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Information on preK diversity issues and achieving best outcomes for English language learners

English Language Learners

Trends in State Funded Preschool Programs: Survey Findings from 2001-2002 to 2011-2012


June 2013
W. Steven Barnett, Ph.D. and Megan E. Carolan, MPP

This policy report, co-released by the National Institute for Early Education Research (NIEER) and the Center on Enhancing Early Learning Outcomes (CEELO), discusses trends in enrollment, funding, and quality standards, as well as English Language Learner and Special Education students, in state-funded pre-K between 2001-2002 and 2011-2012.

Policy Brief – Preparing Young Hispanic Dual Language Learners for a Knowledge Economy


January 2013

This brief addresses issues of preschool access and quality that are specific to Hispanic children but which can also apply to some other largely disadvantaged and immigrant groups.

English Language Learners’ Math and Reading Achievement Trajectories in the Elementary Grades: Full Technical Report


June 2009
Claudia Galindo

This paper aims to provide detailed descriptive analyses of the patterns of language minority students' achievement.

Policy Brief – Is Public Pre-K Preparing Hispanic Children to Succeed in School?


April 2007

Hispanic children who attend high-quality preschool programs have been found to benefit as much as children from other backgrounds, and sometimes more.

Preschool Effects on Hispanic Children’s Cognitive Development


March 2006
Luis M. Laosa

This working paper explores whether the cognitive benefits of preschool education generalize to children from specific cultural or ethnolinguistic backgrounds, particularly children from the Hispanic population.