%0 Book %E Grace, Eric S. %T Biotechnology Unzipped: Promises and Realities, Revised Second Edition %@ 978-0-309-09621-8 %D 2006 %U https://nap.nationalacademies.org/catalog/5738/biotechnology-unzipped-promises-and-realities-revised-second-edition %> https://nap.nationalacademies.org/catalog/5738/biotechnology-unzipped-promises-and-realities-revised-second-edition %I The National Academies Press %C Washington, DC %G English %K Explore Science %K Biology and Life Sciences %P 255 %X In this update to the very popular first edition of the same name, skilled science popularizer Eric Grace helps readers understand what biotechnology is and what implications it holds for all of us. Following on the heels of the success of the first edition, this thoroughly updated version offers an in-depth and accessible review of the basics of biotechnology. Accomplished science communicator Eric Grace focuses on the ethical implications involved, the wide range of public opinions both at home and abroad, the role of the media in communicating a complicated science topic, and the formidable problems associated with patenting life itself. With an emphasis on medicine, agriculture, and the environment, Grace explores the promises and realities of biotechnology. He deals frankly with the fact that biotechnology is first and foremost a commercial activity, often driven by big business and directed by the bottom line. And as biotechnology is used more frequently in medical diagnosis and treatment, we are witness to significant setbacks and reversals, dimming hopes that were prevalent when the first edition was released. But we are also witness to the burgeoning use of the technology in forensic science where DNA analysis has become commonplace in solving crimes. Likewise, DNA analysis has been a boon to studies of human history and evolution, revealing ancient details originally thought lost to us. At the same time, new uses for genetically altered bacteria are being discovered that help us clean up the environment by breaking down or sequestering toxic chemicals. While the public remains concerned about biotechnology, there is increasing awareness of the potential benefits. This updated edition of Biotechnology Unzipped helps put the many issues in perspective and provides answers to the most important questions. %0 Book %E Phillips, Deborah A. %E Cabrera, Natasha J. %T Beyond the Blueprint: Directions for Research on Head Start's Families %@ 978-0-309-05485-0 %D 1996 %U https://nap.nationalacademies.org/catalog/5196/beyond-the-blueprint-directions-for-research-on-head-starts-families %> https://nap.nationalacademies.org/catalog/5196/beyond-the-blueprint-directions-for-research-on-head-starts-families %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Education %P 104 %X On its 30th anniversary, public acceptance of Head Start is high, yet understanding of its goals is low, and evaluation research is limited in quality and scope. In this book, a roundtable of representatives from government, universities, medicine, and family support agencies identifies a set of research possibilities to generate a broader understanding of the effects of Head Start on families and children. Among the important issues discussed are the ethnic and linguistic diversity of Head Start families, the social conditions of the community context, and the implications of the changing economic landscape for both families and Head Start itself. %0 Book %A National Research Council %A Institute of Medicine %T Getting to Positive Outcomes for Children in Child Care: A Summary of Two Workshops %@ 978-0-309-07576-3 %D 2001 %U https://nap.nationalacademies.org/catalog/10164/getting-to-positive-outcomes-for-children-in-child-care-a %> https://nap.nationalacademies.org/catalog/10164/getting-to-positive-outcomes-for-children-in-child-care-a %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Health and Medicine %P 67 %X As a result of the heightened public and political attention and the movement toward standards and accountability, performance measurement has emerged as an important concern in the early childhood care and education field. At the request of the Department of Health and Human Services' Administration for Children and Families, the Board on Children, Youth, and Families convened two workshops to learn from existing efforts to develop performance measures for early childhood care and education, to consider what would be involved in developing and implementing an effective performance measurement system for this field, and to delineate some critical next steps for moving such an effort forward. %0 Book %A National Research Council %T Realizing the Information Future: The Internet and Beyond %@ 978-0-309-05044-9 %D 1994 %U https://nap.nationalacademies.org/catalog/4755/realizing-the-information-future-the-internet-and-beyond %> https://nap.nationalacademies.org/catalog/4755/realizing-the-information-future-the-internet-and-beyond %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %K Policy for Science and Technology %P 320 %X The potential impact of the information superhighway—what it will mean to daily work, shopping, and entertainment—is of concern to nearly everyone. In the rush to put the world on-line, special issues have emerged for researchers, educators and students, and library specialists. At the same time, the research and education communities have a valuable head start when it comes to understanding computer communications networks, particularly Internet. With its roots in the research community, the Internet computer network now links tens of millions of people and extends well into the commercial world. Realizing the Information Future is written by key players in the development of Internet and other data networks. The volume highlights what we can learn from Internet and how the research, education, and library communities can take full advantage of the information highway's promised reach through time and space. This book presents a vision for the proposed national information infrastructure (NII): an open data network sending information services of all kinds, from suppliers of all kinds, to customers of all kinds, across network providers of all kinds. Realizing the Information Future examines deployment issues for the NII in light of the proposed system architecture, with specific discussion of the needs of the research and education communities. What is the role of the "institution" when everyone is online in their homes and offices? What are the consequences when citizens can easily access legal, medical, educational, and government services information from a single system? These and many other important questions are explored. The committee also looks at the development of principles to address the potential for abuse and misuse of the information highway, covering: Equitable and affordable access to the network. Reasonable approaches to controlling the rising tide of electronic information. Rights and responsibilities relating to freedom of expression, intellectual property, individual privacy, and data security. Realizing the Information Future includes a wide-ranging discussion of costs, pricing, and federal funding for network development and a discussion of the federal role in making the best technical choices to ensure that the expected social and economic benefits of the NII are realized. The time for the research and education communities to have their say about the information highway is before the ribbon is cut. Realizing the Information Future provides a timely, readable, and comprehensive exploration of key issues—important to computer scientists and engineers, researchers, librarians and their administrators, educators, and individuals interested in the shape of the information network that will soon link us all. %0 Book %A National Research Council %A Institute of Medicine %E Beatty, Alexandra %T Strengthening Benefit-Cost Analysis for Early Childhood Interventions: Workshop Summary %@ 978-0-309-14563-3 %D 2009 %U https://nap.nationalacademies.org/catalog/12777/strengthening-benefit-cost-analysis-for-early-childhood-interventions-workshop-summary %> https://nap.nationalacademies.org/catalog/12777/strengthening-benefit-cost-analysis-for-early-childhood-interventions-workshop-summary %I The National Academies Press %C Washington, DC %G English %K Education %K Behavioral and Social Sciences %P 88 %X The deficiencies that many children experience from birth to school age--in health care, nutrition, emotional support, and intellectual stimulation, for example--play a major role in academic achievement gaps that persist for years, as well as in behavior and other problems. There are many intervention programs designed to strengthen families, provide disadvantaged children with the critical elements of healthy development, and prevent adverse experiences that can have lasting negative effects. In a climate of economic uncertainty and tight budgets, hard evidence not only that such interventions provide lasting benefits for children, their families, and society, but also that the benefits translate into savings that outweigh the costs is an extremely important asset in policy discussions. Convincing analysis of benefits and costs would provide a guide to the best ways to spend scarce resources for early childhood programs. Benefit-Cost Analysis for Early Childhood Interventions summarizes a workshop that was held to explore ways to strengthen benefit-cost analysis so it can be used to support effective policy decisions. This book describes the information and analysis that were presented at the workshop and the discussions that ensued. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Allen, La Rue %E Backes, Emily P. %T Transforming the Financing of Early Care and Education %@ 978-0-309-47040-7 %D 2018 %U https://nap.nationalacademies.org/catalog/24984/transforming-the-financing-of-early-care-and-education %> https://nap.nationalacademies.org/catalog/24984/transforming-the-financing-of-early-care-and-education %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Education %P 314 %X High-quality early care and education for children from birth to kindergarten entry is critical to positive child development and has the potential to generate economic returns, which benefit not only children and their families but society at large. Despite the great promise of early care and education, it has been financed in such a way that high-quality early care and education have only been available to a fraction of the families needing and desiring it and does little to further develop the early-care-and-education (ECE) workforce. It is neither sustainable nor adequate to provide the quality of care and learning that children and families need—a shortfall that further perpetuates and drives inequality. Transforming the Financing of Early Care and Education outlines a framework for a funding strategy that will provide reliable, accessible high-quality early care and education for young children from birth to kindergarten entry, including a highly qualified and adequately compensated workforce that is consistent with the vision outlined in the 2015 report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. The recommendations of this report are based on essential features of child development and early learning, and on principles for high-quality professional practice at the levels of individual practitioners, practice environments, leadership, systems, policies, and resource allocation. %0 Book %A National Research Council %E Hayes, Cheryl D. %E Palmer, John L. %E Zaslow, Martha J. %T Who Cares for America's Children? %@ 978-0-309-04032-7 %D 1990 %U https://nap.nationalacademies.org/catalog/1339/who-cares-for-americas-children %> https://nap.nationalacademies.org/catalog/1339/who-cares-for-americas-children %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 388 %X Few issues have aroused more heated public debate than that of day care for children of working parents. Who should be responsible for providing child care—government, employers, schools, communities? What types of care are best? This volume explores the critical need for a more coherent policy on child care and offers recommendations for the actions needed to develop such a policy. Who Cares for America's Children? looks at the barriers to developing a national child care policy, evaluates the factors in child care that are most important to children's development, and examines ways of protecting children's physical well-being and fostering their development in child care settings. It also describes the "patchwork quilt" of child care services currently in use in America and the diversity of support programs available, such as referral services. Child care providers (whether government, employers, commercial for-profit, or not-for-profit), child care specialists, policymakers, researchers, and concerned parents will find this comprehensive volume an invaluable resource on child care in America. %0 Book %A National Research Council %E Snow, Catherine E. %E Van Hemel, Susan B. %T Early Childhood Assessment: Why, What, and How %@ 978-0-309-31442-8 %D 2008 %U https://nap.nationalacademies.org/catalog/12446/early-childhood-assessment-why-what-and-how %> https://nap.nationalacademies.org/catalog/12446/early-childhood-assessment-why-what-and-how %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Education %P 500 %X The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Wizemann, Theresa M. %T Exploring Early Childhood Care and Education Levers to Improve Population Health: Proceedings of a Workshop %@ 978-0-309-47683-6 %D 2019 %U https://nap.nationalacademies.org/catalog/25129/exploring-early-childhood-care-and-education-levers-to-improve-population-health %> https://nap.nationalacademies.org/catalog/25129/exploring-early-childhood-care-and-education-levers-to-improve-population-health %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 124 %X On September 14, 2017, the Roundtable on Population Health Improvement of the National Academies of Sciences, Engineering, and Medicine convened a workshop to explore the intersection of health and early childhood care and education, two key social determinants of health. This workshop follows a 2014 roundtable workshop that considered the interface between the education and health sectors broadly, from research and metrics to cross-sectoral partnerships and financing. The 2017 workshop continued that discussion, with a deeper focus on early childhood (birth through age 5) as a critical period in human development and an important opportunity for educational and related interventions. This publication summarizes the presentations and discussions from the 2017 workshop. %0 Book %E Travers, Jeffrey R. %E Light, Richard J. %T Learning from Experience: Evaluating Early Childhood Demonstration Programs %@ 978-0-309-03232-2 %D 1982 %U https://nap.nationalacademies.org/catalog/9007/learning-from-experience-evaluating-early-childhood-demonstration-programs %> https://nap.nationalacademies.org/catalog/9007/learning-from-experience-evaluating-early-childhood-demonstration-programs %I The National Academies Press %C Washington, DC %G English %K Education %P 286 %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Allen, LaRue %E Hutton, Rebekah %T Closing the Opportunity Gap for Young Children %@ 978-0-309-69461-2 %D 2023 %U https://nap.nationalacademies.org/catalog/26743/closing-the-opportunity-gap-for-young-children %> https://nap.nationalacademies.org/catalog/26743/closing-the-opportunity-gap-for-young-children %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 452 %X Many young children in the United States are thriving and have access to the conditions and resources they need to grow up healthy. However, a substantial number of young children face more challenging conditions such as: poverty; food insecurity; exposure to violence; and inadequate access to health care, well-funded quality schools, and mental health care. In many cases, the historical origins of unequal access to crucial supports for children's physical, emotional, and cognitive development are rooted in policies that intentionally segregated and limited various populations' access to resources and create opportunity gaps that intertwine and compound to affect academic, health, and economic outcomes over an individual's life course and across generations. Closing the Opportunity Gap for Young Children, identifies and describes the causes, costs, and effects of the opportunity gap in young children and explores how disparities in access to quality educational experiences, health care, and positive developmental experiences from birth through age eight intersect with key academic, health, and economic outcomes. The report identifies drivers of these gaps in three key domains—education, mental health, and physical health—and offers recommendations for policy makers for addressing these gaps so that all children in the United States have the opportunity to thrive. In addition, the report offers a detailed set of recommendations for policy makers, practitioners, community organizations, and philanthropic organizations to reduce opportunity gaps in education, health, and social-emotional development. %0 Book %A National Research Council %E Meadows, Anne %T Caring for America's Children %@ 978-0-309-04580-3 %D 1991 %U https://nap.nationalacademies.org/catalog/1839/caring-for-americas-children %> https://nap.nationalacademies.org/catalog/1839/caring-for-americas-children %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 48 %X Do child care centers and family day care homes provide quality care for the children they serve? Do parents know how to identify quality when selecting a center or family home for their children? This easy-to-read, accessible booklet provides an overview of what constitutes quality in out-of-home care. Based on the National Research Council's detailed examination of child development and child care, Who Cares for America's Children,this booklet provides practical guidance for parents, child care providers, and policymakers. It highlights what to look for in a center or family day care home, presents what researchers and experts know about the best settings for children, and suggests what characteristics of quality care are amenable to standards or regulations. Single copy, $6.50; 2-9 copies, $5.50 each; 10 or more copies, $3.75 each (no other discounts apply). %0 Book %E Corsaro, William A. %T We're Friends, Right?: Inside Kids' Culture %@ 978-0-309-08729-2 %D 2003 %U https://nap.nationalacademies.org/catalog/10723/were-friends-right-inside-kids-culture %> https://nap.nationalacademies.org/catalog/10723/were-friends-right-inside-kids-culture %I The National Academies Press %C Washington, DC %G English %K Explore Science %K Behavioral and Social Sciences %K Education %P 264 %X Sociologists often study exotic cultures by immersing themselves in an environment until they become accepted as insiders. In this fascinating account by acclaimed researcher William A. Corsaro, a scientist "goes native" to study the secret world of children. Here, for the first time, are the children themselves, heard through an expert who knows that the only way to truly understand them is by becoming a member of their community. That's just what Corsaro did when he traded in his adult perspective for a seat in the sandbox alongside groups of preschoolers. Corsaro's journey of discovery is as fascinating as it is revealing. Living among and gaining the acceptance of children, he gradually comes to understand that a child's world is far more complex than anyone ever suspected. He documents a special culture, unique unto itself, in which children create their own social structures and exert their own influences. At a time when many parents fear that they don't spend enough time with their children, and experts debate the best path to healthy development, seeing childhood through the eyes of a child offers parents and caregivers fresh and compelling insights. Corsaro calls upon all adults to appreciate, embrace, and savor their children's culture. He asks us to take a cue from those we hold so precious and understand that "we're all friends, right?" %0 Book %A National Research Council %A Institute of Medicine %E Smolensky, Eugene %E Gootman, Jennifer Appleton %T Working Families and Growing Kids: Caring for Children and Adolescents %@ 978-0-309-08703-2 %D 2003 %U https://nap.nationalacademies.org/catalog/10669/working-families-and-growing-kids-caring-for-children-and-adolescents %> https://nap.nationalacademies.org/catalog/10669/working-families-and-growing-kids-caring-for-children-and-adolescents %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 366 %X An informative mix of data and discussion, this book presents conclusions and recommendations for policies that can respond to the new conditions shaping America's working families. Among the family and work trends reviewed: Growing population of mothers with young children in the workforce. Increasing reliance of nonparental child care. Growing challenges of families on welfare. Increased understanding of child and adolescent development. Included in this comprehensive review of the research and data on family leave, child care, and income support issues are: the effects of early child care and school age child care on child development, the impacts of family work policies on child and adolescent well-being and family functioning, the impacts of family work policies on child and adolescent well-being and family functioning the changes to federal and state welfare policy, the emergence of a 24/7 economy, the utilization of paid family leave, and an examination of the ways parental employment affects children as they make their way through childhood and adolescence. The book also evaluates the support systems available to working families, including family and medical leave, child care options, and tax policies. The committee's conclusions and recommendations will be of interest to anyone concerned with issues affecting the working American family, especially policy makers, program administrators, social scientists, journalist, private and public sector leaders, and family advocates. %0 Book %A Institute of Medicine %E Pray, Leslie %E Yaktine, Ann %E Moats, Sheila %T Research Methods to Assess Dietary Intake and Program Participation in Child Day Care: Application to the Child and Adult Care Food Program: Workshop Summary %@ 978-0-309-25731-2 %D 2012 %U https://nap.nationalacademies.org/catalog/13411/research-methods-to-assess-dietary-intake-and-program-participation-in-child-day-care %> https://nap.nationalacademies.org/catalog/13411/research-methods-to-assess-dietary-intake-and-program-participation-in-child-day-care %I The National Academies Press %C Washington, DC %G English %K Food and Nutrition %K Health and Medicine %P 106 %X More than 16 million children in the United States live in food-insecure households where they are unable to obtain enough food to meet their needs. At the same time, a growing number of children are overweight or obese. Because of these challenges, improving child nutrition has emerged as one of the nation's most urgent public health needs. The Child and Adult Care Food Program (CACFP), a U.S. Department of Agriculture (USDA) food program, served about 3.3 million children in 2011, as well as more than 124,000 adults who require daily supervision or assistance. Since many children rely on CACFP for the majority of their daily food, the quality of foods provided has the potential to greatly improve the health of the children's diets. The USDA asked the IOM to review and recommend improvements, as necessary, to the CACFP meal requirements in order to keep them aligned with other federally funded food assistance programs and with the Dietary Guidelines for Americans. The 2011 IOM report, Child and Adult Care Food Program Aligning Dietary Guidance for All, reviewed the program in detail and provided recommendations for improvement. In February 2012, at the request of the USDA, the IOM conducted an additional workshop to examine research methods and approaches that could be used to design and conduct a nationally representative study assessing children's dietary intake and participation rates in child care facilities, including CACFP-sponsored child care centers and homes. Research Methods to Assess Dietary Intake and Program Participation in Child Day Care: Application to the Child and Adult Care Food Program Workshop Summary is the report that summarizes the workshop. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Alper, Joe %T Community-Based Health Literacy Interventions: Proceedings of a Workshop %@ 978-0-309-46667-7 %D 2018 %U https://nap.nationalacademies.org/catalog/24917/community-based-health-literacy-interventions-proceedings-of-a-workshop %> https://nap.nationalacademies.org/catalog/24917/community-based-health-literacy-interventions-proceedings-of-a-workshop %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 244 %X In its landmark report, Health Literacy: A Prescription to End Confusion, the Institute of Medicine noted that there are 90 million adults in the United States with limited health literacy who cannot fully benefit from what the health and health care systems have to offer. Since the release of that report, health literacy has become a vibrant research field that has developed and disseminated a wide range of tools and practices that have helped organizations, ranging in size from large health care systems to individual health care providers and pharmacists, to engage in health literate discussions with and provide health literate materials for patients and family members. Improving the health literacy of organizations can be an important component of addressing the social determinants of health and achieving the triple aim of improving the patient experience, improving the health of populations, and reducing the cost of care. However, the focus on organizations does not address the larger issue of how to improve health literacy across the U.S. population. To get a better understanding of the state of community-based health literacy interventions, the Roundtable on Health Literacy hosted a workshop on July 19, 2017 on community-based health literacy interventions. It featured examples of community-based health literacy programs, discussions on how to evaluate such programs, and the actions the field can take to embrace this larger view of health literacy. This publication summarizes the presentations and discussions from the workshop. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Baciu, Alina B. %T Exploring Early Childhood Care and Education Levers to Improve Population Health: Proceedings of a Workshop—in Brief %D 2018 %U https://nap.nationalacademies.org/catalog/25030/exploring-early-childhood-care-and-education-levers-to-improve-population-health %> https://nap.nationalacademies.org/catalog/25030/exploring-early-childhood-care-and-education-levers-to-improve-population-health %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 9 %X Experts from the health and the early childhood care and education (ECE) fields gathered on September 14, 2017, in New York City at a workshop hosted by the Roundtable on Population Health Improvement. The workshop presentations and discussion focused on the evidence base at the intersection of the two fields; on exploring current effective strategies, ways to expand current efforts, and ways to work together in the future; and on the policy levers available to improve early childhood development, health, and learning. This publication briefly summarizes the presentations and discussions from the workshop. %0 Book %A Institute of Medicine %E Hewitt, Maria %T Improving Health Literacy Within a State: Workshop Summary %@ 978-0-309-21572-5 %D 2011 %U https://nap.nationalacademies.org/catalog/13185/improving-health-literacy-within-a-state-workshop-summary %> https://nap.nationalacademies.org/catalog/13185/improving-health-literacy-within-a-state-workshop-summary %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 114 %X Health literacy is the degree to which individuals can obtain, process, and understand the basic health information and services they need to make appropriate health decisions. According to Health Literacy: A Prescription to End Confusion (IOM, 2004), nearly half of all American adults--90 million people--have inadequate health literacy to navigate the healthcare system. To address issues raised in that report, the Institute of Medicine convened the Roundtable on Health Literacy, which brings together leaders from the federal government, foundations, health plans, associations, and private companies to discuss challenges facing health literacy practice and research and to identify approaches to promote health literacy in both the public and private sectors. On November 30, 2010, the roundtable cosponsored a workshop with the University of California, Los Angeles (UCLA), Anderson School of Management in Los Angeles. Improving Health Literacy Within a State serves as a summary of what occurred at the workshop. The workshop focused on understanding what works to improve health literacy across a state, including how various stakeholders have a role in improving health literacy. The focus of the workshop was on presentations and discussions that address (1) the clinical impacts of health literacy improvement approaches; (2) economic outcomes of health literacy implementation; and (3) how various stakeholders can affect health literacy. %0 Book %A Institute of Medicine %A National Research Council %T The Early Childhood Care and Education Workforce: Challenges and Opportunities: A Workshop Report %@ 978-0-309-21934-1 %D 2012 %U https://nap.nationalacademies.org/catalog/13238/the-early-childhood-care-and-education-workforce-challenges-and-opportunities %> https://nap.nationalacademies.org/catalog/13238/the-early-childhood-care-and-education-workforce-challenges-and-opportunities %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %K Behavioral and Social Sciences %P 224 %X Early childhood care and education (ECCE) settings offer an opportunity to provide children with a solid beginning in all areas of their development. The quality and efficacy of these settings depend largely on the individuals within the ECCE workforce. Policy makers need a complete picture of ECCE teachers and caregivers in order to tackle the persistent challenges facing this workforce. The IOM and the National Research Council hosted a workshop to describe the ECCE workforce and outline its parameters. Speakers explored issues in defining and describing the workforce, the marketplace of ECCE, the effects of the workforce on children, the contextual factors that shape the workforce, and opportunities for strengthening ECCE as a profession. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Takanishi, Ruby %E Le Menestrel, Suzanne %T Promoting the Educational Success of Children and Youth Learning English: Promising Futures %@ 978-0-309-45537-4 %D 2017 %U https://nap.nationalacademies.org/catalog/24677/promoting-the-educational-success-of-children-and-youth-learning-english %> https://nap.nationalacademies.org/catalog/24677/promoting-the-educational-success-of-children-and-youth-learning-english %I The National Academies Press %C Washington, DC %G English %K Education %K Behavioral and Social Sciences %P 528 %X Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs—who account for more than 9 percent of enrollment in grades K-12 in U.S. schools—are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.