New report from the University of Albany, SUNY draws on data from the 2000 Census to conclude that immigrant children “account for 20 percent of all children in the United States, and their numbers are growing faster than any other group of children…The proportion of children in immigrant families falls below 5 percent in only 11 states, and that proportion rises to 10 percent or more in 22 states and the District of Columbia…” The report says four of five of the children are U.S. citizens and three out of four are fluent in English. “At the same time, children of immigrants are less likely to be enrolled in preschool programs, putting them at a disadvantage when it comes to the cognitive aspects of school readiness and English-language fluency.”

Would like to see a story out of a neighborhood with many immigrant children about the quality and availability of preschool. Often, such preschools need to put a lot of effort into recruiting immigrant families. Those efforts, too, are worth a story.

The Honolulu Advertiser tackled an important story today, examining why seats in publicly funded preschools were not being filled. The piece got right to the point: "The state has money to help needy parents defray the costs of preschool. Now it just needs more parents to apply." The story quotes a parent who says the program makes it possible for her to send her daughter to an accredited pre-school rather than leave here with a babysitter. "I would go to some homes that just had a blank white wall, no toys and 10 kids," the mother said. "You just don't feel comfortable leaving your child there."

The piece notes that cultural resistance is a factor in what preschool experts call the low "uptake" for services. "Hawai'i continues to be the type of society that we let our parents or grandparents or aunties and uncles take care of the young," said Henry Oliva, the deputy director of the state agency that administers the program.

This is not only an issue in Hawaii. It is an issue in many mainland cities, especially those with large Latino populations. What are the programs in the cities you cover doing to make sure families know what services are available and how to access them? Are they getting the word out in Spanish-language and other ethnic publications? Are they going door to door? Does the state subsidize outreach efforts? My guess is that there are many neighborhoods where good programs are not being full utilized.

Leann Holt in the Albuquerque (New Mexico) Journal picks up on the theme the Honolulu Advertiser explored a few days ago: efforts to enroll the children of immigrants and low-income parents in preschool. It's often said that Latino immigrants are less likely to enroll their children in preschool because they prefer family care or non-school settings. But Holt reports something I've not seen elsewhere: preschool is free in Mexico and 81% of children attend.

Reporters covering pre-kindergarten often find obstacles to expansion programs, from budget cuts to lack of space that prevents all children who want a spot from getting one. Carrie Melago of the New York Daily News found another barrier this week, imposed by the New York City Department of Education: Language.

Nearly one third of the more than 1.1 million students in New York City public schools are immigrants and the proportion is rising steadily. Some 42% of New York City public school students reported speaking a language at home other than English last year.

Yet when directories and applications for a new, centrally managed pre-kindergarten process that requires parents to rank their top choices went out this week, they were posted online in English only. The action upset advocates for immigrants who worry that parents who can’t get the information won’t register their children for pre-kindergarten.

The New York City Department of Education promised to make the documents available in eight languages by next week: Arabic, Bengali, Chinese, Haitian Creole, Korean, Russian, Spanish and Urdu. They also said their translation unit can help parents in the meantime.

While some states are pushing for all day kindergarten, Texas and Florida are jump-starting pre-school, trying out children as young as 2 and 3-years-old with the help of a $6 million grant from the University of Texas.

A piece by Staci Hupp in the Dallas Morning News noted that pre-school is "moving to the potty-training set,'' and took a look at a new project coming to Dallas that aims at training child-care workers to connect with children early to help boost their success in school later on.

Dallas is home to a fast growing Hispanic population with children younger than 5 making up the largest age group. The city also has a disproportionate population of poor children who are more likely to start pre-school developmentally behind and the hope is that starting children younger by building their vocabularies and school routines will only help them give them a better academic start.

It will be interesting for reporters to visit these early start programs and talk to some of the caregivers and teachers. What kind of structures and curriculum are in place, and how is the program being evaluated and measured? What are the expectations, and what are the hoped for -- and achieved -- outcomes? Is anyone measuring progress once they do start school, and if so, how? What constitutes success for the potty-training set?