Education

New Americans in San Diego

Report Author: 
New American Economy
Original Date of Publication: 
2018 Feb

The immigrant population in San Diego County (CA), after growing 8.5 percent between 2011 and 2016, now constitutes 24.1 percent of the County's population. The fact sheet from New American Economy offers demographic, economic, education, housing, and immigration status data on immigrants in the County, as well as two profiles of local immigrant entrepreneurs. Using an analysis of government data including the 2011 and 2016 American Community Surveys and datasets from the Bureau of Economic Analysis and U.S.

Source Organization: 
Other

In the Age of Trump: Populist Backlash and Progressive Resistance Create Divergent State Immigrant Integration Contexts,

Report Author: 
Margie McHugh
Original Date of Publication: 
2018 Jan

The paper takes a look at how policy changes being made by the Trump administration and the Republican Congress - and resistance to those changes - are affecting immigrant integration in several arenas. The author also examines the likely consequences of other proposed changes in immigration policy. As the administration seeks to draw local law enforcement into its efforts to deport more immigrants, some states and localities have eagerly complied, but many of the nation's largest cities - and even some states - have vigorously resisted.

Source Organization: 
Migration Policy Institute

Do Human Capital Decisions Respond to the Returns to Education? Evidence from DACA

Report Author: 
Elira Kuka et al
Original Date of Publication: 
2018 Feb

This paper suggests that the Deferred Action for Childhood Arrivals (DACA) program had a significant impact on young undocumented immigrants' decision-making. The paper highlights increases in high school attendance and high school graduation rates, increased pursuit of postsecondary education, and greater workforce participation by those pursuing education, as well as decreased teen fertility rates. The study draws on data from the Census Bureau's American Community Survey, the Youth Risk Behavior Factor Surveillance Survey, and a California Department of Education dataset.

Source Organization: 
Other

Middle Eastern and North African Immigrants in the United States

Report Author: 
Mattea Cumoletti and Jeanne Batalova
Original Date of Publication: 
2018 Jan

This report updates a 2015 MPI profile of Middle Eastern and North African (MENA) immigrants. These immigrants now represent 3 percent of the approximately 44 million immigrants in the U.S. The report discusses the socioeconomic characteristics of the MENA population as gleaned from census and other data. Each data point is compared with the immigrant population in general and the native-born population. For example, in 2016, 43 percent of MENA immigrants (ages 25 and above) had a bachelor's degree or higher, compared to 30 percent of all immigrants and 32 percent of native-born adults.

Source Organization: 
Migration Policy Institute

Rethinking English Learner Data: Illinois' Plans Under the Every Student Succeeds Act

Report Author: 
Janie Tankard Carnock
Original Date of Publication: 
2018 Jan

This report provides an analysis of Illinois' innovative approach to producing and analyzing data on English language learners (ELLs). The federal Office of Education approved Illinois' plan under the Every Student Succeeds Act (ESSA), including its approach to managing data, in August of 2017. Unlike other states, which combine current and former ELLs into one group, Illinois will keep the two groups separate and distinct and collect data on "former ELs" through grade 12.

Report File: 
Source Organization: 
Other

New Opportunities? ESSA and Its Implications for Dual Language Learners and ECEC Workforce Development

Report Author: 
Delia Pompa, Maki Park and Michael Fix
Original Date of Publication: 
2017 Dec

The passage of the Every Student Succeeds Act in 2015, the successor legislation to the No Child Left Behind Act of 2001, provides new opportunities to integrate early childhood education and care (ECEC) with K-12 education. This has special importance for dual language learners who now represent 32 percent of all children under the age of 5.  This report details all of the mechanisms available under the Act to strengthen ECEC for immigrant children.

Source Organization: 
Migration Policy Institute

Beyond Teaching English: Supporting High School Completion by Immigrant and Refugee Students

Report Author: 
Julie Sugarman
Original Date of Publication: 
2017 Nov

This report examines the ways in which selected school districts across the United States are providing services for immigrant and refugee students who are high school aged, particularly those entering school with limited formal education in their country of origin. Based on research and feedback from schools participating in the Learning Network for Newcomer Youth Success, the author focuses on a few key points.

Source Organization: 
Migration Policy Institute

Expanding the Dream: Engaging Immigrant Youth and Adults in Post-Secondary and Adult Education

Report Author: 
Duy Pham and Wendy Cervantes
Original Date of Publication: 
2017 Nov

The authors of this brief argue that while the Deferred Action for Childhood Arrivals Program (DACA) has had a positive impact both on the lives of the undocumented immigrants who signed up for it and on the country as a whole, it is not enough, and an updated DREAM act should be passed that provides a lasting reform of the nation's immigration laws.

Source Organization: 
Other

Child Care Choices of Low-Income, Immigrant Families with Young Children: Findings from the National Survey of Early Care and Education

Report Author: 
Heather Sandstrom & Julia Gelatt
Original Date of Publication: 
2017 Nov

Immigrants' use of early childhood care and education has been the topic of numerous studies, but what factors drive immigrant caregivers' use of these services? In this report, the authors use National Survey of Early Care and Education data to explore child-care decisions of immigrant and U.S.-born families. Noting that the most salient differences are not always between immigrant and non-immigrant parents, the authors emphasize the distinction between children of recent immigrants with low English proficiency (LEP) and children of U.S.

Source Organization: 
The Urban Institute

When More Means Less: Mapping the Gaps between Expert and Public Understandings of Dual Language Learners

Report Author: 
Marissa Fond, Michelle Smirnova, Marisa Gerstein Pineau, and Julie Sweetland
Original Date of Publication: 
2017 Dec

In an effort to develop "powerful strategies to change how people think about and understand language development," a group of three foundations (the Bill & Melinda Gates Foundation, the Heising-Simons Foundation, and the McKnight Foundation) commissioned the FrameWorks Institute to identify the key concepts to be communicated to the public, the nature of the resistance to those concepts, and strategies for overcoming that resistance.

Report File: 
Source Organization: 
Other
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