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Portraits of Dual Language Learner Communities in Head Start

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Title: Portraits of Dual Language Learner Communities in Head Start
Language: English
Authors: Anne Partika, Christen Park, SRI Education
Source: SRI Education, a Division of SRI International. 2025.
Availability: SRI International. 333 Ravenswood Avenue, Menlo Park, CA 94025. Tel: 650-859-2000; e-mail: customer.service@sri.com; Web site: https://www.sri.com/
Peer Reviewed: N
Page Count: 18
Publication Date: 2025
Sponsoring Agency: Administration for Children and Families (ACF) (DHHS)
Contract Number: 90YR0179
Document Type: Reports - Research
Descriptors: Social Services, Federal Programs, Low Income Students, Neighborhoods, Community Influence, Family Characteristics, Community Characteristics, Classroom Environment, English Learners, Multilingualism, Whites, Hispanic Americans, Latin Americans, African Americans, Differences, Environmental Influences
Laws, Policies and Program Identifiers: Head Start
Abstract: SRI Education used a community-centered analysis method (latent class analysis) to identify and describe the multidimensional characteristics of neighborhoods where dual language learners (DLLs) and their families receive Head Start services. The result is four community portraits that illustrate how the neighborhood, classroom, and family characteristics of DLLs vary across the United States. Overall, findings indicate that DLLs across Head Start communities differ in the characteristics and experiences that most closely relate to their linguistic background. This includes family characteristics such as home language, parents' country of birth, and race/ethnicity, as well as classroom characteristics such as whether their home language was used in the classroom, whether their teacher was trained to support DLLs, and whether their teachers and peers shared their linguistic or racial/ethnic background. Results highlight how DLL students' needs can vary both across and within Head Start programs, especially within programs that operate centers in an array of neighborhoods. Both nationally and at the program level, Head Start services may be most effective when tailored to meet the specific linguistic backgrounds and contexts of DLLs in their local communities.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679892
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED679892
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  Data: Portraits of Dual Language Learner Communities in Head Start
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  Data: <searchLink fieldCode="AR" term="%22Anne+Partika%22">Anne Partika</searchLink><br /><searchLink fieldCode="AR" term="%22Christen+Park%22">Christen Park</searchLink><br /><searchLink fieldCode="AR" term="%22SRI+Education%22">SRI Education</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22SRI+Education%2C+a+Division+of+SRI+International%22"><i>SRI Education, a Division of SRI International</i></searchLink>. 2025.
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  Data: SRI International. 333 Ravenswood Avenue, Menlo Park, CA 94025. Tel: 650-859-2000; e-mail: customer.service@sri.com; Web site: https://www.sri.com/
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  Data: 18
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  Data: 2025
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  Data: Administration for Children and Families (ACF) (DHHS)
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– Name: Abstract
  Label: Abstract
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  Data: SRI Education used a community-centered analysis method (latent class analysis) to identify and describe the multidimensional characteristics of neighborhoods where dual language learners (DLLs) and their families receive Head Start services. The result is four community portraits that illustrate how the neighborhood, classroom, and family characteristics of DLLs vary across the United States. Overall, findings indicate that DLLs across Head Start communities differ in the characteristics and experiences that most closely relate to their linguistic background. This includes family characteristics such as home language, parents' country of birth, and race/ethnicity, as well as classroom characteristics such as whether their home language was used in the classroom, whether their teacher was trained to support DLLs, and whether their teachers and peers shared their linguistic or racial/ethnic background. Results highlight how DLL students' needs can vary both across and within Head Start programs, especially within programs that operate centers in an array of neighborhoods. Both nationally and at the program level, Head Start services may be most effective when tailored to meet the specific linguistic backgrounds and contexts of DLLs in their local communities.
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  Data: 2026
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  Data: ED679892
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Social Services
        Type: general
      – SubjectFull: Federal Programs
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Neighborhoods
        Type: general
      – SubjectFull: Community Influence
        Type: general
      – SubjectFull: Family Characteristics
        Type: general
      – SubjectFull: Community Characteristics
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Whites
        Type: general
      – SubjectFull: Hispanic Americans
        Type: general
      – SubjectFull: Latin Americans
        Type: general
      – SubjectFull: African Americans
        Type: general
      – SubjectFull: Differences
        Type: general
      – SubjectFull: Environmental Influences
        Type: general
      – SubjectFull: Head Start
        Type: general
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      – TitleFull: Portraits of Dual Language Learner Communities in Head Start
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            NameFull: SRI Education
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          Name:
            NameFull: Anne Partika
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            NameFull: Christen Park
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              M: 08
              Type: published
              Y: 2025
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            – TitleFull: SRI Education, a Division of SRI International
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