A considerable amount of research has been done surrounding education in classrooms from kindergarten to Grade 12, but little research has been done surrounding early childhood education (ECE) beginning with birth to age 4. As a result, research is needed that examines interventions aimed to improve the quality of early childhood education for young bilingual learners at the earliest stages of schooling. The present study examines current efforts to serve the specific population of young bilingual children entering classrooms in an urban school district in North Texas. The focus of this study includes the access and examination of quality ECE programs (defined by the extent to which bilingual children have access to bilingual education programming). The present study also observes the visibility of young bilingual children who receive services that are responsive to their characteristics, experiences, and specific needs. Lastly, this study used a multiple regression analysis to examine the Kindergarten Early Assessment test that has been put in place to measure the school readiness performance of bilingual children in this urban district. Specifically, the analysis included program type, language of assessment, socio-economic status and gender variables.

The rapid expansion of computers and digital technology requires citizens to be digitally literate. Teachers must prepare students for a digital world despite the lack of consensus on a definition or its components. This multiple case study explored the digital literacy instruction and interactive decision making of teachers with varied levels of expertise. Each participant completed a survey and the General Decision Making Style Questionnaire prior to a series of interviews and classroom observations. Findings from a qualitative analysis of the data suggest variations in the use of digital literacy components during instruction and that skills are related to one another. Findings also indicate similarities and differences in interactive decision making and teaching expertise behaviors related to instruction. Based on these findings, recommendations to better promote digital literacy are directed toward teachers, administrators, teacher preparation institutions, and future researchers. Current events emphasize the need for increased efforts in turning the key of digital literacy for students.