Thanks to the wiki for the EDUC 584 class at Saint Joseph College., I learned of this site, which has good resources for teaching math skills to young children. If you work with this population, check out this site and bookmark it for reference.
n key states in the U.S. Southwest, such as Texas and California, the Latino school-age population is already approaching one-half of all students
Latinos are the least educated of all major ethnic groups
growth in college degrees for Latinos is almost flat.
ata from the 1998 Early Childhood Longitudinal Study show that only one-half as many Latino children as white children fall into the highest quartile of math and reading skills at the beginning of kindergarten, and more than twice as many fall into the lowest quartile
Many also go to school hungry
Young Latino children are more than twice as likely to be poor as white childre
ore than 40 percent of Latina mothers lack even a high school diploma
Many studies have shown that school benefits poor children more than middle-class children (Alexander, Entwisle, & Olsen, 1997; Coleman, 1966)
Under the right conditions, schools could conceivably close the gaps for Latino children, but the schools that serve most Latino students today have not met those conditions
Latinos are slightly more likely than black students
to attend hypersegregated schools
One key to successfully meeting Latino students' needs is to conceptualize our efforts as a continuum of interventions rather than discrete interventions;
he evidence suggests that a continuing net of support for disadvantaged students is likely to significantly improve their academic outcomes and reduce the wide gaps in achievement that now exist
n his study of Oklahoma's universal preschool program, Gormley (2008) documented that Latino students benefited more than any other category of student from attending preschool. In both reading and math readiness, the Latinos in the program performed approximately one year above those Latino students who did not attend preschool.
To sustain the effects of early interventions, it is crucial to strengthen the capacity of K–12 schools to monitor and support students once they arrive at school
rograms promoting bilingualism have been found to produce superior academic outcomes for both Latino students whose first language is Spanish and for non-Spanish speakers, while also developing a strong competence in a second language (see Genesee, Lindholm-Leary, Saunders, & Christian, 2006).
High school programs that focus on immediate issues such as dropout prevention and college-going tend to be more successful for Latino youth than those with less focused goals
Latino students' extraordinarily high dropout rate is related, in part, to their lack of attachment to school and a sense of not belonging
Kindergarteners are not too young to use screencasting and to learn math and other concepts. Check this blog post and videos about young children starting to use screencasting on iPads.
Tons of games, manipulatives, and tutorials to enhance lessons. Applications to modeling one step equations to showing relationships between fractions and decimals