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Jazmin Flores Peña is a Research Assistant with the Migration Policy Institute’s National Center on Immigrant Integration Policy, where she supports the Center’s various K-12 education and early childhood education and care (ECEC) research and policy analysis projects.
Ms. Flores Peña holds a bachelor’s degree from Georgetown University where she obtained her BA in linguistics, with a minor in education, inquiry, and justice, a special interdisciplinary program focused on the intersection of education and social justice. She also holds a master’s degree in education policy and management from Harvard University’s Graduate School of Education. During her graduate studies, she worked as a college and career intern supporting English Learners (ELs) as they navigate postsecondary education pathways.
The $122 billion investment that K-12 schools across the United States are receiving from the federal government to address the disproportionate impacts of COVID-19 on the nation's most vulnerable students represents a key opportunity to help reset the trajectory of education for English Learners (ELs). As states submit their plans for using the funds, community based organizations can be key partners, as this commentary explains.