Migration Policy Institute - K-12 Education
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MPI experts discuss their analysis of data on U.S. foreign- and native-born parents with young children, along with their findings from a field study of select two-generation programs that serve immigrant and refugee families. They explore the implications of WIOA and recommendations for successful program and policy design.
While Mexican women account for a significant share of migration flows to the United States, there has been little focus on their movement and effects on children in Mexico. This article, based on survey data of children in Puebla, Mexico, explores the impact of maternal Mexican migration on educational experiences and aspirations of the children left behind.
Two-generation programs that weave together early childhood learning with adult-focused programs hold great potential to break cycles of intergenerational poverty for low-income parents with young children. Little research has been done on how these programs succeed with immigrant families. This report studies select programs and offers analysis of the sociodemographic characteristics of U.S. parents with young children.
On this webinar, speakers discuss findings from a report that analyzes U.S. parent population data and draws from a field study of select two-generation programs that serve immigrant and refugee families.
This webinar explores the key education funding mechanisms in place to support English Learner elementary and secondary students in the United States, public conversations about funding, and efforts to improve the equitable distribution of educational resources.
With English Learners (ELs) representing nearly 10 percent of U.S. elementary and secondary students, many school districts are struggling to develop the capacity to meet the needs of children from immigrant and refugee backgrounds. This study provides an overview of supplementary funding mechanisms to improve EL outcomes, examining policies at state and local levels, and making recommendations for improvement.
Marking the release of an report, this webinar explores the key education funding mechanisms in place to support English Learners, public conversations about funding, and efforts to improve the equitable distribution of educational resources.
At the fourth anniversary of the Obama administration’s Deferred Action for Childhood Arrivals (DACA) program, this issue brief describes the populations eligible for DACA as of 2016; discusses recent policy developments; presents trends in DACA requests and application rates nationwide, by state, and for top countries of origin; and examines the impacts that DACA has had on qualifying young unauthorized immigrants.
Marking the fourth anniversary of the implementation of the DACA program, this webinar presents findings on the most current estimates of potential DACA beneficiaries, trends in requests and application rates, and discussion of recent policy and political developments. Experts also discuss how DACA has affected the integration of qualifying young unauthorized immigrants.
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.
This report sheds light on supplementary funding mechanisms targeted to migrant-background students in four countries—Canada, France, Germany, and the United States—and some of the key challenges and strategies decisionmakers face as they attempt to ensure that additional resources are used effectively to remedy the achievement gaps that immigrant and refugee students often confront.
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.
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.
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.
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.
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).
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.
A webinar examining provisions of the Every Student Succeeds Act (ESSA) related to immigrant and English-learner students’ success.
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.
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).