Early Childhood Education
Early Childhood Education
Recent Activity
Covering the findings of the UPSTREAM project, this MPI Europe event explores how a coordinated approach to integration may create more effective and inclusive approaches to diversity across the policy-making spectrum.
Ready to Meet the Needs of All Children? A Closer Look at Diversity in the Early Childhood Workforce
On this webinar, MPI analysts present the findings from their report Immigrant and Refugee Workers in the Early Childhood Field: Taking a Closer Look, and discuss the issue with a leading expert in the field of child-care worker employment.
This webinar, with perspectives from MPI, the National Partnership for New Americans, and the National Skills Coalition, looks at the role of adult education and English language and skills training in the immigrant integration process.
The authors of the report "Immigrant Parents and Early Childhood Programs: Addressing Barriers of Literacy, Culture, and Systems Knowledge" discuss their findings on this webinar. They and other presenters detail the experiences and challenges faced by early childhood programs and immigrant and refugee parents as they connect with one another.
MPI’s National Center on Immigrant Integration Policy convened a major public policy research symposium focused on young children of immigrants in the U.S.
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Recent Activity
This MPI Europe report examines the challenges that cities across the European Union are facing when helping new arrivals access education and training, including limited funding and need for better monitoring of program outcomes. It also highlights innovative ways municipalities support newly arrived migrants as they enter the education system and local labor force, including two-generation and co-located services as well as "whole-place" approaches.
As states work to build high-quality early childhood systems and implement the federal Workforce Innovation and Opportunity Act (WIOA) and Every Student Succeeds Act (ESSA), having detailed knowledge of the characteristics of immigrant parents can help maximize the effectiveness of programs that seek to improve child and family outcomes, as this commentary explains.
These fact sheets provide a sociodemographic sketch of parents with children ages 0 to 8 in the 30 states with the largest number of immigrant families, offering data and analysis of some of the key parental characteristics to help stakeholders identify populations that could be targets for early childhood and parent-focused programs working to improve child and parent outcomes.
MPI experts discuss their analysis of data on U.S. foreign- and native-born parents with young children, along with their findings from a field study of select two-generation programs that serve immigrant and refugee families. They explore the implications of WIOA and recommendations for successful program and policy design.
Two-generation programs that weave together early childhood learning with adult-focused programs hold great potential to break cycles of intergenerational poverty for low-income parents with young children. Little research has been done on how these programs succeed with immigrant families. This report studies select programs and offers analysis of the sociodemographic characteristics of U.S. parents with young children.
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.
Report authors and an ELL professional discuss the mechanics of school funding and the specialized services provided for migrant-background students in the United States, Canada, France, and Germany. Speakers also highlight the choices facing policymakers who seek to use supplementary funding to better support effective, high-quality education for children from immigrant and refugee families.
This report examines how refugee families in Massachusetts access early childhood education and care (ECEC) services for their children through the refugee resettlement system. It examines how working parents in refugee families navigate and make use of ECEC services and looks at the institutional and systemic challenges that refugee families face in accessing stable, high-quality ECEC options.
New Data Resources Can Help Improve Targeting of State Early Childhood and Parent-Focused Programs