National Center on Immigrant Integration Policy
National Center on Immigrant Integration Policy
Recent Activity
Marking the release of an MPI brief, this webinar examines data on where unaccompanied child migrants are being placed in the United States, how they are faring in immigration courts, what services are available to them, and how U.S.
This webinar discusses the different policies that states have on unauthorized immigrants and in-state tuition, financial aid and other benefits, and the implications for unauthorized immigrant youth seeking two- and four-year college degrees.
This webinar examines the implementation at state and local levels of the federal Workforce Innovation and Opportunity Act (WIOA) and how it may limit immigrant integration, along with a discussion on strategies that may help ensure more equitable access to services.
A report release where authors discuss the effects of parental deportation on the children of immigrants, the related needs for health and social services, and U.S. policy responses to protect these children.
An expert discussion on the findings of the National Agricultural Workers Survey (NAWS) related to immigrants, along with an overview of farm labor in 2015 and discussion on how current and possible future immigration policies might impact immigrant workers in the agricultural sector.
Pages
Recent Activity
In an era of stepped-up immigration enforcement, speakers at this event present their research on the impact of enforcement policies on children from immigrant families and U.S. public schools.
As the number and share of Dual Language Learners (DLLs) continues to grow across the United States, diversity within this population is also increasing. This webinar marks the release of a report providing analysis of the diversity within the DLL population nationwide and at the state and local levels. Speakers discuss data on the three rapidly growing subgroups within the DLL population: Black and Asian American and Pacific Islander DLLs and young children of refugees, and the implications for the early education and care field and K-12 education systems.
Dual Language Learners (DLLs) grow up in U.S. families with a wide range of languages, origins, and socioeconomic characteristics. Yet little is known about which practices and program models work best in superdiverse classrooms where no minority language is dominant. This report explores DLL diversity at national, state, and local levels, highlighting its implications for early childhood programs and schools.
As long-simmering passions related to federal immigration policies have come to a full boil, less noted but no less important debates are taking place at state and local levels with regards to policies affecting immigrants and their children. As states are increasingly diverging in their responses, this report examines how some of the key policies and programs that support long-term integration success are faring in this volatile era.
Enactment of the Every Student Succeeds Act (ESSA) in 2015 introduced opportunities to use federal funds to strengthen the early childhood education and care (ECEC) workforce as a means of better meeting the needs of the growing and increasingly diverse young child population.
An average of 915 DACA recipients every day will lose their work authorization and protection from deportation once the phaseout of the program moves into full force in spring 2018, MPI estimates. This fact sheet also offers U.S. and state estimates of the school enrollment and educational attainment, workforce participation, and industries and occupations of employment for the nearly 690,000 current DACA holders.
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.
Immigrant and refugee students who arrive in the United States during their secondary school years face daunting hurdles as they seek to juggle learning a new language and culture while also trying to quickly close knowledge gaps and get on track to pass the coursework required to graduate high school. This report explores effective program models and services developed by school districts to support newcomer students.
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.
Read More