The No Child Left Behind Act, enacted in 2002, aimed to improve learning and eliminate achievement gaps by raising accountability in schools. The new requirements also generated volumes of valuable long-term data on students and teachers—data that are now grounding and guiding education policy and allowing researchers to answer long-held questions about what leads to student success. Read more.
Children of immigrants have nearly doubled as a share of pre-K to 3rd grade students since 1990. The share of children under age 8 with immigrant parents stood at 24 percent in 2008, up from 13 percent in 1990. Young children of immigrants account for more than 30 percent of children in seven states, with California leading the nation at 50 percent. The majority (93 percent) of children of immigrants are U.S. citizens. This fact sheet also includes state-by-state data on the number of children of immigrants and the number of children whose parents come from more than 130 countries.
Intervening in the parent generation can improve current and future prospects in the child generation. Such two-generation strategies target either parents’ life circumstances or parenting behaviors. Because many immigrants do not have the English capabilities, inside knowledge about schools, or social standing, engaging them more fully in the educational process in the home, school, and community could bring academic returns for children. This paper describes two-generation approaches to the education of young children from immigrant families that center on parental involvement in education. It focuses on Latin American and Asian immigrants, who make up the bulk of the immigrant population.
Children from immigrant families are the fastest growing group of children in the United States. High-quality child care and early education opportunities will be critical to these children’s success in school and in life. Yet, the early experiences of children in immigrant families are as diverse and varied as immigrant families themselves. While many immigrant families face numerous barriers to accessing high-quality child care and early education for their young children, these barriers are not insurmountable. The paper discusses state and local solutions to improving access for immigrant families and specific strategies and collaborations among providers, policymakers, and immigrant-serving organizations.
This report is based on research conducted by the Urban Institute's Justice Policy Center on the violence prevention activities taking place at the Thurgood Marshall Academy Public Charter High School during the 2008-2009 school year. Based on an assessment of the school's violence prevention approach using qualitative and quantitative data from stakeholder interviews, field observations, programmatic records, and surveys with students and faculty, this report includes: a logic model of the school's violence prevention approach; detailed information on each of the violence prevention activities within the violence prevention approach and how they compare to national best practices; student and faculty perceptions of the school climate and the violence prevention approach; and recommendations to the school administrators on how to strengthen their violence prevention approach based on the assessment findings. The report concludes with brief remarks on next steps in school violence prevention research.
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