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Supports for Students in Immigrant Families. Brief No. 9

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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
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  Data: Supports for Students in Immigrant Families. Brief No. 9
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  Data: <searchLink fieldCode="AR" term="%22Sattin-Bajaj%2C+Carolyn%22">Sattin-Bajaj, Carolyn</searchLink><br /><searchLink fieldCode="AR" term="%22Boix-Mansilla%2C+Veronica%22">Boix-Mansilla, Veronica</searchLink><br /><searchLink fieldCode="AR" term="%22Strom%2C+Adam%22">Strom, Adam</searchLink><br /><searchLink fieldCode="AR" term="%22EdResearch+for+Recovery+Project%22">EdResearch for Recovery Project</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink><br /><searchLink fieldCode="AR" term="%22Harvard+University%2C+Project+Zero+%28PZ%29%22">Harvard University, Project Zero (PZ)</searchLink><br /><searchLink fieldCode="AR" term="%22Results+for+America%22">Results for America</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22EdResearch+for+Recovery+Project%22"><i>EdResearch for Recovery Project</i></searchLink>. 2020.
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  Data: 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
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  Data: Bill and Melinda Gates Foundation
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Strategies%22">Communication Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Relevance%22">Cultural Relevance</searchLink><br /><searchLink fieldCode="DE" term="%22Family+School+Relationship%22">Family School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Extracurricular+Activities%22">Extracurricular Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Computers%22">Access to Computers</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.]
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  Data: ED607732
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      – Text: English
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      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Evidence Based Practice
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      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Minority Group Students
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      – SubjectFull: Equal Education
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      – SubjectFull: Communication Strategies
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Cultural Relevance
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      – SubjectFull: Family School Relationship
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      – SubjectFull: Extracurricular Activities
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      – SubjectFull: Access to Computers
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      – TitleFull: Supports for Students in Immigrant Families. Brief No. 9
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