Mexican-American toddlers and their white peers maintain similar levels of cognitive growth through the first nine months of life, but by age 2-3, a notable gap emerges, according to a study released this week by the University of California, Berkeley.

The study, which was based predominantly on preliterary skills, oral language, and print materials, found that only one-fifth of Mexican-American toddlers matched the level of cognitive development seen in white toddlers through 24 months. The results indicate that the developmental gaps stem from differences at home, ultimately raising the question of whether or not this gap is too wide by the time children begin pre-K education.

Researchers evaluated 4,550 children at 9 months of age and concluded the research with a final visit when the children were between 24-36 months of age. During the first visit, mothers were asked to engage in various activities with the babies such as holding a rattle, flipping pages of a book, and removing lids from containers. The subsequent visit, at 24 months, encompassed more developed activities with respect to the fact that the children were older than they were during the first evaluation.

One particular finding indicated that children of foreign-born Mexican-American mothers lag further behind children whose mothers are born in the United States. Furthermore, Mexican-American toddlers in general fare worse than children of native-born white mothers. Children were more likely to stay on pace with their peers when their mother worked outside of the home.

There have been efforts to counteract the gaps in early development, such as the initiation of the Maternal, Infant, and Early Childhood Home Visiting program, funded by the Obama administration. Families who participate in the programs receive guidance, advice, and help from child development professionals, according to the US Department of Health and Human Services. 

"In states that make it a priority to educate our youngest children, studies show students grow up more likely to read and do math at grade level, graduate high school, hold a job, [and] form more stable families of their own," President Obama said during the 2013 State of the Union Address. "We know this works. So let's do what works and make sure none of our children start the race of life already behind."

Although Congress is still mulling over an extension of the program, which was initially signed through 2015, some individual states have already authorized an extension.