...February 2010 } Z( ov ro À o }o] Çul ZÀ }Pv]Ì Z µ }vo ] ] ( Ç Z > v} }uuµv] Çv Z v }]vÀ...
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www.nclr.org February 2010 White Paper Responding to the Needs of Young Latino Children: State Efforts to Build Comprehensive Early Learning Systems By Erika Beltran* INTRODUCTION ZĞĐĞŶƚ ĨĞĚĞƌĂů ĂŶĚ ƐƚĂƚĞ ƉŽůŝĐLJ ĚĞǀĞůŽƉŵĞŶƚƐ ĂŶĚ ŝŶǀĞƐƚŵĞŶƚƐ ŝŶ ĞĂƌůLJ ĐĂƌĞ ĂŶĚ ĞĚƵĐĂƟŽŶ ;Ϳ † ƌĞŇĞĐƚ Ă ƌĞŶĞǁĞĚ ĐŽŵŵŝƚŵĞŶƚ ƚŽ ŝŵƉƌŽǀŝŶŐ ƚŚĞ ƐĐŚŽŽů ƌĞĂĚŝŶĞƐƐ ĂŶĚ ƵůƟŵĂƚĞůLJ ƚŚĞ ƐĐŚŽŽů ƐƵĐĐĞƐƐ ŽĨ LJŽƵŶŐ ĐŚŝůĚƌĞŶ DŽƐƚ ŝŵƉŽƌƚĂŶƚůLJ ƚŚĞƐĞ ŶĞǁ ƉƌŽƉŽƐĂůƐ ƉƌĞƐĞŶƚ Ă ƉƌŝŵĞ ŽƉƉŽƌƚƵŶŝƚLJ ƚŽ ŝŶĐĞŶƟǀŝnjĞ ƐƚĂƚĞƐ ƚŽ ĚĞƐŝŐŶ ĞĂƌůLJ ůĞĂƌŶŝŶŐ ƐLJƐƚĞŵƐ ƚŚĂƚ ŵĞĞƚ ƚŚĞ ŶĞĞĚƐ ŽĨ Ăůů ĐŚŝůĚƌĞŶ &Žƌ >ĂƟŶŽ ‡ ĂŶĚ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌ ;>>Ϳ § ĐŚŝůĚƌĞŶ ƚŚŝƐ ŽƉƉŽƌƚƵŶŝƚLJ ĐŽƵůĚ ŶŽƚ ĐŽŵĞ ĂŶLJ ƐŽŽŶĞƌ >ĂƟŶŽ ĐŚŝůĚƌĞŶ ŶŽǁ ĐŽŶƐƟƚƵƚĞ ĂůŵŽƐƚ ŽŶĞͲƋƵĂƌƚĞƌ ;ϮϰйͿ ŽĨ ƚŚĞ ĐŚŝůĚ ƉŽƉƵůĂƟŽŶ ŝŶ ƚŚĞ hŶŝƚĞĚ ^ƚĂƚĞƐ ƵŶĚĞƌ ƚŚĞ ĂŐĞ ŽĨ ĮǀĞ ĂŶĚ ĂƌĞ ƚŚĞ ĨĂƐƚĞƐƚͲŐƌŽǁŝŶŐ ƐƵďŐƌŽƵƉ ŽĨ ĐŚŝůĚƌĞŶϷ ĞƐƉŝƚĞ ƚŚĞƐĞ ĚĞŵŽŐƌĂƉŚŝĐƐ ,ŝƐƉĂŶŝĐ ĐŚŝůĚƌĞŶ ŚĂǀĞ ƚŚĞ ůĞĂƐƚ ĂĐĐĞƐƐ ƚŽ ĨŽƌŵĂů ĞĂƌůLJ ĐĂƌĞ ĂŶĚ ĞĚƵĐĂƟŽŶ ƉƌŽŐƌĂŵƐ ĂŶĚ ůŽǁ ůĞǀĞůƐ ŽĨ ƐĐŚŽŽů ƌĞĂĚŝŶĞƐƐϸ >ĂƌŐĞůLJ ĚƵĞ ƚŽ ůŽǁ ůĞǀĞůƐ ŽĨ ƉĂƌĞŶƚĂů ĞĚƵĐĂƟŽŶ ĂŶĚ ŚŝŐŚ ůĞǀĞůƐ ŽĨ ƉŽǀĞƌƚLJ ,ŝƐƉĂŶŝĐ ĐŚŝůĚƌĞŶ ĂƌĞ ĨŽƌĐĞĚ ƚŽ ĐŽŶĨƌŽŶƚ ŵĂŶLJ ďĂƌƌŝĞƌƐ ƚŽ ƐĐŚŽŽů ƐƵĐĐĞƐƐ ďĞĨŽƌĞ ĞǀĞƌ ƐƚĞƉƉŝŶŐ ĨŽŽƚ ŝŶ ƚŚĞ ĐůĂƐƐƌŽŽŵ tŝƚŚŽƵƚ ĂĐĐĞƐƐ ƚŽ ŚŝŐŚͲƋƵĂůŝƚLJ ĞĂƌůLJ ůĞĂƌŶŝŶŐ ƉƌŽŐƌĂŵƐ ŝƚ ŝƐ ŶŽ ƐƵƌƉƌŝƐĞ ƚŚĂƚ ,ŝƐƉĂŶŝĐ ƐƚƵĚĞŶƚƐ ŚĂǀĞ ĐŽŶƐŝƐƚĞŶƚůLJ ůŽǁĞƌ ůĞǀĞůƐ ŽĨ ĂĐĂĚĞŵŝĐ ĂĐŚŝĞǀĞŵĞŶƚ ƚŚĂŶ ƚŚĞŝƌ tŚŝƚĞ ƉĞĞƌƐ &Žƌ ĞdžĂŵƉůĞ ŝŶ ϮϬϬϳ ,ŝƐƉĂŶŝĐƐ ƐĐŽƌĞĚ ĂŶ ĂǀĞƌĂŐĞ ŽĨ Ϯϲ ƉŽŝŶƚƐ ůŽǁĞƌ ŝŶ ƌĞĂĚŝŶŐ ĂŶĚ Ϯϭ ƉŽŝŶƚƐ ůŽǁĞƌ ŝŶ ŵĂƚŚ ƚŚĂŶ ƚŚĞŝƌ tŚŝƚĞ ƉĞĞƌƐ ŽŶ ƚŚĞ ĨŽƵƌƚŚͲŐƌĂĚĞ EĂƟŽŶĂů ƐƐĞƐƐŵĞŶƚ ŽĨ ĚƵĐĂƟŽŶĂů WƌŽŐƌĞƐƐ ;EWͿϹ ŝŐŚƚŚͲŐƌĂĚĞ EW ƌĞƐƵůƚƐ ĚĞŵŽŶƐƚƌĂƚĞ ƐŝŵŝůĂƌ ŐĂƉƐ ŝŶ ƌĞĂĚŝŶŐ ĂŶĚ ŵĂƚŚ ƐŚŽǁŝŶŐ ƚŚĂƚ >ĂƟŶŽ ƐƚƵĚĞŶƚƐ ĂƌĞ ŶŽƚ ĐĂƚĐŚŝŶŐ ƵƉ /Ŷ ĨĂĐƚ >ĂƟŶŽƐ ĂƌĞ ĚƌŽƉƉŝŶŐ ŽƵƚ Ăƚ ƌĂƚĞƐ ŵƵĐŚ ŚŝŐŚĞƌ ƚŚĂŶ ƚŚĞŝƌ ŶŽŶͲ>ĂƟŶŽ ƉĞĞƌƐ KŶůLJ ϱϴй ŽĨ ,ŝƐƉĂŶŝĐ ƐƚƵĚĞŶƚƐ ǁŚŽ ĞŶƚĞƌĞĚ ŶŝŶƚŚ ŐƌĂĚĞ ĐŽŵƉůĞƚĞĚ ƚǁĞůŌŚ ŐƌĂĚĞ ĂŶĚ ŐƌĂĚƵĂƚĞĚ ǁŝƚŚ Ă ƚƌĂĚŝƟŽŶĂů ŚŝŐŚ ƐĐŚŽŽů ĚŝƉůŽŵĂ ŝŶ ϮϬϬϱϺ Ύ dŚŝƐ ǁŚŝƚĞ ƉĂƉĞƌ ǁĂƐ ĨƵŶĚĞĚ ŝŶ ƉĂƌƚ ďLJ ƚŚĞ ĂǀŝĚ ĂŶĚ >ƵĐŝůĞ WĂĐŬĂƌĚ &ŽƵŶĚĂƟŽŶ ƚŚĞ ƚůĂŶƟĐ WŚŝůĂŶƚŚƌŽƉŝĞƐ ĂŶĚ ďLJ Ă ĐŽƌĞ ƐƵƉƉŽƌƚ ŐƌĂŶƚ ĨŽƌ ƚŚĞ EĂƟŽŶĂů ŽƵŶĐŝů ŽĨ >Ă ZĂnjĂƐ ;E>ZͿ WŽůŝĐLJ ŶĂůLJƐŝƐ ĞŶƚĞƌ dŚĞ ĮŶĚŝŶŐƐ ĂŶĚ ĐŽŶĐůƵƐŝŽŶƐ ƉƌĞƐĞŶƚĞĚ ŚĞƌĞ ĂƌĞ ƚŚŽƐĞ ŽĨ ƚŚĞ ĂƵƚŚŽƌ ĂŶĚ E>Z ĂůŽŶĞ ĂŶĚ ĚŽ ŶŽƚ ŶĞĐĞƐƐĂƌŝůLJ ƌĞŇĞĐƚ ƚŚĞ ŽƉŝŶŝŽŶƐ ŽĨ ƚŚĞ ĨƵŶĚŝŶŐ ƐŽƵƌĐĞƐ WĞƌŵŝƐƐŝŽŶ ƚŽ ĐŽƉLJ ĚŝƐƐĞŵŝŶĂƚĞ Žƌ ŽƚŚĞƌǁŝƐĞ ƵƐĞ ŝŶĨŽƌŵĂƟŽŶ ĨƌŽŵ ƚŚŝƐ ƉĂƉĞƌ ŝƐ ŐƌĂŶƚĞĚ ƉƌŽǀŝĚĞĚ ƚŚĂƚ ĂƉƉƌŽƉƌŝĂƚĞ ĐƌĞĚŝƚ ŝƐ ŐŝǀĞŶ ƚŽ E>Z ƌŝŬĂ ĞůƚƌĂŶ WŽůŝĐLJ ŶĂůLJƐƚ ǁŽƌŬƐ ǁŝƚŚ ƚŚĞ ĚƵĐĂƟŽŶ ĂŶĚ ŚŝůĚƌĞŶƐ WŽůŝĐLJ WƌŽũĞĐƚ ŝŶ ƚŚĞ KĸĐĞ ŽĨ ZĞƐĞĂƌĐŚ ĚǀŽĐĂĐLJ ĂŶĚ >ĞŐŝƐůĂƟŽŶ ;KZ>Ϳ Ăƚ E>Z dŚĞ ĂƵƚŚŽƌ ǁŝƐŚĞƐ ƚŽ ƚŚĂŶŬ ƚŚĞ E>Z ƐƚĂī ǁŚŽ ĐŽŶƚƌŝďƵƚĞĚ ƚŽ ƚŚĞ ĐŽŵƉůĞƟŽŶ ŽĨ ƚŚŝƐ ĚŽĐƵŵĞŶƚ ŝŶĐůƵĚŝŶŐ ZĂƵů 'ŽŶnjĄůĞnj >ĞŐŝƐůĂƟǀĞ ŝƌĞĐƚŽƌ KZ> ĂŶĚ >ŝĂŶLJ ůďĂ ƌƌŽLJŽ ƐƐŽĐŝĂƚĞ ŝƌĞĐƚŽƌ ĚƵĐĂƟŽŶ ĂŶĚ ŚŝůĚƌĞŶƐ WŽůŝĐLJ WƌŽũĞĐƚ KZ> ĨŽƌ ƉƌŽǀŝĚŝŶŐ ƐƵďƐƚĂŶƟǀĞ ĞĚŝƚƐ <Ăƌŝ ELJĞ ƐƐŝƐƚĂŶƚ ĚŝƚŽƌ ǁŚŽ ƉƌŽǀŝĚĞĚ ŽǀĞƌĂůů ĞĚŝƟŶŐ ĂŶĚ ƚĞĐŚŶŝĐĂů ƐƵƉƉŽƌƚ ĂŶĚ ZŽĚƌŝŐŽ ůǀĂƌĞnj DƵŹŽnj 'ƌĂƉŚŝĐ ĞƐŝŐŶĞƌ ĂŶĚ WƌŽĚƵĐƟŽŶ ŽŽƌĚŝŶĂƚŽƌ ǁŚŽ ƉƌĞƉĂƌĞĚ ƚŚĞ ĚŽĐƵŵĞŶƚ ĨŽƌ ƉƵďůŝĐĂƟŽŶ dŚĞ ĂƵƚŚŽƌ ĂůƐŽ ƚŚĂŶŬƐ ŚƌŝƐƟĂŶ 'ŽŶnjĂůĞnj ǁŚŽ ƐĞƌǀĞĚ ĂƐ Ă ĐŽŶƐƵůƚĂŶƚ ŽŶ ƚŚŝƐ ƉƌŽũĞĐƚ ĂŶĚ ĐŽŶĚƵĐƚĞĚ ŝŶƚĞƌǀŝĞǁƐ ǁŝƚŚ ƐƚĂƚĞ ůĞĂĚĞƌƐ ƚŽ ĚŽĐƵŵĞŶƚ ĮŶĚŝŶŐƐ Ώ dŚĞ ƚĞƌŵ ĞĂƌůLJ ĐĂƌĞ ĂŶĚ ĞĚƵĐĂƟŽŶ ŝŶ ƚŚŝƐ ĚŽĐƵŵĞŶƚ ƌĞĨĞƌƐ ƚŽ Ăůů ƉƵďůŝĐĂůůLJ ĨƵŶĚĞĚ ĞĂƌůLJ ůĞĂƌŶŝŶŐ ƉƌŽŐƌĂŵƐ ĨŽƌ ĐŚŝůĚƌĞŶ ĂŐĞƐ njĞƌŽ ƚŽ ĮǀĞ ŝŶĐůƵĚŝŶŐ ,ĞĂĚ ^ƚĂƌƚ ĂƌůLJ ,ĞĂĚ ^ƚĂƌƚ ƐƚĂƚĞͲĨƵŶĚĞĚ ƉƌĞƐĐŚŽŽů ĐŚŝůĚ ĐĂƌĞ ĂŶĚ ĨĂŵŝůLJ ĐŚŝůĚ ĐĂƌĞ ŚŽŵĞƐ ΐ dŚĞ ƚĞƌŵƐ ,ŝƐƉĂŶŝĐ ĂŶĚ >ĂƟŶŽ ĂƌĞ ƵƐĞĚ ŝŶƚĞƌĐŚĂŶŐĞĂďůLJ ďLJ ƚŚĞ h^ ĞŶƐƵƐ ƵƌĞĂƵ ĂŶĚ ƚŚƌŽƵŐŚŽƵƚ ƚŚŝƐ ĚŽĐƵŵĞŶƚ ƚŽ ƌĞĨĞƌ ƚŽ ƉĞƌƐŽŶƐ ŽĨ DĞdžŝĐĂŶ WƵĞƌƚŽ ZŝĐĂŶ ƵďĂŶ ĞŶƚƌĂů ĂŶĚ ^ŽƵƚŚ ŵĞƌŝĐĂŶ ŽŵŝŶŝĐĂŶ ^ƉĂŶŝƐŚ ĂŶĚ ŽƚŚĞƌ ,ŝƐƉĂŶŝĐ ĚĞƐĐĞŶƚ ƚŚĞLJ ŵĂLJ ďĞ ŽĨ ĂŶLJ ƌĂĐĞ Α dŚĞ ƚĞƌŵƐ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ůĞĂƌŶĞƌ ĂŶĚ ůŝŵŝƚĞĚͲŶŐůŝƐŚͲƉƌŽĮĐŝĞŶƚ ĂƌĞ ƵƐĞĚ ŝŶƚĞƌĐŚĂŶŐĞĂďůLJ ƚŽ ŝĚĞŶƟĨLJ ƉĞƌƐŽŶƐ ǁŚŽƐĞ ŶĂƟǀĞ ůĂŶŐƵĂŐĞ ŝƐ ŽŶĞ ŽƚŚĞƌ ƚŚĂŶ ŶŐůŝƐŚ ĂŶĚ ǁŚŽƐĞ ĚŝĸĐƵůƟĞƐ ŝŶ ƐƉĞĂŬŝŶŐ ƌĞĂĚŝŶŐ ǁƌŝƟŶŐ Žƌ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ƚŚĞ ŶŐůŝƐŚ ůĂŶŐƵĂŐĞ ŵĂLJ ŚŝŶĚĞƌ ƚŚĞ ŝŶĚŝǀŝĚƵĂůƐ ĂďŝůŝƚLJ ƚŽ ĂĐŚŝĞǀĞ ŝŶ ĐůĂƐƐƌŽŽŵƐ ǁŚĞƌĞ ŝŶƐƚƌƵĐƟŽŶ ŝƐ ŐŝǀĞŶ ŝŶ ŶŐůŝƐŚ
Transcript of ...February 2010 } Z( ov ro À o }o] Çul ZÀ }Pv]Ì Z µ }vo ] ] ( Ç Z > v} }uuµv] Çv Z v }]vÀ...
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www.nclr.org
February 2010
White Paper
Responding to the Needs of Young Latino Children: State Efforts to Build Comprehensive Early Learning SystemsBy Erika Beltran*
INTRODUCTION †
‡
§
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standards and to address issues of professional
policies
families
†
families
SETTING THE CONTEXT: ECE FEDERAL POLICY LANDSCAPE
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Early Learning Challenge Fund
State Early Childhood Advisory Councils
Access to ECE by:
Quality of ECE by:
and career plan for early care and
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Quality Pathways Grants:
many states are approved for Quality
Development Grants
MEETING THE NEEDS OF LATINO CHILDREN AND FAMILIES
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KEY FINDINGS: STATE PROGRESS TOWARD BUILDING RESPONSIVE EARLY LEARNING SYSTEMS
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ELL Inclusion in State Early Learning Standards
Most state early learning standards lack benchmarks for ELLs
Standards were developed with limited
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States lack the resources to develop more comprehensive early learning standards
English-‐only states struggle to develop
early learning standards that align with K–12 standards
Comprehensive Systems of Professional Development
Few states are responsive to the needs
build inclusive professional development and training systems
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Core competencies for educators have
design culturally competent professional development systems
Lack of state-‐level resources limits the
competent ECE providers
* †
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States provide only limited ECE training in languages other than English
blurred the picture of states' ECE training needs
POLICY RECOMMENDATIONS
Early Learning Challenge Fund:
Policymakers
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Require states to develop early learning guidelines that take into account the
benchmarks related to English-‐language development
Require that states create pathways
their professional development plan
3221, include experts who can provide
development of early learning standards for ELLs
Provide technical assistance to states based
Early Learning Standards:
Councils
community to improve early learning standards
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Use Council workgroups to examine and
Professional Development:
Councils
Establish a strong infrastructure in states
diverse educators
the professional development of the ECE workforce
CONCLUSION
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Endnotes
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