Immigration and Education: An Overview of Key Trends
Lee Mizell May 2001
Immigration is a primary driver of increasing demand for education.
• Elementary and secondary school enrollment approximating the high set in 1970 • Increasing enrollment driven by: – Immigration and Children of immigrants
• 20% of elementary and high school students had at least one foreign-born parent in 1999.
• In California this figure was almost 50%. • Only 10% of foreign-born individuals are under 18 yrs – Increased births to baby boomers between 1981 and 1994
(Source: School Enrollment in the United States Social and Economic Characteristics of Students: October 1999, U.S. Census Bureau)
Immigrant children are an increasing share of all students.
Distribution of Enrolled Children Ages 5-20, 1970-1995
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 10% 0% 6%
5% 1970 7% 1980 10% 1990 11% 15%
94%
90% 86% 84% 80% Children of Natives
14%
16%
Immigrant Children & Children of Immigrants 20%
1995 Foreign-Born
1999 Immigrant Children Children of Natives
Children of Immigrants
Sources: 1970, 1980, and 1990 1% PUMS, 1995 and 1999 October CPS; 1999 data for ages 5-19
Most immigrant students now come from Mexico and Latin America.
Country of Origin of Immigrant Children, 1970 and 1995
Other 5%
Other 8%
Mexico 15%
Other Latin America 11%
Europe or Canada 13%
Mexico 37%
Europe or Canada 59%
Asia 10%
Asia 23%
Other Latin America 19%
1970
1995
Sources: 1970 1% PUMS, 1995 October CPS
Immigrant children are more likely to live in urban areas than native children.
Geographical Distribution of Immigrant and Native Children
18.3% Not Urban 39% Not Urban
100 90 80
Percent in Geographical Area
70 60 50 40 30 20 10 0 Immigrant Children Children of Natives
Source: 1995 October CPS; Urban Institute, 2000
45.4% Urban but Not Central City 40.2% Urban but Not Central City
36.3% Central City
20.8% Central City
Immigrants and natives have similar primary school enrollment rates.
• Immigrants and natives are as likely to enroll in U.S. primary and middle schools. • Immigrants less likely to enroll in U.S. high schools.
– This difference is due to immigrants of Hispanic origin. – Older Hispanic youth less likely to “drop-in” to school system.
• In 1990, 25% of immigrant Mexican youth 15-17 yrs were not in school. • By age 15, Mexican immigrants had been out of school in Mexico for 2 yrs on average.
• Of those that do enroll, there is a higher proportion of foreignborn in upper grades because they enter U.S. schools laterally and at a higher age than natives.
Immigrants fare well on average.
• Conditional on having been enrolled in a U.S. high school by grade 10:
– Immigrant high school sophomores are just as likely as natives to graduate from high school within four years from their sophomore year. – Immigrant high school graduates are more likely than their native counterparts to: • have enrolled in the college-bound track in high school • enroll in postsecondary education, and • stay continuously through four years of college.
(Source: Vernez, G. , Abrahamse, A, and Quigley, D. (1996). How Immigrants Fare in U.S. Education. RAND MR-718-AMF)
Immigrant high school students more likely to be on “academic track.”
Percentage of Students on Academic Track
100 90 80 70 60 50 40 30 20 10 0 All Asian Black Hispanic White 47 41 37 59 58 46 40 28 48 44 Immigrants Native
(Source: Vernez, G. , Abrahamse, A, and Quigley, D. (1996))
Higher % of immigrant hs seniors plan to go to college than natives.
Percent of HS Seniors Who Plan to Go To College
100 90 80 73 70 60 53 50 40 30 20 10 0 All Asian Black Hispanic White
(Source: Vernez, G. , Abrahamse, A, and Quigley, D. (1996))
Immigrants Native
70 66 66 63
69
68
56 50
Dropout rates are the lowest in the second generation.
Dropout Rates Across Generations (Among Those 16-24 Ever Enrolled in U.S. Schools)
100% 90% 1st Generation 2nd Generation 3rd Generation
Percentage of Students, Ages 16-24
80% 70% 60% 50% 40% 30% 20% 10% 0% Total Mexican
35% 28% 18% 11% 14% 4% 4%
Asian
Source: Urban Institute, 2000
19% 7%
LEP students dropout at higher rate than non-LEP students.
Dropout Rates by LEP Status, Ages 16-24 (Of Those Ever Enrolled)
100 90 80
LEP NonLEP
Percent of Ages 16-24
70 60 50 40 30 20 10 0 TOTAL Foreign-born U.S. Born Children of Immigrants Mexican Asian
38 23 13 24 11 4 5
22 16
21
Source: Urban Institute, 2000
Percentage of LEP K-12 students declines across generations.
Percent of LEP K-12 Students Across Generations
100% Mexican 90% 80% Asian Total
80 70 60 50 90 100
Percent of Children Who Are LEP
Foreign-born U.S. Born Children of Immigrants
Percentage of K-12 Students
70% 60% 50% 40% 40% 30% 20% 10% 0% 1st Generation 2nd Generation 3rd Generation
28%
55%
36%
40 30
43 38 40
21% 15% 5%
20
15
10
18
21
0% 1%
0
* LEP defined as speaking English “Well,” “Not Well,” or “Not at All” as reported by parent
1980
1990
1995
Source: Urban Institute, 2000
Source: Urban Institute, 2000
Factors affecting college-going and retention of immigrants include:
• Parents’ education – Immigrants with a father who went to college are more likely to go to college themselves. • Geography – Urban immigrants are more likely to enroll in college than those in rural schools. • Work status of mother – College-going is positively affected by a mother working outside the home • Presence of siblings – Immigrant college-going is negatively affected by the presence of three or more siblings. • Aspirations* – Holding income, education of parents, and other individual and family factors constant, immigrants are more likely to go to college because they hold higher educational aspirations.
Sources: Vernez, G. and Abrahamse, A. (1996), Schwartz, W. (1996)
Educational attainment varies greatly between regions of origin....
Education of Foreign-Born Population by Region of Birth: March 2000
100 90
Less than HS diploma College degree or more
Percent of Population 25 yrs and older
80 70 60
50.4
50 40 30 20
44.9 33 23 25.8 20.3 11.2 18.7 16.2 32.9
10 0
Natives All foreign-born Latin America Europe Asia
Source: U.S. Census Bureau, Current Population Survey, March 2000
* This graph includes all foreign-born, not just those who enrolled in U.S. schools
...and within region of origin.
Percent of Hispanic Immigrants Ages 25 to 29 with Some College or More, 1996-1998
100.0 90.0 80.0 70.0 60.0 50.0
42.1%
40.0 30.0
34.7% 20.0%
20.0 10.0 0.0
13.4%
Mexican
Central American
Other
All
Source: Current Population Survey, 1996-1998
Thinking forward.....
• Hispanic immigrants their children lag behind their counterparts in: – enrollment rates in higher grades; – LEP status; – participation in college-bound track; – aspirations for higher education; and – overall educational attainment.
• As Hispanics constitute an increasingly proportion of the population, the educational attainment of this group will determine their economic well-being and will in large measure determine the quality of the future labor force. • What are the appropriate interventions for increasing educational outcomes for this population?
Sources
Fix, M. and Passel, J. (1994). Immigration and Immigrants: Setting the Record Straight. The Urban Institute. Gray, M., Rolph, E., and Melamid, E. (1996). Immigration and Higher Education. Institutional Responses to Changing Demographics. MR-751-AMF Ruiz-de-Velasco, J. and Fix, M. (2000). Overlooked and Underserved: Immigrant Students in U.S. Secondary Schools. Urban Institute. Schwartz, W. (1996). Immigrants and Their Educational Attainment: Some Facts and Findings. ERIC Digest, Number 116. ED402398 U.S. Bureau of the Census. (1999). School Enrollment in the U.S. – Social and Economic Characteristics of Students. Current Population Reports, October 1999
Vernez, G. , Abrahamse, A, and Quigley, D. (1996). How Immigrants Fare in U.S. Education. RAND MR-718-AMF)