This new toolkit provides resources and tips to child welfare agencies, other government agencies, and nonprofit organizations so that they can better serve Latino grandfamilies regardless of child welfare involvement.
This research report discusses how state policies around high school completion may have an impact on English Learners (ELs) education. It also discusses opportunities to ensure ELs are provided access to a high-quality education, while still allowing the schools flexibility to accommodate local needs.
This practice guide provides recommendations and steps child welfare agencies can take to improve how they address the needs of immigrant families and promote child well-being.
This webinar discusses different approaches used to help grow language skills in the immigrant community.
This report documents the findings of a mixed-method study exploring language access-related challenges experienced by refugee and immigrant communities in New Mexico during the pandemic.
https://www.nmvoices.org/archives/15665
This report reviews federal post-release services for unaccompanied minors and highlights ongoing gaps in meeting these children’s needs. It also provides recommendations for the Office of Refugee Resettlement (ORR), state and local governments, and community providers in order to improve outcomes for unaccompanied minors.
This policy brief provides a framework of the essential elements that should be included to create standardized and comprehensive processes for identifying and tracking Dual Language Learners within early childhood systems.
This comprehensive list provided by the Immigration Learning Center includes a variety of resources in different categories that could be useful to immigrants, parents, and educators during the COVID-19 pandemic.
Forensic interviews with children for suspected child sexual abuse require meeting children “where they are” in terms of their developmental level, readiness to disclose, culture, and language. In this qualitative study, 39 U.S. child forensic interviewers and child advocacy center directors discussed their experiences, practices, and opinions regarding interviews with children and families who are not native speakers of English. Recommendations for practice and further research are included.
This brief uses data from the 2012 National Survey of Early Care and Education (NSECE) to describe why low-income Hispanic parents with young children (birth to age 5) report searching for child care; comparison data for low-income non-Hispanic black and white parents are also reported.
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