The role of access to Head Start and quality ratings for Spanish-Speaking Dual Language Learners’ (DLLs) participation in early childhood education

Abstract

Data from the Head Start Impact Study (N = 4,442) were used to test for differences between Spanish-speaking Dual Language Learners (DLLs) and monolingual English-speaking children in: (1) Head Start attendance rates when randomly assigned admission; and (2) quality ratings of other early childhood education (ECE) programs attended when not randomly assigned admission to Head Start. Logistic regressions showed that Spanish-speaking DLL children randomly assigned a spot in Head Start were more likely than monolingual-English learners to attend. Further, Spanish-speaking DLLs not randomly assigned a spot in Head Start were more likely to attend higher-quality ECE centers than non-DLL children. Policy implications are discussed, suggesting that, if given access, Spanish-speaking DLL families will take advantage of quality ECE programs.

Child care enrollment decisions among dual language learner families: The role of Spanish language instruction in the child care setting

“…Similar to Vesely (2013) and Greenfader and Miller (2014), DLL families in this study tended to be clustered in the same centers and parents were more likely to send their children to a center if it served higher proportions of DLL children. Reciprocally, centers were generally responsive to the surrounding population enrolled in their centers, had better language capacity to serve Spanish-speaking DLL families, and thus hired teachers who were able to use the home language of Spanish for classroom instruction.…”

“…DHHS, 2008) to support DLL children’s home language and provide services to families in culturally responsive ways by better targeting their resources toward bilingual teacher and staff hiring, classroom language supports, and curriculum decisions that stress the importance of both languages. The results further underscore the importance of engaging DLL parents as there are social influences in child care enrollment decisions especially among these families (Greenfader & Miller, 2014; Vesely, 2013). …”

“…Other recent research, however, suggests that if center-based care options are available and accessible, and families know of their existence, Latino and DLL children will attend at the same rates as children of other subgroups (Espinosa et al, 2013; Greenberg & Kahn, 2012; Greenfader & Miller, 2014; Winsler, Robinson, & Thibodeaux, 2013). …”

“…Further, despite research indicating the benefits of ECE for low-income Spanish-speaking DLL children (Buysse, Peisner-Feinberg, Páez, Hammer, & Knowles, 2014; Gormley, 2008; Loeb, Bridges, Bassok, Fuller, & Rumberger, 2007; U.S. DHHS, 2010a), other work indicates that poor access to ECE programs is a major barrier to their participation (Espinosa, 2013; Greenfader & Miller, 2014; Hernandez et al, 2011; Matthews & Jang, 2007), and even if such options are available, parents may not always be aware of their existence (Matthews & Jang, 2007). Consequently, in addition to the traditional consumer decision-making literature and the accommodation framework (Meyers & Jordan, 2006; Weber, 2011), Spanish-speaking DLL families’ child care decisions are further subject to unique constraints of access, availability, and awareness of options within a broader sociocultural framework.…”

“…The literature to date suggest that ECE enrollment decisions among Spanish-speaking DLL families may be particularly related to: 1) monetary and other constraints similar to other low-income families such as family earnings and the supply of ECE options in local communities (Delgado, 2009; Greenfader & Miller, 2014; Hernandez et al, 2011; Santhiveeran, 2010); 2) factors specific to Spanish-speaking DLL families such as country of origin, immigration status, parental fluency with English, and enrollment of other DLL families at the center (Greenfader & Miller, 2014; Hirshberg et al, 2005; Liang, Fuller, & Singer, 2000; Miller, Votruba-Drzal, & Coley, 2013; Vesely, 2013; Ward, LaChance, & Atkins, 2011); and 3) factors specific to Spanish-speaking DLL children such as the child’s Spanish and English language abilities and skills (Espinosa, 2013; Winsler et al, 2014). …”