An immigrant advantage in the early school trajectories of Latino preschoolers from low-income immigrant families.

2011 ◽  
pp. 185-207 ◽  
Author(s):  
Natalia Palacios
Keyword(s):  
Low Income ◽  
Immigrant Families ◽  
Early School

scholarly journals Early Academic Achievement Among American Low-Income Black Students from Immigrant and Non-Immigrant Families

2015 ◽  
Vol 16 (8) ◽  
pp. 1159-1168 ◽  
Author(s):  
Esther Calzada ◽  
R. Gabriela Barajas-Gonzalez ◽  
Spring Dawson-McClure ◽  
Keng-Yen Huang ◽  
Joseph Palamar ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Black Students ◽  
Low Income ◽  
Immigrant Families ◽  
Early Academic Achievement

Grade Repetition and Primary School Dropout in Uganda

2016 ◽  
Vol 86 (4) ◽  
pp. 580-606 ◽  
Author(s):  
Sarah Kabay
Keyword(s):  
Low Income ◽  
Primary Schools ◽  
Representative Sample ◽  
Mixed Methods Research ◽  
School Dropout ◽  
Low Income Countries ◽  
Confounding Variable ◽  
Grade Repetition ◽  
Early School ◽  
Age Of Entry

Research on education in low-income countries rarely focuses on grade repetition. When addressed, repetition is typically presented along with early school dropout as the “wasting” of educational resources. Simplifying grade repetition in this way often fails to recognize significant methodological concerns and also overlooks the unique insight that can be gained by focusing on repetition. In this article, Sarah Kabay uses mixed methods research to investigate repetition and its association with later school dropout in Ugandan primary schools. In a representative sample of pupils from 136 schools, Kabay finds that in spite of a policy of automatic promotion meant to limit repetition, 88 percent of pupils had repeated a grade and 11 percent had repeated three or more times. Kabay identifies age as a confounding variable for the association between repetition and dropout, and argues that attention should be drawn to the age of entry into schooling and language policy.

Catholic Schools and Immigrant Students: A New Generation

2009 ◽  
Vol 111 (3) ◽  
pp. 783-816
Author(s):  
Vivian Louie ◽  
Jennifer Holdaway
Keyword(s):  
High School ◽  
Public Schools ◽  
Educational Attainment ◽  
Low Income ◽  
Catholic Schools ◽  
Second Generation ◽  
Immigrant Students ◽  
Immigrant Families ◽  
Catholic School ◽  
New Immigrants

Background/Context This article considers the role of Catholic schools, an institution born of the adaptation of previous immigrant waves, in the education of new immigrants and their native-born counterparts. The new immigrants enter a landscape in which education plays a much bigger role than it did for their predecessors and yet faces many challenges. Public schools, particularly in urban centers, struggle with financial difficulties and new standards of accountability. Although scholars and the media have praised Catholic schools for performing better than public schools in promoting academic achievement among urban low-income minority students, the Catholic system also faces fiscal difficulties, declining enrollments, and school closings. Purpose/Objective/Research Questions/Focus of Study We examine the use of Catholic school by families of different ethnic backgrounds and how attendance relates both to religious affiliation and to socioeconomic class. We also analyze whether attending or graduating from Catholic high school has a positive effect on educational attainment and on the incidence of arrest and incarceration for men, and early childbearing for women. Finally, we seek to understand why immigrant families choose Catholic schools and how their children experience them. Research Design We draw on data collected for the Immigrant Second Generation in Metropolitan New York Study (ISGMNY). The study includes survey data on 3,415 young adults aged 18–32 who were interviewed between 1998 and 2001. Respondents include second-generation immigrants and native-born individuals. The study also includes qualitative data from in-depth interviews. For this article, we use interviews conducted with 74 respondents from immigrant and native-born groups who attended Catholic high schools, and those who referenced Catholic schools in their educational history even if they did not attend. Conclusions/Recommendations For immigrant families who have arrived recently, religion seems to be more or less irrelevant to the decision to send their children to Catholic school. Instead, like many native Blacks and Latinos, these families choose Catholic schools to avoid what they see as a seriously deficient public school system. To some extent, this represents a rational choice, but for many immigrant families, it also reflects a lack of knowledge about the public education system. Although many low-income families would like to send their children to Catholic school, cost is an insurmountable barrier for many. With the exception of native-born Whites, socioeconomic factors are very important in shaping who can go to Catholic school and whether students can stay until graduation. In many cases, families were forced to withdraw their children by high school, when costs rise sharply. Nonetheless, overall, the data show a benefit in terms of educational attainment for nearly all groups, and also a positive impact in terms of avoiding of certain problems, such as early pregnancy for girls and trouble with police for boys.

Grade Repetition and School Dropout

2021 ◽  
pp. 52-74
Author(s):  
Sarah Kabay
Keyword(s):  
Low Income ◽  
School Dropout ◽  
Low Income Countries ◽  
Dropping Out ◽  
Access To Education ◽  
Grade Repetition ◽  
Policy And Practice ◽  
Language Of Instruction ◽  
Early School ◽  
Access And Quality

The issue of grade repetition is relevant for policy and practice in every education system around the world—and yet it is rarely the topic of research in low-income countries. Typically, grade repetition is coupled with a second concern: early school dropout. Together, they are believed represent a constraint upon access to education—preventing children from progressing through school. On the other hand, repetition often intends to emphasize standards and enforce the quality of education. In this way, the issue of grade repetition represents the possible tension between access and quality, but methodological challenges associated with the study of repetition make it difficult to draw any definitive conclusions. This chapter investigates the association between repeating a grade and dropping out of school, the defining theme of existing literature on repetition in low-income countries. Empirical analysis in the sample of Ugandan schools brings to light two other concerns: age of entry into primary school and language of instruction.

Immigrants in America

2021 ◽  
pp. 46-59
Keyword(s):  
Low Income ◽  
Immigrant Families ◽  
Well Being ◽  
Institutional Racism ◽  
Mexican Origin ◽  
Black Immigrants ◽  
Immigrant Community ◽  
National Data ◽  
Collaborative Strategies ◽  
Enforcement Policies

Chapter 4 illustrates how the immigrant experience is a key dimension of American life. Heather Koball uses national data to understand how policies shape the lives of immigrants. She describes two studies that analyze the impacts of policies on the health well-being of low-income immigrant families. In her look at Mexican-origin families in Phoenix, Airín D. Martínez examines the effects of racism and antagonistic immigration enforcement policies on health and stress. Kate Vickery illustrates the importance of collaborative strategies to promote a vibrant immigrant community. The chapter ends with Francesca Menes’s perspectives on Black immigrants, a diverse and understudied population. Menes illustrates how exclusionary public policies and institutional racism criminalize Black immigrants, drawing from her work in Miami to suggest an agenda for action and research.

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