The starting line : Latina/o children, Texas schools, and national debates on early education /

In The Starting Line, Crosnoe (sociology, Univ. of Texas, Austin) discusses early education programs serving Latina/o students in Texas and the obstacles that hinder their successful implementation. He grounds this discussion in the context of three national trends in education concerning early childhood education specifically, all of which Crosnoe finds on clear display in Texas. These include "the push for early childhood education," "the emphasis on standards and accountability," and "the changing faces of America's children." Further complicating these trends are the complex connections among classrooms, schools, families, and communities, which the author explores as well. The book offers bilingual educators and low-income Latina/o families a voice in the conversation regarding the educational needs of Latina/o children. Through the research presented here, practitioners, policymakers, researchers, and key community stakeholders may be able to identify specific levers for change to enhance family support and early childhood education programs for Latina/o children in Texas, as well as for the growing population of Latina/o children throughout the US. This reviewer highly recommends this book to a wide audience. Summing Up: Highly recommended. Lower-division undergraduates through faculty; professionals. --Josephine Collis Agnew-Tally, formerly, Missouri State University

Crosnoe (sociology, Univ. of Texas), aided by graduate students Bonazzo and Ramos, cogently explains his research on pre-K classrooms in Texas. He identifies the state as an important laboratory because of its demographic trend of increasing Latinx populations. Participation in pre-K education for low-income Spanish-speaking students will reduce educational inequality, and Crosnoe wants to understand the classroom characteristics that make it most effective. He lucidly outlines his research goals and the observation process that shape understanding of the interrelated elements of classroom excellence: emotional support, classroom organization, and instructional support. The author notes that the need for English-language instruction complicates other educational goals and that classroom experiences can be enhanced by effective communication with families in the community. His conclusions are clearly linked to extensive classroom observation, academic research, and interviews with teachers in the nine schools he visited. VERDICT Recommended to educators and general readers looking for understanding of the value of widespread pre-K education, what makes it work, and ways it needs to improve.--Elizabeth Hayford, formerly with Associated Coll. of the Midwest, Evanston, IL