International ECE

This report, authored by Jane Waldfogel of Columbia University and the London School of Economics, describes the recent efforts of the United Kingdom (UK) to end child poverty by 2020.

The Foundation for Child Development commissions case studies that offer a first-hand account of ground-breaking policy development and practice.

Increased public financing and public school involvement in pre-kindergarten are transforming early education in the United States.

The report presents internationally comparable data on the situation of immigrant children in Australia, France, Germany, Italy, the Netherlands, Switzerland, the United Kingdom and the United States — that together include almost 40 percent of all persons in the world living outside their countries of birth.

This report focuses attention on how France, building on a strong foundation of a universal pre-elementary school system, is providing earlier access and more resources to low-income and immigrant children who are at risk for educational underachievement by investing additional resources in écoles maternelles located in education priority zones or ZEPs. As the United States seeks to address the dual challenges of helping the growing number of children being raised in immigrant families and reducing the persistent inequalities in the educational attainment of children from lower-income families, the preschools in the ZEPs offer a new lens through which to view the current chaotic situation of pre-elementary education in the United States.