Resources

This issue of Future of Children (Volume 24, Number 1 Spring 2014) assesses past and current two-generation programs.

Mother’s Education and Children’s Outcomes: How Dual-Generation Programs Offer Increased Opportunities for America’s Children is the second in a series of the Foundation for Child Development’s Disparities Among America’s Children reports.

This Social Policy Report from the Society for Research in Child Development (SRCD)*, examines how to best support the development and learning of children who are multilingual, and offers recommendations for policy and practice.

For the first time in a generation, national legislation on publicly-funded preschool education is the focus of prominent debate.

There are significant disparities in the education, economic well-being, and health of children in the U.S. based on their race-ethnicity and whether or not their parents are immigrants, according to Diverse Children: Race, Ethnicity, and Immigration in America’s New Non-Majority Generation, the first report ever to draw these comparisons.

Since 2008, when the first edition of Challenging Common Myths About Young English Language Learners was published, knowledge of how children acquire two languages during the PreKindergarten through Third Grade years and the positive consequences of growing up with more than one language has greatly advanced.

For the last decade, NIEER has tracked the policies of state-funded preschool programs through its State Preschool Yearbook.