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It highlights inequities intensified by COVID-19, including expanded barriers from the digital divide and language-skills gaps, and lower graduation and attainment outcomes. It outlines what policymakers and educators can do—such as funding Title III, clearer guidance for native language assessments, culturally responsive instruction, mental health integration, dual language programs, and improved data disaggregation—to support a more equitable education system.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/immigrant-students-and-english-learners-challenges-faced-in-high-school-and-postsecondary-education/582640/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/immigrant-students-and-english-learners-challenges-faced-in-high-school-and-postsecondary-education/582640.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What core challenges do immigrant students and English learners face in U.S. education?","Question",{"text":112,"@type":113},"They face additional obstacles such as navigating new systems, family responsibilities, and financial pressures, alongside barriers like the digital divide and language skills. COVID-19 disproportionately amplified these gaps for many immigrant and low-income populations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the brief describe differences between policymakers’ and educators’ roles?",{"text":117,"@type":113},"Policymakers are urged to increase Title III funding, improve guidance for native language assessments, expand Grow Your Own pathways, and strengthen data collection through disaggregation. Educators are asked to use culturally responsive practices, integrate social-emotional learning and mental health services, expand dual language programs, and improve access to college-level coursework.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the brief define “immigrant students” and “English Language Learners”?",{"text":121,"@type":113},"It defines immigrant students consistent with the Migration Policy Institute, covering people without U.S. citizenship at birth (including naturalized citizens, lawful permanent residents, refugees/asylees, some temporary visa holders, and the undocumented). English Language Learners are defined using criteria aligned with age range, enrollment, and difficulties in English that may prevent meeting state standards.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582640,1792166247,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","RESEARCH BRIEF BY CIVIC  \nwith Generous Support from  \nLUMINA FOUNDATION  \nImmigrant Students and English Learners  \nChallenges Faced in High School and Postsecondary Education  \nBy Eleanor Manspile, Matthew N. Atwell & John M. Bridgeland  \nTable of Contents  \nExecutive Summary 3  \nIntroduction 4  \nHigh School Achievement & Challenges 6  \nPostsecondary Attainment & Challenges 10  \nAdditional Challenges & Considerations 14  \nPolicy & Practice Recommendations 15  \nConclusion & Acknowledgements 19  \nReferences 20  \nExecutive Summary  \nI  \nmmigrants are a vital part of America and help form the backbone of our economy and communities. Too often,  \nhowever, immigrants are not given the same educational opportunities or necessary attention as their nativeborn peers in high school, leading to lower high school graduation rates and postsecondary attainment.  \nImmigrant students face added challenges to education such as navigating new systems, family responsibilities, and financial pressures. Furthermore, the COVID-19 pandemic has disproportionately affected people of color, immigrants, and low-income populations in the United States.  \nThis means existing barriers for many immigrant students, such as the digital divide and langauge skills, have increased exponentially.  \nTo reduce the education gaps between immigrant students and their peersand boost postsecondary attainment, policymakers and educators must rise to the challenge of creating a more equitable education system.  \nPolicymakers Can:  \n􀂄 Increase Title III funding, especially given the challenges amplified by COVID-19 for English Learners and immigrant students, and as districts and states innovate and report on what is effective in boosting outcomes for these students.  \n􀂄 Provide clearer guidance on native language assessments.  \n􀂄 Increase pathways to teaching for untraditional candidates in their own communities through Grow Your Own programs.  \n􀂄 Improve data collection by disaggregating high school graduation rates by immigrant status and postsecondary attainment rates by first-or second-generation status.  \nEducators Can:  \n􀂄 Practice culturally responsive education to create a safer and more meaningful environment for students.  \n􀂄 Integrate social and emotional learning and mental health services into school systems.  \n􀂄 Expand quality dual language programs to teach academic materials to students in both English and their native language.  \n􀂄 Fully prepare all students for the rigors of postsecondary coursework through greater access to college-level classes in high school.  \nAuthors’ Note: Throughout this paper, we define “immigrant students” consistent with the Migration Policy Institute. MPI uses the terms “foreign-born” and “immigrant”interchangeably and defines them as a person with no U. S. citizenship at birth, including naturalized citizens, lawful permanent residents, refugees and asylees, persons on certain temporary visas, and the undocumented (Batalova et al., 2020) .  \nConsistent with the National Center for Education Statistics (NCES) and the Every Student Succeeds Act, “English Language Learners” are defined as students who:  \nare aged 3 through 21; are enrolled in an elementary or secondary school; and whose difficulties in speaking, reading, writing or understanding English may be sufficient to deny the individuals the ability to meet State academic standards, successfully achieve in classrooms where the language of instruction is English, and to participate fully in society (Non-regulatory Guidance, 2016) .  \nA REPORT BY CIVIC 2021 3  \nIntroduction  \nI  \nmmigrants are a vital part of America and help form the backbone of our economy and communities.  \nIn 2019, there were 44.9 million immigrants in the U. S. from diverse backgrounds with Mexico, China, and India as the top three countries of origin, making up nearly 14 percent of the U. S. population. In the U. S. labor force, the percentage of immigrants has been steadily increasing, rising from","cbCaib0nT0xazHuL","https://ap.wps.com/l/cbCaib0nT0xazHuL","pdf",6289210,24,"English","# Executive Summary\n## Introduction\n# High School Achievement & Challenges\n# Postsecondary Attainment & Challenges\n# Additional Challenges & Considerations\n# Policy & Practice Recommendations\n# Conclusion & Acknowledgements\n# References","[{\"question\":\"What core challenges do immigrant students and English learners face in U.S. education?\",\"answer\":\"They face additional obstacles such as navigating new systems, family responsibilities, and financial pressures, alongside barriers like the digital divide and language skills. COVID-19 disproportionately amplified these gaps for many immigrant and low-income populations.\"},{\"question\":\"How does the brief describe differences between policymakers’ and educators’ roles?\",\"answer\":\"Policymakers are urged to increase Title III funding, improve guidance for native language assessments, expand Grow Your Own pathways, and strengthen data collection through disaggregation. Educators are asked to use culturally responsive practices, integrate social-emotional learning and mental health services, expand dual language programs, and improve access to college-level coursework.\"},{\"question\":\"How does the brief define “immigrant students” and “English Language Learners”?\",\"answer\":\"It defines immigrant students consistent with the Migration Policy Institute, covering people without U.S. citizenship at birth (including naturalized citizens, lawful permanent residents, refugees/asylees, some temporary visa holders, and the undocumented). English Language Learners are defined using criteria aligned with age range, enrollment, and difficulties in English that may prevent meeting state standards.\"}]","Immigrant Students and English Learners - Challenges Faced in High School and Postsecondary Education | PDF",1792044139]