This edited volume presents an overview of research and policy issues pertaining to children from birth to 10 who are first- and second-generation immigrants to the U.S., as well as native-born children of immigrants. The contributors offer interdisciplinary perspectives on recent developments and research findings on children of immigrants. By accessibly presenting research findings and policy considerations in the field, this collection lays the foundation for changes in child and youth policies associated with the shifting ethnic, cultural, and linguistic profile of the U.S. population.

This edited volume presents an overview of research and policy issues pertaining to children from birth to 10 who are first- and second-generation immigrants to the U.S., as well as native-born children of immigrants. The contributors offer interdisciplinary perspectives on recent developments and research findings on children of immigrants. By accessibly presenting research findings and policy considerations in the field, this collection lays the foundation for changes in child and youth policies associated with the shifting ethnic, cultural, and linguistic profile of the U.S. population.

Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs?who account for more than 9 percent of enrollment in grades K-12 in U.S. schools?are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12. Table of Contents Front Matter Summary 1 Introduction 2 Policy Context 3 The Demography of the English Learner Population 4 Dual Language Learners: Capacities and Influences on Language Development 5 Promising and Effective Early Care and Education Practices and Home Visiting Programs for Dual Language Learners 6 The Development of English Language Proficiency in Grades K-12 7 Programs for English Learners in Grades Pre-K to 12 8 Promising and Effective Practices for English Learners in Grades Pre-K to 12 9 Promising and Effective Practices for Specific Populations of English Learners Grades Pre-K to 12 10 Dual Language Learners and English Learners with Disabilities 11 Promising and Effective Practices in Assessment of Dual Language Learners' and English Learners' Educational Progress 12 Building the Workforce to Educate English Learners 13 Recommendations for Policy, Practice, and Research Appendix A: Biosketches of Committee Members and Project Staff Appendix B: State Requirements for Teacher Certification Appendix C: Context of Educating English Learners: English Learners and Title III Teacher Population

This collection of papers derives from the work of the Carnegie Council on Adolescent Development; it is aimed at those concerned with the administration of education, policy-makers and researchers. Topics include: adolescent role-lessness; parent-school involvement; and health and education.

This book draws on a half century of efforts (1960s to the present) to forge a consensus that early education is a public responsibility in the United States. While that consensus has not yet been achieved, recent progress provides a platform for identifying new strategies, based on lessons learned. Transforming the American primary school, starting with threes and fours and ending at age ten (PreK-5) is the focusof First Things First. This book calls attention to the relative neglect of primary or elementary education in the recurring waves of education reform that have targeted middle and high schools. First Things First also points to the chaos generated when PreK is added onto the K-12 grades without attention to its ramifications for the later grades, especially Kindergarten. The book will also briefly address what should happen before PreK (Birth to Three) and after Grade 5, including middle and high school reform, to position the new primary school in an educational enterprise that is committed to life-long learning.

Early adolescence, a critically important developmental phase in the lives of young people, has been neglected in terms of its potential to prevent educational and health problems.Preparing Adolescents for the Twenty-First Century: Challenges Facing Europe and the United States attempts to address this neglect by focusing on cross-national perspectives and linking fundamental research on adolescent development to the challenges of preparing young people for adult life. It describes the theory, design, and implementation of innovative comprehensive education and health approaches. Serious examination is given to increasing the positive influence of education in promoting literacy for a high-technology economy, healthy lifestyles, and responsible citizenship.