America's Diversity of Children

The Task Force on Early Childhood Education for Hispanics released a national report, Para Nuestros Niños: Expanding and Improving Early Education for Hispanics, in Washington, D.C. on March 8, 2007.

Following an upward swing that peaked in the early part of this decade, the progress being made improving American children’s quality of life has come to a standstill, according to the Foundation for Child Development’s 2007 Child and Youth Well-Being Index (CWI), an annual comprehensive measure of how children are faring in the United States.

You’d have to search far and wide to find someone who thinks we do a decent job measuring poverty.

This analysis compares the United States to the United Kingdom, Canada, Australia and New Zealand.

This policy brief from the National Task Force on Early Childhood Education for Hispanics presents data on the reading and math readiness of Hispanic children at the start of kindergarten and their achievement at the end of fifth grade.

This article by the Foundation for Child Development’s former Young Scholar, Iliana Reyes, published in the Journal of Early Childhood Literacy (Volume 6, Pages 267-292), explores the ways in which young emergent bilingual children begin to develop literacy in two languages, Spanish and English.

Since 1985, racial/ethnic differences among Black, Hispanic, and White children have been narrowing overall.

The Foundation for Child Development’s Special Focus Report, Trends in Infancy/Early Childhood and Middle Childhood Well-Being, 1994-2006, presents the first wide-ranging picture of how children in their first decade of life are faring the the U.S. It is the first report to look comprehensively at the overall health, well-being, and quality of life of America’s youngest children — from birth through eleven years old, using the the Foundation’s Child Well-Being Index (CWI), and to track and compare child well-being across three primary stages of development — early childhood, middle childhood, and adolescence.