By Susan G. Hibbard
Executive Director, BUILD Initiative
BUILD turned to Dr. Linda Espinosa and Miriam Calderon to find out the extent to which states’ ELDS reflect the current research and address the learning needs of young dual language learners. They examined 23 states’ ELDS for pre-k-aged children to determine the most common approaches for representing dual language learners across a broad set of criteria. Their report, “State Early Learning and Development Standards/Guidelines, Policies & Related Practices: How responsive are they to the needs of young dual language learners?" includes an individual state profile that summarizes how each state is addressing the needs of young dual language leaners, and concludes with recommendations for how states can be more responsive to the needs of dual language learners in their ELDS and other components of their early childhood system.
By Dana Friedman
Implementing state pre-k policy is extremely challenging for several reasons. In many communities where the demographics are changing, underlying racism and xenophobia can turn away non-native English speaking parents seeking to register their children for pre-k because they have not brought with them documentation proving residency. I witnessed this firsthand at a Long Island school in one of the eleven underserved districts where The Early Years Institute works to improve school readiness.
QRIS National Learning Network
Early Childhood Systems Working Group
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