Before- and After-School Care Arrangements and Activities of School-Age Language Minority Children Martha L. Thurlow National Center on Educational Outcomes Richard P. Durán University of California, Santa Barbara Kentaro Kato Deb Albus National Center on Educational Outcomes Acknowledgments The authors would like to thank Jamal Abedi, Seth Leon, and Jenny Kao from the Center for Research on Evaluation, Standards, and Student Testing (CRESST) for their extremely helpful reviews of the statistical analyses on which the report is based. They were steadfast in their support of our work. We would also like to acknowledge the opportunity provided to us by the special project on language minority children conducted by CRESST, with support from NCES, Institute of Education Sciences (IES) through AIR which enabled us to conduct analyses of the National Household Education surveys Program (NHES). iii iv Table of Contents Acknowledgments.................................................................................................iii Executive Summary...........................................................................................xvii Chapter 1. Introduction........................................................................................1 Chapter 2. Language Minority Children...............................................................9 2.1 Description of Language Minority Children ..................................................9 2.2 Time in Before- and After-School Care Arrangements and Activities.........13 2.3 Moderating Factors between Language Minority Status and Time in Activities.....................................................................................................15 2.4 Where Care Takes Place and Who Provides It Before and After School...20 2.5 Types of Activities in Which Children Participate During Before- and After- School Arrangements.................................................................................22 2.6 School Outcomes.......................................................................................32 Chapter 3. Language Minority Children with Disabilities....................................42 3.1 Description of Language Minority Children with Disabilities.......................42 3.2 Time in Before- and After-School Care Arrangements and Activities.........49 3.3 Moderating Factors between Language Minority Status and Time in Activities for Children with Disabilities........................................................51 3.4 Where Care Takes Place and Who Provides It Before and After School for Children with Disabilities.............................................................................52 3.5 Types of Activities in Which Children with Disabilities Participate During Before- and After-School Care Arrangements............................................54 3.6 School Outcomes.......................................................................................56 Chapter 4. Summary and Conclusions..............................................................59 References .........................................................................................................68 Appendix A. Tables of Means and Standard Errors...........................................71 Appendix B. Tables of Statistical Tests and Effect Sizes.................................202 Appendix C. Methodology and Technical Notes..............................................251 Survey Methodology.........................................................................................251 Statistical Procedures.......................................................................................253 Weights and Standard Errors............................................................................264 Reporting Criteria..............................................................................................266 Variable Definitions...........................................................................................266 v Appendix A Tables Table A1. Characteristics of children: percent of disability status, gender, ethnicity, family type, language of child, mother, and father, and grade/equivalent and standard errors, by language minority status...................................71 Table A2. Average hours per week in before-school relative care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade..................................................73 Table A3. Average hours per week in after-school relative care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade...........................................................74 Table A4. Average hours per week in before-school non-relative care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade..................................................75 Table A5. Average hours per week in after-school non-relative care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade..................................................76 Table A6. Average hours per week in before-school center-based care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade..................................................77 Table A7. Average hours per week in after-school center-based care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade..................................................78 Table A8. Average hours per week in before-school non-program activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade.....................................79 Table A9. Average hours per week in after-school non-program activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade.....................................80 Table A10. Average hours per week in before-school self care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade...........................................................81 Table A11. Average hours per week in after-school self care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade......................................................................82 Table A12. Percent of type of relative care, by language minority status..................83 Table A13. Standard errors for table A12—Percent of type of relative care, by language minority status..........................................................................83 Table A14. Percent of locations of relative care, non-relative care, and center-based care, by language minority status............................................................84 Table A15. Standard errors for table A14—Percent of locations of relative care, non- relative care, and center-based care, by language minority status.........84 Table A16. Percent of children who engage in academic activities in after-school relative care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade..........85 Table A17. Percent of children who engage in interactive activities in after-school relative care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade..........86 Table A18. Percent of children who engage in other activities in after-school relative care by language minority status, disability status, ethnicity, income level, parent education level, and grade...........................................................87 vi Table A19. Percent of children who receive any type of before- and after-school relative care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade..........88 Table A20. Percent of children who engage in academic activities in after-school non- relative care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade..........89 Table A21. Percent of children who engage in interactive activities in after-school non-relative care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade .................................................................................................................90 Table A22. Percent of children who engage in other activities in after-school non- relative care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade..........91 Table A23. Percent of children who receive any type of before- and after-school non- relative care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade..........92 Table A24. Percent of children who engage in academic activities in before-school center-based care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade .................................................................................................................93 Table A25. Percent of children who engage in interactive activities in before-school center-based care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade .................................................................................................................94 Table A26. Percent of children who engage in other activities in before-school center- based care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade..........95 Table A27. Percent of children who engage in academic activities in after-school center-based care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade .................................................................................................................96 Table A28. Percent of children who engage in interactive activities in after-school center-based care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade .................................................................................................................97 Table A29. Percent of children who engage in other activities in after-school center- based care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade..........98 Table A30. Percent of children who receive any type of before- and after-school center-based care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade .................................................................................................................99 Table A31. Percent of children who engage in arts in before- and after-school non- program activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade ...............................................................................................................100 Table A32. Percent of children who engage in sports in before- and after-school non- program activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade ...............................................................................................................101 vii Table A33. Percent of children who engage in clubs in before- and after-school non- program activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade ...............................................................................................................102 Table A34. Percent of children who engage in other academic activities in before- and after-school non-program activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade.....................................................................................103 Table A35. Percent of children who engage in volunteer work in before- and after- school non-program activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade..............................................................................................104 Table A36. Percent of children who engage in religious activities in before- and after- school non-program activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade..............................................................................................105 Table A37. Percent of children who engage in scouts in before- and after-school non- program activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade ...............................................................................................................106 Table A38. Percent of children who engage in any other activities in before- and after-school non-program activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade.....................................................................................107 Table A39. Percent of children who participate in any before- and after-school non- program activities and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade ...............................................................................................................108 Table A40. Percent of children who engage in academic activities in after-school self care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade....................109 Table A41. Percent of children who engage in interactive activities in after-school self care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade....................110 Table A42. Percent of children who engage in other activities in after-school self care and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade....................111 Table A43. Percent of children who are responsible for themselves before or after school and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade....................112 Table A44. Percent of children who receive or participate in any before- or after- school care/activities (except for self care) and standard errors, by language minority status, disability status, ethnicity, income level, parent education level, and grade....................................................................113 Table A45. Percent of grades that a child most often receives, by language minority status and type of activities in before- and after-school care arrangements/activities..........................................................................114 Table A46. Standard errors for table A45—Percent of grades that a child most often receives, by language minority status and type of activities in before- and after-school care arrangements/activities..............................................118 viii Table A47. Percent of grades that a child most often receives, by language minority status, disability status, ethnicity, income level, parent education level, and grade..............................................................................................122 Table A48. Standard errors for table A47—Percent of grades that a child most often receives, by language minority status, disability status, ethnicity, income level, parent education level, and grade................................................123 Table A49. Percent of school problems, by language minority status and type of activities in before- and after-school care arrangements/activities........124 Table A50. Standard errors for table A49—Percent of school problems, by language minority status and type of activities in before- and after-school care arrangements/activities..........................................................................129 Table A51. Percent of school problems, by language minority status, disability status, ethnicity, income level, parent education level, and grade....................134 Table A52. Standard errors for table A51—Percent of school problems, by language minority status, disability status, ethnicity, income level, parent education level, and grade.....................................................................................135 Table A53. Characteristics of children: percent of gender, ethnicity, family type, language of child, mother, and father, and grade/equivalent and standard errors, by language minority status, for children with disabilities...........136 Table A54. Percent of children who have specific type of disabilities and standard errors, by language minority status, for children with disabilities...........138 Table A55. Average hours per week in before-school relative care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities........................139 Table A56. Average hours per week in after-school relative care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities........................................140 Table A57. Average hours per week in before-school non-relative care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities........................141 Table A58. Average hours per week in after-school non-relative care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities........................142 Table A59. Average hours per week in before-school center-based care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities........................143 Table A60. Average hours per week in after-school center-based care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities........................144 Table A61. Average hours per week in before-school non-program activities and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities............145 Table A62. Average hours per week in after-school non-program activities and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities............146 Table A63. Average hours per week in before-school self care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities........................................147 Table A64. Average hours per week in after-school self care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities..................................................148 ix Table A65. Percent of type of relative care, by language minority status, for children with disabilities.......................................................................................149 Table A66. Standard errors for table A65—Percent of type of relative care, by language minority status, for children with disabilities...........................149 Table A67. Percent of locations of relative care, non-relative care, and center-based care, by language minority status, for children with disabilities.............150 Table A68. Standard errors for table A67—Percent of locations of relative care, non- relative care, and center-based care, by language minority status, for children with disabilities.........................................................................150 Table A69. Percent of children who engage in academic activities in after-school relative care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities..............................................................................................151 Table A70. Percent of children who engage in interactive activities in after-school relative care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities..............................................................................................152 Table A71. Percent of children who engage in other activities in after-school relative care, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities........................153 Table A72. Percent of children who receive any type of before- and after-school relative care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities..............................................................................................154 Table A73. Percent of children who engage in academic activities in after-school non- relative care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities..............................................................................................155 Table A74. Percent of children who engage in interactive activities in after-school non-relative care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities.......................................................................................156 Table A75. Percent of children who engage in other activities in after-school non- relative care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities..............................................................................................157 Table A76. Percent of children who receive any type of before- and after-school non- relative care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities..............................................................................................158 Table A77. Percent of children who engage in academic activities in before-school center-based care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities.......................................................................................159 Table A78. Percent of children who engage in interactive activities in before-school center-based care and standard errors, by language minority status, ethnicity, income level, parent education level, and grade, for children with disabilities.......................................................................................160 Table A79. Percent of children who engage in other activities in before-school center- based care and standard errors, by language minority status, ethnicity, x