Immigrants & Dual Language Learners

Combining conceptual models from immigration and educational research, this study by former Young Scholar Robert Crosnoe, published in the International Migration Review (Volume 41, Number 1, Spring 2007) investigated whether a normative antecedent to the transition to formal schooling in the contemporary U.S. — early child care — links Mexican immigrant status to various aspects of school readiness.

The centerpiece of the Foundation for Child Development’s 2007 Annual Report, All Our Children?

Behavior problems during the preschool years are meaningful predictors of continued behavior problems, poor peer standing, and academic difficulties during Kindergarten.

The Foundation for Child Development’s Advancing PreK-3rd Series No. 8 Educational outcomes for young English Language Learners (ELL) from ages three to eight can improve if we abandon outdated misconceptions and inform our practices with current scientific findings.

This study conducted by The Urban Institute and funded by the National Council of La Raza, documents the impact of U.S. Immigration and Customs Enforcement (ICE) worksite raids on the children of undocumented workers.

AMERICA’S VANISHING POTENTIAL: The Case For PreK-3rd Education Many people like to believe that American children are generally doing quite well in school.

In this article for Developmental Psychology, Han examined 14,000 children from the Early Childhood Longitudinal Survey - Kindergarten Cohort (ECLS-K) to determine school’s role in shaping the academic performance of children of immigrants compared with native-born non-Hispanic white children.

This Research Brief from Child Trends and The Center for Social and Demographic Analysis at the University of Albany, SUNY, finds that nearly one-half of children in immigrant families live in poverty when basic living and child care costs are taken into account.