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61. Supporting Students to be Independent Learners: State and District Actions for the Pandemic Era

Author:
Education and Society Program
Publication Date:
06-2020
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
In May 2020, the Aspen Institute Education & Society Program shared ten recommended state actions for Fostering Connectedness in the Pandemic Era that were developed with a diverse group of education leaders. The pandemic and resulting closure of school buildings have revealed the deep inequities that already existed in many schools, and connectedness is one of those gaps. Data from school climate surveys demonstrates that students of color, English-learners, and students from low-income families do not feel safe at school, in part because they do not have the kind of caring, trusted relationships that create belonging – and in part because they do not feel challenged with meaningful, rigorous work. With this in mind, and as a complement to the initial recommendations to advance social, emotional, and academic development, we turned to another diverse set of leaders for actionable insights focused on culturally and linguistically responsive education.
Topic:
Development, Education, Public Health, Pandemic, and COVID-19
Political Geography:
North America and United States of America

62. How Governors and Mayors Can Support Schools So Schools Can Support Students

Author:
Education and Society Program
Publication Date:
07-2020
Content Type:
Policy Brief
Institution:
Aspen Institute
Abstract:
Schools are getting plenty of advice regarding reopening. What schools aren’t getting is enough material support to meet the needs of students and families. There is a growing recognition that reopening schools is vital for students’ well-being and academic learning, as well as parents’ well-being and their ability to resume anything approaching normal work routines. Whatever the mode of instruction next year — in-person, online, a hybrid approach — school systems urgently need more support to access the resources their students and families need so educators can do their essential work. As the needs of children and families continue to grow and compound — through the pandemic, the economic upheaval, and the racism and racial reckoning gripping the country — addressing health and well-being are essential foundations for learning.
Topic:
Development, Education, Public Health, Pandemic, and COVID-19
Political Geography:
North America and United States of America

63. The Grand Opportunity: Creating Community, Equity and Innovation with Houston Public Libraries

Author:
Amy Garmer
Publication Date:
05-2019
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
Thirty library, government, nonprofit, and business leaders convened at the historic Julia Ideson Library Building in Houston in November 2017 to explore opportunities for working more closely and more intentionally with Houston’s public libraries. The Houston Dialogue on Public Libraries highlighted the changing role of libraries in response to educational, economic, social, and technological changes in society and explored strategies for leveraging the resources and expertise of the Houston Public Library system to address critical needs for recovery and rebuilding in the wake of Hurricane Harvey.
Topic:
Education, Innovation, Community, and Libraries
Political Geography:
North America, Texas, United States of America, and Houston

64. Credentials for the Future: Mapping the Potential for Immigrant-Origin Adults in the United States

Author:
Jeanne Batalova and Michael Fix
Publication Date:
03-2019
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
As the U.S. workforce ages, baby boomers retire, and birth rates decline, the United States is facing an estimated shortfall of 8 million workers between now and 2027. At the same time, the U.S. economy is becoming ever more knowledge-based. Having a marketable postsecondary credential, whether an academic degree or a professional certification or license, has become more of a necessity to secure a job that pays a family-sustaining wage. Amid these economic changes, immigrant-origin adults—that is, immigrants and their U.S.-born children—are projected to be the primary source of future labor-force growth. Yet about 30 million of the 58 million immigrant-origin adults in the country as of 2017 did not have a postsecondary credential, representing 30 percent of all U.S. adults without one. These immigrants and their children are thus an important target group for efforts by governments, educational institutions, civil society, and employers to boost the credential attainment of U.S. workers. This report offers a first-of-its-kind profile of immigrant-origin adults without postsecondary credentials, including a look at key sociodemographic characteristics, geographic distribution, and factors such as English proficiency and legal status that can affect their access to workforce programs. It also considers the labor-market returns of nondegree credentials, finding that immigrant-origin adults who hold such certifications or licenses have higher rates of labor-market participation, higher wages, and lower unemployment than counterparts who lack them. “Helping a significant share of these 30 million immigrant-origin adults obtain postsecondary credentials,” the authors conclude, is “a critical tool in meeting national and state education goals, addressing current and projected labor shortages, and raising labor productivity.”
Topic:
Education, Immigration, Economy, Vocational Training, and Integration
Political Geography:
North America and United States of America

65. Legal Protections for K-12 English Learner and Immigrant-Background Students

Author:
Julie Sugarman
Publication Date:
06-2019
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
Although education is in many ways a responsibility of states and localities, the U.S. federal government also has an important role to play. National laws, court rulings, and policy guidance help ensure that English Learner (EL) and immigrant-background students have equitable access to a meaningful education. It is then up to states and school districts to color in many of the details as they implement these protections in their free, public primary and secondary school systems. This EL Insight lays out seven key ways the U.S. government protects the educational rights of EL and immigrant-background students, including those with Limited English Proficient and unauthorized-immigrant family members. It also explains the legal framework behind these rules, who enforces them, and how they can be seen in action in schools across the country. Some of the policies highlighted in this brief—such as using a two-step home language questionnaire and English assessment to identify which students are ELs—are well established and look similar across the country. Others, such as requirements for what credentials teachers must have to work with ELs, vary considerably. And while some legal protections have become a basis for strengthening broader educational policy, many have limitations or have fallen short their implementation. This brief is the latest in a series of English Learner Insights, which also includes an introduction to finding and using EL data and to the instructional models schools use to serve ELs.
Topic:
Education, Immigration, Language, and ESL
Political Geography:
North America and United States of America

66. Immigration and the U.S. Labor Market: A Look Ahead

Author:
Harry J. Holzer
Publication Date:
08-2019
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
In the coming decades, the U.S. labor market will experience major transformations that challenge the country’s economic growth and competitiveness. The native-born workforce will age and shrink as baby boomers retire and birth rates decline. Technological innovations, though unlikely to result in mass unemployment as some observers fear, will displace some workers, particularly in low-skilled occupations. And traditional employer-employee relationships are becoming less common as contracting, outsourcing, and other alternative staffing arrangements spread. While these forces may bring some productivity increases, they are also likely to result in rising inequality between skilled and unskilled workers, lower economic growth, and mismatches between the skills workers have and those that are increasingly in demand. What role, this think piece by a former chief economist for the U.S. Labor Department asks, can immigration play in mitigating these undesirable economic outcomes and supporting U.S. economic growth? Immigration could help employers hire for hard-to-fill positions, and it could reduce the costs and increase the availability of goods and services, especially in growing sectors such as health and elder care. But while immigration may benefit employers and workers with complementary skills, particularly at the high end of the skills spectrum, it can negatively affect some low-skilled workers, who have already been hard hit by technological change, globalization, and weakening labor unions. Reforms of immigration policy to support economic growth should thus be paired with a broader agenda and investments to raise the skills and earnings of workers without college degrees, whether native born or immigrant. The brief was commissioned for MPI’s multiyear Rethinking U.S. Immigration Policy initiative, which aims to generate a big-picture, evidence-driven vision for the role immigration can and should play in America’s future. To learn more about the initiative and read related research, check out the initiative's home page.
Topic:
Education, Immigration, Employment, and Labor Market
Political Geography:
North America and United States of America

67. How Does Immigration Fit into the Future of the U.S. Labor Market?

Author:
Pia M. Orrenius, Madeline Zavodny, and Stephanie Gullo
Publication Date:
08-2019
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
2018 was a banner year for the U.S. economy, but long-run projections are much less bright. Intensifying forces—including the aging of the workforce, stagnating labor force participation rates, and emerging gaps between the skills U.S. employers seek and those workers possess—are poised to significantly reshape the U.S. labor market. Other trends, including globalization and automation, are likely to dramatically transform how and where work is done. Against the backdrop of these changes, this think piece asks: What role can immigration play in bolstering future workforce and economic growth, and meeting shifting demand for both high- and low-skilled labor? In addition to supporting labor force growth, the brief’s authors conclude that immigrant workers can help mitigate a number of other symptoms of the U.S. economy’s long-run malaise, including low productivity growth, declining domestic geographic mobility, and falling entrepreneurship. But while immigration may benefit employers, consumers, and some U.S. workers, it can adversely affect others, particularly low-skilled U.S. natives and earlier-arrived immigrants. A plan to increase employment-based immigration, the authors contend, should thus be paired with policies and programs to support these groups in acquiring new skills and shifting to growing sectors. The brief is part of MPI’s multiyear Rethinking U.S. Immigration Policy initiative, which aims to generate a big-picture, evidence-driven vision for the role immigration can and should play in America’s future. To learn more about the initiative and read related research, check out the initiative's home page.
Topic:
Education, Immigration, Employment, Economy, and Labor Market
Political Geography:
North America and United States of America

68. Leveraging the Potential of Home Visiting Programs to Serve Immigrant and Dual Language Learner Families

Author:
Maki Park and Caitlin Katsiaficas
Publication Date:
08-2019
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
A child’s first years are ones of exceptionally rapid growth, a period that can lay the foundation for school readiness and healthy socioemotional development. Growing awareness of the importance of investing in infants and toddlers is reflected in the spread of home visiting programs—family-focused social services provided in the home on a regular basis to expectant mothers and new parents alongside their young children. The federal Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program, for example, has seen its funding rise since it was created in 2010, and many states and counties have launched or expanded their own programs. Children with immigrant parents and those exposed to a language other than English in the home (known as Dual Language Learners, or DLLs) are important target populations for such early childhood programs. As of 2013–17, one-fourth of U.S. children ages 5 and under were children of immigrants, and nearly one-third were DLLs. Young children of immigrants are also more likely than their peers to live in low-income households—a priority service population for many home visiting initiatives. Yet studies show that DLLs and children in immigrant families are underserved by home visiting services. This policy brief examines the characteristics that make these children and their families important targets for such programs and barriers that may hinder their participation. It also highlights opportunities to address them, including by making these groups visible in MIECHV needs assessments, improving program data collection, and strengthening partnerships with community-based organizations.
Topic:
Education, Health, Children, Immigrants, Family, and Welfare
Political Geography:
North America and United States of America

69. International higher education rankings: Why no country’s higher education system can be the best

Author:
Jason D. Delisle and Preston Cooper
Publication Date:
08-2019
Content Type:
Special Report
Institution:
American Enterprise Institute for Public Policy Research
Abstract:
An analysis of the higher education systems of 35 developed countries reveals that nations face trade-offs between large government subsidies for higher education and other desirable qualities, such as widespread degree attainment and well-resourced universities. The United States ranks 31st of 35 countries on government support for higher education but 11th on degree attainment and third on resources available to colleges. It is rare for a country to design a higher education system that combines high attainment and well-resourced schools with high government subsidies.
Topic:
Education and Higher Education
Political Geography:
North America and United States of America

70. A Rare Bloom in Beijing

Author:
May Johnston
Publication Date:
05-2019
Content Type:
Journal Article
Journal:
American Diplomacy
Institution:
American Diplomacy
Abstract:
Chinese universities first reopened after the Cultural Revolution in 1977. Since 1949, no academic degrees had been awarded in China. The professors agreed with us that the time had come to invite specialists in American history and American literature to teach about our cultural patrimony rather than just teach English. Were we interested to learn about traditional Chinese opera, recently resurrected from the dead after the Gang of Four's departure? How did he, alone of all the officials I met in my two and a half years in Beijing, remain warm, curious, cheerful, open, enthusiastic, ever flashing a thousand watt smile and above all, so alive? I have photos of Ma grinning as he tried out my colleague's American motorcycle, Ma helping my two-year-old daughter with her chopsticks, Ma joking with the newly arrived Fulbright professors, who ended up relying on Ma as their interlocutor for every request or misunderstanding with the BeiDa authorities.
Topic:
Diplomacy, Education, History, Culture, and Memoir
Political Geography:
China, Asia, North Africa, Hong Kong, and United States of America