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Supports for Students in Immigrant Families. Brief No. 9

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Bibliographic Details
Title: Supports for Students in Immigrant Families. Brief No. 9
Language: English
Authors: Sattin-Bajaj, Carolyn, Boix-Mansilla, Veronica, Strom, Adam, EdResearch for Recovery Project, Annenberg Institute for School Reform at Brown University, Harvard University, Project Zero (PZ), Results for America
Source: EdResearch for Recovery Project. 2020.
Availability: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
Peer Reviewed: N
Page Count: 7
Publication Date: 2020
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Immigrants, COVID-19, Pandemics, Evidence Based Practice, Inclusion, Elementary Secondary Education, Minority Group Students, Equal Education, Communication Strategies, Learner Engagement, Cultural Relevance, Family School Relationship, Extracurricular Activities, Access to Computers
Abstract: This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What research-backed practices can school districts, schools and classroom teachers use to support immigrant-origin students' educational success and build inclusive environments in learning contexts transformed by COVID-19? In order to answer this question, the brief breaks down the issue into three points: (1) Immigrant-origin children are the fastest growing segment of the school-age population in the U.S.; (2) Immigrant communities have been disproportionately affected by COVID-19 in terms of loss of employment, representation among frontline and essential workers, and rates of illness; and (3) Immigrant-origin students tend to have lower access to at-home resources that might support their learning during the pandemic. Based on these points, the brief provides five strategies to consider and two strategies to avoid. [This brief was co-prepared by Re-Imagining Migration and UC Santa Barbara, The Gevirtz School Graduate School of Education.]
Abstractor: ERIC
Entry Date: 2020
Accession Number: ED607732
Database: ERIC
Description
Abstract:This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What research-backed practices can school districts, schools and classroom teachers use to support immigrant-origin students' educational success and build inclusive environments in learning contexts transformed by COVID-19? In order to answer this question, the brief breaks down the issue into three points: (1) Immigrant-origin children are the fastest growing segment of the school-age population in the U.S.; (2) Immigrant communities have been disproportionately affected by COVID-19 in terms of loss of employment, representation among frontline and essential workers, and rates of illness; and (3) Immigrant-origin students tend to have lower access to at-home resources that might support their learning during the pandemic. Based on these points, the brief provides five strategies to consider and two strategies to avoid. [This brief was co-prepared by Re-Imagining Migration and UC Santa Barbara, The Gevirtz School Graduate School of Education.]