E.g., 11/19/2018
E.g., 11/19/2018

ELL Information Center

ELL Information Center

The U.S. population has changed dramatically in the past three decades, as nearly 30 million immigrants, both authorized and unauthorized, have settled here seeking a better future for themselves and their children. Much attention has focused on proposed and actual change to immigration laws at the national and state levels.

A less studied, but perhaps vastly more important area of interest, is the effect immigration has on U.S. classrooms—where society’s response will determine the skills of the future U.S. workforce and the nation’s ability to remain competitive in a global economy.

Click on the map to access the interactive data tool.

For that reason, MPI’s National Center on Immigrant Integration Policy has created the English Language Learner (ELL) Information Center, to provide informative fact sheets, maps, and state-level data resources that chronicle the demography and trends of immigrant families and their children.

Recent Activity

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Fact Sheets
August 2018
By Julie Sugarman and Courtney Geary
Fact Sheets
October 2017
By Maki Park, Anna O’Toole, and Caitlin Katsiaficas
Fact Sheets
March 2017
By Julie Sugarman and Kevin Lee
Fact Sheets
June 2015
By Ariel G. Ruiz Soto, Sarah Hooker, and Jeanne Batalova
Fact Sheets
June 2015
By Ariel G. Ruiz Soto, Sarah Hooker, and Jeanne Batalova
Fact Sheets
December 2010
By Jeanne Batalova and Margie McHugh
Fact Sheets
August 2010
By Jeanne Batalova and Margie McHugh
Fact Sheets
August 2010
By Jeanne Batalova and Margie McHugh
Online Journal

Although the number of U.S. residents who speak a language other than English has grown in recent decades, the share of those who are Limited English Proficient (LEP) has fallen: 40 percent in 2015, compared to 44 percent in 1980—even as immigration rose rapidly. This article examines growing linguistic diversity in the country and sketches a profile of the LEP population, including size, location, and socioeconomic characteristics.

Online Journal

The Head Start program—a model for early childhood education programs nationwide—has served more than 33 million children since its inception half a century ago, many from immigrant families. This article examines the role of Head Start in the education of Dual Language Learners, who now comprise one-third of enrollees, and discusses how recent policy changes may affect this population.

Video, Audio
February 22, 2018

As the number and share of Dual Language Learners (DLLs) continues to grow across the United States, diversity within this population is also increasing. This webinar marks the release of a report providing analysis of the diversity within the DLL population nationwide and at the state and local levels. Speakers discuss data on the three rapidly growing subgroups within the DLL population: Black and Asian American and Pacific Islander DLLs and young children of refugees, and the implications for the early education and care field and K-12 education systems. 

Video, Audio
November 2, 2017

Marking the release of an MPI report, this webinar explores some of the responses made by school districts to bring immigrant and refugee newcomer students up to speed in English and basic academic skills, all while focused on the educational system’s ultimate goal of high school completion with the skills necessary for today’s college and career demands. The discussion focuses on how schools create and expand systems around the identification of students’ immediate and ongoing academic and socioemotional needs, and how they design programs and curricular pathways to balance these needs with state policy constraints. 

Audio
March 20, 2014

MPI experts, along with representatives from Gwinnett County Public Schools and the University of Georgia's Center for Latino Achievement and Success in Education, discuss the educational experiences of Georgia’s first- and second-generation immigrant youth and where Georgia’s ambitious education reforms have met—or failed to meet—the needs of this growing population. 

Recent Activity

Fact Sheets
August 2018

States are in the midst of designing new policies to hold schools accountable for the education of English Learner (EL) students, as mandated by the federal Every Student Succeeds Act (ESSA). This series of fact sheets sketches the characteristics of immigrant and EL students in 25 states, the gaps between their educational outcomes and those of their peers, and the accountability policies each state is developing.

Policy Briefs
June 2018

The programs U.S. schools use to support English Learners (EL) take many shapes and forms. At a time when parents and community members are encouraged to work with educators to close achievement gaps, this guide aims to help them understand the differences between EL program models, as well as why schools make different choices about which to use.

Policy Briefs
May 2018

As states make more data about student outcomes and schools available online, it can be difficult to decide where to turn for information about English Learners (ELs). This guide breaks down common questions about finding and using student (and specifically EL) data. It also explores some common challenges data users may face.

Video, Audio, Webinars
February 22, 2018

As the number and share of Dual Language Learners (DLLs) continues to grow across the United States, diversity within this population is also increasing. This webinar marks the release of a report providing analysis of the diversity within the DLL population nationwide and at the state and local levels. Speakers discuss data on the three rapidly growing subgroups within the DLL population: Black and Asian American and Pacific Islander DLLs and young children of refugees, and the implications for the early education and care field and K-12 education systems. 

Reports
February 2018

Dual Language Learners (DLLs) grow up in U.S. families with a wide range of languages, origins, and socioeconomic characteristics. Yet little is known about which practices and program models work best in superdiverse classrooms where no minority language is dominant. This report explores DLL diversity at national, state, and local levels, highlighting its implications for early childhood programs and schools.

Video, Audio, Webinars
November 2, 2017

Marking the release of an MPI report, this webinar explores some of the responses made by school districts to bring immigrant and refugee newcomer students up to speed in English and basic academic skills, all while focused on the educational system’s ultimate goal of high school completion with the skills necessary for today’s college and career demands. The discussion focuses on how schools create and expand systems around the identification of students’ immediate and ongoing academic and socioemotional needs, and how they design programs and curricular pathways to balance these needs with state policy constraints. 

Fact Sheets
October 2017

As the share of U.S. children under age 8 who are Dual Language Learners (DLLs) increases, state policies have an important role to play in ensuring all young learners are able to get their education off to a good start. These fact sheets compare key characteristics of DLLs and their peers nationwide and in 30 states, and identify state policies that support equitable access to high-quality early childhood education and care programs.

Commentary
March 2017

The selection of Betsy DeVos as Education Secretary and President Trump’s immigration enforcement-focused executive orders have left many parents and educators wondering how the new administration’s policies will affect students from immigrant families and the schools that serve them. The simple answer, as this commentary explores, is: It will depend on the actions of state and local policymakers where those students live.

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