Migration Policy Institute - National Center on Immigrant Integration Policy
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Marking the release of an MPI report, this webinar will focus on how schools have created and expanded systems around the identification of newcomer students’ immediate and ongoing academic and socioemotional needs, and how they designed programs and curricular pathways to balance these needs with state policy constraints.
Dual Language Learners (DLLs) now make up nearly one-third of all children ages 8 and under in the United States, and on this webinar, MPI analysts outline key findings from a national demographic and policy profile and series of state fact sheets highlighting characteristics of the growing DLL population and the policy context they encounter in state early childhood education and care (ECEC) systems. Panelist discuss the implications for the ECEC programs and systems that seek to provide equitable access and quality for DLLs, and highlight California's response to the growing population of DLLs in the ECEC system.
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.
On this webinar, MPI analysts outline key findings from their national demographic and policy profile on Dual Language Learners (DLLs) and discuss the implications for early childhood education and care programs and systems that seek to provide equitable access and quality education for DLLs. The webinar marks the release of the U.S. profile and profiles for the 30 states with the largest DLL populations.
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.
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.
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.
The future of the Deferred Action for Childhood Arrivals (DACA) program is uncertain, amid skepticism from the Trump administration about its merits and the promise of legal challenge from ten state attorneys general. This issue brief presents a profile of young adults eligible for DACA in terms of their educational attainment and labor force participation, as well as what is at stake should the program be terminated.
A recent MPI study reveals that 48 percent of recent immigrants to the United States were college graduates, a sharp increase over earlier periods. How can the United States better leverage this brain gain? This commentary outlines some policies that could allow the United States to more fully utilize the professional and academic credentials that highly skilled immigrants have, for their benefit and that of the U.S. economy.
Approximately 3 million refugees have been admitted to the United States since 1980, with most entering employment quickly and making substantial gains toward integration over time. Yet national averages often mask considerable variation. This report uses a unique methodology to explore how different refugee groups fare across U.S. states and what role state policies may or may not play in shaping these outcomes.
Nearly half of immigrant adults arriving in the U.S. since 2011 have a college degree—a far higher share than a quarter-century ago, when just 27 percent did. This striking but little noted shift in the composition of recent immigrant flows, driven in part by rising migration from Asia, comes as some policymakers press for a "merit-based" immigration system. This fact sheet examines rising human capital at U.S. and state levels.
This discussion focuses on practices and options that states could adopt to hold schools accountable for English Learners’ achievement in the fairest and most accurate manner as part of the implementation of the Every Student Succeeds Act. This webinar marks the release of a set of 13 state fact sheets, available on MPI's web page English Learners and the Every Student Succeeds Act (ESSA), that provide a sketch of EL demographics, student outcomes, and accountability mechanisms under ESSA and its predecessor.
The selection of Betsy DeVos as Education Secretary and President Trump’s immigration enforcement-focused executive orders have left many parents and educators wondering how the new administration’s policies will affect students from immigrant families and the schools that serve them. The simple answer, as this commentary explores, is: It will depend on the actions of state and local policymakers where those students live.
These fact sheets provide a sketch of key characteristics of the foreign-born and English Learner (EL) populations in select states. The fact sheets look at the demographics of these states, discuss EL student outcomes as measured by standardized tests, and conclude with an overview of state accountability mechanisms that affect ELs under relevant provisions of the Every Student Succeeds Act and predecessor No Child Left Behind Act.
Marking the release of a report on the barriers foreign-trained high-skilled immigrants face in the United States, this webinar examines programs and initiatives that assist with credential recognition, employment, and relicensure, as well as recent policy developments. Discussants review recommendations for community-based organizations, employers, and policymakers to expand successful efforts aimed at preventing brain waste.
Nearly 2 million college-educated immigrants in the United States, more than half coming with academic and professional credentials, are unable to fully utilize their professional skills and instead are stuck in low-skilled work or are unemployed. This report explores a range of programs and policies that are providing cutting-edge career navigation, relicensing, gap filling, and job search assistance to remedy this brain waste.
Marking the release of an MPI report, researchers and practitioners on this webinar discuss brain waste among college-educated immigrants and initiatives that ease the barriers foreign-educated newcomers confront with regards to credential recognition, employment, and relicensure, as well as recent policy developments and ongoing challenges in the field.
Amid implementation of the Every Student Succeeds Act, this discussion focuses on practices and options that states could adopt to hold schools accountable for English Learners’ achievement in the fairest and most accurate manner.
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.
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.