Moving Young Learners Forward
An ESEA reauthorization is eight years overdue.
Latest
Big ideas, bold solutions. Explore the latest research, analysis, and policy insights from our experts.
Arizona and DLLs: Language and Politics in the Desert
A series of studies explore whether Arizona’s Structured English Immersion model works for ELs.
Investing in Immigrants in Minnesota & the Midwest
The faces of Minnesota are changing. What can the state teach the rest of the country?
Why Full-Day Kindergarten is a Key Piece of the Early Ed Puzzle
It’s important to remember that pre-K cannot stand alone– the years before and after pre-K are equally important to children’s development.
New Column: Tackling Intergenerational Poverty, Symptoms First
Conor Williams writes in TPM about how shaming low-income families won’t address the root causes of poverty.
Navigating the “Empirical Darkness” of Impacts of Digital Media on Hispanic-Latino Families
Very little is known about how these technologies impact Latino parenting practices and the development and academic achievement.
Pre-K Works Especially Well for Children of Immigrants
Lots of research suggests that pre-K can change children’s lives. And this is particularly true for children of immigrants.
Interview: A State-Level View of Dual Language Learners Policies
The number of language learners in Georgia schools is growing rapidly. A new coalition aims to build on their linguistic assets.
MIECHV: Bolstering Home Visiting for Early Intervention
State home visiting program success, through the use of federal MIECHV funding.
How To Revamp No Child Left Behind for Dual Language Learners
No Child Left Behind isn’t going anywhere this year. Here are some ideas that would improve it…whenever Congress is ready to get serious.