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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.

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.