Resources

Jensen B.T. (2005, October). Culture and Practice of Mexican Primary Schooling: Implications for Improving Policy and Practice in the U.S. Current Issues in Education [On-line], 8(25). Children of Mexican immigrant families represent one of the fastest growing student populations in the United States.

More than half of New York City’s Haitian, Russian, and Latino first-generation immigrants interviewed for a new report by The New York Academy of Medicine say that language barriers lead to reduced quality care for their children, prevent them from fully using healthcare services, and leave them dissatisfied with their medical care.

As communities strive to ensure the success of all children, it is important that policymakers and early education professionals identify and respond to the needs of immigrant families so that teachers, schools, and early childhood programs are prepared to serve these children.

The share of students in kindergarten through 12th grade with a foreign-born parent tripled from 6 percent in 1970 to 19 percent in 2000.

Eight key themes emerge from this research of children younger than six living in families with at least one immigrant parent.

Jensen, B. (2006). Mathematics Achievement of Spanish-Speaking Kindergartners and the Impact of Teacher Characteristics: A Mediation Hypothesis.

The Foundation for Child Development’s Child Well-Being Index (CWI) provides a national composite measure for monitoring change in the quality of life of America’s children by indicating the average amount of change that children experience between a baseline year and a subsequent year. the method also has been implemented for whites, blacks, and Hispanics to assess trends for each group individually.

The regular production and release of the national Child Well-Being Index (CWI) by Ken Land and his colleagues has been a significant development for the field of child indicators.