Margie McHugh
Margie McHugh is Director of the Migration Policy Institute’s National Center on Immigrant Integration Policy. The Center is a national hub for leaders in government, community affairs, business and academia to obtain the insights and knowledge they need to respond to the challenges and opportunities that today’s high rates of immigration pose for communities across the United States. It provides in-depth research, policy analysis, technical assistance, training and information resource services on a broad range of immigrant integration issues. Ms. McHugh’s work focuses on education quality and access issues for immigrants and their children from early childhood through K-12 and adult, postsecondary and workforce skills programs. She also leads the Center’s work seeking a more coordinated federal response to immigrant integration needs and impacts, and more workable systems for recognition of the education and work experience immigrants bring with them to the United States.
Prior to joining MPI, Ms. McHugh served for 15 years as Executive Director of The New York Immigration Coalition, an umbrella organization for over 150 groups in New York that uses research, policy development, and community mobilization efforts to achieve landmark integration policy and program initiatives. During her time with NYIC, Ms. McHugh oversaw research, writing, and publication of over a dozen reports dealing with issues such as the quality of education services provided to immigrant students in New York’s schools, the lack of availability of English classes for adult immigrants, the voting behavior of foreign-born citizens, and barriers faced by immigrants seeking to access health and mental health services.
Prior to joining NYIC, Ms. McHugh served as Deputy Director of New York City’s 1990 Census Project and as Executive Assistant to New York Mayor Ed Koch’s chief of staff. She is the recipient of dozens of awards recognizing her efforts to bring diverse constituencies together and tackle tough problems, including the prestigious Ellis Island Medal of Honor. She has served as a member and officer on the boards of directors for both the National Immigration Forum and Working Today; on the editorial board of Migration World Magazine; and has held appointive positions in a variety of New York city and state commissions, most notably the Commission on the Future of the City University of New York and the New York Workers’ Rights Board.
Ms. McHugh is a graduate of Harvard and Radcliffe Colleges.
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Explore Content by Margie McHugh
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A Framework for Language Access: Key Features of U.S. State and Local Language Access Laws and Policies
This framework maps key features of U.S. state and local language access laws as of 2022, to help governments as they engage in services for residents with limited English proficiency.
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.
Expert Podcast: Understanding How English Learners Count in ESSA Reporting
Which English learners count in ESSA reporting—and why do those definitions matter for school accountability?
English Plus Integration: Shifting the Instructional Paradigm for Immigrant Adult Learners to Support Integration Success
Federal mandates have narrowed adult education to employment outcomes, crowding out the civics, digital literacy, and family skills immigrants need to integrate long-term.
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.
In the Age of Trump: Populist Backlash and Progressive Resistance Create Divergent State Immigrant Integration Contexts
U.S. states are diverging sharply on enforcement, health access, and education in response to federal immigration changes, widening integration gaps for immigrants and refugees.
Unlocking Skills: Successful Initiatives for Integrating Foreign-Trained Immigrant Professionals
Effective programs exist to reduce brain waste among foreign-trained professionals in the United States, but rigid licensing laws and employer bias are stubborn system-level barriers.
New Data Resources Can Help Improve Targeting of State Early Childhood and Parent-Focused Programs
Fact sheets for 30 states reveal wide variation in poverty and education among immigrant parents of young children; these analyses can help guide two-generation program targeting.
State Sociodemographic Portraits of Immigrant and U.S.-Born Parents of Young Children
State-level data reveal wide variation in immigrant parent populations, with implications for how states design early childhood and workforce programs under federal workforce and education laws.
Serving Immigrant Families Through Two-Generation Programs: Identifying Family Needs and Responsive Program Approaches
Immigrant families need two-generation programs, but limited English proficiency and federal performance rules require tailored approaches that are unsupported by current funding.