Immigrant Integration: Research
Adult education programs play an important part in helping immigrant adults learn English and, in doing so, integrate into U.S. communities and the workforce. In many states, much of the funding for these programs comes from the federal government. This report examines states’ varied vulnerability to potential funding cuts, as well as opportunities to build stronger, more sustainable programs.
In Napa Valley, a world-famous wine-growing region, agriculture and manufacturing are major aspects of the regional economy. They are also sectors that have long relied on immigrant labor. This report examines the characteristics and economic contributions of Napa County’s immigrant residents and workers.
Native language assessments are an important tool for measuring what K–12 English Learner (EL) students know in core academic subjects, independent of their English proficiency level. This fact sheet provides an overview of which states offer assessments in students’ home languages, for which subjects, and how this landscape has changed in recent years.
U.S. states and localities are increasingly enacting policies to make sure that language barriers do not prevent people from accessing government information and services, boosting service effectiveness and the ability to connect with residents. This report examines this trend, and the role of state and local policies against the backdrop of a changing federal policy landscape.
Labor and skills shortages threaten the European Union’s economic growth. Attracting workers with sought-after skills from abroad will be an important means of addressing these challenges. This report examines best practices for designing and managing labor migration corridors between EU and non-EU countries, with the aim of benefiting countries of destination and origin, employers, and migrant workers alike.
Although one-third of U.S. young children have a parent who speaks a language other than English, early childhood educators often lack the tools to effectively monitor the development of those not in monolingual, English-speaking households. This issue brief examines why many preschool classroom assessments are a poor fit for Dual Language Learners, and ways to make them more effective for diverse populations.
Many migrant-origin countries are developing policies and institutional structures to support their returning nationals, driven by safety concerns, emergencies, and in some cases pressure from destination countries. This policy brief examines these developments and identifies opportunities to better align local services, national policies, and donor support to strengthen international cooperation on migrant returns and reintegration.
Maine’s immigrant population, though relatively small, is a notably diverse mix of long-settled residents and newcomers from many parts of the world. At a time when the U.S.-born workforce in Maine is shrinking and aging, immigrants contribute essential labor and skills to the state economy. This report sketches a profile of immigrants in Maine, including their origins, educational attainment, workforce characteristics, and the challenges some face.
Immigrants comprise 15 percent of Connecticut’s population, and nearly 30 percent of children in the state are part of immigrant families. Having driven all state population and workforce growth over the last 15 years, immigrants are an important part of Connecticut’s present and its future. This report examines state policies and systems that aim to support upward mobility for all families, highlighting ways in which they could better meet the needs of low-income immigrant families.
Dual Language Learners (DLLs)—young children with at least one parent who speaks a language other than English—make up one-third of all children ages 0–5 in the United States. This fact sheet series and related resources provide essential data on the number and characteristics of DLL children and their families nationwide and in the 30 states with the most DLLs.
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