NotesFAQContact Us
Search Tips
ERIC Number: ED521830
Record Type: Non-Journal
Publication Date: 2011-Feb
Pages: 11
Abstractor: ERIC
Reference Count: N/A
What Works for Latino/Hispanic Children and Adolescents: Lessons from Experimental Evaluations of Programs and Interventions. Fact Sheet. Publication #2011-05
Bandy, Tawana; Moore, Kristin A.
Child Trends
Children and adolescents of Latino/Hispanic background often face challenges that differ from other subpopulations in the United States. Language barriers, issues related to parental citizenship status, and the economic disadvantages often faced by these children and adolescents can result in various negative outcomes, such as depression, substance abuse, gang-related violence, and suicide. While several programs and interventions targeting Latino children have been implemented over the last decade, data on what out-of-school time programs and approaches work among this population are scarce. This literature review synthesizes findings from 33 random assignment experimental intent-to-treat evaluations of social interventions that specifically targeted Latino children and adolescents, or intervention programs in which Latinos/as made up a large proportion of the participants and separate data about impacts for Latino participants are available. The goal of this review is to identify programs that work, as well as those that don't, and the intervention strategies that appear to contribute to program success. Overall, 18 out of 33 rigorously evaluated programs were found to have a positive impact on at least one child or adolescent outcome ("found to work"), of which only seven are manualized. Ten had mixed reviews, and five were not proven to work. Findings from the 33 studies on Latino children and adolescents are segmented by the outcome examined. The number of evaluations is modest, and while several themes emerge, they authors did not find that any approach that worked across all outcome areas. Overall, the authors find that: (1) Programs that target families tend to work; (2) Culturally infused programs have positive impacts across outcomes; and (3) Inclusion of Spanish-speaking program facilitators is a critical component for positive outcomes. (Contains 22 footnotes and 1 summary table.)
Child Trends. 4301 Connecticut Avenue NW Suite 350, Washington, DC 20008. Tel: 202-572-6000; Fax: 202-362-8420; Web site:
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Edna McConnell Clark Foundation; Stewart Trust
Authoring Institution: Child Trends
Identifiers - Location: United States