E.g., 10/16/2019
E.g., 10/16/2019

K-12 Education

K-12 Education

Immigrants and second-generation students who are children of immigrants confront a number of unique academic challenges, including limited proficiency in the host-country language and greater barriers in preparing for college and careers. Research here focuses on student educational attainment and in particular on English Language Learners (ELLs), who have persistent and wide achievement gaps with native English speakers. Adolescent ELLs face a greater workload, learning English at the same time they are studying core content areas in English—with resulting challenges in passing tests and completing graduation requirements.

Recent Activity

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How Many Unauthorized Immigrants Graduate from U.S. High Schools Annually?
Fact Sheets
April 2019
By Jie Zong and Jeanne Batalova
Integration Futures Final Report
Reports
January 2019
By Meghan Benton and Aliyyah Ahad
Reports
December 2018
By Mark Greenberg, Julia Gelatt, Jessica Bolter, Essey Workie, and Isabelle Charo
Reports
November 2018
By Caitlin Katsiaficas and Maki Park
Fact Sheets
November 2018
By Julia Gelatt and Jie Zong
Fact Sheets
August 2018
By Julie Sugarman and Courtney Geary

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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.

In Moldova, 100,000 children have been left behind by migrant parents; in Ukraine, there are 200,000 such children. The scale of labor migration and impact of remittances on both economies have prompted Moldova and Ukraine to work with the European Union and international organizations to develop policies addressing the welfare of left-behind children. This article examines research on the effects of parental migration on children and the policy environment.

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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Video, Audio
April 29, 2019

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.

Video, Audio
June 27, 2018

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

Video, Audio
March 21, 2018

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. 

Video
February 28, 2018

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. 

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Recent Activity

Policy Briefs
June 2019

A complicated web of laws, policy guidance, and court rulings affect how English Learner (EL) and immigrant-background students are educated across the United States. This EL Insight sorts through them to highlight seven key ways the U.S. government protects the rights of these students to a K-12 education. It also highlights who can enforce these rules and how they can be seen in action.

Video, Audio, Webinars
April 29, 2019

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.

Reports
April 2019

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.

Fact Sheets
April 2019

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.

Commentaries
March 2019

The first bill introduced in the 116th Congress to offer a path to legal status to DREAMers, the American Dream and Promise Act of 2019, could legalize nearly 2.7 million unauthorized immigrants brought to the United States as children, as well as those eligible for Temporary Protected Status or Deferred Enforced Departure, as this commentary explains.

Reports
January 2019

To address the intersecting challenges facing European societies—from population aging and labor-market change, to immigration and political upheaval—governments need to hone new strategies for helping both newcomers and long-term residents succeed amid diversity. This report explores some of the most promising approaches, drawing on input from policymakers, the private sector, civil society, and others.

Reports
December 2018

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.

Reports
November 2018

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.

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