Publications on Child Care & Development

One fifth of school children have at least one foreign-born parent. Soon, more than 30 percent of all students will come from homes where English is not the primary language. Linguistic diversity is not unique to New York City, Los Angeles, or other very large school districts in traditional gateway cities. The public schools of Rochester, New York, for example, serve students from 35 language groups. Students in Rochester, Minnesota, collectively speak 65 foreign languages. Children, families, and communities with international roots bring important strengths to schools, but they may be isolated from resources and networks that other Americans take for granted. Whether these families settle disproportionately in neighborhoods with other poor families or in new immigrant communities, already overwhelmed, underresourced, or ill-prepared schools may be unable to respond.

This report examines more than 100 programs through which the federal government spends money on children and calculates the amount spent on children under three. These first time expenditure estimates provide a place to start in gauging the priority the nation places on investing in very young children and in comparing expenditure patterns to researchers’ findings about investments that work. For example, despite extensive child development research underscoring the importance of quality early care and education programs for infants and toddlers, especially those in poverty, just 7 percent of federal funding for children between birth and age 2 went toward these efforts in 2007.

Extensive research shows investing in very young children can help build a strong future workforce, improve children's educational success and health, and potentially reduce some of the social ills that drain the nation’s resources and will. What investments does the United States currently make in infants and toddlers?

Despite extensive research documenting the benefits of investing in young children, infants and toddlers are underrepresented in the federal budget. The nation's 12.5 million children under age 3 are 4.2 percent of the population, but they received just 2.1 percent-$44.1 billion-of federal domestic spending in 2007.

As the director of the District of Columbia’s Child and Family Services Agency, Olivia Golden led reform of a system in federal receivership. Now, in Reforming Child Welfare, she uses her expertise as an administrator, an academic, and an advocate to pinpoint the factors that lead to success. “Writing from the inside,” she maintains, “makes it possible to analyze, in retrospect, what we thought we were doing, what it felt like, and what led us to good or bad choices.” By sharing her personal story, along with her analysis of the research literature and two other case studies in Alabama and Utah, Golden finds fresh insight on improving outcomes for imperiled children and families.