Maki Park
Maki Park was Senior Advisor for Early Childhood Education and Care at MPI's National Center on Immigrant Integration Policy, where her work focused on issues affecting Dual Language Learners (DLLs) and immigrant families in early childhood systems. Additionally, she provided technical assistance to state and local actors, supporting their efforts to work collaboratively across local communities to address program quality and access issues facing immigrant and refugee families in home visiting, child care, and pre-kindergarten systems.
Previously, Ms. Park worked as Director of Outreach and Program Manager at WorldTeach, based at Harvard's Center for International Development, where she oversaw recruiting and admissions operations and managed the organization's program in Guyana. She has also worked as an education consultant in Malawi and served as a Peace Corps Volunteer in Turkmenistan.
Ms. Park holds a master's in international education policy from Harvard University's Graduate School of Education, and earned her bachelor's degree with a double major in French and government with a concentration in international relations from Cornell University. She also practices as a clinical mental health counselor.
Explore Content by Maki Park
Showing 11-20 of 27 total results
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.
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.
Leveraging the Potential of Home Visiting Programs to Serve Immigrant and Dual Language Learner Families
Home visiting programs can support immigrant and Dual Language Learner families but remain underused due to language barriers and data gaps.
Mitigating the Effects of Trauma among Young Children of Immigrants and Refugees: The Role of Early Childhood Programs
Young children of immigrants and refugees face elevated trauma risk. Early childhood programs can help but lack capacity and culturally responsive resources.
Minnesota’s Superdiverse and Growing Dual Language Learner Child Population
Minnesota's superdiverse Dual Language Learners are growing rapidly, yet access gaps and workforce shortfalls leave early learning programs ill-equipped to serve them.
Responding to the ECEC Needs of Children of Refugees and Asylum Seekers in Europe and North America
Children of refugees face significant unmet early childhood education needs, and most of the nine European and North American countries studied lack coherent strategies to address them.
Growing Superdiversity among Young U.S. Dual Language Learners and Its Implications
Dual Language Learners make up nearly one-third of U.S. young children—and their growing linguistic diversity is outpacing what instructional and assessment systems can serve.
