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Patterns and Predictors of School Readiness and Early Childhood Success Among Young Children in Black Immigrant Families

Danielle A. Crosby, Angel S. Dunbar
April 2013

This study describes a nationally representative cohort of US-born children in black immigrant families to assess their early childhood experiences and outcomes relative to their peers in other immigrant and native groups (defined by race/ethnicity and parents’ region of origin).

Results identified several areas of strength for black immigrant families that are likely to support positive outcomes for their children. The study offers insights for planners and policy makers, including the importance of building on existing strengths such as home language.