Resources

This research brief by Diane Hughes, Professor of Applied Psychology at the Steinhardt School of Culture, Development, and Education and Co-director of the Center for Research on Culture, Development, and Education at NYU, outlines research that is relevant to a more complete understanding of experiences of racial bias at school among ethnic minority Prekindergarten and early elementary school children (PreK-3rd). It outlines the potential consequences of those experiences on academic and school behaviors.

This paper was prepared for the Workshop on the Impact of Mobility and Change on the Lives of Young Children, Schools, and Neighborhoods, June 29-30, 2009.

Mexican immigrant mothers face many challenges that put them at increased risk for poor mental health.

The Foundation for Child Development’s Policy to Action Brief Series No. 3 More is known than ever before about how to educate children successfully, especially those at risk for underachievement.

The first years of life are a critical time for development of the foundational skills and competencies that children will need for success in school and in life.

The aim of this study is to investigate the academic and socioemotional trajectories from Kindergarten to Fifth Grade for children with different language abilities at Kindergarten entry.

Lawrence O. Picus and Associates review research on parent engagement programs at the PreK-3rd level, and identify programs with greater promise of academic success for children.

In the annual essay, journalist Dale Russakoff examines evidence as to whether the vast range of efforts by schools to comply with federal requirements to engage parents has led to better achievement for their children.