Education
Education
Recent Activity
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.
On this webinar, MPI researchers and Utah and Colorado refugee coordinators explore promising practices to better serve refugee families, including education services for refugee youth, innovative efforts to secure better jobs for adult refugees, and other services designed to aid integration over time.
Marking the U.S.
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Recent Activity
U.S. debates about immigration from Mexico often center on the low skilled, but this analysis shows a population in change. Nearly one in five Mexican immigrants arriving between 2013-17 had a college degree, compared to slightly more than 1 in 20 during the 1996-2000 period. Mexicans now make up the fourth-largest group of highly skilled immigrants. This fact sheet explores their characteristics at U.S. and Texas levels.
Refugees encounter a range of challenges after resettlement—from adjusting to a new culture and language, to finding a job. Many resettlement countries invest in predeparture orientation to help refugees develop the knowledge, skills, and attitudes to face these challenges. This report explores the many forms these programs take, highlighting important design questions and key elements that effective programs share.
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.
High school graduation is a landmark event for students. It also plays an important role in the state accountability systems designed to ensure that schools provide all students a high-quality education. Yet relying on a school's four-year graduation rate for federal accountability purposes can have unintended consequences for English Learners, who may need extra time to graduate.
A high school diploma has been a core requirement of proposed DREAM Act legislation and the Deferred Action for Childhood Arrivals (DACA) program. Yet a fresh estimate of the number of unauthorized immigrants graduating annually from U.S. high schools has long been missing from the debate. This fact sheet provides up-to-date estimates for the United States and top 15 states, estimating 98,000 such students graduate yearly.
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.
The first years of a child’s life are a time of immense growth, and exposure to trauma—if left unaddressed—can have significant, lifelong effects. This issue brief examines how young children of refugees and other immigrants may be affected by trauma, and what early childhood education and care programs, health-care providers, and others can do to mitigate its adverse effects.
With immigrants and their U.S.-born children poised to be the main source of labor-force growth, these adults are an important target for efforts to build the skills of the U.S. workforce to meet the knowledge-based economy of tomorrow. This fact sheet and state data snapshots explore the characteristics of adults without an academic degree or professional credential, by immigrant generation, race/ethnicity, and more.
More Than a DREAM (Act), Less Than a Promise
The Diversity Visa Program Holds Lessons for Future Legal Immigration Reform
All Eyes Turn to Congress, Following Trump Decision to Terminate DACA Program
Immigrants and the New Brain Gain: Ways to Leverage Rising Educational Attainment
Trump and DeVos: What Could the New Administration Spell for English Learner and Immigrant Students?
New Data Resources Can Help Improve Targeting of State Early Childhood and Parent-Focused Programs
Federal WIOA Plan Requirements Ignore Opportunities to Support Equitable Access for Immigrant/LEP Adults
New Education Legislation Includes Important Policies for English Learners, Potential Pitfalls for their Advocates
Meeting the Education Needs of Rising Numbers of Newly Arrived Migrant Students in Europe and the United States
It is Time for Federal Agencies to Do More to Improve the Provision of Language Access Services
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