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 Missing Link: Connecting Eligible Asylees and Asylum Seekers with Benefits and Services
Asylees are eligible for many U.S. refugee-equivalent benefits but lack systems to connect them. Weak outreach and fragmented data leave many underserved.
Immigrant Children’s Medicaid and CHIP Access and Participation: A Data Profile
In 2019, 40 percent of income-eligible immigrant children were barred from Medicaid and CHIP, and even eligible children enrolled at much lower rates.
How State Assessments Became and Remain a Driver for Equity for English Learners
While the pandemic has given a boost to efforts to water down or limit end-of-year state assessments of students in K-12, this commentary notes the importance of testing to drive equity for the nation's 5 million English Learners and ensure that they are not overlooked or that resources and support services are misdirected from where they are needed.
Testing Disrupted: Assessment of English Learners Complicated by Pandemic
Marking the release of a report examining the assessment of English Learner (EL) students after pandemic-induced disruptions, this webinar examines ELs’ learning experiences during the 2020-21 academic year and their performance and participation in statewide testing, and how schools are using data to inform interventions and instruction this year.
Better Responses to Differing Immigration Statuses: Spreading and Adapting 2Gen Working Practices
Two-generation (2Gen) service providers working with mixed-status families must train staff on eligibility, protect client data, and build partnerships to provide wraparound supports.
Growing Language Skills with Immigrant and Refugee Families: Spreading and Adapting 2Gen Working Practices
A 2021 survey of 125 U.S. organizations found wide gaps between family languages spoken and services offered; flexible, culturally responsive two-generation (2Gen) programs can help.
Cultural Competency Secrets to Success with Immigrant and Refugee Families: Spreading and Adapting 2Gen Working Practices
Cultural tailoring is essential for U.S. two-generation (2Gen) organizations seeking authentic engagement with immigrant and refugee families.
English Learner Testing during the Pandemic: An Early Readout and Look Ahead
COVID-19 hit English Learner (EL) students in U.S. schools hardest, widening gaps and stalling language growth. State test data reveal inequities that targeted recovery plans must address.
Building Trust with Immigrant and Refugee Families: Spreading and Adapting 2Gen Working Practices
Hiring staff from immigrant communities, offering integrated services, and creating safe spaces are the core strategies that two-generation (2Gen) programs use to earn family trust.
Schools Should Engage Diverse Community Stakeholders to Promoting Equitable Allocation of Historic Funding to Reimagine Education
As school districts across the United States move to allocate their federal Elementary and Secondary School Emergency Relief (ESSER) funds, it is essential that they engage with multilingual and diverse community stakeholders, in part given English Learners have been disproportionately impacted by the pandemic. The track record suggests many districts are struggling to effectively engage these communities.
