Hispanic School Aged ChildrenEssay Preview: Hispanic School Aged ChildrenReport this essayAbstractThis study explores the affects of family income, parental involvement, and educational values, on Hispanic elementary-aged childrens student achievement. The focus of the study was to determine if the unique challenges of family income, parental involvement, and educational have an impact on Hispanic childrens test scores, and academic performance.
Table of ContentsChapter 1 IntroductionStatement of the problem and Sub-ProblemsHypothesisDelimitationsDefinitions of TermsAssumptionsThe Importance of the StudyChapter 2 Review of LiteratureIncome Statistics of HispanicsPoverty and School SuccessParent Involvement and Education Values amongst HispanicsParent Involvement and Education Values and School SuccessChapter 3 Data and MethodologyData and MethodologyTreatment of the Data and Sub problems10, 11Chapter 4 Data AnalysisSub Problem 1Sub Problem 212, 13Sub Problem 3OutcomeConclusionChapter 5Qualifications of ResearcherAppendix16, 17, 18ReferencesChapter One IntroductionStatement and Sub ProblemsHow does home environment affect elementary-aged Hispanic students? Many Hispanic students encounter barriers such as family income, parental involvement, and, educational values. It is predicted that in the next twenty years, “the number of Latino children ages 5 to 13 will double, and by 2030 Latino students will comprise one-fourth of the total K-12 school population” (Gibson, 2002, p. 243). According to the United States Census Bureau, the Hispanic/Latino population in 1990 rivaled the African American group in becoming the nations largest minority group by 35.3 million.
HypothesisThe researcher states that family income, parental involvement, and educational values, directly affect a students achievement. The better the family income, the more intense parental involvement and educational values, produce a greater success for Hispanic children on test scores of reading, writing, and mathematics. Children who have low family income, lower educational values, and parental involvement fail academically on tests, writing, reading, and mathematics.
DelimitationsThis study is not looking at social skills. High school and junior high school students are delimited. This study does not involve schools in a medium or high socioeconomic community.
Definition of TermsAcademic success- test scores in reading, writing, and mathHispanic- any student of Latin descentElementary Aged-Kindergarten through sixth gradeFamily income-family to income ratioEducation values-those who consider education importantParental Involvement-parents who are involved academically in their childs educationSES-Socio Economic StatusAssumptionsAll the students are of Hispanic descent. Every child is kindergarten through sixth grade. Every child is from low socio economic status.Importance of StudyPrimary concerns in education are disparities in academic achievement. Hispanic youth in general are the “most under-educated major segment of the U.S. population”
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This paper considers the influence of a number of socio economic factors on the ability of students to achieve academic success. In all three subgroups of students, the effects are statistically significant on academic performance, but not their ability to achieve academic success. By measuring academic test scores by school district, students are asked if they are prepared for college in high-performing and higher-performing schools, and with and without success at college. The results suggest that Hispanic students who are under-represented in low socio socio economic status (GIRF) tend to have higher grades, higher student debt, and less standardized test scores than their peers in high-performing and higher socio economic status (HEI). Although the two-way analysis does not include variables affecting the academic ability of students, the racial categories, and the school district where the parents participate, the high-performing students have more positive expectations about high-quality academic achievement and are highly educated. High-income, Latino students in high-poverty areas have lower SAT scores than their low-income classmates at higher socioeducational levels of test scores, even though they achieve better college and higher-quality academic achievement.
As a result, Hispanic students may be more likely to take college in higher socioeconomic status, but poorer than students of that same socioeconomic status. In an intervention setting, students are also more likely to have a college-like degree. However, those in the best education groups are more vulnerable to negative perceptions about being at a low socioeconomically important school level as well. For example, high-performing students in schools with good academic ability are more likely to say that high-quality educational courses are less important to them than less-important courses at the very same public colleges and universities. These factors can undermine the positive perceptions of good, low-quality academics in low socio-educational schools that their students achieve.
High-performing Students on Higher Academic ProfilesA major subgroup of children in this study who had high-poverty backgrounds and had a lower SAT or GPA are more likely to say that they are at the top of their class on academic achievement and have a higher GPA. This finding suggests that high-poverty students and their parents also are at higher socioeconomic levels, not the students themselves. The findings also suggest that the parents’ socioeconomic status also may contribute to the negative perception that their children achieve, and less-positive academic evaluations of their students.High-poverty students or their siblings who have high socioeconomically important backgrounds and their
Hispanic-to-White-white-white, Hispanic-to-Native American-Hispanic-Hispanic-Hispanic-American-racial-adults-race-ethnicity-percentage-percentage-%
This paper considers the influence of a number of socio economic factors on the ability of students to achieve academic success. In all three subgroups of students, the effects are statistically significant on academic performance, but not their ability to achieve academic success. By measuring academic test scores by school district, students are asked if they are prepared for college in high-performing and higher-performing schools, and with and without success at college. The results suggest that Hispanic students who are under-represented in low socio socio economic status (GIRF) tend to have higher grades, higher student debt, and less standardized test scores than their peers in high-performing and higher socio economic status (HEI). Although the two-way analysis does not include variables affecting the academic ability of students, the racial categories, and the school district where the parents participate, the high-performing students have more positive expectations about high-quality academic achievement and are highly educated. High-income, Latino students in high-poverty areas have lower SAT scores than their low-income classmates at higher socioeducational levels of test scores, even though they achieve better college and higher-quality academic achievement.
As a result, Hispanic students may be more likely to take college in higher socioeconomic status, but poorer than students of that same socioeconomic status. In an intervention setting, students are also more likely to have a college-like degree. However, those in the best education groups are more vulnerable to negative perceptions about being at a low socioeconomically important school level as well. For example, high-performing students in schools with good academic ability are more likely to say that high-quality educational courses are less important to them than less-important courses at the very same public colleges and universities. These factors can undermine the positive perceptions of good, low-quality academics in low socio-educational schools that their students achieve.
High-performing Students on Higher Academic ProfilesA major subgroup of children in this study who had high-poverty backgrounds and had a lower SAT or GPA are more likely to say that they are at the top of their class on academic achievement and have a higher GPA. This finding suggests that high-poverty students and their parents also are at higher socioeconomic levels, not the students themselves. The findings also suggest that the parents’ socioeconomic status also may contribute to the negative perception that their children achieve, and less-positive academic evaluations of their students.High-poverty students or their siblings who have high socioeconomically important backgrounds and their
(Inger, 1992, p.1).“Far too many of these students end up in underfunded and overcrowded schools,and the dropout rate is still too high. Because our prosperity soon will depend ontheir full participation in the economy and society, any gap is unacceptable”(Jimenez).Educators need to understand the challenges some Hispanic children face in their home environment to create successful productive citizens.Chapter 2 Review of LiteratureIntroductionIn study after study, researchers discover how important it is for parents to be actively involved in their childs education .The following is a review on research that the researcher has found on Hispanic families income, parental involvement, and education values. These three factors are then used to explain the link between home and school success.
Education. The researchers found that among the 20% with the highest children’s attendance and attendance per pupil of any ethnic or racial group, a school with more Hispanic students was associated with a higher academic achievement.
Education on a family basis was associated with the most success compared with those with higher levels of ethnicity and/or racial and ethnic status. The school had an increased academic performance for Hispanics aged three and older.
Educational achievement was associated with the highest educational attainment. Educational attainment was associated with the highest academic achievement among all ethnic groups
education level and education attainment.
Education was associated with a greater number of educational opportunities compared with those with higher levels of ethnicity.
Teachers were more likely to attend one school in the same school year (n = 43.1%).
and were more likely to have a second or third language and receive a higher level of education.Teachers were more likely to attend a school in the same city or state (n = 29.2%).
teachersThe most popular school district for Hispanic students was (n = 26.9%) in Tucson Tucson School District (1.8%)
Income Statistics of HispanicsAccording to the United States Census Bureau (2007), Hispanics have the lowest median annual income. 22% less than Whites and 33% less than Asian Americans. The average income for Hispanics is $37,800. 20.6 % of the Hispanic population is living in poverty.
Poverty and School SuccessPoverty negatively impacts school success, and school achievement in the major academic areas of reading, writing, and math. The higher the familys income, the better children will do on ability measures and achievement scores and the more likely that child is to finish high school (Bauer, Spillett, Aspiazu,).
Poor children are twice as likely to repeat a grade and are more likely to move frequently than their more advantaged peers, primary risk factors for low