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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The Skills and Economic Outcomes of Immigrant and U.S.-Born College Graduates
Immigrant college graduates match or exceed U.S.-born peers economically, yet the skills of one-fifth of them are underutilized. The gap can be closed with English skills training and credential reform.
A Profile of Low-Income Immigrants in the United States
In 2019, nearly 15 million U.S. immigrants were low income and had higher uninsured rates and lower public benefits use than their U.S.-born counterparts at similar income levels.
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.
Learning More about Dual Language Learners
A large and growing share of children across the United States have at least one parent who speaks a language other than English in the home.
Diverging Pathways: Immigrants’ Legal Status and Access to Postsecondary Credentials
Most of the nearly 24 million U.S. immigrants lacking credentials in 2019 had legal status and Pell Grant eligibility; unauthorized immigrants were barred from federal education support.
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.
Dual Language Learners: Key Characteristics and Considerations for Early Childhood Programs
One-third of U.S. children ages 0–5 are Dual Language Learners. Fact sheets offered here examine DLL populations for the 25 largest states.
The Public-Charge Final Rule Is Far from the Last Word
The Biden administration public-charge final rule undoes deep restrictions imposed during the Trump era, codifying much of the policy in place from 1999 to 2019. Yet confusion and fear over triggering negative immigration consequences will continue to keep many immigrants and their U.S.-born relatives from accessing benefits and services for which they are eligible absent a robust educational campaign, this commentary explains.
Changing the Playbook: Immigrants and the COVID-19 Response in Two U.S. Communities
Immigrants in Nashville and the San Francisco Bay area served in essential COVID-19 roles while community groups bridged health gaps and pushed for foreign-born access to pandemic relief.
