The Educational Trajectories of English Language Learners in Texas

March 1, 2012

English learners who complete language-acquisition courses—whether through an English-as-a-second-language program or bilingual education—within three years go on to have much more academic success than their peers who remain in such courses for five or more years finds a new study from researchers at the Washington-based Migration Policy Institute and Vanderbilt University in Nashville.

UP FOR GRABS: The Gains and Prospects of First- and Second-Generation Young Adults

November 1, 2011

The study examines the size and composition of the first and second generations and seeks to gauge whether they are on track to complete postsecondary education and obtain jobs that pay family-sustaining wages.

DO I BELONG HERE? Exploring Immigrant College Student Responses on the SERU Survey Sense of Belonging/Satisfaction Factor

September 1, 2010

This exploratory study addresses the questions: To what extent does sense of belonging or satisfaction of recent immigrant college students differ from non-immigrant college students?

Opening the Door to the American Dream: Increasing Higher Education Access and Success for Immigrants

April 1, 2007

This report describes the demographic and educational characteristics of the U.S.

Access and Achievement of Hispanics and Hispanic Immigrants in the Colleges of the City University of New York

April 1, 2006

To examine the extent to which CUNY provides Hispanic native-born and immigrant students with access and the opportunity for achievement, this study was conducted using 1990 and 2000 student demographic, enrollment, credit accumulation, and outcome data.