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As school districts across the United States move to allocate their federal Elementary and Secondary School Emergency Relief (ESSER) funds, it is essential that they engage with multilingual and diverse community stakeholders, in part given English Learners have been disproportionately impacted by the pandemic. The track record suggests many districts are struggling to effectively engage these communities.
English Learners (ELs) in U.S. high schools often face unique challenges to navigating a path to graduation. This report examines the wide range of state policies that shape ELs’ education as they work toward high school completion—from the placement of newcomers to instructional design and graduation requirements. The report also presents opportunities for states to strengthen ELs’ access to a high-quality education.
European countries’ responses to the pandemic have been extraordinary in scope and volume, and strengthened appreciation for the role of robust welfare programs in helping individuals and communities weather challenges. This report explores the case for using the crisis to more permanently rethink European welfare states and whether the social-investment approach could serve as a tool for post-pandemic recovery in diverse, immigrant-receiving societies.
With COVID-19 likely to significantly reshape health-care systems in Europe and worldwide, there is a window of opportunity to test new strategies to tackle longstanding migrant health disparities, and ensure that structural changes accommodate the complex needs of diverse populations.
While the pandemic has had broad impacts across European societies, these have not been evenly felt. Many migrants and refugees have long faced health challenges, such as limited health-care eligibility and accessibility, and COVID-19 has threatened to deepen health disparities. This report explores how European countries have responded and what opportunities have emerged to tackle disparities in migrant health.
With COVID-19 likely to significantly reshape health-care systems in Europe and worldwide, speakers on this webinar reflect on the implications of the public-health crisis for migrant health and discuss promising innovations and strategies that ultimately could reduce the disparities in health care that already existed pre-pandemic for immigrants and other diverse populations—if undertaken in timely fashion.
Even as COVID-19 vaccination campaigns have picked up speed in Europe, economic uncertainty remains. Recently arrived refugees, migrant women, and other immigrants who faced labor market challenges before the pandemic have in many cases seen these challenges grow. This report explores the impact of the public-health crisis on migrants’ labor market integration and options for building inclusive pandemic recovery strategies.
Being there for one another is a fundamental response to adversity, but what happens when in-person interactions are limited in the interest of public health? This report explores the pandemic’s effects on social cohesion in Europe and North America, including its impact on bonds between and within diverse groups, on immigrant integration programming, and on volunteering and other forms of solidarity. It underscores the importance of planning for an inclusive recovery.
This MPI Europe webinar reflects on the implications of this current moment for European economies and societies and the role of immigration and immigrant integration policy, and highlights research from the European Commission’s Joint Research Centre on the fiscal and demographic impacts of migration.
The COVID-19 pandemic has affected nearly every aspect of education, and it is expected that English Learners (ELs) will suffer disproportionate impacts. In this webcast, panelists discuss how weaknesses in existing EL teacher education and professional development policies have played into schools’ uneven response to the pandemic. They also offer lessons for future reform.
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.
The fires that devastated the Moria refugee camp on the Greek island of Lesbos have further raised the stakes for the soon-to-be unveiled EU Pact on Migration and Asylum. If Moria persists as a concept—with asylum seekers prevented from onward movement elsewhere in Europe—this becomes an integral pillar of future EU asylum practice, whatever is written on paper, as this commentary explores.
A growing number of countries, particularly in Europe, have piloted or implemented refugee sponsorship programs in recent years. Yet there is limited evidence of how well these programs, which tap community members and civil society to take key roles in refugee resettlement, are working and how they can be improved. This issue brief explores how building monitoring and evaluation activities into sponsorship programs can help answer these and other critical questions.
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.
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.
As European asylum systems are tested again by the COVID-19 pandemic, which has injected the need for social distancing during processing and in reception centers, it appears lessons learned during the 2015-16 migration and refugee crisis may be fading. Chief among them: A number of Member States have phased out their buffer capacity. This MPI Europe commentary explores the diametrically different approaches taken to asylum during the pandemic.
States publish a wealth of data about their English Learner students’ academic achievement and other outcomes such as graduation rates. But the answer to the question “Who is an EL?” is not always the same. This brief explains how the EL subgroup varies across states and types of data, and why it is important to understand these differences when making decisions about how ELs and schools are faring.
Brussels is searching for bright ideas on how to fix the Common European Asylum System. While recent EU-level legal reforms have stalled, this report examines the many innovative, operations-focused approaches Member States have used since the 2015-16 migration crisis to improve registration and reception systems, asylum case processing, and options for returning failed asylum seekers.
All 50 states, the District of Columbia, and Puerto Rico have developed blueprints to meet their commitments under the Every Student Succeeds Act—including requirements that aim to raise the profile of English Learners (EL) in state accountability systems. This report breaks these plans down, comparing the significant diversity of approaches taken on everything from EL identification to tracking academic achievement.
Home visiting programs for young families are growing in popularity across the United States, and have demonstrated their effectiveness in supporting maternal health and child well-being. At the same time, more infants and toddlers are growing up in immigrant families and households where a language other than English is spoken. Why then are these children under-represented in these programs? This brief explores common barriers, ways to address them, and why it is important to do so.