摘要：Despite longstanding attempts to intervene in their early social and academic development,Latino students’ traditionally low achievement levels have not improved over time. Manybelieve success has been impacted by limited preschool participation as fewer than half ofeligible Latino preschoolers are enrolled and actively benefitting from available early childhoodprograms. This study explored commonly held reasons for limited early childhood attendancethrough use of qualitative and quantitative research methods. Findings suggest parents have aninterest and even a willingness to involve their children in early learning programming.However, perceptions shared by educators who participated in the study may not align with this.The information presented in this article stands to shed a new light on the relationship betweenparents and educators including those responsible for the decisions surrounding earlyintervention programming. Ultimately, findings suggest school leaders and policy makers verylikely need to look past old assumptions in order to establish new pathways more capable ofmaximizing Latino participation in early learning programs.
