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E.g., 06/03/2026
Katherine Habben
Experts & Staff
Photo of MPI researcher Katherine Habben

Katherine Habben

Associate Policy Analyst

[email protected]
202 266 1904

Katherine Habben is an Associate Policy Analyst at MPI’s National Center on Immigrant Integration Policy, where she focuses on early childhood education and care policies related to integration of immigrant-origin children.

Prior to joining MPI, she worked as a researcher on the International Child Centered Curriculum Erasmus+ project, creating handbooks and materials for educators and international families to utilize during young children’s transition into formal early childhood education and care. She is an experienced early childhood educator, working and training with several international and bilingual kindergartens in Berlin.

Ms. Habben holds a master’s degree from Trinity College Dublin in social policy and practice with a comparative focus on early childhood education and care policy in Ireland and Germany, and a BA in philosophy from Western Illinois University.

Bio Page Tabs

Cover image for Making Preschool Classroom Assessments Work for Dual Language Learners
Policy Briefs
December 2025
Making Preschool Classroom Assessments Work for Dual Language Learners
By  Katherine Habben, Victoria Kim and Lorena Mancilla
Cover image for All in for a Thriving Connecticut
Reports
September 2025
All in for a Thriving Connecticut: Opportunities to Support Upward Mobility for the State’s Immigrant Families
By  Margie McHugh, Julia Gelatt, Colleen Putzel-Kavanaugh, Katherine Habben, Jacob Hofstetter and Julie Sugarman
Cover image for A Data Profile of Young Dual Language Learners
Fact Sheets
August 2025
A Data Profile of Young Dual Language Learners and Implications for Early Childhood Programs
By  Katherine Habben and Victoria Kim
Cover image for Supporting Immigrant and Refugee Families through IECMH Services
Policy Briefs
April 2024
Supporting Immigrant and Refugee Families through Infant and Early Childhood Mental Health Services
By  Maki Park, Lillie Hinkle, Katherine Habben and Emma Heidorn

Recent Activity

Policy Briefs
December 2025

Making Preschool Classroom Assessments Work for Dual Language Learners

Although one-third of U.S. young children have a parent who speaks a language other than English, early childhood educators often lack the tools to effectively monitor the development of those not in monolingual, English-speaking households. This issue brief examines why many preschool classroom assessments are a poor fit for Dual Language Learners, and ways to make them more effective for diverse populations.

Reports
September 2025

All in for a Thriving Connecticut: Opportunities to Support Upward Mobility for the State’s Immigrant Families

Immigrants comprise 15 percent of Connecticut’s population, and nearly 30 percent of children in the state are part of immigrant families. Having driven all state population and workforce growth over the last 15 years, immigrants are an important part of Connecticut’s present and its future. This report examines state policies and systems that aim to support upward mobility for all families, highlighting ways in which they could better meet the needs of low-income immigrant families.

Fact Sheets
August 2025

A Data Profile of Young Dual Language Learners and Implications for Early Childhood Programs

Dual Language Learners (DLLs)—young children with at least one parent who speaks a language other than English—make up one-third of all children ages 0–5 in the United States. This fact sheet series and related resources provide essential data on the number and characteristics of DLL children and their families nationwide and in the 30 states with the most DLLs.

Policy Briefs
April 2024

Supporting Immigrant and Refugee Families through Infant and Early Childhood Mental Health Services

Infant and early childhood mental health (IECMH) services can offer vital support for young children’s healthy development. Yet, young children in immigrant and refugee families often do not benefit, due in part to lower levels of health-care coverage and limited cultural responsiveness in the field. This issue brief explores the benefits and barriers to supporting these children via IECMH services, and some ways to close key gaps.