E.g., 06/16/2021
E.g., 06/16/2021
National Center on Immigrant Integration Policy

National Center on Immigrant Integration Policy

Parents and their children sit in a library for Princeton Children's Book Festival 2018
Princeton Public Library

Parents play an important role in supporting their children’s education, but certain factors—such as limited English proficiency, low levels of formal education, and digital access barriers—can make it difficult to do so. This fact sheet series looks at the characteristics of immigrant and U.S.-born parents of young and elementary-school-age children in 31 states and nationwide, and discusses how taking a two-generation approach to services can benefit entire families.

high school students_eli5
Allison Shelley/Alliance for Excellent Education

Ensuring that adequate and equitable funding is available to support a high-quality education for English Learners (ELs) is a critical part of making good on the nation’s promise of equal opportunity for all students. This issue brief explores the federal, state, and local sources of funding for EL education; decisions that shape distribution and use of funds; and opportunities for stakeholders and community members to work toward improvements.

jeniffer araujo unsplash family
Jeniffer Araújo

Although proven effective in supporting young children and their caretakers, home visiting programs are less likely to see the enrollment of immigrant and refugee families. This brief looks at the strategies some states and counties are using to boost the equity and quality of their home visiting services for these at-risk families, from rethinking how they assess the needs of resident families, to involving communities in program design and service provision.

shelley_american education_middle school students
Allison Shelley/The Verbatim Agency

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.

classroom standardized test
Eric E. Castro

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.

StudentRoom Flickr JamieHenderson
Jamie Henderson

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.

Recent Activity

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Fact Sheets
November 2017
By  Jie Zong, Ariel G. Ruiz Soto, Jeanne Batalova, Julia Gelatt and Randy Capps
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Fact Sheets
October 2017
By  Maki Park, Anna O’Toole and Caitlin Katsiaficas
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Policy Briefs
August 2017
By  Randy Capps, Michael Fix and Jie Zong
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Reports
June 2017
By  Michael Fix, Kate Hooper and Jie Zong
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Fact Sheets
June 2017
By  Jeanne Batalova and Michael Fix

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Video, Audio
November 2, 2017

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. 

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Video, Audio
October 12, 2017

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. 

Flickr Katelyn Brown and 3 ell students at Vaile rcs aprill 2014
Video, Audio
March 9, 2017

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.

2017.2.28 PHOTO Reducing Integration Barriers  photo from Upwardly Global
Video, Audio
February 28, 2017

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. 

2016.12.7 PHOTO Doctors as Taxi Drivers   panel shot
Video, Audio
December 7, 2016

A presentation of the first-ever U.S. estimates on the economic costs of brain waste for highly skilled immigrants, their families, and the U.S. economy. The researchers discuss their findings in terms of the billions of dollars in forgone earnings and unrealized taxes when college-educated immigrants are relegated to low-skilled work.

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Recent Activity

Video, Audio, Webinars
May 9, 2019

At this discussion, experts from MPI and Southern Methodist University’s Texas-Mexico Center offer an overview of trends and key characteristics of highly skilled Mexican adults at the national level and for Texas, including educational levels by legal status and top industries of employment across Texas metro areas. They also discuss the policy implications of these findings.

Fact Sheets
May 2019

U.S. debates about immigration from Mexico often center on the low skilled, but this analysis shows a population in change. Nearly one in five Mexican immigrants arriving between 2013-17 had a college degree, compared to slightly more than 1 in 20 during the 1996-2000 period. Mexicans now make up the fourth-largest group of highly skilled immigrants. This fact sheet explores their characteristics at U.S. and Texas levels.

Video, Audio, Webinars
April 29, 2019

This webinar, accompanying the release of an MPI report, investigates the unintended consequences for English Learners of using the four-year high school graduation rate for federal school accountability.

Reports
April 2019

High school graduation is a landmark event for students. It also plays an important role in the state accountability systems designed to ensure that schools provide all students a high-quality education. Yet relying on a school's four-year graduation rate for federal accountability purposes can have unintended consequences for English Learners, who may need extra time to graduate.

Fact Sheets
April 2019

A high school diploma has been a core requirement of proposed DREAM Act legislation and the Deferred Action for Childhood Arrivals (DACA) program. Yet a fresh estimate of the number of unauthorized immigrants graduating annually from U.S. high schools has long been missing from the debate. This fact sheet provides up-to-date estimates for the United States and top 15 states, estimating 98,000 such students graduate yearly.

Reports
April 2019

With the children of immigrants a growing share of all U.S. children, and federal immigration enforcement and other policies undergoing significant change, some state and local child welfare agencies are developing new ways to improve how they work with immigrant families. This report examines key cultural, linguistic, and legal challenges, and how agencies are adjusting staffing, training, placement, and other policies to tackle them.

Video, Audio, Webinars
April 3, 2019

During this webinar, speakers provide an overview of an MPI policy brief that seeks to raise awareness of the intersection of trauma and early childhood development, and how U.S. early childhood programs could more effectively address this trauma in young children in refugee and immigrant households. The participants discuss efforts to integrate trauma-informed approaches into early childhood systems and how home visiting services can effectively address trauma and mental health through a two-generation approach.

Policy Briefs
April 2019

The first years of a child’s life are a time of immense growth, and exposure to trauma—if left unaddressed—can have significant, lifelong effects. This issue brief examines how young children of refugees and other immigrants may be affected by trauma, and what early childhood education and care programs, health-care providers, and others can do to mitigate its adverse effects.

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