All Resources Resources (cont'd)

This paper centers a PreK-3rd reform agenda in the No Child Left Behind Act (NCLB). Policy recommendations include strategies to fund universal PreKindergarten and full-day Kindergarten, alignment of state and national early learning standards in grades PreK-3rd, support for the expansion of a highly qualified PreK-3rd teaching workforce, and extension of learning time options for young children.

Utilizing data on approximately 16,000 children from the Early Childhood Longitudinal Survey-Kindergarten Cohort and a rich set of mediating factors on 16 immigrant groups, this paper by the Foundation’s former Young Scholar Wen-Jui Han, published in Educational Research and Review [Vol. 1 (8)], examines the associations between children’s immigrant generation status and their academic performance.

In this article, published in the Journal of Immigrant and Minority Health (Volume 9, Number 2, April, 2007), the Foundation’s former Young Scholar, Neeraj Kaushal, and Robert Kaestner investigate the association between the 1996 welfare reform and health insurance, medical care use and health of low-educated, foreign-born, single mothers and their children.

This article by the Foundation for Child Development’s former Young Scholar, Iliana Reyes, published in the Journal of Early Childhood Literacy (Volume 6, Pages 267-292), explores the ways in which young emergent bilingual children begin to develop literacy in two languages, Spanish and English.

Using data from the 2005 Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K), this research brief from Child Trends, identifies three elements of elementary school environments - strong principal leadership, high academic standards, and frequent teacher meetings to plan instruction - associated with higher third grade math and reading scores.

Children from Mexican immigrant families represent one of the fastest-growing populations in the American educational system, but their ability to use this system to improve their long-term prospects may be hampered by problems associated with their schools.

Building on a conceptual model of the transition to elementary school, this study by former Young Scholar Robert Crosnoe, published in the Journal of Health and Social Behavior [2006, Vol 47 (March): 77-93] explored the role of health in the early cognitive achievement of children from various racial/ethnic minority and immigrant families by applying multilevel modeling to data from a nationally representative sample of American kindergarteners.

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.