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30 http://tea.texas.gov/About_TEA/News_and_Multimedia/ Correspondence/TAA_Letters/House_Bill_4_and_High- Quality_Prekindergarten_Programs/ Mead, S. (2012). Quality pre-k: Starting early to close achievement gaps and boost student achievement. Stand for Children Leadership Center.  Retrieved from https:// standleadershipcenter.org/sites/standleadershipcenter.org/ files/media/WWSF-PreKindergarten.pdf   Moorehead, B. (2015, September 28). Moorhead: Texas needs to address poverty, pollution and polarization. Austin American- Statesman. Retrieved from http://www.mystatesman.com/ news/news/opinion/moorhead-texas-needs-to-address- poverty-pollution-/nnp6c/ National Association for the Education of Young Children. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved from https://www.naeyc.org/files/naeyc/file/ positions/PSDAP.pdf National Center for Educational Statistics. (2015). Fast facts. English language learners. Retrieved from https://nces. ed.gov/fastfacts/display.asp?id=96 National Education Association. (2008). English language learners face unique challenges . (An NEA policy brief). Retrieved from http://www.new.org/assets/Docs/HE/ELL_ Policy_Brief_Fall_08_(2).pdf Parkay, F. W., Hass, G. J., & Anctil, E. J. (Ed.). (2010). Learning and learning styles. In Curriculum leadership: Readings for developing quality educational programs. (pp. 189-248). Boston, MA: Allyn & Bacon.     Permenter, D. A. (2013). The effects of pre-kindergarten participation on reading achievement among English language learners who are socioeconomically disadvantaged in grades 1, 2 and 3 in a large urban public school district in North Texas (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3606481) Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know.  Psychological Science in the Public Interest ,  10 (2), 49-88. Southern Education Foundation. (2015). A new majority: Low income students now a majority in the nation’s public schools. Retrieved from http://www.southerneducation.org/ getattachment/4ac62e27-5260-47a5-9d02-14896ec3a531/A- New-Majority-2015-Update-Low-Income-Students-Now. aspx Sparks, S. D. (2015, January 8). Schools seek to strike a balance on rigor in early years. Education Week. Retrieved from http:// www.edweek.org/ew/articles/2015/01/08/milestone-early- education-studies-resonate-decades-later.html     U.S. Census Bureau. (2014a). Poverty: 2012 and 2013 . American community survey briefs. Retrieved from https://www.census . gov/content/dam/Census/library/publications/2014/acs/ acsbr13-01.pdfU.S. U.S. Census Bureau. (2014b). Quickfacts. Retrieved from http:// quickfacts.census.gov/qfd/states/00000.html U.S. Department of Education. (2015). A matter of equity: Preschool in America. Washington, DC. Retrieved from http://www2.ed.gov/documents/early-learning/matter-equity- preschool-america.pdf About the Author Dr. Shea Stanfield-McGarrah serves as the Coordinator of Early Childhood in Hurst- Euless-Bedford ISD and is an adjunct professor in the Dorothy M. Bush College of Education at Dallas Baptist University. Previous positions held include Educational Consultant, Core Knowledge Coordinator, Principal, Assistant Principal, and Teacher. She holds a Bachelor of Science Degree from the University of Arkansas, a Master of Education Degree from Emporia State University, and a Doctor of Education Degree in Educational Leadership K-12 from Dallas Baptist University. She can be reached at sheastanfield-mcgarrah@hebisd.edu . Shea Stanfield-McGarrah, Ed.D.