E.g., 04/23/2024
E.g., 04/23/2024
National Center on Immigrant Integration Policy

National Center on Immigrant Integration Policy

Young girl talks to a child psychologist
iStock.com/Lacheev

Infant and early childhood mental health (IECMH) services can offer vital support for young children’s healthy development. Yet, young children in immigrant and refugee families often do not benefit, due in part to lower levels of health-care coverage and limited cultural responsiveness in the field. This issue brief explores the benefits and barriers to supporting these children via IECMH services, and some ways to close key gaps.

A high school student answers a math problem on a whiteboard
Allison Shelley/EDUimages

State accountability systems are designed to identify and close student achievement gaps. Yet most do not report and interpret English Learner (EL) outcomes in a way that paints a full picture of how different instructional services have contributed to academic development. This report sketches a vision for reimagined accountability systems that can support better understanding of ELs’ learning and inform school improvement strategies.

Young woman speaks to other participants at a meeting
iStock.com/SDI Productions

As humanitarian migrant arrivals in the United States increase, via refugee resettlement and channels such as temporary parole, communication between the national, state, and local actors involved in supporting their reception and integration is critical. This report examines the goals and design of quarterly resettlement consultations, as well as opportunities to refine these processes to boost their impact and relevance in a changing policy landscape.

A third grader raises her hand in class
Allison Shelley/EDUimages

A significant increase in the number of immigrant children in U.S. schools over the last decade has challenged K-12 educators to expand their capacity to serve students with different backgrounds and educational needs. This fact sheet sketches a profile of recently arrived immigrant children, presenting data on top states of residence, national origins, household characteristics, and more.

Adult immigrant students work together in an English class
iStock.com/shironosov

Immigrants make significant contributions to the U.S. economy and social fabric, but many also face barriers to integration. Adult education and workforce development programs offer services intended to help address such challenges yet can be mismatched to immigrants' needs. This issue brief sketches a profile of U.S.-born and immigrant adults, highlighting key similarities and differences relevant to the design of adult skills programs.

4th and 5th grade students working on posters
Allison Shelley/EDUimages

The pandemic and move to remote learning affected students across the United States, and certain groups—including the nation’s 5 million English Learners (ELs)—were hit particularly hard. At the same time, the federal government made unprecedented investments in public K-12 education to counter the pandemic’s adverse impacts. This issue brief explores the ways school districts have invested these funds to support ELs.

Recent Activity

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EventPH 2014.8.6 Deferred Action for Childhood Arrivals (DACA) at Two
Audio
August 6, 2014

This webinar covers key findings from MPI's report about the Deferred Action for Childhood Arrivals (DACA) initiative and eligible populations two years after its implementation, and also introduces MPI's data tool that provides national and state-level estimates of the current and potentially eligible DACA populations, as well as detailed profiles for the U.S. and 25 states.

_LockerHall
Audio
June 18, 2014

This webinar exploring findings from MPI's report, Critical Choices in Post-Recession California: Investing in the Educational and Career Success of Immigrant Youth, which focuses on the implications of California's public education system reforms for the state's 3.3 million fi

EventPH 2014.5.20 Addressing Barriers to Successful Engagement of Immigrant and Refugee Parents of Young Children
Audio
June 2, 2014

The authors of the report "Immigrant Parents and Early Childhood Programs: Addressing Barriers of Literacy, Culture, and Systems Knowledge" discuss their findings on this webinar. They and other presenters detail the experiences and challenges faced by early childhood programs and immigrant and refugee parents as they connect with one another.

EVENTPH 2014.5.14 State Level Initiatives to Address Brain Waste
Audio
May 14, 2014

A discussion of data compiled by MPI on "brain waste" among foreign-trained nurses, engineers, and teachers, with updates on three state-level initiatives—in Illinois, Massachusetts, and Washington State—that are working to analyze and address challenges faced by immigrants and refugees with degrees and training in these fields.

EventPH 2014.3.20 Education for the Future Georgia Gwinnett College
Audio
March 20, 2014

MPI experts, along with representatives from Gwinnett County Public Schools and the University of Georgia's Center for Latino Achievement and Success in Education, discuss the educational experiences of Georgia’s first- and second-generation immigrant youth and where Georgia’s ambitious education reforms have met—or failed to meet—the needs of this growing population. 

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Recent Activity

Fact Sheets
March 2019

With immigrants and their U.S.-born children poised to be the main source of labor-force growth, these adults are an important target for efforts to build the skills of the U.S. workforce to meet the knowledge-based economy of tomorrow. This fact sheet and state data snapshots explore the characteristics of adults without an academic degree or professional credential, by immigrant generation, race/ethnicity, and more.

Commentaries
March 2019

The first bill introduced in the 116th Congress to offer a path to legal status to DREAMers, the American Dream and Promise Act of 2019, could legalize nearly 2.7 million unauthorized immigrants brought to the United States as children, as well as those eligible for Temporary Protected Status or Deferred Enforced Departure, as this commentary explains.

Video, Audio, Webinars
March 8, 2019

This webinar discusses the first-ever profile of the 30 million immigrant-origin adults in the United States who lack a postsecondary credential and offers analysis of the significant payoff credentials could bring in terms of workforce participation and wages.

Reports
March 2019

As the U.S. workforce ages and the economy becomes ever more knowledge-based, policymakers face a key question: Do workers have the skills to meet tomorrow's demands? This report examines how immigrants and their children—the primary source of future labor-market growth—fit into the discussion. The report offers a first-ever profile of the 30 million immigrant-origin adults without a postsecondary credential.

Reports
December 2018

At a time when the U.S. refugee resettlement system is facing unprecedented challenges, innovative and cost-effective tools for supporting refugee integration are in demand. This report explores how a two-generation approach to service provision could help all members of refugee families—from young children to working-age adults and the elderly—find their footing.

Reports
November 2018

Dual Language Learners (DLLs) are a growing segment of the Minnesota young child population, and a particularly "superdiverse" one with myriad origins, cultures, and languages—a new reality other states and communities will face. Drawing on interviews with policymakers and service providers, as well as analysis of census data, this report examines what this incredible diversity means for the state’s early childhood policies and programs.

Video, Audio
November 20, 2018

Marking the U.S. release of the 2019 Global Education Monitoring (GEM) Report, this discussion looks at different ways education policymakers, teachers, and civil society have responded to the educational needs of migrants and how to address the challenges that sometimes inhibit children from participating meaningfully and equally in education programs. 

Video, Audio, Webinars
October 30, 2018

Taking stock of weaknesses in the WIOA-driven design of most adult basic education programming, MPI analysts draw on research from the integration, adult education, and postsecondary success fields in arguing for the adoption of an “English Plus Integration” (EPI) adult education program model, and discuss strategies for implementation. 

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