national origins, color, and language background—than ever before in our

history. Hispanics comprise the single largest share of this new diversity, and Hispanic childrenc lead the way.

74.0

52.8

9.0

23.9

15.0 13.9

2.0 4.4

36.4

13.2

35.6

6.4

1980 1985 1990 1995 2000 2005 2010 2015 2020 2025 2030 2035 2040 2045 2050

Percentage of U.S. children by race/Hispanic origin, 1980-2012 and projected 2013-2050

Non-Hispanic White

Hispanic

Non-Hispanic Black

Non-Hispanic Asian and Pacific Islander Non-Hispanic Asian

Hispanics can be of any race. All race/HIspanic origin data are self-reported. Source: Federal Interagency Forum on Child and Family Statistics. (2012). America's Children: Key National Indicators of Well-Being, 2012, Tables POP1 and POP3. http://www.childstats.gov/americaschildren/tables.asp Federal Interagency Forum on Child and Family Statistics, Washington, DC: U.S. Government Printing Office.

The percentage of U.S. children who are Hispanic is growing rapidly.

The percentage of U.S. children who are Hispanic is growing rapidly

DEMOGRAPHICS

Percent of U.S. children by race/Hispanic origin, 1980-2013 and projected 2014-2050

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Federal Interagency Forum on Child and Family Statistics. (2014). America’s Children: Key National Indicators of Well-Being, 2014, Tables POP1 and POP3. Federal Interagency Forum on Child and Family Statistics, Washington, DC: U.S. Government Printing

Office. http://www.childstats.gov/americaschildren/tables.asp.

74.0

15.0

9.0

2.0

52.4

24.1

13.8

4.6

20122013 2050204020302020

36.4

35.6

13.2 6.4

cUnless otherwise noted, references to “children” include ages birth through 17; “youth” (generally, ages 16-19) and “young adults” (ages 20-24) are referred to separately.

America’s Hispanic Children: Gaining Ground, Looking Forward

This diversity is reflected in the rapidly changing demographic landscape of our country. Latino children

figure prominently in this landscape, and will play a key role in shaping our country’s future. Preparing for and understanding the implications of our shared future begins with an understanding of who America’s Latino

children are, and how they are faring.

One in four children in the U.S. today is Hispanic. Today, descendants of Hispanic families that settled in the lands that now make up the Southwestern United States, together with more recent arrivals from the primarily-

Spanish-speaking countries of Latin America, and Spain, comprise our Hispanic population. Hispanics are nearly

one in four of U.S. children —17.5 million, as of 2013. The percentage of the child population that is Hispanic has

more than doubled over the last three decades. By 2050, the share of children who are Hispanic is projected to

pull even with the proportion who are white—each accounting for about one-third of the total child population.25

Nearly all Latino children were born here in the U.S. Nearly all Latino children—over 90 percent—were born here in the United States. In fact, much of the recent growth in the Latino population has been a result of births to

families already living here, rather than immigration.26

DEMOGRAPHICS

Over 90 percent of U.S. Hispanic children were born in the United States

Percent of Hispanic children* by nativity status, 1994-2013

*Includes all Hispanic children living in the 50 states and the District of Columbia. Hispanics can be of any race. All race/Hispanic origin data are self-reported.

6.1

2013

Source: Child Trends’ analysis of March Current Population Survey data.

83.4 93.0

15.2

6.1 1.4

0.9

47.4

53.0

35.4 37.6

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Percentage of Hispanic children by country of origin and parents' countries of origin,* 1994-‐2013

United States (50 states and D.C.)

Outside U.S.

U.S. territories

One foreign-‐born parent (child born in U.S.)

Both parents foreign-‐born (child born in U.S.)

*United States includes the 50 states and the District of Columbia. Hispanics can be of any race. All race/ HIspanic origin data are self-‐reported. Source: Child Trends' analysis of March Current PopulaTon Survey data.

93 percent of U.S. Hispanic children were born in the U.S.

53.0

35.4 37.6

15.2

1.4 0.9

1994 2003

83.4

47.4

93.0

6.1

83.4 93.0

15.2

6.1 1.4

0.9

47.4

53.0

35.4 37.6

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Percentage of Hispanic children by country of origin and parents' countries of origin,* 1994- 2013

United States (50 states and D.C.)

Outside U.S.

U.S. territories

One foreign-born parent (child born in U.S.)

Both parents foreign-born (child born in U.S.)

*United States includes the 50 states and the District of Columbia. Hispanics can be of any race. All race/HIspanic origin data are self-reported.

93 percent of U.S. Hispanic children were born in the U.S.

83.4 93.0

15.2

6.1 1.4

0.9

47.4

53.0

35.4 37.6

19941995199619971998199920002001200220032004200520062007200820092010201120122013

Percentage of Hispanic children by country of origin and parents' countries of origin,* 1994- 2013

United States (50 states and D.C.)

Outside U.S.

U.S. territories

One foreign-born parent (child born in U.S.)

Both parents foreign-born (child born in U.S.)

*UnitedStates includes the 50 states and the District of Columbia. Hispanics can be of any race. All race/HIspanic origin data are self-reported.

93 percent of U.S. Hispanic children were born in the U.S.

Child born in U.S. (50 states and D.C.)

Child born in Puerto Rico or other U.S. territory

Child born outside U.S.

America’s Hispanic Children: Gaining Ground, Looking Forward

However, for many Hispanic families, immigration is an important feature of their experience. While the great majority of Latino children are U.S. citizens, many have family members who immigrated to the United States. This

includes those who are legal permanent residents, naturalized citizens, or lack legal status. As of 2013, more than

half of Latino children have at least one parent who was born outside the United States.27 Thus, while most Latino

children today are not themselves immigrants, for many of their families the immigrant experience is a recent reality.

DEMOGRAPHICS

More than half of U.S. Hispanic children have a foreign-born parent

Percent of Hispanic children* by parents’ nativity status, 1994-2013

*Includes all Hispanic children living in the 50 states and the District of Columbia. **U.S.-born refers to the 50 states, Puerto Rico, and other U.S. territories. Percentages sum to

more than 100, because categories are not mutually exclusive. Hispanics can be of any race. All race/Hispanic origin data are self-reported.

47.4

35.4 37.6

Source: Child Trends’ analysis of March Current Population Survey data.

Child born in U.S. (50 states and D.C.)

Child born outside U.S.

Both parents U.S.-born (child born in U.S.)**

At least one foreign-born parent (child born in U.S.)**

Both parents foreign-born (child born in U.S.)**

83.4 93.0

15.2

6.1 1.4

0.9

47.4

53.0

35.4 37.6

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Percentage of Hispanic children by country of origin and parents' countries of origin,* 1994- 2013

United States (50 states and D.C.)

Outside U.S.

U.S. territories

One foreign-born parent (child born in U.S.)

Both parents foreign-born (child born in U.S.)

*United States includes the 50 states and the District of Columbia. Hispanics can be of any race. All race/HIspanic origin data are self-reported.

93 percent of U.S. Hispanic children were born in the U.S.

53.0

20131994 2003

83.4 93.0

15.2

6.1 1.4

0.9

47.4

53.0

35.4 37.6

1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Percentage of Hispanic children by country of origin and parents' countries of origin,* 1994- 2013

United States (50 states and D.C.)

Outside U.S.

U.S. territories

One foreign-born parent (child born in U.S.)

Both parents foreign-born (child born in U.S.)

*United States includes the 50 states and the District of Columbia. Hispanics can be of any race. All race/HIspanic origin data are self-reported.

93 percent of U.S. Hispanic children were born in the U.S.

36.3 40.9

Increasing diversity in the Hispanic child population: Throughout today’s world, old boundaries are blurring as families everywhere seek educational and occupational opportunity within a global marketplace. Within the Hispanic population

itself, there is great diversity—of longevity in this country, of national origin, and in their level of cultural integration.

Among U.S. Hispanic children, seven in ten have Mexican heritage. The next-largest group is those whose

heritage is Puerto Rican, followed by Salvadoran, Dominican, Cuban, other countries in Central America, and

South America.28 Far from homogeneous, the experiences of Hispanic children often reflect their specific national

origins: children from Central America typically come from rural areas, and their families have often fled violence

and poverty. Cubans and South Americans, on average, are among the economically better-off. Dominicans and

Mexicans—in spite of their longstanding ties to this country—experience the most residential segregation, while all

Hispanic groups, excepting South Americans, disproportionately live in disadvantaged neighborhoods.29

In this report, we will refer to U.S.-level data on Hispanic children, while acknowledging that treating them as a single

group likely masks a great deal of diversity in how different subgroups are faring. Unfortunately, virtually no national

data systems are currently designed to allow disaggregation of well-being indicators by a child’s country of origin.30

America’s Hispanic Children: Gaining Ground, Looking Forward

The diversity of Latino children varies by region. While in most regions of the U.S. the majority of Latino children have Mexican heritage, in the Northeast, children from Central and South America predominate, followed

by Puerto Ricans, with Mexicans in a distant third place. The South holds not only the largest share of Cuban

children, but also the second-largest share of Puerto Rican children.31 The extent to which Latinos tend to live in

neighborhoods with other Latinos varies, but more than half do not live in predominantly Latino communities.32

Hispanic children are part of every state’s future. In New Mexico and California, they are already a majority of

children.33 Some regions—the Southwestern states, California, Texas, Florida, and the metropolitan areas of the

Northeastern states—have long histories of Hispanic settlement. But other regions have seen more recent and

rapid change: among them, several states in the Midwest (Illinois, Minnesota, South Dakota) and South (Alabama,

Georgia, North Carolina).34

And places where Hispanics are traditionally concentrated are changing, too: in New York City, Puerto Ricans have

lost nearly 40 percent of their share of the total Hispanic population (from 50 percent in 1990, to 31 percent in

2010), and Mexicans have more than tripled theirs (from four to 15 percent). In Miami, the share of Hispanics who

are Cuban has fallen by 11 percent (from 62 to 55 percent), while South Americans have increased their share by

one-third (from 12 to 18 percent).35

DEMOGRAPHICS

In some states, more than half of children are Hispanic

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

2-7%

8-14%

15-22%

23-59%

Percent of children who are Hispanic, 2013

40 16

31 17

52 10

8 8

8 10

2 12

2 5 16

22 16

Source: Child Trends’ calculations of 2013 postcensal population estimates, from the U.S. Census Bureau.

943

America’s Hispanic Children: Gaining Ground, Looking Forward

Economic well-being: Investing for a shared future

We do not have to look ahead to see progress toward a more diverse picture of prosperity in the United States.

Hispanics are rapidly expanding their roles in U.S. society, and through their numbers are making their mark on the

economy as consumers and producers. From the entertainment industry to the Supreme Court, and from academe

to corporate board rooms, Hispanics have gained prominence and contributed new and vibrant strands to our na-

tion’s cultural fabric.

Economic security is precarious for many Hispanic children. At the same time, many Hispanic families struggle to get ahead. The majority of Hispanic children (62 percent) live in low-income families—conventionally defined as those

with incomes less than twice the federal poverty level, where many experts believe families can just meet basic needs.

Roughly one in three Hispanic children lives in poverty. And one in eight lives in deep poverty (family income less than

half the poverty line).36 The disparity between Hispanic children and white children in economic well-being is great-

est when it comes to those in married-parent families: just one in nine white children living with married parents is in

poverty, whereas for Hispanic children it is more than one in five.37 Poverty is also higher among Hispanic children who

have at least one foreign-born parent, compared with those who have two U.S.-born parents.38

Nearly one-third of Hispanic children live in households in poverty

Percent of children who live in households with incomes below the poverty level,* 2013

*In 2013, the federal poverty level for a household with two adults and two children was $23,624 Estimates reflect the OMB race definitions, and include only those who are identified with a single race.

Hispanics may be of any race. All race/Hispanic origin data are self-reported.

Total One or more foreign-born

parents (2012)

All parents U.S.-born

(2012)

Hispanic

Non-Hispanic Black

Non-Hispanic White

ECONOMICSECONOMICS

37.7

Source: U.S. Census Bureau. CPS Table Creator (online tool), available at: http://www.census.gov/cps/data/cpstablecreator.html. Nativity data come from Child Trends’ analysis of March Current Population Survey.

29.5

10.7

38.3

30.4

America’s Hispanic Children: Gaining Ground, Looking Forward

Children who experience poverty are at a higher risk for many negative outcomes: poor health, lower school

performance, delinquent behavior, unemployment, and dependence on public assistance. Prolonged economic

hardship acts as a form of chronic stress, jeopardizing children’s brain development and contributing to their

susceptibility to disease.39 Research on the well-being of Hispanic children does not always control statistically for

the fact that poverty looms large in their experience as a group. Thus, findings of disadvantage (for instance, in

academic achievement, or health) may reflect the effects of low income.

Many Latino children live in neighborhoods with high levels of poverty. Over a third of all Latino children live in neighborhoods of concentrated poverty,40 where the preponderance of low educational attainment among adults,

lower-quality housing, lower-quality schools, and crime all constrain their opportunities.41 A majority (52 percent)

of Latino children live in neighborhoods that, according to their parents, are “always” safe, while 23 percent live in

neighborhoods parents consider “never” safe.42

ECONOMICSECONOMICS

Many Hispanic children live in neighborhoods with a high or very high concentration of poverty

Percent of children living in concentrated poverty,* 2008-2012

*High poverty areas are tracts where higher than 20 and less than 40 percent of the population are in poverty, and very high poverty areas are census tracks where 40 percent or more of the population are in poverty.

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

36.9

8.5 1.3

13.7 13.7

38.6

Hispanic Non-Hispanic White

Non-Hispanic Black

4.9

23.0

Total U.S.

High concentration of poverty

Very high concentration of poverty

Source: Child Trends’ analysis of American Community Survey data.

America’s Hispanic Children: Gaining Ground, Looking Forward

Many Hispanic children live in crowded housing. One in four Hispanic children shares a bedroom with three or more family members—a proportion five times higher than among non-Hispanic white children. Hispanic children with at

least one foreign-born parent, and children from Mexican or Central American families, are much more likely to experi-

ence crowded housing.43

Although crowded housing is often a byproduct of poverty, such living arrangements may reflect cultural tra-

ditions and can offer children benefits, such as access to a greater number of adults to help care for them and

opportunities to interact with multiple generations. However, crowded living conditions can also impose burdens,

both practical and emotional, on children and parents, negatively affecting child health and behavior, and parent-

ing. In general, in homes where families are crowded, parents are less responsive to infants and toddlers, and more

likely to use punitive discipline.44 Crowding has also been associated with children’s health problems, including

respiratory conditions, injuries, and infectious diseases, and with young children’s food insecurity.45

One in four Hispanic children live in crowded housing

ECONOMICS

Percent of children living in crowded housing,* 2012

36.2 31.2

15.6

5.0

12.4

*Defined as more than two household members per bedroom. If no bedrooms, more than one household member per room. **Includes single-parent households.

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Child Trends’ analysis of American Community Survey data.

25.2

U.S.-born, all parents in household are

U.S.-born**

Hispanic

Non-Hispanic White

Non-Hispanic Black

Total Foreign-born U.S.-born, living with at least one

foreign-born parent**

America’s Hispanic Children: Gaining Ground, Looking Forward

Employment among parents of Latino children. More than two-thirds of Latino children have at least one parent who works full-time, all year (and one in six has two parents working full-time).46

ECONOMICSECONOMICS

More than two-thirds of Hispanic children have at least one parent with steady, full-time employment

15.5

81.7

26.3

57.5

15.1

68.7

Hispanic Non-Hispanic White

Non-Hispanic Black

75.5

22.3

Total U.S.

At least one parent working FT-YR*

Two parents working FT-YR*

*FT-YR, or full-time year-round, is at least 35 hours a week, at least 50 weeks in the past year. Note: Estimates reflect the OMB race definitions, and include only those who are identified

with a single race. Hispanics may be of any race. All race/Hispanic origin data are self-reported.

Percent of children with at least one parent employed full-time, 2012

Source: Child Trends’ analysis of March Current Population Survey data.

Latino youth also make significant contributions to their families’ economic security. One in ten Latino high schoolers is employed, as are nearly half (45 percent) of those enrolled in college. Of those not enrolled in school,

six in ten are working.47

On the other hand, many Hispanic youth are not in the labor force. The labor market prospects for all young peo- ple (youth and young adults) have taken a hit in recent years. In 2011, among Hispanic teens (ages 16 to 19), more

than half, and, among young adults (20 to 24), nearly a third were part of the “under-utilized” labor force (which

includes those who had given up looking for work, and those having to suffice with part-time work, as well as those

who were unemployed).48 Hispanic young men (ages 16 to 19) have more work experience than their peers, which

improves their employment prospects overall, but this group has been less successful in gaining full-time jobs.49

Of particular concern are youth who are neither employed nor enrolled in school. While there are multiple path-

ways to success, the consequences of unemployment, under-employment, or not acquiring post-secondary

education can be damaging and enduring. Youth neither enrolled in school nor working are less likely to achieve

economic self-sufficiency, and are at risk for multiple additional poor outcomes. As of 2012, one in ten Hispanic 16-

to 19-year-olds was in this category.50

America’s Hispanic Children: Gaining Ground, Looking Forward

Society suffers when prosperity is not widely shared. The logic of the new demographics is that, when the nation

fails to nurture Latino children, it fails to nurture one-quarter of the workforce of the next generation—the propor-

tion of the workforce in 2050 that is projected to be Latino.51

Families: The shared foundation

We all gain ground when we build on positive values. Families are a society’s foundation, and many believe the

lessons learned as children, at home, are often the ones that endure. For most Latinos, there are few things that are

more important than family. Eight in ten U.S. adults, according to a 2012 survey, agree that immigrants from Latin

American countries have “strong family values.” And among Latinos themselves, more than 90 percent of adults

consider “being a good parent” to be “very important.”52 Two-thirds of Latino teens say their parents praise them for

good behavior nearly every day—a higher percentage than either white or black teens report.53

Most Hispanic children live with both parents. Nearly six in ten Hispanic children (58 percent) live with two married parents. One in ten lives with two cohabiting adults, at least one of which is a biological or adoptive parent. Around

one in four lives with their mother only, and small percentages live with their father only, or with neither of their par-

ents (less than five percent in each case).54

Living with no parent

More than half of Hispanic children live with married parents

FAMILY

Children’s living arrangements, 2012

Hispanic Non-Hispanic White Non-Hispanic Black

74.4

Living with two married parents

Single mother Single father

34.1

58.0

12.7

48.3

25.3

3.3 3.82.3 3.0 6.43.9

Cohabiting parent(s)

6.6 7.410.4

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Source: Child Trends’ analysis of the March Supplement to the Current Population Survey.

America’s Hispanic Children: Gaining Ground, Looking Forward

Maintaining family bonds though shared family meals. Traditional virtues within Latino families emphasize the efforts parents make on behalf of their children (sacrificios), and the importance they place on seeing that a child is

well brought-up (bien educado), with attention to proper social behavior and showing respect (respeto) for elders

and others in a position of authority. The closeness of family ties—and, even more, solidarity—has for years been a

source of strength among the Latino community.55

One important opportunity to develop strong parent-child relationships and family connectedness is around family

meals. Like other forms of parental involvement, frequent family meals are associated with positive behavioral out-

comes for both children and teens, regardless of ethnicity. Eating with parents can also have a positive influence on

the nutrition and eating habits of adolescents. Latino children are more likely than their white or black peers to eat

a meal with family members six or seven days in a week.56 Latino children are also more likely than either black or

white children to share a family meal that is home-cooked.57

FAMILY

Hispanic children are more likely to eat home-cooked meals with family

Of all children living in families, percent who ate seven or more home-cooked meals with their family in the past week, 2009-2010

58.9 41.2 30.2

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Hispanic Non-Hispanic White

Non-Hispanic Black

Total U.S.

45.5

Source: Child Trends’ analysis of National Health and Nutrition Examination Survey data.

Promoting early literacy and parental involvement. Latino parents of young children (ages three to five) read, tell stories, sing, work on arts and crafts, and teach letters and numbers, with them on a regular basis.58 However,

research finds that, as a group, Latinos are less likely than white parents to read daily to young children: a little more

than a third of Latino children have parents who do so, compared with two-thirds of white children. Thus, some

parents are missing an opportunity to promote early literacy skills that can help their children get a strong start in

school.59

America’s Hispanic Children: Gaining Ground, Looking Forward

FAMILY

At home, most preschool-aged Hispanic children do key learning activities, with parents

Read to a child Told a story Taught letters, words, or numbers

Sang songs Worked on arts and crafts

1+2

Hispanic Non-Hispanic White Non-Hispanic Black

90 92 98

78 80 87

97 9998 92 9595 80 83

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Percent of children not yet in kindergarten (3-5) whose parents reported participating in learning activities at home in the past week, 2012

Source: Mamedova, S., Redford, J., Zukerberg, A. (2013). Early childhood program participation, from the National Household Education Surveys program of 2012. (NCES 2013-029). National Center for Education Statistics.

On the other hand, nearly two-thirds of Hispanic teens have parents who say they can “share ideas or talk about

things that really matter” with their teens.60

Family stress affects child development. While such values anchor their traditions and represent a great asset, some Latino families face serious challenges. Because of the need to relocate to find employment, the disruptions

caused by violent conflict in their countries of origin, or unresolved legal issues surrounding immigration, some

Latino children experience separations from one or more family members. And, even when families are together,

these strains can contribute to anxiety and stress, and can operate to dissuade family members from seeking the

help they need—particularly from institutions such as health care systems, schools, and other social services.61

Recent developments in brain science have highlighted the negative effects on children’s healthy development that

can result from trauma. Traumatic events—which can result in toxic levels of stress—include parental separation or

divorce, parental incarceration, and experiencing or witnessing violence, among others.62

Our country’s shared future depends in part on how well we act to strengthen families to ensure that the potential in

all our children is realized. Hispanic families, in particular, hold a great deal of social capital that can be leveraged to

build awareness of family-friendly activities and services within communities, share information on opportunities for

education and employment, and improve the quality of communities.

America’s Hispanic Children: Gaining Ground, Looking Forward

Educating for the shared future

In the United States, education has historically provided the means by which to get ahead. Those who are better

educated are more likely to get jobs, earn more money, stay healthy, and live longer. And, they are more likely to

have children who follow a similar path.

Latinos in the United States place a premium on the value of education. For instance, nearly nine in ten say a college

education is extremely or very important, compared with eight in ten of the overall population.63 But, like many

immigrant communities, some Latinos struggle to navigate aspects of a system they are unfamiliar with, and that

sometimes fails to “speak their language” (culturally as well as literally).

The eagerness of Hispanic youth (and their families) to improve themselves through schooling is evident—in falling

high school dropout rates, in record rates of post-secondary enrollment. But some critical supports are lacking. At

the front end, too many young Hispanic children enter kindergarten without some of the skills necessary to make

optimal progress in school. And at the back end, too many young adult Hispanics fail to complete the college

education they start and obtain the degree that will boost their life chances. In the intervening years, the academic

achievement of Hispanic students—while improving over time—still trails that of their white peers.

Participation in early care and education programs. Young children’s participation in some form of non-parental care (home- or center-based) has become increasingly common in the United States, and research finds that such programs

can benefit children’s development and help prepare them for school, provided they are of sufficient quality. Recent data

show that participation by Latino children in early education programs has increased by a third since 2007 (reaching 52

percent, as of 2012); however, their participation still trails that of white and black children.64 Latino preschoolers whose

mothers are employed are most likely to be cared for at home by a relative, or remain in parental care. They are less

likely to be enrolled in center-based care or in home-based care by a non-relative.65 Regrettably, for Latino as well as for

non-Latino children, we know little about the quality of care children receive, regardless of the setting.

The percentage of Hispanic children attending early care and education programs is increasing

Percent of children not yet in kindergarten (3-6) who attended an early childhood care and education program

EDUCATION

Source: Federal Interagency Forum on Child and Family Statistics. (2014). America’s children: Key national indicators of well-being, 2014, Table Fam3B. Federal Interagency Forum on Child and Family Statistics, Washington, DC: U.S. Government

Printing Office. http://www.childstats.gov/americaschildren/index.asp.

58 63 65

Non-Hispanic White

Non-Hispanic Black

64 68

Asian

2007

2012

61 55

Total

Hispanic

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

The percentage of Hispanic children attending early care and education programs is increasing

Percent of children not yet in kindergarten (3-6) who attended an early childhood care and education program

EDUCATION

Printing Office. http://www.childstats.gov/americaschildren/index.asp.

58 63 65

Non-Hispanic White

Non-Hispanic Black

64 68

Asian

2007

2012

61 55

Total

Hispanic

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

The percentage of Hispanic children attending early care and education programs is increasing

Percent of children not yet in kindergarten (3-6) who attended an early childhood care and education program

EDUCATION

Printing Office. http://www.childstats.gov/americaschildren/index.asp.

58 63 65

Non-Hispanic White

Non-Hispanic Black

64 68

Asian

2007

2012

61 55

Total

Hispanic

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

The percentage of Hispanic children attending early care and education programs is increasing

Percent of children not yet in kindergarten (3-6) who attended an early childhood care and education program

EDUCATION

Printing Office. http://www.childstats.gov/americaschildren/index.asp.

58 63 65

Non-Hispanic White

Non-Hispanic Black

64 68

Asian

2007

2012

61 55

Total

Hispanic

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

America’s Hispanic Children: Gaining Ground, Looking Forward

School readiness of Hispanic children. As we consider readiness for school, we do well to bear in mind that, in 17 states, at least one in five kindergartners is Latino.66 It is also important to think about children’s readiness for school

as multi-dimensional. On the one hand, on some measures of parent-reported readiness for kindergarten, Hispanic

children compare unfavorably with their non-Hispanic counterparts.67 Hispanic children start school less likely than

their white peers to know their alphabet or numbers, write their names, or read written words. Research shows that

these school readiness skills help to set the stage for later learning and school success. High rates of poverty may

be among the factors that influence these disparities, as well as Hispanic children’s lower participation in

preschool programs.

Hispanic children are least likely* to be academically ready for kindergarten

Percent of children not yet in kindergarten (3-5) with various school readiness skills, 2006-2007 Hispanic

Non-Hispanic White

Non-Hispanic Black

EDUCATION

*Hispanic children are significantly less likely than white children to be ready for school on all indicators except the ability to hold a pencil. Hispanic children are significantly less likely than

black children to be able to recognize all letters, count to 20 or higher, or read written words in books. Hispanics can be of any race. All race/Hispanic origin data are self-reported.

3836 42

50 58

84 8688

3 16

Recognizes all letters

Counts to 20 or higher

Writes first name

Holds a pencil with fingers

Reads written words in books

87 97

Speech is understandable to a stranger when

child speaks

20+ABC

Source: O’Donnell, K. (2008). Parents’ reports of the school readiness of young children from the National Household Education Surveys program of 2007 (NCES 2008-051). Washington, DC: National Center for Education Statistics.

On the other hand, research finds that young Latino children enter kindergarten with social-emotional skills that are

well-developed—sometimes even ahead of other children’s.68 Social-emotional learning (sometimes referred to as

non-cognitive skills) encompasses important competencies such as self-control, positive interpersonal communica-

tion, and solving problems without physical conflict. Many educators consider these skills to be of equal importance

with academic competence when it comes to students’ success.69 The data may reflect that, among some Latino

parents, children’s socialization is prioritized over those skills that are strictly academic.

Gaining ground academically, although disparities persist. There have been substantial gains in Hispanics’ students’ performance on national assessments of math, reading, science, and writing over the last decade. The

percentage of Hispanic students who score as proficient or above in math achievement has more than doubled

over the last decade, though they are still a minority.70

America’s Hispanic Children: Gaining Ground, Looking Forward

However, deficits in school achievement, evident in the early grades, tend to widen over time, in the absence of

effective intervention. At fourth, eighth, and twelfth grades, Hispanic students lag behind white students in read-

ing, science, and writing, and, in fourth and eighth grades, in math (a common assessment is not administered in

twelfth grade).71 Hispanic children are also less likely than black children to spend an hour or more per weekday

reading for pleasure.72

Hispanics have experienced gains in math over the last decade, though progress is still needed

8th-grade mathematics: percentage of students achieving at or above “proficient” level, 2000-2013

Hispanic

Non-Hispanic White

Non-Hispanic Black

EDUCATION

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

2013201120092007200520032000

8th-Grade Mathematics:

Percentage of Students Achieving At or Above "Proficient" Leve

Source: Child Trends DataBank. (2013). Mathematics proficiency. Retrieved from Child Trends DataBank. (2012). Retrieved from http://www.childtrends.org/?indicators=mathematics-proficiency.

8 5

Many Latino children have parents who do not speak English well. The issue of language often comes up in discussing the acculturation of Latino families and their children. A two-generation approach is appropriate here.

Most Latino children (87 percent) speak English very well.73 But not all of their parents are comfortable using

English. In fact, in the case of half (53 percent) of Latino children who live with both parents, at least one parent

does not speak English very well.74 To the extent that Latino children depend on their parents to navigate for

them—to obtain essential goods and services—their children may also be disadvantaged. Service agencies can

support Latino families by developing their capacity to address cultural difference, as well as by connecting

parents, where appropriate, to programs that provide English language instruction.75

Latino children make up the majority of dual language learners, a large and growing group, defined as those who are acquiring two languages simultaneously. The research evidence is clear that bilingualism confers numer-

ous advantages: despite some inevitable stumbles in the early phases of learning, children’s familiarity with both

languages (and both cultures) has cognitive, social, and emotional benefits, and will offer many advantages in to-

day’s increasingly global workplace.76 The majority of kindergartners who are dual language learners are Latino.77

America’s Hispanic Children: Gaining Ground, Looking Forward

Young children are remarkably quick learners; nevertheless, before they become fully adept in English, this group

may pose challenges for teachers and staff in early education programs. Older children may need a different set

of supports for learning a second language while maintaining their original linguistic and cultural ties. Research

has shown that, with adequate preparation, schools and teachers can meet the needs of bilingual children.78

School engagement among Hispanic families. School engagement is another arena where practices in some Hispanic families may diverge from norms of the majority culture. Part of the problem—and, therefore, part of the

response—seems to be a mismatch, in some cases, between the cultural scripts of Hispanic families and those

of schools, which may not have caught up with our communities’ new diversity. While parents generally support

their children’s education in many ways, such as providing an enriching environment in the home, U.S. schools

have expectations that at times may be at odds with Hispanic traditions.79

For example, parents of school-aged children are typically encouraged to actively assert themselves in their

child’s school experience, by asking the classroom teacher about the curriculum and their child’s progress,

advocating for their child’s particular needs and interests, and participating in school-sponsored activities.

However, Latino parents’ views of education may be influenced by traditions of respect for authority (respeto),

which can inhibit behaviors seen as challenging the teacher or school. Add to that the possibility of a language

barrier, and potential challenges around job schedules and transportation.

The lesson: increased involvement by Latino parents in the schools’ mission may require a different set of

strategies on the part of schools, including calling on some Latino families to provide outreach to their peers,

valuing the particular ways in which Latino parents do support their children’s education, and respectfully

engaging parents in activities they can do from home.80

Participation in organized out-of-school time activities, particularly when those are ongoing and supervised by adults, can benefit youth’s social, emotional, and cognitive development, increase the likelihood of their engaging

in healthy behaviors, and reduce the chances of their involvement in risky behaviors.81 Latino children are

substantially less likely than their white peers to participate in after-school sports, or in clubs and organizations—a

disparity that may represent an important missed opportunity. However, Latino children are more likely than white

children to attend religious services at least weekly.82 Regular attendance at religious services is also associated

with a lower likelihood of risky behaviors, and greater likelihood of other forms of positive social participation,

such as volunteering.83

America’s Hispanic Children: Gaining Ground, Looking Forward

Latinos have made great strides in improving rates of high school graduation and reducing rates of dropout. In 1980, one-third of Latino youth, ages 16 to 24, had not completed high school; in 2012, only 13 percent had not—

an improvement of more than 60 percent.84 This is a success story that deserves greater recognition. However,

among Latinos enrolled in ninth grade in 2007-08, just 73 percent graduated four years later, compared with 86

percent among white students.85

EDUCATION

The high school dropout rate among Hispanic youth has declined substantially

Status dropout* rates among youth (16-24), 1967-2012

*The status dropout rate measures the percentage of young adults aged 16 to 24 who were not enrolled in school and had not received a high school diploma or obtained a GED. This measure

excludes people in the military and those who are incarcerated, but includes immigrants who never attended U.S. schools. **Due to changes in the race categories, estimates from 2003 are not strictly

comparable to estimates from 2002 and before. After 2001, the black race category includes Hispanics.

7.1

17.0

34.3

21.3

12.3

17.0

7.098

12.3

5.3 5

21.3

22.9

12.6

7.1

34.3 33.8

29.8

28.6

29.4 25.3

13.6

1966 1969 1972 1975 1978 1981 1984 1987 1990 1993 1996 1999 2002 2005 2008 2011 2014

P e

rc e

n t

Status dropout* rates among youth (16-24),** 1967-2012

*The status dropout rate measures the percentage of young adults aged 16 to 24 who were not enrolled in school and had not received a high school diploma or obtained a GED. This measure excludes people in the military and those who are incarcerated, but includes immigrants who never attended US schools. **Due to changes in the race categories, estimates from 2003 are not strictly comparable to estimates from 2002 and before. After 2001, the black race category includes Hispanics.

Source: Child Trends' calculations of U.S. Census Bureau, School Enrollment--Social and Economic Characteristics of Students: Detailed Tables. http://www.census.gov/hhes/school/data/cps/index.html

The dropout rate among Hispanic youth has declined significantly.

12.7 8.6 6.6

4.3

Source: Child Trends’ calculations of U.S. Census

Bureau, School Enrollment-- Social and Economic

Characteristics of Students: Detailed Tables. http://www.

census.gov/hhes/school/data/ cps/index.html.

Hispanic** Non-Hispanic White** Non-Hispanic Black**

All Races**

34.3

21.3

17.0

12.3

1966 1975 1985 1995 2005 2012

America’s Hispanic Children: Gaining Ground, Looking Forward

EDUCATION

More than one in four Hispanic high school freshmen don’t graduate on time

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Public high school four-year on-time graduation rates, 2011-2012

69 80

Hispanic Non-Hispanic White

Non-Hispanic Black

Total U.S.

100.0

Source: Stetser, M. C. & Stillwell, R. (2014). Public high school four-year on-time graduation rates and event dropout rates: School years 2010–11 and 2011–12. First Look. National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2014/2014391.pdf.

College is the newest educational frontier for many Hispanics. Some type of post-secondary education is rapidly becoming a requirement for entry into jobs that pay a livable wage and offer the possibility of career

advancement. Hispanic enrollment in post-secondary programs has increased markedly in recent years, so that

they are now the largest minority group on college campuses. Among those completing high school, almost half

(46 percent) of Hispanics were enrolled in college in 2011. At two-year colleges, Hispanics (as of 2011) made up

one in four first-time enrollees.86

Record numbers of Hispanics are earning associate and bachelor’s degrees. Many are first-generation college attendees. However, their rates of college completion, among both types of degree candidates, lag substantially

behind those of white students. Reasons cited most often by Hispanic students for not completing a college

degree are finances, followed by family responsibilities.87

America’s Hispanic Children: Gaining Ground, Looking Forward

EDUCATION

Few young Hispanic adults have completed a post-secondary degree

Bachelor’s degree or more

Associate’s degree

Percent of young adults (25-29) who have completed post-secondary degrees, 2013

Note: Estimates reflect the new OMB race definitions, and include only those who are identified with a single race.

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

8.7

39.2

11.5

19.9

11.0 16.0

32.8

10.8

Hispanic Non-Hispanic White

Non-Hispanic Black

Total U.S.

Source: Child Trends’ analysis of October Current Population Survey data.

Today’s kindergarteners will be in their early forties by 2050, when Latinos are expected to comprise nearly a third

of the U.S. population. Thus, the strength of the country’s future workforce will depend on today’s investments in

facilitating their academic journey. We know, from our centuries-long experience as a country of immigrants, that

leveraging their strengths accomplishes much more than focusing exclusively on the deficits of newcomers.

A shared future of health

Health is essential for success on all fronts: schooling, career, family. We are learning much that alters an older

view of health, focused on communicable disease and the prevention of early death, to one today that empha-

sizes the threats to healthy living: risky behaviors (for example, alcohol use, and dangerous driving), asthma and

other chronic health conditions, inadequate physical activity, and so on.

As a group, U.S. Latinos begin life with several health advantages, relative to some other racial/ethnic minority groups: a healthy weight at birth,88 high rates of breastfeeding,89 and low infant mortality.90 According to their

parents, more than nine in ten Latino children are in “excellent” or “very good” health.91 Most live in households

where getting adequate amounts of nutritious foods is not a frequent issue; however, 29 percent are in

“food-insecure” households—meaning they lack regular and secure access to food.92

America’s Hispanic Children: Gaining Ground, Looking Forward

But some health indicators in later childhood, and adolescence, paint a different picture. Hispanic children have

high rates of overweight and obesity,93 and low rates of physical activity.94 More than one in five Hispanic youth is

obese and more than one in six is overweight. These patterns are reflected in their levels of physical activity, with

just over one in four Hispanic males and just over one in six Hispanic females getting the recommended amount

of daily exercise. In the teen years, Hispanics’ rates of cigarette smoking are on the low side,95 but rates for sub-

stance abuse96 and binge drinking97 are high.

HEALTH

One-fifth of Hispanic youth are obese

Percent of youth (10-17) in various BMI categories,* 2011-2012 Hispanic Non-Hispanic White Non-Hispanic Black

Total U.S.

*BMI is calculated from the child’s weight and height. BMI categories are based on the 2000 CDC growth charts, which are based on the distribution of children in national surveys taken between 1963 and 1994. The BMI categories

are not based on an “ideal” BMI. Children who were categorized as underweight had lower BMIs than 95 percent of the children of their age and sex in the growth chart sample, while those who were categorized as obese had BMIs

that were higher than 95 percent of the children of their age and sex. Those children categorized as overweight had BMIs higher than 85 percent of children of their age and sex, but were not obese. Being categorized as obese or

underweight based on BMI is not equivalent to a clinical diagnosis. Height and weight were parent-reported. Hispanics can be of any race. All race/Hispanic origin data are self-reported.

5.2

Underweight Overweight Obese

5.7 4.8 5.8

18.0

14.1

18.5 15.6

21.8

12.1

23.1

15.7

Source: Child Trends’ analysis of National Survey of Children’s Health from the Data Resource Center for Child and Adolescent Health.

America’s Hispanic Children: Gaining Ground, Looking Forward

HEALTH

Few Hispanic youth exercise daily

Hispanic

Non-Hispanic White

Non-Hispanic Black

Total U.S.

*For at least 20 minutes and was strenuous enough to make the child sweat and breathe hard. Activity was parent-reported. **Hispanic males are significantly less likely to exercise

every day than white males. Hispanic females are significantly less likely to exercise every day than either white or black females.

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

26.8

34.9 31.6

18.3

24.6 26.3

Percent of youth (6-17) who participated in physical activity* every day in the past week, 2011- 2012

32.4

23.4

Male** Female**

Source: Child Trends’ analysis of National Survey of Children’s Health from the Data Resource Center for Child and Adolescent Health.

HEALTH

The percentage of Hispanic 12th graders who smoke or binge drink has gone down

Percent of 12th graders reporting daily cigarette smoking, and reporting binge drinking* within the past two weeks, 2000-2013

Hispanic Non-Hispanic White Non-Hispanic Black

Binge Drinking Smoking Daily

Source: Johnston, L. D., O’Malley, P. M., Bachman, J. G., & Schulenberg, J. E. (2012). Monitoring the Future national survey results on drug use, 1975-2013: Volume 1: Secondary school students (NIH Publication No. R01 DA 01411). Ann Arbor: Institute for Social Research, The University of

Michigan.Tables D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013 pdf.

*Binge Drinking is defined as 5 or more

drinks in a row on a single occasion.

Note: Each year listed is a two-year average of the named year and the

previous year. 2000 2005 2010 2013

34.6

31.0

11.5

25.7

15.7

8.0

25.6

22.4

10.9

4.7 5.3

12.5

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

HEALTH

Few Hispanic youth exercise daily

Hispanic

Non-Hispanic White

Non-Hispanic Black

Total U.S.

*For at least 20 minutes and was strenuous enough to make the child sweat and breathe hard. Activity was parent-reported. **Hispanic males are significantly less likely to exercise

every day than white males. Hispanic females are significantly less likely to exercise every day than either white or black females.

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

26.8

34.9 31.6

18.3

24.6 26.3

Percent of youth (6-17) who participated in physical activity* every day in the past week, 2011- 2012

32.4

23.4

Male** Female**

Source: Child Trends’ analysis of National Survey of Children’s Health from the Data Resource Center for Child and Adolescent Health.

HEALTH

Few Hispanic youth exercise daily

Hispanic

Non-Hispanic White

Non-Hispanic Black

Total U.S.

*For at least 20 minutes and was strenuous enough to make the child sweat and breathe hard. Activity was parent-reported. **Hispanic males are significantly less likely to exercise

every day than white males. Hispanic females are significantly less likely to exercise every day than either white or black females.

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

26.8

34.9 31.6

18.3

24.6 26.3

Percent of youth (6-17) who participated in physical activity* every day in the past week, 2011- 2012

32.4

23.4

Male** Female**

Source: Child Trends’ analysis of National Survey of Children’s Health from the Data Resource Center for Child and Adolescent Health.

HEALTH

Few Hispanic youth exercise daily

Hispanic

Non-Hispanic White

Non-Hispanic Black

Total U.S.

*For at least 20 minutes and was strenuous enough to make the child sweat and breathe hard. Activity was parent-reported. **Hispanic males are significantly less likely to exercise

every day than white males. Hispanic females are significantly less likely to exercise every day than either white or black females.

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

26.8

34.9 31.6

18.3

24.6 26.3

Percent of youth (6-17) who participated in physical activity* every day in the past week, 2011- 2012

32.4

23.4

Male** Female**

Source: Child Trends’ analysis of National Survey of Children’s Health from the Data Resource Center for Child and Adolescent Health.

HEALTH

Few Hispanic youth exercise daily

Hispanic

Non-Hispanic White

Non-Hispanic Black

Total U.S.

*For at least 20 minutes and was strenuous enough to make the child sweat and breathe hard. Activity was parent-reported. **Hispanic males are significantly less likely to exercise

every day than white males. Hispanic females are significantly less likely to exercise every day than either white or black females.

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

26.8

34.9 31.6

18.3

24.6 26.3

Percent of youth (6-17) who participated in physical activity* every day in the past week, 2011- 2012

32.4

23.4

Male** Female**

Source: Child Trends’ analysis of National Survey of Children’s Health from the Data Resource Center for Child and Adolescent Health.

HEALTH

Few Hispanic youth exercise daily

Hispanic

Non-Hispanic White

Non-Hispanic Black

Total U.S.

*For at least 20 minutes and was strenuous enough to make the child sweat and breathe hard. Activity was parent-reported. **Hispanic males are significantly less likely to exercise

every day than white males. Hispanic females are significantly less likely to exercise every day than either white or black females.

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

26.8

34.9 31.6

18.3

24.6 26.3

Percent of youth (6-17) who participated in physical activity* every day in the past week, 2011- 2012

32.4

23.4

Male** Female**

Source: Child Trends’ analysis of National Survey of Children’s Health from the Data Resource Center for Child and Adolescent Health.

HEALTH

The percentage of Hispanic 12th graders who smoke or binge drink has gone down

Percent of 12th graders reporting daily cigarette smoking, and reporting binge drinking* within the past two weeks, 2000-2013

Hispanic Non-Hispanic White Non-Hispanic Black

Binge Drinking Smoking Daily

Michigan.Tables D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013 pdf.

*Binge Drinking is defined as 5 or more

drinks in a row on a single occasion.

Note: Each year listed is a two-year average of the named year and the

previous year. 2000 2005 2010 2013

34.6

31.0

11.5

25.7

15.7

8.0

25.6

22.4

10.9

4.7 5.3

12.5

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

HEALTH

The percentage of Hispanic 12th graders who smoke or binge drink has gone down

Percent of 12th graders reporting daily cigarette smoking, and reporting binge drinking* within the past two weeks, 2000-2013

Hispanic Non-Hispanic White Non-Hispanic Black

Binge Drinking Smoking Daily

Michigan.Tables D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013 pdf.

*Binge Drinking is defined as 5 or more

drinks in a row on a single occasion.

Note: Each year listed is a two-year average of the named year and the

previous year. 2000 2005 2010 2013

34.6

31.0

11.5

25.7

15.7

8.0

25.6

22.4

10.9

4.7 5.3

12.5

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

HEALTH

The percentage of Hispanic 12th graders who smoke or binge drink has gone down

Percent of 12th graders reporting daily cigarette smoking, and reporting binge drinking* within the past two weeks, 2000-2013

Hispanic Non-Hispanic White Non-Hispanic Black

Binge Drinking Smoking Daily

Michigan.Tables D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013 pdf.

*Binge Drinking is defined as 5 or more

drinks in a row on a single occasion.

Note: Each year listed is a two-year average of the named year and the

previous year. 2000 2005 2010 2013

34.6

31.0

11.5

25.7

15.7

8.0

25.6

22.4

10.9

4.7 5.3

12.5

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

HEALTH

The percentage of Hispanic 12th graders who smoke or binge drink has gone down

Percent of 12th graders reporting daily cigarette smoking, and reporting binge drinking* within the past two weeks, 2000-2013

Hispanic Non-Hispanic White Non-Hispanic Black

Binge Drinking Smoking Daily

Michigan.Tables D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013 pdf.

*Binge Drinking is defined as 5 or more

drinks in a row on a single occasion.

Note: Each year listed is a two-year average of the named year and the

previous year. 2000 2005 2010 2013

34.6

31.0

11.5

25.7

15.7

8.0

25.6

22.4

10.9

4.7 5.3

12.5

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

HEALTH

The percentage of Hispanic 12th graders who smoke or binge drink has gone down

Percent of 12th graders reporting daily cigarette smoking, and reporting binge drinking* within the past two weeks, 2000-2013

Hispanic Non-Hispanic White Non-Hispanic Black

Binge Drinking Smoking Daily

Michigan.Tables D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013 pdf.

*Binge Drinking is defined as 5 or more

drinks in a row on a single occasion.

Note: Each year listed is a two-year average of the named year and the

previous year. 2000 2005 2010 2013

34.6

31.0

11.5

25.7

15.7

8.0

25.6

22.4

10.9

4.7 5.3

12.5

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

HEALTH

The percentage of Hispanic 12th graders who smoke or binge drink has gone down

Percent of 12th graders reporting daily cigarette smoking, and reporting binge drinking* within the past two weeks, 2000-2013

Hispanic Non-Hispanic White Non-Hispanic Black

Binge Drinking Smoking Daily

Michigan.Tables D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013 pdf.

*Binge Drinking is defined as 5 or more

drinks in a row on a single occasion.

Note: Each year listed is a two-year average of the named year and the

previous year. 2000 2005 2010 2013

34.6

31.0

11.5

25.7

15.7

8.0

25.6

22.4

10.9

4.7 5.3

12.5

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

America’s Hispanic Children: Gaining Ground, Looking Forward

Sexual activity among Latino teens. Latino teens are just as likely as white teens to be sexually active (about one in three high school students).98 Two-thirds of sexually-active Latino teenage boys report using a condom if they

are having sex—a proportion significantly higher than among their white peers.99 However, sexually-active teen

Latinas (females) are less than half as likely as white females to report current use of birth control pills (11 and 24

percent, respectively).100 This disparity may contribute to why Latina teens are twice as likely as white teens to

become pregnant—though in recent years they have experienced the greatest decline in pregnancy rates of all

racial/ethnic groups.101

HEALTH

Pregnancy rates for Hispanic teens are decreasing, but remain high

Pregnancy rates per 1,000 females (15-19), selected years, 1990-2010

Source: Kost, K. & Henshaw, S. (2014). U.S. teenage pregnancies, births and abortions, 2010: National and state trends and trends by age, race and ethnicity. Guttmacher Institute. Available at http://www.guttmacher.org/pubs/USTPtrends10.pdf.

1990 2000 2005 2010

Hispanic Non-Hispanic White Non-Hispanic Black

All Races223.8

162.2

86.6

116.9 99.5 83.5

57.4

37.8

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Mental health of Hispanic children. When it comes to mental health, the data for Hispanic children and youth offer some good and some not-so-good news. More than a third of Hispanic high school students report feeling per-

sistently sad or hopeless—a higher proportion than among white or black students, although this rate is ten percent

lower than it was in 1999. Hispanic females are particularly likely to report these feelings—nearly half, in 2013.102

When asked to report on children’s adverse family experiences—a list of events that are associated with an

increased likelihood of physical and mental health problems—51 percent of Hispanic children have parents who

indicate at least one such experience, compared with 44 percent of white children.103

America’s Hispanic Children: Gaining Ground, Looking Forward

There are likely many reasons behind these health disparities. One early warning signal is lagging rates for Latinos on well-child visits. During the first few years of life, these are important opportunities for parents to meet

with pediatricians, share concerns, and receive guidance on health and developmental issues. As such, well-child

visits can catch problems early, or prevent them. Among children ages birth through five, Latinos are the group

least likely to have had a well-child visit in the past year.104

HEALTH

Fewer Hispanic children have had a well-child visit

Percent of children (birth-5) who have had a well-child visit in the past year, 2011-2012

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

84.6 91.6 92.5 89.7

Hispanic Non-Hispanic White

Non-Hispanic Black

Total U.S.

Source: Child Trends’ analysis of National Health Interview Survey data.

A related concern is health insurance coverage. Hispanic children are covered at a rate lower than whites or

blacks. And, of those Hispanic children who were born outside the U.S., nearly four in ten lack health insurance.105

Unauthorized immigrant children have the lowest coverage of any group—about one in five are covered.106

Fears surrounding immigration status, as well as barriers of language and culture, may also contribute to low rates

of access to both health care and health care coverage.

Persistent health disparities threaten our shared future. And a limited focus on prevention may mean that chronic

health conditions today will cast a shadow on future individual and collective prosperity.

America’s Hispanic Children: Gaining Ground, Looking Forward

Hispanic children are more likely to be without health insurance

HEALTH Percent of children lacking health insurance coverage, 2012

11.2

5.1 6.1 7.1

U.S.-born, all parents in

household are U.S.-born*

U.S.-born, living with

at least one foreign-born

parent*

Foreign-born

Note: Estimates reflect the OMB race definitions, and include only those who are identified with a single race. *Includes single-parent households.

Hispanics can be of any race. All race/Hispanic origin data are self-reported.

Non-Hispanic White

Non-Hispanic Black

Total U.S.

Hispanic

39.3

7.2

11.2

Total Hispanic

Source: Child Trends’ analysis of American Community Survey data.

Media and technology use: Our shared future

Media play an important role in the socialization of all children and youth.107 These include both the more tradi-

tional media of print, radio, and television, and newer technologies, including social media. Young people are typi-

cally early adopters of technology, and Latino youth have avidly taken up mobile screen-based devices, including

smartphones and tablets. They still watch a lot of television—not a surprise, especially since TV now reflects the

Latino experience more than it did in the past.

When it comes to the take-up of media and technology, the pace of change has skyrocketed, and much of the

available data are already outdated. However, a 2010 survey found few significant differences among Hispanic,

black, and white households in rates of access to cell phones (including smartphones), tablets, or computers. His-

panic households were somewhat less likely to have access to the Internet or broadband connectivity.108

America’s Hispanic Children: Gaining Ground, Looking Forward

Hispanic teens are less likely than other teens to own a cell phone, but as likely as others to have a smartphone

MEDIA USE

Percent of adolescents (12-17) who own a cell phone or smartphone,* 2012

*By race/Hispanic origin of parent. Owners of smartphones are also included as cell phone owners. **Hispanic adolescents are significantly less likely to own a cell phone than white adolescents.

There are no significant differences by race/ethnicity in ownership rates of smartphones. Hispanics can be of any race. All race/Hispanic origin data are self-reported.

81 72

78 Cell phone

Smartphone

43 35 40

Hispanic** Non-Hispanic White

Non-Hispanic Black

Total U.S.

Source: Madden, M., Lenhart, A., Duggan, M., Cortesi, S., & Gasser, U. (2013). Teens and Technology 2013. Washington, DC: Pew Research Center’s Internet & American Life Project.

Latinos’ use of technology and the Internet. Young Latinos use cell phones, tablets, and computers more fre- quently than older adults, and those who are U.S.-born are more likely to use them than their foreign-born peers.

In 2009, across all media devices (TV/movies, computer, music, print, cell phone, and video games), Latinos be-

tween the ages of 8 and 18 spent, on average, a total of 13 hours per day on these—more than their black or white

counterparts. With the exception of print (books, magazines), use by Latino youth was also higher than whites’

on each separate category of media.109 Data from 2012 show Latino teens are somewhat less likely than their white

peers to own a basic cell phone, but equally likely to own a smartphone.110 Latino middle and high school students

are as likely as white students to use the Internet for 10 or more hours per week,111 and to check social networking

sites “almost every day.”112 Latino children are more likely than their white peers to watch television for more than

two hours on an average weekday.113

America’s Hispanic Children: Gaining Ground, Looking Forward

MEDIA USE

Like others, Hispanic children watch more TV as they age

Percent of children (6-17) who spend more than two hours in front of the television* on an average weekday, 2012

Hispanic

Non-Hispanic White

Non-Hispanic Black

Total U.S.

Age 6-11 Age 12-17

*Includes time watching TV programs or videos, or playing video games. Hispanics can be of any race. All race/Hispanic origin data are self-reported.

20.9 13.6 18.4

32.4 28.3 23.1 44.2

27.3

Source: Child Trends’ analysis of Monitoring the Future Survey data.

TV-watching. For Hispanic families, watching television together may be an important expression of positive intergenerational family bonds.114 However, many experts recommend that, alongside other family rules, parents

set reasonable limits on children’s screen time. Such restrictions can help young people better manage their time,

and may increase the likelihood that they finish schoolwork, spend some time being physically active, and get

adequate sleep.115 In Hispanic families, fewer parents of adolescents report having rules regarding media content

than is the case among families of white adolescents.116

America’s Hispanic Children: Gaining Ground, Looking Forward

MEDIA USE

Fewer* Hispanic youth have parental rules about media content

Percent of adolescents (8-18) who report having parental rules on media content, 2009

TV Music Computers Video Games Social Networking**

Hispanic Non-Hispanic White Non-Hispanic Black

38 43

17 26

43 44

22 23

24 30

*Hispanic adolescents are significantly less likely than white adolescents to report parental rules about all types of media. Hispanic adolescents are significantly less likely than black adolescents to report parental

rules on the content of TV and music, and whether they can have a social networking profile. **Rules about whether adolescent can have a social networking profile.

Hispanics can be of any race. All race/Hispanic origin data are self-reported. Source: Rideout, VJ, Foehr, UG, & Roberts, DF. (2010). Generation M2: Media in the lives of 8- to

18-year-olds. Menlo Park, CA: Kaiser Family Foundation.

As many commentators have noted, social media (and the Internet, in general) have great potential both to unite,

and to divide.117 These tools allow us to connect with disparate peoples, viewpoints, arts, and information—challeng-

ing us to think critically and, perhaps, to identify common ground. On the other hand, the Internet and social media

can be used to further segregate groups—reinforcing rather than challenging our preconceived leanings. Youth, in

particular, find a positive identity for themselves by affiliating with those who seem most like themselves.118

There is still much more to understand about the effects various forms of media have on the diverse groups of

Latino children. Our shared challenge is to use information and the new technology in ways that strengthen ties

both within and across the diverse communities of our nation.

America’s Hispanic Children: Gaining Ground, Looking Forward

1 Federal Interagency Forum on Child and Family Statistics. (2012). America’s Children: Key National Indicators of Well-Being, 2012, Tables POP1 and POP3. http:// www.childstats.gov/americaschildren/tables.asp 2 Child Trends’ analysis of 2012 American Community Survey data. 3 Child Trends DataBank. (2013). Early childhood program enrollment. Retrieved from http://www.childtrends.org/?indicators=early-childhood-program-enroll- ment 4 Child Trends DataBank. (2013). Reading proficiency. Retrieved from http://www.childtrends.org/?indicators=reading-proficiency Child Trends DataBank. (2013). Science proficiency. Retrieved from http://www.childtrends.org/?indicators=science-proficiency Child Trends DataBank. (2012). Writing proficiency. Retrieved from http://www.childtrends.org/?indicators=writing-proficiency Child Trends DataBank. (2013). Mathematics proficiency. Retrieved from Child Trends DataBank. (2012). Writing proficiency. Retrieved from http://www. childtrends.org/?indicators=mathematics-proficiency 5 Child Trends’ calculations of U.S. Census Bureau, School Enrollment--Social and Economic Characteristics of Students: Detailed Tables. http://www.census.gov/ hhes/school/data/cps/index.html 6 Fry, R. & Lopez, M. H. (2012). Hispanic student enrollments reach new highs in 2011. Pew Hispanic Center. Retrieved from http://www.pewhispanic. org/2012/08/20/hispanic-student-enrollments-reach-new-highs-in-2011/ 7Child Trends DataBank. (2013). Daily cigarette use. Retrieved from http://www.childtrends.org/?indicators=daily-cigarette-use 8 Child Trends DataBank. (2014). Teen pregnancy. Retrieved from http://www.childtrends.org/?indicators=teen-pregnancy 9 Child Trends DataBank. (2014). Family meals. Retrieved from http://www.childtrends.org/?indicators=family-meals 10 Vaala, S. E. (2013). Aprendiendo juntos (Learning together): Synthesis of a cross-sectoral convening on Hispanic-Latino families and digital technologies. The Joan Ganz Cooney Center at Sesame Workshop. Retrieved from http://www.joanganzcooneycenter.org/publication/aprendiendo-juntos/ 11U.S. Census Bureau. POV01. Age and Sex of All People, Family Members and Unrelated Individuals Iterated by Income-to-Poverty Ratio and Race, available at http://www.census.gov/hhes/www/cpstables/032014/pov/pov01_000.htm 12 Child Trends’ original analysis of American Community Survey data. 13 Bishaw, A. (2014). Changes in areas with concentrated poverty: 2000 to 2010. U.S. Census Bureau. Retrieved from http://www.census.gov/prod/2011pubs/acs- br10-17.pdf 14 O’Donnell, K. (2008). Parents’ reports of the school readiness of young children from the National Household Education Surveys program of 2007 (NCES 2008-051). Washington, DC: National Center for Education Statistics. 15 Ramos, M. (2014). The strengths of Latina mothers in supporting their children’s education: A cultural perspective. Child Trends Hispanic Institute. Retrieved from http://www.childtrends.org/?publications=the-strengths-of-latina-mothers-in-supporting-their-childrens-education-a-cultural-perspective Fuller, B. & Coll, C. G. (2010). Learning from Latinos: Contexts, families, and child development in motion. Developmental Psychology, 46(3), 559-565. 16 Child Trends DataBank. (2014). Health care coverage. Retrieved from http://www.childtrends.org/?indicators=health-care-coverage 17 Child Trends DataBank. (2014). Well-child visits. Retrieved from http://www.childtrends.org/?indicators=well-child-visits 18 Child Trends DataBank. (2013). Overweight children and youth. Retrieved from http://www.childtrends.org/?indicators=overweight-children-and-youth 19 The Partnership at DrugFree.org. (2013). the Partnership Attitude Tracking Study, 2012. Hispanic teens and Hispanic parents. Retrieved from http://www.drug- free.org/wp-content/uploads/2013/08/Hispanic-PATS-FINAL-Full-Report-August-20-2013.pdf 20 Child Trends DataBank. (2013). Physical fighting by youth. Retrieved from http://www.childtrends.org/?indicators=physical-fighting-by-youth 21Child Trends DataBank. (2014). Adolescents who felt sad or hopeless. Retrieved from http://www.childtrends.org/?indicators=adolescents-who-felt-sad-or-hope- less 22 Guerrero, A. D., Fuller, B., Chu, L., Kim, A., Franke, T., Bridges, M., & Kuo, A. (2012). Early growth of Mexican-American children: Lagging in preliteracy skills but not social development. Maternal and Child Health Journal, published online November 13, 2012. Galindo, C. & Fuller, B. (2010). The social competence of Latino kindergartners and growth in mathematical understanding. Developmental Psychology, 46(3), 579-592. 23 Castro, D., Garcia, E. E., & Markos, A. M. (2013). Dual language learners: Research informing policy. The University of North Carolina, Frank Porter Graham Child Development Institute. Retrieved from http://fpg.unc.edu/node/6000 24 Fuller, B. & Coll, C. G. (2010). Learning from Latinos: Contexts, families, and child development in motion. Developmental Psychology, 46(3), 559-565. 25 Federal Interagency Forum on Child and Family Statistics. (2014). America’s Children: Key National Indicators of Well-Being, 2014, Table POP3. Federal Interagency Forum on Child and Family Statistics, Washington, DC: U.S. Government Printing Office. http://www.childstats.gov/americaschildren/tables.asp 26 Krogstad, J. M., & Lopez, M. H. (2014). Hispanic nativity shift: U.S. births drive population growth as immigration stalls. Pew Research Hispanic Trends Project. Retrieved from http://www.pewhispanic.org/2014/04/29/hispanic-nativity-shift/ 27 Child Trends’ analysis of March Current Population Survey data. 28 Child Trends’ analysis of 2012 American Community Survey data. 29 Logan, J. R. & Turner, R. N. (2013). Hispanics in the United States: Not only Mexicans. US2010 Project. Retrieved from http://www.s4.brown.edu/us2010/Data/ Report/report03202013.pdf 30 U.S. Department of Health and Human Services. (2014). Survey data elements to unpack diversity of Hispanic populations. OPRE Report #2014-30. Retrieved from http://www.acf.hhs.gov/programs/opre/resource/survey-data-elements-to-unpack-diversity-of-hispanic-populations 31 Child Trends’ analysis of March Current Population Survey data. 32 Logan, J. R. & Turner, R. N. (2013). Hispanics in the United States: Not only Mexicans. US2010 Project. Retrieved from http://www.s4.brown.edu/us2010/Data/ Report/report03202013.pdf 33 Child Trends’ calculations, from U.S. Census Bureau 2013 postcensal population estimates. 34 Brown, A. & Lopez, M. H. (2013). Mapping the Latino population, by state, county, and city. Pew Research Center. Retrieved from http://www.pewhispanic.org/

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America’s Hispanic Children: Gaining Ground, Looking Forward

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America’s Hispanic Children: Gaining Ground, Looking Forward

Child Trends DataBank. (2012). Writing proficiency. Retrieved from http://www.childtrends.org/?indicators=writing-proficiency Child Trends DataBank. (2013). Mathematics proficiency. Retrieved from Child Trends DataBank. (2012). Retrieved from http://www.childtrends.org/?indica- tors=mathematics-proficiency 72 Analysis of the 2011/12 National Survey of Children’s Health, provided by the Data Resource Center for Child & Adolescent Health. www.childhealthdata.org 73 Child Trends’ analysis of 2013 American Community Survey data. 74 Child Trends’ calculations from 2012 American Community Survey, Public Use Microdata Sample. 75 Calzada, E. & Suarez-Balcazar. (2014). Enhancing cultural competence in social service agencies: A promising approach to serving diverse children and fami- lies. OPRE Report #2014-31. Retrieved from http://www.acf.hhs.gov/sites/default/files/opre/brief_enhancing_cultural_competence_final_022114.pdf Hernandez, D. J. & Napierala, J. S. (2014). Mother’s education and children’s outcomes: How dual-generation programs offer increased opportunities for Ameri- ca’s families. Foundation for Child Development. Retrieved from http://fcd-us.org/node/1470 76 Castro, D., Garcia, E. E., & Markos, A. M. (2013). Dual language learners: Research informing policy. The University of North Carolina, Frank Porter Graham Child Development Institute. Retrieved from http://fpg.unc.edu/node/6000 77 A nationally representative sample of U.S. children who were born in 2001 were assessed at 24 months of age. At that time, children with Mexican heritage were 64 percent of children whose families used at home a “heritage language” only, and 51 percent of children whose families used English plus a heritage language. Winsler, A., Burchinal, M. R., Tien, H-C., Peisner-Feinberg, E., Espinosa, L., Castro, D. C., LaForret, D. R., Kim, Y. K.,& De Feyter, J. (in press). Early Childhood Research Quarterly. 78 McCabe, A. Bornstein, M. H., Guerra, A. W., Kuchirko, Y., Paez, M., Tamis-Lamonda, C. S., Cates, C. B., Hirsh-Pasek, K., Meizi, G., Song, L., Golinkoff, R., Hoff, E., & Mendelsohn, A. (2013). Multilingual children: Beyond myths and toward best practices. Social Policy Report, 27(4), 1-21. 79 Ramos, M. (2014). The strengths of Latina mothers in supporting their children’s education: A cultural perspective. Child Trends Hispanic Institute. Retrieved from http://www.childtrends.org/?publications=the-strengths-of-latina-mothers-in-supporting-their-childrens-education-a-cultural-perspective Fuller, B. & Coll, C. G. (2010). Learning from Latinos: Contexts, families, and child development in motion. Developmental Psychology, 46(3), 559-565. 80 Ramos, op. cit. Crosnoe, R. (2010). Two-generation strategies and involving immigrant parents in children’s eductation. Prepared for the Young Children in Immigrant Families and the Path to Educational Success roundtable meeting. The Urban Institute, Washington, DC, June 28, 2010. 81 Child Trends DataBank. (2013). Participation in school athletics. Retrieved from http://www.childtrends.org/?indicators=participation-in-school-athletics Child Trends DataBank. (2013). Participation in school music or other performing arts. Retrieved from http://www.childtrends.org/www.childtrends.org/?indi- cators=participation-in-school-music-or-other-performing-arts Valladares, S. & Ramos, M. F. (2011). Children of Latino immigrants and out-of-school-time programs. Child Trends. Retrieved from http://www.childtrends. org/wp-content/uploads/2011/12/Child_Trends-2011_12_01_RB_ImmigrantsOSTProg.pdf 82 Analysis of the 2011/12 National Survey of Children’s Health, provided by the Data Resource Center for Child & Adolescent Health. www.childhealthdata.org 83 Child Trends DataBank. (2013). Religious service attendance. Retrieved from http://www.childtrends.org/?indicators=religious-service-attendance 84 Child Trends’ calculations of U.S. Census Bureau, School Enrollment--Social and Economic Characteristics of Students: Detailed Tables. http://www.census. gov/hhes/school/data/cps/index.html 85 Stetser, M. C. & Stillwell, R. (2014). Public high school four-year on-time graduation rates and event dropout rates: School years 2010–11 and 2011–12. First Look. National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2014/2014391.pdf 86 Fry, R. & Lopez, M. H. (2012). Hispanic student enrollments reach new highs in 2011. Pew Hispanic Center. Retrieved from http://www.pewhispanic. org/2012/08/20/hispanic-student-enrollments-reach-new-highs-in-2011/ 87 Bell & Bautsch, op. cit. 88 Child Trends DataBank. (2014). Low and very low birthweight infants. Retrieved from http://www.childtrends.org/?indicators=low-and-very-low-birthweight- infants 89 Child Trends DataBank. (2013). Breastfeeding. Retrieved from http://www.childtrends.org/?indicators=breastfeeding 90 Child Trends DataBank. (2013). Infant, child, and teen mortality. Retrieved from http://www.childtrends.org/?indicators=infant-child-and-teen-mortality 91 Analysis of the 2011/12 National Survey of Children’s Health, provided by the Data Resource Center for Child & Adolescent Health. www.childhealthdata.org 92 Child Trends DataBank. (2014). Food insecurity. Retrieved from http://www.childtrends.org/?indicators=food-insecurity 93 Child Trends DataBank. (2013). Overweight children and youth. Retrieved from http://www.childtrends.org/?indicators=overweight-children-and-youth 94 Child Trends DataBank. (2012). Vigorous physical activity by youth. Retrieved from http://www.childtrends.org/?indicators=vigorous-physical-activi- ty-by-youth 95 Child Trends DataBank. (2013). Daily cigarette use. Retrieved from http://www.childtrends.org/?indicators=daily-cigarette-use 96 The Partnership at DrugFree.org. (2013). The partnership attitude tracking study, 2012. Hispanic teens and Hispanic parents. Retrieved from http://www.drug- free.org/wp-content/uploads/2013/08/Hispanic-PATS-FINAL-Full-Report-August-20-2013.pdf 97 Child Trends DataBank. (2013). Binge drinking. Retrieved from http://www.childtrends.org/?indicators=binge-drinking 98 Child Trends DataBank. (2012). Sexually active teens. Retrieved from http://www.childtrends.org/?indicators=sexually-active-teens 99 Child Trends DataBank. (2012). Condom use. Retrieved from http://www.childtrends.org/?indicators=condom-use 100 Child Trends DataBank. (2012). Birth control pill use. Retrieved from http://www.childtrends.org/?indicators=birth-control-pill-use 101 Child Trends DataBank. (2014). Teen pregnancy. Retrieved from http://www.childtrends.org/?indicators=teen-pregnancy 102 Child Trends DataBank. (2014). Adolescents who felt sad or hopeless. Retrieved from http://www.childtrends.org/?indicators=adoles- cents-who-felt-sad-or-hopeless 103 Analysis of the 2011/12 National Survey of Children’s Health, provided by the Data Resource Center for Child & Adolescent Health. www.childhealthdata.org 104 Child Trends DataBank. (2014). Well-child visits. Retrieved from http://www.childtrends.org/?indicators=well-child-visits 105 Child Trends DataBank. (2014). Health care coverage. Retrieved from http://www.childtrends.org/?indicators=health-care-coverage 106 Capps, R., Bachmeier, J. D., Fix, M., & Van Ho ok, J. (2013). A demographic, socioeconomic, and health coverage profile of unauthorized immigrants in the United States. Migration Policy Institute. Retrieved from http://www.migrationpolicy.org/research/demographic-socioeconomic-and-health-coverage-pro- file-unauthorized-immigrants-united-states

America’s Hispanic Children: Gaining Ground, Looking Forward

107 Subervi, F. (2013). Analyzing the effect of portrayals of Latinos in mainstream media. The American Mosaic: Latino American Experience. ABC-CLIO. Retrieved from http://www.abc-clio.com/ABC-CLIOCorporate/product.aspx?pc=LAAMW 108 Vaala, S. E. (2013). Aprendiendo juntos (Learning together): Synthesis of a cross-sectoral convening on Hispanic-Latino families and digital technologies. The Joan Ganz Cooney Center at Sesame Workshop. Retrieved from http://www.joanganzcooneycenter.org/publication/aprendiendo-juntos/ 109 Ibid. Total hours includes time spent on more than one device/platform simultaneously. 110 Madden, M., Lenhart, A., Duggan, M., Cortesi, S., & Gasser, U. (2013). Teens and technology 2013. Washington, DC: Pew Research Center’s Internet & American Life Project. Retrieved from http://www.pewinternet.org/2013/03/13/teens-and-technology-2013/ 111 Child Trends’ original analysis of data from the Monitoring the Future Survey. Does not include Internet usage for school or work. 112 Child Trends’ original analysis of Monitoring the Future survey data. 113 Child Trends’ original analysis of Monitoring the Future survey data. 114 Vaala, op. cit. 115 See American Academy of Pediatrics. (2013). How to make a family media use plan. Retrieved from http://www.healthychildren.org/English/family-life/Media/Pages/How-to-Make-a-Family-Media-Use-Plan.aspx 116 Rideout, V.J., Foehr, U.G., & Roberts, D.F. (2010). Generation M2: Media in the lives of 8- to 18-year-olds. Menlo Park, CA: Kaiser Family Foundation. 117 O’Keefe, G. W., Clarke-Pearson, K., & Council on Communications and Media, American Academy of Pediatrics. (2011). Clinical report: The impact of social media on children, adolescents, and families. Pediatrics, 127(4), 800-804. 118 Zaff, J. F., & Hair, E. C. (2003).Positive development of the self: Self-concept, self-esteem, and identity. In Marc H. Bornstein, Davidson, L Keyes, C. L. M., &Moore, K. A. (Eds.), (2003). Well-being: Positive development across the life course. Crosscurrents in contemporary psychology (pp. 235-251). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

America’s Hispanic Children: Gaining Ground, Looking Forward

DEFINITION

Section Slide Measure Hispanics, compared to whites

Hispanics, compared to blacks

Economics crowded housing total + + poverty total + - concentrated poverty high poverty ? ?

very high poverty ? ? parental employment two parents working FTYR - 0

at least one parent working FTYR - - Family family structure married parents - +

cohabiting parent(s) + + single mother + - single father - - no parents + -

home-cooked meals total + + preschool home activities read to a child - 0

told a story - 0 taught letters, words, or numbers 0 0 sang songs 0 0 worked on arts and crafts - 0

Unless otherwise indicated, “children” refers to those ages birth through 17.

TABLE OF STATISTICALLY SIGNIFICANT DIFFERENCES

Key:

? Cannot be determined from data source

+ Hispanics are significantly higher

- Hispanics are significantly lower

0 No significant difference

TABLE OF STATISTICALLY SIGNIFICANT DIFFERENCES

Section Slide Measure Hispanics, compared to whites

Hispanics, compared to blacks

Media Use phone ownership cell phone - 0 smartphone 0 0

time watching television age 6-11 + - age 12-17 + -

parental content rules television - - music - - computers - 0 video games - 0 social networking - -

Key:

? Cannot be determined from data source + Hispanics are significantly higher

- Hispanics are significantly lower 0 No significant difference

TABLE OF STATISTICALLY SIGNIFICANT DIFFERENCES Section Slide Measure Hispanics,

compared to whites

Hispanics, compared to blacks

Education school readiness skills recognizes all letters - - counts to 20 or higher - - writes first name - 0 holds a pencil with fingers 0 0 speech is understandable to a stranger - 0 reads written words in books - -

mathematics proficiency 2013 - + graduation rate (ACGR) total ? ? status dropout rate 2012 + + post-secondary degrees bachelor’s degree or more - -

associate’ degree - - early childhood program enrollment

2012 ? ? 2007 ? ?

Health lacking health insurance coverage total + + well-child visits total - - BMI categories underweight 0 0

overweight + 0 obese + 0

daily exercise males - 0 females - -

smoking and drinking smoking, 2013 - 0 binge drinking, 2013 - +

teen pregnancy 2010 + -

Key:

? Cannot be determined from data source

+ Hispanics are significantly higher

- Hispanics are significantly lower

0 No significant difference

Table of Statistically Significant Differences

America’s Hispanic Children: Gaining Ground, Looking Forward

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