America’s Diversity of Children

The Foundation for Child Development’s Child Well-Being Index (CWI) is an annual comprehensive measure of how children are faring in the United States.

This research brief by Diane Hughes, Professor of Applied Psychology at the Steinhardt School of Culture, Development, and Education and Co-director of the Center for Research on Culture, Development, and Education at NYU, outlines research that is relevant to a more complete understanding of experiences of racial bias at school among ethnic minority Prekindergarten and early elementary school children (PreK-3rd). It outlines the potential consequences of those experiences on academic and school behaviors.

The aim of this study is to investigate the academic and socioemotional trajectories from Kindergarten to Fifth Grade for children with different language abilities at Kindergarten entry.

In the annual essay, journalist Dale Russakoff examines evidence as to whether the vast range of efforts by schools to comply with federal requirements to engage parents has led to better achievement for their children.

This report focuses on the high rates of student mobility, during and between school years or grades, especially among low-income children at risk for educational underachievement.