Early Academic Achievement of Hispanics in the United States: Implications for Teacher Preparation

Abstract

Hispanics account for over one-fifth of newborns in the United States, and Hispanic children, on average, achieve at much lower levels from kindergarten forward than the non-Hispanic white majority and Asian Americans. One of the most important educational challenges for the U.S. is to increase markedly the percentage of Hispanic children who enter kindergarten “ready” for school. Given that the early childhood years provide possibly the best window for improving academic trajectories for Hispanic children, this paper describes what is currently known about and offers recommendations to expand and improve early childhood education for Hispanics, including the preparation of teachers who serve these children.