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ERIC Number: ED559334
Record Type: Non-Journal
Publication Date: 2014-Feb
Pages: 2
Abstractor: ERIC
Reference Count: N/A
Improving Access to Prekindergarten for Children of Immigrants: "Building Relationships." Fact Sheet No. 3
Lei, Serena
Urban Institute
Pre-K has been shown to strongly boost children's learning trajectories. This is as true, or even truer, for children of immigrants and English language learners (ELLs) as for children overall. Children of immigrants, who make up about a quarter of children in the United States, have significantly lower rates of pre-K enrollment, on average, than children with US-born parents. Issues such as a lack of awareness about programs, language barriers, logistical barriers to enrollment, and lack of comfort with programs can keep immigrant parents from signing their children up for pre-K. Local and state pre-K directors and staff, directors of other early childhood education programs, and early childhood education specialists were interviewed to compile their strategies for stepping up enrollment among immigrant families. Ideas for building immigrant friendly programs are detailed and include: (1) Building capacity for communicating with immigrant parents; (2) Addressing logistical barriers; and (3) Building cultural competency. This is the third of three fact sheets based on "Supporting Immigrant Families; Access to Prekindergarten" by Julia Gelatt, Gina Adams, and Sandra Huerta.]
Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site:
Publication Type: Reports - Descriptive
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Annie E. Casey Foundation
Authoring Institution: Urban Institute