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NIEER's weekly newsletter for the latest in early education news

NIEER Weekly

Volume 16, Issue 37

September 22, 2017

Highlighting the week's most interesting stories and studies: Hispanic Heritage, B-3 toolkit and Head Start experience

Hot Topics

Hispanic Heritage Month 

The four weeks between September 15 and October 15 are designated National Hispanic Heritage Month. More than 56 million Latinos live in the United States, almost 18 percent of the total U.S. population, according to Salud America!, and nearly 18 million Latinos are under 18 years old.

More than 20% of Latino youth have depressive symptoms, a rate higher than any minority group in the US besides Native American youth, according to Mental Health and Latino Kids: A Research Review, an assessment of available research regarding the incidence of mental health issues and the receipt of mental health services among Latino youth, the factors that contribute to stress and mental health concerns, interventions that have been developed to address these problems, and emerging policy solutions.

Hispanic children account for the largest proportion of minorities among children ages 5 and younger in the US, and many of their families do not speak English at home. One study reviewed found 37.2% of Latino preschoolers had a clinical need for mental health services, yet only about 11% of Latino preschoolers had received mental health services in the past year.

NIEER’s State of Preschool 2016 report found a lack of program oversight relative to DLLs in many state early childhood education systems. Just 14 states report a requirement for systemic written plans to be in place and approved for how to work with individual DLLs and only eight report monitoring the actual quality of bilingual instruction. A lack of information hampers efforts to enhance the quality of education for DLLs.

Collecting data about DLLs or having a system in place to incorporate quality for DLLs such as QRIS, could increase the relevance of this issue by prioritizing it as equivalent in importance to other more general measures of classroom quality. See the recent NIEER blog, States Lack Information, Policy for Young Dual Language Learners.

We invite you to follow NIEER on Twitter @PreschoolToday and Facebook at Preschool Today. Please share your social media handles so we can connect. 

New on Preschool Matters Today! Blog

Using Data-Driven Indicators to Improve Outcomes for Young Learners

Expanded access to pre-K and full-day kindergarten, the spread of quality rating and improvement systems, and increased attention to the early childhood educator workforce are all signs of meaningful progress at the state and local levels. Yet, alignment between early education and K-12 in accountability and school improvement, for which state education agencies are responsible, has not been fully explored…

The Birth to Grade 3 Indicator Framework: Opportunities to Integrate Early Childhood in ESSA, CCSSO/CEELO Toolkit summarizes evidence supporting an early learning approach to school improvement, public reporting, and school district accountability for young learners as the transition into the early elementary grades.

NIEER Activities

NIEER Senior Research Fellow Jim Squires Ph.D. will be presenting Sept. 27 and 28 during an early childhood institute hosted by the Southeast and Midwest Comprehensive Centers at American Institutes for Research focused on nurturing high-quality early learning and leadership across the pre-K to third grade continuum. His presentations focus on State and Local Strategies for Transforming the Great Divide between Birth-5 and K-3 and The Art of Art: Using Fine Art to Promote Early Learning.

CEELO Update

CEELO this week shared Disaster Planning and Trauma Response, resources curated by the Early Childhood Technical Assistance Center to help those working with children and families to prevent, prepare for, respond to, and recover from natural disasters or other emergency situations.


Breaking the Cycle? Intergenerational Effects of an Anti-Poverty Program in Early Childhood

This recently published study explores estimates the effect of early childhood exposure to Head Start programs among mothers on their children’s long-term outcomes. Results indicate evidence of increased educational attainment, reduced teen pregnancy, and reduced criminal engagement in the second generation.

Early Head Start families’ experiences with stress: Understanding variations within a high-risk, low-income sample

ChildCare and Early Education Research Connections this week shared a new study examining variations in perceptions of stress among families participating in Early Head Start. Results showed some families perceiving they experienced very high levels of stress while others perceived much lower levels of stress despite also experiencing poverty and heightened risk. These findings may inform interventions focused on promoting responsive care giving as a possible mechanism to buffer the effects of family and social stressors on young children.

Associations Between Continuity of Care in Infant-Toddler Classrooms and Child Outcomes

This study, published in Early Childhood Research Quarterly, examines the extent to which continuity of care experienced in infant-toddler center-based care is associated with social-emotional and language development. Associations of continuity of care with children’s social-emotional development during the infant-toddler period and with later social-emotional and language outcomes at age 3 were investigated in a large sample of children attending high-quality early childhood programs designed for young children growing up in poverty.

Peer Effects on Aggressive Behavior in Norwegian Child Care Centers

Since peers represent a crucial source of socialization in the early childhood education and care context, studying the effect of peer aggression in preschool children may have implications for understanding development of aggression over the years. This study published by the Society for Research in Child Development aims to assess whether both levels of peer physical aggression (PA), and number of externalizing peers, predict physical aggressive behavior of preschool-aged children attending ECEC centers in Norway, where public ECEC is nearly universally attended.


NY Early Childhood Professional Development Institute

The New York Early Childhood Professional Development Institute is seeking a Higher Education Coordinator. The Higher Education Coordinator works as a member of the New York Early Childhood Professional Development Institute to coordinate the Children’s Program Administrator Credential (CPAC) and Child Development Associate (CDA) Credentials administered in partnership between the Institute and the CUNY School of Professional Studies (SPS). More information here.


Little Chairs, Big Difference Diversity Conference

Wednesday October 18, 2017
8:30 am – 3 pm
Brooklyn, NY

Hunter College of the City University of New York annual early childhood meeting focused on topics including but not limited to anti-bias education, play-based learning, and inclusionary practices.  Click here for more information, registration.

Early Education News Roundup 

ICYMI: Read this week’s key stories on early childhood education issues.

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