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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
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ERIC Number: ED399320
Record Type: RIE
Publication Date: 1996
Pages: 96
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8330-2399-3
How Immigrants Fare in U.S. Education.
Vernez, Georges; Abrahamse, Allan
This study is the first effort to produce a systematic description and analysis of the experience and performance of immigrant children and youths in the U.S. educational system. Data from the High School and Beyond (HSB) study initiated in 1980 were complemented by 1970, 1980, and 1990 U.S. Census figures to compare the performance of immigrant children and youth to their native counterparts. Immigrant children and youth are as likely as their native counterparts to enroll in U.S. elementary and middle schools, but they are somewhat less likely to attend high school. This differential is accounted for by immigrant youths of Hispanic origin, primarily from Mexico. If enrolled in a U.S. high school by grade 10, immigrants are more likely than their native counterparts to make choices consistent with pursuing a college education, a pattern that is true in the aggregate and for separate ethnic groups. Immigrant children and their parents have higher educational aspirations than their native counterparts, and, once enrolled, their educational attainment overall has equaled, if not exceeded, that of native children and youths. Findings suggest that there is no need to develop policies targeted uniquely on immigrants, although this does not mean that there are no difficulties inherent in meeting the needs of immigrant children. A cause for concern is the continuing large discrepancy in educational attainment between Hispanics and other racial and ethnic groups. Two appendixes present definitions, means, and standard errors of analyses, and regression results. (Contains 2 figures, 22 tables, 6 appendix tables, and 41 references.) (SLD)
RAND, 1700 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138; phone: 310-451-7002; fax: 310-451-6915; Internet:
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Andrew W. Mellon Foundation, New York, NY.
Authoring Institution: RAND, Santa Monica, CA. Center for Research on Immigration Policy.
Identifiers: High School and Beyond (NCES)