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Supporting Dual Language Learners in State-Funded Preschool. Policy Brief

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Title: Supporting Dual Language Learners in State-Funded Preschool. Policy Brief
Language: English
Authors: Alexandra Figueras-Daniel, Allison Friedman-Krauss, National Institute for Early Education Research (NIEER)
Source: National Institute for Early Education Research. 2026.
Availability: National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org
Peer Reviewed: N
Page Count: 20
Publication Date: 2026
Document Type: Reports - Descriptive
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Children, English Learners, State Policy, State Aid, School Support, Financial Support, Educational Legislation, Federal Legislation, Identification, Enrollment Rate, Educational Policy, Family Programs, Bilingual Teachers, Educational Quality, Preschool Education
Geographic Terms: United States
Laws, Policies and Program Identifiers: Every Student Succeeds Act 2015
Abstract: Nationally, one-third of children under the age of 5 are Dual Language Learners (DLL), meaning that they are learning English in addition to another home language. Both the number of DLLs in the U.S. and the number of all children attending state-funded preschool are growing. Research shows that high quality preschool benefits DLLs, and benefits can be increased by specific supports for DLLs' home language development and through engagement with their families. This report summarizes information from NIEER's "2024 State of Preschool Yearbook" on states' policies regarding supports for DLLs and their families in state-funded preschool programs. We find that states vary widely in their supports for DLLs, and that state policies often do not match research-recommended best practices for DLLs. We highlight exemplar states and look closely at the ten states with the highest percentages of DLLs in the state. We offer recommendations to strengthen state-funded preschool programs' supports for DLLs and their families.
Abstractor: As Provided
Entry Date: 2026
Access URL: https://nieer.org/research-library/supporting-dual-language-learners-state-funded-preschool
Accession Number: ED681185
Database: ERIC
FullText Text:
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  Data: Supporting Dual Language Learners in State-Funded Preschool. Policy Brief
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  Data: <searchLink fieldCode="AR" term="%22Alexandra+Figueras-Daniel%22">Alexandra Figueras-Daniel</searchLink><br /><searchLink fieldCode="AR" term="%22Allison+Friedman-Krauss%22">Allison Friedman-Krauss</searchLink><br /><searchLink fieldCode="AR" term="%22National+Institute+for+Early+Education+Research+%28NIEER%29%22">National Institute for Early Education Research (NIEER)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22National+Institute+for+Early+Education+Research%22"><i>National Institute for Early Education Research</i></searchLink>. 2026.
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  Data: National Institute for Early Education Research. Rutgers The State University of New Jersey, 73 Easton Avenue, New Brunswick, NJ 08901. Tel: 848-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22State+Policy%22">State Policy</searchLink><br /><searchLink fieldCode="DE" term="%22State+Aid%22">State Aid</searchLink><br /><searchLink fieldCode="DE" term="%22School+Support%22">School Support</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Support%22">Financial Support</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Enrollment+Rate%22">Enrollment Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Programs%22">Family Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Teachers%22">Bilingual Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Label: Laws, Policies and Program Identifiers
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  Data: Nationally, one-third of children under the age of 5 are Dual Language Learners (DLL), meaning that they are learning English in addition to another home language. Both the number of DLLs in the U.S. and the number of all children attending state-funded preschool are growing. Research shows that high quality preschool benefits DLLs, and benefits can be increased by specific supports for DLLs' home language development and through engagement with their families. This report summarizes information from NIEER's "2024 State of Preschool Yearbook" on states' policies regarding supports for DLLs and their families in state-funded preschool programs. We find that states vary widely in their supports for DLLs, and that state policies often do not match research-recommended best practices for DLLs. We highlight exemplar states and look closely at the ten states with the highest percentages of DLLs in the state. We offer recommendations to strengthen state-funded preschool programs' supports for DLLs and their families.
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  Label: Accession Number
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  Data: ED681185
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      – Text: English
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        PageCount: 20
    Subjects:
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: English Learners
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