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

Fact Sheets November 2022 A Profile of Low-Income Immigrants in the United States By Julia Gelatt, Valerie Lacarte and Joshua Rodriguez	Commentaries November 2022 Apprenticeship Programs Are a Promising Solution to Bring More Multilingual Workers into Early Childhood Field By Jacob Hofstetter, Alexis Fintland and Maki Park
Multimedia October 12, 2022 Ensuring Effective Language Access Services and Policies in Early Childhood Programs	Fact Sheets October 2022 Dual Language Learners: Key Characteristics and Considerations for Early Childhood Programs By Ivana Tú Nhi Giang and Maki Park
Policy Briefs October 2022 Overlooked but Essential: Language Access in Early Childhood Programs By Maki Park, Jacob Hofstetter and Ivana Tú Nhi Giang	Policy Briefs October 2022 Diverging Pathways: Immigrants’ Legal Status and Access to Postsecondary Credentials By Jeanne Batalova and Michael Fix
Commentaries September 2022 The Public-Charge Final Rule Is Far from the Last Word By Jonathan Beier and Essey Workie	Reports July 2022 The Missing Link: Connecting Eligible Asylees and Asylum Seekers with Benefits and Services By Essey Workie, Lillie Hinkle and Stephanie Heredia

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Reports May 2022 English Learner Testing during the Pandemic: An Early Readout and Look Ahead By Melissa Lazarin	Policy Briefs May 2022 Cultural Competency Secrets to Success with Immigrant and Refugee Families: Spreading and Adapting 2Gen Working Practices By Chris Estes, Devin Deaton, Aparna Jayashankar and Margie McHugh
Policy Briefs May 2022 Growing Language Skills with Immigrant and Refugee Families: Spreading and Adapting 2Gen Working Practices By Chris Estes, Devin Deaton, Aparna Jayashankar and Margie McHugh	Policy Briefs May 2022 Better Responses to Differing Immigration Statuses: Spreading and Adapting 2Gen Working Practices By Chris Estes, Devin Deaton, Aparna Jayashankar and Margie McHugh
Policy Briefs May 2022 Building Trust with Immigrant and Refugee Families: Spreading and Adapting 2Gen Working Practices By Chris Estes, Devin Deaton, Aparna Jayashankar and Margie McHugh	Policy Briefs April 2022 Leveraging the Skills of Immigrant Health-Care Professionals in Illinois and Chicago By Jeanne Batalova and Michael Fix
Reports February 2022 Advancing Digital Equity among Immigrant-Origin Youth By Essey Workie, Lillie Hinkle, Anna deDufour and Valerie Lacarte	Reports February 2022 The IELCE Program: Understanding Its Design and Challenges in Meeting Immigrant Learners’ Needs By Jacob Hofstetter and Alexis Cherewka

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Video, Audio

June 16, 2021

A First Step Towards Equity for Dual Language Learners in Early Childhood Systems: Identifying Their Language Needs and Characteristics

MPI experts discuss a framework describing the most critical elements that should be included in standardized, comprehensive DLL identification and tracking processes for early childhood systems, based on program and policy needs.

Video, Audio

April 21, 2021

Disparities Facing U.S. Children in Immigrant Families: New Data and Ideas for Indicators to Promote Equity

MPI analysts discuss their analysis comparing key sociodemographic characteristics of immigrant and U.S.-born parents of young and school-age children, along with the two-generational implications of these findings.

Video, Audio

October 21, 2020

Lessons from the Pandemic: Weaknesses in K-12 Teacher Education Policies Fuel Inequities Facing English Learners

The COVID-19 pandemic has affected nearly every aspect of education, and it is expected that English Learners (ELs) will suffer disproportionate impacts. In this webcast, panelists discuss how weaknesses in existing EL teacher education and professional development policies have played into schools’ uneven response to the pandemic. They also offer lessons for future reform.

Video, Audio

September 29, 2020

Centering English Learners in Schools’ Responses to the COVID-19 Pandemic

Practioners from California and Tennessee join MPI researchers in a discussion on key challenges to meeting English Learners’ needs during the pandemic and the policies and practices school systems will need to put in place to support them and their families through the public-health and education crisis, as well as when schooling returns to normal.

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Video, Audio

July 16, 2020

A Bumpy Path to U.S. Citizenship: A Survey of Changing USCIS Practices

Marking the launch of a report on changed USCIS procedures that appear to be adding hurdles to the citizenship process, this discussion featuring a former USCIS Director also examines the effects that the pandemic-related shutdown and a possible furlough of two-thirds of USCIS staff could have on the ability of would-be Americans to take the oath of citizenship.

Recent Activity

Video, Audio, Webinars

April 24, 2023

Strengthening Medical and Mental Health Services for Unaccompanied Children in U.S. Communities

Marking the launch of a report by the American Academy of Pediatrics and MPI, this event examines unaccompanied children’s access to medical and mental health services post-release and offering recommendations for improvements.

Video, Webinars

April 19, 2023

Career and Technical Education as a Bridge to High School English Learner Success

This webinar, marking the launch of a report, looks at career and technical education programs and federal, state, and school district policies that support English Learners' inclusion in these programs.

Reports

April 2023

A Path to Meeting the Medical and Mental Health Needs of Unaccompanied Children in U.S. Communities

As the number of unaccompanied children entering U.S. communities has increased, many have faced barriers to accessing critical medical and mental health services. This report explores common barriers to care, promising practices for overcoming them, and strategies for strengthening services. It draws on interviews and focus groups with clinicians, social workers, and others working with this population as well as one-time unaccompanied children themselves.

Reports

April 2023

Unlocking Opportunities: Supporting English Learners’ Equitable Access to Career and Technical Education

Increasing equitable access to educational opportunities is a major focus for U.S. educators and others. For English Learners, the hands-on courses offered through career and technical education (CTE) programs can play an important role in helping them stay engaged in school, graduate, and get on a path to a career providing a family-sustaining wage. This report explores policies and practices to support their participation in CTE, as well as persistent barriers.

Policy Briefs

March 2023

Recommendations for the Task Force on New Americans

The Task Force on New Americans launched by the Biden administration represents an important occasion to deepen understanding of immigrant integration issues and to identify ways to address them. MPI’s National Center on Immigrant Integration Policy, which has long argued for the need to create such an office within the White House, has developed recommendations for the task force in key areas, drawing from its extensive record of research, policy analysis, and technical assistance.

Policy Briefs

March 2023

SNAP Access and Participation in U.S.-Born and Immigrant Households: A Data Profile

The U.S. government created the Supplemental Nutrition Assistance Program (SNAP), or food stamps, to combat food insecurity. Under federal law, many lawfully present noncitizens in poor households are ineligible. This issue brief examines the size and characteristics of the population of immigrants with incomes low enough to qualify for SNAP and their eligibility for and participation in the program, at U.S. and state levels.

Fact Sheets

December 2022

The Skills and Economic Outcomes of Immigrant and U.S.-Born College Graduates

College-educated immigrants are more likely to have advanced degrees than their U.S.-born peers with college degrees. But their educational levels have not always translated into similar occupational gains: They are more likely to be overeducated for their positions. Drawing on PIAAC data, this fact sheet sketches educational characteristics, monthly earnings, skill underutilization, and job quality for immigrant and U.S.-born college graduates alike.

Policy Briefs

December 2022

Four Strategies to Improve Community Services for Unaccompanied Children in the United States

For unaccompanied children leaving federal custody to live with parents or other sponsors, the transition into U.S. communities can be a difficult one. And although a patchwork of services exist to help these children and to address medical, mental health, and other needs, their capacity varies widely by location. This issue brief explores promising practices for improving these critical forms of support.

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