E.g., 02/17/2020
E.g., 02/17/2020

National Center on Immigrant Integration Policy

National Center on Immigrant Integration Policy

A student taking an exam
F1Digitals/Pixabay

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.

A mother and two children
Amber Carter/U.S. Air Force

Home visiting programs for young families are growing in popularity across the United States, and have demonstrated their effectiveness in supporting maternal health and child well-being. At the same time, more infants and toddlers are growing up in immigrant families and households where a language other than English is spoken. Why then are these children under-represented in these programs? This brief explores common barriers, ways to address them, and why it is important to do so.

High school students work on a science project
Allison Shelley/Alliance for Excellent Education

A complicated web of laws, policy guidance, and court rulings affect how English Learner (EL) and immigrant-background students are educated across the United States. This EL Insight sorts through them to highlight seven key ways the U.S. government protects the rights of these students to a K-12 education. It also highlights who can enforce these rules and how they can be seen in action.

Students at High School Graduation
Beltrami Studios/Flickr

High school graduation is a landmark event for students. It also plays an important role in the state accountability systems designed to ensure that schools provide all students a high-quality education. Yet relying on a school's four-year graduation rate for federal accountability purposes can have unintended consequences for English Learners, who may need extra time to graduate.

Iraqi refugee father and son
Nick Hall/IRC

The first years of a child’s life are a time of immense growth, and exposure to trauma—if left unaddressed—can have significant, lifelong effects. This issue brief examines how young children of refugees and other immigrants may be affected by trauma, and what early childhood education and care programs, health-care providers, and others can do to mitigate its adverse effects.

Mosaic36/Flickr

Dual Language Learners (DLLs) are a growing segment of the Minnesota young child population, and a particularly "superdiverse" one with myriad origins, cultures, and languages—a new reality other states and communities will face. Drawing on interviews with policymakers and service providers, as well as analysis of census data, this report examines what this incredible diversity means for the state’s early childhood policies and programs.

Recent Activity

Fact Sheets
January 2004
By Elizabeth Grieco
Reports
March 2003
By Deborah W. Meyers and Maia Jachimowicz

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Recent Activity

Fact Sheets
January 2004

This report examines the characteristics of foreign-born workers in the United States based on the 2002 Current Population Survey. Findings relate to foreign-born workers age 16 and over participating in the civilian labor force.

Reports
March 2003

This report explores the key themes that emerged during a conference convened on September 9, 2002 by the Woodrow Wilson International Center for Scholars and the Migration Policy Institute.

Pages