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E.g., 02/06/2023
K-12 Education

K-12 Education

_K 12

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

Two women use their laptops
Articles
September 3, 2020
The Digital Divide Hits U.S. Immigrant Households Disproportionately during the COVID-19 Pandemic
By Alexis Cherewka
Immigration Enforcement and the Mental Health of Latino High School Students
Reports
September 2020
Immigration Enforcement and the Mental Health of Latino High School Students
By  Randy Capps, Jodi Berger Cardoso, Kalina Brabeck, Michael Fix and Ariel G. Ruiz Soto
Flickr Alberto G Exam 5843577306_06fd6132f7_c (1)
Multimedia
June 16, 2020
Addressing Equity Concerns for English Learners: Where Do Native Language Assessments Fit In?
Native Language Assessments for K-12 English Learners: Policy Considerations and State Practices
Policy Briefs
June 2020
Native Language Assessments for K-12 English Learners: Policy Considerations and State Practices
By  Julie Sugarman and Leslie Villegas
StudentRoom Flickr JamieHenderson
Commentaries
June 2020
COVID-19 Spotlights the Inequities Facing English Learner Students, as Nonprofit Organizations Seek to Mitigate Challenges
By  Melissa Lazarin
COVID-19 and Unemployment: Assessing the Early Fallout for Immigrants and Other U.S. Workers
Fact Sheets
June 2020
COVID-19 and Unemployment: Assessing the Early Fallout for Immigrants and Other U.S. Workers
By  Randy Capps, Jeanne Batalova and Julia Gelatt
European Cities on the Front Line: New and Emerging Governance Models for Migrant Inclusion
Reports
May 2020
European Cities on the Front Line: New and Emerging Governance Models for Migrant Inclusion
By  Liam Patuzzi
English Learners Photo Credit: KOMUnews
Multimedia
March 11, 2020
Expert Podcast: Understanding How English Learners Count in ESSA Reporting

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Coverthumb EL factsheet2018 SelectStates
Fact Sheets
August 2018
English Learners in Select States: Demographics, Outcomes, and State Accountability Policies
By  Julie Sugarman and Courtney Geary
Coverthumb_EL Program Models
Policy Briefs
June 2018
A Matter of Design: English Learner Program Models in K-12 Education
By  Julie Sugarman
Coverthumb_EL Data Guide
Policy Briefs
May 2018
A Guide to Finding and Understanding English Learner Data
By  Julie Sugarman
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Reports
March 2018
Supporting Dual Language Learner Success in Superdiverse PreK-3 Classrooms: The Sobrato Early Academic Language Model
By  Anya Hurwitz and Laurie Olsen
Coverthumb SuperdiversityAmongDLLs
Reports
February 2018
Growing Superdiversity among Young U.S. Dual Language Learners and Its Implications
By  Maki Park, Jie Zong and Jeanne Batalova
Coverthumb EduMainstreaming2.0
Reports
February 2018
Mainstreaming 2.0: How Europe’s Education Systems Can Boost Migrant Inclusion
By  Aliyyah Ahad and Meghan Benton
Designing Civic Education for Diverse Societies
Reports
February 2018
Designing Civic Education for Diverse Societies: Models, Tradeoffs, and Outcomes
By  Per Mouritsen and Astrid Jaeger
Coverthumb TCM StateLocalResponsses
Reports
January 2018
In the Age of Trump: Populist Backlash and Progressive Resistance Create Divergent State Immigrant Integration Contexts
By  Margie McHugh

Pages

Flickr Katelyn Brown and 3 ell students at Vaile rcs aprill 2014
Video, Audio
March 9, 2017

Strategic Opportunities for Including English Learners in ESSA State Accountability Plans

This discussion focuses on practices and options that states could adopt to hold schools accountable for English Learners’ achievement in the fairest and most accurate manner as part of the implementation of the Every Student Succeeds Act. This webinar marks the release of a set of 13 state fact sheets, available on MPI's web page English Learners and the Every Student Succeeds Act (ESSA), that provide a sketch of EL demographics, student outcomes, and accountability mechanisms under ESSA and its predecessor.

EVENT PH 2016.1.27 Event Photo Brannon, Graham, Meissner
Video, Audio
January 27, 2017

Hanging in the Balance: The Future of DACA and the Dreamers

As the Trump administration assumes office and the DACA program faces an uncertain future, University of California President Janet Napolitano; Donald Graham, cofounder of TheDream.Us; and Ike Brannon, Visiting Fellow at the CATO Institute join MPI's Doris Meissner for a discussion on the possible impacts of rescinding DACA, particularly in the areas of higher education, philanthropy, and the economy.  

2016.11.17 Dual Gen Webinar Briya Public Charter School Washington DC Lauren Stoltzfus_2
Video, Audio
November 17, 2016

Including Immigrant and Refugee Families in Two-Generation Programs: Elements of Successful Programs and Challenges Posed by WIOA Implementation

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.

2016.8.25EventPHOTO CHILDREN COMPUTERS
Video, Audio
August 25, 2016

Closing the Gap? The Role of Funding in Equitable Education for English Learners in the United States

This webinar explores the key education funding mechanisms in place to support English Learner elementary and secondary students in the United States, public conversations about funding, and efforts to improve the equitable distribution of educational resources.

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Video, Audio
June 23, 2016

Using Supplementary School Funding to Improve the Educational Outcomes of Migrant-Background Students: A Transatlantic Comparison

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.

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Recent Activity

Articles
September 3, 2020

The Digital Divide Hits U.S. Immigrant Households Disproportionately during the COVID-19 Pandemic

The COVID-19 pandemic has exacerbated the effects of the so-called digital divide for U.S. immigrants and other groups with reduced online connectivity. Internet access and the skills to navigate digital environments have become even more critical for work, education, and health care during the public-health crisis, yet immigrants make up a disproportionately large share of U.S. residents unable to take advantage of these tools.

Reports
September 2020

Immigration Enforcement and the Mental Health of Latino High School Students

This study explores the relationship between immigration enforcement and the mental health of Latino high school students, finding that majorities surveyed in both high- and low-enforcement environments reported fear that someone close to them could be deported, with resulting symptoms of conditions such as depression and PTSD. The report provides examples of how schools are responding to support the mental health and engagement of these students.

Video, Audio, Webinars
June 16, 2020

Addressing Equity Concerns for English Learners: Where Do Native Language Assessments Fit In?

This webchat marks the release of a report examining the role native language assessments play in addressing equity concerns for English Learner (EL) students. The conversation offers participants an introduction to the key policy and practical considerations in the implementation of these assessments, particularly in a time of pandemic-induced disruptions for schools and looming budget cuts.

Policy Briefs
June 2020

Native Language Assessments for K-12 English Learners: Policy Considerations and State Practices

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.

Commentaries
June 2020

COVID-19 Spotlights the Inequities Facing English Learner Students, as Nonprofit Organizations Seek to Mitigate Challenges

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.

Fact Sheets
June 2020

COVID-19 and Unemployment: Assessing the Early Fallout for Immigrants and Other U.S. Workers

Even as the pandemic-induced loss of tens of millions of jobs over a period of weeks dealt a devastating blow across the United States, its effects were most pronounced on certain demographic groups: Immigrant women and, regardless whether they were born in or outside the United States, Latinos and workers with less than a high school degree or under age 25.

Reports
May 2020

European Cities on the Front Line: New and Emerging Governance Models for Migrant Inclusion

As migration transforms cities across Europe—both large metropolises and small cities—there is a thriving debate about how to support immigrants’ integration into communities, labor markets, and health and education systems. This MPI Europe-International Organization for Migration report explores promising approaches that make the most of local governance tools to optimize migrant inclusion, even in the face of challenges.

Expert Q&A, Audio
March 11, 2020

Expert Podcast: Understanding How English Learners Count in ESSA Reporting

This podcast features a discussion between MPI's Margie McHugh and Julie Sugarman about how to understand the varying composition of states' English Learner (EL) subgroup under ESSA, and why understanding these technical differences matters when making decisions about how ELs and schools are faring. They also talk about different groups of ELs: newcomers, students with interrupted formal education, and long-term ELs, and data collection around these different cohorts.

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