Immigrants & Dual Language Learners

Children in Immigrant Families: Essential to America’s Future, a Foundation for Child Development Child and Youth Well-being Index (CWI) Policy Brief, is the first report to compare the well-being of children in immigrant families (one in four children) to children with U.S.-born parents and finds significant gaps in income, education, and health.

Changing Demography and Circumstances for Young Black Children in African and Caribbean Immigrant Families is one of eleven research papers published by The Migration Policy Institute’s (MPI) National Center on Immigrant Integration Policy that examines the well-being and development of children in Black immigrant families from birth to age 10.

Diverse Streams: African Migration to the United States is one of eleven research papers published by The Migration Policy Institute’s (MPI) National Center on Immigrant Integration Policy that examines the well-being and development of children in Black immigrant families from birth to age 10.

A Demographic Profile of Black Caribbean Immigrants in the United States is one of eleven research papers published by The Migration Policy Institute’s (MPI) National Center on Immigrant Integration Policy that examines the well-being and development of children in Black immigrant families from birth to age 10.

In this paper, Foundation for Child Development Young Scholar, Ariel Kalil finds that recent advances in technology and innovation hold great promise for promoting dual-generational educational skills.

This policy paper from the New America Foundation, Starting Early With English Language Learners, First Lessons from Illinois, focuses on Illinois’ approach to teaching English Language Learners (ELLs) which begins in PreKindergarten.

In partnership with the Foundation for Child Development, the Ray Marshall Center for the Study of Human Resources, in the LBJ School of Public Affairs at the University of Texas at Austin, is leading a Dual-Generation Strategy Initiative.