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This paper provides insight into the effective education of immigrant and migrant children: many of whom are classified in New York City’s public schools as English language learners. It also highlights the ways in which New York City prepares school leaders and the policies that govern their actions.

Literature review.

The practices of New York City’s school leaders are governed by the Chancellor’s Regulations. These comprehensive mandates consist of four components and address issues related to students in grades K-12, school-based budgets, personnel matters, and parent and community engagement. In relation to students, including those classified as immigrant, migrant, and English language learners the Chancellor’s Regulation A-101 makes it clear: children may not be refused admission to a public school because of race, color, creed, national origin, gender, gender identity, pregnancy, immigration/citizenship status, disability, sexual orientation, religion, or ethnicity.

Implications for future research: How can school leaders (and educational activists) continue to support and advocate for immigrant and migrant children under the presidency of Donald J. Trump.

Knowledge gleaned from this study may be of use to schools, districts, and educational leaders in the USA and abroad faced with similar demographic trends.

This manuscript examined the ways in which The City University of New York prepares school leaders, the required State exams for school leaders, and the educational policies that govern the practices of New York City’s school leaders that are germane to English language learners.

This review of the literature may study may be of use to schools, districts, and educational leaders in the USA and abroad.

The purpose of this paper is to provide a comprehensive narrative review of the literature on migrant farm worker child and adolescent health. It highlights current health issues and suggests methods to improve research and clinical practices with this underserved and vulnerable population.

The methodology for this narrative review included a search of articles published between 2000 and 2012. From the primary search, 76 articles met the search criteria. A secondary search revealed three additional articles.

The various methodologies used in the current literature have limited rigorous analysis of the health of pediatric migrant populations. The findings highlight the complex factors that influence migrant pediatric health. Despite the many challenges migrant farm worker children and their families face, they exhibit enormous resilience and strengths that may help counterbalance these challenges. Study categories that emerged from the analysis include health perspectives and behaviors, occupational health, access to care, utilization and satisfaction with health services, health outcomes and health disparities, and oral health. This review provides a strong foundation from which to work toward improving migrant pediatric health.

This paper provides an original review of the unique health needs and the complex factors influencing the health of migrant farm worker children and adolescents. This will be of value to clinicians and researchers since migrant farm worker families are part of communities across the country. It offers public health professionals insight into services and programs that can improve the health and well-being of children, families, and communities.

We discuss the development of achievement motivation from the perspective of Eccles and colleagues’ expectancy-value theory (EVT), focusing on the importance of children developing positive expectancies for success and valuing of achievement to help them cope with change and uncertainty. Although research has shown that, overall, children’s expectancies and values decline, recent studies show many different trajectories in the overall pattern. Children’s expectancies and values predict their school performance and choices of which activities to pursue in and out of school, with these relations getting stronger as children get older. When children’s expectancies and values stay more positive, they can better cope with change and uncertainty, such as the increasing difficulty of many school subjects, or broader changes such as immigrating to a new country. Parents can buffer children’s experiences of change and uncertainty by encouraging them to engage in different activities and by providing them opportunities to do so. Parents’ positive beliefs about their children’s abilities and discussing with them the importance of school can moderate the observed decline in children’s ability beliefs and values. For immigrant and minority children, parents’ emphasis on the importance of school and encouragement of the development of a positive sense of their racial/ethnic identity are critical buffers. Positive teacher–child relations also are a strong buffer, although research indicates that immigrant and minority children often have less positive relations with their teachers. We close with a discussion on recent EVT-based intervention research that shows how children’s beliefs and values for different school subjects can be fostered.

The purpose of this paper is to explore theoretical connections between educational leadership for social justice and support for immigration. The authors seek to identify strengths, weaknesses and opportunities for further study and improved practice.

This is a theoretical research paper that introduces, evaluates and expands two frameworks for understanding leadership and immigration.

Findings suggested that there is a need for educational leadership scholars to more purposefully investigate issues related to social justice and immigration.

This study offers a novel theoretical perspective on leadership, social justice and immigration.

Though female labour force participation (FLFP) rates have been widely analysed across countries, the analysis of migrant women's participation has been consistently ignored in the literature. The few studies that have been conducted concentrate largely on sociological and anthropological aspects of migrant women (see Foner (1976)). This article will investigate immigrant FLFP rates, which are generally found to be different from their counterparts in the immigrants' country of origin. To evaluate the immigrant FLFP rate we analyse and quantify the nature and significance of its various demographic, socio‐economic and cultural determinants.

The scholarly literature that examines the economic assimilation of migrant families has focussed on the educational and economic achievements of the children of international migrants relative to the children of native born parents. Lower relative incomes of the children of immigrants might be attributable to discrimination, while higher relative incomes could be attributable to ambitious parents who produce more ambitious children. These potential effects have been difficult to disentangle. The purpose of this paper is to control for discrimination by examining internal migration in Honduras, allowing us to isolate evidence for or against the “ambition” effect.

The paper uses the Blinder-Oaxaca decomposition technique to ask if the children of migrants are similar or different than their parents in their attitudes toward work and economic advancement.

This study finds that migrants are relatively hard workers in the sense that they experience relatively high marginal effects on earnings from improved socio-economic characteristics, such as years of schooling. The study also finds that these migrants do not pass on this hard-work ethic to their children, who experience much smaller marginal effects from increased years of schooling and other socio-economic characteristics.

This study demonstrates that the children of migrants do not necessarily inherit the ambitious work ethic characteristic of their migrant parents. This result has important implications for studies that examine the assimilation and economic progress of migrant families, particularly those studies that use second-generation earnings as a measure of assimilation and economic progress.

Age at migration is commonly utilized as a proxy measure for assimilation in health behavior research. We reconsider this approach by examining the role of continued connection with places of origin on alcohol use, an important marker of health behavior and overall population health. Cross-border connections may buffer the association between earlier age at migration and alcohol use by providing an alternative channel of influence for behavioral norms. Alternatively, a stress and coping perspective on cross-border ties suggests potentially countervailing adverse impacts of these connections on alcohol use. We used data from the 2002/2003 National Latino and Asian American Study (NLAAS) (n = 1,641/1,630 Asian and Latino origin respondents, respectively). We first estimated the association between age at migration (child/adolescent versus adult migrant) and any past-year alcohol use. We subsequently tested the interaction between age at migration and two measures of cross-border connections. All models were stratified by region of origin and gender. For Latin American-origin women, cross-border ties were associated with increased risk of past-year alcohol use among those who migrated early in life. In contrast, Asian-origin men and women who migrated as adults and had contact with family and friends abroad had the lowest predicted probabilities of past-year alcohol use. The results among Asians support the idea that cross-border ties may be alternative influences on health behavior outcomes, particularly for adult migrants. Overall, we find qualified support for both transnational and assimilationist perspectives on alcohol use behaviors among US immigrants – as well as the interaction between these two frameworks. The joint influences of cross-border ties and age at migration were observed primarily for immigrant women, and not always in expected directions. We nevertheless urge future research to consider both US and country of origin influences on a wider range of health and health behavior outcomes for immigrants, as well as the potential intersection between US and cross-border connections.

As the number of school-aged children living outside their country of birth continues to rise, domestic governments should examine whether their education systems have the appropriate policies and practices in place to provide equitable accountability for migrant students. Specifically, domestic governments should work to ensure immigrant students who are not yet proficient in the host country's language are being systematically identified and provided the language supports necessary to engage in their education.

Over the past two decades, the US has been able to hone its approach to educating immigrant children. Drawing from this experience, this brief will show how the federal government has used education policy to increase access and accountability for immigrant children enrolled in US schools. Specifically, this brief will highlight the policies the US has adopted to facilitate uniform and objective procedures in how schools:

• identify immigrant students with linguistic needs upon enrollment;

• assess their language skills upon enrollment to create a baseline; and

• systemically and continually support and assess immigrant students' linguistic needs to ensure they can engage with age-appropriate academic content.

identify immigrant students with linguistic needs upon enrollment;

assess their language skills upon enrollment to create a baseline; and

systemically and continually support and assess immigrant students' linguistic needs to ensure they can engage with age-appropriate academic content.

By highlighting these practices and policies, this brief will show key steps other domestic governments can take to increase the visibility of and accountability over the education of migrant children by ensuring their linguistic needs are proactively addressed.