Early Childhood
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Preparing the Children of Immigrants for Early Academic Success
Despite outperforming expectations set by family socioeconomic disadvantage, the children of immigrants enter U.S. school at greater risk than peers, and early intervention is key to reversing that.
Unauthorized Immigrant Parents and Their Children's Development
Parental unauthorized status harms the cognitive development of children across all life stages, with removal and detention carrying the most severe consequences.
Critical Immigration, Health, and Education Policies Affecting Young Children of Immigrants
A conference with leading experts in health, education, and immigration policy discussing public policies affecting the young children of immigrants.
Young Children of Black Immigrants in America: Changing Flows, Changing Faces
This event marked the release of an MPI volume on the children of Black immigrants in the United States, covering topics of education, health, and demographics.
Young Children of Black Immigrants in America: Changing Flows, Changing Faces
Children of Black immigrants show health, school-readiness, and academic profiles that diverge from peers, shaped by origin, family structure, and access to services.
Black Immigrant Mothers in Palm Beach County, Florida, and their Children's Readiness for School
Children of Black immigrant mothers in Palm Beach County's distressed areas score higher on kindergarten readiness than children of Latina immigrants or Black native mothers.
Patterns and Predictors of School Readiness and Early Childhood Success among Young Children in Black Immigrant Families
Children in Black immigrant families enter kindergarten with stronger skills than Hispanic and Black native peers, with socioeconomic status accounting for much of the gap.
Changing Demography and Circumstances for Young Black Children in African and Caribbean Immigrant Families
Children of Black immigrants rank in the middle of well-being indicators, with outcomes shaped sharply by parental origin, English proficiency, and refugee status.
The Educational Trajectories of English Language Learners in Texas
English Learners (ELs) who exit language programs within three years outperform long-term peers, but poverty and race shape college outcomes more than language status.
Language Access and Schools: Federal Requirements and School Experiences
This webinar from the MPI’s National Center on Immigrant Integration Policy and the U.S. Conference of Catholic Bishops’ Bridging Refugee Youth & Children’s Services program explores federal requirements for providing interpretation and translation in schools and how select school districts in Minnesota and Colorado have managed these requirements.
