E.g., 02/23/2024
E.g., 02/23/2024
NCIIP: Early Childhood and K-12 Education

NCIIP: Early Childhood and K-12 Education

A high school student answers a math problem on a whiteboard
Allison Shelley/EDUimages

State accountability systems are designed to identify and close student achievement gaps. Yet most do not report and interpret English Learner (EL) outcomes in a way that paints a full picture of how different instructional services have contributed to academic development. This report sketches a vision for reimagined accountability systems that can support better understanding of ELs’ learning and inform school improvement strategies.

A third grader raises her hand in class
Allison Shelley/EDUimages

A significant increase in the number of immigrant children in U.S. schools over the last decade has challenged K-12 educators to expand their capacity to serve students with different backgrounds and educational needs. This fact sheet sketches a profile of recently arrived immigrant children, presenting data on top states of residence, national origins, household characteristics, and more.

4th and 5th grade students working on posters
Allison Shelley/EDUimages

The pandemic and move to remote learning affected students across the United States, and certain groups—including the nation’s 5 million English Learners (ELs)—were hit particularly hard. At the same time, the federal government made unprecedented investments in public K-12 education to counter the pandemic’s adverse impacts. This issue brief explores the ways school districts have invested these funds to support ELs.

Three students in a digital filmmaking class set up a camera
Allison Shelley/EDUimages

Increasing equitable access to educational opportunities is a major focus for U.S. educators and others. For English Learners, the hands-on courses offered through career and technical education (CTE) programs can play an important role in helping them stay engaged in school, graduate, and get on a path to a career providing a family-sustaining wage. This report explores policies and practices to support their participation in CTE, as well as persistent barriers.

Photo of a preschool teacher reading to students.
Allison Shelley/EDUimages

Shortages of workers continue to plague early childhood education and care (ECEC) systems across the United States. With the field already struggling to effectively serve young children in families that speak languages other than English, apprenticeship programs offer a promising solution to bring more—and more multilingual—workers into early childhood careers.

A group of preschoolers listen to a story
Allison Shelley/EDUimages

How many Dual Language Learner (DLL) children live in your state, and what share do they comprise of all children under age 5? What languages are most commonly spoken in their households? Answers to these and other questions that are critical to the design and implementation of early childhood programs that reach all children equitably are presented in a series of state-level data fact sheets.

Recent Activity

Pages

Pages

flickr 21st Century Classroom 4571643113_f2e840ee38_z
Video, Audio
June 27, 2018

Marking the release of an MPI brief, experts on this webinar examine the key features of English Learner (EL) instructional models and discuss state- and district-level approaches to supporting schools in implementing effective EL program models, with a particular focus on what is being done in New York and M

flick EU ECHO refugee children
Video, Audio
April 12, 2018

On this webinar, authors discuss their findings, highlighting promising policies and practices for serving young children of refugees and asylum seekers in nine key host countries, as well as key areas in which ECEC services need to be strengthened.

Flickr Alliance for Education 36502961545_c01bbbca2c_z Courtesy of Allison Shelley The Verbatim Agency for American Education Images of Teachers and Students in Action
Video, Audio
March 21, 2018

This webinar focuses on patterns of home language use across different early childhood education and care (ECEC) program types, and the potential of the Sobrato Early Academic Language model to improve instruction and outcomes for DLLs in superdiverse settings. 

2018.2.28 Immigration Enforcement and Education Wilson Center co sponsor
Video
February 28, 2018

In an era of stepped-up immigration enforcement, speakers at this event present their research on the impact of enforcement policies on children from immigrant families and U.S. public schools. 

Preschool girl and boy hammering 35668258654_46de9bf058_z
Video, Audio
February 22, 2018

As the number and share of Dual Language Learners (DLLs) continues to grow across the United States, diversity within this population is also increasing. This webinar marks the release of a report providing analysis of the diversity within the DLL population nationwide and at the state and local levels. Speakers discuss data on the three rapidly growing subgroups within the DLL population: Black and Asian American and Pacific Islander DLLs and young children of refugees, and the implications for the early education and care field and K-12 education systems. 

Pages

Recent Activity

Policy Briefs
October 2020

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.

Video, Audio, Webinars
September 29, 2020

Practioners from California and Tennessee join MPI researchers in a discussion on key challenges to meeting English Learners’ needs during the pandemic and the policies and practices school systems will need to put in place to support them and their families through the public-health and education crisis, as well as when schooling returns to normal.

Policy Briefs
September 2020

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.

Reports
September 2020

This study explores the relationship between immigration enforcement and the mental health of Latino high school students, finding that majorities surveyed in both high- and low-enforcement environments reported fear that someone close to them could be deported, with resulting symptoms of conditions such as depression and PTSD. The report provides examples of how schools are responding to support the mental health and engagement of these students.

Video, Audio, Webinars
June 16, 2020

This webchat marks the release of a report examining the role native language assessments play in addressing equity concerns for English Learner (EL) students. The conversation offers participants an introduction to the key policy and practical considerations in the implementation of these assessments, particularly in a time of pandemic-induced disruptions for schools and looming budget cuts.

Policy Briefs
June 2020

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.

Commentaries
June 2020

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.

Expert Q&A, Audio
March 11, 2020

This podcast features a discussion between MPI's Margie McHugh and Julie Sugarman about how to understand the varying composition of states' English Learner (EL) subgroup under ESSA, and why understanding these technical differences matters when making decisions about how ELs and schools are faring. They also talk about different groups of ELs: newcomers, students with interrupted formal education, and long-term ELs, and data collection around these different cohorts.

Pages