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Capturing Curriculum and Assessment in QRIS Ratings: Lessons Learned and New Directions

Slide Deck
By: Sarah Daily, Karen Enboden, Alejandra Rebolleda Rea, and Katie Squibb, Child Trends July 1, 2018
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This presentation, from the 2018 BUILD QRIS National Meeting, examines how three states -New Mexico, Colorado, and Virginia -approach understanding and supporting curriculum and assessment practices in QRIS and covers the challenges and opportunities inherent in measuring, monitoring, and supporting child assessment and individualized instruction at scale.

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Understanding Latino Children and Families’ Well-being Requires Data Disaggregated by Birth Within or Outside the United States

Report March 13, 2024

This brief from the National Research Center on Hispanic Children and Families, builds on previous findings and on their previous work showing that the challenges, opportunities, and lived experiences of Latinx individuals vary significantly by their nativity status—a term used to distinguish people who were born in the United States from those who were born outside it- and that these differences are tied in significant ways to their and their children’s well-being. These differences should be considered when examining how policies and programs support the diverse needs of Latino individuals.

Exemplary Supports for Emerging Bilingual Learners

Report July 11, 2022

In this report, we profile 27 efforts in 13 states—Alaska, Arizona, California, Colorado, the District of Columbia, Idaho, Maryland, Massachusetts, Michigan, Minnesota, New Mexico, New York, and Washington (and one national effort), highlighting how local communities, states, and tribes are working to nurture the assets and meet the needs of emerging bilingual learners.