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Foreign-born immigrant women are at equal risk of prenatal alcohol use compared with similarly situated US-born women and should not be overlooked in the design of interventions for at-risk women. Furthermore, the inclusion of fathers and the development of social support structures for at-risk women can strengthen interventions.

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In this paper, I analyze the relationship between age at arrival and immigrant receiving high schools (i.e., enclave schools) on the academic performance of immigrant children using data from the Children of Immigrants Longitudinal Study (CILS) 1992-1993 and the Common Core of Data (CCD) 1992-1993. The CILS was conducted in two major immigrant-receiving cities in the United States-San Diego and Miami. I classify the public schools in the CILS universe as enclave schools based on the fraction of children in the school sample who were born abroad. I find that the test score gap between US-born and first generation immigrant children decreases the longer immigrant children reside in the US. Overall, the findings in this paper suggest that immigrant children in enclave schools perform as well as immigrant children that attend non-enclave schools.

No abstract