Jazmin Flores Peña
Jazmin Flores Peña was a Research Assistant with the Migration Policy Institute’s National Center on Immigrant Integration Policy, where she supported 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.
Explore Content by Jazmin Flores Peña
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ESSER: Moving the Needle on Equitable and Adequate Education Funding for English Learners
The $189.5 billion in ESSER federal pandemic education relief approved by Congress gave school districts a rare opportunity to address chronic underfunding for the nation's 5 million English Learners.
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.
Opportunities Exist to Better Reach Dual Language Learner and Immigrant Families through Home Visiting Programs
Home visiting programs can offer critical integration-related supports, yet many Dual Language Learner (DLL) and immigrant families are known to be underserved. With reauthorization of the Maternal, Infant, and Early Child Home Visiting (MIECHV) program looming, Congress has an important opportunity to support families with young children—many of whom are still struggling with challenges exposed during the COVID-19 pandemic.
A Parent’s Guide to English Learner Assessments
English Learner students take two required annual exams, an English proficiency test and academic assessments. Pandemic disruptions complicated results in 2020–21.
Una guía para padres sobre las evaluaciones de estudiantes de inglés
Guía en español para padres de estudiantes de inglés: explica los exámenes ELP y académicos requeridos, su propósito y los cambios en las pruebas durante la pandemia.
The Invisible Work of Family, Friend, and Neighbor Caregivers and Its Importance for Immigrant and Dual Language Learner Families
Family, friend, and neighbor caregivers are the most-used child-care option for immigrant and Dual Language Learner (DLL) families but remain undersupported in U.S. policy.
Rebuilding the U.S. Education System for the Nation’s English Learners
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.
