E.g., 09/30/2020
E.g., 09/30/2020

National Center on Immigrant Integration Policy

National Center on Immigrant Integration Policy

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.

A mother and two children
Amber Carter/U.S. Air Force

Home visiting programs for young families are growing in popularity across the United States, and have demonstrated their effectiveness in supporting maternal health and child well-being. At the same time, more infants and toddlers are growing up in immigrant families and households where a language other than English is spoken. Why then are these children under-represented in these programs? This brief explores common barriers, ways to address them, and why it is important to do so.

Recent Activity

Reports
March 2003
By Deborah W. Meyers and Maia Jachimowicz

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Recent Activity

Fact Sheets
January 2004

This report examines the characteristics of foreign-born workers in the United States based on the 2002 Current Population Survey. Findings relate to foreign-born workers age 16 and over participating in the civilian labor force.

Reports
March 2003

This report explores the key themes that emerged during a conference convened on September 9, 2002 by the Woodrow Wilson International Center for Scholars and the Migration Policy Institute.

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