E.g., 01/27/2021
E.g., 01/27/2021

National Center on Immigrant Integration Policy

National Center on Immigrant Integration Policy

A young child and family walking
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.

Middle school students studying in a library
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.

A classroom with exam papers on students' desks
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.

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.

High school students working together in the library
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.

A student taking an exam
F1Digitals/Pixabay

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.

Recent Activity

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Cover for COVID fact sheet on unemployment of immigrant women in U.S.
Fact Sheets
November 2020
By  Julia Gelatt, Jeanne Batalova and Randy Capps
Navigating the Future of Work: The Role of Immigrant-Origin Workers in the Changing U.S. Economy
Reports
October 2020
By  Julia Gelatt, Jeanne Batalova and Randy Capps
Immigrant-Origin Students in U.S. Higher Education: A Data Profile
Fact Sheets
October 2020
By  Jeanne Batalova and Miriam Feldblum
Educating English Learners during the COVID-19 Pandemic: Policy Ideas for States and School Districts
Policy Briefs
September 2020
By  Julie Sugarman and Melissa Lazarín
Immigration Enforcement and the Mental Health of Latino High School Students
Reports
September 2020
By  Randy Capps, Jodi Berger Cardoso, Kalina Brabeck, Michael Fix and Ariel G. Ruiz Soto
Stethoscope sitting on a medical textbook
Fact Sheets
July 2020
By  Jeanne Batalova, Michael Fix and Sarah Pierce
Native Language Assessments for K-12 English Learners: Policy Considerations and State Practices
Policy Briefs
June 2020
By  Julie Sugarman and Leslie Villegas

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Health-care workers

Immigrants make up a disproportionately high number of U.S. health-care workers, from doctors and nurses to home health aides. In 2018, more than 2.6 million immigrants worked in the U.S. health-care field. In the face of the coronavirus pandemic, immigrants have played a key role in the frontline response. This article explores the demographics of this group of essential workers by occupation, origin, language, education, and more.

Although the number of U.S. residents who speak a language other than English has grown in recent decades, the share of those who are Limited English Proficient (LEP) has fallen: 40 percent in 2015, compared to 44 percent in 1980—even as immigration rose rapidly. This article examines growing linguistic diversity in the country and sketches a profile of the LEP population, including size, location, and socioeconomic characteristics.

The Head Start program—a model for early childhood education programs nationwide—has served more than 33 million children since its inception half a century ago, many from immigrant families. This article examines the role of Head Start in the education of Dual Language Learners, who now comprise one-third of enrollees, and discusses how recent policy changes may affect this population.

More than 653,000 immigrants became U.S. citizens in fiscal year 2014, bringing the total number of naturalized U.S. citizens to 20 million—nearly half the overall immigrant population of 42.4 million. Over the past decade, naturalizations have ranged from about 537,000 yearly to just more than 1 million. Learn more about naturalization trends in the United States with this Spotlight article.

A split ruling by the Supreme Court in United States v. Texas has dealt a hard blow to the Obama administration's signature deferred action programs. While the decision makes it unlikely the DAPA program and DACA expansion will be implemented in their current form, the outcome at the high court may have opened a path for renewed movement on immigration policy changes in Congress, as this article explores.

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Commentaries
December 2020
By  Michael Fix, Jeanne Batalova and José Ramón Fernández-Peña
Commentaries
December 2020
By  Randy Capps and Michael Fix
Commentaries
March 2020
By  Randy Capps, Julia Gelatt and Mark Greenberg
Commentaries
October 2019
By  Julia Gelatt and Mark Greenberg
Commentaries
August 2019
By  Jeanne Batalova, Michael Fix and Mark Greenberg

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Video, Audio
October 21, 2020

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.

Video, Audio
September 29, 2020

Authors of a MPI report were joined by practioners from California and Tennessee in a discussion on key challenges to meeting English Learners’ needs during the pandemic and the policies and practices school systems will need to put in place to support them and their families

Video, Audio
July 16, 2020

Marking the launch of a report on changed USCIS procedures that appear to be adding hurdles to the citizenship process, this discussion also examines the effects that the pandemic-related shutdown and a possible furlough of two-thirds of USCIS staff could have on the ability of would-be Americans to take the oath of citizenship. The conversation, featuring a former USCIS Director, also draws on a national survey of naturalization assistance providers.

Video, Audio
June 16, 2020

This webchat marks the release of a report examining the role native language assessments play in addressing equity concerns for English Learner (EL) students.

English Learners Photo Credit: KOMUnews
Expert Q&A, Audio
March 11, 2020

This podcast features a discussion between MPI's Margie McHugh and Julie Sugarman about how to understand the varying composition of states' English Learner (EL) subgroup under ESSA, and why understanding these technical differences matters when making decisions about how ELs and schools are faring.

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Recent Activity

Commentaries
January 2021

The pandemic-recovery stimulus package that passed Congress in December rectified what many had viewed as a significant oversight in the earlier CARES Act: Its exclusion of U.S. citizens and legal immigrants in mixed-status families. MPI researchers estimate nearly 3 million U.S. citizens and legal immigrants excluded from the earlier legislation can receive the later relief, as well as qualify retroactively for the CARES Act payment, as this commentary explores.

Commentaries
December 2020

Researchers, service providers, and others have long predicted that sweeping revisions by the Trump administration to the definition of who constitutes a public charge would deter large numbers of immigrant-led households from using federal means-tested public benefits for which they are eligible. Recently released Census Bureau data show they were right: During the administration's first three years, program participation declined twice as fast among noncitizens as citizens.

Commentaries
December 2020

The prevalence of mental-health symptoms among Latino high school students, immigrant and U.S. born alike, is closely related to their fears of immigration enforcement. And the situation may have worsened since the researchers sampled this population, given the COVID-19 pandemic and associated economic hardship have increased the stress on Latino communities that have been hit disproportionately hard, as this commentary explores.

Commentaries
December 2020

With the U.S. health-care system buckling under the resurgent COVID-19 outbreak, policymakers could undertake efforts to enable skilled, underemployed international health-care professionals to practice. This would both make the health system more resilient and flexible, as well as introduce critical language and cultural skills important during the contact-tracing and vaccine rollout phases of the pandemic response, as this commentary explores.

Fact Sheets
November 2020

Working-age immigrant women in the United States entered the COVID-19-induced recession with unemployment rates similar to those of other groups. Yet they have been among the most affected by pandemic-related job losses. This fact sheet seeks to explain why they have been hit so hard by the coronavirus-induced recession.

 

Reports
October 2020

Immigrants and their U.S.-born children are key drivers of U.S. labor force growth. As some occupations grow and others decline, this report explores how these immigrant-origin workers fit within the changing world of work. It examines the degree to which workers from different racial/ethnic groups hold growing and declining jobs, and what changes in the mix of jobs mean for workforce development and immigration policy.

Video, Audio, Webinars
October 21, 2020

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.

Fact Sheets
October 2020

Immigrants and the children of immigrants make up a large and growing segment of students at U.S. colleges and universities—up from 20 percent in 2000 to 28 percent in 2018. This fact sheet offers a first-of-its-kind profile of this population’s size and growth, identifies the top states for these students, and explores characteristics such as race/ethnicity and immigration status.

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