E.g., 04/24/2024
E.g., 04/24/2024
Education

Education

Early Childhood Education and Care
K-12 Education
Adult Education & Language Learning
Postsecondary Education
Workforce & Vocational Training
AsianStudent

From early childhood through postsecondary education, immigrants and their children face unique challenges and barriers in educational attainment and access to college compared to their native-born peers. The research here analyzes myriad facets of this topic—from the factors influencing early childhood development through the challenges confronted by students who are not proficient in the host-country language, the gaps that can re-emerge in postsecondary education, and capacity issues and needs for language programs and workforce and vocational training.

Recent Activity

coverthumb EL Insight LegalFramework
Policy Briefs
June 2019
Legal Protections for K-12 English Learner and Immigrant-Background Students
By  Julie Sugarman
Fact Sheets
May 2019
A Profile of Highly Skilled Mexican Immigrants in Texas and the United States
By  Ariel G. Ruiz Soto and Andrew Selee
Preparing for the Unknown: Designing Effective Predeparture Orientation for Resettling Refugees
Reports
May 2019
Preparing for the Unknown: Designing Effective Predeparture Orientation for Resettling Refugees
By  Susan Fratzke and Lena Kainz
flickr Paul Cleary Graduation
Multimedia
April 29, 2019
Do All High School Graduates Count? Unintended Consequences of State Accountability Policies for English Learner Students
The Unintended Consequences for English Learners of Using the Four-Year Graduation Rate for School Accountability
Reports
April 2019
The Unintended Consequences for English Learners of Using the Four-Year Graduation Rate for School Accountability
By  Julie Sugarman
Coverthumb UnauthorizedImmigrant HS Graduates FactSheet
Fact Sheets
April 2019
How Many Unauthorized Immigrants Graduate from U.S. High Schools Annually?
By  Jie Zong and Jeanne Batalova
FLICKR UN Women Arab States Jordan Empowerment through employment for Syrian refugee women in Jordan
Multimedia
April 3, 2019
Addressing Trauma in Young Children in Immigrant and Refugee Families through Early Childhood Programs
Policy Briefs
April 2019
Mitigating the Effects of Trauma among Young Children of Immigrants and Refugees: The Role of Early Childhood Programs
By  Maki Park and Caitlin Katsiaficas

Pages

coverthumb ELL FS4 2013
Fact Sheets
June 2015
Top Languages Spoken by English Language Learners Nationally and by State
By  Ariel G. Ruiz Soto, Sarah Hooker and Jeanne Batalova
coverthumb ECEC Workforce Report
Reports
April 2015
Immigrant and Refugee Workers in the Early Childhood Field: Taking a Closer Look
By  Maki Park, Margie McHugh, Jeanne Batalova and Jie Zong
coverthumb RMSG NursingQualifications
Reports
March 2015
Building Skills in North and Central America: Barriers and Policy Options toward Harmonizing Qualifications in Nursing
By  Victoria Rietig and Allison Squires
CoverThumb Houston2015
Reports
March 2015
A Profile of Immigrants in Houston, the Nation's Most Diverse Metropolitan Area
By  Randy Capps, Michael Fix and Chiamaka Nwosu
Policy Briefs
February 2015
Improving Migrants' Labour Market Integration in Europe from the Outset: A Cooperative Approach to Predeparture Measures
By  Maria Vincenza Desiderio and Kate Hooper
coverthumb SIRIUS EarlySchoolLeaving
Policy Briefs
February 2015
Reducing the Risk that Youth with a Migrant Background in Europe Will Leave School Early
By  Ward Nouwen, Noel Clycq and Daniela Uličná
coverthumb SIRIUS No5
Policy Briefs
February 2015
Migrant Education and Community Inclusion: Examples of Good Practice
By  Rafael Berger Sacramento
Reports
February 2015
Through an Immigrant Lens: PIAAC Assessment of the Competencies of Adults in the United States
By  Jeanne Batalova and Michael Fix

Pages

Recent Activity

Policy Briefs
June 2019

Legal Protections for K-12 English Learner and Immigrant-Background Students

A complicated web of laws, policy guidance, and court rulings affect how English Learner (EL) and immigrant-background students are educated across the United States. This EL Insight sorts through them to highlight seven key ways the U.S. government protects the rights of these students to a K-12 education. It also highlights who can enforce these rules and how they can be seen in action.

Fact Sheets
May 2019

A Profile of Highly Skilled Mexican Immigrants in Texas and the United States

U.S. debates about immigration from Mexico often center on the low skilled, but this analysis shows a population in change. Nearly one in five Mexican immigrants arriving between 2013-17 had a college degree, compared to slightly more than 1 in 20 during the 1996-2000 period. Mexicans now make up the fourth-largest group of highly skilled immigrants. This fact sheet explores their characteristics at U.S. and Texas levels.

Reports
May 2019

Preparing for the Unknown: Designing Effective Predeparture Orientation for Resettling Refugees

Refugees encounter a range of challenges after resettlement—from adjusting to a new culture and language, to finding a job. Many resettlement countries invest in predeparture orientation to help refugees develop the knowledge, skills, and attitudes to face these challenges. This report explores the many forms these programs take, highlighting important design questions and key elements that effective programs share.

Video, Audio, Webinars
April 29, 2019

Do All High School Graduates Count? Unintended Consequences of State Accountability Policies for English Learner Students

This webinar, accompanying the release of an MPI report, investigates the unintended consequences for English Learners of using the four-year high school graduation rate for federal school accountability.

Reports
April 2019

The Unintended Consequences for English Learners of Using the Four-Year Graduation Rate for School Accountability

High school graduation is a landmark event for students. It also plays an important role in the state accountability systems designed to ensure that schools provide all students a high-quality education. Yet relying on a school's four-year graduation rate for federal accountability purposes can have unintended consequences for English Learners, who may need extra time to graduate.

Fact Sheets
April 2019

How Many Unauthorized Immigrants Graduate from U.S. High Schools Annually?

A high school diploma has been a core requirement of proposed DREAM Act legislation and the Deferred Action for Childhood Arrivals (DACA) program. Yet a fresh estimate of the number of unauthorized immigrants graduating annually from U.S. high schools has long been missing from the debate. This fact sheet provides up-to-date estimates for the United States and top 15 states, estimating 98,000 such students graduate yearly.

Video, Audio, Webinars
April 3, 2019

Addressing Trauma in Young Children in Immigrant and Refugee Families through Early Childhood Programs

During this webinar, speakers provide an overview of an MPI policy brief that seeks to raise awareness of the intersection of trauma and early childhood development, and how U.S. early childhood programs could more effectively address this trauma in young children in refugee and immigrant households. The participants discuss efforts to integrate trauma-informed approaches into early childhood systems and how home visiting services can effectively address trauma and mental health through a two-generation approach.

Policy Briefs
April 2019

Mitigating the Effects of Trauma among Young Children of Immigrants and Refugees: The Role of Early Childhood Programs

The first years of a child’s life are a time of immense growth, and exposure to trauma—if left unaddressed—can have significant, lifelong effects. This issue brief examines how young children of refugees and other immigrants may be affected by trauma, and what early childhood education and care programs, health-care providers, and others can do to mitigate its adverse effects.

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