America's Hispanic Children

Americas Hispanic Children:
Gaining Ground, Looking Forward

David Murphey, Ph.D. | Lina Guzman, Ph.D. | Alicia Torres, Ph.D.
9/24/2014
Table of Contents
childtrends.org
Copyright 2014 by Child Trends.

May be reprinted with citation. Publication #2014-38
Foreword
Introduction
Demographics
Economics
Family
13
Education
16
Health
22
Media Use
27
References
31
Table of
Statistically
Significant
Differences
35
Foreword
For many groups of children in the United States,
Among Hispanic children and youth, there are many
there are extensive data and significant research
positive trends. In highlighting these, our intention is
identifying their strengths and challenges, and
not to overlook serious threats to the well-being of
informing decisions about how to promote their
the many Hispanic children who are poor, struggling
healthy development. This is less true when it
in school, or fleeing violence. Our intention is to widen
comes to Hispanic children. As a result, the nations
the lens, because Americas Hispanic children are a
knowledge of a large, diverse, and fast-growing
bigger and more diverse group, and are more rooted
group of American children is decidedly incomplete.
in our nations culture, than recent headlines might
These gaps hinder our ability to invest wisely in their
suggest. In the midst of many troubling indicators,
well-being.
there are enduring strengths upon which to build, and

impressive, but often overlooked, signs of progress.
At Child Trends, we have been generating knowledge

about Americas children for 35 years. As a
We thank the Televisa Foundation for its support
nonpartisan, nonprofit research center, our mission is
of the Child Trends Hispanic Institute and its efforts
to improve the lives and prospects of all children and
to promote the well-being of Americas Hispanic
youth through rigorous research to inform decision
children. We also thank Federico Subervi (Kent
making. In June 2014, in keeping with that mission,
State University), Carola Suarez-Orozco (University
we launched the Child Trends Hispanic Institute to
of California, Los Angeles), Mark Hugo Lopez (Pew
help fill gaps in the nations understanding of Hispanic
Research Center), and Liany Elba Arroyo (The National
children and youth.
Campaign to Prevent Teen and Unplanned Pregnancy)

for their careful review and thoughtful comments
The pages that follow present a rich and nuanced
on earlier drafts of this report. Finally, thank you to
statistical portrait of Americas Latino children, drawn
the Child Trends staff who developed or contributed
from the latest nationally-representative data. It is a
to this reportDavid Murphey, Lina Guzman, Alicia
complex picture. Some facets will be familiar, while
Torres, Frank Walter, August Aldebot-Green, Mae
others are less well known. All have important economic
Cooper, Heather Ryan, and Aurelie Nsoki.
and social implications, particularly with respect to

education as the pathway to fulfilling aspirations and to
full participation in the life of the nation.
Carol Emig
President
Child Trends
23
Americas Hispanic Children: Gaining Ground, Looking Forward
Introduction
Of the 74 million children in the United States today, 17.5 million are Hispanic.a They
are the largest racial/ethnic minority group of children, and also the fastest-growing.
Today, one U.S. child in four is Hispanic; by 2050, it will be more than one in three,
about equal to the proportion who will be non-Hispanic white.1 Hispanic children
represent a significant portion of tomorrows workforce and taxpayersour
shared future.
Virtually all of Americas Latino childrenmore than 90 percent in 2013are
U.S.-born citizens. More than 40 percent have roots in this country that extend beyond their parents generation.b While
the majority (70 percent) have family origins in Mexico, the heritage of Americas Latino children also takes in Puerto
Rico (a U.S. territory), Caribbean countries, countries in Central and South America, and Europe.2
Todays generations of Hispanics are gaining ground and, as with many trends, the evidence is clearest
when we look at children:
On important social-emotional skills, young Latino children enter school on a par with, or even exceeding,
their non-Latino peers.
The majority of Latino children live with two parents, which offers a firm foundation for emotional
and economic well-being.
As it has been for so many other Americans, education is a ladder to success for Latinos. More young Latino
children are enrolling in early education programs.3 Latino students are posting solid gains on national
assessments in key subject areas.4 More Latinos than ever before have a high school diploma,5 and record
numbers are enrolling in post-secondary education.6
More of Americas Hispanic youth are taking responsibility for their own well-being, as indicated by falling
rates of cigarette smoking7 and teen pregnancy.8
For many Hispanic children, strong family traditions anchor their upbringing. For example, Latino children
are more likely than children in other racial/ethnic groups to eat dinner with their families six or seven
nights a week.9
Hispanic teens match or even exceed their peers in other racial and ethnic groups in their avid use
of technology.10
While these gains are impressive, as a group Americas Latino children still face some stark challenges that, from
an early age, place them at a disadvantage, relative to many other children in the U.S.:
Pre-eminent is the challenge of poverty: nearly one-third of Latino children live below the poverty line, and
a roughly equal share, while not poor by official definition, has family incomes just adequate to meet basic
needs.11 Americas Latino children disproportionately live in neighborhoods of concentrated poverty,12
where poor housing, poor schools, and crime further threaten their well-being.13
For reasons that are complex, many Hispanic children start school inadequately prepared to meet that
institutions expectations.14 Issues of language and culture, and possible disconnects between families and
schools, can hinder academic achievement for many Hispanic students.15
Despite notable progress in health insurance coverage,16 close to 15 percent of Hispanic children did not have
a well-care visit in the last year.17 As children or adolescents, many Hispanics are overweight or obese,18 and
rates of substance abuse,19 interpersonal violence,20 and depressive symptoms21 are high.
Throughout this report, we use the terms Hispanic and Latino interchangeably. The Census Bureau gives survey respondents the option of identifying themselves (or their minor children) as
having origins in Mexico, Puerto Rico, Cuba, or another Hispanic, Latino, or Spanish origin.
b
The Census Bureau defines country of origin as the heritage, nationality group, lineage, or country of birth of the person or the persons parents or ancestors before their arrival in the United
States. As with all Census data, this information is self-reported. The Census Bureau additionally reports on the nativity of household memberswhether they were U.S.-born, or foreign-born.
The Bureau considers people U.S.-born if they were born in the U.S., Puerto Rico, a U.S. Island Area (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, or the U.S.
Virgin Islands), or abroad of a U.S. citizen parent or parents. In the case of individuals living with their parents, there is also information on parents nativity status; no information on place of birth
is reported for earlier generations.
a
4
As we look forward, the considerable strengths of Latino children and their families are a strong basis for further
gains. Some promising examples already evident from research include the generally strong social-emotional skills
of young Latino children;22 the advantages that accompany knowing two languages;23 and the social ties within
and among Latino families that can buffer adversity and promote success.24 Capitalizing on these assets holds the
promise of a brighter shared future for all Americans.

The new demographics: A landscape of rapid change
The United States is a relatively young nation, but in this its third century, it is seeing unprecedented change in
the makeup of its populationand, particularly, its children. Reflecting trends that are truly global, the people of
the United States are more diversein national origins, color, and language backgroundthan ever before in our
history. Hispanics comprise the single largest share of this new diversity, and Hispanic childrenc lead the way.
The percentage of U.S. children who are

Hispanic is growing rapidly
The percentage of U.S. children who are Hispanic is growing rapidly.
DEMOGRAPHICS
Percentage of U.S. children by race/Hispanic origin, 1980-2012 and projected 2013-2050
Percent of U.S. children by race/Hispanic origin, 1980-2013 and projected 2014-2050

74.0
74.0
Non-Hispanic White
52.4
52.8
Hispanic
Non-Hispanic Black
36.4
36.4
Non-Hispanic Asian and Pacific

Islander
Non-Hispanic Asian
15.0
15.0
9.0
9.0
2.0
2.0
1980
35.6
35.6
24.1
23.9
13.8
13.9
13.2
13.2
6.4
6.4
4.4
4.6
1985
1990
1995
2000
2005
2010
2012
2013
2015
2020
2020
2025
2030
2030
2035
2040
2040
2045
2050
2050
Hispanics can be of any race. All race/Hispanic origin data are self-reported.
Hispanics can be of any race. All race/HIspanic origin data are self-reported.
Source: Federal Interagency Forum on Child and
Family Statistics. (2012). America's Children: Key National Indicators of Well-Being, 2012,
Source: Federal Interagency Forum on Child and Family Statistics. (2014). Americas Children: Key National Indicators of Well-Being,
Tables POP1 and POP3. http://www.childstats.gov/americaschildren/tables.asp
Federal
Interagency
Forum
on Child
and Family
2014, Tables POP1 and POP3. Federal Interagency
Forum
on Child and Family
Statistics,
Washington,
DC: U.S.Statistics,
Government Printing
Office. http://www.childstats.gov/americaschildren/tables.asp.
Washington, DC: U.S. Government Printing Office.
Unless otherwise noted, references to children include ages birth through 17; youth (generally, ages 16-19) and young adults (ages 20-24) are referred to separately.
5
This diversity is reflected in the rapidly changing demographic landscape of our country. Latino children
figure prominently in this landscape, and will play a key role in shaping our countrys future. Preparing for and
understanding the implications of our shared future begins with an understanding of who Americas Latino
children are, and how they are faring.
One in four children in the U.S. today is Hispanic. Today, descendants of Hispanic families that settled in the
lands that now make up the Southwestern United States, together with more recent arrivals from the primarilySpanish-speaking countries of Latin America, and Spain, comprise our Hispanic population. Hispanics are nearly
one in four of U.S. children 17.5 million, as of 2013. The percentage of the child population that is Hispanic has
more than doubled over the last three decades. By 2050, the share of children who are Hispanic is projected to
pull even with the proportion who are whiteeach accounting for about one-third of the total child population.25
Nearly all Latino children were born here in the U.S. Nearly all Latino childrenover 90 percentwere born here
in the United States. In fact, much of the recent growth in the Latino population has been a result of births to
families already living here, rather than immigration.26
Over 90 percent of U.S. Hispanic children

were born in the United States
*United States includes the 50 states and the District of Columbia. Hispanics can be of any race. All
race/HIspanic origin data are self-reported.
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
93 percent of U.S. Hispanic children were born in the U.S.
DEMOGRAPHICS
1.4
15.2
Percent of
Percentage of Hispanic children by country of origin and parents' countries of origin,*

1994-2013
Hispanic
children* by nativity status, 1994-2013

of U.S. Hispanic children were83.4

born in the U.S.
93.0
93.0
35.4
83.4
United States (50 states and D.C.)
Hispanic children by country of origin and parents' countries of origin,* 1994-
Outside U.S.
47.4
U.S. territories
93.0
One foreign-born parent (child born in U.S.)
Both parents foreign-born (child born in U.

U.S. territories
Outside U.S.
United States (50 states and D.C.)
35.4
35.4
Both parents foreign-born (child born in U.S.)
U.S.
territories
Child
born outside U.S.
53.0
37.6
37.6
15.2
Percentage of Hispanic children by country of origin and parents' countries of origin,* 19942013
15.2
37.6
6.1
6.1 6.1
93 percent of U.S. Hispanic children were born in the U.S.

1.4
53.0
53.0
Outside
U.S. in Puerto Rico or other U.S. territory
Child born
83.4
One foreign-born parent (child born in U.S.
47.4
47.4
United
(50U.S.
states
D.C.)
ChildStates
born in
(50 and
states
and D.C.)
1.4
0.9
0.9
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
1994
2013
2003
6.1
*United States includes the 50 states and the District of Columbia. Hispanics can be of any race. All race/
0.9
HIspanic origin data are self-reported.
*Includes
alldHispanic
children living in the 50 states and the District of Columbia.
Source: Child Trends' analysis of March Current PopulaTon
Survey
ata.
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Source: Child Trends analysis of March Current Population Survey data.
includes the 50 states and the District of Columbia. Hispanics can be of any race. All
origin data are self-reported.
6
However, for many Hispanic families, immigration is an important feature of their experience. While the great
majority of Latino children are U.S. citizens, many have family members who immigrated to the United States. This
includes those who are legal permanent residents, naturalized citizens, or lack legal status. As of 2013, more than
half of Latino children have at least one parent who was born outside the United States.27 Thus, while most Latino
children today are not themselves immigrants, for many of their families the immigrant experience is a recent reality.
More than half of U.S. Hispanic children

have
a foreign-born
nt of U.S. Hispanic
children
were born in the U.S. parent
of Hispanic children by country of origin and parents' countries of origin,* 1994-
DEMOGRAPHICS
ent of U.S. Hispanic
children were born in the U.S.
ge of Hispanic children
by country
of origin and children*
parents' countries
of origin,* 1994Percent
of Hispanic
by parents
nativity
93.0 1994-2013
status,
United
States
(50(50
states
and
D.C.)
Child born
in U.S.
states
and
D.C.)
93.0
Outside
U.S.
Child born
outside U.S.
U.S.
Bothterritories
parents
born in U.S.)**
United
States U.S.-born
(50 states(child
and D.C.)
One
foreign-born
parentparent
(child (child
born in
U.S.)
At least
one foreign-born
born
in U.S.)**
Outside
U.S.
Both
parents
foreign-born(child
(childborn
born
U.S.)
Bothterritories
parents foreign-born
in in
U.S.)**
U.S.
53.0
53.0
53.0
37.6
47.4
36.3
35.4
40.9
37.6
37.6
6.1
1994
6.1
2003
0.9
2013
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
0.9
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
2011 2012
2013 children living in the 50 states and the District of Columbia.
*Includes
all Hispanic
ates includes the 50 states and the District of Columbia. Hispanics can be of any race. All
**U.S.-born refers to the 50 states, Puerto Rico, and other U.S. territories. Percentages sum to
nic origin data are self-reported.
more than 100, because categories are not mutually exclusive.
States includes the 50 states and the District of Columbia. Hispanics can be of any race. All
panic origin data are self-reported.
Increasing diversity in the Hispanic child population: Throughout todays world, old boundaries are blurring as families
everywhere seek educational and occupational opportunity within a global marketplace. Within the Hispanic population
itself, there is great diversityof longevity in this country, of national origin, and in their level of cultural integration.
Among U.S. Hispanic children, seven in ten have Mexican heritage. The next-largest group is those whose
heritage is Puerto Rican, followed by Salvadoran, Dominican, Cuban, other countries in Central America, and
South America.28 Far from homogeneous, the experiences of Hispanic children often reflect their specific national
origins: children from Central America typically come from rural areas, and their families have often fled violence
and poverty. Cubans and South Americans, on average, are among the economically better-off. Dominicans and
Mexicansin spite of their longstanding ties to this countryexperience the most residential segregation, while all
Hispanic groups, excepting South Americans, disproportionately live in disadvantaged neighborhoods.29
In this report, we will refer to U.S.-level data on Hispanic children, while acknowledging that treating them as a single
group likely masks a great deal of diversity in how different subgroups are faring. Unfortunately, virtually no national
data systems are currently designed to allow disaggregation of well-being indicators by a childs country of origin.30
7
The diversity of Latino children varies by region. While in most regions of the U.S. the majority of Latino
children have Mexican heritage, in the Northeast, children from Central and South America predominate, followed
by Puerto Ricans, with Mexicans in a distant third place. The South holds not only the largest share of Cuban
children, but also the second-largest share of Puerto Rican children.31 The extent to which Latinos tend to live in
neighborhoods with other Latinos varies, but more than half do not live in predominantly Latino communities.32
Hispanic children are part of every states future. In New Mexico and California, they are already a majority of
children.33 Some regionsthe Southwestern states, California, Texas, Florida, and the metropolitan areas of the
Northeastern stateshave long histories of Hispanic settlement. But other regions have seen more recent and
rapid change: among them, several states in the Midwest (Illinois, Minnesota, South Dakota) and South (Alabama,
Georgia, North Carolina).34
And places where Hispanics are traditionally concentrated are changing, too: in New York City, Puerto Ricans have
lost nearly 40 percent of their share of the total Hispanic population (from 50 percent in 1990, to 31 percent in
2010), and Mexicans have more than tripled theirs (from four to 15 percent). In Miami, the share of Hispanics who
are Cuban has fallen by 11 percent (from 62 to 55 percent), while South Americans have increased their share by
one-third (from 12 to 18 percent).35
In some states, more than half of children

are Hispanic
DEMOGRAPHICS
2-7%
Percent of children who are Hispanic, 2013
15-22%
20
6
21
18
13
43
31
24 10
17
15
59
49
16
17
11
40
52
8-14%
10
12
5
2 12
16
21
24
14
13
16
22
14
11
6
23
23-59%
29
Source: Child Trends calculations of 2013 postcensal population estimates, from the U.S. Census Bureau.
8
Economic well-being: Investing for a shared future

We do not have to look ahead to see progress toward a more diverse picture of prosperity in the United States.
Hispanics are rapidly expanding their roles in U.S. society, and through their numbers are making their mark on the
economy as consumers and producers. From the entertainment industry to the Supreme Court, and from academe
to corporate board rooms, Hispanics have gained prominence and contributed new and vibrant strands to our nations cultural fabric.
Economic security is precarious for many Hispanic children. At the same time, many Hispanic families struggle to
get ahead. The majority of Hispanic children (62 percent) live in low-income familiesconventionally defined as those
with incomes less than twice the federal poverty level, where many experts believe families can just meet basic needs.
Roughly one in three Hispanic children lives in poverty. And one in eight lives in deep poverty (family income less than
half the poverty line).36 The disparity between Hispanic children and white children in economic well-being is greatest when it comes to those in married-parent families: just one in nine white children living with married parents is in
poverty, whereas for Hispanic children it is more than one in five.37 Poverty is also higher among Hispanic children who
have at least one foreign-born parent, compared with those who have two U.S.-born parents.38
Nearly one-third of Hispanic children

live in households in poverty
ECONOMICS
Percent of children who live in households with incomes below the
poverty level,* 2013
38.3
37.7
30.4
29.5
10.7
Total
One or more
foreign-born
parents (2012)
All parents
U.S.-born
(2012)
Non-Hispanic
White
Non-Hispanic
Black
Hispanic
*In 2013, the federal poverty level for a household with two adults and two children was $23,624
Estimates reflect the OMB race definitions, and include only those who are identified with a single race.
Hispanics may be of any race. All race/Hispanic origin data are self-reported.
Source: U.S. Census Bureau. CPS Table Creator (online tool), available at: http://www.census.gov/cps/data/cpstablecreator.html.
Nativity data come from Child Trends analysis of March Current Population Survey.
9
Children who experience poverty are at a higher risk for many negative outcomes: poor health, lower school
performance, delinquent behavior, unemployment, and dependence on public assistance. Prolonged economic
hardship acts as a form of chronic stress, jeopardizing childrens brain development and contributing to their
susceptibility to disease.39 Research on the well-being of Hispanic children does not always control statistically for
the fact that poverty looms large in their experience as a group. Thus, findings of disadvantage (for instance, in
academic achievement, or health) may reflect the effects of low income.
Many Latino children live in neighborhoods with high levels of poverty. Over a third of all Latino children live in
neighborhoods of concentrated poverty,40 where the preponderance of low educational attainment among adults,
lower-quality housing, lower-quality schools, and crime all constrain their opportunities.41 A majority (52 percent)
of Latino children live in neighborhoods that, according to their parents, are always safe, while 23 percent live in
neighborhoods parents consider never safe.42
Many Hispanic children live in neighborhoods with

a high or very high concentration of poverty
ECONOMICS
Percent of children living in concentrated poverty,* 2008-2012
High concentration of poverty
Very high concentration of poverty
38.6
36.9
23.0
13.7
8.5
Hispanic
13.7
4.9
1.3
Non-Hispanic
White
Non-Hispanic
Black
Total U.S.
*High poverty areas are tracts where higher than 20 and less than 40 percent of the population are in poverty,
and very high poverty areas are census tracks where 40 percent or more of the population are in poverty.
Source: Child Trends analysis of American Community Survey data.
10
Many Hispanic children live in crowded housing. One in four Hispanic children shares a bedroom with three or more
family membersa proportion five times higher than among non-Hispanic white children. Hispanic children with at
least one foreign-born parent, and children from Mexican or Central American families, are much more likely to experience crowded housing.43
Although crowded housing is often a byproduct of poverty, such living arrangements may reflect cultural traditions and can offer children benefits, such as access to a greater number of adults to help care for them and
opportunities to interact with multiple generations. However, crowded living conditions can also impose burdens,
both practical and emotional, on children and parents, negatively affecting child health and behavior, and parenting. In general, in homes where families are crowded, parents are less responsive to infants and toddlers, and more
likely to use punitive discipline.44 Crowding has also been associated with childrens health problems, including
respiratory conditions, injuries, and infectious diseases, and with young childrens food insecurity.45
One in four Hispanic children live in

crowded housing
ECONOMICS
Percent of children living in crowded housing,* 2012
36.2
31.2
25.2
15.6
12.4
5.0
Total
Foreign-born
U.S.-born, living
with at least one
foreign-born
parent**
Hispanic
U.S.-born, all parents

in household are
U.S.-born**
Non-Hispanic
White
Non-Hispanic
Black
*Defined as more than two household members per bedroom. If no bedrooms, more than
one household member per room. **Includes single-parent households.
11
Employment among parents of Latino children. More than two-thirds of Latino children have at least one parent
who works full-time, all year (and one in six has two parents working full-time).46
More than two-thirds of Hispanic children have at

least one parent with steady, full-time employment
ECONOMICS
Percent of children with at least one parent employed full-time, 2012
At least one parent working FT-YR*
Two parents working FT-YR*
81.7
75.5
68.7
57.5
26.3
15.5
Hispanic
15.1
Non-Hispanic
White
Non-Hispanic
Black
22.3
Total U.S.
*FT-YR, or full-time year-round, is at least 35 hours a week, at least 50 weeks in the past year.
Note: Estimates reflect the OMB race definitions, and include only those who are identified
with a single race.
Hispanics may be of any race. All race/Hispanic origin data are self-reported.
Latino youth also make significant contributions to their families economic security. One in ten Latino high
schoolers is employed, as are nearly half (45 percent) of those enrolled in college. Of those not enrolled in school,
six in ten are working.47
On the other hand, many Hispanic youth are not in the labor force. The labor market prospects for all young people (youth and young adults) have taken a hit in recent years. In 2011, among Hispanic teens (ages 16 to 19), more
than half, and, among young adults (20 to 24), nearly a third were part of the under-utilized labor force (which
includes those who had given up looking for work, and those having to suffice with part-time work, as well as those
who were unemployed).48 Hispanic young men (ages 16 to 19) have more work experience than their peers, which
improves their employment prospects overall, but this group has been less successful in gaining full-time jobs.49
Of particular concern are youth who are neither employed nor enrolled in school. While there are multiple pathways to success, the consequences of unemployment, under-employment, or not acquiring post-secondary
education can be damaging and enduring. Youth neither enrolled in school nor working are less likely to achieve
economic self-sufficiency, and are at risk for multiple additional poor outcomes. As of 2012, one in ten Hispanic 16to 19-year-olds was in this category.50
12
Society suffers when prosperity is not widely shared. The logic of the new demographics is that, when the nation
fails to nurture Latino children, it fails to nurture one-quarter of the workforce of the next generationthe proportion of the workforce in 2050 that is projected to be Latino.51
Families: The shared foundation

We all gain ground when we build on positive values. Families are a societys foundation, and many believe the
lessons learned as children, at home, are often the ones that endure. For most Latinos, there are few things that are
more important than family. Eight in ten U.S. adults, according to a 2012 survey, agree that immigrants from Latin
American countries have strong family values. And among Latinos themselves, more than 90 percent of adults
consider being a good parent to be very important.52 Two-thirds of Latino teens say their parents praise them for
good behavior nearly every daya higher percentage than either white or black teens report.53
Most Hispanic children live with both parents. Nearly six in ten Hispanic children (58 percent) live with two married
parents. One in ten lives with two cohabiting adults, at least one of which is a biological or adoptive parent. Around
one in four lives with their mother only, and small percentages live with their father only, or with neither of their parents (less than five percent in each case).54
More than half of Hispanic children live with

married parents
FAMILY
Childrens living arrangements, 2013
74.4
Hispanic
Non-Hispanic White
Non-Hispanic Black
58.0
48.3
34.1
25.3
10.4 6.6 7.4
Living with two
married parents
Cohabiting
parent(s)
12.7
Single mother
2.3 3.3 3.8
3.9 3.0 6.4
Single father
Living with
no parent
Source: Child Trends analysis of the March Supplement to the Current Population Survey.
13
Maintaining family bonds though shared family meals. Traditional virtues within Latino families emphasize the
efforts parents make on behalf of their children (sacrificios), and the importance they place on seeing that a child is
well brought-up (bien educado), with attention to proper social behavior and showing respect (respeto) for elders
and others in a position of authority. The closeness of family tiesand, even more, solidarityhas for years been a
source of strength among the Latino community.55
One important opportunity to develop strong parent-child relationships and family connectedness is around family
meals. Like other forms of parental involvement, frequent family meals are associated with positive behavioral outcomes for both children and teens, regardless of ethnicity. Eating with parents can also have a positive influence on
the nutrition and eating habits of adolescents. Latino children are more likely than their white or black peers to eat
a meal with family members six or seven days in a week.56 Latino children are also more likely than either black or
white children to share a family meal that is home-cooked.57
Hispanic children are more likely to eat

home-cooked meals with family
FAMILY
Of all children living in families, percent who ate seven or more home-cooked
meals with their family in the past week, 2009-2010
58.9
41.2
30.2
Hispanic
Non-Hispanic
White
Non-Hispanic
Black
45.5
Total U.S.
Source: Child Trends analysis of National Health and Nutrition Examination Survey data.
Promoting early literacy and parental involvement. Latino parents of young children (ages three to five) read,
tell stories, sing, work on arts and crafts, and teach letters and numbers, with them on a regular basis.58 However,
research finds that, as a group, Latinos are less likely than white parents to read daily to young children: a little more
than a third of Latino children have parents who do so, compared with two-thirds of white children. Thus, some
parents are missing an opportunity to promote early literacy skills that can help their children get a strong start in
school.59
14
At home, most preschool-aged Hispanic children

do key learning activities, with parents
FAMILY
Percent of children not yet in kindergarten (3-5) whose parents reported
participating in learning activities at home in the past week, 2012
90
98 92
78
87
97 98 99
80
Hispanic
Non-Hispanic White
Non-Hispanic Black
92 95 95
80
90
83
1+2
Read to a child
Told a story
Taught letters,
words, or numbers
Sang songs
Worked on
arts and crafts
Source: Mamedova, S., Redford, J., Zukerberg, A. (2013). Early childhood program participation, from the National Household Education Surveys
program of 2012. (NCES 2013-029). National Center for Education Statistics.
On the other hand, nearly two-thirds of Hispanic teens have parents who say they can share ideas or talk about
things that really matter with their teens.60
Family stress affects child development. While such values anchor their traditions and represent a great asset,
some Latino families face serious challenges. Because of the need to relocate to find employment, the disruptions
caused by violent conflict in their countries of origin, or unresolved legal issues surrounding immigration, some
Latino children experience separations from one or more family members. And, even when families are together,
these strains can contribute to anxiety and stress, and can operate to dissuade family members from seeking the
help they needparticularly from institutions such as health care systems, schools, and other social services.61
Recent developments in brain science have highlighted the negative effects on childrens healthy development that
can result from trauma. Traumatic eventswhich can result in toxic levels of stressinclude parental separation or
divorce, parental incarceration, and experiencing or witnessing violence, among others.62
Our countrys shared future depends in part on how well we act to strengthen families to ensure that the potential in
all our children is realized. Hispanic families, in particular, hold a great deal of social capital that can be leveraged to
build awareness of family-friendly activities and services within communities, share information on opportunities for
education and employment, and improve the quality of communities.
15
Educating for the shared future

In the United States, education has historically provided the means by which to get ahead. Those who are better
educated are more likely to get jobs, earn more money, stay healthy, and live longer. And, they are more likely to
have children who follow a similar path.
Latinos in the United States place a premium on the value of education. For instance, nearly nine in ten say a college
education is extremely or very important, compared with eight in ten of the overall population.63 But, like many
immigrant communities, some Latinos struggle to navigate aspects of a system they are unfamiliar with, and that
sometimes fails to speak their language (culturally as well as literally).
The eagerness of Hispanic youth (and their families) to improve themselves through schooling is evidentin falling
high school dropout rates, in record rates of post-secondary enrollment. But some critical supports are lacking. At
the front end, too many young Hispanic children enter kindergarten without some of the skills necessary to make
optimal progress in school. And at the back end, too many young adult Hispanics fail to complete the college
education they start and obtain the degree that will boost their life chances. In the intervening years, the academic
achievement of Hispanic studentswhile improving over timestill trails that of their white peers.
Participation in early care and education programs. Young childrens participation in some form of non-parental care
(home- or center-based) has become increasingly common in the United States, and research finds that such programs
can benefit childrens development and help prepare them for school, provided they are of sufficient quality. Recent data
show that participation by Latino children in early education programs has increased by a third since 2007 (reaching 52
The percentage of Hispanic children attending

early care and education programs is increasing
likely to be enrolled in center-based care or in home-based care by a non-relative. Regrettably, for Latino as well as for
percent, as of 2012); however, their participation still trails that of white and black children.64 Latino preschoolers whose
mothers are employed are most likely to be cared for at home by a relative, or remain in parental care. They are less
65
The percentage of Hispanic children attending

non-Latino children, we know little about the quality of care children receive, regardless of the setting.
EDUCATION
early
care and education programs is increasing
The
percentage
of Hispanic
children
attending
Percent
of children not
yet in
kindergarten
(3-6)
who attended
The
percentage
of
Hispanic
children
attending
EDUCATION
an
early
childhood
care
and
education
program
early care and education programs is increasing
early
and
education
programs
is increasing
Percent care
of children
not yet
in kindergarten (3-6)
who attended
an
early childhood care and education program
EDUCATION
2007
EDUCATION
Percent of children not yet in kindergarten (3-6) who attended

68
an early childhood care and education program 65
39
58
52
39
Hispanic
52
Hispanic
Hispanic
39
58
2007
65
63
Non-Hispanic
Non-Hispanic
White
White
Non-Hispanic
White
Non-Hispanic
Asian
Asian
552007
2012
61
64
Non-Hispanic
Black
Black
Non-Hispanic
Black
61
55
5568
68
61
2012
64
63
2012
2012
68
Percent of children not yet in 63

kindergarten (3-6) who attended
6864
68
58and education program
an early childhood care
65
64
63
58
52
68
68
52
65
39
2007
61
Asian
Total
55Total
Total
can All
berace/Hispanic
of any race. All
race/Hispanic
Hispanics can Hispanics
be of any race.
origin
data are self-reported.
Hispanic
Non-Hispanic
White
Non-Hispanic
Black
Asian
Total
Source: Federal
Interagency
Forum
on Child and
Family
(2014).
Americas
children:
KeyAmericas
national indicators
Source:
Federal
Interagency
Forum
onStatistics.
Child and
Family
Statistics.
(2014).
children:ofKey national indicators of
can be
of anyFederal
race.
All
race/Hispanic
origin
data are
self-reported.
well-being, 2014,
TableHispanics
Fam3B.
Interagency
Forum
on
Child andForum
Family
Statistics,
Washington,
DC: U.S. Government
well-being,
2014,Federal
Table
Fam3B.
Interagency
on Child
and
Family Statistics,
Washington, DC: U.S. Government
Printing Office. http://www.childstats.gov/americaschildren/index.asp.
Source: Federal Interagency Forum on Child and Family Statistics. (2014). Americas children: Key national indicators of
well-being, 2014, Table Fam3B. Federal Interagency Forum on Child and Family Statistics, Washington, DC: U.S. Government
16
Americas Hispanic Children:

Gaining Ground, Looking Forward
Source: Federal Interagency Forum on Child and Family Statistics. (2014). Americas children: Key national indicators of
well-being, 2014, Table Fam3B. Federal Interagency Forum on Child and Family Statistics, Washington, DC: U.S. Government
School readiness of Hispanic children. As we consider readiness for school, we do well to bear in mind that, in 17
states, at least one in five kindergartners is Latino.66 It is also important to think about childrens readiness for school
as multi-dimensional. On the one hand, on some measures of parent-reported readiness for kindergarten, Hispanic
children compare unfavorably with their non-Hispanic counterparts.67 Hispanic children start school less likely than
their white peers to know their alphabet or numbers, write their names, or read written words. Research shows that
these school readiness skills help to set the stage for later learning and school success. High rates of poverty may
be among the factors that influence these disparities, as well as Hispanic childrens lower participation in
preschool programs.
Hispanic children are least likely* to be

academically ready for kindergarten
EDUCATION
Percent of children not yet in kindergarten (3-5) with various
school readiness skills, 2006-2007
84 88 86
69 69
36 38
64
50
42
87
Hispanic
Non-Hispanic White
97
Non-Hispanic Black
88
58
15
ABC
20+
Recognizes
all letters
Counts to 20
or higher
Writes first
name
Holds a pencil
with fingers
Speech is understandable
to a stranger when
child speaks
16
Reads written
words in books
*Hispanic children are significantly less likely than white children to be ready for school on all
indicators except the ability to hold a pencil. Hispanic children are significantly less likely than
black children to be able to recognize all letters, count to 20 or higher, or read written words in books.
Source: ODonnell, K. (2008). Parents reports of the school readiness of young children from the National Household
Education Surveys program of 2007 (NCES 2008-051). Washington, DC: National Center for Education Statistics.
On the other hand, research finds that young Latino children enter kindergarten with social-emotional skills that are
well-developedsometimes even ahead of other childrens.68 Social-emotional learning (sometimes referred to as
non-cognitive skills) encompasses important competencies such as self-control, positive interpersonal communication, and solving problems without physical conflict. Many educators consider these skills to be of equal importance
with academic competence when it comes to students success.69 The data may reflect that, among some Latino
parents, childrens socialization is prioritized over those skills that are strictly academic.
Gaining ground academically, although disparities persist. There have been substantial gains in Hispanics
students performance on national assessments of math, reading, science, and writing over the last decade. The
percentage of Hispanic students who score as proficient or above in math achievement has more than doubled
over the last decade, though they are still a minority.70
17
However, deficits in school achievement, evident in the early grades, tend to widen over time, in the absence of
effective intervention. At fourth, eighth, and twelfth grades, Hispanic students lag behind white students in reading, science, and writing, and, in fourth and eighth grades, in math (a common assessment is not administered in
twelfth grade).71 Hispanic children are also less likely than black children to spend an hour or more per weekday
reading for pleasure.72
Hispanics have experienced gains in math over

the last decade, though progress is still needed
8th-Grade Mathematics:
EDUCATION
8th-grade mathematics: percentage of students achieving at or

above proficient
level, 2000-2013
Percentage
of Students Achieving At or Above
"Proficient" Leve
Hispanic
Non-Hispanic White
Non-Hispanic Black
45
34
34
21
8
5
14
8
5
2000
2003
2005
2007
2009
2011
2013
Source: Child Trends DataBank. (2013). Mathematics proficiency. Retrieved from Child Trends DataBank.
(2012). Retrieved from http://www.childtrends.org/?indicators=mathematics-proficiency.
Many Latino children have parents who do not speak English well. The issue of language often comes up in
discussing the acculturation of Latino families and their children. A two-generation approach is appropriate here.
Most Latino children (87 percent) speak English very well.73 But not all of their parents are comfortable using
English. In fact, in the case of half (53 percent) of Latino children who live with both parents, at least one parent
does not speak English very well.74 To the extent that Latino children depend on their parents to navigate for
themto obtain essential goods and servicestheir children may also be disadvantaged. Service agencies can
support Latino families by developing their capacity to address cultural difference, as well as by connecting
parents, where appropriate, to programs that provide English language instruction.75
Latino children make up the majority of dual language learners, a large and growing group, defined as those
who are acquiring two languages simultaneously. The research evidence is clear that bilingualism confers numerous advantages: despite some inevitable stumbles in the early phases of learning, childrens familiarity with both
languages (and both cultures) has cognitive, social, and emotional benefits, and will offer many advantages in todays increasingly global workplace.76 The majority of kindergartners who are dual language learners are Latino.77
18
Young children are remarkably quick learners; nevertheless, before they become fully adept in English, this group
may pose challenges for teachers and staff in early education programs. Older children may need a different set
of supports for learning a second language while maintaining their original linguistic and cultural ties. Research
has shown that, with adequate preparation, schools and teachers can meet the needs of bilingual children.78
School engagement among Hispanic families. School engagement is another arena where practices in some
Hispanic families may diverge from norms of the majority culture. Part of the problemand, therefore, part of the
responseseems to be a mismatch, in some cases, between the cultural scripts of Hispanic families and those
of schools, which may not have caught up with our communities new diversity. While parents generally support
their childrens education in many ways, such as providing an enriching environment in the home, U.S. schools
have expectations that at times may be at odds with Hispanic traditions.79
For example, parents of school-aged children are typically encouraged to actively assert themselves in their
childs school experience, by asking the classroom teacher about the curriculum and their childs progress,
advocating for their childs particular needs and interests, and participating in school-sponsored activities.
However, Latino parents views of education may be influenced by traditions of respect for authority (respeto),
which can inhibit behaviors seen as challenging the teacher or school. Add to that the possibility of a language
barrier, and potential challenges around job schedules and transportation.
The lesson: increased involvement by Latino parents in the schools mission may require a different set of
strategies on the part of schools, including calling on some Latino families to provide outreach to their peers,
valuing the particular ways in which Latino parents do support their childrens education, and respectfully
engaging parents in activities they can do from home.80
Participation in organized out-of-school time activities, particularly when those are ongoing and supervised by
adults, can benefit youths social, emotional, and cognitive development, increase the likelihood of their engaging
in healthy behaviors, and reduce the chances of their involvement in risky behaviors.81 Latino children are
substantially less likely than their white peers to participate in after-school sports, or in clubs and organizationsa
disparity that may represent an important missed opportunity. However, Latino children are more likely than white
children to attend religious services at least weekly.82 Regular attendance at religious services is also associated
with a lower likelihood of risky behaviors, and greater likelihood of other forms of positive social participation,
such as volunteering.83
19
Latinos have made great strides in improving rates of high school graduation and reducing rates of dropout. In
1980, one-third of Latino youth, ages 16 to 24, had not completed high school; in 2012, only 13 percent had not
an improvement of more than 60 percent.84 This is a success story that deserves greater recognition. However,
among Latinos enrolled in ninth grade in 2007-08, just 73 percent graduated four years later, compared with 86
percent among white students.85
The high school dropout rate among Hispanic

youth has declined substantially
EDUCATION
Status
dropout*
rates
among
youth
(16-24),
1967-2012
The
dropout
rate among
Hispanic
youth
has declined
significantly.
Hispanic**
Non-Hispanic White**
Non-Hispanic Black**
All Races**
Status dropout* rates among youth (16-24),** 1967-2012

50
40
34.3
33.8
Percent
34.3
34.3
28.6
30
29.8
22.9
20
17.0
17.0
10
21.3
21.3
17.0
17.0
29.4
25.3
18
21.3
12.6
13.6
12.7
12.3
12.3
7.1
8.6
7.098
6.6
12.3
5.3
0
1966
1969
1966
1972
1975
Source: Child Trends

calculations of U.S. Census
Bureau, School Enrollment-Social and Economic
Characteristics of Students:
Detailed Tables. http://www.
census.gov/hhes/school/data/
cps/index.html.
1978
1975
1981
1984
1987
1990
1985
1993
1996
1999
1995
2002
2005
5
4.3
7.1
2008
2014
2005 20112012
*The status dropout rate measures the percentage of young adults aged 16 to 24 who were not enrolled in school and had not received a high school diploma or obtained a GED.
This measure excludes people in the military and those who are incarcerated, but includes immigrants who never attended US schools.
**Due
to changes in the race categories, estimates from 2003 are not strictly comparable to estimates from 2002 and before. After 2001, the black race category includes Hispanics.
*The status dropout rate measures the percentage of young adults aged 16 to 24 who were not
Source: Child Trends' calculations of U.S. Census Bureau, School Enrollment--Social and Economic Characteristics of Students: Detailed
enrolled in school and had not received a high school diploma or obtained a GED. This measure
Tables. http://www.census.gov/hhes/school/data/cps/index.html
excludes people in the military and those who are incarcerated, but includes immigrants who never
attended U.S. schools. **Due to changes in the race categories, estimates from 2003 are not strictly
comparable to estimates from 2002 and before. After 2001, the black race category includes Hispanics.
20
More than one in four Hispanic high school

freshmen dont graduate on time
EDUCATION
Public high school four-year on-time graduation rates, 2011-2012
100.0
86
80
73
69
Hispanic
Non-Hispanic
White
Non-Hispanic
Black
Total U.S.
Source: Stetser, M. C. & Stillwell, R. (2014). Public high school four-year on-time graduation rates and event dropout rates: School years
201011 and 201112. First Look. National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2014/2014391.pdf.
College is the newest educational frontier for many Hispanics. Some type of post-secondary education is
rapidly becoming a requirement for entry into jobs that pay a livable wage and offer the possibility of career
advancement. Hispanic enrollment in post-secondary programs has increased markedly in recent years, so that
they are now the largest minority group on college campuses. Among those completing high school, almost half
(46 percent) of Hispanics were enrolled in college in 2011. At two-year colleges, Hispanics (as of 2011) made up
one in four first-time enrollees.86
Record numbers of Hispanics are earning associate and bachelors degrees. Many are first-generation college
attendees. However, their rates of college completion, among both types of degree candidates, lag substantially
behind those of white students. Reasons cited most often by Hispanic students for not completing a college
degree are finances, followed by family responsibilities.87
21
Few young Hispanic adults have completed

a post-secondary degree
EDUCATION
Percent of young adults (25-29) who have completed post-secondary
degrees, 2013
Bachelors degree or more
Associates degree
39.2
32.8
19.9
16.0
11.5
8.7
Hispanic
11.0
Non-Hispanic
White
Non-Hispanic
Black
10.8
Total U.S.
Note: Estimates reflect the new OMB race definitions, and include only those who are
identified with a single race.
Source: Child Trends analysis of October Current Population Survey data.
Todays kindergarteners will be in their early forties by 2050, when Latinos are expected to comprise nearly a third
of the U.S. population. Thus, the strength of the countrys future workforce will depend on todays investments in
facilitating their academic journey. We know, from our centuries-long experience as a country of immigrants, that
leveraging their strengths accomplishes much more than focusing exclusively on the deficits of newcomers.
A shared future of health

Health is essential for success on all fronts: schooling, career, family. We are learning much that alters an older
view of health, focused on communicable disease and the prevention of early death, to one today that emphasizes the threats to healthy living: risky behaviors (for example, alcohol use, and dangerous driving), asthma and
other chronic health conditions, inadequate physical activity, and so on.
As a group, U.S. Latinos begin life with several health advantages, relative to some other racial/ethnic minority
groups: a healthy weight at birth,88 high rates of breastfeeding,89 and low infant mortality.90 According to their
parents, more than nine in ten Latino children are in excellent or very good health.91 Most live in households
where getting adequate amounts of nutritious foods is not a frequent issue; however, 29 percent are in
food-insecure householdsmeaning they lack regular and secure access to food.92
22
But some health indicators in later childhood, and adolescence, paint a different picture. Hispanic children have
high rates of overweight and obesity,93 and low rates of physical activity.94 More than one in five Hispanic youth is
obese and more than one in six is overweight. These patterns are reflected in their levels of physical activity, with
just over one in four Hispanic males and just over one in six Hispanic females getting the recommended amount
of daily exercise. In the teen years, Hispanics rates of cigarette smoking are on the low side,95 but rates for substance abuse96 and binge drinking97 are high.
One-fifth of Hispanic youth are obese

HEALTH
Percent of youth (10-17) in various BMI categories,* 2011-2012
Source: Child Trends analysis of National

Survey of Childrens Health from the Data
Resource Center for Child and Adolescent
Health.
23.1
21.8
18.5
18.0
14.1
5.2
Hispanic
Non-Hispanic White
Non-Hispanic Black
Total U.S.
15.6
15.7
12.1
5.7 4.8 5.8
Underweight
Overweight
Obese
*BMI is calculated from the childs weight and height. BMI categories are based on the 2000 CDC growth charts,
which are based on the distribution of children in national surveys taken between 1963 and 1994. The BMI categories
are not based on an ideal BMI. Children who were categorized as underweight had lower BMIs than 95 percent of
the children of their age and sex in the growth chart sample, while those who were categorized as obese had BMIs
that were higher than 95 percent of the children of their age and sex. Those children categorized as overweight had
BMIs higher than 85 percent of children of their age and sex, but were not obese. Being categorized as obese or
underweight based on BMI is not equivalent to a clinical diagnosis. Height and weight were parent-reported.
23
FewHispanic
Hispanic
youth
exercise
daily
Few
Hispanic
exercise
Few
youth
exercise
dailydaily
Few youth
Hispanic
youth daily
exercise
Fewyouth
Hispanic
youthdaily
exercise daily
Few Hispanic
exercise
HEALTH
HEALTH
HEALTH
HEALTH
HEALTH
HEALTH
Percentofofyouth
youth
(6-17)
who
participated
physicalactivity*
activity*
every
dayininthe
the day in the
Percent
(6-17)
who
participated
physical
every
day
Percent
of
youth
(6-17) whoinin
participated
in physical
activity*
every
past
week,
20112012
Percent
of
youth
(6-17)
who
participated
in
physical
activity*
every
dayin
in the
the
past
week,
20112012
Percent
of
youth
(6-17)
who
participated
in
physical
activity*
every
day
in
the
Percent of youth
in physical activity* every day
past(6-17)
week, who
2011-participated
2012
Hispanic
Hispanic
past
week, 2011- 2012
past week, 20112012
Hispanic
Non-Hispanic
White
Hispanic
Non-Hispanic
White
Hispanic
Non-Hispanic
White
Hispanic
Non-Hispanic
Black
Non-Hispanic
White
Non-Hispanic
Black
Non-Hispanic
White
Non-Hispanic
Black
Non-Hispanic
White
Total
U.S.
Non-Hispanic
Black
U.S.
Non-Hispanic Total
Black
Total
U.S.
pastSource:
week,
2011- 2012
Child Trends analysis of National

Source:
Child Trends analysis of National
Survey
of Childrens
Health
from
Data
Survey
of Childrens
Health
from
thethe
Data
Resource
Center
for Child
and
Resource
Center
for Child
Source:
Child
Trends
analysis
ofand
National
Resource
Center for Child and
Health.from the Data
Health.
SurveyAdolescent
of Adolescent
Childrens
Health
Adolescent Health.
Source:
Child Trends
analysis of
National
Resource
Center for Child and
Resource Center
for Child and
Survey
of Health.
Childrens Health from
the DataHealth.
Adolescent
Adolescent
Non-Hispanic
Black
Total U.S.
Total U.S.
Resource Center for Child and

Adolescent Health.
Total U.S.
34.9
34.9
34.9 32.4
32.4
31.6
31.6
34.932.4 31.6
34.9
26.8
31.6
26.8
31.6
26.8
26.8
26.8
34.9
31.6
26.8
32.4
32.4
32.4
26.3
26.3
24.6
24.6
26.3
24.6 23.4
23.4
26.3
24.6 23.426.3
24.6
18.3
18.3
18.3
18.3
18.3
26.3
24.6
Male**
Male**
Male**
Male**
Female** Female**
Female**
Male**
18.3
Male**
Female**
Female**
*For
least
minutes
and
was
strenuous
enough
make
child
sweat
and
breathe
*For
at at
least
2020
minutes
and
was
strenuous
enough
to to
make
thethe
child
sweat
and
breathe
23.4
23.4
23.4
*For at least 20 minutes and was strenuous enough to make the child sweat and breathe
hard.
Activity
was
parent-reported.
**Hispanic
males
are
significantly
less
likely
to
exercise
hard.
Activity
was
parent-reported.
**Hispanic
males
are
significantly
less
likely
to
exercise
hard.was
was
parent-reported.
**Hispanic
males
are
significantly
less likely
exercise
*For
atActivity
least
20
minutes
and
strenuous
enough
to
make
the child sweat
and to
breathe
*For atevery
leastday
20 minutes
and
strenuous
enough
towas
make
the child
sweat
and
breathe
than
white
males.
Hispanic
females
significantly
less
likely
to
exercise
every
every day
than
white
males.
Hispanic
females
areare
significantly
less
likely
to
exercise
every
every
day
thanparent-reported.
white
males.
females
are
significantly
lessless
likely
to exercise
every
hard.
Activity
was
**Hispanic
males
are
significantly
likely
to exercise
hard. Activity was parent-reported.
**Hispanic
males
areHispanic
significantly
less
likely
to
exercise
day
than
either
white
or
black
females.
day
than
either
white
or
black
females.
day than
either
white
black females.
everyHispanic
day than
white males.
Hispanic females
are
significantly
less likely
to or
exercise
every
every day than whiteHispanics
males.
females
areAll
significantly
less origin
likely
to
exercise
every
can
be
of
any
race.
race/Hispanic
data
are
self-reported.
Hispanics can be of anyHispanics
race. All race/Hispanic
originAll
data
arethan
self-reported.
can than
be ofeither
any race.
race/Hispanic
origin
data
self-reported.
day
either
white
orare
black
females.
day
white or
black
females.
Hispanics
can be of anyorigin
race.data
All race/Hispanic
Hispanics can be of any race.
All race/Hispanic
are self-reported.
Female**
*For at least 20 minutes and was strenuous enough to make the child sweat and breathe
The percentage of Hispanic
12th graders
hard. Activity was parent-reported.
**Hispanic maleswho
are significantly less likely to exercise
every day than white
males. graders
Hispanic females arewho
significantly less likely to exercise every
The
percentage
of
Hispanic
12th
The percentage
of Hispanic
who
smoke or binge
drink12th
has graders
gone down
day than either white or black females.
The
percentage
of
Hispanic
12th
whoorigin data are self-reported.
The
percentage
of
Hispanic
12th
graders
Hispanics
can
begraders
of any race.who
All race/Hispanic
smoke
or
binge
drink
has
gone
down
The
of Hispanic
12th graders who
smoke
orpercentage
binge drink has
gone down
smoke
ororbinge
drink
has
gone
down
smoke
binge
drink
has
gone
down
HEALTHor
smoke
binge
drink
has
gone
down
HEALTH
HEALTH
Percent
HEALTH
HEALTHof 12th graders reporting daily cigarette smoking, and
Hispanic
Percent
of 12th
graders
reporting
daily
cigarette
smoking,
and Hispanic
binge
drinking*
within
the
past
two weeks,
2000-2013
PercentHEALTH
ofreporting
12th graders
reporting
daily
cigarette
smoking,
and
Non-Hispanic
White
Hispanic
Percent
of binge
12th graders
reporting
daily
cigarette
smoking,
and
reporting
binge
drinking*
within
the
past
two
weeks,
2000-2013
reporting
drinking*
within
the
past
two
weeks,
2000-2013
Percent of 34.6
12th graders reporting daily cigarette smoking,
and
Hispanic White
Non-Hispanic
White
Non-Hispanic
Black
Non-Hispanic
reporting
drinking*reporting
within thedaily
past cigarette
two weeks,smoking,
2000-2013and Non-Hispanic WhiteHispanic
Percent
of binge
12th graders
Non-Hispanic Black
reporting
binge drinking* within the past two weeks, 2000-2013
Hispanic
Non-Hispanic
Black
34.6
Non-Hispanic
White
34.6 drinking* within the past two weeks, 2000-2013 Non-Hispanic
Binge
Drinking
reporting
binge
Black White
34.6
Non-Hispanic
31.0
31.0
34.6
34.6
31.0
25.7
31.0
25.7
31.0
25.7
25.7
Binge Drinking
Non-Hispanic
Black
Smoking
Daily
Binge
Drinking
Binge Drinking Black
Smoking Non-Hispanic
Daily
Smoking
Daily
SmokingBinge
Daily Drinking
31.0
25.6
22.4
25.7
25.7
15.7
15.7
15.7
15.7
11.5
15.7
11.5
15.7
11.5
11.5
8.0
8.0
11.5
8.0
11.5
8.0
2000
8.0
8.0 2000
2000
2000
2000
2000
Binge Drinking
25.6 Smoking Daily
Smoking Daily
25.6 25.6
22.4
25.6
22.4
22.4 25.6
22.4
22.4
12.5
10.9
12.5
*Binge Drinking is
*Binge Drinking is
12.5
defined as12.5
510.9
or more
defined
*Binge Drinking
is as 5 or more
*Binge
Drinking is
10.9
drinks in 10.9
a row
on
a
defined as 5 ordrinks
more in a row on a
defined
as
more
12.5
single occasion.
occasion.
drinks in a row onsingle
a 5 or
*Binge
drinks
in a Drinking
row
on
ais
Note: Each
year
listedsingle occasion.
12.5
Note:
Each
year
listed
10.9
5.3
5.3
defined
asoccasion.
5 or is
more
*Binge
Drinking
is a two-year average
ofEachisyear
single
Note:
listed
a
two-year
average
of
10.9
4.7
5.3 yearis4.7
the named
and
the defined
drinks
a more
row
onthe
a
asof5inyear
or
Note:
Each
year
listed
a two-year
average
the
named
and
5.3
4.7 previous
year.
single
occasion.
drinks
in
a
row
on
a
is
a
two-year
average
of
the named year and theprevious year.
2005
2010
2013
4.7
Each
year
single
occasion.
2005
2010
2013
the Note:
named
year
andlisted
the
year.
5.3 previous
2005
2010
2013data are self-reported.
Hispanics can be of any
race. All race/Hispanic origin
is a two-year
Note:
Eachprevious
yearaverage
listed
year.of
5.3
Hispanics
be of any race. results
All race/Hispanic
data are
self-reported.
4.7 is a origin
2010thecan
Source: Johnston, L. D., OMalley,2005
P. M., Bachman, J. G., & Schulenberg, J. E. (2012). Monitoring
Future national survey2013
on drug use,
the
named
year
and
two-year
average
of the
4.7
1975-2013: Volume 1: SecondarySource:

school students
(NIH
No.P.R01
01411). J.Ann
Institute forJ.Social
Research,
The University
of national
Johnston,
L. Publication
D., OMalley,
M.,DA
Bachman,
G.,Arbor:
& Schulenberg,
E. (2012).
Monitoring
the Future
surveyprevious
results
drug
use,
year.
the
named
andonthe
Source: Johnston, L. D.,
OMalley, P. M.,D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013
Bachman, J. G., & Schulenberg,
J. E.
(2012).
Monitoring
the All
Future
national survey
results
on
drugyear
use,self-reported.
Hispanics
can
be of
any race.
race/Hispanic
data
are
Michigan.Tables
pdf. origin
1975-2013:
Volume
1: Secondary school students (NIH Publication
No. R01 DA 01411). Ann
Arbor: Institute
for Social Research, The University of
2005
2010
2013
1975-2013: Volume 1: Secondary school students (NIH Publication No. R01 DA 01411). Ann Arbor: Institute for Social Research, The University
of
previous
year.
Source:
Johnston,
L.
D.,
OMalley,
P.
M.,
Bachman,
J.
G.,
&
Schulenberg,
J.
E.
(2012).
Monitoring
the
Future
national
survey
results
on
drug
use,
Michigan.Tables
D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013
pdf.
2005
2010
2013
Michigan.Tables D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013
pdf.
HispanicsNo.
canR01
beDA
of01411).
any race.
race/Hispanic
originResearch,
data are
1975-2013: Volume 1: Secondary school students (NIH Publication
AnnAll
Arbor:
Institute for Social
Theself-reported.
University of
Michigan.Tables
pdf.
Hispanics
can
be of any
race.
AllMonitoring
race/Hispanic
origin
data survey
are self-reported.
Source: Johnston, L. D., OMalley, P. M., Bachman,
J. G., &D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013
Schulenberg,
J. E.
(2012).
the Future
national
results on drug
use,
24
1975-2013:
Volume
Secondary
school
students
(NIH
No.J. R01
DA 01411).
Ann Arbor:
Institute
for Social
Research,
The
University
Source:
Johnston,
L. D.,1:OMalley,
P. M.,
Bachman,
J. G.,
&Publication
Schulenberg,
E. (2012).
Monitoring
the Future
national
survey
results on
drug
use, of
Michigan.Tables
D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013
1975-2013: Volume 1: Secondary school students (NIH
Publication No.
R01 DA 01411). Ann Arbor: Institute for Social Research, The University of pdf.
Michigan.Tables D102-D104.http://monitoringthefuture.org/pubs/monographs/mtf-vol1_2013 pdf.
Sexual activity among Latino teens. Latino teens are just as likely as white teens to be sexually active (about one
in three high school students).98 Two-thirds of sexually-active Latino teenage boys report using a condom if they
are having sexa proportion significantly higher than among their white peers.99 However, sexually-active teen
Latinas (females) are less than half as likely as white females to report current use of birth control pills (11 and 24
percent, respectively).100 This disparity may contribute to why Latina teens are twice as likely as white teens to
become pregnantthough in recent years they have experienced the greatest decline in pregnancy rates of all
racial/ethnic groups.101
Pregnancy rates for Hispanic teens are

decreasing, but remain high
HEALTH
Pregnancy rates per 1,000 females (15-19), selected years, 1990-2010
Hispanic
Non-Hispanic White
Non-Hispanic Black
All Races
223.8
162.2
99.5
83.5
116.9
86.6
57.4
37.8
1990
2000
2005
2010
Source: Kost, K. & Henshaw, S. (2014). U.S. teenage pregnancies, births and abortions, 2010: National and state trends and
trends by age, race and ethnicity. Guttmacher Institute. Available at http://www.guttmacher.org/pubs/USTPtrends10.pdf.
Mental health of Hispanic children. When it comes to mental health, the data for Hispanic children and youth offer
some good and some not-so-good news. More than a third of Hispanic high school students report feeling persistently sad or hopelessa higher proportion than among white or black students, although this rate is ten percent
lower than it was in 1999. Hispanic females are particularly likely to report these feelingsnearly half, in 2013.102
When asked to report on childrens adverse family experiencesa list of events that are associated with an
increased likelihood of physical and mental health problems51 percent of Hispanic children have parents who
indicate at least one such experience, compared with 44 percent of white children.103
25
There are likely many reasons behind these health disparities. One early warning signal is lagging rates for
Latinos on well-child visits. During the first few years of life, these are important opportunities for parents to meet
with pediatricians, share concerns, and receive guidance on health and developmental issues. As such, well-child
visits can catch problems early, or prevent them. Among children ages birth through five, Latinos are the group
least likely to have had a well-child visit in the past year.104
Fewer Hispanic children have had

a well-child visit
HEALTH
Percent of children (birth-5) who have had a well-child visit in the past year, 2011-2012
84.6
91.6
Hispanic
Non-Hispanic
White
92.5
89.7
Non-Hispanic
Black
Total U.S.
Source: Child Trends analysis of National Health Interview Survey data.
A related concern is health insurance coverage. Hispanic children are covered at a rate lower than whites or
blacks. And, of those Hispanic children who were born outside the U.S., nearly four in ten lack health insurance.105
Unauthorized immigrant children have the lowest coverage of any groupabout one in five are covered.106
Fears surrounding immigration status, as well as barriers of language and culture, may also contribute to low rates
of access to both health care and health care coverage.
Persistent health disparities threaten our shared future. And a limited focus on prevention may mean that chronic
health conditions today will cast a shadow on future individual and collective prosperity.
26
Hispanic children are more likely to be

without health insurance
HEALTH
Percent of children lacking health insurance coverage, 2013
39.3
11.2
11.2
7.2
Total
Hispanic
Foreign-born
U.S.-born,
living with
at least one
foreign-born
parent*
6.1
5.1
U.S.-born, all
parents in
household are
U.S.-born*
Non-Hispanic
White
Non-Hispanic
Black
7.1
Total U.S.
Hispanic
Note: Estimates reflect the OMB race definitions, and include only those who are identified with a
single race. *Includes single-parent households.
Media and technology use: Our shared future

Media play an important role in the socialization of all children and youth.107 These include both the more traditional media of print, radio, and television, and newer technologies, including social media. Young people are typically early adopters of technology, and Latino youth have avidly taken up mobile screen-based devices, including
smartphones and tablets. They still watch a lot of televisionnot a surprise, especially since TV now reflects the
Latino experience more than it did in the past.
When it comes to the take-up of media and technology, the pace of change has skyrocketed, and much of the
available data are already outdated. However, a 2010 survey found few significant differences among Hispanic,
black, and white households in rates of access to cell phones (including smartphones), tablets, or computers. Hispanic households were somewhat less likely to have access to the Internet or broadband connectivity.108
27
Hispanic teens are less likely than other teens to own a

cell phone, but as likely as others to have a smartphone
MEDIA USE
Percent of adolescents (12-17) who own a cell phone or smartphone,* 2012
81
78
72
64
43
Hispanic**
Non-Hispanic
White
Non-Hispanic
Black
Smartphone
37
40
35
Cell phone
Total U.S.
*By race/Hispanic origin of parent. Owners of smartphones are also included as cell phone owners.
**Hispanic adolescents are significantly less likely to own a cell phone than white adolescents.
There are no significant differences by race/ethnicity in ownership rates of smartphones.
Source: Madden, M., Lenhart, A., Duggan, M., Cortesi, S., & Gasser, U. (2013). Teens and
Technology 2013. Washington, DC: Pew Research Centers Internet & American Life Project.
Latinos use of technology and the Internet. Young Latinos use cell phones, tablets, and computers more frequently than older adults, and those who are U.S.-born are more likely to use them than their foreign-born peers.
In 2009, across all media devices (TV/movies, computer, music, print, cell phone, and video games), Latinos between the ages of 8 and 18 spent, on average, a total of 13 hours per day on thesemore than their black or white
counterparts. With the exception of print (books, magazines), use by Latino youth was also higher than whites
on each separate category of media.109 Data from 2012 show Latino teens are somewhat less likely than their white
peers to own a basic cell phone, but equally likely to own a smartphone.110 Latino middle and high school students
are as likely as white students to use the Internet for 10 or more hours per week,111 and to check social networking
sites almost every day.112 Latino children are more likely than their white peers to watch television for more than
two hours on an average weekday.113
28
Like others, Hispanic children watch more

TV as they age
MEDIA USE
Percent of children (6-17) who spend more than two hours in front of the
television* on an average weekday, 2012
Hispanic
Non-Hispanic White
Non-Hispanic Black
Total U.S.
20.9
32.4
13.6
28.3
18.4
Age 6-11
44.2
23.1
27.3
Age 12-17
*Includes time watching TV programs or videos, or playing video games.
Source: Child Trends analysis of Monitoring the Future Survey data.
TV-watching. For Hispanic families, watching television together may be an important expression of positive
intergenerational family bonds.114 However, many experts recommend that, alongside other family rules, parents
set reasonable limits on childrens screen time. Such restrictions can help young people better manage their time,
and may increase the likelihood that they finish schoolwork, spend some time being physically active, and get
adequate sleep.115 In Hispanic families, fewer parents of adolescents report having rules regarding media content
than is the case among families of white adolescents.116
29
Fewer* Hispanic youth have parental rules

about media content
MEDIA USE
Percent of adolescents (8-18) who report having parental rules
on media content, 2009
60
52
44
43
43
38
37
31
26
23
22
17
TV
Music
Computers
Video Games
Hispanic
Non-Hispanic White
Non-Hispanic Black
40
24
30
Social
Networking**
*Hispanic adolescents are significantly less likely than white adolescents to report parental rules about all
types of media. Hispanic adolescents are significantly less likely than black adolescents to report parental
rules on the content of TV and music, and whether they can have a social networking profile.
**Rules about whether adolescent can have a social networking profile.
Source: Rideout, VJ, Foehr, UG, & Roberts, DF. (2010). Generation M2: Media in the lives of 8- to
18-year-olds. Menlo Park, CA: Kaiser Family Foundation.
As many commentators have noted, social media (and the Internet, in general) have great potential both to unite,
and to divide.117 These tools allow us to connect with disparate peoples, viewpoints, arts, and informationchallenging us to think critically and, perhaps, to identify common ground. On the other hand, the Internet and social media
can be used to further segregate groupsreinforcing rather than challenging our preconceived leanings. Youth, in
particular, find a positive identity for themselves by affiliating with those who seem most like themselves.118
There is still much more to understand about the effects various forms of media have on the diverse groups of
Latino children. Our shared challenge is to use information and the new technology in ways that strengthen ties
both within and across the diverse communities of our nation.
30
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2
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27
Child Trends analysis of March Current Population Survey data.
28
29
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31
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33
Child Trends calculations, from U.S. Census Bureau 2013 postcensal population estimates.
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1
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files/2013/08/latino_populations_in_the_states_counties_and_cities_FINAL.pdf
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Data/Report/report03202013.pdf
36
U.S. Census Bureau. CPS Table Creator (online tool), available at: http://www.census.gov/cps/data/cpstablecreator.html
37
Child Trends analysis of the 2012 American Community Survey.
38
U.S. Census Bureau. CPS Table Creator (online tool), available at: http://www.census.gov/cps/data/cpstablecreator.html
39
Child Trends DataBank. (2014). Children in poverty. Retrieved from http://www.childtrends.org/?indicators=children-in-poverty
40
Child Trends original analysis of American Community Survey data.
41
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acsbr10-17.pdf
42
Child Trends original analysis of data from the 2011/12 National Survey of Childrens Health.
43
44
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45
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46
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47
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48
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49
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50
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51
Child Trends calculations from Census Bureau 2012 Population Projecttions, Table 1. http://www.census.gov/population/projections/data/national/2012/
downloadablefiles.html
52
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53
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drugfree.org/wp-content/uploads/2013/08/Hispanic-PATS-FINAL-Full-Report-August-20-2013.pdf
54
Child Trends analysis of the March Supplement to the Current Population Survey.
55
56
Child Trends DataBank. (2014). Family meals. Retrieved from http://www.childtrends.org/?indicators=family-meals
57
Child Trends original analysis of National Health and Nutrition Examination Survey 2009-10 data.
58
Mamedova, S., Redford, J., Zukerberg, A. (2013). Early childhood program participation, from
the National Household Education Surveys program of 2012. (NCES 2013-029). National Center for Education Statistics.
59
Child Trends DataBank. (2014). Reading to young children. Retrieved from http://www.childtrends.org/?indicators=reading-to-young-children
60
Analysis of the 2011/12 National Survey of Childrens Health, provided by the Data Resource Center for Child & Adolescent Health. Retrieved from www.
childhealthdata.org
61
Enchautegui, M. E. (2013). Broken immigration policy: Broken families. The Urban Institute. Retrieved from http://www.urban.org/UploadedPDF/412806-Broken-Immigration-Policy-Broken-Families.pdf
62
Sacks, V., Murphey, D., & Moore, K. (2014).Adverse childhood experiences: National and state-level prevalence. Research Brief. Retrieved from http://www.
childtrends.org/wp-content/uploads/2014/07/Brief-adverse-childhood-experiences_FINAL.pdf
63
Bell, J. D. & Bautsch, B. (2011). Improving Latino college completion: What state legislators should know. National Council of State Legislators. Retrieved from
http://www.ncsl.org/research/education/improving-latino-college-completion-what-state-l.aspx
64
Child Trends DataBank. (2013). Early childhood program enrollment. Retrieved from http://www.childtrends.org/?indicators=early-childhood-program-enrollment
65
Child Trends DataBank. (2013). Child care. Retrieved from http://www.childtrends.org/?indicators=child-care
66
Krogstad, J. M. (2014). A view of the future through kindergarten demographics. Pew Research Center. Retrieved from http://www.pewresearch.org/facttank/2014/07/08/a-view-of-the-future-through-kindergarten-demographics/
67
ODonnell, K. (2008). Parents reports of the school readiness of young children from the
National Household Education Surveys program of 2007 (NCES 2008-051). Washington, DC: National Center for
Education Statistics.
68
Guerrero, A. D., Fuller, B., Chu, L., Kim, A., Franke, T., Bridges, M., & Kuo, A. (2012). Early growth of Mexican-American children: Lagging in preliteracy
skills but not social development. Maternal and Child Health Journal, published online November 13, 2012.
Galindo, C. & Fuller, B. (2010). The social competence of Latino kindergartners and growth in mathematical understanding. Developmental Psychology, 46(3),
579-592.
69
Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional
learning for kindergarten to eighth-grade students. Collaborative for Academic, Social, and Emotional Learning (CASEL). Retrieved from https://static.squarespace.com/static/513f79f9e4b05ce7b70e9673/t/526a25cae4b0f35a9effc678/1382688202240/the-positive-impact-of-social-and-emotional-learning-for-kindergarten-to-eighth-grade-students-technical-report.pdf
70
Child Trends DataBank. (2013).Mathematics proficiency. Retrieved from http://www.childtrends.org/?indicators=mathematics-proficiency
71
Child Trends DataBank. (2013). Reading proficiency. Retrieved from http://www.childtrends.org/?indicators=reading-proficiency
Child Trends DataBank. (2013). Science proficiency. Retrieved from http://www.childtrends.org/?indicators=science-proficiency
32
Child Trends DataBank. (2012). Writing proficiency. Retrieved from http://www.childtrends.org/?indicators=writing-proficiency

Child Trends DataBank. (2013). Mathematics proficiency. Retrieved from Child Trends DataBank. (2012). Retrieved from http://www.childtrends.org/?indicators=mathematics-proficiency
72
Analysis of the 2011/12 National Survey of Childrens Health, provided by the Data Resource Center for Child & Adolescent Health. www.childhealthdata.org
73
74
Child Trends calculations from 2012 American Community Survey, Public Use Microdata Sample.
75
Calzada, E. & Suarez-Balcazar. (2014). Enhancing cultural competence in social service agencies: A promising approach to serving diverse children and families. OPRE Report #2014-31. Retrieved from http://www.acf.hhs.gov/sites/default/files/opre/brief_enhancing_cultural_competence_final_022114.pdf
Hernandez, D. J. & Napierala, J. S. (2014). Mothers education and childrens outcomes: How dual-generation programs offer increased opportunities for Americas families. Foundation for Child Development. Retrieved from http://fcd-us.org/node/1470
76
Castro, D., Garcia, E. E., & Markos, A. M. (2013). Dual language learners: Research informing policy. The University of North Carolina, Frank Porter Graham
Child Development Institute. Retrieved from http://fpg.unc.edu/node/6000
77
A nationally representative sample of U.S. children who were born in 2001 were assessed at 24 months of age. At that time, children with Mexican heritage
were 64 percent of children whose families used at home a heritage language only, and 51 percent of children whose families used English plus a heritage
language. Winsler, A., Burchinal, M. R., Tien, H-C., Peisner-Feinberg, E., Espinosa, L., Castro, D. C., LaForret, D. R., Kim, Y. K.,& De Feyter, J. (in press). Early
Childhood Research Quarterly.
78
McCabe, A. Bornstein, M. H., Guerra, A. W., Kuchirko, Y., Paez, M., Tamis-Lamonda, C. S., Cates, C. B., Hirsh-Pasek, K., Meizi, G., Song, L., Golinkoff, R.,
Hoff, E., & Mendelsohn, A. (2013). Multilingual children: Beyond myths and toward best practices. Social Policy Report, 27(4), 1-21.
79
Ramos, M. (2014). The strengths of Latina mothers in supporting their childrens education: A cultural perspective. Child Trends Hispanic Institute. Retrieved
from http://www.childtrends.org/?publications=the-strengths-of-latina-mothers-in-supporting-their-childrens-education-a-cultural-perspective
80
Ramos, op. cit.
Crosnoe, R. (2010). Two-generation strategies and involving immigrant parents in childrens eductation. Prepared for the Young Children in Immigrant Families
and the Path to Educational Success roundtable meeting. The Urban Institute, Washington, DC, June 28, 2010.
81
Child Trends DataBank. (2013). Participation in school athletics. Retrieved from http://www.childtrends.org/?indicators=participation-in-school-athletics
Child Trends DataBank. (2013). Participation in school music or other performing arts. Retrieved from http://www.childtrends.org/www.childtrends.org/?indicators=participation-in-school-music-or-other-performing-arts
Valladares, S. & Ramos, M. F. (2011). Children of Latino immigrants and out-of-school-time programs. Child Trends. Retrieved from http://www.childtrends.
org/wp-content/uploads/2011/12/Child_Trends-2011_12_01_RB_ImmigrantsOSTProg.pdf
82
83
Child Trends DataBank. (2013). Religious service attendance. Retrieved from http://www.childtrends.org/?indicators=religious-service-attendance
84
Child Trends calculations of U.S. Census Bureau, School Enrollment--Social and Economic Characteristics of Students: Detailed Tables. http://www.census.
gov/hhes/school/data/cps/index.html
85
Stetser, M. C. & Stillwell, R. (2014). Public high school four-year on-time graduation rates and event dropout rates: School years 201011 and 201112. First
Look. National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2014/2014391.pdf
86
Fry, R. & Lopez, M. H. (2012). Hispanic student enrollments reach new highs in 2011. Pew Hispanic Center. Retrieved from http://www.pewhispanic.
org/2012/08/20/hispanic-student-enrollments-reach-new-highs-in-2011/
87
Bell & Bautsch, op. cit.
88
Child Trends DataBank. (2014). Low and very low birthweight infants. Retrieved from http://www.childtrends.org/?indicators=low-and-very-low-birthweightinfants
89
Child Trends DataBank. (2013). Breastfeeding. Retrieved from http://www.childtrends.org/?indicators=breastfeeding
90
Child Trends DataBank. (2013). Infant, child, and teen mortality. Retrieved from http://www.childtrends.org/?indicators=infant-child-and-teen-mortality
91
92
Child Trends DataBank. (2014). Food insecurity. Retrieved from http://www.childtrends.org/?indicators=food-insecurity
93
Child Trends DataBank. (2013). Overweight children and youth. Retrieved from http://www.childtrends.org/?indicators=overweight-children-and-youth
94
Child Trends DataBank. (2012). Vigorous physical activity by youth. Retrieved from http://www.childtrends.org/?indicators=vigorous-physical-activity-by-youth
95
Child Trends DataBank. (2013). Daily cigarette use. Retrieved from http://www.childtrends.org/?indicators=daily-cigarette-use
96
The Partnership at DrugFree.org. (2013). The partnership attitude tracking study, 2012. Hispanic teens and Hispanic parents. Retrieved from http://www.drugfree.org/wp-content/uploads/2013/08/Hispanic-PATS-FINAL-Full-Report-August-20-2013.pdf
97
Child Trends DataBank. (2013). Binge drinking. Retrieved from http://www.childtrends.org/?indicators=binge-drinking
98
Child Trends DataBank. (2012). Sexually active teens. Retrieved from http://www.childtrends.org/?indicators=sexually-active-teens
99
Child Trends DataBank. (2012). Condom use. Retrieved from http://www.childtrends.org/?indicators=condom-use
100
Child Trends DataBank. (2012). Birth control pill use. Retrieved from http://www.childtrends.org/?indicators=birth-control-pill-use
101
Child Trends DataBank. (2014). Teen pregnancy. Retrieved from http://www.childtrends.org/?indicators=teen-pregnancy
102
Child Trends DataBank. (2014). Adolescents who felt sad or hopeless. Retrieved from http://www.childtrends.org/?indicators=adolescents-who-felt-sad-or-hopeless
103
104
Child Trends DataBank. (2014). Well-child visits. Retrieved from http://www.childtrends.org/?indicators=well-child-visits
105
Child Trends DataBank. (2014). Health care coverage. Retrieved from http://www.childtrends.org/?indicators=health-care-coverage
106
Capps, R., Bachmeier, J. D., Fix, M., & Van Ho ok, J. (2013). A demographic, socioeconomic, and health coverage profile of unauthorized immigrants in the
United States. Migration Policy Institute. Retrieved from http://www.migrationpolicy.org/research/demographic-socioeconomic-and-health-coverage-profile-unauthorized-immigrants-united-states
33
Subervi, F. (2013). Analyzing the effect of portrayals of Latinos in mainstream media. The American Mosaic: Latino American Experience. ABC-CLIO.
Retrieved from http://www.abc-clio.com/ABC-CLIOCorporate/product.aspx?pc=LAAMW
108
Vaala, S. E. (2013). Aprendiendo juntos (Learning together): Synthesis of a cross-sectoral convening on Hispanic-Latino families and digital technologies. The
Joan Ganz Cooney Center at Sesame Workshop. Retrieved from http://www.joanganzcooneycenter.org/publication/aprendiendo-juntos/
109
Ibid. Total hours includes time spent on more than one device/platform simultaneously.
110
Madden, M., Lenhart, A., Duggan, M., Cortesi, S., & Gasser, U. (2013). Teens and technology 2013. Washington, DC: Pew Research Centers Internet &
American Life Project. Retrieved from http://www.pewinternet.org/2013/03/13/teens-and-technology-2013/
111
Child Trends original analysis of data from the Monitoring the Future Survey. Does not include Internet usage for school or work.
112
Child Trends original analysis of Monitoring the Future survey data.
113
Child Trends original analysis of Monitoring the Future survey data.
114
Vaala, op. cit.
115
See American Academy of Pediatrics. (2013). How to make a family media use plan. Retrieved from
http://www.healthychildren.org/English/family-life/Media/Pages/How-to-Make-a-Family-Media-Use-Plan.aspx
116
Rideout, V.J., Foehr, U.G., & Roberts, D.F. (2010). Generation M2: Media in the lives of 8- to 18-year-olds. Menlo Park, CA: Kaiser Family
Foundation.
117
OKeefe, G. W., Clarke-Pearson, K., & Council on Communications and Media, American Academy of Pediatrics. (2011). Clinical report: The
impact of social media on children, adolescents, and families. Pediatrics, 127(4), 800-804.
118
Zaff, J. F., & Hair, E. C. (2003).Positive development of the self: Self-concept, self-esteem, and identity. In Marc H. Bornstein, Davidson, L Keyes,
C. L. M., &Moore, K. A. (Eds.), (2003). Well-being: Positive development across the life course. Crosscurrents in contemporary psychology
(pp. 235-251). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
107
34
Unless otherwise indicated, children refers to those ages birth through 17.
Table ofOF
Statistically
Significant
Differences
TABLE
STATISTICALLY
SIGNIFICANT
DIFFERENCES
Section
Slide
Measure
Economics crowded housing
total
total
high poverty
very high poverty
two parents working FTYR
at least one parent working FTYR
married parents
cohabiting parent(s)
single mother
single father
no parents
total
read to a child
told a story
taught
letters, words, or numbers
Measure
sang songs
worked on arts and crafts
recognizes all letters
counts to 20 or higher
writes first name
holds a pencil with fingers
poverty
concentrated poverty
parental employment
Family
Hispanics, Hispanics,
compared compared
to whites to blacks
family structure
home-cooked meals
+
+
?
?
+
+
+
+
0
Hispanics,
0
compared
-to whites
0
speech is understandable to a stranger reads written words in books
2013
total
?
2012
+
bachelors degree or more
-
+
?
?
0
+
+
+
0
0
0
Hispanics,
0
compared
to blacks
0
0
0
0
+
?
+
-
associate degree
2012
2007
total
total
underweight
overweight
obese
males
females
smoking,
Measure2013
binge drinking, 2013
2010
cell phone
smartphone
age 6-11
age 12-17
television
music
computers
video games
social networking
?
?
+
0
+
+
-Hispanics,
-compared
+to whites
?
?
+
0
0
0
0
0Hispanics,
+compared
-to blacks
0
+
Key:
? Cannot be
determined from
data source
+ Hispanics are
significantly higher
- Hispanics are
significantly lower
0 No significant
difference
TABLE preschool
OF STATISTICALLY
SIGNIFICANT DIFFERENCES
home activities
Section
Slide
Education
school readiness skills
mathematics proficiency
graduation rate (ACGR)
status dropout rate
post-secondary degrees
early childhood
program enrollment
Health
lacking health insurance coverage
well-child visits
BMI categories
Key:
? Cannot be
determined from
data source
+ Hispanics are
significantly higher
- Hispanics are
significantly lower
0 No significant
difference
TABLE OF STATISTICALLY SIGNIFICANT DIFFERENCES

daily exercise
Section
smoking
Slide and drinking
teen pregnancy
Media Use phone ownership

time watching television
parental content rules
0
0
Key:
? Cannot be determined from data source
+ Hispanics are significantly higher
- Hispanics are significantly lower
0 No significant difference
35
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America&#39;s Hispanic Children

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Americas Hispanic Children:

Gaining Ground, Looking Forward

Copyright 2014 by Child Trends.

Among Hispanic children and youth, there are many

there are extensive data and significant research

positive trends. In highlighting these, our intention is

identifying their strengths and challenges, and

not to overlook serious threats to the well-being of

informing decisions about how to promote their

the many Hispanic children who are poor, struggling

healthy development. This is less true when it

in school, or fleeing violence. Our intention is to widen

comes to Hispanic children. As a result, the nations

the lens, because Americas Hispanic children are a

knowledge of a large, diverse, and fast-growing

bigger and more diverse group, and are more rooted

group of American children is decidedly incomplete.

in our nations culture, than recent headlines might

These gaps hinder our ability to invest wisely in their

suggest. In the midst of many troubling indicators,

there are enduring strengths upon which to build, and

At Child Trends, we have been generating knowledge

We thank the Televisa Foundation for its support

nonpartisan, nonprofit research center, our mission is

of the Child Trends Hispanic Institute and its efforts

to improve the lives and prospects of all children and

to promote the well-being of Americas Hispanic

youth through rigorous research to inform decision

children. We also thank Federico Subervi (Kent

making. In June 2014, in keeping with that mission,

State University), Carola Suarez-Orozco (University

we launched the Child Trends Hispanic Institute to

of California, Los Angeles), Mark Hugo Lopez (Pew

help fill gaps in the nations understanding of Hispanic

Research Center), and Liany Elba Arroyo (The National

children and youth.

Campaign to Prevent Teen and Unplanned Pregnancy)

The pages that follow present a rich and nuanced

on earlier drafts of this report. Finally, thank you to

statistical portrait of Americas Latino children, drawn

the Child Trends staff who developed or contributed

from the latest nationally-representative data. It is a

to this reportDavid Murphey, Lina Guzman, Alicia

complex picture. Some facets will be familiar, while

Torres, Frank Walter, August Aldebot-Green, Mae

others are less well known. All have important economic

Cooper, Heather Ryan, and Aurelie Nsoki.

and social implications, particularly with respect to

Americas Hispanic Children: Gaining Ground, Looking Forward

The percentage of U.S. children who are

Percentage of U.S. children by race/Hispanic origin, 1980-2012 and projected 2013-2050

Percent of U.S. children by race/Hispanic origin, 1980-2013 and projected 2014-2050

Non-Hispanic Asian and Pacific

Over 90 percent of U.S. Hispanic children

93 percent of U.S. Hispanic children were born in the U.S.

Percentage of Hispanic children by country of origin and parents' countries of origin,*

of U.S. Hispanic children were83.4

United States (50 states and D.C.)

Hispanic children by country of origin and parents' countries of origin,* 1994-

One foreign-born parent (child born in U.S.)

Both parents foreign-born (child born in U.

Both parents foreign-born (child born in U.S.)

93 percent of U.S. Hispanic children were born in the U.S.

One foreign-born parent (child born in U.S.

America's Hispanic Children

America's Hispanic Children