E.g., 06/29/2016
E.g., 06/29/2016

Migration Policy Institute - NCIIP: Children and Family Policy

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Post date: Thu, 23 Jun 2016 09:33:03 -0400

Report authors and an ELL professional discuss the mechanics of school funding and the specialized services provided for migrant-background students in the United States, Canada, France, and Germany. Speakers also highlight the choices facing policymakers who seek to use supplementary funding to better support effective, high-quality education for children from immigrant and refugee families.

Post date: Thu, 09 Jun 2016 14:10:37 -0400

The educational needs of immigrant students in primary and secondary schools pose a growing challenge for policymakers and educators. Speakers will discuss supplementary funding to support the educational needs of migrant-background students, and will provide an overview of the mechanics of school funding for such children in Canada, France, Germany, and United States, examined in an upcoming report.

Post date: Thu, 24 Mar 2016 14:32:33 -0400

This report examines how refugee families in Massachusetts access early childhood education and care (ECEC) services for their children through the refugee resettlement system. It examines how working parents in refugee families navigate and make use of ECEC services and looks at the institutional and systemic challenges that refugee families face in accessing stable, high-quality ECEC options.

Post date: Wed, 23 Mar 2016 18:07:09 -0400

MPI analysts discuss the findings of a report comparing young children of refugees to other U.S. children on several key indicators of well-being. 

Post date: Tue, 22 Mar 2016 09:36:42 -0400

In an attempt to fill the knowledge gap on integration outcomes for children of refugees, this report presents a demographic and socioeconomic data profile of the 941,000 children ages 10 and younger with refugee parents living in the United States in 2009-2013.

Post date: Wed, 16 Mar 2016 15:07:21 -0400

MPI analysts discuss the results of an analysis comparing young children of refugees to other U.S. children on several key indicators of well-being. 

Post date: Mon, 14 Mar 2016 13:51:59 -0400

This study reveals the challenges and successes of collaboration between refugee resettlement services and Head Start, and demonstrates that increasing the Early Head Start and Head Start enrollment of young children in refugee families is possible through intersectoral collaboration. The report focuses on study sites in Phoenix, AZ and Syracuse, NY.

Post date: Mon, 07 Mar 2016 17:10:14 -0500

As states move to implement the federal Workforce Innovation and Opportunity Act (WIOA), which provides the national framework for workforce training and adult education services, the Obama administration recently missed a prime opportunity to ensure that immigrants and refugees receive equitable access to the law’s services, as this commentary explores.

Post date: Mon, 22 Feb 2016 14:50:31 -0500

Testimony of Delia Pompa, Senior Fellow in Education Policy, before the Senate Committee on Health, Education, Labor and Pensions for the February 23, 2016 hearing on the implementation of the Every Student Succeeds Act (ESSA).

Post date: Fri, 22 Jan 2016 11:16:17 -0500

Experts Delia Pompa and Margie McHugh examine provisions of the Every Student Succeeds Act (ESSA) related to the success of immigrant and English-learner students during this webinar, answering questions about the new law's implementation and possible impacts.

Post date: Wed, 13 Jan 2016 15:19:00 -0500

This webinar offers a discussion of the economic, linguistic and educational disadvantage experienced by U.S. children with unauthorized immigrant parents. The MPI researchers discuss their finding that 86 percent of the 5.1 million such children in the United States have a parent who could potentially benefit from the Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA) program.

Post date: Mon, 11 Jan 2016 13:06:23 -0500

Growing up with unauthorized immigrant parents puts children—nearly 80 percent of whom were born in the United States—at a disadvantage, with lower preschool enrollment, reduced socioeconomic progress, and higher rates of linguistic isolation and poverty. This fact sheet examines the number, characteristics, and socioeconomic status of children, both U.S.-citizen and noncitizen, who have unauthorized immigrant parents.

Post date: Wed, 06 Jan 2016 19:03:34 -0500

A webinar examining provisions of the Every Student Succeeds Act (ESSA) related to immigrant and English-learner students’ success.

Post date: Wed, 06 Jan 2016 17:05:00 -0500

This webinar offers a discussion of the economic, linguistic and educational disadvantage experienced by U.S. children with unauthorized immigrant parents. The researchers discuss their finding that 86 percent of the 5.1 million such children in the United States have a parent who could potentially benefit from the Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA) program.

Post date: Wed, 09 Dec 2015 16:53:36 -0500

In this commentary, the day before President Obama signs into law the 2015 reauthorization of the federal education statute, the Migration Policy Institute’s new Senior Fellow for Education Policy, Delia Pompa, analyzes the forthcoming law’s reach with respect to English learners (ELs).

Post date: Wed, 28 Oct 2015 10:28:38 -0400

In this webinar, the authors of three papers on the experiences of refugee children present their findings, with a focus on how such experiences affect their mental health and education.

Post date: Mon, 26 Oct 2015 11:32:47 -0400

The pre-resettlement experiences of refugee children can have significant ramifications on their relationships with teachers and peers and on their academic advancement once resettled. This report explores the educational histories of young refugee children in first-asylum countries and identifies elements that are relevant to postresettlement education in the United States.

Post date: Mon, 19 Oct 2015 12:00:59 -0400

Refugee students with interrupted or limited formal education (LFE) face particular difficulties in adjusting to U.S. schools. This study illustrates the difficulties faced by Somali Bantu refugee students who came to the United States with no schooling, and the pressures placed on teachers and other staff in a Chicago elementary school.

Post date: Fri, 16 Oct 2015 10:46:03 -0400

Marking the release of an MPI brief, this webinar examines data on where unaccompanied child migrants are being placed in the United States, how they are faring in immigration courts, what services are available to them, and how U.S. communities are adapting to their arrival.

Post date: Wed, 14 Oct 2015 10:12:25 -0400

More than 77,000 unaccompanied minors from Central America were released to communities throughout the United States between October 1, 2013 and August 31, 2015. This issue brief examines where these children have been placed in the United States, how they are faring in the immigration court system, and how schools are adapting to their arrival.