Experts & Staff
Michael Fix is a Senior Fellow at the Migration Policy Institute, and previously served as its President. He joined MPI in 2005, as Co-Director of MPI’s National Center on Immigrant Integration Policy and later assumed positions as Senior Vice President, Director of Studies, and CEO.
Mr. Fix’s research focus is on immigrant integration and the education of immigrant children in the United States and Europe, as well as citizenship policy, immigrant children and families, the effect of welfare reform on immigrants, and the impact of immigrants on the U.S. labor force.
Prior to joining MPI, Mr. Fix was Director of Immigration Studies at the Urban Institute in Washington, DC, where his focus was on immigration and integration policy, race and the measurement of discrimination, and federalism.
Mr. Fix is a Policy Fellow with IZA in Bonn, Germany. In December 2013, he was nominated to be a member of the National Research Council’s Committee on the Integration of Immigrants into U.S. Society, which produced a seminal study on the integration of immigrants in the United States.
Previously, he served on the National Academy of Sciences’ Committee on the Redesign of U.S. Naturalization Tests and on the Committee on the Health and Adjustment of Immigrant Children. He also served as a member of the Advisory Panel to the Foundation for Child Development’s Young Scholars Program. In 2005 he was appointed to the State of Illinois’ New Americans Advisory Council, and in 2009 to the State of Maryland’s Council for New Americans.
Mr. Fix received a JD from the University of Virginia and a bachelor of the arts degree from Princeton University. He did additional graduate work at the London School of Economics.
This report looks at E-Verify, the Internet-based employment verification program operated by the Department of Homeland Security in partnership with the Social Security Administration. The program gives employers a means to electronically verify the work eligibility of newly hired employees.
Contrary to a widely held view, not all immigrants have little education. About one in three immigrants is a person with either a U.S. or foreign college degree.
This exploratory study provides an unprecedented assessment of the “brain-waste” phenomenon in the United States—a serious waste of human capital resulting from the unemployment or underemployment of highly skilled college-educated immigrants.
This report views Nevada’s significant population growth between 1990 and 2006 through an immigration and immigrant integration lens—it outlines the reasons that make Nevada’s case unique and worthy of study; and analyzes the educational challenges the state will confront as it responds to rapid demographic change.
This report examines the large presence of unauthorized and mixed-status families, and the growing size of the second generation and its concerns within Los Angeles County and in California, drawing comparisons to broader national demographic trends and rationales for immigrant integration.
This report seeks to capture the extent of the existing need for adult English language instruction services by analyzing the number and characteristics of lawful permanent residents and unauthorized immigrants, and translating these numbers into estimates of service hours and financial costs necessary to advance the language and literacy skills of these immigrants.
This brief investigates the relationship between immigration and the decline in both the overall number and share of native-born workers in the low-wage and lower-skilled labor force.
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.