The COVID-19 pandemic has inarguably exacerbated longstanding disparities that undermine the economic mobility and integration of immigrant parents in the United States and their children’s prospects for success in school and beyond. These include critical two-generational barriers disproportionately experienced by immigrant families, such as poverty, limited English proficiency, digital access and device challenges, linguistic isolation, and low levels of parental formal education. These disparities sit at the intersection of K-12, early childhood, adult education, and social services systems where they are largely unaddressed, despite expectations that each system play a major role in addressing them.

This webcast explores findings from an analysis conducted by the Migration Policy Institute’s National Center on Immigrant Integration Policy, which compares key sociodemographic characteristics of immigrant and U.S.-born parents of young and school-age children and underscores their two-generational implications. Speakers examine disparities evident in the analysis and discuss potential ways to incorporate equity-sensitive measures associated with them in the policy and program frameworks of key systems, with an eye to achieving more responsive and effective service designs and improving equity and access more generally for families facing multiple disparities.

Prior to the COVID-19 pandemic, Europe was facing a set of interlocking challenges—a rise in spontaneous migration, an aging population, and a changing labor market—all of which put pressure on public finances. The public-health crisis has further exacerbated the situation, imposing huge costs on governments as they scramble to safeguard employment and protect vulnerable groups, including migrants disproportionately affected by job losses. Will this "perfect storm" rock the foundations of European welfare systems in the long term, and how? Will welfare states manage to adapt, and if so, what are the most promising innovations? How can governments close gaps in the social safety net, while laying the groundwork for economic recovery and long-term sustainability?  

This two-part MPI Europe event, moderated by MPI's Meghan Benton, examines these important questions. In the first session, veteran migration thinkers Demetrios G. Papademetriou and Grete Brochmann will reflect on the implications of this current moment for European economies and societies, and the role of immigration. The second session, with Jacopo Mazza, Scientific Officer at the Joint Research Centre, highlighted research from the European Commission’s Joint Research Centre on the fiscal and demographic impacts of migration. MPI Europe's Liam Patuzzi and Natalia Banulescu-Bogdan, along with European University Institute's Martin Ruhs explored the pandemic’s particular effects on migrants and refugees, gaps in the social safety net, the role immigrant integration policy can play in maximizing the benefits of migration, and smart ideas that governments are implementing to ensure immigration is an economic and demographic asset for the future.

Amid the COVID-19 pandemic, globally interconnected economies and societies are navigating uncharted waters. The pandemic and its aftermath present policymakers with two crucial challenges: how to manage the spread and hopefully eradication of the disease and how to deal with the economic devastation caused by stay-at-home orders, travel bans, and other measures taken to halt the spread of the virus. Currently migration and mobility have come to a relative standstill. Will migration levels return to pre-pandemic levels? And as most countries’ labor systems and economies are linked to immigration, might this public-health crisis result in a fundamental realignment of economic relationships? Will it stimulate a rethink of migration systems, where policymakers seriously re-examine the role and composition of the foreign-born workforce and approaches to immigrant integration? Or post-pandemic, will countries just revert to their previous approaches to migration, or possibly surge further towards protectionism and restrictionism?

This Migration Policy Institute (MPI) and Organisation for Economic Cooperation and Development (OECD) discussion highlights the impact of the coronavirus on migration and mobility systems, and findings from OECD’s International Migration Outlook 2020 on recent developments in migration movements and policies in OECD countries and some non-member countries. As policymakers grapple with a way forward, speakers--including Demetrios G. Papademetriou, Jean-Christophe Dumont, and Jonathan Chaloff--share their perspectives on the opportunities for innovation, what labor demands may emerge, the role of migration in North America and Europe at this challenging point in history, and whether this moment can be the catalyst for rebuilding of economies and societies that provide the best outcomes for both the native born and immigrants alike.  MPI's Meghan Benton moderated the discussion. 

What actions might the incoming Biden administration take on immigration, and what challenges and opportunities does it face? Migration Policy Institute experts analyze the campaign pledges and prospects ahead, for everything from unwinding the Remain in Mexico program, ending border wall construction, and reviving DACA, as well as the Biden camp’s affirmative vision for change, including legalization.

The COVID-19 pandemic has affected nearly every aspect of education. It is widely expected that English Learners (ELs) will suffer disproportionate impacts from school closures and the subsequent challenges of trying to engage in remote learning. Some of these challenges are rooted in long-standing system weaknesses that fuel inequities facing EL students, such as persistent shortages of EL instructional specialists and insufficient preparation of general education teachers to meet the needs of a growing EL population. With many EL teachers sidelined in the move to remote and socially distanced learning, concerns about whether ELs have meaningful access to the K-12 curriculum are more palpable than at any time since the legal frameworks to safeguard their rights to an equitable education were created.

In this webcast, MPI's Julie Sugarman engaged Hunter College TESOL Professor Laura Baecher, Teach Plus's Roberto J. Rodríguez, and SupportEd's Diane Staehr Fenner in a discussion on the role that weaknesses in existing EL teacher education and professional development policies have played in schools’ uneven response to the pandemic, and lessons for future reform. They also address how pre-service teacher education and in-service professional development for teachers already in the field have adapted to the present circumstances and how district and state policies can better support teacher development and appropriately leverage EL teacher expertise in remote and in-person instructional contexts.

Since school buildings closed their doors in March 2020 due to the COVID-19 pandemic, English Learners (ELs) have faced significant barriers to participating in remote instruction. These include circumstances related to many immigrant families’ limited capacity to support home learning as well as more structural challenges such as inadequate digital learning resources.

But responses to the pandemic should also cause schools and local and state education leaders to reflect on their system’s capacity to equitably support ELs’ linguistic, academic, and socioemotional development. Implementing remote learning has exposed long-standing weaknesses in many districts’ approaches to teacher professional development, multilingual supports for parents with limited English, and building meaningful connections with immigrant families and communities.

In this webinar, Julie Sugarman and Melissa Lazarín, authors of a report from MPI’s National Center on Immigrant Integration Policy discuss key challenges to meeting ELs’ needs during the pandemic and the policies and practices school systems will need to put in place to support them and their families through the public-health and education crisis, as well as when schooling returns to normal. In addition, presenters, Californians Together's Shelly Spiegel-Coleman and Metropolitan Nashville Public Schools's Molly Hegwood, provide examples of centering ELs in planning for school year 2020­­­–21, including how to document supports for ELs in a district’s continuity-of-learning plan and how one district incorporated EL needs into its virtual learning plan.

Humanitarian and development actors in low- and middle-income countries that host refugees have focused many of their recent interventions on integrating newcomers into national development strategies and promoting access to public services nationwide. But how do these efforts play out at the local level?

This MPI Europe conversation explores how development actors can work with local authorities to enhance the social and economic inclusion of refugees. Subnational authorities have been at the forefront of hosting refugees; while their capacity can be narrow, they often have first-hand experience in managing relations between host and refugee communities. During this webchat, experts discuss partnerships between local authorities, the UNHCR, and development actors that are aimed at integrating refugees in local governance mechanisms. These experiences suggest that improvements for refugees often start at the local level, where general principles agreed upon in international fora are being tested. 

This discussion involving representatives from the World Bank, UNHCR, and Kenya’s Refugee Affairs Secretariat explores three main questions: How can development and humanitarian actors engage with local institutions to promote refugee inclusion? How has the involvement of refugees in local institutions materialized and what are the ways to ensure this participation leads to tangible changes? Finally, in fragile environments, how can discussions on refugee inclusion enhance the engagement of other groups that have traditionally been marginalized in refugee-hosting regions (e.g., internally displaced persons, ethnic minorities, or returnees)?

With major budget cuts inevitable post-pandemic and school systems disrupted across the United States, states may find it difficult to develop or sustain important supports for English Learners (ELs). One such support is allowing ELs to take annual state standardized tests in their native language. Federal law requires ELs to be given accommodations to ensure that their scores on standardized tests accurately reflect what they know in reading, math, and other subjects. The law also encourages—but does not require—states to offer native language assessments as one type of accommodation. Research shows that such assessments are effective in improving test scores.

However, only 31 states offer native language assessments, and those that do typically only offer them in Spanish and for math. Further, little research or guidance exists to help states figure out to whom the assessments should be given, and in which languages, grades, and subjects. In the last few years, advocates in several states, including California, Florida, and Illinois, have sought to expand the role of native language assessments as part of their accountability systems, seeing them as critical to ensuring policymakers, practitioners, and the public have accurate information about ELs’ academic achievement.

This webchat marks the release of an MPI report on native language assessments, and offers an introduction to the key policy and practical considerations in their implementation. MPI’s Margie McHugh and Julie Sugarman also discuss the role of native language assessments in the current educational environment.

The federal Every Student Succeeds Act (ESSA) elevated states’ responsibility to improve English language proficiency for English Learners (ELs), as well as their academic achievement. ESSA’s first stage of implementation required states to develop and submit their plans for executing the new law to the U.S. Department of Education. Highly technical, these state plans are usually difficult for parents and even educators to understand.

The Migration Policy Institute’s (MPI) National Center on Immigrant Integration Policy, in partnership with state-based EL organizations and immigrant policy organizations, has endeavored to ensure that state ESSA plans create the optimal conditions for EL achievement.

On this webinar MPI released the results of its comprehensive review of state ESSA plans for all 50 states and the District of Columbia, with a focus on EL policies. The compendium, The Patchy Landscape of State English Learner Policies under ESSA, reveals a picture of great variability across states’ approaches to ensuring accountability for the success of their EL students.

MPI's Delia Pompa and Julie Sugarman were joined by Kim Sykes, Director of Education Policy at New York Immigration Coalition, in a discussion on how states have approached ESSA implementation, and areas where the law and state efforts to support ELs can be improved.

A key goal of the U.S. refugee resettlement program is to help refugees rapidly find employment. While refugees do work at high rates, and entry-level jobs are often available in today’s tight labor market, service providers sometimes struggle to help refugees into jobs that provide long-term career pathways and upward mobility.

Such challenges are compounded by the pressures and challenges of the current environment around refugee resettlement, in a context of greatly reduced refugee arrivals, strains on local resettlement organizations—many of which have ended or reduced operations—and uncertainty about which states and counties will be resettling refugees in the years ahead. Under these circumstances, two activities can be key parts of a broader strategy for sustaining and improving employment services for refugees: Partnerships with experts in workforce development strategies, and access to federal workforce development funding.

On this webinar MPI's Essey Workie is joined by Amanda Bergson-Shilcock from the National Skills Coalition, Washington State Refugee Coordinator Sarah Peterson, and Karen Phillippi, Director of New American Integration in the Office of Global Michigan for a discussion on what these approaches can look like in practice. They explore the possibilities for collaboration between refugee resettlement and mainstream workforce services, and funding streams such as Workforce Innovation and Opportunity Act (WIOA) programs, SNAP Employment and Training funds, Pell grants, and more to help refugees find better jobs. State leaders in Michigan and Washington State also share how they have leveraged such funding to support their refugee employment services.

More than a decade after EU eastern enlargement, some eastern Member States are still grappling with the consequences of large-scale emigration for their communities, economies, and societies. Emigration may come with certain advantages: it can relieve pressure in situations of high unemployment, generate remittances, and allow mobile EU citizens to pursue better job opportunities and living conditions. In the long run, however, brain drain, demographic decline, and eroding tax bases can put a massive strain on countries of emigration, and may even trigger a downward spiral that ultimately stands in the way of EU convergence.

Amid ongoing debates about the costs and benefits of free movement, this Migration Policy Institute Europe webinar examines evidence from the EU-funded REMINDER (Role of European Mobility and Its Impacts in Narratives, Debates and EU Reform) project on different types of East-West mobility. Among the topics of discussion: mobility of care workers, short-term cross-border movement in frontier regions, and return migration to countries of origin—and their impact on sending countries’ communities and societies. Speakers--MPI's Meghan Benton and Liam Patuzzi, Bernhard Perchinig of International Centre for Migration Policy Development, and Marcin Wiatrów from the Polish Ministry of Family, Labour, and Social Policy--examine big-picture trends of East-West migration; consider possible policy responses at regional, national, and EU levels to alleviate some of the challenges; and reflect on realistic actions that could be taken under a new European Commission.

From Donald Trump’s first utterances as a presidential candidate in 2015 to the hundreds of policy actions undertaken during his administration, immigration has loomed as the major touchstone for his political base. It is the issue to which the president and his administration return again and again. Chaos at the U.S.-Mexico border resulted from a sharp uptick in flows, as well as outmatched policies, infrastructure, and resources. Now, a growing number of Americans cite immigration as one of the most crucial national issues. Yet Congress remains incapable of even small-bore fixes, continuing its nearly two-decade inability to undertake substantive immigration legislation. Vast differences exist among Republican and Democratic politicians and other stakeholders—from “build the wall” and narrowing humanitarian protections on one side, to #AbolishICE and pressing to decriminalize illegal crossings on the other.

Whither immigration as high-stakes elections approach in 2020? In this lively State of Play conversation, political and policy experts will explore the politics of immigration, the pitfalls for both political parties, and the potential for a post-election pause in the brinkmanship, along with what other pressing challenges may converge to force action in Washington.

Speakers included:

• Casey Christine Higgins, Former Assistant to the Speaker for Policy and Trade Counsel for former Speaker Paul Ryan (R-WI); Senior Policy Advisor, Akin Gump Strauss Hauer and Feld LLP
• Lomi Kriel, Immigration Correspondent, Houston Chronicle
• Lorella Praeli, President of Community Change Action and Vice President of Community Change
• Julia Preston, Contributing Writer, The Marshall Project
• Doris Meissner, Senior Fellow and Director, U.S. Immigration Policy Program, MPI

Against a backdrop of large-scale spontaneous migration flows towards Europe, facilitating legal migration is often called for as an alternative to irregular migration for individuals and groups not in need of international protection. Moreover, with populations aging and workforces slated to shrink over the next few decades in many European countries, policies that can efficiently recruit migrants to meet labor and skills shortages will be at a premium. While the conversation to date has focused on high-skilled migrants, short-to-medium term projections suggest that demand may also grow for low- and middle-skilled workers in sectors such as health and elder care, manufacturing, and construction. But the changing political environment around migration means that the space for reforms to legal migration policies has narrowed in many countries. At the national level, for example, policymakers must strike a fine balance between accommodating employer demand for more flexible and responsive selection policies and meeting their obligations to protect and promote the labor market participation of local populations. And while expanding legal migration pathways is a common theme of negotiations with third countries, both political and practical considerations (such as how to test demand and scale up initiatives) have stymied efforts to deliver on this pledge.

This event hosted by MPI Europe and the Research Unit of the Expert Council of German Foundations on Integration and Migration includes a discussion of research into legal migration pathways for work and training for low- and middle-skilled migrants not in need of protection.

Speakers consider several questions:
• What opportunities for work or training in Europe can low- and middle-skilled third-country nationals access? What policies and programs have been tried and tested at EU and Member State levels and how successful have they been?
• What practical reforms can governments consider to their selection policies to ensure they are primed to assess and respond to fast-changing labor market needs? What lessons can we learn from bilateral partnerships on legal migration in this regard?
• What role can the European Union play in supporting efforts by Member States to reform or expand their legal migration channels? Where is the European Union’s added value most keenly felt?

“Legal migration for work and training: Mobility options to Europe for those not in need of protection” is a project of the Research Unit of the Expert Council of German Foundations on Integration and Migration in cooperation with MPI Europe, and is funded by Stiftung Mercator.

The U.S. administration is calling for the United States to adopt a more “merit-based” immigrant selection system, looking to Canada and Australia as potential models. An immigration proposal under consideration by the administration would adjust the composition of legal immigration, giving greater preference to skills over family ties. Much of the advanced industrial world—from Germany and the European Union to China and other Asian states—is also grappling with how best to attract and retain highly skilled immigrant workers as a means of enhancing human capital and economic competitiveness.

The conversation between Jean-Christophe Dumont, Head of the International Migration Division at the Organization for Economic Cooperation and Development (OECD), and Migration Policy Institute (MPI) President Emeritus Demetrios G. Papademetriou focused on what policymakers should consider in designing—and managing—immigrant selection systems in a time of intense labor-market and demographic change. The discussion relied on recent MPI and OECD research on this topic, focusing primarily on the Canadian and Australian selection systems. MPI’s Julia Gelatt commented on the conversation from a U.S. policy perspective, discussing how lessons from abroad could apply to the United States.

High school graduation is an important personal achievement as well as a key indicator of school system effectiveness and a community’s potential economic vitality. For almost a decade, all U.S. states have used a common method to calculate the four-year graduation rate as part of their state school accountability system. This measure counts for a significant portion of a high school’s performance rating, which can gain it public accolades or identify it as a school in need of improvement. Even as rates of on-time graduation have improved, English Learners (ELs) post far lower rates than the national average.

This webinar marks the release of a Migration Policy Institute (MPI) report that investigates the unintended consequences of using the four-year graduation rate for school accountability. The report shows that ELs are more likely than other student subgroups to graduate in five or six years. However, most EL-serving high schools do not get credit for these graduates, as 60 percent of the nation’s ELs are served in states that only count the four-year rate for accountability purposes. Attaching high stakes to the four-year rate may also result in perverse incentives not to welcome high school EL newcomers out of fear these students will be unable to complete a degree in four years and thereby pull down the school’s performance rating. Schools may also mechanically redesign their instructional programs to “ensure” newcomers graduate in four years without evidence such a trajectory is possible or more educationally beneficial than a five- or six-year path.

Webinar participants also discuss the implications of California’s graduation rate policy choices. California does not use extended-year graduation rates for federal accountability, and—for state reporting—has adopted an alternative method for calculating graduation rates for continuation schools that serve older teenagers at significant risk of dropping out. Together, these policies may incentivize administrators to push ELs and other students who need more time to graduate out of traditional high schools and into alternative school settings. Speakers also discuss policy options states can consider to broaden the definition of a successful high school by using multiple graduation rate indicators.