Articles and information that relate to early learning and may affect the migrant education community.
Non-Regulatory Guidance on Supporting Early Learning
October 20, 2016
The U.S. Department of Education released non-regulatory guidance to help ensure young children from birth through third-grade get the strong start they need to achieve success in school and in life. This is the Department’s first comprehensive look at how the nation’s new education law supports our youngest learners.
America reframed - Class of '27 | The filmmakers
Aired September 13, 2016
Filmed in the hollows of Appalachia, on native lands of the Upper Midwest and in West Coast migrant camps, Class of ’27 presents distinct yet complementary personal stories from places too often ignored in America. Each of the three portraits demonstrates that children from distressed communities, despite their circumstances, are more likely to grow into productive and civically engaged adults if they receive support in their earliest years. Committed to supporting the children’s potential, each community is a place of hope, inspiration and resilience.
Developing Early Literacy: Report of the National Early Literacy Panel
Posted - 03/12/18
The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. The incidence of reading failure is even higher within low-income families, ethnic minority groups, and English-language learners. Large-scale studies have shown that young children—those entering kindergarten and first grade—vary greatly in their attainment of the early precursor skills that provide the launching pad for later literacy learning (West, Denton, & Germino-Hausken, 2000; West, Denton, & Reaney, 2000). What can be done in U.S. homes, preschools, and kindergartens to better prepare children to succeed in learning to read and write?
School Readiness for Young Migrant Children: The Challenge and the outlook
Posted on the International Scholarly Research Notices
There is evidence that children from families of migrant workers are among the most disadvantaged in term of early academic achievement. Yet there are insufficient resources allocated to research exploring the reasons that existing preschool programs are not effective in closing the gap between migrant children and other groups of children in the USA. There are some Head Start programs that migrant children have access to, but many of them offer simply care-giving functions and offer little opportunities for enrichment activities for children in preschool. This paper explores some of the barriers to engaging the preschool child effectively in educational activities.