Migration Policy Institute - K-12 Education
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This discussion focuses on practices and options that states could adopt to hold schools accountable for English Learners’ achievement in the fairest and most accurate manner as part of the implementation of the Every Student Succeeds Act. This webinar marks the release of a set of 13 state fact sheets, available on MPI's web page English Learners and the Every Student Succeeds Act (ESSA), that provide a sketch of EL demographics, student outcomes, and accountability mechanisms under ESSA and its predecessor.
The selection of Betsy DeVos as Education Secretary and President Trump’s immigration enforcement-focused executive orders have left many parents and educators wondering how the new administration’s policies will affect students from immigrant families and the schools that serve them. The simple answer, as this commentary explores, is: It will depend on the actions of state and local policymakers where those students live.
These fact sheets provide a sketch of key characteristics of the foreign-born and English Learner (EL) populations in select states. The fact sheets look at the demographics of these states, discuss EL student outcomes as measured by standardized tests, and conclude with an overview of state accountability mechanisms that affect ELs under relevant provisions of the Every Student Succeeds Act and predecessor No Child Left Behind Act.
This MPI Europe report examines the challenges that cities across the European Union are facing when helping new arrivals access education and training, including limited funding and need for better monitoring of program outcomes. It also highlights innovative ways municipalities support newly arrived migrants as they enter the education system and local labor force, including two-generation and co-located services as well as "whole-place" approaches.
Amid implementation of the Every Student Succeeds Act, this discussion focuses on practices and options that states could adopt to hold schools accountable for English Learners’ achievement in the fairest and most accurate manner.
As the Trump administration assumes office and the DACA program faces an uncertain future, University of California President Janet Napolitano; Donald Graham, cofounder of TheDream.Us; and Ike Brannon, Visiting Fellow at the CATO Institute join MPI's Doris Meissner for a discussion on the possible impacts of rescinding DACA, particularly in the areas of higher education, philanthropy, and the economy.
As the Trump administration assumes office and the impacts of rescinding DACA are under review, MPI hosts a discussion with University of California President Janet Napolitano; Donald Graham, cofounder of TheDream.Us; and Ike Brannon, Visiting Fellow at the CATO Institute.
As states work to build high-quality early childhood systems and implement the federal Workforce Innovation and Opportunity Act (WIOA) and Every Student Succeeds Act (ESSA), having detailed knowledge of the characteristics of immigrant parents can help maximize the effectiveness of programs that seek to improve child and family outcomes, as this commentary explains.
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.