E.g., 11/28/2014
E.g., 11/28/2014

Migration Policy Institute - ELL Information Center

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Post date: Tue, 17 Jun 2014 11:51:19 -0400

This report examines the experiences and outcomes of immigrant youth across California’s educational institutions. Tracing the effects of education budget cuts that hit this population particularly hard, the report offers recommendations as new funding priorities and education reforms are being implemented. With one-fourth of all immigrants and one-third of English Language Learner students in the U.S., California's performance holds national implications.

Post date: Thu, 20 Mar 2014 14:40:27 -0400

MPI experts, along with representatives from Gwinnett County Public Schools and the University of Georgia's Center for Latino Achievement and Success in Education, discuss the educational experiences of Georgia’s first- and second-generation immigrant youth and where Georgia’s ambitious education reforms have met—or failed to meet—the needs of this growing population. 

Post date: Wed, 12 Mar 2014 15:08:36 -0400

This report analyzes the educational experiences and outcomes of immigrant youth ages 16 to 26 across Georgia's education systems, encompassing K-12, adult, and postsecondary. By examining these interconnected systems together, the analysis offers linked strategies for advancing the educational attainment of Georgia’s immigrant youth.

Post date: Sat, 01 Jun 2013 00:00:00 -0400

This report examines the high school completion, college access, and postsecondary success of immigrant youth (ages 16 to 26) in Washington State, where one in four young adults is an immigrant or child of an immigrant. The report provides one of the first cross-system analyses of the educational experiences of first-generation (foreign-born) and second-generation (U.S.-born with immigrant parents) youth in the state.

Post date: Thu, 01 Mar 2012 00:00:00 -0500

Texas has the second-largest number of English Language Learner (ELL) students in the nation. Using a unique longitudinal data set that tracks ELL and non-ELL students in Texas from first grade through high school, this report examines the trajectories and performance of individual groups.

Post date: Thu, 22 Sep 2011 00:00:00 -0400

This webinar presented by MPI’s National Center on Immigrant Integration Policy examines the current Workforce Investment Act (WIA) system, and the extent to which changes to the WIA system take account of important demographic and economic trends and address the needs of immigrant-origin and Limited English Proficient (LEP) workers.

Post date: Wed, 01 Dec 2010 00:00:00 -0500

This fact sheet, based on analysis of the U.S. Census Bureau’s 2009 American Community Survey, documents the top languages spoken by English Language Learners (ELLs) nationwide and on a state level.

Post date: Sun, 01 Aug 2010 00:00:00 -0400

Over 5.3 million U.S. students during the 2007-08 academic year were enrolled in English Language Learner (ELL) programs. This fact sheet examines the states and districts with the highest number and share of ELL students and offers a detailed breakdown of key statistics.

Post date: Sun, 01 Aug 2010 00:00:00 -0400

This fact sheet examines the number and growth of students in U.S. schools in need of English instruction.

Post date: Thu, 15 Apr 2010 00:00:00 -0400

The Civil Rights Project/Proyecto Derechos Civiles, the Center for Applied Linguistics, and the Migration Policy Institute hosted a discussion on the effects of English-only policies on English language learners, with book author Patricia Gándara, Megan Hopkins, UCLA; Diane August, Center for Applied Linguistics; Daniel Losen, UCLA Civil Rights Project; Roberto J. Rodríguez, The White House Domestic Policy Council; and Michael Fix, MPI.

Post date: Sun, 01 Nov 2009 00:00:00 -0400

This report examines existing collaborative teacher exchange programs some U.S. states and districts have established with Mexico and Spain, and identifies such programs as a relatively unexplored, yet promising strategy for alleviating endemic teacher shortages and meeting the needs of LEP students.

Post date: Sun, 01 Mar 2009 00:00:00 -0500

Funding for education in the American Recovery and Reinvestment Act (ARRA) has two primary objectives: 1) to help stimulate national economic recovery by providing jobs and building infrastructure in the state and local educational systems, and 2) to improve educational outcomes for children, particularly those most in need.

Post date: Thu, 01 Mar 2007 00:00:00 -0500

This report provides a demographic profile of adolescent limited English proficient students in the United States, examines how these students are faring on standardized tests, and breaks down the assessment data further for a comparison of 6th to 8th grade LEP students California, Colorado, Illinois, and North Carolina.

Post date: Thu, 01 Feb 2007 00:00:00 -0500

Securing the Future seeks to define what policymakers and scholars mean by integration while attempting to sketch the contours of U.S. integration policy. The volume reviews evidence of immigrants’ integration by examining the progress of the second generation, as well as trends in education, health, the workforce, and citizenship.