Since the federal Every Student Succeeds Act (ESSA) was signed into law in December 2015, community-based groups have been working with states to ensure that English Learners (ELs) are appropriately included in the state accountability system. These systems are complex, leading to questions about the best practices states should adopt and processes to hold schools and states accountable for ELs’ achievement in the fairest and most accurate manner. This webinar, with MPI's Delia Pompa and Margie McHugh, and Susan Lyons from the National Center for Assessment, provides an overview of the decisions states are making.
MPI has released a related set of 13 state fact sheets that provide a sketch of EL demographics, student outcomes, and accountability mechanisms under ESSA and its predecessor, the No Child Left Behind Act (NCLB). These fact sheets (covering California, Colorado, Florida, Georgia, Illinois, Massachusetts, Minnesota, New York, North Carolina, Tennessee, Texas, Virginia, and Washington) are on MPI's web page, English Learners and the Every Student Succeeds Act (ESSA). The web page offers one-stop access to a number of resources that could help policymakers, community groups, parents, and others understand ongoing issues surrounding implementation of ESSA regulations at the state level.
Nearly 2 million college-educated immigrants in the United States are unemployed or working in low-skilled jobs, resulting in both a waste of the education and training they obtained as well as billions in forgone earnings and lost tax revenue. Foreign-trained doctors, nurses, engineers, teachers, and other professionals face diverse barriers to accessing skilled employment, including difficulty gaining recognition for education and training completed abroad, filling gaps in academic or work experience, building professional-level English proficiency, and navigating the U.S. job search and application process. Unnecessary licensing requirements also frequently prevent individuals with years of experience in their home countries from practicing in the United States.
This webinar marks the release of a Migration Policy Institute report examining programs and initiatives that ease the barriers to credential recognition, employment, and relicensure facing foreign-trained immigrants, as well as recent policy developments and ongoing challenges in the field. Speakers talk about lessons from policies and practices being pioneered across the United States to overcome obstacles to career re-entry, and discuss recommendations for community-based organizations, employers, and state and local governments to expand successful efforts aimed at preventing brain waste. They also examine recent initiatives launched by Michigan’s Office for New Americans that are designed to improve immigrants’ access to professional English-language instruction, employment services, and licensing guidance.
The United States has long attracted some of the world’s best and brightest, drawn by the strong U.S. economy, renowned universities, and reputation for entrepreneurship and innovation. But because of language, credential-recognition, and other barriers many of these highly skilled, college-educated immigrants cannot fully contribute their academic and professional training and skills once in the United States. As a result they work in low-skilled jobs or cannot find a job—a phenomenon known as brain waste.
On this podcast, MPI experts give a presentation of the first-ever U.S. estimates on the economic costs of this skill underutilization for immigrants, their families, and the U.S. economy, along with estimates on forgone earnings and tax payments for: California, Florida, Michigan, New York, Ohio, Texas, and Washington. The panel discusses the factors linked to immigrant skill underutilization; highlight the potential for current city, state, and U.S. labor policy (including implementation of the Workforce Innovation and Opportunity Act) to reduce this brain waste; and offer an employer-based view of skill underutilization and how it can be addressed.
The report and related state research can be found here: https://bit.ly/mpiuntappedtalent
The slowdown in migration from Mexico since the 2008-09 recession has had a little-noted effect on farm labor in the United States: Increased use of the H-2A guestworker program. The H-2A program, long criticized by employers for cumbersome regulations, has doubled in size since 2007 and now provides workers to fill more than 150,000 farm jobs. Since agriculture relies on newcomers from abroad to replace farm workers who exit for nonfarm jobs, farm labor markets are ideal for observing employer adjustments to the reduction in the arrival of immigrant labor. Often identified as the source for unauthorized migration from Mexico because of the Bracero program, agriculture may also provide the template for future immigration reforms that involve legalizing currently unauthorized workers and making it easier to hire guestworkers in the future.
This discussion features data that could help inform future reform debates. It also focuses on some of the adjustments that farm employers are making, including increased mechanization, improved wages and benefits, and the increased use of the H-2A program.
As record numbers of refugees and migrants undertake journeys across the Mediterranean, policymakers are faced with the challenging tasks of receiving, protecting, and integrating new arrivals—at every stage of their migration journey—while maintaining public confidence in an increasingly immigration-skeptic climate.
This second session, in an event co-organized by the Migration Policy Institute during September 2016 in New York, examines what is known about promising approaches to settle and integrate newcomers, including the links between development and stability in the region and integration, and how to garner support for these policies in host communities. The session also examines what drives complex public reactions to immigration, and how policymakers and civil society can innovate to combat xenophobia, better understand rising support for populist parties, and assuage fears of loss of identity. The session is followed by brief closing remarks.
There has been considerable policy activity and innovation over the last 50 years to improve educational equity across student populations, starting with civil-rights lawsuits in the 1960s over access to high-quality education and continuing through the 2001 and 2015 reauthorizations of the Elementary and Secondary Education Act. Disproportionately lower achievement outcomes for several student subgroups have remained a top concern during this time, including those for economically disadvantaged students, English Learners (ELs), and certain racial and ethnic minority groups.
Marking the release of a new report, this webinar will explore the key funding mechanisms in place to support EL students, including federal Title III and state supplementary funding sources. In light of broad trends toward more decentralized decisionmaking and the increased opportunities that follow for stakeholder input to shape key educational policies, presenters discuss the diverse sources of information that should be brought to bear on public conversations about funding. These include demographic trends in the student population, district and school-based services that meet diverse student needs, and what efforts are being made to improve educational quality and student outcomes. Drawing examples from recent national and state-level actions, the speakers demonstrate how efforts to improve educational quality for ELs are tightly bound to efforts to improve the equitable distribution of educational resources.
August marks the fourth anniversary of implementation of the Deferred Action for Childhood Arrivals (DACA) program. Since its launch in 2012, DACA has provided a reprieve from deportation and temporary eligibility to work legally in the United States to more than 700,000 young unauthorized immigrants. And in light of the Supreme Court’s recent decision not to allow a more expansive deferred-action initiative for parents to go forward, DACA remains the only large-scale initiative that offers relief from deportation to unauthorized immigrants.
This webinar marked the release of a new Migration Policy Institute issue brief that includes the most current estimates of potential DACA beneficiaries, which were generated using data from the 2014 American Community Survey (ACS) and MPI’s unique assignments of unauthorized status to noncitizens in the data. Webinar participants discussed their findings regarding the rates of those who have applied, have sought renewal, and may apply for a second renewal of status, along with data on those who might be eligible in the future for DACA or able to gain eligibility through education. They also discussed recent policy and political developments, present trends in DACA requests and application rates by country of origin and at U.S. and state levels, and examine how DACA has affected the social integration, education, and employment of qualifying young unauthorized immigrants.
The educational needs of immigrant students in primary and secondary schools pose a growing challenge for policymakers and educators, whether in countries such as the United States, where nearly 10 percent of students are learning English, or in Germany, which is dealing with record numbers of asylum seekers. Many local schools lack the resources and capacities to meet the needs of these students, particularly given that many have limited or interrupted formal education, coupled with low or no proficiency in the language of instruction.
Speakers on this webinar discuss the need for supplementary funding to support the educational needs of migrant-background students and provide an overview of the mechanics of school funding for migrant-background students in the four focal countries examined in the report. They also discuss how schools use those funds to provide specialized services, and highlight the most salient choices facing policymakers who seek to use supplementary funding mechanisms to better support effective, high-quality educational services for children from immigrant and refugee families.
On this webinar, MPI analysts and experts in the field discuss the results of an analysis comparing young children of refugees to other U.S. children on several key indicators of well-being. This analysis is based on U.S. Census Bureau data with MPI’s unique assignments of refugee status to the foreign-born population, as well as administrative data on refugee arrivals from the U.S. Department of State, Department of Homeland Security, and Office of Refugee Resettlement. Key indicators to be discussed include geographic resettlement patterns, languages spoken, English proficiency, family structure, parental education and employment, poverty rates, use of public benefits, and health insurance coverage. The report analyzed these indicators for the most common refugee origin groups, including Vietnam, Cuba, Laos, Ukraine, Somalia, Haiti, Russia, Ethiopia, Cambodia, Burma, and 10 others.
The Every Student Succeeds Act (ESSA) recently signed into law updates the Elementary and Secondary Education Act and provides a stronger focus on closing the achievement gap between English learners and other students. The law maintains accountability for subgroups of students, including English learners. Most importantly, it builds on that requirement by elevating English proficiency outcomes to be a key element of statewide accountability systems.
Despite these changes and other improvements for English learners, the law moves many critical accountability decisions from the federal to the state level, meaning that new strategies and efforts will be needed to ensure quality education services for these children. The creation of state plans and accountability measures to implement the new law’s provisions will provide immigrant groups and other English learner stakeholders with numerous opportunities to safeguard English learners’ rights to an equitable education and ensure they can excel along with other students. Join us January 21 to learn more about ESSA’s provisions and particular areas of concern for stakeholders who seek to maintain and build policies and practices that support immigrant and English-learner students’ success.
Research finds that growing up with unauthorized immigrant parents places children at a disadvantage. Over the past decade, legislation that would provide a pathway to legal status for these parents stalled in Congress several times, and last year federal courts blocked implementation of Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA)—an Obama administration initiative to extend work permits and a temporary reprieve from deportation to unauthorized immigrant parents. Absent major policy changes, millions of American children will continue to face the possibility of parental deportation and other risks associated with having an unauthorized immigrant parent.
MPI analysts and a leading education scholar present and discuss findings on the citizenship and immigration status of children with unauthorized immigrant parents, their age structure, variations in status by age, school enrollment patterns, geographic distribution, English proficiency, and educational attainment rates. Presenters also discuss the effects of parental unauthorized status on children and the risks unique to this population in comparison to children of immigrants generally and all U.S. children, along with policies that could compound or ameliorate the negative effects of parental unauthorized status on children.
Timed to coincide with the release of a series of new fact sheets that provide in-depth data profiles of immigrant and refugee adult learners and workers, this webinar explores the relationship of key Census data findings to current state and local efforts to devise plans for implementation of the federal Workforce Innovation and Opportunity Act (WIOA).
In recent decades roughly 1 million foreign-born individuals have settled in the United States per year, many with needs for adult education and workforce training services. WIOA’s implementation could play a critical role in supporting the upward mobility of these immigrants and refugees in the workforce and their successful integration into the civic life of the cities and states where they have settled. However, the law’s narrow accountability measures are expected by many to make it more difficult for local providers to serve immigrants and refugees seeking to learn English or improve their basic skills, especially those who are not on track to earn postsecondary credentials or who do not have this as a goal.
Conflicts in Syria and around the world have generated an estimated 19.5 million refugees, of whom just over half are children. Most refugees reside in countries of first asylum in developing regions, with relatively few officially resettled in the United States and other developed countries. The Migration Policy Institute (MPI) is releasing a series of three papers, as part of a research project supported by the Foundation for Child Development, about the education and well-being of these children. The first report discusses the mental health and schooling of Syrian refugee children living in Jordan, Lebanon, and Turkey. The second explores the experiences of Somali Bantu refugee students in a U.S. elementary school shortly after their resettlement. And the third offers a broader look at the educational experiences of refugee children in developing countries—in camps and urban settings. In this webinar, the authors of the papers and MPI analysts presented their findings on the experiences of refugee children and the impacts on their mental health and education.
Against the backdrop of the refugee crisis in Europe and the unprecedented numbers of unaccompanied minors entering U.S. schools in the last two years, this webinar considers the particular challenges facing educators and policymakers as they attempt to meet the needs of immigrant and refugee students who arrive during their middle and high school years. Providing these students with instructional, linguistic, and socioemotional supports is especially complex in the secondary grades, due to the rigor of the curriculum and the short timeframe available for students to prepare for postsecondary education and the workforce.
In this webinar, the Migration Policy Institute’s National Center on Immigrant Integration Policy and other national experts discussed patchwork tuition policies, their implications for unauthorized immigrant youth seeking two- and four-year college degrees, and the progress of major new proposals being considered by states this year. The webinar will also mark the release of updated information on the college access, tuition, and financial aid policies in the top 15 states for youth potentially eligible to apply for the Deferred Action for Childhood Arrivals (DACA) program. In addition, hear about the new round of scholarships available from TheDream.US, the largest provider of scholarships for youth with DACA or Temporary Protected Status (TPS) who cannot afford to pay for college.
Adult English language, education, citizenship/civics, and workforce training services are critical in supporting the economic, linguistic, and civic integration of immigrants and refugees. Federal Workforce Innovation and Opportunity Act (WIOA) programs and the state partnership and investments they require comprise the central architecture for provision of these crucial services in communities across the United States. In this discussion, experts discussed aspects of the law that will likely limit prospects for immigrants and refugees to receive English language and other services they may need, serious weaknesses in WIOA regulations proposed by the Obama administration that will govern implementation of crucial services for immigrant integration, and strategies that may help ensure more equitable access for immigrants and refugees to services provided under the law.
In two new reports, the Migration Policy Institute and The Urban Institute review the literature examining the effects of parental deportation on children and the broader community and report the results of field visits to five communities with large numbers of parental deportations.In this discussion, MPI authors discuss the effects of parental deportation on the children of immigrants, and the related needs for health and social services. Panelists will discuss U.S. policy responses to protect these children, community responses, and possible directions for future research and policies.
This discussion explored the tensions facing asylum systems in Europe and North America, and asked what tools governments have at their disposal to respond proactively to forced displacement and reduce its costs for refugees and host communities alike. Where and when should governments focus their protection investments to have the most impact? What actors and stakeholders need to be engaged, both within a government and internationally? What lessons can be drawn from responses to past asylum flows?