Early Childhood and Diversity in Iowa: Challenges and Opportunities. Setting the Context. Charles Bruner September 26, 2007. Diversity in Iowa: Children Leading the Way. Percent of Population of Color and/or Hispanic by Age. 15.1%. 12.2%. 8.0%. Hispanic population. 2.9%. 1.7%.
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Setting the Context
September 26, 2007
Percent of Population of Color and/or Hispanic by Age
Sources: United States Census Bureau, 2005 American Community Survey
The Annual Condition of Education Report, Iowa Department of Education, 2006
Iowa’s child population is projected to grow by 88,630 over the next two decades:
(Hispanic growth rate: 143.5%; African American growth rate: 37.4%; White non-Hispanic growth rate: 2.1%; and Pacific Islander, Native American or other races growth rate: 73.9%)
Up to half of the gap in achievement scores in school can be attributed to gaps already evident at the time of school entry.
-- Rouse, Brooks-Gunn, & McClanahan, School Readiness: Closing Racial and Ethnic Gaps
While schools can and should be responsible for narrowing the gap between kindergarten and third grade, eliminating the gap requires actions in the earliest learning years ... from birth to school age.
-- Rothstein, Class and Schools
Closing the kindergarten readiness gap is essential not only for addressing education and achievement gaps but for addressing interconnected health gaps, social and economic gaps, and justice system gaps.
-- Charles Bruner (and Iowa African Americans and Prisons report)
Health, Mental Health and Nutrition
Special Needs/ Early Intervention
source: Early Childhood Systems Working Group
Evidence abounds that points to the interactional misfit between poor children of color and their teachers. ... When disparities exist between children’s background (family/cultural values, rearing conditions/expectations) and the culture of the school, children do not make the meaningful connections necessary for academic and social learning.
Teachers need to be better prepared to teach the children of diverse language, cultural, and ethnic backgrounds that come before them. ... Culturally relevant teachers identify and build on children’s strengths and interests and adapt assessment and teaching practices to the cognitive styles and language needs of the class.
-- Aisha Ray, Barbara Bowman, and Jeanine Brownell, Teacher-Child Relationships, Social-Emotional Development, and Student Achievement
Conference puts Iowa in the Forefront
in Raising these Issues!