This report provides an in-depth look at Latino children who live in poverty. This marks the first time in U.S. history that the single largest group of poor children is not white.
In response to low take-up, many public schools have experimented with moving breakfast from the cafeteria to the classroom.
This descriptive study examined urban elementary school teachers' perceptions of their science content knowledge, science teaching practices, and support for language development of English language learners.
This report focuses on a 5-year professional development intervention designed to promote elementary teachers' knowledge, beliefs, and practices in teaching science, along with English language and mathematics for ELL students in urban schools.
The authors argue here that the combination of U.S.
Parents of English Language Learners (ELLs) represent a vital source of support for increased student engagement and achievement; they bring skills, values and knowledge that would benefit both students and teachers.
This policy brief draws on key indicators from the Foundation for Child Development Child Well-Being Index (CWI), as well as additional data, to highlight both similarities and differences in the circumstances of children in immigrant and native-born f
This study examined how Mexican immigrant women enrolled in a family literacy program used mainstream ideas of mothering and parent involvement in education to pursue their own personal and academic goals.
One of the thorniest issues involving unauthorized immigrants is the situation of their children, the majority of whom are born in the United States.
In an effort to develop ideas for supporting refugee children in public foster care, the BRYCS project convened a Roundtable meeting July 20-22, 2003, in Washington, DC.