America's Diversity of Children

This report from the Urban Institute presents the insights gleaned from a November 2013 convening of policymakers, practitioners, and researchers about the implications of stability and instability for children’s development, as well as what we know, what we need to learn, and what we need to do across research, policy, and practice.

This issue of Future of Children (Volume 24, Number 1 Spring 2014) assesses past and current two-generation programs.

Mother’s Education and Children’s Outcomes: How Dual-Generation Programs Offer Increased Opportunities for America’s Children is the second in a series of the Foundation for Child Development’s Disparities Among America’s Children reports.

This Social Policy Report from the Society for Research in Child Development (SRCD)*, examines how to best support the development and learning of children who are multilingual, and offers recommendations for policy and practice.

Since 2004, the CWI has been released annually.

Union City Public Schools has overcome the crippling effects of poverty and prejudice to close the achievement gap between its low-income Hispanic students and their wealthier peers across New Jersey.

There are significant disparities in the education, economic well-being, and health of children in the U.S. based on their race-ethnicity and whether or not their parents are immigrants, according to Diverse Children: Race, Ethnicity, and Immigration in America’s New Non-Majority Generation, the first report ever to draw these comparisons.

A new policy brief from the Center for Research on Children in the U.S. (CROCUS) by William T. Gormley, Jr., Karin Kitchens, and Shirley Adelstein at Georgetown University explores the effects of state-funded pre-K programs in Tulsa, Oklahoma, on different population groups to understand if middle-class families benefit from the program.