Discusses the educational needs of young children in immigrant families, from birth to the age of 8. Immigrant families now constitute nearly half of low-income families in the United States. In the absence of good access to education in the early years, the life prospects of young children are compromised. Research demonstrates that children’s skills in kindergarten, as well as what they have mastered by the end of third grade, are key predictors of future life prospects. A number of early education and after-school programs designed to bolster children’s cognitive skills and social competence show promise in reducing ethic group-related inequalities, but their success is limited because children in immigrant families are less likely than those in native-born families to participate in them. Nevertheless, availability and access are key factors, and the earlier programs are offered, the greater the chance that minority children will participate in them. The entire nation gains when all children enter kindergarten ready to learn. Thus, policies that support the early education of all young children, including those in lower-income and linguistically isolated families, should become a national priority and will help level the playing field.
