Margarita Calderon, Robert Slavin, and Marta Sanchez identify the elements of effective ELL instruction and review a variety of successful program models, including bilingual versus English–only versus ESL instruction.
Robert Crosnoe and Ruth Lopez Turley summarize the K–12 patterns of experiences among immigrant youth, paying special attention to differences in academic functioning across segments of the immigrant population defined by generational status, race and eth
To attend to the growing needs of a growing immigrant population, community colleges offer one particularly important venue for educating and engaging that population.
The increasing role that immigrants and their children are playing in American society, Sandy Baum and Stella Flores argue, makes it essential that as many young newcomers as possible enroll and succeed in postsecondary education.
Poor childhood health contributes to lower socioeconomic status in adulthood. Subsequently, low socioeconomic status among parents contributes to poor childhood health outcomes in the next generation.
Alejandro Portes and Alejandro Rivas examine how young immigrants are adapting to life in the United States.
Researchers have long known that poverty in childhood is linked with a range of negative adult socioeconomic outcomes, from lower educational achievement and behavioral problems to lower earnings in the labor market.
This report by Sesame Workshop and the Joan Ganz Cooney Center takes a fresh look at data emerging from studies undertaken by Sesame Workshop, independent scholars, foundations, and market researchers on the media habits of young children, who are ofte
A new report from the Joan Ganz Cooney Center, focuses on two complementary studies that document how families with young children are integrating digital media into the rhythm of daily life.
This report examines both the educational and political dimensions of time reform.