National Center on Immigrant Integration Policy
The National Center on Immigrant Integration Policy serves as a crossroads for policymakers, community and system leaders, and others looking to understand ways to support successful integration of immigrants and their children into U.S. classrooms, workplaces, and civic spaces.
It produces evidence-informed, nonpartisan policy research and data, and provides technical assistance and cross-state learning opportunities for state and local leaders. By engaging with stakeholders across the early childhood, education, workforce, health, and civic sectors, the Center builds a more coherent, knowledge-driven field. It shines a spotlight on integration issues often overlooked in national debates and promotes solutions that can lift the integration trajectories of immigrant families while also fueling the vibrancy of the communities and local economies where they live. For more about the Center, click here.
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K-12 Instructional Models for English Learners: What They Are and Why They Matter
Marking the release of an MPI brief, this webinar summarizes the key features of English Learner (EL) instructional models and discuss state- and district-level approaches to supporting schools in implementing effective EL program models.
Chilling Effects: The Expected Public-Charge Rule and Its Impact on Immigrant Families
MPI experts discuss an expected Trump administration public-charge rule that could have wide-reaching effects on the ability of immigrants legally present in the country to get a green card as well as who could qualify to enter the United States. The webinar focuses on an MPI report assessing how the proposed rule could affect future benefits usage by immigrants and their U.S.-citizen children.
A Matter of Design: English Learner Program Models in K-12 Education
English Learner (EL) program models in U.S. K-12 schools vary widely, and understanding their design features is essential for stakeholders working to close EL achievement gaps.
Chilling Effects: The Expected Public Charge Rule and Its Impact on Legal Immigrant Families’ Public Benefits Use
The proposed 2018 public-charge rule would affect 47 percent of noncitizens, according to MPI analysis, producing chilling effects on benefits use and reshaping legal immigration.
A Guide to Finding and Understanding English Learner Data
English Learner data are widely accessible, but users risk misinterpretation without understanding state variation in definitions, counting, and privacy constraints.
Responding to Early Childhood Education and Care Needs of Children of Asylum Seekers and Refugees in Europe and North America
Marking the release of an MPI report, this webinar examines the challenges and successes major host countries in Europe and North America are experiencing in providing high-quality early childhood education and care (ECEC) services for children from refugee and asylum seeker families.
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.
Supporting DLLs in Superdiverse PreK-3 Programs: Findings from Two Studies
Marking the release of two research reports that highlight promising, effective approaches to teaching and learning for Dual Language Learners in multilingual, multicultural classrooms, report authors present their findings on this webinar and discuss key implications for policy and practice.
Supporting Dual Language Learner Success in Superdiverse PreK-3 Classrooms: The Sobrato Early Academic Language Model
The Sobrato Early Academic Language model is adaptable to superdiverse classrooms, but multiple-language settings require additional teacher training and support.
The Language of the Classroom: Dual Language Learners in Head Start, Public Pre-K, and Private Preschool Programs
Exemplary teachers in superdiverse U.S. preschool settings make intentional language decisions to support Dual Language Learners, but program policy shapes what is possible.
