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1. 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

2. How Can Europe Deliver on the Potential of Talent Partnerships?

Author:
Kate Hooper
Publication Date:
12-2021
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
Europe faces a looming shortage in skilled workers, one linked to both growing demand in knowledge- and service-intensive sectors and to its aging population and shrinking workforce. For education and training systems, the question is how to train people for the jobs of tomorrow. For migration policymakers, the question is how to attract and retain foreign workers with in-demand skills and experience to help address the shortfall. These priorities are reflected in the European Commission’s New Pact on Migration and Asylum and in the Talent Partnerships the pact proposes. These partnerships will combine new mobility schemes for workers or students from certain non-EU countries with related investments in capacity-building in partner countries, with the aim of attracting talent to Europe and fostering deeper cooperation with third countries on migration. As the European Commission and its partners prepare to launch the first Talent Partnerships in 2022, this MPI Europe policy brief explores how and under what conditions the partnerships could help meet Europe’s labor market needs and provide more tangible benefits for partner countries and migrants themselves. It draws on the experiences of the European Union’s legal migration pilot projects and other past mobility schemes, as well as expert insights, to offer lessons learned on issues including: selecting which countries to partner with, building flexibility into mobility schemes, and thinking critically about how these schemes can dovetail with other policy interventions.
Topic:
Development, Education, International Cooperation, Brain Drain, Employment, Workforce, Skills, and Immigration Policy
Political Geography:
Europe

3. COVID-19 and the Demand for Labor and Skills in Europe: Early Evidence and Implications for Migration Policy

Author:
Terence Hogarth
Publication Date:
02-2021
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
The European Union and several of its Member States have in recent years launched policies designed to increase the demand for and supply of skilled workers in Europe. This includes educating or attracting non-EU workers with in-demand digital skills and those with the expertise needed to further other policy aims, such as the European Union’s Green Deal. These were already ambitious goals before the COVID-19 pandemic hit, heralding an economic recession and high levels of unemployment. Weathering this crisis and setting the stage for a speedy recovery are now top priorities for policymakers across Europe. Yet longer-term labor market trends linked to technological developments and demographic shifts in some countries—as residents age and older workers leave the workforce—remain important, even as pandemic-related labor market disruptions and constrained national budgets may make pursuing policies to adapt to these changes more difficult. This MPI Europe issue brief explores how the pandemic is shaping the demand for workers and skills in the European Union, and how policymakers can respond to these trends. It also considers how leaders can keep one eye on Europe’s longer-term skills needs. Among its recommendations are investments in education and training systems; in measures that ensure migrants living in Europe are able to successfully integrate into the labor market and apply their skills; and in data-driven, transparent mechanisms to detect where resident workers are unable to meet labor demands and migration from beyond the European Union may be needed.
Topic:
Education, Migration, Labor Issues, Economy, Integration, COVID-19, Workforce, and Skills
Political Geography:
Europe

4. Taking the Long View: Options for Inclusive Post-Pandemic Labor Markets

Author:
Liam Patuzzi
Publication Date:
08-2021
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
The COVID-19 pandemic has ushered in harsh effects across European economies, and uncertainty persists even as vaccination campaigns have picked up speed. EU governments’ prompt investments in historically large job retention measures have temporarily cushioned the pandemic’s blow to labor markets, but this also means that the full impact is yet to be felt. What is clear, however, is that the crisis has exacerbated the labor market challenges some immigrant groups, such as recently arrived refugees and migrant women, were facing even before the pandemic began. Among the contributing factors are immigrants’ overrepresentation in hard-hit sectors, precarious work arrangements (such as part-time contracts and gig work), difficulties accessing social benefits, and some countries’ temporary suspension of integration supports. This MPI Europe report explores how the pandemic has affected immigrant workers thus far and how labor market trends such as automation, remote work, and the growth of the platform economy may affect migrant integration as European economies begin to recover. It also presents policy ideas and recommendations for crafting inclusive pandemic recovery strategies.
Topic:
Education, Employment, Refugees, Economy, Immigrants, COVID-19, and Labor Market
Political Geography:
Europe

5. "Diversifying" Social Investment: European Welfare States and Immigrant Integration in the Wake of the COVID-19 Crisis

Author:
Anton Hemerijck and Liam Patuzzi
Publication Date:
09-2021
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
Across Europe, the COVID-19 pandemic has strengthened awareness of the importance of robust, well-functioning welfare states in helping individuals, families, and communities weather threats to their lives and livelihoods. Initial EU and Member State responses to the pandemic and its economic fallout were much more vigorous than responses to other recent economic shocks, such as the Great Recession and the European debt crisis. Even so, European societies will likely have to contend with long-term social and economic impacts, which in many cases are exacerbating existing inequalities. The shift in the structure and goals of welfare spending since the start of the pandemic can be understood through the prism of “social investment.” In recent decades, European welfare states have moved away from a predominantly reactive focus on financial safety nets that protect individuals during periods of unemployment and illness, and toward investing in people’s human capital and employability to help them navigate life transitions and drive growth in advanced knowledge economies. Looking ahead, the success of social-investment policies will depend on their ability to account for immigration and diversity, increasingly prominent features of European societies that are central to understanding the nature and development of socioeconomic inequalities. This report explores whether the social-investment approach to welfare states could serve as a tool for post-pandemic recovery—particularly in diverse, immigrant-receiving societies. It examines how European welfare systems fared and adapted during the Great Recession, how social investment seeks to balance social and economic goals, and how lessons from recent immigrant integration policy developments could help improve the reach, accessibility, and relevance of social-investment initiatives.
Topic:
Education, Health, Children, Employment, Family, Welfare, Integration, COVID-19, and Workforce
Political Geography:
Europe

6. An Uneven Welcome: Latin American and Caribbean Responses to Venezuelan and Nicaraguan Migration

Author:
Andrew Selee and Jessica Bolter
Publication Date:
02-2020
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
The sudden mass movement of people fleeing political and economic crises in Venezuela and political unrest in Nicaragua has transformed the migration landscape in Latin America and the Caribbean. Approximately 4.8 million Venezuelans had emigrated by December 2019, the vast majority remaining in the region, and as many as 100,000 Nicaraguans have moved to neighboring Costa Rica since early 2018. This report examines how 11 countries—Argentina, Brazil, Chile, Colombia, Costa Rica, Ecuador, Guyana, Mexico, Peru, Trinidad and Tobago, and Uruguay—are responding to the mass outflows. Drawing on extensive fieldwork and interviews with government officials and representatives of nongovernmental organizations, migrant-led groups, and international actors, the study analyzes efforts to provide newcomers with legal status and to integrate them into schools, health-care systems, and local labor markets—measures that are important for both migrants and the communities in which they are settling. Overall, receiving countries have shown openness and even creativity, providing legal status to many and access to basic education and emergency health care to most. But as the exodus continues and it becomes clear that large numbers of Venezuelans are likely to remain in their host countries in the mid- to long term, the initially warm welcome has begun to cool in places. Capacity constraints in many education and health-care systems, which existed prior to the arrival of large numbers of newcomers, have also become more acute. Looking ahead, the report sets out a range of recommendations for both receiving countries and the international community. Among them: balancing security and flexibility in entry requirements; strengthening asylum systems and other, more nimble legal pathways; and streamlining credential recognition so migrants’ skills can benefit local communities and economies.
Topic:
Education, Health, Immigration, Employment, Economy, Welfare, and Skills
Political Geography:
Latin America, Nicaragua, Caribbean, and Venezuela

7. 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

8. 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

9. 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

10. 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