ERIC ED357617: School Readiness and Language Minority Students: Implications of the First National Education Goal. Focus Occasional Papers in Bilingual Education 7.

22 Pages·1993·0.43 MB·English

by  ERIC

DOCUMENT RESUME
ED 357 617
FL 021 181
AUTHOR
Prince, Cynthia D.; Lawrence, Leslie A.
TITLE
School Readiness and Language Minority
Students:
Implications of the First National Education
Goal,
Focus Occasional Papers in Bilingual Education
7.
INSTITUTION
National Clearinghouse for Bilingual
Education,
Washington, DC.
SPONS AGENCY
Office of Bilingual Education and Minority
Languages
Affairs (ED), Washington, DC.
PUB DATE
93
CONTRACT
T292008001
NOTE
22p.
PUB TYPE
Reports
Descriptive (141)
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
Access to Education; Bilingual Students;
Economically
Disadvantaged; Elementary Education; *English
(Second
Language); Health Services; *Limited
English
Speaking; "Minority Groups; *Preschool
Children;
School Readiness
IDENTIFIERS
*National Education Goals 1990; National
Education
Goals Panel
ABSTRACT
The first National Education Goal
states that all
children in America will start school
ready to learn. This report
examines what it means to be ready to
learn and what this goal
means
for language minority children. It is
noted that language minority
children will form an increasingly
greater proportion of the school
population, that they are more likely
to be at risk on measures of
health care and access to preschool
programs, and that "ready to
learn" implies knowledge of English.
Progress made by the National
Education Goals Panel and its advisors
in defining and measuring
school readiness is summarized, and
suggestions are offered for how
parents and teachers can help language minority
children get ready
for school. Six immediate steps to
address the needs of young
language minority students
are recommended covering the following
areas: improved accetls to health care for
poor and minority children;
preschool admissions policies related to
English proficiency level;
increased numbers of bilingual preschool
teachers; access for
language minority parents to parental
training and support;
involvement of the language minority
community on the National
Education Goals Panel; and respect
for the language of the home.
Contains 36 references. (LB)
***********************************************************************
Reproductions supplied by EDRS
are the best that can be made
from the original document.
***********************************************************************
b
LN
c.4
SCHOOL READINESS AND LANGUAGE
MINORITY STUDENTS:
IMPLICATIONS OF THE FIRST
NATIONAL EDUCATION GOAL
CYNTHIA D. PRINCE
LESLIE A. LAWRENCE
U.S. DEPARTMENT Of EDUCATION
THIS
"PERMISSION TO REPRODUCE
Office or Educslional Resevrch and improvement
BY
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TO THE EDUCATIONAL
0E111 position or polity
INFORMATION CENTER (ERIC)."
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(NCBE) is funded by the U.S. Department of Educa-
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guages Affairs (OBEMLA) .'nd is operated under Con-
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on
nive
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wASHiNGTON DC
3
two-thirds of elementary teachers believed that
School Readiness and
the proportion of children with health problems
that impair learning is increasing ("Students'
Language Minority Students:
Poor Health," 1992).
Ample evidence exists to confirm suspicions
Implications of the First
that conditions for children in the United States
have deteriorated markedly in recent years. Data
collected by the Center for the Study of Social
National Education Goal
Policy (1992) indicate that conditions wors-
ened for children during the 1980s on six out of
nine indicators of child well-being:
1. the percentage of low birthweight babies
increased 3 percent;
2. the percentage of births to single teens in-
creased 14 percent;
3. the percentage of children living in poverty
increased 22 percent;
4. the percentage of children living in single-
parent families increased 13 percent;
he National Education Goals were
5. the juvenile custody rate increased 10 per-
adopted by the president and the
cent; and
governors in 1990 and are supported
6. the teen violent death rate increased 11
by President Clinton. Goal 1 states
percent.
that all children in America will start
school ready to learn. Investing in the quality
These and other disturbing trends have helped
care and education of the nation's youngest
focus an unprecedented amount of attention on
children is increasingly seen as key to solving
the urgent need to improve the quality of chil-
many of America's education problems. If we
dren's lives and to help prepare them for school.
can only get children ready for school, the
But what exactly does it mean to come to school
argument goes, other education reforms will
ready to learn? In particular, what does this goal
followstudent achievement will improve,
mean for language minority students?
The
dropout rates will decline, levels of adult literacy
latter question is especially important for educa-
will increase, the skills of the U.S. work force
tors and policy makers because:
will be strengthened, and economic productiv-
1. language minority students will form an
ity will rise.
increasingly greater share of school popula-
While the importance of ensuring that all chil-
tions, particularly in urban school districts;
dren are ready for school is inarguable, it is by no
2. poor and minority children, many of whom
means perceived to be an easy task. More than
are limited English proficient, are more like-
half of registered American voters polled in
ly to be at risk on measures of health care and
1992 believed that children are worse off today
access ro preschool programs; and
than wh:.:n they were growing up; less than a
3. the belief persists that coming to school
third thought that conditions for children had
ready to learn implies that children should
gotten better ("National Poll Shows," 1992). A
come to school knowing English, a belief
1991 Carnegie Foundation survey of kindergar-
which has led to policies harmful to both
ten teachers found that 42 percent believed that
children and their families.
children were coming to school less prepared to
learn than thof e enrolled five years earlier; only
In this paper, we address each of these issues and
25 percent believed that the situation was im-
examine the implications of the first National
proving (Boyer, 1992).
And a 1992 survey
Education Goal for language minority students.
conducted by the American Academy of Pediat-
rics and the National PTA found that nearly
PMNCE i LAWIENCE
2
assessment, a school entrance assessment, and
DEFINING IEADINESS
an in-school assessment, to provide comprehen-
The expectation that all children should start
sive information to policy makers about the
school ready to learn is a puzzling notion, since
status of the nation's children. The purpose of
children are learning from the moment that
such an assessment system would not be to
they are born. Many educators have voiced
gather information for the diagnosis or place-
concern that the wording of this goal is equally
ment of an individual child. Rather, its purpose
puzzling too much of the burden of readiness
would be to collect information at a broad
seems to rest on individual children rather than
group level in order to understand changes in
on schools, which should also be ready to receive
conditions affecting children's well-being over
children (Goal 1 Technical Planning Subgroup,
time.
1991; Prince, 1992).
The Resource Group emphasized that any at-
Defining readiness is not a simple task. In fact,
tempt to measure readiness should focus on the
Kagan (1990, 1992) claims that scholarly de-
whole child, rather than focusing on only one or
bates on how to define readiness and how to
two traditional narrow indicators of readiness
measure it have gone on for decades. One view
such as verbal ability. The holistic definition of
is that children are "ready" if they have devel-
readiness which they proposed covers five di-
oped sufficient attention spans, motivation,
mensions of children's growth and develop-
maturity, and cognitive abilities to acquire new
ment (National Education Goals Panel,
knowledge and skills.
Another view is that
1992:19):
children are "ready" if they are able CO adapt
successfully to formal school settings by demon-
Physical Well-Being and Motor Develop-
strating abilities such as recognizing colors, copy-
mentthe various aspects of a child's health
ing shapes, counting, sitting still
in short,
and physical growth, ranging from being rested,
"specific skills or experiences that the dominant
fed, properly immunized, and healthy, to the
culture values" (Meisels et al., 1992:5).
As
development of skills and abilities for running
Kagan (1992) points out, these divergent views
and jumping and using crayons and puzzles;
of readiness have resulted in equally divergent
Social and Emotional Development
the
instructional approaches, school policies, and
sense of personal well-being that allows a child
teacher opinions about who is ready to enter
to participate fully and constructively in class-
school and who is not.
room activities by taking turns, following direc-
tions, working independently and as a group
A PRELIMINARY DEFINITION
member, and developing friendships;
In order to reach a national consensus about
Approaches Toward Learning
what it means to come to school ready to learn,
the qualities
of curiosity, creativity, motivation, indepen-
the National Education Goals Panel appointed
dence, cooperation, interest, and persistence
a Resource Group of early childhood education
that enable children from all cultures to get
experts to (a) propose a definition of readiness
and (b) suggest ways that children's readiness
involved in and maximize their learning;
might be assessed so that the Goals Panel
can
Language Usage
the uses of oral and written
measure annual progress toward this Goal (see
language (e.g., talking, listening, scribbling, com-
Appendix A). The Resource Group concluded
posing, and being read to) that enable children
that even though we already know a great deal
to communicate effectively with others and
about conditions that foster children's potential
express their thoughts feelings, and experience;
for learning, we lack accurate, direct
measures
and
that can tell us "the extent to which children do,
in fact, have the knowledge, skills and attitudes
Cognition and General Knowledge
the fa-
needed for formal learning" (Goal
t Resource
miliarity with basic information, including pat-
Group, 1991:6).
terns and relationships, causes and effects, and
solving problems in everyday life.
The Resource Group recommended that
a three-
part national Early Childhood Assessment Sys-
tem be developed, consisting of a before-school
5
MINCE l LAWRENCE
3
Readiness, according to the Resource Group, is
don with other early childhood specialists, who
distributed along a continuum in each dimen-
have agreed to help elaborate the meaning of the
sion; it is not an absolute standard that a child
five dimensions, critique the suitability of exist-
must meet. That is, there is no cut-score to sort
ing instruments which propose to measure these
children as "ready" versus "not ready."
dimensions, and address issues of large-scale
An
individual child might be more ready for school
assessments of readiness and assessment ofyoung
in terms of her cognitive development, for ex-
minority children and children with disabilities.
ample, but less ready in terms of her social and
Early childhood specialists addressing the Lan-
emotional development. This multidimensional
guage Usage dimension and the issues involved
in testing young minority children include
definition views readiness as "a pattern of qual-
ities, a cluster of conditions and characteristics
Duran (1992) and Garcia & Figueroa (1993).
that, taken together, enable children to take full
advantage of the opportunities and demands of
ASSESSING LANGUAGE MINORITY CHILDREN
formal schooling" (Goal
Resource Group,
1
Some of the critical questions to be tackled as
1991:5). How those qualities might be mea-
the dimensions of learning and development are
sured was the next question to be addressed.
refined and the assessment system is created are
(a) how diverse groups of children will be as-
ASSESSING YOUNG CHILDREN
sessed equitably, (b) whether languages other
A Technical Planning Subgroup consisting of
than English will be used to assess language
experts in early childhood education, child de-
minority children and to interview their par-
velopment, and assessment was appointed by
ents, and (c) how a balance will be struck
the Goals Panel to expand the preliminary def-
between the need to respect cultural differences
inition of readiness and to look in greater depth
and the need to make some judgments about
at the complex issues involved in assessing young
children's preparedness to participate success-
children (see Appendix B). The Technical Plan-
fully in the formal school culture (see Prince,
ning Subgroup's charge was to examine first the
1992).
issues involved in the in-school component of
Perhaps the most difficult theoretical issue to be
the assessment, which would be administered to
addressed is that "school readiness" is a concept
a sample of children during kindergarten.
that is both culturally defined and culturally
The Subgroup recommended that such an as-
interpreted. As one highly respected anthropol-
sessment system gather information on the five
ogist pointed out to the Goals Panel, there is a
dimensions specified by the Resource Group
grave danger that normal developmental differ-
(Goal 1 Technical Planning Subgroup, 1991).
ences among groups of children may be misin-
They also recommended that this information
terpreted as "evidence" that minority children
be gathered at several points during the kinder-
are not ready for school (Prince, 1992:51):
garten year and from multiple sources (parent
Culturally speaking, different minority
reports, teacher reports, performance portfoli-
groups develop differently, for example, in
os, and profiles oi children's skills, knowledge,
the area of social relations. Asian Ameri-
and development). To reduce the costs of data
cans (e.g., Chinese) and Native Americans
collection and to prevent the assessment from
do not follow the same trend of early social
being misused to label or stigmatize individual
In the
development as the mainstream.
children or groups of children, the Subgroup
area of social development these and sim-
further recommended that a sample of children
ilar populations are likely to cone out
be assessed every three years, rather than assess-
quite differently, although it does not mean
ing all kindergarteners every year. Finally, they
that they are not ready for school. But how
recommended that a national body be created to
will the results of the assessment be inter-
oversee the development, implementation, and
preted by those who do not understand the
evaluation of the proposed assessment system.
cultural basis of the differences?
At present, the Technical Planning Subgroup is
developing a richer definition of the five dimen-
sions of learning and development in consulta-
4
percent and by every indication is expected to
DEMOGRAPHIC PROJECTIONS
continue to rise.
This fundamental question
how the results
of the assessment will be interpreted
increas-
Although LEP populations tend to be concen-
es in importance as the numbers of language
trated in urban areas, they are by no means
minority children entering school continue to
homogeneous. The number of different lan-
grow. Although estimates differ according to
guages spoken by students exceeds 40 in 17 of
data sources and definitions, sources are consis-
the nation's largest school districts, equals or
tent in their conclusions that the number of
exceeds 60 in 9, equals or exceeds 80 in 4, and
language minority children in the U.S. is rapidly
equals or exceeds 100 in Chicago and New York
increasing.
City (Council of the Great City Schools, 1992).
Even smaller cities which have not had extensive
Data compiled by the U.S. Department of
experience planning instructional programs for
Education (1992) show that approximately 2.3
large populations of LEP students in the past are
million students (nearly 6 percent of total public
witnessing increased diversity in their public
and nonpublic school enrollment) were identi-
25 languages are spoken by
school systems:
fied as limited English proficient (LEP) in 1991,
students in Oklahoma City, 28 in Atlanta, 37 in
a 14 percent increase since 1990. LEP student
Nashville, 42 in Minneapolis, and 45 in Port-
populations grew by more than 5 percent in
land. Ensuring that language minority children
thirty-four states during that time. Two states
are prepared for school is a challenge that is no
alone accounted for more than half of the in-
longer res ricted to only a handful of cities.
crease: Florida gained more than 22,000 LEP
students in one year's time, while California
CONDITIONS AFFECTING YOUNG CHILDREN'S
gained nearly 125,000.
PROSPECTS FOR SUCCESS
According to 1990 U.S. Census data, the num-
Three objectives subsumed under Goal 1 ad-
ber of school-age children who do not speak
dress conditions affecting children's prospects
English at home has increased 38 percent over
for success that should be the fundamental right
the past ten years (Population Reference Bu-
of all children: quality preschool experiences,
reau, 1992). Latest figures show that 6.3 mil-
loving and nurturing activities in the home, and
lion children, or nearly 14 percent of those age
sound health care and nutrition. These three
5-17, speak a non-English language at home.
objectives state that:
The proportion of children age 5 and younger
who speak a language other than English at
All disadvantaged and disabled children will
home is likely to be even greater than 14 percent
have access to high quality and developmen-
since, for many, kindergarten is their first for-
tally appropriate preschool programs that
mal encounter with English.
help prepare children for school.
Every parent in America will be a child's first
Ensuring that language minority students are
teacher and devote time each day helping his
prepared for school will be the most critical for
or her preschool child learn; parents will
large, urban school districts, where LEP stu-
have access to the training and support they
dents tend to be concentrated. According to the
need.
Council of the Great City Schools '1992), LEP
students constituted about 5 percent of the
Children will receive the nutrition and health
care needed to arrive at school with healthy
nation's school enrollment in 1990-91, but
minds and bodies, and the number of low-
13.5 percent of the enrollment in the Great City
birthweight babies will be significantly re-
Schools (i.e. the 47 largest cities in the country;
duced through enhanced prenatal health
these cities enrolled more than 80 percent of the
systems.
nation's urban school-age children in 1990-91).
In cities such as Boston, El Paso, Fresno, and
Despite the acknowledged importance of pre-
Oakland, approximately I out of every 4 stu-
school education, parent training and support,
dents is LEP. In San Francisco and Long Beach,
and a healthy start in life, there is growing
the proportion approaches 1 out of 3. In Los
evidence that poor, minority, and limited En-
Angeles, the proportion climbs to nearly 40
glish proficient children are less likely than
POINCI & wrath
7
5
others to have access to the kinds of early expe-
Figure I
riences and preparation that will help them be
Preschool Participation
successful in school later on. Recent data show
Percentage 01 3- to 5- year -olds' enrolled in preschool2. 1991
distinct patterns of differential access to both
More than
$75.000
preschool and health care.
$50.001.
575.000
Preschool participation. U.S. Census data
re-
$40,001 -
41,
550.000
veal that the percentage of women in the U.S.
C
C 530.001-
work force with children under the
age of 6 rose
$4.000
from 46 percent in 1980 to 60 percent in 1990
520.001-
Woo.)
12
(Population Reference Bureau, 1992).
The
$10.00'-
steep increase in the percentage of working
520.000
510.000
mothers with preschoolers has swelled demand
or tess
for quality early care and education
programs
0%
20%
40%
60./.
100%
80%
that provide children with enriching learning
Excludes those enrolled in kindergarten.
experiences.
2 Includes those enrolled in nursery schools, prekindergarten
programs. and Head Stan; also includes 3- to 5-year olds with
disabilities.
Boyer (1992), citing evidence from The School
Source: National Center for Education Statistics. 1991
Readiness Act of 1991, argues that the benefits
of preschool education are both educational and
Figure 2
financial. By age 19, individuals who had been
Trends in Nursery School Enrollment
enrolled in Head Start programs
were more
Percentage of 3. to 5.year.oids enrolled ,n nu, sery school, 1973 to 1991
100%
likely to graduate from high school, enroll in
1
i
higher education, be literate, and be employed
1
80%
1
i
than were those without early education
. More-
i
1
i-----
11
over, they were less likely to be on welfare or to
60%
have been arrested.
40%
--t
The benefits of preschool education
are not
realized by all children, however.
20%
Figure
1
I
!
shows that in 1991, only about 40 percent of 3-
0%
to 5-year-olds from families with incomes of
1973 1975 1977 1979' 1981
1987 1989
1983
1985
1991
$30,000 or less were enrolled in preschool,
- Black 2
Data Not Available for Hispantcs in 1979
compared to 75 percent of 3- to 5-year-olds
Itspantc
2 Excludes Blacks of Hispanic Onetn
..-
from families earning more than $75,000 (U.S.
3 Excluoes Whiles of Hispanic Ong m
Mute 3
Department of Education and Westat, Inc.,
Source: Bureau of the Census and Management Planning Research
1991). And while the percentage of3- to 5-year-
Associates, Inc.. 1992
olds enrolled in nursery school has increased for
Frgure 3
Blacks, Hispanics, and Whites over the
past
Admissions Policies of Preschool Programs
twenty years, intergroup differences have wid-
Percentage Of programs that accept non-English-speaking children, 1990
ened (see Figure 2). In 1991, White children
100%
were twice as likely as Hispanic children to be
enrolled in nursery school (U.S. Department of
80%
Commerce and Management Planning Research
Associates, Inc., 1992).
60%
Since preschool programs are not subject to the
40%
same open-enrollment requirements as public
schools, evidence suggests that individual
pro-
20%
grams may selectively deny care to some chil-
dren. As seen in Figure 3, a 1990 study of U.S.
0°/
childcare settings found that 86 percent of
cen-
Center-based Programs
ter-based preschool programs accepted limited
Regulated Home-based Programs
English proficient children, while only 31
per-
cent of regulated home-based programs did so
Source. Mathematics Policy Resealch, Inc.. 1991
(Kisker et al., 1991). Among the preschool
Figure 4
centers that did accept LEP children, only 44
Prenatal Care
percent had bilingual staff.
These findings
Percentage of mothers who began prenatal care during the
first trimester of pregnancy, 1989
suggest that "access to high quality ?ad devel-
100%
opmentally appropriate preschool programs"
83%
may be problematic not only for disadvantaged
and disabled children, but alsc for language
minority children, even thouo they are not
specifically mentioned in the first objective
under Goal 1.
Health care. Boyer (1992:12) contends that "if
there is one right that every child can claim, it is
the right to a healthy start." However, statistics
on prenatal care, birthweight, health insurance
coverage, immunizations, routine health care,
and continuity of health care clearly show that
0 Black 1
All mothers
not all children have been granted equal access
American Indian/Alaskan Native
Hispanic Origin
to a healthy start.
II Asian/Pacific Islander
White 2
In 1989, for example, American Indian/Alas-
1
Excludes Blacks of Hispanic origin.
2
kan Native, Black, and Hispanic mothers were
Excludes Whites of Hispanic origin.
less likely than Asian/Pacific Islander or White
Source: National C Inter for Health Statistics. 1992
mothers to receive initial prenatal care during
their first trimester of pregnancy, which is the
most critical period of fetal development (see
Figure 4a
Figuiz 4). Differences were also apparent among
Prenatal Care
ethnic subgroups (See Figure 4a). Although 83
Percentage of mothers who began prandial care dunng the first
percent of Cuban mothers received early prena-
tnmester of pregnancy. 1989. Breakdown by ethnic categones.
100%
tal care, only 57 percent of Mexican-American
mothers received early care (U.S. Department
of Health and Human Services, 1992).
Mothers who receive early and continuous pre-
natal care have a greater chance of giving birth
to a baby 'who is above the standard for low
birthweight (i.e., at or above 5.5 pounds). Low
birthweight is a condition that may increase a
Hispanic Origin
Asian/Pacific Islander
child's risk of developing learning and behavior-
al problems later in life. In a study of children
Mexican American
Puerto Rican
Chinese
age 4-17, children who were born low-birth-
11 Cuban
ID Japanese
weight were more likely to be enrolled in special
II Filipino
Central/South American
education classes, to repeat a grade, or to fail
Other
Other
schonl than children who were born at a normal
birthwtight (McCormick et al, 1990).
Source: National Center for Health Statistics. 1992
.9
PUCE 1 MIME
_
7
But as shown in Figure 5, low-birthweight is a
Figure 5
health risk that is not randomly distributed
Birthweight
among groups. Black infants are twice as likely
Percentage of Eve bathe born at low tarthrweight'. 1969
100%
as those from other racial/ethnic groups to be
born low-birthweight (U.S. Department of
80%
Health and Human Services, 1992). Among
60%
Hispanic subgroups, Puerto Rican infants fare
worst (See Figure 5a).
40%
Recent research indicates that health insurance
20 %-
IIIII
14ai
7%
coverage is associated both with variations in
7%
6%
6% 6%
0% ME
r---1
routine health care and with continuity of health
Kula
III AGnw7srs
care (Cornelius et aL, 1991). Figure 6 shows
Mexican Indenhelaskan Nave
Hispanic Origin
that in 1988, Hispanic children aged 4 and
Whit.3
AsianPacific islander
younger were less likely than children from
Beiow 5 5 pounds Ls defined as Low einnwegnt
other racial/ethnic groups to be covered by
2 Excludes Blacks or Hispanic organ
private health insurance plans or Medicaid dur-
Ewiudas 'Midas Si Hispanic origin
ing the previous year (U.S. Department ofHealth
Source: National Center for Health Statistics. 1992
and Human Services and Child Trends, Inc.,
Figure 5a
1991).
Birthweight
Percentage of In. births ban at low titrthwec,110 1989 Breakdown by ethnic categones
100%
80%
60%
40%
20%
10%
5%
7%
7%
7%
7°A
6% 6%
6%
.1.
MI
,rent
0%
Hispanic Ongin
Asian/Pacific Islander
Morcan American
In Chinese
Puerto Ffican
Cuban
Japanese
n ContralSouth American
Ftic,no
Otner
Other
Below 5 5 pounds is defined as Low Bothweght
Source: National Center for Health Statistics. 1992
Figure 6
Health Insurance
Percentage or children age. and younger' cowered by health insurance nians2.
951
Avail/
.1111.111111MMINMINIMBIPME 83%
Paolic
Islarider
=
eenrawleew 81%
66%
MINIMWSW
AMMO 80%
Black
86%
81%
.111~1MalltrnA
74%
63%
89%
Whit*
86%
88%
0%
40%
CO%
3.4 years ihd
Amerman Indanikiashen Caine erne+. size too sing
n 2 yawn ad
fo pen" r reliato4 020112t0
la
2 IndutIOS burr shwa% end cobitc hea,th MuninG11 man
Lela Punt yam old
Source: National Center for Health Statistics and Chi d Trends. Inc., 1991
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