Child Care and Development

As the recession sends more and more people into the ranks of the impoverished and vulnerable, the public is left to ponder the inadequate support available when hard times hit and why help comes from a patchwork of programs instead of from an integrated system. Panelists will discuss the oftentimes incongruous values, attitudes, and philosophies that drive the intricate U.S. safety net and the difficulties in providing effective services to people with complex needs.

Hispanics are the largest immigrant group in the United States and the largest ethnic minority group in the nation. One in five children in the U.S. has immigrant parents. These children face a range of challenges, often caught in their communities’ changing social, political, and economic forces.

The study involved interviews with families from Nigeria and Pakistan living on Chicago's North Side to examine their experiences and perspectives around accessing Illinois' universal preschool program, Preschool for All (PFA). Researchers conducted focus groups with parents and spoke with PFA providers for their perspective on issues families raised. The findings suggest Nigerian and Pakistani families can face numerous barriers accessing Preschool for All. While some barriers are unique to their immigration status, others are experienced by other low-income and vulnerable families as well. The report concludes with implications for policy and recommendations for future research.

As the director of the District of Columbia's Child and Family Services Agency, Olivia Golden led the turnaround of a troubled system. In her new book, Reforming Child Welfare, she draws on her expertise as a senior federal official, local administrator, and an academic to map out strategies for improving and revitalizing the last safety net for vulnerable children and families, the public child welfare system.

One fifth of school children have at least one foreign-born parent. Soon, more than 30 percent of all students will come from homes where English is not the primary language. This panel discusses neighborhoods where immigrant families live and how these neighborhoods affect children's opportunities, including schooling; how NCLB has shifted school policies and practices;whether large urban school districts and new immigrant destinations need different policy prescriptions; what federal, state, and local policies might increase school success for immigrant and English language students.