Preparing the Children of Immigrants for Early Academic Success

Source: Robert Crosnoe, Migration Policy Institute, July 2013

There is a well-documented immigrant paradox in education, with children from immigrant families faring better academically and behaviorally than their families’ socioeconomic circumstances suggest that they will. The evidence, however, is largely drawn from high school students. And data on the performance of children entering elementary school are more mixed, raising concerns about the future trajectories of young children of immigrants, especially during the crucial transition between prekindergarten and elementary school. This report examines three types of educational and health policy interventions that may reduce disparities between the children of US-born parents and their immigrant counterparts.