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This study presents findings based on ICE's data from the federal government's Optional Practical Training program. Between 2004 and 2016, nearly 1.5 million foreign graduates of U.S. colleges and universities obtained authorization to remain and work in the U.S. through this program. The data shows a 400% increase in foreign students graduating and working in STEM fields from 2008 to 2016.
This analysis confirms other recent research showing a dramatic increase in the education level of newly arrived immigrants over the last decade. However, our findings show that this increase has not resulted in a significant improvement in labor force attachment, income, poverty, or welfare use for new arrivals. This is true in both absolute terms and relative to the native-born, whose education has not increased as dramatically. In short, new immigrants are starting out as far behind in 2017 as they did in 2007 despite a dramatic increase in their education. Though more research is needed, we explore several possible explanations for this finding.
This report examines the ways in which local educational institutions, legal service providers, and immigrant youth advocates have responded to the first phase of Deferred Action for Childhood Arrivals (DACA). Based on extensive interviews with stakeholders in seven states -- California, Florida, Georgia, Illinois, Maryland, New York, and Texas -- the report identifies initiatives undertaken by educational institutions and other community stakeholders to support DACA youth's education and training success, and examine the impact of deferred action on grantees' academic and career pursuits. It provides examples of promising practices, additional challenges, and key takeaways at the high school, postsecondary, and adult education levels, as well as an exploration of the nature and scope of DACA legal outreach initiatives.
This first and final report of the ONE Foundation sets out the story of ONE over it's ten-year lifespan. Section 2 describes the key decisions that shaped ONE and how these unfolded over time. Section 3 outlines the goals, strategies and outcomes of the four programmes we chose to invest in, and highlights what we believe was achieved through our funds and efforts. Section 4 gives examples of initiatives we undertook that didn't seem to fit in, and yet played an important role in the end. Section 5 describes what we did to plan for and support exit from long-term grantees during difficult economic times. Perhaps most importantly, section 6 outlines the lessons we learned. We are happy to share what we believe were the key drivers of our successes (and failures) so that the next generation of philanthropists and social changemakers can benefit from our experience. Section 7 sums up ONE's legacy, if there is one. We can hardly ever agree on that at ONE.
This report is organized around five experiences that define social and economic equity for men and boys of color, which in turn highlight nine priorities that require our attention and investments in order to remove structural barriers to success and allow young Latino men to see a clear path toward a positive future.
This evaluation analyses the outcomes and impact of The One Foundation's investments in NGOs working in the Irish policy context to advance the following advocacy goals: i) make children's rights real; ii) make immigrant rights real; iii) build political will on mental health in Ireland. In a ten-year timeframe, 2004-13, The One Foundation (OF) invested €75 million, of which approximately €15 million (20%) supported direct advocacy work. The report draws on meetings with OF Team and Advisory Board members, interviews with grantees and 'bellwethers' (key informants with insights into the policy change process), and desk research (OF and grantee records). The evaluation uses a case study approach and a common framework of analysis to assess effectiveness in the three policy areas with a focus on how the work contributed to incremental wins towards achievement of ultimate advocacy goals.
As Congress debated federal immigration reform this year, states led the way by adopting policies designed to integrate immigrants more fully in their communities. In the wake of the 2012 elections, with Latino and Asian voters participating in record numbers,1 the 2013 state legislative sessions witnessed a significant increase in pro-immigrant activity. Issues that had been dormant or had moved in a restrictive direction for years, such as expanding access to driver's licenses, gained considerable traction, along with measures improving access to education and workers' rights for immigrants.This report summarizes the activity on immigrant issues that took place during the states' 2013 legislative sessions, as well as efforts to improve access to services for immigrant youth.
This study draws upon two sources of data: an online survey and telephone interviews. In spring 2012, GFE selected 138 grantmaking organizations to participate in an online survey. The sample was composed primarily of GFE members who had indicated in GFE's 2010 and 2011 benchmarking surveys that they made grants to English learners or immigrants, but it was supplemented with funders identified as significant investors in English learners by Grantmakers for Children, Youth and Families and Grantmakers Concerned with Immigrants and Refugees. Fifty-seven grantmakers completed responses to the survey, representing diverse grantmaking entities including family foundations, private foundations, community foundations and corporate funders. Researchers supplemented the survey by conducting in-depth phone interviews with 24 survey respondents selected to represent a range of foundation sizes, organization types, geographic regions and ELL funding priorities. The study also convened an Advisory Committee comprising GFE members who are experienced funders of English learners. The advisory committee offered advice on research design, interpretation of research findings, and supplemental resources (listed in report appendix).
Prince George's County schools have consistently ranked at the bottom in state assessments of student performance and it is currently the only county that Maryland's Department of Education has marked for "corrective action." As the proportion of non-English speaking students continues to grow, Prince George's County schools will find it increasingly more difficult to provide its students with a quality education.
In 2006, the Deutsche Bank Americas Foundation (DBAF) formed a new funding strand focused on immigrant education. The foundation's aim was to improve the educational opportunities and performance of underserved immigrant students in New York City (NYC) public schools and to maximize "students' potential to ultimately access higher education." Toward this end, DBAF directs resources to programs and institutions that have "proven effective in improving student learning and raising academic performance."
CADIC is widely considered to have been a very successful coalition by its members, funders and external parties. It mounted a high quality campaign that influenced government policy and provided effective support to a large number of vulnerable people. Its experience of coalition working highlights the following critical success factors that other NGOs entering a collaborative working model should consider carefully.
The CADIC Coalition has just completed an evaluation to document and assess the work of the CADIC Coalition campaign through the eyes of its members. In doing such an evaluation, we believe the Coalition's work will be able to contribute to future advocacy efforts and cross-sectoral campaigns for issues of social justice. The CADIC Coalition's remit, on the rights of families comprised of Irish children, their migrant parents and other close family members, has meant concentrated efforts towards win-able propositions, and their impact, and it has harnessed the unique, collective expertise, commitment and passion of a diverse group of individuals and organisations. National, regional and local NGOs, spanning human rights, legal aid, children's rights, faith-based migrant support and other migrant and immigrant support organisations came together and brought pressure on Government and State agencies to review their policies and to uphold the rights of these children and their families.As part of the evaluation of CADIC, the Coalition sought to learn about good practice in coalition building in Ireland. A process was agreed to abstract learning from the review feedback and to generalise this learning to provide a lessons-learnt document for coalition-building in Ireland. This document presents learning acquired during the CADIC review as a practical and straightforward guide to enable coalitions or those individuals and organisations that are considering building a national coalition in Ireland become more effective. This CADIC coalition-building learning document makes a number of key observations about the characteristics of a national coalition; the reasons for building a national coalition; what is useful about building and operating as a national coalition; and what are the pitfalls to be avoided when building a national coalition.