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CLASE's Longitudinal Immigrant and Education Research Study (CLIERS) is a multi-year pilot study aimed at providing information about how post-first-generation children of immigrants, now enrolled in elementary school, are adapting to the United States. With this study, CLASE aims to assess immigrant children's socio-cultural and educational adaptation and development, especially with regard to language, culture, and identity.

Little is known about the development of this young, predominantly Latino population. This study will help determine these students' developmental processes and track those processes and other changes over time.

Data Collection

The CLIERS uses a research design that includes the following measures:

  • The CLASE Longitudinal Immigrant Educational Research Questionnaire (a 68-item scale assessing immigrant children's cultural adaptation with a focus on language development)
  • The Harter's Self-Perception Profile for Children (a 36-item scale measuring children's self-esteem with regard to scholastic, social, and global self-worth)
  • The Psychological Sense of School Membership Scale (11-item scale measuring the extent to which students feel accepted, integrated, and supported in their school environment)
  • The Naglieri Nonverbal Ability Test (a 48-item measure of nonverbal intelligence)


Eligible participants are students (male and female) enrolled in an elementary school whose parents immigrated to the United States primarily from Latin America. Presently, participants are third- to fifth-graders who vary in language proficiency (English or Spanish) and who are asked to complete surveys and interviews outside of school. Participants' families consent to share school records (test scores, grades, and other information). For now, the study is connected to CLASE's ongoing tutoring and mentoring program at Oglethorpe Avenue Elementary school, where it is used to help determine participants' cultural adaptation, academic achievement, and other factors in their development.

Request Additional Information

In time, we expect this study to expand to provide a greater understanding of post-first-generation immigrant children. This may allow policy makers, educators, and social service agencies to better design services to meet actual needs. For more information about the CLASE Longitudinal Immigrant and Education Research Study, please email Pedro Portes.

Other studies conducted by CLASE