National Center on Immigrant Integration Policy
National Center on Immigrant Integration Policy
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.
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.
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.
Allison Shelley/Alliance for Excellent Education
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.
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.
The Every Student Succeeds Act (ESSA) includes a number of new requirements for the education of English Learners (ELs), including standardized criteria for identifying EL students and inclusion of English proficiency as a measurement of school quality. Resources on this page can help inform decisions such as how quickly schools must improve and how states can intervene with struggling districts.
The English Language Learner (ELL) Information Center provides informative fact sheets, maps, and state-level data resources that chronicle the demography and trends of immigrant families and their children.
Recent Activity
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Jeanne Batalova and Michael Fix
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Randy Capps, Jeffrey S. Passel , Michael Fix and Everett Henderson
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Michael Fix, Demetrios G. Papademetriou and Betsy Cooper
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Philippa Strum and David Biette
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Randy Capps, Michael Fix, Julie Murray and Jeffrey S. Passel
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Brian Ray and Ann Morse
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Recent Activity
This report discusses the major features of the proposed 2006 DREAM Act and provides MPI’s estimates of the number of young persons likely to be eligible for immigration relief if the DREAM Act is signed into law.
This report provides an estimate of the taxes paid by immigrants in the Washington, D.C. metropolitan area, which encompasses the federal district and portions of Maryland and Virginia. It compares the tax payments of immigrant households with the contributions of native households between 1999 and 2000.
This report provides a summary of issues discussed during a meeting convened by the Migration Policy Institute in which 50 senior experts explored the current policy agenda on immigrant integration.
This report examines how immigration is changing the demographic profile of the United States’ elementary and secondary student population, framing the analysis within the context of the nationwide implementation of No Child Left Behind.
This volume of essays looks at the education and immigrant integration efforts in both the United States and Canada.
The 1990s marked a distinct shift in the destinations of newcomers to the United States from traditional reception cities such as New York, Los Angeles, Chicago and Boston and increasingly towards small and medium sized-cities. In response to this shift, a unique pilot project conducted in three mid-sized metropolitan areas shows that broad-based community coalitions can proactively integrate newcomers who are increasingly transforming Main St., USA.
This report examines health insurance coverage among the United States’ foreign-born population. Findings highlight differences in coverage rates between native citizens, naturalized foreign-born citizens, and non-citizens.
Immigrants often work in traditionally unionized sectors of the economy, such as manufacturing and construction, or in occupations, such as services, that are becoming increasingly organized—yet little is known about their patterns of union representation. This report offers insight into the union affiliation, including membership and non-member coverage, of employed immigrant workers age 16 and over.
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COVID-19 Spotlights the Inequities Facing English Learner Students, as Nonprofit Organizations Seek to Mitigate Challenges
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.
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