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In some cases, parents struggle to help when their children’s education surpasses that of their own. Parents and older siblings work together to support the academic achievement of younger kin through encouragement and tangible resources.

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All adolescents in our study were either the first or second generation children of immigrants from Latin American countries including Colombia, El Salvador, Honduras, and Mexico. We employed a longitudinal qualitative design, conducting in-depth interviews with 12 parent-adolescent dyads during each adolescent’s first year of high school (2006–2007) and four years later (2009–2010).

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We believe that a quality education is the single most important investment we can make in Latino communities. That’s why HF runs educational programs that support students and their families at every stage of the academic system, from early childhood education through college graduation.

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OSEP Fast Facts: Hispanic and/or Latino Children with Disabilities

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OSEP Fast Facts: Hispanic and/or Latino Children with Disabilities

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the Individuals with Disabilities Education Act (IDEA)

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It is shocking to learn that almost one-third of Latinos in public schools live at or below the poverty level (Gaitan, 2013). Students from these families will more than likely attend schools that are greatly lacking in resources and preparation for higher education. Many families also lack knowledge of the availability of financial aid and may feel college is impossible to afford—only 44% of Latino parents know about the Pell Grant, for instance (National Conference of State Legislatures, 2012).

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It is very hard to learn a language if you are not learning in the right ways.

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https://www.childtrends.org/publications/an-economic-portrait-of-low-income-hispanic-families

https://www.roofingcontractor.com/articles/85682-success-with-hispanics-why-don-t-hispanics-learn-english

https://www.iecaonline.com/quick-links/ieca-news-center/resource-library/college-focused-publications/challenges-and-strategies-for-assisting-latino-students-with-college-access-and-completion/

https://sites.ed.gov/idea/osep-fast-facts-hispanic-latino-children-disabilities-20/

https://www.hispanicfederation.org/programs/education/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5469412/

https://calmatters.org/commentary/my-turn/2020/12/latinx-siblings-step-up-to-help-younger-brothers-and-sisters-with-school-they-will-need-help-too/

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Most Hispanic children under age 18 (57 percent) lived in poor or near-poor households in 2017-that is, households with income less than 200 percent of the federal poverty level. Growing up in poverty presents risks to children's development and overall well-being. Collectively, the findings synthesized here offer a portrait of the economic life of Hispanic families that highlights ways in which the experiences of Hispanic families with low incomes differ from those of their non-Hispanic peers, and point to ways in which policy and programs can help support their economic well-being.

This synthesis covers key findings from the National Research Center on Hispanic Children & Families' first five years (2013-2018) regarding Hispanic families' economic well-being, including parents' employment and the characteristics of their jobs; the prevalence and level of poverty experienced by Hispanic families; the stability (or lack thereof) in household income; families' use of public assistance programs; and (because work, income, and policy shape family time) parents' investment of time in their children. To better understand how the experiences of Hispanics might differ from other demographics, many of the findings describe comparisons between Hispanic families and children and their non-Hispanic white and black peers. When feasible, findings also describe how the economic experiences of Hispanic families varied by whether a parent was born in the United States. Data for the findings described here were drawn from large, nationally representative data, including the Survey of Income and Program Participation (SIPP), the American Time Use Survey (ATUS), and the American Community Survey (ACS). One goal of the National Research Center on Hispanic Children & Families is to advance the field's understanding of the socioeconomic context of Hispanic children and families who live in poor or low-income households to inform programs and services designed to support their economic self-sufficiency and socioeconomic mobility.

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An Economic Portrait of Low-Income Hispanic Families: Key Findings from the First Five Years of Studies from the National Research Center on Hispanic Children & Families - Child Trends

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Most Hispanic children under age 18 (57 percent) lived in poor or near-poor households in 2017-that is, households with income less than 200 percent of the federal poverty level. Growing up in poverty presents risks to children's development and overall well-being.

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Lisa A. Gennetian,Lina Guzman,Maria A. Ramos-Olazagasti,Elizabeth Wildsmith 

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Lisa A. Gennetian,Lina Guzman,Maria A. Ramos-Olazagasti,Elizabeth Wildsmith 

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"Most Hispanic children under age 18 (57 percent) lived in poor or near-poor households in 2017—that is, households with income less than 200 percent of the federal poverty level".

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Some of the latinos could aslo be stressed because it could be very hard for them or help there siblings with there homework because some parents can't understand or be able to help them.

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Most Latinos don't know that there is a program for the ones that don't understand the language.

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Also some Latinos don't understand the language and it could make it very hard for them the do there work or they could be scared to ask for help.

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Some Latinos have very low income or parents don't have a very good job.

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Most Latinos don’t go to college because some don’t have the opportunity to go or understand the language.

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Most Latinos don’t go to college because some don’t have the opportunity to go or understand the language.