E.g., 10/29/2020
E.g., 10/29/2020

National Center on Immigrant Integration Policy

National Center on Immigrant Integration Policy

A young child and family walking
Jeniffer Araújo

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.

Middle school students studying in a library
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.

A classroom with exam papers on students' desks
Eric E. Castro

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.

Jamie Henderson

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.

High school students working together in the library
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.

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.

Recent Activity

Reports
October 2008
By Jeanne Batalova, Michael Fix, and Peter A. Creticos
Reports
September 2008
By Aaron Terrazas and Michael Fix
Reports
April 2008
By Michael Fix, Margie McHugh, Aaron Terrazas, and Laureen Laglagaron
Reports
December 2007
By Cristina Rodríguez , Muzaffar Chishti, and Kimberly Nortman
Reports
July 2007
By Margie McHugh, Julia Gelatt, and Michael Fix
Reports
March 2007
By Jeanne Batalova, Michael Fix, and Julie Murray

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Recent Activity

Reports
October 2008

This exploratory study provides an unprecedented assessment of the “brain-waste” phenomenon in the United States—a serious waste of human capital resulting from the unemployment or underemployment of highly skilled college-educated immigrants.

Reports
October 2008

The Migration Policy Institute (MPI), in conjunction with a research team at the New York University (NYU) School of Law, is cataloguing legislation introduced and/or enacted by state legislatures to regulate immigrants and immigration.

 

Policy Briefs
September 2008

This report provides an overview of the citizenship test redesign process, reviews limited data on applicant test performance during pilot testing, and provides policy recommendations for moving forward.

Reports
September 2008

This report views Nevada’s significant population growth between 1990 and 2006 through an immigration and immigrant integration lens—it outlines the reasons that make Nevada’s case unique and worthy of study; and analyzes the educational challenges the state will confront as it responds to rapid demographic change.

Reports
April 2008

This report examines the large presence of unauthorized and mixed-status families, and the growing size of the second generation and its concerns within Los Angeles County and in California, drawing comparisons to broader national demographic trends and rationales for immigrant integration.

Reports
December 2007

This report provides a framework for assessing the legal validity of state legislative measures that address unauthorized immigration. To determine their validity, authors seek to establish whether Congress has preempted the law, and if not, whether these local laws exceed the bounds of constitutional authority by conflicting or interfering with existing federal regulatory regimes.

Reports
July 2007

This report seeks to capture the extent of the existing need for adult English language instruction services by analyzing the number and characteristics of lawful permanent residents and unauthorized immigrants, and translating these numbers into estimates of service hours and financial costs necessary to advance the language and literacy skills of these immigrants.

Reports
March 2007

This report provides a demographic profile of adolescent limited English proficient students in the United States, examines how these students are faring on standardized tests, and breaks down the assessment data further for a comparison of 6th to 8th grade LEP students California, Colorado, Illinois, and North Carolina.

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