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.
Featured Research
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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 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.
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.
The Impact of Immigration Enforcement Policies On Teaching and Learning in America’s Public Schools
In an era of stepped-up immigration enforcement, speakers at this event present their research on the impact of enforcement policies on children from immigrant families and U.S. public schools.
Effectively Serving Children in a Superdiverse Classroom: Implications for the Early Education System
Marking the release of an MPI report, this webinar features MPI researchers offering analysis of the diversity within the Dual Language Learner (DLL) population nationwide and at the state and local levels. They were joined by a representative from the field, who discussed the on-the-ground challenges and responses related to early learning service provision in superdiverse settings.
