ࡱ>  @ jbjbj !`%vvv###8@##Qt$t$"$$$ & & &QQQQQQQ$~RRTf7QiD%" &iDiD7Q$$SLQ]K]K]KiDp8$$Q]KiDQ]K]K]K$h$ b#D\]KuObQ0Q]K6U5J6U]K6U]K & 0]K8>P & & &7Q7Q #Jd# Latino Education and Public Opinion: A View from the Latino National Survey Sylvia Manzano Texas A&M University The Project for Representation, Equity and Governance The Carlos Cantu Hispanic Education and Opportunity Endowment July 2007 1. Introduction The most recent Census figures show 7.9 million Latinos called Texas their home in 2005; today one in three Texans is of Latino origin (35.5%). Now the countrys largest minority group, Latinos comprise 14% of the entire United States population. It is projected that Latinos will comprise 53% of the Texas population and 20% of the national population by the year 2030. A multitude of social and political implications are associated with these staggering demographic changes. Table 1. Latino Population Growth The Latino population varies widely in terms of nativity, language facility and familiarity with American society. It is imperative to take these consequential variables into account in order to properly analyze the implications of the population trends. Because Latinos comprise such a large and growing segment of the state and national population, it is prudent to consider specific dimensions of Latino life in the United States. Using data from the National Latino Survey (LNS) this report focuses on education oriented issues, specifically: 1) educational achievement, 2) engagement in educational activities and 3) public opinion on education policy. There is a complexity to the Latino population that is uncommon among other racial and ethnic groups. Several population specific variables shape their life experiences in measurable ways. Language, nativity, national origin, immigrant generation, citizenship status and residential context are factors that can influence the scope and range of available opportunities. Before dealing with specific education topics, it is necessary to explore some of these demographic variables that shape who Latinos are in the country and Texas. 2. Nativity and Language In some critical aspects the diverse Texas Latino population distinguishes itself from national trends. The 1,254 miles of borderland that Texas and Mexico share has created enduring ties between the two regions that are evident in the state demography. Census reports indicate 76% of the Texas Latino population self-identifies as Mexican origin, yet the vast majority are not immigrants. Fully 68% of Texas Latinos are US citizens by birth. Metropolitan areas including El Paso, San Antonio and the Rio Grande Valley have long been defined by the large Latino presence in the community and their political and social incorporation. At the same time Texas remains the second largest settlement destination for immigrants to the United States, and is particularly popular with Mexican immigrants. While immigrants reside across the state, Houston and the Dallas-Fort Worth Metroplex in particular have absorbed larger proportions. Latinos in Texas often differ from their counterparts in other states on very basic demographic characteristics. Nativity is one of these variables. Only one-third of all Latinos outside the state of Texas are US born. This contrasts from the 43% of Texas respondents born in the US. Table 2. Nativity: Percent US Born  The gap between US and foreign born is even more dramatic when considering parental nativity. Nearly the same proportion of Texans, 43%, have at least one parent who was born in the United States. For the vast majority of Latinos in the rest of the country, 72%, neither parent is US born. Table 3. Parent Nativity: Percent One or More US Born Parent  A closer look at nativity and family origin within the state reveal significant differences that are worth noting. Over seventy percent of Latinos in the Houston and Dallas-Fort Worth area are immigrants. As one might expect, just over 70% of Latinos in both of these cities indicate both parents are also foreign born. In the border region there are often close family ties in both countries. Two-thirds of El Pasos Latinos are foreign born, but 42% have at least one US born parent. Half of the Rio Grande Valley residents are immigrants to this country, but 46% have one US born parent. San Antonio Latinos are the most assimilated into American society via their heritage. Only 18% are immigrants and an overwhelming 75% have one US born parent. Language is highly associated with nativity; it is likely the case that Spanish is the primary language for immigrants. Here the measure for language usage is the language in which interviews were conducted. Texans in the LNS are more English dominant than those in the other states; 42% of Texans prefer using English, compared to 38% in other geographic areas. Despite the fact that most Latinos are Spanish dominant, there is strong agreement on the importance of bilingualism. Over 90% of Latinos in all parts of the country think it is important to learn English and also maintain Spanish. Table 4. Language: Percent English Dominant  With the exception of San Antonio, Spanish is the dominant language for about 70% of Latinos in all the metro areas. In San Antonio 81% are English dominant. Again, distance from the border and the absence of a large immigrant community distinguish San Antonio Latinos from others in the state. Even though Texas Latinos vary widely in terms of their language and nativity, the data show over 95% in all regions think it is important retain Spanish and learn English as well. 3. Educational Achievement Family Background Policy makers and educators have long noted the disparity in Latino high school completion rates compared to their black and white counterparts. While it is true that large proportions of Latino students do not complete high school, it is important to place some context around these figures. First consider parental educational background. Outside of Texas only 40% of Latino adults have a parent that completed high school; in Texas that figure is 35%. Among the immigrant population parent high school completion is 39% for non-Texans and 36% in the state. Suffice to say that most Latinos come from families with limited experience with the educational system. Table 5. Educational Achievement: Percent High School Completion  Progress Because most Latino families have limited educational backgrounds some may overlook the progress that has been made from one generation to the next. The percentage of Latinos that completed high school quite large relative to the parents: outside of Texas 63%, and 61% of Texas Latinos. College attendance rates also improve by one generation. Today 34% of Texas Latinos and 35% of Latinos outside of the state have some post-secondary education experience compared to only 14% of Texas parents and 17% of non-Texas parents. While it is true that Latino educational achievement lags compared to other racial and ethnic groups, it is important to take note of the overall gains the population makes from one generational cohort to the next. Nativity There is an additional trend that merits further discussion, nativity is highly correlated with Latino educational achievement and must be considered in order to understand larger tendencies within the population. US born Latinos in Texas and the nation complete high school at rates that exceed 70%. Half of the US born also go on to attend college. The figures are not as promising among the immigrant population. A majority of the foreign born in Texas, 54%, have less than a high school education. This figure is slightly lower, at 46%, for Latinos in other states. Still, the proportion of undereducated Latinos is quite high given the availability of public education. It is important to recall that many immigrants arrive in the United States as adults thus missing the opportunity for a public education. Table 6. Nativity and Percent Completed High School  4. Engagement in Education Enrollment and Programs Latinos are a young population with a median age of 25; compare to the non-Latino white population median age of 36. Given the growth trajectory associated with this population, we can expect that Latinos will remain a significant part of the educational system either as students or parents for the foreseeable future. Like most other Americans, the vast majority of Latinos (95% by LNS estimates) enroll their children in public schools. There is evidence that Latino parents are highly engaged in the academic settings where their children attend school. In addition parents have a keen awareness of academic options targeted toward their students. Eighty-five percent of Texas Latino parents and 78% of parents in other states report that their district offers specialized English programs for Spanish speaking students. These programs are highly attractive to parents as 58% of Texans and 62% of Latinos in other states indicate their child enrolled in this type of curriculum. A somewhat surprising 38% of US born Latinos, most likely to have strong English skills, chose to enroll their children in a bilingual oriented program. Table 7. Percent with Children Enrolled in Bilingual Education Program  School Activities It is also true that Texas Latino parents are highly engaged in educational activities that build relationships between the families and the schools. Parents are attending meetings with teachers (88%), going to Parent Teacher Association functions (80%), and volunteering at schools (54%) at very high rates. One might expect immigrant parents to be less engaged in these activities due to language, time and other resource constraints associated with foreign born status. However this is not the case, both US and foreign born parents in Texas attend teacher and PTA meetings at the same rate. The one significant disparity comes in realm of volunteer work at the schools where 71% of US born parents participate compared to 45% of foreign born parents. By and large these interactions have been positive experiences for parents. About 90% of all the Latino demographic groups describe their contacts with school officials as being good or very good. Table 8. Percent Engaged in School Activities  Grading the Schools Latinos are mostly satisfied with public school performance. When asked to grade their communitys public school 39% of Texans and 32% of those in other states assign a grade of A. Another 34% of Texans and 38% in the other regions give a B grade. Foreign born Texans are the most favorable toward the school system, with 45% assigning a grade of A, compared to only 30% of US born in the state. This suggests that different nativity groups may have different expectations or experiences with the public schools. Only a combined 9% of state residents give the lowest grades (D and failing) to the community school system; that figure is 11% for those in other regions. Table 9. Grade Community Schools  Interestingly Texans in different pockets of the state have varied perceptions of the public schools. El Paso residents are the most positive in their assessments where 83% give the schools an A (46%) or B (37%). Dallas-Fort Worth residents are also quite positive 44% assigning A, and 30% B. On the other hand, Houston, San Antonio and the Rio Grande Valley give overall positive scores, nearly 20% in each of these regions grades their schools as C. Houstonians are the most pessimistic where 32% of respondents grade their schools as C and below. In some respects these less than stellar grades might seem out of step with the generally positive personal experiences parents are reporting. A factor to consider is the many school districts within metro areas. All of the Texas regions discussed here encompass several school districts within the larger geographic area. Individuals may also make assessments based not only on the nearest school campus but also the many schools and districts within their larger community. Media coverage of school performance and events may also factor into these opinions. In recent years standardized testing scores and public school ratings and have become popular topics in the local and statewide media. It is possible that Latino parents and community members alike are basing their evaluations upon both personal experiences with the schools and public information made available. Table 10. Texas Regions Grade Community Schools  Looking Forward Latinos remain highly optimistic regarding their childrens educational future. Over 90% of all demographic groups aspire to see their children graduate from college. Immigrants express the highest aspirations for the next generation where 58% (62% among Texas immigrants) hope their children will receive an advanced degree. When asked, how far do you think your child will actually go?, the figures dip somewhat: 81% of all Latinos expect their children will graduate from college or graduate school. Here there are not significant differences between the various subgroups. Despite the fact that many Latinos and their parents are not college graduates, it is clearly a high priority for this generation. Table 11. College Aspirations and Expectations  5. Public Opinion and Policy Priorities The LNS dataset offers the rare opportunity to examine Latino public opinion on a wide range of public policy issues. It is clear that Latinos distinguish between national policy priorities and ethnic group specific concerns. Survey respondents were given the exact same list of public policy issues and asked to name the most important problem facing the country, and the most important problem facing Latinos. All Latinos regardless of geographic of demographic group cite the Iraq war as the most important issue facing the country. Yet immigration is named the most important Latino problem by almost a third of all groups. It should be noted that a large number of the surveys were conducted in the Spring of 2006. Thus interviews coincided with the very high profile mass protests that took place across the country in response to pending immigration legislation (HR 4437) that was largely considered restrictive and costly to the Latino immigrant community. It is quite probable that Latinos, whether US or foreign born, were uniquely primed for this particular question. It has already been established that Latinos who are not immigrants themselves likely have some foreign born family members thus making immigration policy a high priority for all group members. Education is the second most salient Latino issue among Texans and the US born, and third for immigrants and those in other states. Table 12. Policy Priorities Most Important Issue Facing the Country RankOther StatesTexasForeign BornUS Born1IraqIraqIraqIraq2EconomyEconomyEconomyEconomy3ImmigrationImmigrationImmigrationImmigration Most Important Issue Facing Latinos RankOther StatesTexasForeign BornUS Born1ImmigrationImmigrationImmigrationImmigration2UnemploymentEducationUnemploymentEducation3EducationUnemploymentEducationUnemployment Funding Exploring education policy opinions in more detail, it is evident that Latinos have an awareness and strong opinions on broad range of policy ideas. There is a strong degree of consensus on equity in school funding. 84% of all Latino demographic groups agree that public schools should be funded such that all districts have about the same amount of money. The desire for fairness in public funding is reasonable given the fact that so many Latinos enroll their children in public schools. Table 13. Percent Support Equity in Public School Funding  Public funding for private school vouchers is a more divisive issue for Latinos; 47% support and 40% oppose (38% in states other than Texas). The majority of the US born, 58%, oppose vouchers, while a majority of the foreign born, 53%, support them. Nearly 20% of Texans strongly oppose and another 20% strongly support vouchers; indicative of the controversial nature of these programs. Within the state of Texas there is regional significant regional variation on this issue. A large majority of San Antonio residents, 62% are in opposition to vouchers. Conversely, 64% of Houstonians are in favor. The metropolitan variation seems to be associated with nativity demographics in the cities. Table 14. Percent Support for Public Funding Voucher Program  Table 15. Texas Support for Public Funding Voucher Program  Testing A central component to the No Child Left Behind Act (NCLB) called for increasing reliance on standardized test scores to determine whether students would be promoted to the next grade. Though NCLB is a relatively new policy, Texas high school students have been required to pass an exit exam since 1987. Today Texas students are promoted or retained a grade as a function of their standardized test score beginning in the third grade. Overall there is underlying support for this policy, 59% of Texans and 56% of other Latinos favor using standardized tests for these purposes. Majorities of both US and foreign born Latinos support this policy at rates of 62% and 53% respectively. Again there are prominent within state differences on the testing policy. Two-thirds of Houston residents are in favor, but more than half of San Antonio and Dallas-Fort Worth area residents are opposed to using standardized tests to determine promotion. High stakes testing will likely remain in place and controversial among parents and educators for years to come. 16. Support for High Stakes Standardized Testing  Table 17. Texas Support for High Stakes Standardized Testing  Bilingual Education Bilingual education policies in most schools are targeted at the Latino student population. There is debate regarding how to best teach English to students whose primary language is Spanish. One option is to replace multi-year bilingual education with a program that would require English only instruction after one year of bilingual instruction. The group that is most affected by language education policies has mixed opinions on this one. Overall 44% support and 43% oppose an accelerated English immersion program. Interestingly half of the US born are against this idea, even though they would be the least likely to need bilingual educational services. One explanation may be that the parents of the US born benefited from sustained bilingual education programs making this group of respondents more supportive of that approach. The foreign born are more favorable toward this policy, with 46% in favor. The fact that nearly all Latino immigrants think it is very important to learn English probably shapes their opinions regarding English immersion instruction being a reasonable program to explore. Texans exhibit significant differences of opinion on this issue. Residents in the border regions (Rio Grande Valley and El Paso) favor limiting bilingual instruction to one year. Yet half of those in Dallas-Fort Worth oppose such a program. Table 18. Support for Accelerated English Immersion  Table 19. Texas Support for Accelerated English Immersion  Immigrants and College Access It has been established that Latinos have high aspirations and expectations for their childrens future, especially when it comes to their college education. Over the past two years The Dream Act has appeared in various forms in both the US House of Representatives and the US Senate. The proposed legislation is intended to enhance college access for undocumented Latino high school students. One of the most significant features in the bill is the stipulation that undocumented immigrants would be charged in-state tuition rates provided they met residency and academic requirements. Texas, California, Oklahoma, Illinois, Utah and Washington have already enacted this policy for their public universities. Despite Texas reputation for political conservatism, it was the first state to enact this legislation in 2001. In order to qualify for in-state tuition in Texas the student must have graduated from a Texas high school, lived in the state for at least three years, and pledged to apply for legal permanent resident status. The state does not absorb any costs and the students are placed on a pathway to both a college education and citizenship making this policy attractive to states like Texas, California and Illinois that have large non-citizen Latino populations. Not surprisingly most Latinos across the country are very much in favor of this policy. The foreign born support the policy at the highest rate, 81% compared to 72% of their US born counterparts. Texans are in favor at a rate of 74%, and those in other regions are even more supportive at 78%. An unexpected finding is one in four San Antonio and Rio Grande Valley residents support charging undocumented college students higher tuition rates. Even so, there large majorities in all the states urban areas favor the Dream Act as it currently stands. Table 20. Support for Dream Act  Table 21. Texas Support for Dream Act  6. Conclusion The findings presented here indicate that education continues to be highly salient for Latinos. In a number of surveys over the past twenty years Latinos have consistently cited education as the most important issue facing the community. The LNS allows us to measure and observe different ways that this priority takes form. There is ample evidence that this population is actively engaged in school activities, knowledgeable on a range of specific education policies and has ambitious educational goals and expectations. These results run counter to recent popular media characterizations of Latinos as disinterested or disengaged from educational issues. The population has made significant gains in terms of high school and college completion. Recall that graduation rates for US born Latinos stand at 80% and dramatically improved from one generation to the next. Consistent with other studies the data suggest that achievement is strongly associated with nativity rather than Latino origin. The most recent cohort of immigrants in the population tends to be less educated yet remain highly optimistic about their childrens education. More importantly, foreign born Latinos engage with their childs teachers and PTAs at rates comparable to the US born. These interactions are a positive indicator in terms of familial support for academic endeavors. Latinos also exhibit considerable knowledge and firm opinions regarding education policies. Regardless of the specific policy idea at hand, Latino immigrants are especially open to a variety of approaches aimed at improving academic achievement. High stakes testing and the Dream Act are equally popular with all groups. US born Latinos are not as enthusiastic regarding public funding for vouchers, nor English immersion programs. Though there are some differences of opinion, Latinos are broadly interested in policy that will bolster educational outcomes for the entire group. This sentiment is rooted in the idea that all ethnic group members benefit from each others achievement. Seventy-one percent of all Latinos think that their personal success depends on how well other Latinos are doing. A valuable feature to the LNS is the extensive Texas sample. The regional variation in public opinion points to the heterogeneity within the Latino population. Policy makers, educators and others interested in representing Latino interests should carefully consider their constituencies and the reality that there is not one, singular Latino opinion, interest or policy agenda that will suit all Latinos. Rather the diverse community in the state may have varied preferences and needs that should be taken into account by their representatives. The Latino National Survey The Latino National Survey is a major national telephone survey of 8600 Latino residents in the United States. The survey provides researchers a unique dataset to study Latino social and political life in America. All Latinos, not just citizens or voters were included in the survey that covers a wide range of topics. Interviews were conducted in both English and Spanish. The Project for Representation, Equity and Governance (PERG), The Carlos Cantu Hispanic Education and Opportunity Endowment, and The Mexican American and US Latino Research Center (MALRC) at Texas A&M University sponsored the Texas sample of 811 respondents in the data collection. Houston, Dallas-Fort Worth, San Antonio, The Rio Grande Valley and El Paso were specifically sampled in the study to allow for a more thorough analysis of the state. 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