Early Childhood
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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.
The Importance of Family, Friend, and Neighbor Care for Immigrant and Dual Language Learner Families
Speakers examined the critical role of child care provided by family, friends, and neighbors (FFN) for immigrant families and program and policy approaches to more equitably serve and support FFN caregivers.
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.
Immigrant Integration: Essential to the Success of Immigration Policy
While Canada, Australia, and Europe invest intentionally in immigrant integration, the U.S. still treats it as an afterthought—the consequences show up in classrooms, labor markets, and communities nationwide.
A First Step Towards Equity for Dual Language Learners in Early Childhood Systems: Identifying Their Language Needs and Characteristics
MPI research shows that one third of children ages 5 and under in the United States are Dual Language Learners (DLLs) and this webinar explores what should be included in standardized, comprehensive DLL identification and tracking processes for early childhood systems, promising approaches from across the United States, new state and national data, and legislative efforts to effectively define and identify DLLs.
Ending the Invisibility of Dual Language Learners in Early Childhood Systems: A Framework for DLL Identification
MPI proposes a four-step framework to identify 7.4 million Dual Language Learners (DLLs) in early childhood systems, requiring aligned data and well-trained educators.
Taking Stock of Dual Language Learner Identification and Strengthening Procedures and Policies
Most U.S. states lack standardized Dual Language Learner (DLL) identification in early childhood programs, leaving millions without consistent access to services.
Disparities Facing U.S. Children in Immigrant Families: New Data and Ideas for Indicators to Promote Equity
This webcast explores findings from an MPI analysis that compares key sociodemographic characteristics of immigrant and U.S.-born parents of young and school-age children and underscores their two-generational implications. Speakers discuss potential ways to incorporate measures with an eye to achieving more responsive and effective service designs and improving equity and access more generally for these families.
Immigrant and U.S.-Born Parents of Young and Elementary-School-Age Children: Key Sociodemographic Characteristics
Drawing on analysis of Census Bureau data, this fact sheet shows immigrant parents of young children face disproportionate barriers in education, income, English, and digital access.
Supporting Immigrant and Refugee Families through Home Visiting: Innovative State and Local Approaches
State and local case studies reveal how community-based programs and equity-focused procurement can improve home visiting for immigrant and refugee families.
