K-12 Education
K-12 Education
Recent Activity
While Mexican women account for a significant share of migration flows to the United States, there has been little focus on their movement and effects on children in Mexico. This article, based on survey data of children in Puebla, Mexico, explores the impact of maternal Mexican migration on educational experiences and aspirations of the children left behind.
This article explores differences in application and renewal rates for the Deferred Action for Childhood Arrivals program among unauthorized immigrants from Latin America and Asia. Based on interviews with immigrant advocates and service providers, it appears participation in the deportation relief program may be different among origin groups based on varying perceptions of lack of trust in government and shame over legal status, as well as political barriers.
In 2013, more than 25 million people in the United States reported limited English proficiency (LEP), an 80 percent increase since 1990. The LEP population, the majority of which is immigrant, is generally less educated and more likely to live in poverty than the English-proficient population. This Spotlight explores key indicators of the LEP population, both U.S. and foreign born, including geographic distribution, language diversity, and employment.
As Central American child migrant flows have returned to their precrisis level, challenges remain concerning the fate of tens of thousands of newly arrived children and families now residing in the United States pending immigration court hearings. Meanwhile, Congress has declined to authorize new funding to address the situation.
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Marking the U.S.
Marking the release of an MPI brief, experts on this webinar examine the key features of English Learner (EL) instructional models and discuss state- and district-level approaches to supporting schools in implementing effective EL program models, with a particular focus on what
This webinar focuses on patterns of home language use across different early childhood education and care (ECEC) program types, and the potential of the Sobrato Early Academic Language model to improve instruction and outcomes for DLLs in superdiverse settings.
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.
Amid the arrival of hundreds of thousands of children during the migration crisis in Europe, school systems are increasingly being called upon to find innovative ways to address growing diversity and support children with migrant backgrounds.
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Marking the U.S.
Marking the release of an MPI brief, experts on this webinar examine the key features of English Learner (EL) instructional models and discuss state- and district-level approaches to supporting schools in implementing effective EL program models, with a particular focus on what
This webinar focuses on patterns of home language use across different early childhood education and care (ECEC) program types, and the potential of the Sobrato Early Academic Language model to improve instruction and outcomes for DLLs in superdiverse settings.
Amid the arrival of hundreds of thousands of children during the migration crisis in Europe, school systems are increasingly being called upon to find innovative ways to address growing diversity and support children with migrant backgrounds.
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.
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Marking the release of an MPI brief, experts on this webinar examine the key features of English Learner (EL) instructional models and discuss state- and district-level approaches to supporting schools in implementing effective EL program models, with a particular focus on what
This webinar focuses on patterns of home language use across different early childhood education and care (ECEC) program types, and the potential of the Sobrato Early Academic Language model to improve instruction and outcomes for DLLs in superdiverse settings.
Amid the arrival of hundreds of thousands of children during the migration crisis in Europe, school systems are increasingly being called upon to find innovative ways to address growing diversity and support children with migrant backgrounds.
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.
Dual Language Learners (DLLs) now make up nearly one-third of all children ages 8 and under in the United States, and on this webinar, MPI analysts outline key findings from a national demographic and policy profile and series of state fact sheets highlighting characteristics of the growing DLL population and the policy context they encounter in state early childhood education and care (ECEC) systems. Panelist discuss the implications for the ECEC programs and systems that seek to provide equitable access and quality for DLLs, and highlight California's response to the growing population of DLLs in the ECEC system.
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Recent Activity
At a time when the U.S. refugee resettlement system is facing unprecedented challenges, innovative and cost-effective tools for supporting refugee integration are in demand. This report explores how a two-generation approach to service provision could help all members of refugee families—from young children to working-age adults and the elderly—find their footing.
Dual Language Learners (DLLs) are a growing segment of the Minnesota young child population, and a particularly "superdiverse" one with myriad origins, cultures, and languages—a new reality other states and communities will face. Drawing on interviews with policymakers and service providers, as well as analysis of census data, this report examines what this incredible diversity means for the state’s early childhood policies and programs.
Marking the U.S. release of the 2019 Global Education Monitoring (GEM) Report, this discussion looks at different ways education policymakers, teachers, and civil society have responded to the educational needs of migrants and how to address the challenges that sometimes inhibit children from participating meaningfully and equally in education programs.
This fact sheet and accompanying interactive data tools provide characteristics of the estimated 11.3 million unauthorized immigrants in the United States, using a unique MPI methodology that assigns legal status to U.S. Census Bureau data. The fact sheet and tools offer statistics on these immigrants’ origins, U.S. destinations, educational attainment, English proficiency, employment, income, home ownership, and more.
States are in the midst of designing new policies to hold schools accountable for the education of English Learner (EL) students, as mandated by the federal Every Student Succeeds Act (ESSA). This series of fact sheets sketches the characteristics of immigrant and EL students in 25 states, the gaps between their educational outcomes and those of their peers, and the accountability policies each state is developing.
Marking the release of an MPI brief, experts on this webinar examine the key features of English Learner (EL) instructional models and discuss state- and district-level approaches to supporting schools in implementing effective EL program models, with a particular focus on what is being done in New York and Madison Wisconsin.
The programs U.S. schools use to support English Learners (EL) take many shapes and forms. At a time when parents and community members are encouraged to work with educators to close achievement gaps, this guide aims to help them understand the differences between EL program models, as well as why schools make different choices about which to use.
As states make more data about student outcomes and schools available online, it can be difficult to decide where to turn for information about English Learners (ELs). This guide breaks down common questions about finding and using student (and specifically EL) data. It also explores some common challenges data users may face.
All Eyes Turn to Congress, Following Trump Decision to Terminate DACA Program
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
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
County-Level View of DACA Population Finds Surprising Amount of Ethnic & Enrollment Diversity
California Takes the Lead in Targeting Education Dollars on English Language Learners, But There Is More to Be Done