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1. Examining Child Deprivation Across California and How It Could Be Addressed with Early Childhood Education

Author:
Jamshid Damooei and Ruslan Korchagin
Publication Date:
01-2023
Content Type:
Journal Article
Journal:
California Journal of Politics and Policy
Institution:
Institute of Governmental Studies, UC Berkeley
Abstract:
Socioeconomic deprivation can create adverse conditions with direct impacts on the development of children. The Early Childhood Deprivation Index (ECDI) shows that there are significant differences in the extent of deprivation of young children (aged 0 to 5 years) among the counties in California. Our research shows that the cost of childcare forms a significant proportion of family income among low- and middle-income families. It indicates that families can pay for a high proportion of such costs if they could access the available federal and state government entitlements. A universal high-quality early childhood education system brings about an efficient way of providing the childcare without the unnecessary cost of employing a means-tested entitlement mechanism. However, even with universal early childhood education, families need support to be able to take advantage of the program, since pre-schooling will be on a voluntary basis. It is therefore important that in addition to providing education universally- communities, and the state make every effort to increase the ability of California families to benefit from this important opportunity.
Topic:
Education, Poverty, Children, Inequality, and Child Care
Political Geography:
California, North America, and United States of America

2. An Economic Mirage: How Canadian Universities Impact Freedom to Operate

Author:
James Hinton, Mardi Witzel, and Joanna Wajda
Publication Date:
04-2023
Content Type:
Working Paper
Institution:
Centre for International Governance Innovation
Abstract:
Canada’s universities drive research and innovation, but when publicly funded institutions partner with foreign firms and countries, who is the biggest beneficiary? Not Canada or the Canadian economy. According to the authors of this paper, foreign entities that invest in Canadian research often take their intellectual property (IP) (and the money it generates) out of the country, leaving Canadian taxpayers holding the bill, unable to benefit from the economic return on their investment. This paper looks at the U15, a collective of some of Canada’s most research-intensive universities, accounting for 79 percent of all competitively allocated research funding in Canada and 83 percent of all contracted private sector research in Canada. With a focus on research outcomes, specifically IP, this paper examines patent data; IP ownership; and the impact on freedom to operate, an indicator of Canadian firms’ ability to commercialize their technology, to maximize Canada’s return on investment.
Topic:
Economics, Education, Higher Education, and Freedom
Political Geography:
Canada and North America

3. The Insurance Implications of Government Student Loan Repayment Schemes

Author:
Martin Gervais, Qian Liu, and Lance Lochner
Publication Date:
01-2023
Content Type:
Working Paper
Institution:
Centre for Human Capital and Productivity (CHCP), Western University
Abstract:
A large literature examines the extent to which consumption responds to idiosyncratic earnings shocks.1 This paper studies whether student loan repayments serve as a source of insurance, much like government tax and transfer programs.2 Indeed, this insurance mechanism is an explicit aim of formal income-contingent repayment schemes in many countries, where the efficient structure of contingencies depends on such market frictions as moral hazard, adverse selection, and costly income verification (Lochner and Monge-Naranjo, 2016). We use new administrative data that links detailed information on Canadian student loan recipients with their repayment and income histories from the Canada Student Loans Program (CSLP), income tax filings, and post-secondary schooling records to measure the extent to which student borrowers adjust loan repayments to insure against income variation.3 Several mechanisms are available for students to adjust loan repayments in response to income fluctuations: formal, like CSLP’s Repayment Assistance Plan (RAP); and informal, such as delinquency or default. Close to 30% of students are enrolled in RAP soon after graduation, although that fraction falls as incomes rise thereafter. ∗ Gervais: University of Georgia, Athens, mgervaisca@gmail.com. Liu: Brock University, St. Catharines, Canada, qliu@brocku.ca. Lochner: Western University, London, Canada, llochner@uwo.ca. We thank the Statistics Canada Research Data Centres at Western University and McMaster University. Lochner gratefully acknowledge support from the Social Sciences and Humanities Research Council of Canada. 1See, e.g., the survey by Meghir and Pistaferri (2011) and references therein. 2Brzozowski et al. (2010) show that the tax and transfer system in Canada is very effective at absorbing income movements. 3Lochner, Liu and Gervais (2021) document sizable transfers implicit in the CSLP through differences in repayment by expected post-school income. Within 5 years of graduation, nearly 10% of borrowers have defaulted on their debt. In addition, borrowers can make larger payments than required should they experience unexpectedly high income: 40% of borrowers have fully repaid their student debt within 5 years of graduation. Indeed, loan payments are shown to increase in income, more so in early years and for individuals with higher initial debt. More formally, we estimate that on average, an unexpected $1,000 change in yearover-year income is associated with a $30 change in loan payment: from a $50 change the year after graduation, declining to a $20 change 5 years after graduation. Loan repayments are also used to absorb income variation that is more permanent in nature: for borrowers whose income is consistently below or above expected income at graduation, the magnitude of average repayment adjustment is similar to the average yearly response.
Topic:
Debt, Education, Economy, Insurance, and Student Loans
Political Geography:
Canada and North America

4. Spring 2023 Snapshot on International Educational Exchange

Author:
Julie Baer and Mirka Martel
Publication Date:
06-2023
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The Spring 2023 Snapshot on International Educational Exchange continues the commitment of the Institute of International Education (IIE) to map the current state of international educational exchange to and from the United States. The report presents data from 527 U.S. higher education institutions in two sections: (1) current trends in international students studying at U.S. institutions in spring 2023 and recruitment patterns for prospective students and (2) the realities of U.S. study abroad in summer 2023 and academic year 2023/24. Each section is supplemented by special analyses on underrepresented populations participating in international educational exchange. On inbound mobility, we present data on non-degree international students and refugees and displaced students. The study abroad section includes insights on data collection of underrepresented populations in study abroad, including students with high financial need, first generation students, and other populations.
Topic:
Education, Higher Education, Students, and International Exchange
Political Geography:
North America and United States of America

5. Korea Matters for America/America Matters for Korea (2023)

Author:
East-West Center
Publication Date:
04-2023
Content Type:
Special Report
Institution:
East-West Center
Abstract:
The 4th edition of Korea Matters for America/America Matters for Korea, part of the Asia Matters for America initiative, maps the trade, investment, employment, business, diplomacy, security, education, tourism, and people-to-people connections between the United States and South Korea at the national, state, and local levels. This publication and the AsiaMattersforAmerica.org website are resources for understanding the robust and dynamic US-Indo-Pacific relationship.
Topic:
International Relations, Climate Change, Economics, Education, Environment, Politics, Science and Technology, Governance, Population, Public Health, and Travel
Political Geography:
Asia, South Korea, North Korea, North America, and United States of America

6. Japan Matters for America/America Matters for Japan (2023)

Author:
East-West Center
Publication Date:
02-2023
Content Type:
Special Report
Institution:
East-West Center
Abstract:
The 4th edition of Japan Matters for America/America Matters for Japan, part of the Asia Matters for America initiative, maps the trade, investment, employment, business, diplomacy, security, education, tourism, and people-to-people connections between the United States and Japan at the national, state, and local levels. This publication and the AsiaMattersforAmerica.org website are resources for understanding the robust and dynamic US-Indo-Pacific relationship.
Topic:
International Relations, Climate Change, Economics, Education, Politics, Science and Technology, Governance, Population, Public Health, and Travel
Political Geography:
Japan, Asia, North America, and United States of America

7. The Chinese Communist Party’s Campaign on University Campuses

Author:
Ellen Bork
Publication Date:
06-2023
Content Type:
Policy Brief
Institution:
Hudson Institute
Abstract:
The People’s Republic of China (PRC)’s influence activities at American universities have received considerable scrutiny from the US government, Congress, and media over the past several years. Many of them operate under the auspices of its united front, a loose network of entities for which there is no American equivalent.1 The united front is a Leninist concept the Chinese Communist Party (CCP) adopted from the Soviet Union in the earliest phase of the party’s development. United front activities “control, mobilize, and otherwise make use of individuals outside the party to achieve its objectives . . . domestically and internationally.”2 In recent years, General Secretary Xi Jinping has reinvigorated the united front, drawn it more tightly under his control, and directed it to serve an ambitious agenda to project Chinese power globally and undermine liberal democratic norms. China’s influence activities are part of the country’s subnational united front agenda, which targets not only universities but also state and local governments, private businesses, and civic organizations, in line with Mao Zedong’s directive to “target local entities in order to weaken the national core.” Some of China’s united front efforts, including Confucius Institutes and Chinese Student and Scholar Associations, have experienced declines and exposure. This is not as significant as it might seem. The CCP has a record of responding to united front failures by regrouping and doubling down. US intelligence agencies have warned that China is intensifying influence efforts at the subnational level. Several factors complicate America’s ability to respond effectively to China’s united front activities at American universities. Under America’s federal system, states, cities, and educational and civic institutions have no responsibility for and little experience in defending against national security threats. For much of its relationship with the PRC, the US minimized the fundamental differences between the US democratic and Chinese communist political systems. American leaders encouraged not only trade and investment but also participation in activities that served the PRC’s political, ideological, and other agendas. Furthermore, Washington largely accepted the CCP’s conflation of itself with China and the Chinese people, enabling it to cast its critics—including those in the US and elsewhere in the West—as “anti-China,” xenophobic, or racist. The Trump administration began countering united front activities, including by educating the American public, state and local officials, and university administrators about the threat they pose. Despite the bipartisan consensus on China that has emerged in recent years, the Biden administration has not maintained the same priority on countering united front efforts.
Topic:
Defense Policy, Education, National Security, and Chinese Communist Party (CCP)
Political Geography:
China, Asia, North America, and United States of America

8. The COVID-19 Catalyst: Learning from Pandemic-Driven Innovations in Immigrant Integration Policy

Author:
Jasmijn Slootjes
Publication Date:
06-2022
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
Despite talk of COVID-19 as a “great equalizer,” the pandemic and its economic fallout have hit certain segments of European and North American societies particularly hard. Among them are immigrants and refugees, and especially groups with distinct vulnerabilities, such as refugee children, irregular migrants, and migrant women. Without swift government intervention, the twin public-health and economic crises risk jeopardizing immigrant integration and creating durable rifts in diverse societies. Yet precisely at a time when bold and agile policy responses are needed, the pandemic has disrupted governments’ usual ways of working. When lockdown and social-distancing measures were introduced in 2020, many in-person integration services were suspended, and both these programs and the day-to-day work of governments and civil-society organizations shifted online. This opened new opportunities but also hindered the engagement of migrants, policymakers, and other stakeholders with limited digital access or literacy. This report examines how governments’ immigrant integration strategies, partnerships, and policy priorities have changed in the two years since the pandemic began. It explores how this period of forced adaption has worked as a catalyst for innovation at the local, national, and (in Europe) EU level, drawing on interviews with senior policymakers and other experts in North America and Europe. The report then distills recommendations on how to leverage these innovations to durably improve the governance of immigrant integration.
Topic:
Education, Employment, Innovation, COVID-19, and Immigration Policy
Political Geography:
Europe and North America

9. Civics for Adults: A Guide for Civics Content Providers

Author:
Center for Strategic and International Studies
Publication Date:
09-2022
Content Type:
Policy Brief
Institution:
Center for Strategic and International Studies
Abstract:
This guide is focused on fostering greater understanding among adults of the nuts and bolts of our democratic republic and how individuals can and must hold institutions accountable and move us toward a more perfect union. Reinvigorating civics knowledge and civic skills has become a national and economic security imperative. The urgency requires reaching not just K-12 students but also adults. This guide is for civics experts and content providers developing or adapting civics resources to engage adults in their workplaces and their communities. The guide can also be used by businesses, government (including the military), and others seeking to provide civics knowledge and skills to employees, partners, and associates
Topic:
Education, Democracy, and Civic Engagement
Political Geography:
North America and United States of America

10. Finding Firmer Ground: The Role of Higher Education in U.S.-China Relations

Author:
Yawei Liu and Michael Cerny
Publication Date:
04-2022
Content Type:
Special Report
Institution:
The Carter Center
Abstract:
This annual report is the third issue of the Carter Center’s Finding Firmer Ground series on U.S.-China Relations. This series is published by the Carter Center’s China Focus with generous support from the Ford Foundation and other organizations.
Topic:
Education, Bilateral Relations, Higher Education, and Rivalry
Political Geography:
China, Asia, North America, and United States of America

11. Young, Gifted, and Black: Inequitable Outcomes of Gifted and Talented Programs

Author:
Krystal Cohen
Publication Date:
05-2022
Content Type:
Journal Article
Journal:
Journal of Public and International Affairs (JPIA)
Institution:
School of Public and International Affairs (SPIA), Princeton University
Abstract:
Gifted and talented programs in the United States have been an object of controversy for decades, with many arguing that gifted education widens the gap between high achieving students and their peers, typically along racial lines. There is currently a large body of literature on underrepresentation in gifted programs for Black and Latinx students, as well as low-income students, however academic research on the impact of such programs, especially for disadvantaged populations, is a far less developed research space. Drawing on data from the National Longitudinal Survey of Youth of 1979, this study utilizes propensity matching and OLS regression to examine racial and socioeconomic disparities in the long-term outcomes of participation in gifted programs. I find that: race and maternal education are significant predictors for gifted program participation, and gifted education is positively associated with achievement test scores, academic attitudes, and self-perception, with greater academic differences for non-Black/Hispanic students and students of higher socioeconomic status, and greater social-emotional differences for Black/Hispanic students and students of lower socioeconomic status.
Topic:
Education, Race, Inequality, and Domestic Policy
Political Geography:
North America and United States of America

12. Chicago's Racial Wealth Gap: Legacies of the Past, Challenges in the Present, Uncertain Futures

Author:
Fructoso M. Basaldua Jr., Maximilian Cuddy, Amanda E. Lewis, and Ivan Arenas
Publication Date:
02-2022
Content Type:
Special Report
Institution:
Institute for Research on Race and Public Policy (IRRPP), University of Illinois at Chicago
Abstract:
By the time they reach adulthood, Black and Latinx children born to middle income families in Chicago are far less likely than White children from families with the same income to remain in the middle class or to attain a college degree. These patterns in downward mobility among middle class Black and Latinx Chicagoans are much worse than national averages, raising important questions about the future of Black and Latinx communities in Chicago. In this report, we argue that we need an in-depth understanding of wealth inequality to comprehend why middle class families in Chicago seem to be on such different trajectories. The report centers the life experiences of middle class Black, Latinx, and White families to demonstrate that there is much work to be done to support our middle class families, many of whom are contending today not just with the legacies of past inequities, but also with the ongoing failures of public policy to address basic needs.
Topic:
Education, Children, Inequality, Class, Economic Inequality, and Middle Class
Political Geography:
North America and United States of America

13. Policy Papers by Women of Color: Young Ambassadors Journal of Global Affairs

Author:
Shanel Wilson, Kyla Denwood, Mari Faines, Alonna Williams, and Mia Veal
Publication Date:
04-2022
Content Type:
Policy Brief
Institution:
Women of Color Advancing Peace, Security and Conflict Transformation (WCAPS)
Abstract:
The WCAPS Young Ambassadors Board presents to you the premiere version of the Young Ambassadors Journal of Global Affairs. The culmination of these five policy recommendations written by women of color covers a variety of issue areas that are relevant and researched and most importantly the passion areas for our members. These women are emerging experts and professionals in their fields of international development, national security, peace, and technology. Their contributions are representative of the areas of the world they want to improve and fortify the skills to do just that.
Topic:
Education, Foreign Exchange, Law Enforcement, Food Security, Internet, Police, Militarization, and Suburbanization
Political Geography:
Africa, Latin America, Nicaragua, North America, and United States of America

14. Universal Preschool: Lawmakers Should Approach with Caution

Author:
Colleen Hroncich
Publication Date:
03-2022
Content Type:
Policy Brief
Institution:
The Cato Institute
Abstract:
Children are not widgets. What works well for one may not work for another. That is why education is not a one‐​size‐​fits‐​all endeavor. When looking at preschool or K–12 education, having a diversity of options is essential.
Topic:
Education, Children, Legislation, Preschool, and Schools
Political Geography:
North America and United States of America

15. Consolidation, Contestation and Convergence: Revisiting American Influence on the Development of Philippine Social Sciences

Author:
Enrique Nino Leviste
Publication Date:
06-2022
Content Type:
Special Report
Institution:
East-West Center
Abstract:
Dr. Enrique Nino P. Leviste, Associate Professor, Department of Sociology and Anthropology, Ateneo de Manila University explains that "the emergence of specialized social science disciplines came about with the establishment of academic departments in the early American colonial period, circa 1900."
Topic:
Development, Education, and Social Science
Political Geography:
Philippines, North America, Asia-Pacific, and United States of America

16. Examining Philippine-US Cooperation Amid the Covid-19 Pandemic: Setting a Broader Agenda for Educating Filipino Children and Youth

Author:
Glenda Lopez Wui
Publication Date:
06-2022
Content Type:
Special Report
Institution:
East-West Center
Abstract:
Dr. Ma. Glenda Lopez Wui, Assistant Professor, Department of Sociology and Anthropology, Ateneo de Manila University, explains that “[t]he US Government has been providing support to the Philippines to mitigate the impact of the pandemic on Filipino students,” including providing nearly $3 million in funds and equipment to support education delivery.
Topic:
Education, Bilateral Relations, COVID-19, and Cooperation
Political Geography:
Philippines, North America, Asia-Pacific, and United States of America

17. New Opportunities for the United States-Kingdom of Thailand Alliance in the Indo-Pacific

Author:
Lance D. Jackson
Publication Date:
09-2022
Content Type:
Special Report
Institution:
East-West Center
Abstract:
In March 2022, the East-West Center in Washington (EWCW), in collaboration with the Royal Thai Embassy, Washington, DC, convened a two-day seminar in which experts from Thailand and the United States discussed issues and opportunities for the US-Thailand alliance. The workshop included a diverse array of discussants hailing from government, military, academic, think tank, and private sector backgrounds. This report, which adheres to the “Chatham House Rule” under which observations referred to in the report are not attributed to any individual participant, is a summary of the group discussions and the key themes from the seminar. The recent signing of the United States-Thailand Communique on Strategic Alliance and Partnership and a memorandum of understanding (MOU) focused on promoting supply chain resilience on July 10, 2022, highlight the pertinence of this report and the associated seminar. The topics detailed in this report aligned with many of the pressing issues addressed in the Communique and MOU, including expanding law enforcement cooperation, deepening cybersecurity collaboration, supporting resilient transportation corridors, advancing military modernization, and catalyzing Thailand’s bio-circular-green (BCG) economy. The report also covered topics and key themes from a series of jointly produced public webinars and an Asia Pacific Bulletin series of policy briefs on US-Thai affairs.
Topic:
International Relations, Climate Change, Economics, Education, Environment, Politics, Science and Technology, Governance, Population, Leadership, Public Health, and Travel
Political Geography:
Asia, North America, Thailand, Southeast Asia, United States of America, and Indo-Pacific

18. Was Irving Babbitt an Educational Counterrevolutionist?

Author:
Eric Adler
Publication Date:
02-2021
Content Type:
Journal Article
Journal:
Humanitas
Institution:
The Center for the Study of Statesmanship, Catholic University
Abstract:
Admirers of the work of Irving Babbitt (1865-1933), the chief figure associated with an informal school of literary and social criticism called New Humanism, have long recognized that many of Babbitt’s critics have failed to take seriously—or even to understand—his ideas. According to the political philosopher Claes Ryn, for example, even during Babbitt’s lifetime “reckless distortions of his ideas gained wide currency.” The caustic debates surrounding New Humanism that took place in the early decades of the twentieth century, it seems, encouraged critics to contribute tendentious and careless appraisals of Babbitt’s work. Such partisan and misleading critiques continue to influence assessments of Babbitt today. The one hundredth anniversary of Rousseau and Romanticism, arguably the author’s quintessential monograph, provides an excellent opportunity to revisit assumptions about Babbitt’s ideas. This article will make the case that some scholars of American higher education have proved especially egregious distorters of Babbitt’s thought.
Topic:
Education, Intelligence, Literature, and Higher Education
Political Geography:
North America and United States of America

19. Future warfare, future skills, future professional military education

Author:
Andrea Gilli
Publication Date:
11-2021
Content Type:
Policy Brief
Institution:
NATO Defense College
Abstract:
Created in 1951 by Gen. Dwight D. Eisenhower to endow NATO Allies’ officers with a forum for strategic education and politico-military re- flection, this year the NATO Defense College is cele- brating its 70th anniversary. In a world of rapid change and growing uncertainty, the best way to honor the past is to prepare for the future. This Policy Brief contributes to this goal by looking at the future of Professional Military Education (PME). Based on the recent Con- ference of Commandants,1 the discussion is divided into three parts: what the future of warfare is, what skills future warfighters will need to possess, and how professional military education will have to change ac- cordingly.
Topic:
NATO, Education, War, Military Strategy, Leadership, and Professionalism
Political Geography:
Europe and North America

20. Mass Incarceration Retards Racial Integration

Author:
Peter Temin
Publication Date:
04-2021
Content Type:
Working Paper
Institution:
Institute for New Economic Thinking (INET)
Abstract:
President Nixon replaced President Johnson’s War on Poverty with his War on Drugs in 1971. This new drug war was expanded by President Reagan and others to create mass incarceration. The United States currently has a higher percentage of its citizens incarcerated than any other industrial country. Although Blacks are only 13 percent of the population, they are 40 percent of the incarcerated. The literatures on the causes and effects of mass incarceration are largely distinct, and I combine them to show the effects of mass incarceration on racial integration. Racial prejudice produced mass incarceration, and mass incarceration now retards racial integration.
Topic:
Education, War on Drugs, Mass Incarceration, Integration, and Racism
Political Geography:
North America and United States of America

21. How Milton Friedman Exploited White Supremacy to Privatize Education

Author:
Nancy MacLean
Publication Date:
09-2021
Content Type:
Working Paper
Institution:
Institute for New Economic Thinking (INET)
Abstract:
This paper traces the origins of today’s campaigns for school vouchers and other modes of public funding for private education to efforts by Milton Friedman beginning in 1955. It reveals that the endgame of the “school choice” enterprise for libertarians was not then— and is not now--to enhance education for all children; it was a strategy, ultimately, to offload the full cost of schooling onto parents as part of a larger quest to privatize public services and resources. Based on extensive original archival research, this paper shows how Friedman’s case for vouchers to promote “educational freedom” buttressed the case of Southern advocates of the policy of massive resistance to Brown v. Board of Education. His approach—supported by many other Mont Pelerin Society members and leading libertarians of the day --taught white supremacists a more sophisticated, and for more than a decade, court-proof way to preserve Jim Crow. All they had to do was cease overt focus on race and instead deploy a neoliberal language of personal liberty, government failure and the need for market competition in the provision of public education.
Topic:
Economics, Education, Supreme Court, White Supremacy, Segregation, Private Schools, School Choice, and Public Schools
Political Geography:
North America and United States of America

22. Abolishing School Resource Officers Amidst the Black Lives Matter Movement: A History and Case Study in Oakland and Los Angeles

Author:
Wendy Gomez
Publication Date:
05-2021
Content Type:
Journal Article
Journal:
Journal of Public and International Affairs (JPIA)
Institution:
School of Public and International Affairs (SPIA), Princeton University
Abstract:
This paper explores the potential of abolishing school resource officers (SROs), their history in education, and their role in exacerbating the effects of the school-to-prison pipeline and racial injustice. In the midst of calls to defund the police, policies to abolish police in schools are a vital first step. This paper argues that there is an interconnected history between SROs and surveilling youth-led civil rights movements. Today, we see the results—SROs have negatively impacted Black and brown youth subjugating them to higher rates of school-related arrests. Using historical case studies of Oakland and Los Angeles, this research draws on the potential to enact policies that end police in schools. Additionally, this paper places organizers as key actors in policy change. The analysis situates the movement to eliminate SROs as an extension of the civil rights struggle and as a microcosm of the modern-day struggle for abolition.
Topic:
Education, History, Police, Domestic Policy, Black Lives Matter (BLM), and Case Study
Political Geography:
North America and United States of America

23. The US–China trade war and phase one agreement

Author:
Chad P. Bown
Publication Date:
02-2021
Content Type:
Working Paper
Institution:
Peterson Institute for International Economics
Abstract:
The Trump administration changed US trade policy toward China in ways that will take years for researchers to sort out. This paper makes four specific contributions to that research agenda. First, it carefully marks the timing, definitions, and scale of the products subject to the tariff changes affecting US-China trade from January 20, 2017 through January 20, 2021. One result is that each country increased its average duty on imports from the other to rates of roughly 20 percent, with the new tariffs and counter-tariffs covering more than 50 percent of bilateral trade. Second, the paper highlights two additional channels through which bilateral tariffs changed during this period: product exclusions from tariffs and trade remedy policies of antidumping and countervailing duties. These two channels have received less research attention. Third, it explores why China fell more than 40 percent short of meeting the goods purchase commitments set out for 2020, the first year of the phase one agreement. Finally, the paper considers additional trade policy actions—involving forced labor, export controls for reasons of national security or human rights, and reclassification of trade with Hong Kong—likely to affect US-China trade beyond the Trump administration.
Topic:
Education, Trade Wars, Trade Policy, and Protectionism
Political Geography:
China, Asia, North America, and United States of America

24. Private Schooling after a Year of COVID-19: How the Private Sector Has Fared and How to Keep It Healthy

Author:
Neal McCluskey
Publication Date:
04-2021
Content Type:
Commentary and Analysis
Institution:
The Cato Institute
Abstract:
In one year, COVID-19 contributed to the permanent closure of at least 132 mainly low‐​cost private schools. But that was better than some feared. As COVID-19 struck the United States in March 2020, sending the nation into lockdown, worry about the fate of private schools was high. These schools, which only survive if people can pay for them, seemed to face deep trouble. Many private schools have thin financial margins even in good economic times and rely not only on tuition but also on fundraisers, such as in‐​person auctions, to make ends meet. When the pandemic hit, many such events were canceled, and churches no longer met in person, threatening contributions that help support some private schools. Simultaneously, many private schooling families faced tighter finances, making private schooling less affordable. Finally, families that could still afford private schooling might have concluded that continuing to pay for education that was going to be online‐​only made little sense.
Topic:
Education, COVID-19, and Private Schools
Political Geography:
North America and United States of America

25. Reimagining K-12: Emerging from Disruption with Insights for Reform

Author:
Committee for Economic Development of the Conference Board
Publication Date:
06-2021
Content Type:
Policy Brief
Institution:
The Conference Board
Abstract:
In March 2020, at the start of the COVID-19 pandemic, K-12 schools struggled to transition to remote learning. School districts across the country with differing budgets and technological infrastructure responded uniquely, achieving differing levels of success. The transition to remote learning during the pandemic exposed a deep digital and device divide, widened achievement gaps between students in low- and high-income households, and imposed a physical and emotional toll. Even prior to the pandemic, according to international assessments of student achievement, American children were performing below the OECD average in math, and performance gaps between low- and high-income students were widening faster in the US than in other countries, especially in reading. Pandemic-related school closures and remote learning mandates exacerbated existing inequities domestically. Remote learning has been widespread during the pandemic. Near the end of the 2020–2021 school year, 49 percent of households with children enrolled in public or private schools reported that children were still receiving at least some virtual or online instruction (Chart 2). (In some cases, this included on-campus students logging on to virtual lessons from inside their classrooms, despite their schools having reopened to physical learning.) Virtual instruction is down to about half from the nearly two-thirds of households who reported children moving to at least some online learning at the beginning of the school year.1 However, more than a year after the onset of the COVID-19 pandemic, many children are still subject to the learning limitations of emergency remote learning models.
Topic:
Education, Pandemic, and COVID-19
Political Geography:
North America and United States of America

26. Spring 2020: The International Student Journey

Author:
Allan E. Goodman, Robert A. Scott, Gretchen Dobson, Meredith Doubleday, Darla K. Deardorff, Lindsay Addington, Peter Baker, Elisabeth Bloxam, Niki Kerameus, Jennifer Evanuik, and Reitumetse Obakeng Mabokela
Publication Date:
03-2020
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
International students are a core part of any institution’s internationalization strategy. Beyond boosting enrollment numbers, institutions are increasingly focused on understanding what makes for a successful international student experience. In the Spring 2020 issue of the IIENetworker magazine, The International Student Journey, professionals from around the world share their strategies and perspectives on international student success from outreach and recruitment to the on-campus experience through to alumni initiatives. How do institutions recruit as the global landscape for international students has expanded? What can be done to ensure that your international students are as integrated on your campus as domestic students? And once they leave campus, does your relationship with these students end?
Topic:
Demographics, Education, Youth, Institutions, and Higher Education
Political Geography:
Greece, North America, and United States of America

27. COVID‐19 Effects on US Higher Education Campuses: Academic Student Mobility to and from China

Author:
Mirka Martel
Publication Date:
03-2020
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The Institute of International Education (IIE) is studying the effects of COVID‐19 (coronavirus) on global student mobility on U.S. higher education campuses. Our aim in this series is to provide more information about the effects that COVID‐19 has had on international student mobility, and the measures U.S. higher education institutions are taking regarding international students currently on campus and those abroad, international students interested in studying in the United States, and U.S. students planning to study abroad. The first survey was launched on Feb. 13, 2020, and specifically focuses on the effects of COVID‐19 with regard to academic student mobility to and from China. As the COVID‐19 outbreak evolves, IIE will administer follow‐on surveys to the U.S. higher education community to monitor the unfolding situation and to keep the international education community informed.
Topic:
Education, Health, Youth, Mobility, Higher Education, and Coronavirus
Political Geography:
China, Asia, North America, and United States of America

28. Called to Lead: Discovering the Connections Between Military Service and Higher Education Leadership

Author:
Barrett Y. Bogue and Andrew Morse
Publication Date:
06-2020
Content Type:
Special Report
Institution:
Center for a New American Security (CNAS)
Abstract:
A secondary education for service members, many of whom would otherwise have delayed enrollment or deemed the opportunity of a higher education unaffordable altogether. The commitment began in earnest in 1944 through the Servicemen’s Readjustment Act, which provided federal benefits to veterans to defray the cost of unemployment, education, and purchasing a home. This landmark legislation established the GI Bill, led to a historic increase of veterans pursuing a degree, and effectively democratized higher education. America’s promise to service members and veterans in higher education remains vibrant through the 2017 Forever GI Bill, which made education benefits for military-connected students available for life. Nearly eight decades later, the GI Bill continues to pay dividends. Student veterans in college campuses across the country engage as some of the best-performing nontraditional students compared to other adult learners.1 Simultaneous to the GI Bill’s evolution, higher education also evolved with a distinct set of challenges in the 21st century, including a changing demography of prospective students, increasing out-of-pocket costs and decreasing state support, and growing skepticism on the value of a post-secondary degree. Service members and veterans who earned a degree though the GI Bill, or by other means, will choose to enter higher education as a career and continue to serve an important role leading, teaching, and mentoring the next generation of Americans. This report examines the connection between military service and veterans who work in higher education, and how they navigate profound change in the higher education landscape. The report also provides recommendations to explicitly target the recruitment of veterans into higher education leadership roles and support their careers. Higher education in America is at an inflection point. The rapidly changing demography of its prospective students, persistent increases in the out-of-pocket costs for an increasingly low- to middle-income student demographic, growing skepticism of the value of post-secondary attainment, and the compounding student debt owed by Americans place increasing pressure on the seams of our nation’s post-secondary educational infrastructure. The country must continue to address these challenges with a sense of urgency, and we must continue exploring new ways to approach solutions to these challenges. Developing a critical mass of adaptive leaders across organizations is critical to higher education’s success now and for generations to come. While military service provides a critical avenue for the development of skills and competencies required for success in higher education leadership, there is (1) an inadequate understanding by many in higher education, as in the general public, about the virtues of military service in forging the knowledge and skill profile required for higher education leadership roles; and (2) a gap in the literature and corresponding policy recommendations about pathways for service members and veterans into executive-level higher education leadership roles. Therefore, the purposes of this study are (1) to identify the connections between military service and higher education leadership competencies; and (2) offer recommendations for growing the number of service members and veterans who are positioned to assume leadership roles in higher education settings. Using a semi-structured qualitative interview design of currently serving higher education leaders and practitioners with prior military service, this paper identifies the reasons why veterans choose to work in higher education, captures the leadership skills and traits learned in the military that practically apply to their roles, identifies current challenges in higher education’s mission to serve students, and provides recommendations for recruiting more veterans into leadership roles.
Topic:
Education, Military Affairs, and Veterans
Political Geography:
North America and United States of America

29. Expanding Opportunity for Lower-Income Students: Three Years of the American Talent Initiative

Author:
Aspen Institute
Publication Date:
02-2020
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
This is the second annual report for the American Talent Initiative, highlighting it has achieved more than 40 percent of the progress needed to realize its goal to enroll 50,000 additional lower-income students at high-graduation rate institutions across the country. This report also centers on the impact that an equity-focused, comprehensive strategy can have on institutions’ ability to enroll and graduate more of these talented students.
Topic:
Education, Inequality, Income Inequality, and Higher Education
Political Geography:
North America and United States of America

30. Making the Case: Solving the Student Debt Crisis

Author:
Tim Shaw and Kiese Hansen
Publication Date:
03-2020
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
For people across the United States, student loan debt is a growing portion of the household balance sheet. More than 40 million Americans have outstanding student loan balances. In 2019, the total amount of student debt owed surpassed $1.5 trillion, now the largest source of non-mortgage debt.
Topic:
Debt, Education, Students, and Student Loans
Political Geography:
North America and United States of America

31. Recovery and Renewal: Principles for Advancing Public Education Post-Crisis

Author:
Education and Society Program
Publication Date:
05-2020
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
The coronavirus pandemic has upended the school year for 50 million American students, and revealed the best and worst of public education: the best in terms of the heroic response by so many educators, support staff, students, and parents; the worst in terms of the intense light shone upon inequities that plague our system. As policymakers and education leaders plan to re-open buildings for school year 2020-21, they face important questions about how to capitalize on our strengths and finally deal with our weaknesses. We must be clear-eyed that inequity outside of school — like food insecurity, the digital divide, and the uneven experience of stress and trauma — is replicated and exacerbated by pervasive inequity inside of school. Going back to the status quo ante would leave many students and communities without what they need educationally. Therefore, the nation’s response to the pandemic must re-open schools and renew the promise of public education as an engine of opportunity. In this paper, the Institute’s Education & Society Program proposes five principles to guide recovery and renewal
Topic:
Education, Recovery, Pandemic, and COVID-19
Political Geography:
North America and United States of America

32. A Question of Delivery

Author:
Ahmed Taher
Publication Date:
03-2020
Content Type:
Journal Article
Journal:
Cairo Review of Global Affairs
Institution:
School of Global Affairs and Public Policy, American University in Cairo
Abstract:
The success of Egyptian higher education depends on far more than reforming content and curricula. Cherry-picking the best from the American model is one place to start.
Topic:
Education, Reform, Higher Education, and Models
Political Geography:
Africa, North America, Egypt, and United States of America

33. 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

34. 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

35. Redesigning U.S. Assistance to Africa in the Post-Pandemic Era

Author:
Mark Wentling
Publication Date:
11-2020
Content Type:
Journal Article
Journal:
American Diplomacy
Institution:
American Diplomacy
Abstract:
It is my opinion that the interest of the United States is best served in most African countries by improving the basic welfare of their people. The effectiveness of U.S. aid in Africa can be enhanced by focusing on the least developed countries. Helping address basic human needs, notably in the areas of education and health, should be top priority, especially the education of girls. Increasing agricultural production to improve nutritional health also deserves greater attention. Assistance funding needs to be stable and independent of political and diplomatic considerations. The composition of U.S. overseas missions and cumbersome bureaucratic processes must be revised to permit the effective and timely implementation of this new strategy. These changes are necessary to raise hopes for a better future for millions of Africans and to strengthen the role of the U.S. in Africa.
Topic:
Education, Health, Foreign Aid, Pandemic, and Girls
Political Geography:
Africa, North America, and United States of America

36. Cybersecurity (Syllabus Resource)

Author:
Peace and Security (GIWPS) Georgetown Institute for Women
Publication Date:
12-2020
Content Type:
Special Report
Institution:
Georgetown Institute for Women, Peace and Security (GIWPS)
Abstract:
The following is material to consider for your syllabus. Specifically, there is: Scholarly writing on cybersecurity written by diverse scholars and experts; Scholarly writing providing geographic variety and geographically varied perspectives; Studies and analyses examining diversity, equity and inclusion-related dimensions of cybersecurity.
Topic:
Education, National Security, Cybersecurity, Norms, and Syllabus
Political Geography:
Pakistan, Africa, India, North America, and Global Focus

37. Key Ingredient in Army Leader Development: Graduate School

Author:
George Fust
Publication Date:
01-2020
Content Type:
Working Paper
Institution:
Department of Social Sciences at West Point, United States Military Academy
Abstract:
The author analyzes the levels of education achieved by Army senior officers to better understand the results of the Army’s current graduate school policy and to identify how to better leverage graduate school to develop leaders who can then be more effective in strategic-level positions.
Topic:
Education, Leadership, and Military Academy
Political Geography:
United States and North America

38. The short- and long-term costs to the United States of the Trump administration’s attempt to deport foreign students

Author:
Sherman Robinson, Marcus Noland, Egor Gornostay, and Soyoung Han
Publication Date:
07-2020
Content Type:
Working Paper
Institution:
Peterson Institute for International Economics
Abstract:
On July 6, 2020, US Immigration and Customs Enforcement (ICE) announced modifications to the Student and Exchange Visitor Program eliminating temporary exemptions for nonimmigrant students taking all classes online due to the COVID-19 pandemic, beginning in the fall 2020 semester. Foreign students violating the rule would be subject to deportation. Under public pressure, the Trump administration rescinded the order on July 14. Had the policy been implemented, more than 1 million foreign students studying in the United States could have been deported. The authors use an economywide simulation model to estimate the economic impact on the United States if the policy had been implemented. They find that the policy would have cost the US economy up to 752,000 jobs and $68 billion in lost GDP in the short run. Their estimates are larger than those reported in other studies because they consider both direct and indirect effects of the policy. In the long run, the move would have reduced the research productivity of American universities and adversely affected research, innovation, and entrepreneurship across the economy, in both the private and public sectors.
Topic:
Education, Migration, Labor Issues, Donald Trump, COVID-19, and Protectionism
Political Geography:
North America and United States of America

39. When more delivers less: Comparing the US and French COVID-19 crisis responses

Author:
Jérémie Cohen-Setton and Jean Pisani-Ferry
Publication Date:
06-2020
Content Type:
Policy Brief
Institution:
Peterson Institute for International Economics
Abstract:
The US package of measures to help households hit by the economic shock from the COVID-19 crisis, including the Paycheck Protection Program, is almost twice as large in proportion of GDP as the French package, but it has proven less effective in curbing unemployment because of poor design and implementation. In contrast, the increase in the unemployment rate in France has been five times less than the increase in the United States. Cohen-Setton and Pisani-Ferry dive beneath the unreliable headline numbers to assess the effectiveness of government support provided to households in March–May 2020 in the two countries. They conclude that the French approach (mirrored in some other European countries) delivered a bigger bang for the buck. But the fact that the US approach has fallen short should not diminish the significance of the policy shift signaled by the enactment of measures to maintain household income.
Topic:
Education, Financial Crisis, European Union, and COVID-19
Political Geography:
Europe, France, North America, and United States of America

40. Reverse Student Mobility from South Korea to the United States

Author:
Stephanie Kim
Publication Date:
10-2020
Content Type:
Working Paper
Institution:
Korea Economic Institute of America (KEI)
Abstract:
Commentators have pointed to the “Trump Effect” for falling international student enrollment in the U.S. higher education sector. When taking a closer look at student mobility trends from South Korea, however, the facts and figures tell a different story. For the past two decades, South Korea has been consistently the third largest sender of international students to the United States. But the number of South Korean students who study in U.S. higher education had been steadily falling well before the more recent general declines in international student enrollment. What are the underlying causes of this concerning trend? And what are the implications for the United States when such a major contributor of international students wanes? This paper shows how internationalization efforts in the South Korean higher education sector have resulted in the reversal of domestic student outflow from South Korea to the United States that has major implications for bilateral relations between the two countries.
Topic:
Education, Bilateral Relations, Domestic Politics, and Freedom of Movement
Political Geography:
Asia, South Korea, North America, and United States of America

41. K-12: COVID-19 Disruption Must Lead To Overdue Reform

Author:
Committee for Economic Development of the Conference Board
Publication Date:
07-2020
Content Type:
Policy Brief
Institution:
The Conference Board
Abstract:
High quality education is a critical pathway to career success and economic mobility, particularly for students from low-income backgrounds.1 An education system that invests in children beginning at the earliest ages and supports their development as both citizens and skilled workforce entrants of the future—with both in-demand cutting-edge abilities and knowledge and the tools to continue to upgrade their education and training across the course of their career—is a necessity to ensuring that US employers remain globally competitive and that all Americans share in broad-based and growing prosperity in the 21st century. Pre-pandemic, even with low measured unemployment, there were reasons to be worried that US education was failing to live up to its full potential to better serve many students. Employers remained worried about the preparedness of the workforce, with nearly 40 percent of employers reporting that they couldn’t attract workers with the skills they needed, even for entry-level jobs.2 Despite the lure of higher average wages and employment rates for college graduates, a third of recent high school graduates did not enroll in college in October of 2019, and based on past studies, only about forty percent of students who do enroll in college will complete a degree within six years.3 In 2018, nearly a quarter of full-time workers aged 25 to 64 were earning less than $15 per hour and the labor force participation of American workers between the ages of 25 and 54 remained stubbornly low.4 Policymakers, educators, and business leaders were already faced with the task of improving the status quo; as outlined in Early Education and Child Care: The Essential Sector and Developing the Future Workforce: Revitalizing Postsecondary Education and Training After COVID-19, the COVID-19 pandemic has upended the nation’s education and training at every level. Elementary and secondary education is no exception. The disruption to date has already set back student learning, widened existing educational disparities, and placed K-12 schools under enormous pressure to chart a viable path forward through the end of the pandemic even as local conditions remain subject to rapid change.
Topic:
Education, Reform, Economy, Economic Mobility, and COVID-19
Political Geography:
North America and United States of America

42. Developing the Future Workforce: Revitalizing Postsecondary Education and Training After COVID-19

Author:
Committee for Economic Development of the Conference Board
Publication Date:
07-2020
Content Type:
Policy Brief
Institution:
The Conference Board
Abstract:
Education and training programs prepare not only better citizens but also skilled workforce entrants with in-demand, cutting-edge abilities and knowledge. That preparation is key to ensuring that employers remain globally competitive and that all Americans share in broad-based and growing prosperity. The COVID-19 pandemic has upended the nation’s education and training. Early Education and Child Care: The Essential Sector and K-12: COVID-19 Disruption Must Lead to Overdue Reform outlined the acute disruption to early childhood education and services and elementary and secondary education, but the fallout from COVID-19 has shaken all levels of education and training.
Topic:
Education, Higher Education, COVID-19, and Workforce
Political Geography:
North America and United States of America

43. The Patchy Landscape of State English Learner Policies under ESSA

Author:
Leslie Villegas and Delia Pompa
Publication Date:
02-2020
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
When the Every Student Succeeds Act (ESSA) was signed into law in 2015, it was hailed as a significant step forward for English Learner (EL) students. The law aimed to raise the profile of accountability for ELs, including in terms of their progress towards English proficiency and their performance in academic subjects. More than four years on, all 50 states, the District of Columbia, and Puerto Rico have submitted plans to the U.S. Department of Education describing how they intend to meet their commitments under ESSA. But despite anticipation of a clear vision for the future of EL education policy, these plans offer a rather fractured picture and considerable variation. This report provides a detailed breakdown of key aspects of EL education outlined in these state plans. It examines policies governing how students are identified as ELs, assessed, and eventually exited from EL status once they reach proficiency; how their academic achievement is tracked; and the extent to which they are included in state accountability systems. On the whole, the authors conclude, ESSA has fostered more consistency within (though not between) states on matters such as EL identification and reclassification procedures. However, the law has significant shortcomings in other critical areas. For example, it provides no guidance to states on how to address cases involving ELs who do not reach proficiency within the state-determined timeline. The complexity of ESSA’s state accountability framework—with elements pertaining to ELs scattered across it—can also make it difficult to understand how and how much ELs’ performance counts in school accountability ratings. While it is too soon to understand the full impact of ESSA on EL students' academic outcomes and English acquisition, the report points to a number of key areas that merit careful attention from education policymakers and researchers in the coming years.
Topic:
Education, Immigration, Law, Language, and ESL
Political Geography:
North America and United States of America

44. Immigration Enforcement and the Mental Health of Latino High School Students

Author:
Randy Capps, Jodi Berger Cardoso, Kalina Brabeck, Michael Fix, and Ariel G. Ruiz Soto
Publication Date:
09-2020
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
As public discourse around immigration has become more highly charged and immigration policies have seen sweeping changes in the United States, immigration enforcement has generated fear in immigrant communities across the country—fears that extend beyond the unauthorized immigrant population to immigrant families with U.S.-born children and legal immigrants. This report explores how fear of immigration enforcement is related to the mental health and school engagement of young Latinos, the fastest-growing group of high school students nationwide. It also considers the role of other stressors, including discrimination and economic hardship, and factors that may support students’ resilience, such as spirituality and strong family relationships. This analysis draws its findings from a study that was conducted by researchers from the Migration Policy Institute, University of Houston, and Rhode Island College during the 2018–19 school year and that had two components: self-assessments completed by hundreds of Latino students in 11 high schools, and semistructured interviews with dozens of education professionals and community experts. The two study sites—Harris County, TX and Rhode Island—offer contrasting immigration-enforcement contexts. Among the study’s findings are: A majority of the students in both Harris County and Rhode Island (67 percent versus 52 percent) feared that someone close to them would be arrested and deported. While fears were more common among youth in Harris County, which has a higher level of immigration enforcement, these findings suggest deportation fears are not limited to places where enforcement is widespread. More than half of the students reported symptoms of mental-health conditions such as anxiety, post-traumatic stress disorder (PTSD), or depression at levels high enough to warrant treatment. Students who feared immigration enforcement most acutely—and who changed their behaviors as a result—had the worst mental-health outcomes. Almost one-third of students in the study had changed their behavior as a result of enforcement fears. In interviews, educators also described school and community strategies for supporting Latino students’ mental health, including approaches to establishing a welcoming environment, reforming disciplinary practices, and connecting students with in-house and external mental-health resources.
Topic:
Education, Immigration, Law Enforcement, Mental Health, Deportation, and Latino Issues
Political Geography:
North America and United States of America

45. Navigating the Future of Work: The Role of Immigrant-Origin Workers in the Changing U.S. Economy

Author:
Julia Gelatt, Jeanne Batalova, and Randy Capps
Publication Date:
10-2020
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
Immigrant-origin workers—that is, immigrants and their U.S.-born children—have been the main drivers of U.S. workforce growth in recent years. They were responsible for 83 percent of labor force growth between 2010 and 2018, at which point they made up 28 percent of all U.S. workers. Looking ahead, all growth in the working-age population is projected to come from immigrant-origin adults through 2035. Yet research on the future of work in the United States has largely overlooked this important segment of the workforce. This report examines the jobs held by immigrant-origin workers and third/higher-generation workers (those born in the United States to U.S.-born parents), and which of these jobs are likely to grow versus decline due to automation, offshoring, and other trends. It also considers the implications of the changing mix of jobs in the U.S. economy for both workforce development and immigration policy. Among the findings of this data analysis: Similar shares of Immigrant-origin and third/higher-generation workers held “jobs of the future” (22 percent versus 24 percent) and declining jobs (26 percent versus 29 percent) in 2018. Latinos—both those of immigrant origins and the third/higher generation—were less likely than workers in other major racial or ethnic groups to hold jobs of the future and more likely to hold declining jobs. Black immigrant-origin workers were overrepresented in jobs of the future in 2018, particularly in health care and health-care support, while third/higher-generation Black workers were more likely to hold declining jobs, such as office and administrative support occupations. This report 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, Employment, Economy, Immigrants, Labor Market, and Workforce
Political Geography:
North America and United States of America

46. Which English Learners Count When? Understanding State EL Subgroup Definitions in ESSA Reporting

Author:
Julie Sugarman
Publication Date:
03-2020
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
Data about English Learner (EL) students in the United States are more plentiful than ever. Under the federal Every Student Succeeds Act of 2015 (ESSA), states must report a wide range of information about their students’ English language arts and math standardized test scores, graduation rates, and more. They must also break these data down to show how students with certain characteristics—subgroups including racial/ethnic groups, students with disabilities, and ELs—are doing. This wealth of data is meant to help policymakers, practitioners, and community members identify schools that need to do a better job of helping ELs learn. But for this to be possible, it must be clear who states are including in the EL subgroup—something that varies across types of data and that is not always clearly marked on state student performance reports or online dashboards. This brief aims to help data users understand how the composition of the EL subgroup varies, and why understanding these technical differences matters when making decisions about how ELs and schools are faring. It also discusses how breaking data out further for certain groups of ELs such as newcomers, students with interrupted formal education, and long-term ELs could benefit decision-making.
Topic:
Education, Immigrants, Language, and Integration
Political Geography:
North America and United States of America

47. Native Language Assessments for K-12 English Learners: Policy Considerations and State Practices

Author:
Julie Sugarman and Leslie Villegas
Publication Date:
06-2020
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
Standardized tests play a central role in the U.S. education system, shaping how states hold schools accountable for ensuring that all students have equitable access to a quality education. Schools and districts sometimes also use testing data for high-stakes decisions about teacher pay and whether students can move on to the next grade. It is thus crucial that standardized assessments are able to accurately capture what students know and can do. But for English Learner (EL) students, test scores may not fully reflect how much they have learned in a subject if they cannot demonstrate their knowledge in English. The federal Every Student Succeeds Act (ESSA) encourages states to consider offering native language assessments as a test accommodation for ELs. Yet official guidance and research are limited on how to use such assessments effectively, and only 31 states and the District of Columbia use such tests. Depending on factors such as students’ English proficiency levels and the language(s) in which they receive instruction, these tests may be a good fit for some ELs but not others. This policy brief explores key policy and practical questions for states considering implementing or expanding their use of native language assessments. It also provides an overview of the choices made by the jurisdictions that already use them—including the subjects and languages in which native language assessments are offered and how they were created. Finally, the brief offers recommendations for the federal government, states, and local actors that could help build understanding of when these tests work well and how to make them more widely available.
Topic:
Education, Immigrants, Language, Integration, and ESL
Political Geography:
North America and United States of America

48. Educating English Learners during the COVID-19 Pandemic: Policy Ideas for States and School Districts

Author:
Julie Sugarman and Melissa Lazarín
Publication Date:
09-2020
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
As schools closed their physical classrooms in March 2020 due to COVID-19, educators across the United States reported that English Learners (ELs), immigrant students, and students in low-income families were particularly difficult to reach with online instruction. The pandemic and the sudden, forced transition to remote learning have brought into sharp relief the inequities that many of these students face in often under-resourced schools. Despite significant effort on the part of educators to support their students’ continued learning through Spring 2020, these efforts fell short for many ELs and students in immigrant families. Among the most notable barriers: a lack of access to digital devices and broadband, school–family communication gaps, parents’ limited capacity to support home learning, and inadequate remote learning resources and training for teachers on how to use them effectively. With the 2020–21 school year underway, and many schools continuing to operate partly or entirely remotely, this policy brief takes stock of the impact schools’ response to the pandemic is having on ELs and immigrant-background students. It identifies key challenges states and school districts must overcome, and outlines policy recommendations to help them ensure these students are adequately supported in this academic year and beyond. These include prioritizing ELs for in-person instruction when schools buildings begin to reopen, professional development on digital instruction that includes a focus on working with ELs, strategies for strengthening parental engagement, and funding mechanisms to shield high-needs students from the brunt of expected budget cuts. As the authors note, “depending on how states and districts adapt in the coming year, schools could emerge from this crisis having built stronger and more resilient systems on a foundation of equity for ELs and immigrant-background students.”
Topic:
Education, Science and Technology, Immigration, Inequality, Pandemic, and COVID-19
Political Geography:
North America and United States of America

49. Supporting Immigrant and Refugee Families through Home Visiting: Innovative State and Local Approaches

Author:
Caitlin Katsiaficas
Publication Date:
10-2020
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
Home visiting programs are increasingly popular in communities across the United States. A two-generation model for health and social service provision, home visiting is designed to support both young children and their caretakers to promote their health, well-being, and long-term outcomes. For immigrant and refugee families, home visiting can also offer integration-related supports, such as by helping parents navigate unfamiliar early childhood, health, and social service systems. But even though they make up an important segment of the at-risk populations these programs aim to serve, immigrant and refugee families are less frequently enrolled in home visiting programs than families in which the parents are U.S. born. This brief highlights strategies adopted by some states and counties to address this gap. To do so, it looks at four case studies: King County, Washington; San Diego County, California; Illinois; and Massachusetts. Working with different populations and in varied funding environments, these state and local efforts illustrate key steps policymakers and program administrators can take to boost the equity and quality of home visiting services for immigrant families, such as by: explicitly including at-risk immigrant families in program needs assessments and prioritizing them for services alongside other at-risk families; incorporating community input into program design; adjusting procurement processes to level the playing field for community-based organizations that seek to offer home visiting services and are well positioned to connect with families of different linguistic and cultural backgrounds; and supporting research on what program models work well for immigrant and refugee families.
Topic:
Education, Refugees, Immigrants, and Integration
Political Geography:
North America and United States of America

50. Starting Young to Prevent Violence Against Women

Author:
Sexual Violence Research Initiative
Publication Date:
01-2020
Content Type:
Policy Brief
Institution:
The Sexual Violence Research Initiative
Abstract:
More than 50 percent of children have experienced some form of sexual, physical or emotional abuse or neglect in their lifetime. The wide-ranging and lifelong consequences of witnessing or experiencing violence in childhood can be profound.1 Individuals exposed to childhood violence, including child sexual abuse, physical abuse and harm, or witnessing the abuse of their mothers, are at greater risk of becoming perpetrators or victims as adults. Through our core work and grant-making, the Sexual Violence Research Initiative (SVRI) is building evidence to help us respond to violence as early as possible and to stop it from continuing. Between 2016 and 2020, we funded several studies on violence against children in Africa, Latin America, Southeast Asia and other regions (in partnership with the World Bank Group). This research has taught us that services and prevention programmes must start with parents and families, and continue throughout the individual’s life. To be most effective, programmes need to target critical development phases, from pre-conception and conception through early childhood to adolescence. Programmes to prevent violence in the home, including programmes that offer parenting support, are essential. Continuing research into childhood violence, particularly in low- and middle-income countries, is essential. Research can help us to effectively prevent and respond to both violence against women and violence against children, and it is essential for creating policies and practices that really work.
Topic:
Education, Children, Gender Based Violence, and Youth
Political Geography:
Africa, Latin America, North America, and Southeast Asia