Related UI Researchers

Publications on Children

In this commentary for The Press-Enterprise (Riverside, Calif.), Olivia Golden and Sheila Zedlewski advise states to grab the federal dollars offered by the economic stimulus package to help pay for recession-driven increases in the demand for welfare.

This brief examines the potential effects of health care reform on the more than 25 million children who currently have coverage under Medicaid or the Children's Health Insurance Program (CHIP). Increased parental coverage will help these children since many have uninsured parents with unmet health needs. However, proposals to move these children into a new health insurance exchange could make them worse off through the potential loss of benefits and legal protections and possible exposure to higher cost-sharing; alternatively, if reimbursement rates are higher in the exchange than paid under Medicaid and CHIP, children's access to providers could improve.

On the horizon is a push to monitor outcomes for children and youth across the systems that serve them, including education, child welfare, and healthcare. With healthcare reforms and changes to the No Child Left Behind Act looming, and as state child welfare agencies strive to comply with federal requirements, ideas and insights about performance measurement are especially timely.

Federal Expenditures on Infants and Toddlers in 2007 looks comprehensively at federal spending and tax expenditures targeted toward infants and toddlers. This appendix details our data sources, the programs we include, and the methodology used to estimate the percentage of federal expenditures that went to infants and toddlers in 2007.

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.