National Center on Immigrant Integration Policy
National Center on Immigrant Integration Policy
Although proven effective in supporting young children and their caretakers, home visiting programs are less likely to see the enrollment of immigrant and refugee families. This brief looks at the strategies some states and counties are using to boost the equity and quality of their home visiting services for these at-risk families, from rethinking how they assess the needs of resident families, to involving communities in program design and service provision.
Allison Shelley/The Verbatim Agency
The 2020–21 academic year is underway, but many U.S. schools, students, and families are still reeling from the rocky transition to remote learning that occurred months earlier, after the COVID-19 pandemic hit. For English Learners and students in immigrant families, many of the challenges are magnified. This policy brief examines how schools’ pandemic response is affecting these students and offers recommendations to help schools and districts support them in this period of uncertainty.
With high stakes attached to standardized tests in U.S. education, it is critical that these assessments accurately capture what students know and can do in a subject. For English Learners, this may be a challenge if they cannot fully demonstrate in English what they have learned. Native language assessments are one promising tool for overcoming this hurdle, though questions about when and with whom they are most effective remain.
Allison Shelley/Alliance for Excellent Education
States publish a wealth of data about their English Learner students’ academic achievement and other outcomes such as graduation rates. But the answer to the question “Who is an EL?” is not always the same. This brief explains how the EL subgroup varies across states and types of data, and why it is important to understand these differences when making decisions about how ELs and schools are faring.
All 50 states, the District of Columbia, and Puerto Rico have developed blueprints to meet their commitments under the Every Student Succeeds Act—including requirements that aim to raise the profile of English Learners (EL) in state accountability systems. This report breaks these plans down, comparing the significant diversity of approaches taken on everything from EL identification to tracking academic achievement.
The Every Student Succeeds Act (ESSA) includes a number of new requirements for the education of English Learners (ELs), including standardized criteria for identifying EL students and inclusion of English proficiency as a measurement of school quality. Resources on this page can help inform decisions such as how quickly schools must improve and how states can intervene with struggling districts.
The English Language Learner (ELL) Information Center provides informative fact sheets, maps, and state-level data resources that chronicle the demography and trends of immigrant families and their children.
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Donald M. Kerwin, Doris Meissner and Margie McHugh
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Jeanne Batalova and Margie McHugh
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Randy Capps and Michael Fix
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Michael Fix and Jennifer Van Hook
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In the absence of new U.S. immigration reform legislation, this report examines the opportunities that exist within the executive branch and the administration to refine and strengthen current U.S. immigration laws and policies. The administration can exercise its authority to field policies, programs, and procedures that are effective and fair in advancing the goals of the U.S. immigration system.
This report provides an overview of several commonly used translation and interpretation technologies. It aims to assist language access practitioners in understanding and identifying which systems would best meet their agency’s language access needs.
In 2010, based on changes to the DREAM Act legislation pending in Congress, MPI issued revised total and state-level estimates of the unauthorized youth and young adults who might be eligible for conditional legal status, updating its DREAM vs. Reality fact sheet.
This fact sheet, based on analysis of the U.S. Census Bureau’s 2009 American Community Survey, documents the top languages spoken by English Language Learners (ELLs) nationwide and on a state level.
Despite conventional wisdom that the U.S. immigrant workforce is shaped like an hourglass—wide at the top and the bottom but narrow in the middle— in reality immigrants are more evenly dispersed across the skills spectrum. This report shows that the fastest growth in immigrant employment since 2000 has occurred in middle-skilled jobs.
Repealing birthright citizenship for U.S.-born children of unauthorized immigrants, a step discussed in some circles as a means to reduce illegal immigration, would significantly increase the size of the unauthorized immigrant population in the United States, from 11 million today to 16 million by 2050, this brief reveals.
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COVID-19 Spotlights the Inequities Facing English Learner Students, as Nonprofit Organizations Seek to Mitigate Challenges
The transition to remote learning for school districts across the United States during the COVID-19 pandemic has been a challenge for most families, but especially those with English Learner (EL) and immigrant students. This commentary outlines how the pandemic has brought new focus to well-known equity gaps and spotlights ways in which nonprofit organizations can be important partners in mitigating the effects of school closures and anticipated spending cuts.
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