NCIIP: Early Childhood and K-12 Education
NCIIP: Early Childhood and K-12 Education
Recent Activity
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.
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.
This article explores differences in application and renewal rates for the Deferred Action for Childhood Arrivals program among unauthorized immigrants from Latin America and Asia. Based on interviews with immigrant advocates and service providers, it appears participation in the deportation relief program may be different among origin groups based on varying perceptions of lack of trust in government and shame over legal status, as well as political barriers.
Dual Language Learners (DLLs) now make up nearly one-third of all children ages 8 and under in the United States, and on this webinar, MPI analysts outline key findings from a national demographic and policy profile and series of state fact sheets highlighting characteristics of the growing DLL population and the policy context they encounter in state early childhood education and care (ECEC) systems. Panelist discuss the implications for the ECEC programs and systems that seek to provide equitable access and quality for DLLs, and highlight California's response to the growing population of DLLs in the ECEC system.
MPI experts discuss their analysis of data on U.S. foreign- and native-born parents with young children, along with their findings from a field study of select two-generation programs that serve immigrant and refugee families. They explore the implications of WIOA and recommendations for successful program and policy design.
This webinar explores the key education funding mechanisms in place to support English Learner elementary and secondary students in the United States, public conversations about funding, and efforts to improve the equitable distribution of educational resources.
Report authors and an ELL professional discuss the mechanics of school funding and the specialized services provided for migrant-background students in the United States, Canada, France, and Germany. Speakers also highlight the choices facing policymakers who seek to use supplementary funding to better support effective, high-quality education for children from immigrant and refugee families.
MPI analysts discuss the findings of a report comparing young children of refugees to other U.S. children on several key indicators of well-being.
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Dual Language Learners (DLLs) now make up nearly one-third of all children ages 8 and under in the United States, and on this webinar, MPI analysts outline key findings from a national demographic and policy profile and series of state fact sheets highlighting characteristics of the growing DLL population and the policy context they encounter in state early childhood education and care (ECEC) systems. Panelist discuss the implications for the ECEC programs and systems that seek to provide equitable access and quality for DLLs, and highlight California's response to the growing population of DLLs in the ECEC system.
MPI experts discuss their analysis of data on U.S. foreign- and native-born parents with young children, along with their findings from a field study of select two-generation programs that serve immigrant and refugee families. They explore the implications of WIOA and recommendations for successful program and policy design.
This webinar explores the key education funding mechanisms in place to support English Learner elementary and secondary students in the United States, public conversations about funding, and efforts to improve the equitable distribution of educational resources.
Report authors and an ELL professional discuss the mechanics of school funding and the specialized services provided for migrant-background students in the United States, Canada, France, and Germany. Speakers also highlight the choices facing policymakers who seek to use supplementary funding to better support effective, high-quality education for children from immigrant and refugee families.
MPI analysts discuss the findings of a report comparing young children of refugees to other U.S. children on several key indicators of well-being.
Pages
Dual Language Learners (DLLs) now make up nearly one-third of all children ages 8 and under in the United States, and on this webinar, MPI analysts outline key findings from a national demographic and policy profile and series of state fact sheets highlighting characteristics of the growing DLL population and the policy context they encounter in state early childhood education and care (ECEC) systems. Panelist discuss the implications for the ECEC programs and systems that seek to provide equitable access and quality for DLLs, and highlight California's response to the growing population of DLLs in the ECEC system.
MPI experts discuss their analysis of data on U.S. foreign- and native-born parents with young children, along with their findings from a field study of select two-generation programs that serve immigrant and refugee families. They explore the implications of WIOA and recommendations for successful program and policy design.
This webinar explores the key education funding mechanisms in place to support English Learner elementary and secondary students in the United States, public conversations about funding, and efforts to improve the equitable distribution of educational resources.
Report authors and an ELL professional discuss the mechanics of school funding and the specialized services provided for migrant-background students in the United States, Canada, France, and Germany. Speakers also highlight the choices facing policymakers who seek to use supplementary funding to better support effective, high-quality education for children from immigrant and refugee families.
MPI analysts discuss the findings of a report comparing young children of refugees to other U.S. children on several key indicators of well-being.
Pages
Recent Activity
Dual Language Learners (DLLs) now make up nearly one-third of all children ages 8 and under in the United States, and on this webinar, MPI analysts outline key findings from a national demographic and policy profile and series of state fact sheets highlighting characteristics of the growing DLL population and the policy context they encounter in state early childhood education and care (ECEC) systems. Panelist discuss the implications for the ECEC programs and systems that seek to provide equitable access and quality for DLLs, and highlight California's response to the growing population of DLLs in the ECEC system.
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.
By winding down DACA over six months, President Trump may have addressed a short-term political dilemma. But this action ensures debate will rage on in search of a lasting solution, as many in Congress and beyond recognize the loss of work authorization and deportation relief will affect not only DACA recipients and their families, but also employers, universities, and communities alike, as this commentary explores.
This issue brief offers community stakeholders a framework to evaluate state education accountabiilty plans to determine if they meet required English Learner (EL) accountability elements. The information that community stakeholders collect using this framework may be used to monitor implementation and adherence to state plans and to evaluate the efficacy of policies chosen by the state.
For children in U.S. homes where a language other than English is spoken, early childhood programs that are responsive to their needs can be key to later academic success. But as states refine their Quality Rating and Improvement Systems (QRIS) to assess such programs, immigrant early childhood workers with in-demand language and cultural skills may be left behind. This report examines the challenges these workers face and promising practices to serve diverse communities.
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.
These fact sheets provide a sketch of key characteristics of the foreign-born and English Learner (EL) populations in select states. The fact sheets look at the demographics of these states, discuss EL student outcomes as measured by standardized tests, and conclude with an overview of state accountability mechanisms that affect ELs under relevant provisions of the Every Student Succeeds Act and predecessor No Child Left Behind Act.
As states work to build high-quality early childhood systems and implement the federal Workforce Innovation and Opportunity Act (WIOA) and Every Student Succeeds Act (ESSA), having detailed knowledge of the characteristics of immigrant parents can help maximize the effectiveness of programs that seek to improve child and family outcomes, as this commentary explains.
All Eyes Turn to Congress, Following Trump Decision to Terminate DACA Program
By winding down DACA over six months, President Trump may have addressed a short-term political dilemma. But this action ensures debate will rage on in search of a lasting solution, as many in Congress and beyond recognize the loss of work authorization and deportation relief will affect not only DACA recipients and their families, but also employers, universities, and communities alike, as this commentary explores.
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