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

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

Transatlantic Council Statement report, January 2020
Reports
January 2020
Rebuilding Community after Crisis: Striking a New Social Contract for Diverse Societies (Transatlantic Council Statement)
By  Demetrios G. Papademetriou and Meghan Benton
Beyond Work: Reducing Social Isolation for Refugee Women and Other Marginalized Newcomers
Reports
January 2020
Beyond Work: Reducing Social Isolation for Refugee Women and Other Marginalized Newcomers
By  Natalia Banulescu-Bogdan
Integrating Refugees and Asylum Seekers into the German Economy and Society: Empirical Evidence and Policy Objectives
Reports
December 2019
Integrating Refugees and Asylum Seekers into the German Economy and Society: Empirical Evidence and Policy Objectives
By  Herbert Brücker, Philipp Jaschke and Yuliya Kosyakova
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Multimedia
August 28, 2019
Effectively Serving Immigrant and Dual Language Learner Families through Home Visiting Programs
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Policy Briefs
August 2019
Leveraging the Potential of Home Visiting Programs to Serve Immigrant and Dual Language Learner Families
By  Maki Park and Caitlin Katsiaficas
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Policy Briefs
August 2019
How Does Immigration Fit into the Future of the U.S. Labor Market?
By  Pia M. Orrenius, Madeline Zavodny and Stephanie Gullo
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Policy Briefs
August 2019
Immigration and the U.S. Labor Market: A Look Ahead
By  Harry J. Holzer
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Reports
June 2019
Social Innovation for Refugee Inclusion: From Bright Spots to System Change
By  Liam Patuzzi, Meghan Benton and Alexandra Embiricos

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Reports
September 2015
Implications of Immigration Enforcement Activities for the Well-Being of Children in Immigrant Families: A Review of the Literature
By  Randy Capps, Heather Koball, Andrea Campetella, Krista Perreira, Sarah Hooker and Juan Manuel Pedroza
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Reports
September 2015
Health and Social Service Needs of U.S.-Citizen Children with Detained or Deported Immigrant Parents
By  Heather Koball, Randy Capps, Sarah Hooker, Krista Perreira, Andrea Campetella, Juan Manuel Pedroza, William Monson and Sandra Huerta
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Reports
September 2015
Economic, Social, and Health Effects of Discrimination on Latino Immigrant Families
By  Cecilia Ayón
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Reports
September 2015
The Impact of Discrimination on the Early Schooling Experiences of Children from Immigrant Families
By  Jennifer Keys Adair
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Reports
September 2015
The Educational, Psychological, and Social Impact of Discrimination on the Immigrant Child
By  Christia Spears Brown
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Policy Briefs
August 2015
DACA at the Three-Year Mark: High Pace of Renewals, But Processing Difficulties Evident
By  Angelo Mathay and Margie McHugh
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Reports
June 2015
Into the Mainstream: Rethinking Public Services for Diverse and Mobile Populations
By  Meghan Benton, Helen McCarthy and Elizabeth Collett
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Fact Sheets
June 2015
States and Districts with the Highest Number and Share of English Language Learners
By  Ariel G. Ruiz Soto, Sarah Hooker and Jeanne Batalova

Pages

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Video
August 12, 2011

The New Demography of U.S. Schools

In this video, Michael Fix and Margie McHugh discuss the distribution of English Language Learners across the country, their growth in enrollment, and more.
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Video
August 12, 2011

English Language Learners and Their Performance in U.S. Public Schools

In this video, Michael Fix and Margie McHugh examine key indicators of ELL students' performance on standardized tests, among other topics.
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Video, Audio
September 20, 2010

Still an Hourglass?: Immigrant Workers in Middle-Skilled Jobs

This important MPI report challenges the conventional wisdom about the immigrant workforce, using a sophisticated new method of analysis that permits deeper examination of how workers – immigrant and native-born – fare by economic sector, the skill level of their jobs, and educational attainment.

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Recent Activity

Commentaries
June 2022

How State Assessments Became and Remain a Driver for Equity for English Learners

While the pandemic has given a boost to efforts to water down or limit end-of-year state assessments of students in K-12, this commentary notes the importance of testing to drive equity for the nation's 5 million English Learners and ensure that they are not overlooked or that resources and support services are misdirected from where they are needed.

Articles
June 22, 2022

Ukrainian Immigrants in the United States

Before Russia's invasion of Ukraine in February 2022 displaced millions, the United States was home to nearly 355,000 Ukrainians. While most displaced Ukrainians have remained in neighboring countries, small numbers have come to the United States. This article examines the pre-invasion Ukrainian immigrant population in the United States—its history, sociodemographic characteristics, modes of arrival, and more.

Articles
June 9, 2022

At Its 10th Anniversary, DACA Faces a Tenuous Future Despite Societal Benefits

The Deferred Action for Childhood Arrivals (DACA) program reached its 10th anniversary in June 2022. This article reviews the evidence on DACA’s impacts for Dreamers and the broader society, looks at the increased reliance on similar limited legal statuses to help segments of the unauthorized immigrant population, and examines the legal challenges the program has and is continuing to face.

Video, Audio, Webinars
May 17, 2022

Testing Disrupted: Assessment of English Learners Complicated by Pandemic

Marking the release of a report examining the assessment of English Learner (EL) students after pandemic-induced disruptions, this webinar examines ELs’ learning experiences during the 2020-21 academic year and their performance and participation in statewide testing, and how schools are using data to inform interventions and instruction this year. 

Articles
May 11, 2022

Sub-Saharan African Immigrants in the United States

The population of sub-Saharan African immigrants in the United States is relatively small, but it has grown substantially over the last four decades and is likely to continue to increase. This group of 2.1 million people is highly diverse, including individuals with a range of ethnic, linguistic, and other backgrounds, as this article explains.

Reports
May 2022

English Learner Testing during the Pandemic: An Early Readout and Look Ahead

In addition to upending daily life in the classroom, the pandemic has affected how states administer annual assessments to their students—disrupting a key means of collecting data on new or growing learning gaps that demand attention. This report explores how states have approached testing English Learners during the COVID-19 pandemic, and what 2020-21 assessment data can and cannot tell us.

Policy Briefs
May 2022

Growing Language Skills with Immigrant and Refugee Families: Spreading and Adapting 2Gen Working Practices

Language barriers can hinder immigrant families’ access to services and make it challenging for immigrant parents to find family-sustaining jobs and actively participate in their children’s education. This brief explores approaches service providers are using to make their offerings more culturally and linguistically responsive, and to support language learning among children and their parents.

Commentaries
May 2022

Schools Should Engage Diverse Community Stakeholders to Promoting Equitable Allocation of Historic Funding to Reimagine Education

As school districts across the United States move to allocate their federal Elementary and Secondary School Emergency Relief (ESSER) funds, it is essential that they engage with multilingual and diverse community stakeholders, in part given English Learners have been disproportionately impacted by the pandemic. The track record suggests many districts are struggling to effectively engage these communities.

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