Dual Language Learners and Their Families: National and Maryland Perspectives Margie McHugh Director, MPI NCIIP School Readiness Symposium Ellicott City, December 10, 2015 © 2015 Migration Policy Institute

MPI National Center on Immigrant Integration Policy (NCIIP) Areas of Work: Education: Early Childhood K-16 Adult Education and Workforce Development Language Access and Other Benefits Governance of Integration Policy E Pluribus Unum Prizes www.migrationpolicy.org/integration © 2015 Migration Policy Institute 2

© 2015 Migration Policy Institute Overview Number and growth of young DLLs Parent and family characteristics ECEC workforce demographics Implications for policy and program planning © 2015 Migration Policy Institute

Dual Language Learners (DLLs) Federal Office of Head Start’s definition: DLL children as “children learning two (or more) languages at the same time, as well as those learning a second language while continuing learning to develop their first (home) language. Using Census data we identify: DLLs as children 5 and under with at least one parent (or a householder if no parent is present) who speaks a language other than English at home. © 2015 Migration Policy Institute

U.S. DLLs Ages 0-5: from 4.2 M in 1990 to 7.5 M in 2014 United States + 81% - 8% Notes: DLLs are defined as children 5 and under with at least one parent (or a householder if no parent is present) who speaks a language other than English at home. Source: MPI analysis of 1990 and 2000 Census and pooled 2012-2014 American Community Surveys. © 2015 Migration Policy Institute

Maryland DLLs Ages 0-5: from 49,000 in 1990 to 122,000 in 2014 + 149% - 16% Notes: DLLs are defined as children 5 and under with at least one parent (or a householder if no parent is present) who speaks a language other than English at home. Source: MPI analysis of 1990 and 2000 Census and pooled 2012-2014 American Community Surveys. © 2015 Migration Policy Institute

DLL Share of All U.S. Young Children: From 19% in 1990 to ??% in 2014 12% Notes: DLLs are defined as children 5 and under with at least one parent (or a householder if no parent is present) who speaks a language other than English at home. Source: MPI analysis of 1990 and 2000 Census and pooled 2012-2014 American Community Surveys. © 2015 Migration Policy Institute

DLL Share of All U.S. Young Children: from 19% in 1990 to 32% in 2014 28% Notes: DLLs are defined as children 5 and under with at least one parent (or a householder if no parent is present) who speaks a language other than English at home. Source: MPI analysis of 1990 and 2000 Census and pooled 2012-2014 American Community Surveys. © 2015 Migration Policy Institute

Top 15 States with the Largest Number and Share of Young DLLs Total children Dual Language Learners DLL Share of State Child Population (%) United States 23,842,000 7,525,000 32 California 3,014,000 1,785,000 59 Texas 2,337,000 1,145,000 49 New York 1,389,000 594,000 43 Florida 1,291,000 505,000 39 Illinois 958,000 316,000 33 New Jersey 636,000 282,000 44 Arizona 522,000 216,000 41 Georgia 805,000 181,000 22 Washington 527,000 164,000 31 Massachusetts 436,000 161,000 37 Pennsylvania 854,000 160,000 19 North Carolina 735,000 157,000 21 Virginia 609,000 149,000 24 Maryland 439,000 122,000 28 Colorado 406,000 114,000 Notes: DLLs are defined as children 5 and under with at least one parent (or a householder if no parent is present) who speaks a language other than English at home. Source: MPI analysis of pooled 2012-2014 American Community Surveys. © 2015 Migration Policy Institute

Young DLL Characteristics: Preschool Enrollment (U.S. and MD) United States Maryland Notes: DLLs are defined as children 5 and under with at least one parent (or a householder if no parent is present) who speaks a language other than English at home. Source: MPI analysis of pooled 2012-2014 American Community Surveys. © 2015 Migration Policy Institute

Percentage of 4th Graders Scoring At or Above Proficient on 2015 NAEP Maryland Math Reading Notes: The term “ELLs” refers to English Language Learners. * No data are available. Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), Math and Reading Assessments, 2015. © 2015 Migration Policy Institute

Implications: Child Data Apparent need for ECEC programs to better promote L1 and L2 development with clear strategies and competences for supporting DLLs’ development of academic proficiency in English Implies systematic approaches to DLL identification, instruction, assessment, etc.; building relevant workforce skills across all ECEC occupations; and… Incorporating DLL quality indicators in workforce and program licensing and accountability schemes Apparent needs to address linguistic and cultural competence of programs and workers, including with regard to parent/family engagement strategies © 2015 Migration Policy Institute

Young DLL Family Characteristics: Poverty (MD) Maryland Notes: DLLs are defined as children 5 and under with at least one parent (or a householder if no parent is present) who speaks a language other than English at home. Source: MPI analysis of pooled 2012-2014 American Community Surveys. © 2015 Migration Policy Institute

Parents of Young DLLs: Potential Risk Factors (MD) Notes: DLLs are defined as children 5 and under with at least one parent (or a householder if no parent is present) who speaks a language other than English at home. * Refers to parents with no high school diploma or its equivalent. Source: MPI analysis of pooled 2012-2014 American Community Surveys. © 2015 Migration Policy Institute

Linguistic Diversity of LEP Parents: Top 15 DLL States Lang 1 Lang 1 (%) Lang 2 Lang 3 Lang 4 Lang 5 United States 7,525,000 Spanish 70.6 Chinese Vietnamese Arabic Korean California 1,785,000 75.6 Tagalog Texas 1,145,000 87.8 New York 594,000 52.5 Russian Bengali Yiddish Florida 505,000 74.5 Creole Illinois 316,000 70.1 Polish New Jersey 282,000 60.9 Portuguese Arizona 216,000 86.2 Georgia 181,000 Ethiopian Washington 164,000 57.3 Massachusetts 161,000 43.7 Pennsylvania 160,000 44.0 German North Carolina 157,000 81.7 French Virginia 149,000 53.8 Maryland 122,000 Colorado 114,000 77.2 Notes: DLLs are defined as children 5 and under with at least one parent (or a householder if no parent is present) who speaks a language other than English at home. Spanish includes Spanish and Spanish Creole; "German" includes German and Pennsylvania Dutch; "Portuguese" includes Portuguese and Portuguese Creole; "French" includes Patois and Cajun; "Creole" includes French Creole and Haitian Creole; "Chinese" includes Mandarin, Cantonese, and Chinese; and "Russian" includes Russian and Ukrainian. Source: MPI analysis of pooled 2012-2014 American Community Surveys. © 2015 Migration Policy Institute

Implications: Parent and Family Data DLL-serving programs are challenged to address language access issues without additional funding support (especially challenging with low-incidence languages or in contexts of hyper-diversity) Immigrant parents’ child development, system navigation, and cultural knowledge needs can generally not be met by ECEC programs and are a poor fit for existing adult education/literacy programs WIOA implementation will likely further reduce opportunities for limited English proficient (LEP) or low-educated parents of young children to access ESL, family literacy or other basic skills programs © 2015 Migration Policy Institute

Overview: Native- and Foreign-Born ECEC Workers in Maryland Of the approximately 43,000 ECEC workers in Maryland 26% are foreign born 96% of native workers speak only English; 41% of immigrant workers speak Spanish as first language Roughly half (49%) of the state’s foreign-born ECEC workers are LEP Foreign-born workers are much more likely to serve in lower-paid child-care worker positions than in teacher or program director positions © 2015 Migration Policy Institute

© 2015 Migration Policy Institute Distribution of MD Native- & Foreign-Born Workers in Key ECEC Occupations Maryland Population ages 16 and older Source: MPI tabulation of U.S. Census Bureau pooled 2011-2013 American Community Survey Data. © 2015 Migration Policy Institute

© 2015 Migration Policy Institute Levels of Educational Attainment: MD Native- & Foreign-Born ECEC Workers Maryland Population ages 25 and older Source: MPI tabulation of U.S. Census Bureau pooled 2011-2013 American Community Survey Data. © 2015 Migration Policy Institute

Implications: ECEC Workforce Data Given linguistic and cultural competency needs of ECEC programs and immigrants’ large share of the existing workforce, addressing the education and professional development needs of immigrant ECEC workers should be a priority Integrated ECEC education and training career pathway programs and/or Welcome Back models for foreign- educated immigrants are needed to accelerate LEP and low-educated ECEC workers to post-secondary credentials and degrees WIOA presents new opportunities and some challenges in this regard Raising wages in the profession remains a critical concern in order to induce better-educated workers to remain in the field © 2015 Migration Policy Institute

© 2015 Migration Policy Institute In Sum Measures to assure DLL quality must be woven into all aspects of ECEC system operations; visibility in data is essential WIOA further destabilizes immigrant-parent- focused programs but perhaps also clears the way for new models to arise WIOA and the general trend towards career pathway models should be used to leverage creation and expansion of integrated ECEC education and training programs © 2015 Migration Policy Institute

Thank you—let’s stay in touch! Margie McHugh 202-266-1921 mmchugh@migrationpolicy.org With thanks to Jie Zong, MPI Research Assistant jzong@migrationpolicy.org Find data, reports and other analysis by state and for the nation at www.migrationpolicy.org © 2015 Migration Policy Institute 22