E.g., 10/19/2017
E.g., 10/19/2017

NCIIP: Early Childhood and K-12 Education

NCIIP: Early Childhood and K-12 Education

An immigrant father reading with his children.
Shutterstock

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.

Susan Melkisethian

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.

Des Moines Public Schools

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.

Head Start teacher and students
gregoniemeyer/Flickr

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.

Lauren Stoltzfus/Briya Public Charter School

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.

Mother and child reading.
Lauren Stoltzfus/Briya Public Charter School

Two-generation programs that weave together early childhood learning with adult-focused programs hold great potential to break cycles of intergenerational poverty for low-income parents with young children. Little research has been done on how these programs succeed with immigrant families. This report studies select programs and offers analysis of the sociodemographic characteristics of U.S. parents with young children.

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Recent Activity

Reports
November 2009

This report examines existing collaborative teacher exchange programs some U.S. states and districts have established with Mexico and Spain, and identifies such programs as a relatively unexplored, yet promising strategy for alleviating endemic teacher shortages and meeting the needs of LEP students.

Reports
March 2009

Funding for education in the American Recovery and Reinvestment Act (ARRA) has two primary objectives: 1) to help stimulate national economic recovery by providing jobs and building infrastructure in the state and local educational systems, and 2) to improve educational outcomes for children, particularly those most in need.

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
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.

Books
February, 2007

Securing the Future seeks to define what policymakers and scholars mean by integration while attempting to sketch the contours of U.S. integration policy. The volume reviews evidence of immigrants’ integration by examining the progress of the second generation, as well as trends in education, health, the workforce, and citizenship.

Policy Briefs
October 2006

This report discusses the major features of the proposed 2006 DREAM Act and provides MPI’s estimates of the number of young persons likely to be eligible for immigration relief if the DREAM Act is signed into law.

Reports
September 2005

This report examines how immigration is changing the demographic profile of the United States’ elementary and secondary student population, framing the analysis within the context of the nationwide implementation of No Child Left Behind.

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