National Center on Immigrant Integration Policy
Recent Activity
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.
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.
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.
This webinar discusses the first-ever profile of the 30 million immigrant-origin adults in the United States who lack a postsecondary credential and offers analysis of the significant payoff credentials could bring in terms of workforce participation and wages.
Marking the U.S.
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Recent Activity
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.
This study explores the relationship between immigration enforcement and the mental health of Latino high school students, finding that majorities surveyed in both high- and low-enforcement environments reported fear that someone close to them could be deported, with resulting symptoms of conditions such as depression and PTSD. The report provides examples of how schools are responding to support the mental health and engagement of these students.
Across the United States, the skills of an estimated 263,000 immigrants and refugees with health-related degrees are going underutilized during a time of pandemic, with these health professionals either in low-skilled jobs or out of work. This fact sheet offers the first-ever state profiles of this population, including the states in which they live, the languages they speak, their fields of study, and legal statuses.
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.
This webchat marks the release of a report examining the role native language assessments play in addressing equity concerns for English Learner (EL) students. The conversation offers participants an introduction to the key policy and practical considerations in the implementation of these assessments, particularly in a time of pandemic-induced disruptions for schools and looming budget cuts.
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.
Even as the pandemic-induced loss of tens of millions of jobs over a period of weeks dealt a devastating blow across the United States, its effects were most pronounced on certain demographic groups: Immigrant women and, regardless whether they were born in or outside the United States, Latinos and workers with less than a high school degree or under age 25.
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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