Resources

The 2010 annual release of the the Foundation for Child Development Child Well-Being Index (CWI) is the first report to offer comprehensive data on the impact of the Great Recession on American children’s quality-of-life.

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.

Pre-K students are expelled at a rate more than three times that of children in grades K-12, according to a primary study by Yale Child Study Center researcher Walter S. Gilliam.

This Policy Brief from the Center for Law and Social Policy’s Child Care and Early Education Series finds that 29 states use a mixed-delivery method approach for pre-Kindergarten programs.

This report on the Characteristics of Teachers in State-Funded Pre-Kindergarten Programs is the first in a series examining state-funded pre-Kindergarten programs on the ground from the National Institute for Early Education Research (NIEER).

The National Task Force on Early Childhood Education of Hispanics describes the characteristics of young Hispanic children and their families.

The National Task Force on Early Childhood Education of Hispanics describes how the requirements of Prekindergarten teachers vary by setting.

This paper compares Spanish-speaking Kindergartners to other Kindergartners in terms of three teacher characteristics: The use of Spanish for instruction in the classroom; teachers’ rating of the importance of knowing English for Kindergarten readiness; and years the teacher has taught Kindergarten.