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Quality for Whom? Supporting Diverse Children and Workers in Early Childhood Quality Rating and Improvement Systems debt

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Quality for Whom? Supporting Diverse Children and Workers in Early Childhood Quality Rating and Improvement Systems debt

With more immigrants and refugees settling outside the handful of states that were traditionally home to most newcomers, children with foreign-born parents now make up more than 10 percent of the young child population (ages 0 to 5) in a majority of states. For these children, finding high-quality early childhood education and care (ECEC) that is responsive to their needs and attuned to their cultural background can be the key to early language and literacy development, exposure to U.S. culture and norms, and future academic success. >


By Migration Policy Institute, , USA.


Governance Policy Resource.

Analyzing State ESSA Plans for English Learner Accountability: A Framework for Community Stakeholders debt

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Analyzing State ESSA Plans for English Learner Accountability: A Framework for Community Stakeholders debt

The federal Every Student Succeeds Act (ESSA) requires states to develop and submit a state education accountability plan to the U.S. Department of Education. ESSA, which was enacted in 2015 and is still being implemented, mandates that states provide greater information to the public regarding English proficiency progress and academic achievement for English Learners (ELs) in K-12 education. >


By Migration Policy Institute, , USA.


Governance Policy Resource.