Revisiting the Immigrant Paradox in Early Learning Experiences

Sangyoo Lee , University of Minnesota
John Robert Warren, University of Minnesota
Judy Temple, University of Minnesota

This study examines whether the immigrant paradox is observed in early childhood educational outcomes, from kindergarten through third grade. The immigrant paradox has been previously documented in reading achievement in kindergarten through third grade using the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) cohort of 1998 children. However, many things have changed that have impacted the children of immigrant families in the more than a decade that has elapsed since 1998 such as state policies expanding access to early education. Moreover, 2000-2010 was decade of the largest number of immigrants to the United States which have changed the composition of immigrant communities. We examine whether the immigrant paradox in early childhood education still persist in light of these changes. To accomplish this, we use the ECLS-K: 2011 cohort, a new cohort comprised of over 18,000 children who attended kindergarten in the 2010-2011 school year and who were followed through subsequent years.

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 Presented in Session 2. Children & Youth