NATIONAL CENTER ON IMMIGRANT INTEGRATION POLICY

Immigration and Language Immigration and Language

Earl Warren Institute University of California, Berkeley

May 4, 2009

Michael FixMichael FixSenior Vice President

• No growth in native labor force

• Baby boom retirement

• Global competition

• Recession

• Integration: skeletal national policy

Points of DeparturePoints of Departure

• Language access

• Language acquisition

→ PreK – 12 education competition

→ Workforce

• Data systems

Language vs. Integration PolicyLanguage vs. Integration Policy

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1840 1860 1880 1900 1920 1940 1960 1980 2000

Foreign-Born Population (millions)Percent Foreign Born of Total

14.8%

38.1 million(2007)

4.7%12.6%(2007)

40 million +(2010)

13%(2010)

Foreign Born Rose to 38 Million Foreign Born Rose to 38 Million (12.6% of US Population) in 2007(12.6% of US Population) in 2007

Source: US Census Bureau data; Analyses by the Migration Policy Institute and the Urban Institute.

Source: PISA International Database, 2006.

Children of Immigrants (Age 15)Children of Immigrants (Age 15)In the OECD PISA DataIn the OECD PISA Data

0 5 10 15 20 25

ItalyIreland

PortugalNorway

SpainGreece

DenmarkUnited Kingdom

OECD averageSweden

NetherlandsFranceAustria

BelgiumGermany

United StatesCanada

New ZealandAustralia

Switzerland

Percent of PISA students tested

Source: MPI Data Hub, March 2006.

Almost Half of All Metro Areas with Almost Half of All Metro Areas with 1 Million+ Immigrants Are in the US1 Million+ Immigrants Are in the US

Children of immigrants...• 23% of all children in US• 30% of all low-income children• 75% are US citizens

DemographicDemographic ImpactsImpacts

Immigrants are ...• 1 in 8 US residents• 1 in 2 new workers in 1990s

Immigrants are:

• 13% of US residents

• 16% of US workers

• 21% of low-wage workers*

• 48% of low-skilled workers**

The Immigrant Workforce The Immigrant Workforce

* Low-wage workers (ages 18 to 64) earned less than twice the federal minimum wage in 2007.**Low-skilled workers (25 and older) are those with less than a high school education.

Source: MPI’s calculations from March 2008 CPS, Annual Social and Economic Supplement.

• 1 in 4 doctors

• 2 in 5 medical scientists

• 1 in 3 computer software engineers

• 1 in 5 computer programmers

• 1 in 5 postsecondary teachers

. . . . are immigrants

Highly Skilled ImmigrantsHighly Skilled Immigrantsin US Workforce,* 2005in US Workforce,* 2005--20062006

Notes: *Refers to persons in the civilian labor force, ages 25 and older.Source: American Community Survey (pooled 2005-2006).

Foreign Born Population Has Fallen BackForeign Born Population Has Fallen BackTo Level of Late 2006To Level of Late 2006

Note: Three month moving average. Source: Migration Policy Institute analysis of Current Population Survey, January 2000 to March 2009.

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Estimated foreign-born population (millions)

The foreign-born population has declined from a peak of almost 38 million, to less than 37 million.

ELL Students in US SchoolsELL Students in US Schools

39.9 million* foreign born in March 200839.9 million* foreign born in March 2008

Legal permanentresidents (LPRs)(12.3 million) 31%

Legal temporary migrants

(1.4 million) 4%

Naturalized citizens(14.2 million) 36%

Unauthorized immigrants(11.9 million) 30%

United States: 3 in 10 Immigrants United States: 3 in 10 Immigrants Are UnauthorizedAre Unauthorized

* Includes estimate of undercounted immigrantsSource: Passel, Jeffery S., and D’Vera Cohn. 2009. A Portrait of Unauthorized Immigrants in the United States. Washington, DC: Pew Hispanic Center.

Three Quarters of Children in Three Quarters of Children in Unauthorized Families Are CitizensUnauthorized Families Are Citizens

There are 5.5 million children with unauthorized parents:

• Their children make up 6.8% of all US schoolchildren.

• 73 percent (4 million) of all children of unauthorized parents are US citizens.

• 17 percent (1.5 million) are unauthorized.

Source: Passel, Jeffery S., and D’Vera Cohn. 2009. A Portrait of Unauthorized Immigrants in the United States. Washington, DC: Pew Hispanic Center.

Source: American Community Survey 2005. Limited English proficient (LEP) are persons reporting speaking English less than “very well” to the Census survey.

Percent of full-time immigrant workers (age 25 and over) who are LEP

51%

59%

51%

33%

63%

All foreignborn

2000 to 2005 1991 to 1999 1981 to 1990 1980 or earlier

Almost Half of All Immigrant WorkersAlmost Half of All Immigrant WorkersAre Limited English ProficientAre Limited English Proficient

11--inin--5 College5 College--Educated Immigrant Educated Immigrant Workers in Unskilled OccupationsWorkers in Unskilled Occupations

33%

17%

35%

23% 22%18%

20%19%

44%

US born Europe* Latin America Asia Africa

Recent immigrants (arrived in 1996 or later)Long-term immigrants (arrived prior to 1996)US born

Notes: *Refers to persons from Europe, Canada, and Oceania. Unskilled occupations require no more than modest on-the-job training (e.g., construction laborers, drivers, and maids). Source: American Community Survey, pooled 2005 and 2006.

Percent of college-educated workers in unskilled occupations

Notes: There were 5.1 million limited English proficient school children in 2005-2006, representing 10 percent of enrolled students. Source: National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA), 2007.

LEP Enrollment Growth:LEP Enrollment Growth:United States,1996 to 2006United States,1996 to 2006

-10%

0%

10%

20%

30%

40%

50%

60%

70%

1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06

United States LEP Enrollment

Total Enrollment

Source: National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA), 2006.

LEP Enrollment Growth: California, 1995 to 2006

- 10 %

- 5%

0 %

5%

10 %

15%

2 0 %

2 5%

1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06

California LEP Enrollment

Total Enrollment

Year

0%

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100%

150%

200%

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1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05

North Carolina LEP Enrollment

Total Enrollment

Source: National Clearinghouse for English Language Acquisition & LanguageInstruction Educational Programs (NCELA), 2006

LEP Enrollment Growth: North Carolina, 1995 to 2006

LEP Students Attend LEP Students Attend Linguistically Segregated SchoolsLinguistically Segregated Schools

4%1%

16%

30%

57%

10%

29%

53%

Less than 1% 1% to 10% 11% to 30% 31% or More

Percent LEP Enrollment in School

English proficient children

LEP children

Source: Schools and Staffing Survey, 1999.

25%

43%

57%

75%

K to 5th grade 6th to 12th grade

1st generation

2nd and higher generation

Most LEP Children are Native BornMost LEP Children are Native Born

Notes: The figures refer to LEP students ages 5 to 18 currently enrolled in school.Source: US Census, 2000.

Recent arrivals: 42%

Recent arrivals: 52%

““FormerFormer”” LEPsLEPs Do Better Do Better

Source: US Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1996 to 2007 Math Assessments.

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1996 2000 2003 2005 2007

Non-LEP

Former LEP

LEP

Average Scores of 8th Graders in Average Scores of 8th Graders in MathMathby English Proficiency: NAEPby English Proficiency: NAEP

First Generation Immigrant Children's Shortfall First Generation Immigrant Children's Shortfall In Science Scores Relative to Natives (Age 15)In Science Scores Relative to Natives (Age 15)

Source: PISA International Database, 2006. Note: A rough estimation is that 35 points is equivalent to one year of schooling.

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Small difference between

immigrants and natives.

Large difference between immigrants and natives.

E Pluribus Unum Prizes:E Pluribus Unum Prizes:Recognizing Exceptional Recognizing Exceptional

US Immigrant Integration InitiativesUS Immigrant Integration Initiatives

MPI’s National Center on Immigrant Integration Policy, with the J.M. Kaplan Fund, has launched a new national awards program that will give four $50,000 awards annually to exceptional initiatives that promote immigrant integration in hopes of providing inspiration and program models to others doing similar work.

http://http://www.integrationawards.orgwww.integrationawards.org

Internationals Network for Internationals Network for Public Schools, New York, NYPublic Schools, New York, NY

Source: http://www.internationalsnps.org/

Adults:• Address wide unmet needs.• Integrate language and skill training.• Differentiate instruction.• Greater attention to credentialing.

Children:• Accountability for academic progress.• Extended time for learning.

Policy ImplicationsPolicy Implications

Find data, reports, and other analysis by state and for the nation:

www.migrationpolicy.organd

… 2007 ACS data and newdatabases are coming online!

www.migrationpolicy.org/DataHub

For More InformationFor More Information

www.migrationinformation.org

Michael Fix Senior Vice President

Migration Policy Institute1400 16th Street, NW

Washington, DC 20036

Michael Fix Michael Fix Senior Vice PresidentSenior Vice President

Migration Policy Institute1400 16th Street, NW

Washington, DC 20036(202) 266-1924

www.migrationpolicy.org

For More InformationFor More Information

Immigrant Populations: Immigrant Populations: Largest and Fastest Growing StatesLargest and Fastest Growing States

ELL Students in US SchoolsELL Students in US Schools

2/3 of ELL Students Are in 10 States;2/3 of ELL Students Are in 10 States;1/3 are in California1/3 are in California

Source: National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA), 2006

ELL enrollment

Percent ELLs in the state's

total K-12 enrollment

State share (%) of the

national ELL enrollment

United States 5,113,636 10.4

California 1,591,525 25.7 31.1Texas 684,007 15.5 13.4Florida 299,346 11.3 5.9New York 203,583 7.1 4.0Illinois 192,764 9.2 3.8Arizona 155,789 15.1 3.0Colorado 90,391 11.8 1.8Washington 75,678 7.4 1.5Nevada 72,117 18.1 1.4New Mexico 70,926 22.4 1.4

Top 10 states 3,436,126 67.2

ELL Enrollment (2004ELL Enrollment (2004--2005): 2005): Top 10 School DistrictsTop 10 School Districts

Number of ELLsPercent ELLs*

United States 5,113,636 10.4Los Angeles, CA 328,684 44.0New York City, NY 122,840 12.0Chicago, IL 82,540 19.0Miami-Dade, FL 62,767 17.0Houston, TX 61,319 29.0Clark County, NV 53,517 20.0Dallas, TX 51,328 32.0San Diego, CA 38,629 28.0Santa Ana, CA 36,807 62.1Broward County, FL 29,909 11.0

Top 10 districts 868,340Percentage of all ELLs 17.0%

Source: National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA), 2006*Percent ELLs in the district’s total K-12 enrollment.

Generational Progress Continues Generational Progress Continues ––for All Groupsfor All Groups

Source: Waldinger and Reichl, 2006, Current Population Survey, March 1997-2003.

69%73%

35%

56%

67%

76%

57%

68%62%

59%

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80%

Europ

e*

Asia

Mexico

Other

America

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Asia

Mexico

Other

America

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Whites

Africa

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1st Generation 2nd Generation 3rd+ Generation

Percent Teenagers (Ages 16 to 20) Enrolled in School Full-Time, by National Origin and Generation, 2000

* Europe refers to Europe, Canada, and Australia.

English Proficiency of AdultsEnglish Proficiency of Adults

IMMIGRANTS

US BORN 9%

46%

28% 49%

22%27%

14%

5%

Below basic Basic Intermediate Proficient

13.1 million 7.6 million 6.2 million1.4 million

17.3 million 52.2 million 90.7 million 26.1 million

Source: Migration Policy Institute analysis of 2003 National Assessment of Adult Literacy data in Batalova and Fix (2009).

PROSE LITERACY

• Adult English language acquisition• scale and effectiveness of English instruction

programs• clustering of instruction at lowest levels• unintegrated nature of English and workforce skills

programs• “bricks and mortar” vs. anytime-anywhere instruction

• Immigrant/LEP participation in workforce training programs

• Career pathways for LEP youth

• Recognition of foreign credentials

Workforce Preparation IssuesWorkforce Preparation Issues

• Quality of English instruction services• Alignment of ELL and mainstream curricula• Native language instruction and testing policies• Use of valid and reliable assessments• Teacher recruitment/retention• Pre-service and in-service training• Need for additional time

• Lack of targeted federal, state, and local funding to meet immigrant/ELL needs

Key KKey K--12 Issues12 Issues