Before- and After-School Care Arrangements and Activities ...

[Pages:296]Before- and After-School Care Arrangements and Activities of School-Age Language Minority Children

Martha L. Thurlow National Center on Educational Outcomes

Richard P. Dur?n 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).

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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

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Appendix A Tables

Table A1. Table A2. Table A3. Table A4. Table A5. Table A6. Table A7. Table A8. Table A9. Table A10. Table A11. Table A12. Table A13. Table A14. Table A15. Table A16. Table A17. Table A18.

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 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 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 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 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 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 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 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 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 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 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 Percent of type of relative care, by language minority status .................. 83 Standard errors for table A12--Percent of type of relative care, by language minority status.......................................................................... 83 Percent of locations of relative care, non-relative care, and center-based care, by language minority status............................................................ 84 Standard errors for table A14--Percent of locations of relative care, nonrelative care, and center-based care, by language minority status ......... 84 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 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 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

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Table A19. Table A20. Table A21. Table A22. Table A23. Table A24. Table A25. Table A26. Table A27. Table A28. Table A29. Table A30. Table A31. Table A32.

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 Percent of children who engage in academic activities in after-school nonrelative care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade .......... 89 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 Percent of children who engage in other activities in after-school nonrelative care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade .......... 91 Percent of children who receive any type of before- and after-school nonrelative care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade .......... 92 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 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 Percent of children who engage in other activities in before-school centerbased care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade .......... 95 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 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 Percent of children who engage in other activities in after-school centerbased care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade .......... 98 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 Percent of children who engage in arts in before- and after-school nonprogram activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade ............................................................................................................... 100 Percent of children who engage in sports in before- and after-school nonprogram activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade ............................................................................................................... 101

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Table A33. Table A34. Table A35. Table A36. Table A37. Table A38. Table A39. Table A40. Table A41. Table A42. Table A43. Table A44. Table A45. Table A46.

Percent of children who engage in clubs in before- and after-school nonprogram activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade ............................................................................................................... 102 Percent of children who engage in other academic activities in beforeand after-school non-program activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade ..................................................................................... 103 Percent of children who engage in volunteer work in before- and afterschool non-program activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade .............................................................................................. 104 Percent of children who engage in religious activities in before- and afterschool non-program activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade .............................................................................................. 105 Percent of children who engage in scouts in before- and after-school nonprogram activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade ............................................................................................................... 106 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 Percent of children who participate in any before- and after-school nonprogram activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade ............................................................................................................... 108 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 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 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 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 Percent of children who receive or participate in any before- or afterschool care/activities (except for self care) and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade .................................................................... 113 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 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

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