National Center on Immigrant Integration Policy

Policy Briefs

April 2024

Supporting Immigrant and Refugee Families through Infant and Early Childhood Mental Health Services

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.

Reports

January 2024

Refining State Accountability Systems for English Learner Success

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.

Reports

November 2023

The Unmet Potential of Community Consultations in U.S. Refugee Resettlement

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.

Fact Sheets

October 2023

Recent Immigrant Children: A Profile of New Arrivals to U.S. Schools

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.

Policy Briefs

October 2023

Leveraging Data to Ensure Equitable and Effective Adult Skills Programming for Immigrants

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.

Policy Briefs

July 2023

ESSER: Moving the Needle on Equitable and Adequate Education Funding for English Learners

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.

Featured

English Learners and the Every Student Succeeds Act (ESSA)

The Every Student Succeeds Act (ESSA) includes a number of new requirements for the education of English Learners (ELs), including standardized criteria for identifying EL students and inclusion of English proficiency as a measurement of school quality. Resources on this page can help inform decisions such as how quickly schools must improve and how states can intervene with struggling districts.

Featured

ELL Information Center

The English Language Learner (ELL) Information Center provides informative fact sheets, maps, and state-level data resources that chronicle the demography and trends of immigrant families and their children.

Recent Activity

Multimedia November 2, 2017 How Are School Systems Responding to the Needs of Immigrants, Refugees, and Unaccompanied Minors?	Reports November 2017 Beyond Teaching English: Supporting High School Completion by Immigrant and Refugee Students By Julie Sugarman
Multimedia October 12, 2017 Are States Recognizing and Responding to the Needs of Their Dual Language Learner Children?	Fact Sheets October 2017 Dual Language Learners: A National Demographic and Policy Profile By Maki Park, Anna O’Toole and Caitlin Katsiaficas
Commentaries September 2017 All Eyes Turn to Congress, Following Trump Decision to Terminate DACA Program By Julia Gelatt	Policy Briefs August 2017 Analyzing State ESSA Plans for English Learner Accountability: A Framework for Community Stakeholders By Delia Pompa and Leslie Villegas
Reports August 2017 Quality for Whom? Supporting Diverse Children and Workers in Early Childhood Quality Rating and Improvement Systems By Julie Sugarman and Maki Park	Policy Briefs August 2017 The Education and Work Profiles of the DACA Population By Randy Capps, Michael Fix and Jie Zong

Pages

Reports October 2012 Black Immigrant Mothers in Palm Beach County, Florida, and their Children's Readiness for School By Lauren Rich , Julie Spielberger and Angela Valdovinos D’Angelo	Reports October 2012 Patterns and Predictors of School Readiness and Early Childhood Success among Young Children in Black Immigrant Families By Danielle A. Crosby and Angel S. Dunbar
Reports September 2012 The Economic Value of Citizenship for Immigrants in the United States By Madeleine Sumption and Sarah Flamm	Reports September 2012 Black and Immigrant: Exploring the Effects of Ethnicity and Foreign-Born Status on Infant Health By Tiffany L. Green
Reports September 2012 Parenting Behavior, Health, and Cognitive Development among Children in Black Immigrant Families: Comparing the United States and the United Kingdom By Margot Jackson	Fact Sheets August 2012 Relief from Deportation: Demographic Profile of the DREAMers Potentially Eligible under the Deferred Action Policy By Jeanne Batalova and Michelle Mittelstadt
Reports May 2012 Profile of Immigrants in Napa County By Randy Capps, Kristen McCabe and Michael Fix	Reports April 2012 Changing Demography and Circumstances for Young Black Children in African and Caribbean Immigrant Families By Donald J. Hernandez

Pages

Video, Audio

August 7, 2012

The New Deferred Action Program: Strategies for Success

Join MPI as U.S. Citizenship and Immigration Services Director Alejandro Mayorkas discusses the application process and policies that the agency has announced to implement the administration’s deferred action program.

Video, Audio

July 30, 2012

Unaccompanied Minors and Their Journey through the U.S. Immigration System

MPI is pleased to host a discussion with experts from both KIND and the Women’s Refugee Commission, focusing on the causes of the increase in unaccompanied minor migrants, the situation these minors face once detained or apprehended, and the challenges confronting both nongovernmental organizations trying to provide aid and the U.S. government agencies responsible for processing minors through the system.

Video, Audio

May 23, 2012

The Role of National Governments in Promoting Immigrant Integration

A discussion with Rosario Farmhouse, Alejandro Mayorkas, Jasenko Selimovic, Peter Sylvester, and Demetrios G. Papademetriou, MPI President.

Audio

May 8, 2012

Federal Update: A Conversation on Language Access with the U.S. Department of Justice

This MPI webinar features U.S. Department of Justice (DOJ) officials discussing the department’s efforts to improve communications with Limited English Proficient (LEP) communities in federal and federally-funded programs and activities.

Video, Audio

April 19, 2012

MPI's 10th Anniversary Celebration

The Migration Policy Institute celebrated its first decade as the authoritative, unimpeachable resource on immigration and immigrant integration analysis and policy design in the United States and internationally.

Recent Activity

Fact Sheets

March 2019

Immigrant-Origin Adults without Postsecondary Credentials: A 50-State Profile

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

More Than a DREAM (Act), Less Than a Promise

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

Upskilling the U.S. Labor Force: Mapping the Credentials of Immigrant-Origin Workers

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

Credentials for the Future: Mapping the Potential for Immigrant-Origin Adults in the United States

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

Promoting Refugee Integration in Challenging Times: The Potential of Two-Generation Strategies

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

Minnesota’s Superdiverse and Growing Dual Language Learner Child Population

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

Building Bridges Not Walls: Key Lessons from the 2019 Global Education Monitoring Report on Migration and Displacement

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

Surviving vs. Thriving: The Need for a Paradigm Shift in Adult Education for Immigrants and Refugees

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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