ERIC Number: ED588814
Record Type: Non-Journal
Publication Date: 2017
Pages: 56
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Resource Guide: Building a Bright Future for All. Success in Early Learning Programs and Elementary School for Immigrant Families. A Guide for Early Learning Programs, Elementary Schools, and Educators
Office of Planning, Evaluation and Policy Development, US Department of Education
The U.S. Department of Education (the Department) has developed the "Resource Guide: Building a Bright Future for All" (Guide) to assist and enhance State and local efforts to support immigrant children from birth through the elementary grades. The second section of this Guide is a handbook for parents of immigrant children in early learning programs and elementary schools for school staff and community-based organizations to share with the families with whom they work. The Department hopes that early childhood and elementary school teachers, principals and directors, other staff, and community-based organizations will use the contents of this Guide to better support these children and their families, and promote educational equity and opportunity for all children.
Descriptors: Immigrants, Equal Education, Early Childhood Education, Community Organizations, Elementary School Students, Educational Opportunities, Guides, Family School Relationship, Parent Materials, Civil Rights, Laws, English Language Learners, Limited English Speaking, Bullying, Disabilities, Immunization Programs, Enrollment
Office of Planning, Evaluation and Policy Development, US Department of Education. Available from: ED Pubs. Education Publications Center, US Department of Education, NTIS, P.O. Box 22207, Alexandria, VA 22304. Tel: 877-433-7827; Fax: 703-605-6794; e-mail
Publication Type: Guides - Non-Classroom
Education Level: Early Childhood Education; Elementary Education
Audience: Teachers; Parents; Administrators
Language: English
Sponsor: N/A
Authoring Institution: Department of Education (ED), Office of Planning, Evaluation and Policy Development
Grant or Contract Numbers: N/A
Author Affiliations: N/A