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Immigration Policy in the Classroom: When Civic Integration Gets Real COABE conference April 13, 2016

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Page 1: Immigration Policy in the Classroom...Immigration Policy in the Classroom: When Civic Integration Gets Real COABE conference April 13, 2016

Immigration Policy in the Classroom: When Civic Integration

Gets Real

COABE conference April 13, 2016

Page 2: Immigration Policy in the Classroom...Immigration Policy in the Classroom: When Civic Integration Gets Real COABE conference April 13, 2016

www.nationalskillscoalition.org

Today’s Workshop

•  Who  are  today’s  immigrants?

•  How  does  immigration  policy  affect  who  arrives  in  the  adult  education  classroom?

•  What  is  the  current  state  of  immigrant  integration  policy?  And  how  might  it  change  in  the  future?

Page 3: Immigration Policy in the Classroom...Immigration Policy in the Classroom: When Civic Integration Gets Real COABE conference April 13, 2016

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Who  are  today’s  immigrants?

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A Growing Segment of Americans…

•  Immigrants  represent  13%  of  the  US  population  and  17%  of  the  US  workforce

•  In  many  areas,  population  would  be  shrinking  if  not  for  immigration

Page 5: Immigration Policy in the Classroom...Immigration Policy in the Classroom: When Civic Integration Gets Real COABE conference April 13, 2016

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…and the Engine Behind this Number

Country Workers Per Retiree

Japan 2.1

Germany 2.9

United States 4.6 China 7.8 Brazil 8.6 India 10.9 Nigeria 15.8

Source: http://blogs.scientificamerican.com/observations/ratio-of-workers-to-retirees-will-plummet-worldwide1/ (except Japan)

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Or,  to  put  it  another  way:

Page 7: Immigration Policy in the Classroom...Immigration Policy in the Classroom: When Civic Integration Gets Real COABE conference April 13, 2016

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Page 8: Immigration Policy in the Classroom...Immigration Policy in the Classroom: When Civic Integration Gets Real COABE conference April 13, 2016

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But Nobody Moves Across the World…

…because  of  a    retirement  ratio  or  an  age  pyramid

Photo credit: Victor Kuznetsov, copyright 123rf.com

Page 9: Immigration Policy in the Classroom...Immigration Policy in the Classroom: When Civic Integration Gets Real COABE conference April 13, 2016

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So What Brings People to the US?

Image credit: Thomas Reichhart, copyright 123rf.com

•  Share  your  hypotheses

Page 10: Immigration Policy in the Classroom...Immigration Policy in the Classroom: When Civic Integration Gets Real COABE conference April 13, 2016

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Immigrants in the US: A Quick Snapshot

•  The  US  is  home  to  more  than  41  million  immigrants  

•  Of  those,  approximately  11  million  (1  out  of  4)  are  undocumented

Sources:  US  Census  Bureau;  Migration  Policy  Institute.                                                

Photo credit: Hongqi Zhang, copyright 123rf.com

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Snapshot: Region of Origin

12%

29%

4%

52%

1% 2% Europe

Asia

Africa

Latin America & Caribbean Oceania

Canada & Other

Data source: US Census Bureau, ACS 2010-14. Population: Foreign-born individuals.

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Snapshot: Educational Attainment

31%

22% 19%

16%

12% 10%

29% 31%

19%

11%

Less than HS HS diploma/equiv. Some college or associate's degree

Bachelor's degree Graduate or professional

degree

Immigrants US-born

Data source: US Census Bureau, ACS 2010-14. Population 25 years and older.

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Snapshot: English Proficiency

16%

42%

42% English only

English "very well" English less than "very well"

Data source: US Census Bureau, ACS 2010-14. Population 5 years and older.

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Zeroing In: Basic Skills

•  Results  from  OECD’s  international  Survey  of  Adult  Skills  show  that  36  million  US  adults  ages  16-­‐‑65  have  low  basic  skills

•  One-­‐‑third  (12  million)  are  

immigrants  

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Good News: We Really Are Exceptional

•  The  US  has  a  stronger  correlation  between  skills  and  wages  than  other  OECD  countries

•  Learning  English  (and  other  skills)  pays  off  for  immigrants

Photo credit: Danny Hooks, copyright 123rf.com

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How  does  immigration  policy  affect  who  arrives  in  the  adult  ed  classroom?

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Meet Marta

Marta  was  an  accountant  in  Mexico  before  moving  to  the  United  States.  She  waited  nine  years  for  her  family-­‐‑based  immigration  visa  to  become  available.  She  arrived  with  a  green  card  and  significant  work  experience,  but  her  English  skills  are  minimal.

Photo for illustration purposes. Story is a composite character. Photo credit: Andres Rodriguez, copyright 123rf.com

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The Other Martas

•  Two-­‐‑thirds  of  new  US  immigrants  arrive  on  family-­‐‑based  visas.  

•  In  2014-­‐‑15,  nearly  90,000  immigrants  with  foreign  degrees  were  served  in  WIOA  Title  II  English  Language  classes.  

Sources: US Department of Homeland Security; US Department of Education National Reporting System.

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Meet Priyanka Born  in  rural  India,  Priyanka  married  young  and  promptly  came  to  the  US  with  her  new  husband.  His  work  visa  allowed  her  to  live  here,  but  not  to  work  herself.  She  has  spent  most  of  the  last  10  years  raising  children.   Now  that  the  oldest  is  in  elementary  school,  she  is  eager  to  get  involved  in  the  community  beyond  her  small  circle  of  fellow  immigrants.  But  despite  her  years  in  the  United  States,  her  English  skills  are  quite  limited.  

Photo for illustration purposes. Story is a composite character. Photo credit: szefai, copyright 123rf.com

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The Other Priyankas

•  There  are  more  than  2  million  Indian  immigrants  in  the  US,  comprising  5%  of  the  total  foreign-­‐‑born  population

•  Each  year,  the  US  grants  roughly  85,000  H1B  visas  to  

highly  skilled  workers.  Typically,  their  spouses  are  not  authorized  to  work.

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Meet Mario

Mario  is  22  years  old.  He  came  to  the  US  from  Honduras  when  he  was  14.  He  briefly  aPended  high  school,  but  had  to  leave  to  find  work.  A  friend  has  recently  convinced  him  it’s  time  to  go  back  and  earn  his  high-­‐‑school  equivalency.  His  spoken  English  is  strong,  but  he  struggles  to  read  or  write  in  any  language.

Photo for illustration purposes. Story is a composite character. Photo credit: AmanaImages Inc., copyright 123rf.com

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The Other Marios •  There  are  an  estimated  1.4  million  young  adults  in  the  

US  who  arrived  before  the  age  of  16  and  are  currently  without  status

•  These  individuals  are  often  referred  to  as  the  Dreamers

•  Though  Dreamers  come  from  all  over  the  world,  they  are  disproportionately  likely  to  be  from  Latin  America

•  All  young  people  –  regardless  of  immigration  status  -­‐‑-­‐‑have  the  legal  right  to  a[end  K-­‐‑12  schools,  but  access  to  other  educational  opportunities  is  not  guaranteed

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Meet Amadou Amadou  survived  numerous  threats  and  violent  aPacks  before  deciding  that  his  activism  made  him  too  much  of  a  target  to  stay  in  West  Africa.  Unable  to  get  a  visa,  he  traveled  to  the  US  on  a  false  passport  and  applied  for  political  asylum  as  soon  as  he  arrived  at  the  airport.   After  a  two-­‐‑year  stay  in  an  immigrant  detention  center,  a  judge  heard  his  case  and  granted  him  permission  to  stay.  He  was  released  from  detention  with  only  a  small  bag  of  belongings  and  a  referral  to  a  shelter.  

Photo for illustration purposes. Story is a composite character.

Photo credit: Jasminko Ibrakovic, copyright 123rf.com

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The Other Amadous

•  Each  year,  the  US  grants  asylum  to  approximately  30,000  individuals

•  Asylees  are  given  one-­‐‑  or  two-­‐‑year  work  permits,  and  are  eligible  to  apply  for  permanent  resident  (“green  card”)  status  in  the  future

•  Asylees  may  be  eligible  for  limited  supportive  services  funded  through  the  US  Office  of  Refugee  Rese[lement  

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What  is  the  current  state  of  immigrant  integration  policy?

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What is Immigrant Integration?

•  A  dynamic,  two-­‐‑way  process  in  which  newcomers  and  the  receiving  society  work  together  to  build  secure,  vibrant  and  cohesive  communities.  As  an  intentional  effort,  integration  engages  and  transforms  all  community  members,  reaping  shared  benefits  and  creating  a  new  whole  that  is  greater  than  the  sum  of  its  parts.                                      -­‐‑-­‐‑Grantmakers  Concerned  with  Immigrants  and  Refugees

•  There  are  three  pillars  of  immigrant  integration:  linguistic,  civic,  

and  economic.    -­‐‑-­‐‑  White  House  Interagency  Task  Force  

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A Federal Lens: White House Task Force on New Americans

•  Created  by  Nov.  2014  executive  order

•  Strategic  plan  (at  right)  released  April  2015;  interim  report  in  December  2015

•  Outlines  federal  activities  on  immigrant  integration,  including  adult  education  and  naturalization

http://tinyurl.com/WHNewAmericans

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Adult Ed Plays a Central Role in Fostering Immigrant Integration

•  Networks  for  Integrating  New  Americans  is  a  3-­‐‑year  federal  technical  assistance  initiative  from  OCTAE

•  Five  sites  (RI,  PA,  WA,  CA,  ID)

•  Each  site  includes  an  AEFLA-­‐‑funded  organization  as  a  core  member  of  the  local  network

Read the Theoretical Framework: http://tinyurl.com/NetworkNewAmer

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A Classroom Resource on Integration

•  An  Instructors’  Toolkit  for  Building  Bridges  Across  Communities  consists  of  mid-­‐‑level,  adaptable  ESOL  and  ABE  classroom  activities  that  aim  to  foster  dialogue  across  cultures  and  build  lasting  connections,  especially  among  immigrants  and  US-­‐‑born  residents.  

•  Draws  on  resources  developed  by  

Welcoming  America  and  The  Change  Agent  magazine  from  World  Education.  Published  in  2015. http://tinyurl.com/ESOLtoolkit

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Solving the Undocumented Puzzle Four  federal  approaches: •  DREAM  Act  –  not  passed  by  Congress;  may  be  reintroduced  this  session

•  Deferred  Action  for  Childhood  Arrivals  (original  2012  DACA)  –  currently  in  effect  

•  Expanded  2014  DACA  –  on  hold  due  to  court  case

•  New  Deferred  Action  for  Parents  of  Americans  (DAPA)  –  on  hold  due  to  court  case  

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A Refresher: Who Are the Dreamers?

•  Arrived  in  US  as  children  or  young  teens

•  May  have  had  interrupted  schooling

•  May  speak  English  as  a  primary  language,  or  may  be  English  Language  Learners

•  May  be  in  school,  in  college,  and/or  working

Photo  credit:  Flickr  user  Antonio  R.  Villaraigosa.  Used  by  permission  under  a  Creative  Commons  license.  

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Original DACA: Still in Effect!

Eligibility  requirements  cover  these  areas:

•  Age  now  &  age  at  arrival  in  US •  Continuous  residence  in  the  US   •  Physical  presence  in  the  US •  Immigration  status  (i.e.,  currently  undocumented) •  In  school,  have  a  GED  or  high  school  diploma,  or  honorable  

discharge  from  military •  Lack  of  criminal  convictions Find  official  instructions  &  a  clear,  simple  video  overview  at: www.uscis.gov/ChildhoodArrivals

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What DACA Means for Individuals

•  Protection  from  deportation

•  Ability  to  obtain  a  Social  Security  card  and  temporary  work  permit

•  Ability  to  apply  for  a  driver’s  license  

Image  credit:  US  Citizenship  and  Immigration  Services

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DACA in Your Classroom

•  Students  may  ask  for  a  le[er  to  verify  their  enrollment  in  your  class

•  Students  should  be  encouraged  to  persist  in  classes  even  after  obtaining  DACA  status

Photo credit: Flickr user Skyline_College. Used by permission under a Creative Commons license.

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Expanded DACA: Not in Effect

•  Would  remove  age  cap

•  Would  allow  for  some  newer  arrivals

•  Other  requirements  are  similar  to  original  DACA,  including  the  educational  requirement

Photo  credit:  Flickr  user  Michael  Theis. Used  by  permission  under  a  Creative  Commons  license.  

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DAPA: Who Would be Affected? This Program is Not Yet in Effect

DAPA  =  Deferred  Action  for  Parents  of  Americans  and  Lawful  Permanent  Residents •  In  other  words:  undocumented  

immigrant  parents  of  US  citizen  children  or  green-­‐‑card-­‐‑holder  children  

•  Includes  temporary  work  permit  and  protection  from  deportation

•  Eligibility  requirements  do  not  include  education  component

Photo  credit:  Flickr  user  Michael  Fleshman.  Used  by  permission  under  a  Creative  Commons  license.  

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DREAM Act: Will Congress Move?

•  Only  Congress  can  provide  a  path  to  permanent  status  

•  Would  include  strict  education  requirements

•  Advocacy  opportunity:  Add  industry-­‐‑recognized  credentials?

Photo  credit:  Flickr  user  Justin  Valas. Used  by  permission  under  a  Creative  Commons  license.

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Learn More

www.nationalskillscoalition.org/  federal-­‐‑policy/immigration

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What  can  adult  educators  do?

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Resource: E4FC •  Educators  for  Fair  Consideration  is  a  coalition  of  educators  from  all  types  of  institutions  and  organizations

•  Mission  of  empowering  

undocumented  young  people  in  their  pursuit  of  college,  career  and  citizenship

www.e4fc.org

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Resource: CCCIE

•  The  Community  College  Consortium  for  Immigrant  Education  is  a  national  network  of  community  colleges

•  Each  network  member  has  demonstrated  a  commitment  to  immigrant  education  through  their  innovative  programs  and  services  for  immigrant  students

www.cccie.org

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Resource: Dreaming Big Report

•  Dreaming  Big:  What  Community  Colleges  Can  Do  to  Help  Undocumented  Immigrant  Youth  Achieve  Their  Potential

www.cccie.org/images/stories/DREAMING_BIG_CCCIE_Report_9-2012.pdf

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•  Share  success  stories

•  Sign  on  in  support

•  Educate  policymakers  

Weighing In on Policy: The Adult Educator’s Perspective

Photo  credit:  Flickr  user  UNH  Manchester. Used  by  permission  under  a  Creative  Commons  license.  

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Weighing In on Policy: The Learner’s Perspective

•  Le[er-­‐‑writing

•  Inviting  a  policymaker  to  visit

•  Peer  storytelling

•  Testimony  

Photo  credit:  Flickr  user  Connie  Ma. Used  by  permission  under  a  Creative  Commons  license.  

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Stay Connected

•  Visit  our  website. •  Sign  up  for  our  member  email  list.

•  Follow  us  on:

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Contact

Amanda  Bergson-­‐‑Shilcock Senior  Policy  Analyst 215-­‐‑285-­‐‑2860   [email protected]