Migrant/Immigrant/Refugee

Joint Letter regarding Services to Immigrants

https://www.hhs.gov/sites/default/files/Joint-Letter-August-2016.pdf The U.S. Departments of Justice, Health and Human Services, and Housing and Urban Development issued a joint letter that reminds recipients of federal funds how the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) of 1996 applies to their programs. Housing and service providers must not turn away immigrants experiencing homelessness, or victims of… Read more »

Update on Immigrant Students: How Schools Can Help

This brief (in English) by SchoolHouse Connection reviews how the federal rules on immigrant youth and families are changing rapidly, from Deferred Action for Childhood Arrivals (DACA) to Temporary Protected Status (TPS). This brief provides basic information about eligibility for education services, and practical suggestions for schools.

USDE Frequently Asked Questions on Unaccompanied Immigrant Children – Aug 2014

FACT SHEET: Educational Services for Immigrant Children and Those Recently Arrived to the United States
Schools in the United States have always welcomed new immigrant children to their classrooms – according to the most recent data, there were more than 840,000 immigrant students in the United States, and more than 4.6 million English learners. We have begun to receive inquiries regarding educational services for a specific group of immigrant children who have been in the news – children from Central America who have recently crossed the U.S. – Mexico border. This fact sheet provides information to help education leaders better understand the responsibilities of States and local educational agencies (LEAs) in connection with such students, and the existing resources available to help educate all immigrant students – including children who recently arrived in the United States.

USDE Colleague Letter Regarding Undocumented Students May2014

Under Federal law, State and local educational agencies (hereinafter “districts”) are required to provide all children with equal access to public education at the elementary and secondary level. Recently, we have become aware of student enrollment practices that may chill or discourage the participation, or lead to the exclusion, of students based on their or their parents’ or guardians’ actual or perceived citizenship or immigration status. These practices contravene Federal law. Both the United States Department of Justice and the United States Department of Education (Departments) write to remind you of the Federal obligation to provide equal educational opportunities to all children residing within your district and to offer our assistance in ensuring that you comply with the law. We are writing to update the previous Dear Colleague Letter on this subject that was issued on May 6, 2011, and to respond to inquiries the Departments received about the May 6 Letter. This letter replaces the May 6 Letter.

Unaccompanied Immigrant Children

NAEHCY Unaccompanied Immigrant Children Brief: Offers this short document to assist our members in providing appropriate educational services to unaccompanied immigrant children1 who may be arriving in their communities. Please note that this document provides only an over-simplified snapshot of immigration law and policy as it affects unaccompanied immigrant children. It is designed to assist McKinney-Vento and other education staff to provide appropriate services to these children. More detailed information, including an August, 2014 fact sheet from the US Department of Education, is available at the websites listed at the end of the document.

NAEHCY offers this short document to assist our members in providing appropriate educational services to unaccompanied immigrant children1 who may be arriving in their communities. Please note that this document provides only an over-simplified snapshot of immigration law and policy as it affects unaccompanied immigrant children. It is designed to assist McKinney-Vento and other education staff to provide appropriate services to these children.

Helping Newcomer Students Succeed In Secondary Schools and Beyond

This report, has been written for educators and policy makers in order to focus attention on a subset of English language learners—those who are newcomers to schools in the United States at the middle and high school grades—and to communicate promising practices for serving their educational and social needs. The report is based on a 3-year national research study, Exemplary Programs for Newcomer English Language Learners at the Secondary Level, conducted by the Center for Applied Linguistics on behalf of the Carnegie Corporation of New York. This research project consisted of a national survey of secondary school newcomer programs and case studies of 10 of these programs, selected for their exemplary practices. The project goals were to:
* Identify exemplary programs for newcomer English language learners in middle and high school,
* Better understand the multiple approaches that programs use to support students’ academic achievement and strengthen their educational and economic opportunities and civic integration, and
* Disseminate findings on effective practices and policies.

Immigration and Schools: Supporting Success for Undocumented and Unaccompanied Homeless Youth

This brief is designed to provide young people, immigration attorneys and advocates, McKinney-Vento liaisons and educators with basic information to help them access these keys. After describing some of the factors that cause youth to experience homelessness without a parent or guardian and the circumstances that result in immigrant youth being in the United States without their parents or guardians, the brief shares information about the federal laws that provide the means for youth to attend school and address their immigration status.

Immigrant & Homeless: Information for Local Liaisons

Immigrant children are often in the center of a culture clash between their parents and the American way of life. Schools can serve as a stabilizer by easing the acculturation process and reducing academic and other barriers14 through the strategies listed below. The behaviors and attitudes of school district personnel can have significant impact not only on the educational outcomes of students but on the entire family’s assimilation into this country.

Immigrant & Homeless: Information for School District Title III Programs and Community Agencies

Many immigrant children experiencing high mobility and poverty may be eligible for services under the McKinney-Vento Homeless Assistance Act. These services can help create a safe and welcoming environment for immigrant students and their parents who are experiencing homelessness. According to the McKinney-Vento Act, students who “lack a fixed, regular, and adequate nighttime residence” are eligible for services designed to reduce academic barriers and have a positive impact on the educational outcomes of eligible students.