Jacob Hofstetter
Jacob Hofstetter is a Policy Analyst at MPI’s National Center on Immigrant Integration Policy, where he conducts research related to language access as well as educational and workforce policies and service designs for immigrant adults and youth. His work focuses on the civic, economic, and linguistic integration of immigrants and refugees in the United States. In the language access space, he analyzes the design and implementation of federal, state, and local policies that aim to expand access to government services for individuals with limited proficiency in English. In his work related to adult education and workforce development, he researches programs that promote the integration of immigrants and examines the broader policies that govern adult skills systems.
Previously, he worked as a Research and Policy Associate at the Massachusetts Appleseed Center for Law and Justice, where he led a project evaluating language access in the child welfare system of Massachusetts. He has also interned for Refugee Services of Texas, worked as a Legal Services Coordinator for Human Rights First in Houston, and spent a year as a Fulbright English Teaching Assistant in Spain.
Mr. Hofstetter holds a master’s degree in global policy studies with a focus on immigration and refugee policy from the Lyndon B. Johnson School of Public Affairs at the University of Texas, Austin and a BA in history from Miami University.
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Explore Content by Jacob Hofstetter
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Emerging and Established Efforts by States to Expand Language Access
Colorado, Michigan, and New York officials discussed how states’ language access efforts have evolved and innovative approaches to reduce linguistic barriers for more than 25 million U.S. residents who have limited proficiency in English.
Language Access in Colorado State Agencies: Existing Efforts and Opportunities for Expansion
Colorado state agencies offer uneven language access. Creation of a statewide policy and cross-agency coordination would improve the provision of information and services to Limited English Proficient residents.
Next-Generation Strategies to Improve Language Access in Federally Supported Programs
Speakers discussed research on next-generation strategies the federal government can use to support state and local programs in effectively operationalizing and sustaining meaningful language access.
Expanding Language Access in Federally Supported Programs: Practical Solutions for Persistent Problems
Despite federal civil-rights obligations, language access in federally funded programs remains deeply uneven, leaving Limited English Proficient (LEP) residents underserved.
Leveraging Data to Ensure Equitable and Effective Adult Skills Programming for Immigrants
U.S. workforce development and adult education systems too often are not meeting the needs of the nearly 11 million immigrant adults without a high school diploma and millions more with limited English.
Recommendations for the Task Force on New Americans
The Task Force on New Americans should consider upgrading adult education and embedding equity in federal programs to better support immigrant integration.
Apprenticeship Programs Are a Promising Solution to Bring More Multilingual Workers into Early Childhood Field
Shortages of workers continue to plague early childhood education and care (ECEC) systems across the United States. With the field already struggling to effectively serve young children in families that speak languages other than English, apprenticeship programs offer a promising solution to bring more—and more multilingual—workers into early childhood careers.
Ensuring Effective Language Access Services and Policies in Early Childhood Programs
This webinar explored federal and state language access policies in early childhood programs and opportunities to better serve Dual Language Learners and their families.
Overlooked but Essential: Language Access in Early Childhood Programs
Weak mandates and poor data collection leave millions of Limited English Proficient (LEP) families underserved in U.S. early childhood programs, despite federal civil rights requirements.
The IELCE Program: Understanding Its Design and Challenges in Meeting Immigrant Learners’ Needs
The Integrated English Literacy and Civics Education (IELCE) program struggles to reach immigrant learners because entry barriers are high and enrollment low.
