ERIC Number: ED656757
Record Type: Non-Journal
Publication Date: 2024-Apr
Pages: 10
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Promoting School Success for Immigrant-Origin Students. Overview Brief #9: Vulnerable Populations. Updated
Carolyn Sattin-Bajaj; Adam Strom
EdResearch for Action
The EdResearch for Action "Overview Series" summarizes the research on key topics to provide K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students. This brief discusses the central question: How can schools and districts promote the educational and social-emotional well-being of the diverse population of immigrant-origin students? Key insights are arranged in the following sections: (1) breaking down the issue; (2) evidence-based practices; and (3) practices to avoid. [This brief was co-prepared by Re-Imagining Migration and UC Santa Barbara, The Gevirtz School Graduate School of Education.]
Descriptors: Immigrants, Social Development, Emotional Development, Well Being, Student Diversity, Elementary Secondary Education, Barriers, Federal Legislation, Court Litigation, Educational Legislation, Undocumented Immigrants, Educational Strategies, Evidence Based Practice
EdResearch for Action. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: edresearchforaction@results4america.org; Web site: edresearchforaction.org
Related Records: ED607732
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation
Authoring Institution: EdResearch for Action; Annenberg Institute for School Reform at Brown University; Results for America
Identifiers - Laws, Policies, & Programs: Civil Rights Act 1964 Title VI; Doe v Plyler; Elementary and Secondary Education Act Title I; Elementary and Secondary Education Act Title III; Deferred Action for Childhood Arrivals (DACA)
Grant or Contract Numbers: N/A
Author Affiliations: N/A