Migration Policy Institute - Early Childhood Education
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In 2013, more than 25 million people in the United States reported limited English proficiency (LEP), an 80 percent increase since 1990. The LEP population, the majority of which is immigrant, is generally less educated and more likely to live in poverty than the English-proficient population. This Spotlight explores key indicators of the LEP population, both U.S. and foreign born, including geographic distribution, language diversity, and employment.
Covering the findings of the UPSTREAM project, this MPI Europe event explores how a coordinated approach to integration may create more effective and inclusive approaches to diversity across the policy-making spectrum.
On this webinar, MPI analysts present the findings from their report Immigrant and Refugee Workers in the Early Childhood Field: Taking a Closer Look, and discuss the issue with a leading expert in the field of child-care worker employment.
With the young child population in the United States rapidly becoming more diverse, the cultural and linguistic competencies of the early childhood education and care workforce (ECEC) are more important than ever. This report aims to fill gaps in knowledge of immigrants and refugees in the ECEC workforce and provides recommendations for strengthening workforce quality to better serve all children.
A webinar marking the launch of MPI's report on immigrant and refugee workers in the early childhood field.
A discussion with the Director of The White House Domestic Policy Council on the content of the new National Integration Plan delivered to the President by the recently created White House Task Force on New Americans, along with the plan for implementation.
This webinar, with perspectives from MPI, the National Partnership for New Americans, and the National Skills Coalition, looks at the role of adult education and English language and skills training in the immigrant integration process.
It is crucial for children of migrant background in Europe to become proficient in their host country's main language of instruction. This MPI Europe policy brief provides key points and good practice examples on what comprehensive language support in Europe might look like.
For children of migrant background, school quality is critical to ensuring academic success. This MPI Europe policy brief examines how European policymakers can support school quality in four key areas: language diversity, the learning environment, social psychology and acculturation, and community connections.
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.
This report identifies the unique needs of immigrant parents as they try to engage with early childhood education and care programs. Parent engagement is a critical component of kindergarten readiness, but many immigrant parents face formidable barriers to participation. The report explores federal and local efforts for immigrant parents of young children and offers recommendations for better meeting their needs.
Release of MPI report with state-level sociodemographic data on the foreign-born parents of young children along with a discussion of the barriers facing immigrant parents and policy recommendations.
This report profiles the population of Dual Language Learner children in the United States, who represent nearly one-third of all U.S. children under age 6, outlining school readiness and patterns of achievement. It evaluates the research on early care and education approaches that have been shown to support higher levels of language and literacy development for this population.
This report examines three types of educational and health policy interventions that may reduce disparities between the children of U.S.-born parents and their immigrant counterparts during the crucial transition between prekindergarten and elementary school.
This report examines how a parent’s unauthorized status affects child development. Based on a review of existing research that increasingly points to negative developmental consequences of parental unauthorized status across all stages of childhood, the authors explore possible options for policies and programs that could mitigate these risks, and propose ways to achieve this goal within the framework of proposed comprehensive immigration reform.
A conference with leading experts in health, education, and immigration policy discussing public policies affecting the young children of immigrants.
MPI’s National Center on Immigrant Integration Policy convened a major public policy research symposium focused on young children of immigrants in the U.S.
Book release event for MPI's volume on the Children of Black Immigrants, covering topics of education, health, and demographics, with U.S. Department of Health and Human Services Deputy Assistant Secretary for Human Services Policy Ajay Chaudry; Gerald D. Jaynes, Yale University Departments of Economics and African-American Studies; chapter authors Dylan Patricia Conger and Kevin Thomas; and volume editors MPI's Randy Capps and Michael Fix.
The event discussion, which touched on the intersection of race and immigration, focused on the demographics of Black immigrants (both African and Caribbean) in the United States and their children, their educational success, and the implications of the recently released volume’s findings for research and public policy.
This interdisciplinary volume examines the health, well-being, school readiness, and academic achievement of children in Black immigrant families (most with parents from Africa and the Caribbean)—a population that has had little academic attention even as it represents an increasing share of the U.S. Black child population.