Migration Policy Institute - K-12 Education
RSS - K-12 Education
Subscribe to our K-12 Education RSS feed using your favorite RSS reader: Subscribe
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 shed 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).
As flows of young migrant and refugee children increase on both sides of the Atlantic, the demands placed on education systems by newcomer students have never been greater. This commentary addresses the challenges school systems face in building teacher capacity to address the diverse linguistic, academic, and socioemotional needs for newly arrived youth, many of whom have experienced significant disruption.
In June 2015, MPI's National Center on Immigrant Integration Policy convened a symposium in Brussels bringing together policymakers, teacher educators, and researchers from the United States and Europe to explore the imperative of improving educational outcomes for students from migrant and language-minority backgrounds. This report synthesizes themes and central questions raised during the presentations and discussions.
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.
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.
This webinar examines the challenges facing educators and policymakers in Europe and the United States as they attempt to meet the needs of immigrant and refugee students who arrive during their middle and high school years.
This fact sheet offers some key facts about the U.S. refugee resettlement program, which is the world's largest. It answers key questions such as how refugees fare in the labor market in the United States, how the current refugee admissions ceiling stacks up historically, and the types of screening would-be refugees go through before they are admitted to the United States.
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.
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.
This webinar examines the challenges facing educators and policymakers as they attempt to meet the needs of immigrant and refugee students who arrive during their middle and high school years.