%0 Book %E Hernandez, Donald J. %E Charney, Evan %T From Generation to Generation: The Health and Well-Being of Children in Immigrant Families %@ 978-0-309-06561-0 %D 1998 %U https://nap.nationalacademies.org/catalog/6164/from-generation-to-generation-the-health-and-well-being-of %> https://nap.nationalacademies.org/catalog/6164/from-generation-to-generation-the-health-and-well-being-of %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 336 %X Immigrant children and youth are the fastest growing segment of the U.S. population, and so their prospects bear heavily on the well-being of the country. However, relevant public policy is shaped less by informed discussion than by politicized contention over welfare reform and immigration limits. From Generation to Generation explores what we know about the development of white, black, Hispanic, and Asian children and youth from numerous countries of origin. Describing the status of immigrant children and youth as "severely understudied," the committee both draws on and supplements existing research to characterize the current status and outlook of immigrant children. The book discusses the many factors—family size, fluency in English, parent employment, acculturation, delivery of health and social services, and public policies—that shape the outlook for the lives of these children and youth. The committee makes recommendations for improved research and data collection designed to advance knowledge about these children and, as a result, their visibility in current policy debates. %0 Book %A National Research Council %T A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas %@ 978-0-309-21742-2 %D 2012 %U https://nap.nationalacademies.org/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts %> https://nap.nationalacademies.org/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts %I The National Academies Press %C Washington, DC %G English %K Education %P 400 %X Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. %0 Book %A National Research Council %T Standards for K-12 Engineering Education? %@ 978-0-309-16015-5 %D 2010 %U https://nap.nationalacademies.org/catalog/12990/standards-for-k-12-engineering-education %> https://nap.nationalacademies.org/catalog/12990/standards-for-k-12-engineering-education %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %K Education %P 160 %X The goal of this study was to assess the value and feasibility of developing and implementing content standards for engineering education at the K-12 level. Content standards have been developed for three disciplines in STEM education--science, technology, and mathematic--but not for engineering. To date, a small but growing number of K-12 students are being exposed to engineering-related materials, and limited but intriguing evidence suggests that engineering education can stimulate interest and improve learning in mathematics and science as well as improve understanding of engineering and technology. Given this background, a reasonable question is whether standards would improve the quality and increase the amount of teaching and learning of engineering in K-12 education. The book concludes that, although it is theoretically possible to develop standards for K-12 engineering education, it would be extremely difficult to ensure their usefulness and effective implementation. This conclusion is supported by the following findings: (1) there is relatively limited experience with K-12 engineering education in U.S. elementary and secondary schools, (2) there is not at present a critical mass of teachers qualified to deliver engineering instruction, (3) evidence regarding the impact of standards-based educational reforms on student learning in other subjects, such as mathematics and science, is inconclusive, and (4) there are significant barriers to introducing stand-alone standards for an entirely new content area in a curriculum already burdened with learning goals in more established domains of study. %0 Book %A National Research Council %T Policy Implications of International Graduate Students and Postdoctoral Scholars in the United States %@ 978-0-309-09613-3 %D 2005 %U https://nap.nationalacademies.org/catalog/11289/policy-implications-of-international-graduate-students-and-postdoctoral-scholars-in-the-united-states %> https://nap.nationalacademies.org/catalog/11289/policy-implications-of-international-graduate-students-and-postdoctoral-scholars-in-the-united-states %I The National Academies Press %C Washington, DC %G English %K Education %K Policy for Science and Technology %P 196 %X Policy Implications of International Graduate Students and Postdoctoral Scholars in the United States explores the role and impact of students and scholars on US educational institutions and the US economy. The nation has drawn increasingly on human resources abroad for its science and engineering workforce. However, competition for talent has grown as other countries have expanded their research infrastructure and created more opportunities for international students. The report discusses trends in international student enrollments, stay rates, and examines the impact of visa policies on international mobility of the highly skilled. %0 Book %A Institute of Medicine %T Defining Primary Care: An Interim Report %D 1994 %U https://nap.nationalacademies.org/catalog/9153/defining-primary-care-an-interim-report %> https://nap.nationalacademies.org/catalog/9153/defining-primary-care-an-interim-report %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 53 %0 Book %A Institute of Medicine %E Nielsen-Bohlman, Lynn %E Panzer, Allison M. %E Kindig, David A. %T Health Literacy: A Prescription to End Confusion %@ 978-0-309-28332-8 %D 2004 %U https://nap.nationalacademies.org/catalog/10883/health-literacy-a-prescription-to-end-confusion %> https://nap.nationalacademies.org/catalog/10883/health-literacy-a-prescription-to-end-confusion %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 366 %X To maintain their own health and the health of their families and communities, consumers rely heavily on the health information that is available to them. This information is at the core of the partnerships that patients and their families forge with today’s complex modern health systems. This information may be provided in a variety of forms – ranging from a discussion between a patient and a health care provider to a health promotion advertisement, a consent form, or one of many other forms of health communication common in our society. Yet millions of Americans cannot understand or act upon this information. To address this problem, the field of health literacy brings together research and practice from diverse fields including education, health services, and social and cultural sciences, and the many organizations whose actions can improve or impede health literacy. Health Literacy: Prescription to End Confusion examines the body of knowledge that applies to the field of health literacy, and recommends actions to promote a health literate society. By examining the extent of limited health literacy and the ways to improve it, we can improve the health of individuals and populations. %0 Book %A National Research Council %E Smith, James P. %E Edmonston, Barry %T The New Americans: Economic, Demographic, and Fiscal Effects of Immigration %@ 978-0-309-06356-2 %D 1997 %U https://nap.nationalacademies.org/catalog/5779/the-new-americans-economic-demographic-and-fiscal-effects-of-immigration %> https://nap.nationalacademies.org/catalog/5779/the-new-americans-economic-demographic-and-fiscal-effects-of-immigration %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 448 %X This book sheds light on one of the most controversial issues of the decade. It identifies the economic gains and losses from immigration—for the nation, states, and local areas—and provides a foundation for public discussion and policymaking. Three key questions are explored: What is the influence of immigration on the overall economy, especially national and regional labor markets? What are the overall effects of immigration on federal, state, and local government budgets? What effects will immigration have on the future size and makeup of the nation's population over the next 50 years? The New Americans examines what immigrants gain by coming to the United States and what they contribute to the country, the skills of immigrants and those of native-born Americans, the experiences of immigrant women and other groups, and much more. It offers examples of how to measure the impact of immigration on government revenues and expenditures—estimating one year's fiscal impact in California, New Jersey, and the United States and projecting the long-run fiscal effects on government revenues and expenditures. Also included is background information on immigration policies and practices and data on where immigrants come from, what they do in America, and how they will change the nation's social fabric in the decades to come. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Edley, Christopher, Jr. %E Koenig, Judith A. %T Evaluation of the Achievement Levels for Mathematics and Reading on the National Assessment of Educational Progress %@ 978-0-309-43817-9 %D 2017 %U https://nap.nationalacademies.org/catalog/23409/evaluation-of-the-achievement-levels-for-mathematics-and-reading-on-the-national-assessment-of-educational-progress %> https://nap.nationalacademies.org/catalog/23409/evaluation-of-the-achievement-levels-for-mathematics-and-reading-on-the-national-assessment-of-educational-progress %I The National Academies Press %C Washington, DC %G English %K Education %P 288 %X Since 1969, the National Assessment of Educational Progress (NAEP) has been providing policymakers, educators, and the public with reports on academic performance and progress of the nation's students. The assessment is given periodically in a variety of subjects: mathematics, reading, writing, science, the arts, civics, economics, geography, U.S. history, and technology and engineering literacy. NAEP is given to representative samples of students across the U.S. to assess the educational progress of the nation as a whole. Since 1992, NAEP results have been reported in relation to three achievement levels: basic, proficient, and advanced. However, the use of achievement levels has provoked controversy and disagreement, and evaluators have identified numerous concerns. This publication evaluates the NAEP student achievement levels in reading and mathematics in grades 4, 8, and 12 to determine whether the achievement levels are reasonable, reliable, valid, and informative to the public, and recommends ways that the setting and use of achievement levels can be improved. %0 Book %A National Research Council %E Honey, Margaret A. %E Hilton, Margaret L. %T Learning Science Through Computer Games and Simulations %@ 978-0-309-18523-3 %D 2011 %U https://nap.nationalacademies.org/catalog/13078/learning-science-through-computer-games-and-simulations %> https://nap.nationalacademies.org/catalog/13078/learning-science-through-computer-games-and-simulations %I The National Academies Press %C Washington, DC %G English %K Education %P 174 %X At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate. %0 Book %A Institute of Medicine %E Eden, Jill %E Wheatley, Ben %E McNeil, Barbara %E Sox, Harold %T Knowing What Works in Health Care: A Roadmap for the Nation %@ 978-0-309-11356-4 %D 2008 %U https://nap.nationalacademies.org/catalog/12038/knowing-what-works-in-health-care-a-roadmap-for-the %> https://nap.nationalacademies.org/catalog/12038/knowing-what-works-in-health-care-a-roadmap-for-the %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 278 %X There is currently heightened interest in optimizing health care through the generation of new knowledge on the effectiveness of health care services. The United States must substantially strengthen its capacity for assessing evidence on what is known and not known about "what works" in health care. Even the most sophisticated clinicians and consumers struggle to learn which care is appropriate and under what circumstances. Knowing What Works in Health Care looks at the three fundamental health care issues in the United States—setting priorities for evidence assessment, assessing evidence (systematic review), and developing evidence-based clinical practice guidelines—and how each of these contributes to the end goal of effective, practical health care systems. This book provides an overall vision and roadmap for improving how the nation uses scientific evidence to identify the most effective clinical services. Knowing What Works in Health Care gives private and public sector firms, consumers, health care professionals, benefit administrators, and others the authoritative, independent information required for making essential informed health care decisions. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Blau, Francine D. %E Mackie, Christopher %T The Economic and Fiscal Consequences of Immigration %@ 978-0-309-44445-3 %D 2017 %U https://nap.nationalacademies.org/catalog/23550/the-economic-and-fiscal-consequences-of-immigration %> https://nap.nationalacademies.org/catalog/23550/the-economic-and-fiscal-consequences-of-immigration %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 642 %X The Economic and Fiscal Consequences of Immigration finds that the long-term impact of immigration on the wages and employment of native-born workers overall is very small, and that any negative impacts are most likely to be found for prior immigrants or native-born high school dropouts. First-generation immigrants are more costly to governments than are the native-born, but the second generation are among the strongest fiscal and economic contributors in the U.S. This report concludes that immigration has an overall positive impact on long-run economic growth in the U.S. More than 40 million people living in the United States were born in other countries, and almost an equal number have at least one foreign-born parent. Together, the first generation (foreign-born) and second generation (children of the foreign-born) comprise almost one in four Americans. It comes as little surprise, then, that many U.S. residents view immigration as a major policy issue facing the nation. Not only does immigration affect the environment in which everyone lives, learns, and works, but it also interacts with nearly every policy area of concern, from jobs and the economy, education, and health care, to federal, state, and local government budgets. The changing patterns of immigration and the evolving consequences for American society, institutions, and the economy continue to fuel public policy debate that plays out at the national, state, and local levels. The Economic and Fiscal Consequences of Immigration assesses the impact of dynamic immigration processes on economic and fiscal outcomes for the United States, a major destination of world population movements. This report will be a fundamental resource for policy makers and law makers at the federal, state, and local levels but extends to the general public, nongovernmental organizations, the business community, educational institutions, and the research community. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %E Moulding, Brett %E Songer, Nancy %E Brenner, Kerry %T Science and Engineering for Grades 6-12: Investigation and Design at the Center %@ 978-0-309-48260-8 %D 2019 %U https://nap.nationalacademies.org/catalog/25216/science-and-engineering-for-grades-6-12-investigation-and-design %> https://nap.nationalacademies.org/catalog/25216/science-and-engineering-for-grades-6-12-investigation-and-design %I The National Academies Press %C Washington, DC %G English %K Education %P 328 %X It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology. The majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences. Science and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design. %0 Book %A National Research Council %E Hakel, Milton D. %E Koenig, Judith Anderson %E Elliott, Stuart W. %T Assessing Accomplished Teaching: Advanced-Level Certification Programs %@ 978-0-309-12118-7 %D 2008 %U https://nap.nationalacademies.org/catalog/12224/assessing-accomplished-teaching-advanced-level-certification-programs %> https://nap.nationalacademies.org/catalog/12224/assessing-accomplished-teaching-advanced-level-certification-programs %I The National Academies Press %C Washington, DC %G English %K Education %P 338 %X The mission of the National Board for Professional Teaching Standards (NBPTS) is to establish "high and rigorous standards for what teachers should know and be able to do, to certify teachers who meet those standards, and to advance other education reforms for the purpose of improving student learning in American schools." In response to a request from the U.S. Congress, the National Research Council developed a framework for evaluating programs that award advanced-level teacher certification and applied that framework in an evaluation of the impacts of the NBPTS. Specifically, this book addresses the impacts on students, teachers, and the educational system in this country. Assessing Accomplished Teaching finds that teachers who earn board certification are more effective at improving their students' achievement than other teachers, but school systems vary greatly in the extent to which they recognize and make use of board-certified teachers. Many of the questions on the evaluation framework could not be answered because the data have not been collected, and the report makes recommendations for the kinds of research that are needed to fully evaluate the impacts of board certification by the NBPTS. %0 Book %A National Academies of Sciences, Engineering, and Medicine %T Guidance on PFAS Exposure, Testing, and Clinical Follow-Up %@ 978-0-309-48244-8 %D 2022 %U https://nap.nationalacademies.org/catalog/26156/guidance-on-pfas-exposure-testing-and-clinical-follow-up %> https://nap.nationalacademies.org/catalog/26156/guidance-on-pfas-exposure-testing-and-clinical-follow-up %I The National Academies Press %C Washington, DC %G English %K Environment and Environmental Studies %K Health and Medicine %P 300 %X In thousands of communities across the United States, drinking water is contaminated with chemicals known as perfluoroalkyl and polyfluoroalkyl substances (PFAS). PFAS are used in a wide range of products, such as non-stick cookware, water and stain repellent fabrics, and fire-fighting foam, because they have properties that repel oil and water, reduce friction, and resist temperature changes. PFAS can leak into the environment where they are made, used, disposed of, or spilled. PFAS exposure has been linked to a number of adverse health effects including certain cancers, thyroid dysfunction, changes in cholesterol, and small reductions in birth weight. This report recommends that the Centers for Disease Control and Prevention (CDC) update its clinical guidance to advise clinicians to offer PFAS blood testing to patients who are likely to have a history of elevated exposure, such as those with occupational exposures or those who live in areas known to be contaminated. If testing reveals PFAS levels associated with an increased risk of adverse effects, patients should receive regular screenings and monitoring for these and other health impacts. Guidance on PFAS Exposure, Testing, and Clinical Follow-Up recommends that the CDC, Agency for Toxic Substances and Disease Registry (ATSDR), and public health departments support clinicians by creating educational materials on PFAS exposure, potential health effects, the limitations of testing, and the benefits and harms of testing. %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 Chabbott, Colette %E Elliott, Emerson J. %T Understanding Others, Educating Ourselves: Getting More from International Comparative Studies in Education %@ 978-0-309-08855-8 %D 2003 %U https://nap.nationalacademies.org/catalog/10622/understanding-others-educating-ourselves-getting-more-from-international-comparative-studies %> https://nap.nationalacademies.org/catalog/10622/understanding-others-educating-ourselves-getting-more-from-international-comparative-studies %I The National Academies Press %C Washington, DC %G English %K Education %P 99 %X Since 1988, the Board on International Comparative Studies in Education (BICSE) at the (U.S.) National Research Council of the National Academies has engaged in activities designed to increase the rigor and sophistication of international comparative studies in education by encouraging synergies between large and smaller scale international comparative education research, to identify gaps in the existing research base, and to assist in communicating results to policy makers and the public. Under the current grant (1998-2002), funded by the National Science Foundation and the U.S. Department of Education's National Center for Education Statistics, BICSE has sponsored public events and commissioned papers on the effects of the Trends in International Mathematics and Science Study (TIMSS), the power of video technology in international education research, international perspectives on teacher quality, and advances in the methodology of cross-national surveys of education achievement. This report responds to a request from the board's sponsors under the current grant to produce a report that builds on its previous work. %0 Book %A Institute of Medicine %E Rasmussen, Kathleen M. %E Latulippe, Marie E. %E Yaktine, Ann L. %T Review of WIC Food Packages: An Evaluation of White Potatoes in the Cash Value Voucher: Letter Report %@ 978-0-309-33924-7 %D 2015 %U https://nap.nationalacademies.org/catalog/20221/review-of-wic-food-packages-an-evaluation-of-white-potatoes %> https://nap.nationalacademies.org/catalog/20221/review-of-wic-food-packages-an-evaluation-of-white-potatoes %I The National Academies Press %C Washington, DC %G English %K Food and Nutrition %P 116 %X Review of WIC Food Packages: An Evaluation of White Potatoes in the Cash Value Voucher assesses the impact of 2009 regulation to allow the purchase of vegetables and fruits, excluding white potatoes, with a cash value voucher on food and nutrient intakes of the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) population and to consider whether white potatoes should be permitted for purchase with the voucher. This report considers the effects on diet quality, the health and cultural needs of the WIC population, and allows for effective and efficient administration nationwide in a cost-effective manner. Review of WIC Food Packages: An Evaluation of White Potatoes in the Cash Value Voucher recommends that the U.S. Department of Agriculture should allow white potatoes as a WIC-eligible vegetable, in forms currently permitted for other vegetables, in the cash value voucher pending changes to starchy vegetable intake recommendations in the 2015 Dietary Guidelines for Americans. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Coker, Tumaini Rucker %E Gootman, Jennifer Appleton %E Backes, Emily P. %T Addressing the Long-Term Effects of the COVID-19 Pandemic on Children and Families %@ 978-0-309-69695-1 %D 2023 %U https://nap.nationalacademies.org/catalog/26809/addressing-the-long-term-effects-of-the-covid-19-pandemic-on-children-and-families %> https://nap.nationalacademies.org/catalog/26809/addressing-the-long-term-effects-of-the-covid-19-pandemic-on-children-and-families %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 288 %X The COVID-19 pandemic has had an unprecedented impact on the lives of children and their families, who have faced innumerable challenges such as illness and death; school closures; social isolation; financial hardship; food insecurity; deleterious mental health effects; and difficulties accessing health care. In almost every outcome related to social, emotional, behavioral, educational, mental, physical, and economic health and well-being, families identifying as Black, Latino, and Native American, and those with low incomes, have disproportionately borne the brunt of the negative effects of the pandemic. The effects of the COVID-19 pandemic on children and families will be felt for years to come. While these long-term effects are unknown, they are likely to have particularly significant implications for children and families from racially and ethnically minoritized communities and with low incomes. Addressing the Long-Term Effects of the COVID-19 Pandemic on Children and Families identifies social, emotional, behavioral, educational, mental, physical, and economic effects of the COVID-19 pandemic and looks at strategies for addressing the challenges and obstacles that the pandemic introduced for children and families in marginalized communities. This report provides recommendations for programs, supports, and interventions to counteract the negative effects of the pandemic on child and family well-being and offers a path forward to recover from the harms of the pandemic, address inequities, and prepare for the future. %0 Book %A National Research Council %E Cross, Christopher T. %E Woods, Taniesha A. %E Schweingruber, Heidi %T Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity %@ 978-0-309-12806-3 %D 2009 %U https://nap.nationalacademies.org/catalog/12519/mathematics-learning-in-early-childhood-paths-toward-excellence-and-equity %> https://nap.nationalacademies.org/catalog/12519/mathematics-learning-in-early-childhood-paths-toward-excellence-and-equity %I The National Academies Press %C Washington, DC %G English %K Education %P 398 %X Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children. %0 Book %A National Research Council %E Kilpatrick, Jeremy %E Swafford, Jane %T Helping Children Learn Mathematics %@ 978-0-309-08431-4 %D 2002 %U https://nap.nationalacademies.org/catalog/10434/helping-children-learn-mathematics %> https://nap.nationalacademies.org/catalog/10434/helping-children-learn-mathematics %I The National Academies Press %C Washington, DC %G English %K Education %P 52 %X Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we’re teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre--kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.