New Opportunities? ESSA and Its Implications for Dual Language Learners and ECEC Workforce Development
This policy brief analyses the opportunities ESSA introduced for DLLs and the ECEC workforce. It begins by setting out key demographics of the DLL population, then discusses trends in the ECEC workforce and its capacity to meet the needs of DLLs and other children in ECEC settings. It maps the ESSA provisions intended to address these needs through support for ECEC workers. Finally, it highlights opportunities to support the recruitment, training, and ongoing development of a robust and culturally responsive workforce.
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Reducing Disparities for Latino Children and Families: A National Latino Infant Policy Agenda Provides Solutions
Blog April 10, 2024
BUILD believes that to effectively meet the needs of young children and their families, we must recognize existing disparities, including opportunity and achievement gaps. Therefore, we see the urgent need to support policy solutions to better serve Latino infants, toddlers, and families.
Operationalizing High-Quality Dual Language Programming: From the Early Years to the Early Grades
Report April 9, 2024
The aim of this brief, from Children's Equity Project and The Century Foundation, is to operationalize what high quality dual language immersion looks like for infants/toddlers, preschoolers, and students in Kindergarten through second grade. The brief provides an overview important context and core concepts foundational for this work, including a description of emergent bilinguals in the United States, a strength-based approaches to bilingualism, a historical account of bilingual education, and a description of how DLI education is part of a broader, equitable child serving system.
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.