Before leaving for August recess, Republican members of the House received this document from the House Judiciary Committee, chaired by Representative Bob Goodlatte (R-VA). According to Rep. Goodlatte, the document was was put together to help members communicate to their constituents “the importance of immigration reform and the House Republican plan to produce solutions that actually fix the problems that plague our immigration system.” The document summarizes the individual immigration bills the House Judiciary has passed this session, as well as a list of concerns about the Senate comprehensive bill. (For those of you involved in adult education or English/Civics instruction, while not mentioned specifically, I think it is safe to say you are probably considered part of the “slush fund” mentioned in “Concern #10.”)
According to some sources, there hasn’t been a lot of activity on either side of the immigration debate during the break, so how I don’t how important these talking points have turned out to be, but I thought the document was interesting to read.
If you are looking for a less partisan comparison between the Senate comprehensive bill and what the House has produced so far, the Migration Policy Institute has published a helpful side-by-side comparison.
I’m long past my own self-imposed deadline for posting an update on immigration reform from an adult education perspective—which I’ll try to do this week—but in the meantime I thought I’d pass these documents along.
The Migration Policy Institute has just published a new policy brief, Deferred Action for Childhood Arrivals at the One-Year Mark: A Profile of Youth and Applicants, which includes MPI’s most recent estimates on the current and prospective Deferred Action for Childhood Arrivals (DACA) population, and broken down into categories, such as educational attainment, English proficiency, state of residence, country of origin, age, gender, labor force participation, poverty and parental status.
MPI researchers think that about 1.9 million unauthorized immigrants are potentially eligible for the DACA program, with 1.09 million currently meeting the age, education, length of residence, and other criteria. About 392,000 of these individuals are too young to apply now but would become eligible once they reach age 15 if they stay in school or obtain a high school degree or equivalent.
It’s the remaining 423,000 young people who appear to meet everything but the education requirements that are of most interest to adult education advocates. MPI’s brief includes some interesting estimates regarding the educational attainment, English proficiency, state of residence, country of origin, age, gender, labor force participation, income, and parental status for this population. Not surprisingly, these individuals tend to be poorer and less English proficient than those who appear to meet all the DACA requirements. However, more of the individuals in this subset (71%) are in the labor force.
Just a couple of quick followup notes from yesterday’s National Skills Coalition webinar on immigration reform.
- During my presentation, I mentioned that we expect new estimates of adult literacy rates in the U.S. in October of this year, based on findings from a new survey, called the Program for International Assessment of Adult Competencies, or PIAAC. More information on PIAAC here.)In addition, the National Coalition for Literacy will be conducting a webinar about PIAAC tomorrow (July 31st) at 3pm.
- A questioner asked about how to locate adult ESOL programs. I believe she was looking for more than a directory of programs, but more specifically, how to find best practices related to ESOL instruction in her local community. That’s a bit tougher for me to answer at a distance. At any rate, I did mention that there have been efforts to create and maintain a national database of adult literacy programs. Here are the two that I know about that might be helpful:
America’s Literacy Directory
National Literacy Directory
- Finally, I thought participants may be interested in this new World Education immigrant integration project, funded by the Office of Vocational and Adult Education (OVAE) at the U.S. Department of Education, which will “develop and implement a theoretical framework for immigrant integration and provide technical assistance to five immigrant integration networks with a dual focus on accelerating key services and on network development.” More information here.
I’ll be a panelist on a webinar hosted by the National Skills Coalition at noon today, talking about adult education in the context of comprehensive immigration reform. Depending on the questions we get, I may post some followup info here later this afternoon.