E.g., 10/18/2017
E.g., 10/18/2017

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.

Recent Activity

Fact Sheets
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By Maki Park, Margie McHugh, and Caitlin Katsiaficas
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By B. Heidi Ellis, Erin N. Hulland , Alisa B. Miller, Colleen Barrett Bixby, Barbara Lopes Cardozo, and Theresa S. Betancourt
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December 2010
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Video, Audio
January 21, 2016

Experts Delia Pompa and Margie McHugh examine provisions of the Every Student Succeeds Act (ESSA) related to the success of immigrant and English-learner students during this webinar, answering questions about the new law's implementation and possible impacts.

Video, Audio
January 13, 2016

This webinar offers a discussion of the economic, linguistic and educational disadvantage experienced by U.S. children with unauthorized immigrant parents. The MPI researchers discuss their finding that 86 percent of the 5.1 million such children in the United States have a parent who could potentially benefit from the Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA) program.

Video, Audio
October 27, 2015

In this webinar, the authors of three papers on the experiences of refugee children present their findings, with a focus on how such experiences affect their mental health and education.

Video, Audio
October 22, 2015

This webinar examines the challenges facing educators and policymakers in Europe and the United States as they attempt to meet the needs of immigrant and refugee students who arrive during their middle and high school years.

Video, Audio
October 15, 2015

Marking the release of an MPI brief, this webinar examines data on where unaccompanied child migrants are being placed in the United States, how they are faring in immigration courts, what services are available to them, and how U.S.

Pages

Video, Audio
January 21, 2016

Experts Delia Pompa and Margie McHugh examine provisions of the Every Student Succeeds Act (ESSA) related to the success of immigrant and English-learner students during this webinar, answering questions about the new law's implementation and possible impacts.

Video, Audio
January 13, 2016

This webinar offers a discussion of the economic, linguistic and educational disadvantage experienced by U.S. children with unauthorized immigrant parents. The MPI researchers discuss their finding that 86 percent of the 5.1 million such children in the United States have a parent who could potentially benefit from the Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA) program.

Video, Audio
October 27, 2015

In this webinar, the authors of three papers on the experiences of refugee children present their findings, with a focus on how such experiences affect their mental health and education.

Video, Audio
October 22, 2015

This webinar examines the challenges facing educators and policymakers in Europe and the United States as they attempt to meet the needs of immigrant and refugee students who arrive during their middle and high school years.

Video, Audio
October 15, 2015

Marking the release of an MPI brief, this webinar examines data on where unaccompanied child migrants are being placed in the United States, how they are faring in immigration courts, what services are available to them, and how U.S.

Pages

Video, Audio
January 21, 2016

Experts Delia Pompa and Margie McHugh examine provisions of the Every Student Succeeds Act (ESSA) related to the success of immigrant and English-learner students during this webinar, answering questions about the new law's implementation and possible impacts.

Video, Audio
January 13, 2016

This webinar offers a discussion of the economic, linguistic and educational disadvantage experienced by U.S. children with unauthorized immigrant parents. The MPI researchers discuss their finding that 86 percent of the 5.1 million such children in the United States have a parent who could potentially benefit from the Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA) program.

Video, Audio
October 27, 2015

In this webinar, the authors of three papers on the experiences of refugee children present their findings, with a focus on how such experiences affect their mental health and education.

Video, Audio
October 22, 2015

This webinar examines the challenges facing educators and policymakers in Europe and the United States as they attempt to meet the needs of immigrant and refugee students who arrive during their middle and high school years.

Video, Audio
October 15, 2015

Marking the release of an MPI brief, this webinar examines data on where unaccompanied child migrants are being placed in the United States, how they are faring in immigration courts, what services are available to them, and how U.S.

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Recent Activity

Fact Sheets
December 2016

These fact sheets provide a sociodemographic sketch of parents with children ages 0 to 8 in the 30 states with the largest number of immigrant families, offering data and analysis of some of the key parental characteristics to help stakeholders identify populations that could be targets for early childhood and parent-focused programs working to improve child and parent outcomes.

Video, Audio, Webinars
November 17, 2016

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.

Reports
November 2016

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.

Reports
October 2016

Somali and Bhutanese refugees are two of the largest groups recently resettled in the United States and Canada. This report examines factors that might promote or undermine the mental health and overall well-being of children of these refugees, with regard to factors such as past exposure to trauma, parental mental health, educational attainment, social support, and discrimination.

Video, Audio, Webinars
August 25, 2016

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.

Reports
August 2016

With English Learners (ELs) representing nearly 10 percent of U.S. elementary and secondary students, many school districts are struggling to develop the capacity to meet the needs of children from immigrant and refugee backgrounds. This study provides an overview of supplementary funding mechanisms to improve EL outcomes, examining policies at state and local levels, and making recommendations for improvement.

Video, Audio, Webinars
June 23, 2016

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.

Reports
June 2016

This report sheds light on supplementary funding mechanisms targeted to migrant-background students in four countries—Canada, France, Germany, and the United States—and some of the key challenges and strategies decisionmakers face as they attempt to ensure that additional resources are used effectively to remedy the achievement gaps that immigrant and refugee students often confront.

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