Migration Policy Institute - K-12 Education
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States are in the midst of designing new policies to hold schools accountable for the education of English Learner (EL) students, as mandated by the federal Every Student Succeeds Act (ESSA). This series of fact sheets sketches the characteristics of immigrant and EL students in 25 states, the gaps between their educational outcomes and those of their peers, and the accountability policies each state is developing.
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 Madison Wisconsin.
The programs U.S. schools use to support English Learners (EL) take many shapes and forms. At a time when parents and community members are encouraged to work with educators to close achievement gaps, this guide aims to help them understand the differences between EL program models, as well as why schools make different choices about which to use.
Marking the release of an MPI brief, this webinar summarizes 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.
As states make more data about student outcomes and schools available online, it can be difficult to decide where to turn for information about English Learners (ELs). This guide breaks down common questions about finding and using student (and specifically EL) data. It also explores some common challenges data users may face.
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.
In early education and care programs where children come from a variety of cultural and linguistic backgrounds, superdiversity is challenging providers to look beyond traditional approaches to supporting Dual Language Learners. This report examines a well-regarded model for preK-3 professional development. The report highlights promising practices and key adaptations of the model for use in in multilingual, multicultural classrooms.
This useful online guide links users directly to the most credible, high-quality data on immigrants and immigration in the United States and internationally. The easy-to-use guide includes more than 220 data resources compiled by governmental and nongovernmental sources, covering topics ranging from population stock and flow numbers to statistics on enforcement, public opinion, religious affiliation, and much more.
Marking the release of two research reports that highlight promising, effective approaches to teaching and learning for Dual Language Learners in multilingual, multicultural classrooms, report authors present their findings on this webinar and discuss key implications for policy and practice.
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.
Dual Language Learners (DLLs) grow up in U.S. families with a wide range of languages, origins, and socioeconomic characteristics. Yet little is known about which practices and program models work best in superdiverse classrooms where no minority language is dominant. This report explores DLL diversity at national, state, and local levels, highlighting its implications for early childhood programs and schools.
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.
Amid the arrival of hundreds of thousands of children during the migration crisis in Europe, school systems are increasingly being called upon to find innovative ways to address growing diversity and support children with migrant backgrounds. This webinar offers lessons for integration and education policymakers to ensure the whole education workforce is equipped to support diverse learners and better realize the broader role schools play as integration actors.
Rising numbers of young immigrants and refugees entering European schools following the 2015–16 migration crisis strained system capacity and injected new urgency into debates about how to support diverse learners and their families. This report examines the challenges facing European education systems and identifies key lessons to improve migrant inclusion in schools and integration more broadly.
Marking the release of an MPI Europe report, Mainstreaming 2.0: How Europe’s Education Systems Can Boost Migrant Inclusion, this webinar considers how future education systems and classroms might support children with migrant backgrounds and diverse learners.
Across Europe, civic education programs are being asked to solve a range of social challenges—from dwindling political participation to the protection of immigrant and refugee youth from alienation and radicalization. While these challenges are shared across countries, the programs designed to address them vary considerably. This report explores differing models in Denmark, France, Germany, Sweden, and the United Kingdom.
As long-simmering passions related to federal immigration policies have come to a full boil, less noted but no less important debates are taking place at state and local levels with regards to policies affecting immigrants and their children. As states are increasingly diverging in their responses, this report examines how some of the key policies and programs that support long-term integration success are faring in this volatile era.
Enactment of the Every Student Succeeds Act (ESSA) in 2015 introduced opportunities to use federal funds to strengthen the early childhood education and care (ECEC) workforce as a means of better meeting the needs of the growing and increasingly diverse young child population.
An average of 915 DACA recipients every day will lose their work authorization and protection from deportation once the phaseout of the program moves into full force in spring 2018, MPI estimates. This fact sheet also offers U.S. and state estimates of the school enrollment and educational attainment, workforce participation, and industries and occupations of employment for the nearly 690,000 current DACA holders.
Marking the release of an MPI report, this webinar explores some of the responses made by school districts to bring immigrant and refugee newcomer students up to speed in English and basic academic skills, all while focused on the educational system’s ultimate goal of high school completion with the skills necessary for today’s college and career demands. The discussion focuses on how schools create and expand systems around the identification of students’ immediate and ongoing academic and socioemotional needs, and how they design programs and curricular pathways to balance these needs with state policy constraints.