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Strategies to Foster Integration in Early Childhood Education

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Title: Strategies to Foster Integration in Early Childhood Education
Language: English
Authors: Sara Plasencia, Hanna Melnick, Learning Policy Institute
Source: Learning Policy Institute. 2024.
Availability: Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Peer Reviewed: Y
Page Count: 55
Publication Date: 2024
Sponsoring Agency: Heising-Simons Foundation
Intended Audience: Policymakers
Document Type: Reports - Research
Education Level: Early Childhood Education
Descriptors: Early Childhood Education, Racial Integration, Social Integration, Student Diversity, Educational Policy, Access to Education, Socioeconomic Status, Financial Support, Equal Education, Low Income Groups, Immersion Programs, Race, Ethnicity, Language Usage, Early Intervention, School Districts
Geographic Terms: District of Columbia, New York (New York), California (San Francisco), Connecticut (Hartford), Texas (San Antonio)
Abstract: Research shows that socioeconomically, racially, and ethnically integrated schools can have important benefits for student learning. While much research has focused on the benefits of integrated K-12 settings, emerging evidence indicates that the benefit of school- and classroom-level diversity may also be significant in early childhood education (ECE). Despite the positive influence of integrated settings, most ECE programs are remarkably segregated, driven by patterns of residential segregation and by policies that govern access to programs. This report explores five policy strategies that foster integration rather than segregation: (1) Establish universal ECE programs where age is the only requirement, so that family income does not determine where a child can enroll; (2) Braid public funding or combine funding streams from various sources to enable children from different socioeconomic backgrounds to learn in the same classroom; (3) Allow tuition-paying families to enroll in public programs while reserving seats for families with low incomes; (4) Attract families across neighborhoods or district boundaries; and (5) Create two-way dual language immersion programs (programs that offer instruction in two languages). These strategies can be bolstered by collecting enrollment data--disaggregated by race, ethnicity, language, and socioeconomic status--to help state and local leaders understand the extent to which children are learning in diverse classrooms. Examples are provided of how cities and school districts across the country are implementing each strategy and navigating common challenges. The strategies examined highlight ways policymakers can create enabling conditions for children from different socioeconomic, racial, and ethnic backgrounds to learn together.
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED658939
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Strategies to Foster Integration in Early Childhood Education
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  Data: <searchLink fieldCode="AR" term="%22Sara+Plasencia%22">Sara Plasencia</searchLink><br /><searchLink fieldCode="AR" term="%22Hanna+Melnick%22">Hanna Melnick</searchLink><br /><searchLink fieldCode="AR" term="%22Learning+Policy+Institute%22">Learning Policy Institute</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Learning+Policy+Institute%22"><i>Learning Policy Institute</i></searchLink>. 2024.
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  Data: Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
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  Data: 55
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  Data: 2024
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  Data: Heising-Simons Foundation
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  Data: Policymakers
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Integration%22">Racial Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Integration%22">Social Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Support%22">Financial Support</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Groups%22">Low Income Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Immersion+Programs%22">Immersion Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22District+of+Columbia%22">District of Columbia</searchLink><br /><searchLink fieldCode="DE" term="%22New+York+%28New+York%29%22">New York (New York)</searchLink><br /><searchLink fieldCode="DE" term="%22California+%28San+Francisco%29%22">California (San Francisco)</searchLink><br /><searchLink fieldCode="DE" term="%22Connecticut+%28Hartford%29%22">Connecticut (Hartford)</searchLink><br /><searchLink fieldCode="DE" term="%22Texas+%28San+Antonio%29%22">Texas (San Antonio)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Research shows that socioeconomically, racially, and ethnically integrated schools can have important benefits for student learning. While much research has focused on the benefits of integrated K-12 settings, emerging evidence indicates that the benefit of school- and classroom-level diversity may also be significant in early childhood education (ECE). Despite the positive influence of integrated settings, most ECE programs are remarkably segregated, driven by patterns of residential segregation and by policies that govern access to programs. This report explores five policy strategies that foster integration rather than segregation: (1) Establish universal ECE programs where age is the only requirement, so that family income does not determine where a child can enroll; (2) Braid public funding or combine funding streams from various sources to enable children from different socioeconomic backgrounds to learn in the same classroom; (3) Allow tuition-paying families to enroll in public programs while reserving seats for families with low incomes; (4) Attract families across neighborhoods or district boundaries; and (5) Create two-way dual language immersion programs (programs that offer instruction in two languages). These strategies can be bolstered by collecting enrollment data--disaggregated by race, ethnicity, language, and socioeconomic status--to help state and local leaders understand the extent to which children are learning in diverse classrooms. Examples are provided of how cities and school districts across the country are implementing each strategy and navigating common challenges. The strategies examined highlight ways policymakers can create enabling conditions for children from different socioeconomic, racial, and ethnic backgrounds to learn together.
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  Data: ERIC
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  Data: 2024
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  Data: ED658939
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED658939
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 55
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Racial Integration
        Type: general
      – SubjectFull: Social Integration
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Financial Support
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Low Income Groups
        Type: general
      – SubjectFull: Immersion Programs
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: District of Columbia
        Type: general
      – SubjectFull: New York (New York)
        Type: general
      – SubjectFull: California (San Francisco)
        Type: general
      – SubjectFull: Connecticut (Hartford)
        Type: general
      – SubjectFull: Texas (San Antonio)
        Type: general
    Titles:
      – TitleFull: Strategies to Foster Integration in Early Childhood Education
        Type: main
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            NameFull: Learning Policy Institute
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            NameFull: Sara Plasencia
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            NameFull: Hanna Melnick
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              M: 02
              Type: published
              Y: 2024
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