Before- and After-School Care Arrangements and Activities of School-Age Language Minority ...

296 Pages·2007·0.91 MB·English

Before- and After-School Care Arrangements and Activities of
School-Age Language Minority Children

Martha L. Thurlow
National Center on Educational Outcomes

Richard P. Durán
University of California, Santa Barbara

Kentaro Kato
Deb Albus
National Center on Educational Outcomes

Acknowledgments

The authors would like to thank Jamal Abedi, Seth Leon, and Jenny Kao
from the Center for Research on Evaluation, Standards, and Student Testing
(CRESST) for their extremely helpful reviews of the statistical analyses on which
the report is based. They were steadfast in their support of our work. We would
also like to acknowledge the opportunity provided to us by the special project on
language minority children conducted by CRESST, with support from NCES,
Institute of Education Sciences (IES) through AIR which enabled us to conduct
analyses of the National Household Education surveys Program (NHES).

iii
iv
Table of Contents

Acknowledgments.................................................................................................iii

Executive Summary...........................................................................................xvii

Chapter 1. Introduction........................................................................................1

Chapter 2. Language Minority Children...............................................................9

2.1 Description of Language Minority Children ..................................................9
2.2 Time in Before- and After-School Care Arrangements and Activities.........13
2.3 Moderating Factors between Language Minority Status and Time in
Activities.....................................................................................................15
2.4 Where Care Takes Place and Who Provides It Before and After School...20
2.5 Types of Activities in Which Children Participate During Before- and After-
School Arrangements.................................................................................22
2.6 School Outcomes.......................................................................................32

Chapter 3. Language Minority Children with Disabilities....................................42

3.1 Description of Language Minority Children with Disabilities.......................42
3.2 Time in Before- and After-School Care Arrangements and Activities.........49
3.3 Moderating Factors between Language Minority Status and Time in
Activities for Children with Disabilities........................................................51
3.4 Where Care Takes Place and Who Provides It Before and After School for
Children with Disabilities.............................................................................52
3.5 Types of Activities in Which Children with Disabilities Participate During
Before- and After-School Care Arrangements............................................54
3.6 School Outcomes.......................................................................................56

Chapter 4. Summary and Conclusions..............................................................59

References .........................................................................................................68

Appendix A. Tables of Means and Standard Errors...........................................71
Appendix B. Tables of Statistical Tests and Effect Sizes.................................202
Appendix C. Methodology and Technical Notes..............................................251
Survey Methodology.........................................................................................251
Statistical Procedures.......................................................................................253
Weights and Standard Errors............................................................................264
Reporting Criteria..............................................................................................266
Variable Definitions...........................................................................................266
v
Appendix A Tables

Table A1. Characteristics of children: percent of disability status, gender, ethnicity,
family type, language of child, mother, and father, and grade/equivalent
and standard errors, by language minority status...................................71
Table A2. Average hours per week in before-school relative care and standard
errors, by language minority status, disability status, ethnicity, income
level, parent education level, and grade..................................................73
Table A3. Average hours per week in after-school relative care and standard errors,
by language minority status, disability status, ethnicity, income level,
parent education level, and grade...........................................................74
Table A4. Average hours per week in before-school non-relative care and standard
errors, by language minority status, disability status, ethnicity, income
level, parent education level, and grade..................................................75
Table A5. Average hours per week in after-school non-relative care and standard
errors, by language minority status, disability status, ethnicity, income
level, parent education level, and grade..................................................76
Table A6. Average hours per week in before-school center-based care and standard
errors, by language minority status, disability status, ethnicity, income
level, parent education level, and grade..................................................77
Table A7. Average hours per week in after-school center-based care and standard
errors, by language minority status, disability status, ethnicity, income
level, parent education level, and grade..................................................78
Table A8. Average hours per week in before-school non-program activities and
standard errors, by language minority status, disability status, ethnicity,
income level, parent education level, and grade.....................................79
Table A9. Average hours per week in after-school non-program activities and
standard errors, by language minority status, disability status, ethnicity,
income level, parent education level, and grade.....................................80
Table A10. Average hours per week in before-school self care and standard errors,
by language minority status, disability status, ethnicity, income level,
parent education level, and grade...........................................................81
Table A11. Average hours per week in after-school self care and standard errors, by
language minority status, disability status, ethnicity, income level, parent
education level, and grade......................................................................82
Table A12. Percent of type of relative care, by language minority status..................83
Table A13. Standard errors for table A12—Percent of type of relative care, by
language minority status..........................................................................83
Table A14. Percent of locations of relative care, non-relative care, and center-based
care, by language minority status............................................................84
Table A15. Standard errors for table A14—Percent of locations of relative care, non-
relative care, and center-based care, by language minority status.........84
Table A16. Percent of children who engage in academic activities in after-school
relative care and standard errors, by language minority status, disability
status, ethnicity, income level, parent education level, and grade..........85
Table A17. Percent of children who engage in interactive activities in after-school
relative care and standard errors, by language minority status, disability
status, ethnicity, income level, parent education level, and grade..........86
Table A18. Percent of children who engage in other activities in after-school relative
care by language minority status, disability status, ethnicity, income level,
parent education level, and grade...........................................................87
vi
Table A19. Percent of children who receive any type of before- and after-school
relative care and standard errors, by language minority status, disability
status, ethnicity, income level, parent education level, and grade..........88
Table A20. Percent of children who engage in academic activities in after-school non-
relative care and standard errors, by language minority status, disability
status, ethnicity, income level, parent education level, and grade..........89
Table A21. Percent of children who engage in interactive activities in after-school
non-relative care and standard errors, by language minority status,
disability status, ethnicity, income level, parent education level, and grade
.................................................................................................................90
Table A22. Percent of children who engage in other activities in after-school non-
relative care and standard errors, by language minority status, disability
status, ethnicity, income level, parent education level, and grade..........91
Table A23. Percent of children who receive any type of before- and after-school non-
relative care and standard errors, by language minority status, disability
status, ethnicity, income level, parent education level, and grade..........92
Table A24. Percent of children who engage in academic activities in before-school
center-based care and standard errors, by language minority status,
disability status, ethnicity, income level, parent education level, and grade
.................................................................................................................93
Table A25. Percent of children who engage in interactive activities in before-school
center-based care and standard errors, by language minority status,
disability status, ethnicity, income level, parent education level, and grade
.................................................................................................................94
Table A26. Percent of children who engage in other activities in before-school center-
based care and standard errors, by language minority status, disability
status, ethnicity, income level, parent education level, and grade..........95
Table A27. Percent of children who engage in academic activities in after-school
center-based care and standard errors, by language minority status,
disability status, ethnicity, income level, parent education level, and grade
.................................................................................................................96
Table A28. Percent of children who engage in interactive activities in after-school
center-based care and standard errors, by language minority status,
disability status, ethnicity, income level, parent education level, and grade
.................................................................................................................97
Table A29. Percent of children who engage in other activities in after-school center-
based care and standard errors, by language minority status, disability
status, ethnicity, income level, parent education level, and grade..........98
Table A30. Percent of children who receive any type of before- and after-school
center-based care and standard errors, by language minority status,
disability status, ethnicity, income level, parent education level, and grade
.................................................................................................................99
Table A31. Percent of children who engage in arts in before- and after-school non-
program activities and standard errors, by language minority status,
disability status, ethnicity, income level, parent education level, and grade
...............................................................................................................100
Table A32. Percent of children who engage in sports in before- and after-school non-
program activities and standard errors, by language minority status,
disability status, ethnicity, income level, parent education level, and grade
...............................................................................................................101
vii
Table A33. Percent of children who engage in clubs in before- and after-school non-
program activities and standard errors, by language minority status,
disability status, ethnicity, income level, parent education level, and grade
...............................................................................................................102
Table A34. Percent of children who engage in other academic activities in before-
and after-school non-program activities and standard errors, by language
minority status, disability status, ethnicity, income level, parent education
level, and grade.....................................................................................103
Table A35. Percent of children who engage in volunteer work in before- and after-
school non-program activities and standard errors, by language minority
status, disability status, ethnicity, income level, parent education level,
and grade..............................................................................................104
Table A36. Percent of children who engage in religious activities in before- and after-
school non-program activities and standard errors, by language minority
status, disability status, ethnicity, income level, parent education level,
and grade..............................................................................................105
Table A37. Percent of children who engage in scouts in before- and after-school non-
program activities and standard errors, by language minority status,
disability status, ethnicity, income level, parent education level, and grade
...............................................................................................................106
Table A38. Percent of children who engage in any other activities in before- and
after-school non-program activities and standard errors, by language
minority status, disability status, ethnicity, income level, parent education
level, and grade.....................................................................................107
Table A39. Percent of children who participate in any before- and after-school non-
program activities and standard errors, by language minority status,
disability status, ethnicity, income level, parent education level, and grade
...............................................................................................................108
Table A40. Percent of children who engage in academic activities in after-school self
care and standard errors, by language minority status, disability status,
ethnicity, income level, parent education level, and grade....................109
Table A41. Percent of children who engage in interactive activities in after-school self
care and standard errors, by language minority status, disability status,
ethnicity, income level, parent education level, and grade....................110
Table A42. Percent of children who engage in other activities in after-school self care
and standard errors, by language minority status, disability status,
ethnicity, income level, parent education level, and grade....................111
Table A43. Percent of children who are responsible for themselves before or after
school and standard errors, by language minority status, disability status,
ethnicity, income level, parent education level, and grade....................112
Table A44. Percent of children who receive or participate in any before- or after-
school care/activities (except for self care) and standard errors, by
language minority status, disability status, ethnicity, income level, parent
education level, and grade....................................................................113
Table A45. Percent of grades that a child most often receives, by language minority
status and type of activities in before- and after-school care
arrangements/activities..........................................................................114
Table A46. Standard errors for table A45—Percent of grades that a child most often
receives, by language minority status and type of activities in before- and
after-school care arrangements/activities..............................................118
viii
Table A47. Percent of grades that a child most often receives, by language minority
status, disability status, ethnicity, income level, parent education level,
and grade..............................................................................................122
Table A48. Standard errors for table A47—Percent of grades that a child most often
receives, by language minority status, disability status, ethnicity, income
level, parent education level, and grade................................................123
Table A49. Percent of school problems, by language minority status and type of
activities in before- and after-school care arrangements/activities........124
Table A50. Standard errors for table A49—Percent of school problems, by language
minority status and type of activities in before- and after-school care
arrangements/activities..........................................................................129
Table A51. Percent of school problems, by language minority status, disability status,
ethnicity, income level, parent education level, and grade....................134
Table A52. Standard errors for table A51—Percent of school problems, by language
minority status, disability status, ethnicity, income level, parent education
level, and grade.....................................................................................135
Table A53. Characteristics of children: percent of gender, ethnicity, family type,
language of child, mother, and father, and grade/equivalent and standard
errors, by language minority status, for children with disabilities...........136
Table A54. Percent of children who have specific type of disabilities and standard
errors, by language minority status, for children with disabilities...........138
Table A55. Average hours per week in before-school relative care and standard
errors, by language minority status, ethnicity, income level, parent
education level, and grade, for children with disabilities........................139
Table A56. Average hours per week in after-school relative care and standard errors,
by language minority status, ethnicity, income level, parent education
level, and grade, for children with disabilities........................................140
Table A57. Average hours per week in before-school non-relative care and standard
errors, by language minority status, ethnicity, income level, parent
education level, and grade, for children with disabilities........................141
Table A58. Average hours per week in after-school non-relative care and standard
errors, by language minority status, ethnicity, income level, parent
education level, and grade, for children with disabilities........................142
Table A59. Average hours per week in before-school center-based care and standard
errors, by language minority status, ethnicity, income level, parent
education level, and grade, for children with disabilities........................143
Table A60. Average hours per week in after-school center-based care and standard
errors, by language minority status, ethnicity, income level, parent
education level, and grade, for children with disabilities........................144
Table A61. Average hours per week in before-school non-program activities and
standard errors, by language minority status, ethnicity, income level,
parent education level, and grade, for children with disabilities............145
Table A62. Average hours per week in after-school non-program activities and
standard errors, by language minority status, ethnicity, income level,
parent education level, and grade, for children with disabilities............146
Table A63. Average hours per week in before-school self care and standard errors,
by language minority status, ethnicity, income level, parent education
level, and grade, for children with disabilities........................................147
Table A64. Average hours per week in after-school self care and standard errors, by
language minority status, ethnicity, income level, parent education level,
and grade, for children with disabilities..................................................148
ix
Table A65. Percent of type of relative care, by language minority status, for children
with disabilities.......................................................................................149
Table A66. Standard errors for table A65—Percent of type of relative care, by
language minority status, for children with disabilities...........................149
Table A67. Percent of locations of relative care, non-relative care, and center-based
care, by language minority status, for children with disabilities.............150
Table A68. Standard errors for table A67—Percent of locations of relative care, non-
relative care, and center-based care, by language minority status, for
children with disabilities.........................................................................150
Table A69. Percent of children who engage in academic activities in after-school
relative care and standard errors, by language minority status, ethnicity,
income level, parent education level, and grade, for children with
disabilities..............................................................................................151
Table A70. Percent of children who engage in interactive activities in after-school
relative care and standard errors, by language minority status, ethnicity,
income level, parent education level, and grade, for children with
disabilities..............................................................................................152
Table A71. Percent of children who engage in other activities in after-school relative
care, by language minority status, ethnicity, income level, parent
education level, and grade, for children with disabilities........................153
Table A72. Percent of children who receive any type of before- and after-school
relative care and standard errors, by language minority status, ethnicity,
income level, parent education level, and grade, for children with
disabilities..............................................................................................154
Table A73. Percent of children who engage in academic activities in after-school non-
relative care and standard errors, by language minority status, ethnicity,
income level, parent education level, and grade, for children with
disabilities..............................................................................................155
Table A74. Percent of children who engage in interactive activities in after-school
non-relative care and standard errors, by language minority status,
ethnicity, income level, parent education level, and grade, for children
with disabilities.......................................................................................156
Table A75. Percent of children who engage in other activities in after-school non-
relative care and standard errors, by language minority status, ethnicity,
income level, parent education level, and grade, for children with
disabilities..............................................................................................157
Table A76. Percent of children who receive any type of before- and after-school non-
relative care and standard errors, by language minority status, ethnicity,
income level, parent education level, and grade, for children with
disabilities..............................................................................................158
Table A77. Percent of children who engage in academic activities in before-school
center-based care and standard errors, by language minority status,
ethnicity, income level, parent education level, and grade, for children
with disabilities.......................................................................................159
Table A78. Percent of children who engage in interactive activities in before-school
center-based care and standard errors, by language minority status,
ethnicity, income level, parent education level, and grade, for children
with disabilities.......................................................................................160
Table A79. Percent of children who engage in other activities in before-school center-
based care and standard errors, by language minority status, ethnicity,
x