STRENGTHENING COMMUNITIES 

BY WELCOMING ALL RESIDENTS 

A Federal Strategic Action Plan on Immigrant & Refugee 

Integration

The White House Task Force on 

New Americans

April 2015
President Barack Obama participates in a naturalization ceremony at the War Memorial of Korea in Seoul, 

Republic of Korea, April 25, 2014. Walter Haith, Field Office Director, U.S. Embassy, calls the name of 

each candidate, and Robert Daum, Deputy District Director, USCIS Asia-Pacific Region, administers the 

oath of allegiance. (Official White House Photo by Pete Souza)
The Task Force on New Americans

Cecilia Muñoz, Co-Chair

Director of the White House Domestic Policy Council

León Rodríguez, Co-Chair

Director of U.S. Citizenship and Immigration Services

The Corporation for National and Community Service

The Department of Agriculture

The Department of Commerce

The Department of Education 

The Department of Health and Human Services

The Department of Homeland Security

The Department of Housing and Urban Development

The Department of Justice

The Department of Labor

The Department of State

The Department of Transportation

The Small Business Administration

The Office of Management and Budget

The White House Domestic Policy Council

The White House Office for Intergovernmental Affairs and Public Engagement

The White House Office of Science and Technology Policy

The White House National Economic Council

The White House National Security Council
April 14, 2015

Dear Mr. President:

It is our privilege to submit to you the Task Force on New Americans’ strategic action 

plan on immigrant and refugee integration. As the daughter of immigrants, and the son 

and grandson of individuals who came to the United States as refugees, respectively, it is 

a distinct honor to lead this initiative on your behalf, and on behalf of the more than 40 

million immigrants and refugees living in the United States.

As you have often stated, our nation has drawn great strength from its tradition of 

welcoming new Americans to our shores. It is what makes America exceptional, keeping 

our country young, dynamic, and entrepreneurial. With the exception of Native 

Americans, we are all descended from individuals who came from someplace else.

Regardless of when and how we arrived, Americans are bound together by fidelity to a 

set of ideas that all are created equal, and that anyone can make it if they work hard, 

regardless of the circumstances of their birth.

On November 21, 2014, you established by Presidential Memorandum the White House 

Task Force on New Americans, an interagency effort to develop a coordinated federal 

strategy to better integrate immigrants into American communities. 

Since you announced the creation of the Task Force, we have seen great enthusiasm and 

support for this initiative — both within the federal government and from the public. The

Task Force has conducted a thorough assessment of existing federal integration 

initiatives, engaged with stakeholders at the local and national levels, and solicited 

recommendations from the public.

This plan outlines the Task Force’s integration strategy for the federal government, 

including goals and recommended actions to build welcoming communities; strengthen 

existing pathways to naturalization and promote civic engagement; support the skill 

development, entrepreneurship, and protect new American workers; expand opportunities 

for linguistic integration and education; and strengthen federal immigrant and refugee 

integration infrastructure.

Task Force members successfully executed an aggressive stakeholder engagement 

strategy to solicit proposals and recommendations for the Task Force’s consideration. We 

received input from numerous individuals, faith- and community-based organizations,

local officials, agencies, the private sector, and so many others on what is working to 

support immigrant integration and where opportunity exists for improvement. These 

efforts showed us that American communities are already engaged in innovative work to 

bring all of their residents together and are eager to talk about what more can be done to 

promote immigrant and refugee integration. 
We see this report as a beginning. In the coming months, the Task Force will begin to

implement its strategic goals and recommendations. Critical to the success of our 

implementation efforts are maintaining a continued, coordinated effort across the federal 

government as well as an open dialogue with stakeholders. None of this can, nor should,

be done by the federal government alone. The pillars of civic, economic, and linguistic 

integration cannot be supported without the collaboration of state and local governments, 

the nonprofit and private sectors, schools, philanthropic organizations, community-based 

organizations, immigrant- and refugee-serving organizations, religious institutions, and 

private citizens. Only with a sustained effort from all of us can we ensure that the 

integration of new Americans remains a national priority. 

In December 2015, the Task Force will submit to you a status report, pursuant to the 

provisions of the Presidential Memorandum, to inform you of the progress made toward 

the recommendations outlined in this report.

Thank you for your ongoing leadership and commitment to welcoming and integrating 

newcomers into the fabric of our country. It is an honor to lead this initiative on your 

behalf. 

Cecilia Muñoz, Director León Rodríguez, Director

White House Domestic Policy Council U.S. Citizenship and Immigration 

Services
Table of Contents

I. Executive Summary........................................................................1

II. Introduction...........................................................................................6

III. Building Welcoming Communities.......................................................13

IV. Strengthening Existing Pathways to Naturalization and Promoting Civic 

Engagement............................................................................................................24

V. Supporting Skill Development, Fostering Entrepreneurship and Small Business 

Growth, and Protecting New American Workers............................................31

VI. Expanding Opportunities for Linguistic Integration and Education................ 40

VII. Continuing the Task Force’s Efforts ....................................................50

VIII. Closing........................................................................................52

IX. Appendix A: Glossary of Key Terms....................................................53

X. Appendix B: List of Task Force Events and Engagements...........................55
1

I. Executive Summary 

“For more than 200 years, our tradition of welcoming immigrants from around the world 

has given us a tremendous advantage over other nations. It’s kept us youthful, dynamic, 

and entrepreneurial. It has shaped our character as a people with limitless possibilities 

— people not trapped by our past, but able to remake ourselves as we choose.”

— President Barack Obama, November 21, 2014

Our country has long been a beacon of hope and opportunity for people from around the 

world. Today, 41.3 million foreign-born residents live in the United States and are 

contributing to the vitality of our country and their communities.1 This includes the over 

3 million refugees who have resettled here since 1975 from countries that span the 

globe.2 These immigrants and refugees are adding much to our country’s social and 

cultural fabric, and are also critical to our country’s continued economic prosperity.

While 13 percent of the overall population is foreign-born,3foreign-born workers 

represent close to 17 percent of the current U.S. labor force.4 Over the next 20 years, 

immigrants and their children will account for 85 percent of the net growth in the U.S. 

labor force.5Immigrants are entrepreneurial, starting 28 percent of all new businesses.

6

Moreover, a study by the Partnership for a New American Economy found that 

immigrants or their children have founded more than 40 percent of Fortune 500 

companies, which collectively employ over 10 million people worldwide and generate 

annual revenues of $4.2 trillion.7

Our success as a nation of immigrants is rooted in our historic success in integrating 

newcomers into the social, cultural, and economic fabric of our country. Integration is a 

dynamic two-way process that brings together newcomers and the long-time residents of 

communities into which they settle (“receiving communities”) to foster greater 

understanding, promote inclusiveness, speed economic success, and build secure, vibrant,

and cohesive communities. We achieve a great deal for very little effort. Though we have 

had no official strategy for integration, the family members, employers, and communities 

where immigrants settle — combined with the efforts of immigrants themselves — result 

in a rapid pace of immigrants becoming Americans, achieving proficiency in English, 

adapting to the workforce, and becoming productive members of society. At the same 

time, communities, business leaders, state and local governments, and policymakers are 

recognizing the value of undertaking deliberate integration efforts.

The Obama Administration has studied immigrant and refugee integration efforts, 

maintained dialogue with stakeholders, and applied best practices and key principles, 

particularly those inspired by the “welcoming communities” movement. Welcoming 

communities are cities, counties, or towns that strive to bring immigrants and refugees 

and native-born residents together to create a positive environment for all. Early on, the 

Administration also identified three integration pillars — civic, economic, and linguistic 

integration — that have been its focus over the past six years. Numerous agencies have 

worked to enhance opportunities for new Americans across each of these pillars through 
2

programs that engage local immigrant populations and provide them with access to 

training around language needs, career development, and support services.

To take these efforts further, in November 2014, President Obama created a formal 

interagency body, the White House Task Force on New Americans (“Task Force”). The

Task Force aims to further strengthen the federal government’s integration efforts by 

making them more strategic and deliberate. Today, the Task Force is taking this 

important step by outlining the federal government’s goals to strengthen its integration 

efforts nationwide and build welcoming communities. In the coming months, the Task 

Force will be guided by key goals identified in this plan.

Goals and Recommended Actions

The Task Force identified goals to strengthen our civic, economic, and linguistic

integration and to build strong and welcoming communities. Achieving these goals will 

require action by all Task Force members, state and local governments, the private and 

philanthropic sectors, and immigrants and refugees themselves. The Task Force will

implement the recommended actions contained in this report, and identify additional 

activities to further expand immigrant and refugee integration efforts and build 

welcoming communities.

 Building Welcoming Communities: Recognizing that integration is a two-way 

process that occurs primarily at the local level, the Task Force will support initiatives 

that build bridges among immigrant and receiving communities. Key actions include: 

o Building Welcoming Communities Challenge: This spring, the Task Force will 

launch a challenge to support existing efforts and encourage additional local 

governments to develop and implement integration strategies tailored to their 

communities’ needs.

o Toolkit for Local Communities: Many communities have the will to build

welcoming communities, but do not have models and resources to develop 

plans and implement reforms. The Task Force will develop a toolkit to guide 

these communities in their efforts and to share information on federal funding 

and other initiatives.

o New Americans Corps to Build Local Capacity: Local communities, and 

states, are on the front lines of building welcoming communities, but their 

capacity to engage is often limited. The Corporation for National and 

Community Service (CNCS) will inject energetic AmeriCorps VISTA 

members into communities to help them increase capacity, expand multisector 

networks, and develop and implement local integration plans. 

 Strengthening Existing Pathways to Naturalization and Promoting Civic 

Engagement: Every day, immigrants and refugees living in our country are seeking 

out opportunities to serve and, in the process, are reenergizing communities. Millions 
3

are also eligible to become citizens. The Task Force will engage in a thoughtful 

strategy to encourage immigrants and refugees to volunteer, give back, and consider 

the benefits of naturalizing. Key actions include: 

o Citizenship Public Awareness Campaign: DHS will launch a national, 

multilingual media campaign to raise awareness about the rights, 

responsibilities, and importance of U.S. citizenship, and available citizenship 

preparation tools. 

o Citizenship and Integration Grants Program: In April, U.S. Citizenship and 

Immigration Services (USCIS) announced up to $10 million in competitive 

grant funding for citizenship preparation programs in communities across the 

country. The Administration will continue to request appropriated funding for 

this program. 

o Presidential Ambassadors to Promote Citizenship and Naturalization: The 

Task Force will harness inspirational stories of new Americans and others to

promote naturalization, bolster integration initiatives and increase awareness 

of the contributions of new Americans to our country. 

o Identify Opportunities to Inform Individuals Eligible for Naturalization: 

USCIS will explore opportunities to notify permanent residents about their 

potential eligibility for naturalization. This will include leveraging its existing 

case status and e-filing tools to notify permanent residents seeking to renew or 

replace a permanent resident card about potential eligibility for naturalization. 

o Expand Citizenship Outreach Partnerships. Over the past five years, USCIS 

has increased efforts to coordinate with cities and public libraries to provide 

information about citizenship in local communities. In 2015, USCIS will 

double the number of formal letters of agreement with local governments and 

seek out additional opportunities to expand these local partnerships.

o Increase Mobile Immigration Services: USCIS, will assess the feasibility of 

providing mobile services in areas where underserved populations are located 

and will partner with federal agencies, such as the U.S. Department of 

Agriculture (USDA), that have footprints in rural and other underserved 

communities, to provide mobile immigration services.

o Encourage New Americans to Serve: CNCS will promote volunteer 

opportunities among immigrants and refugees. In September 2015, Task Force 

members will promote opportunities for new Americans and others to 

volunteer and serve, and highlight successful stories of new Americans who 

are volunteering or serving, during annual Citizenship Week activities. 

o Refugee AmeriCorps Program: The Department of Health and Human

Services’ (HHS) Office of Refugee Resettlement (ORR) and CNCS will work 
4

toward implementing a Refugee AmeriCorps program to assist local 

communities with integration of refugee populations. It will also encourage 

grantees to recruit more established refugees to serve in the Refugee 

AmeriCorps program and seek opportunities to expand the program.

 Supporting Skill Development, Fostering Entrepreneurship and Small Business 

Growth, and Protecting New American Workers: New Americans are contributing 

significantly to our economy as workers and entrepreneurs. Task Force members, 

including the Departments of Labor (DOL), Commerce, Housing and Urban 

Development (HUD), Justice (DOJ), and HHS, and the Small Business 

Administration (SBA), will continue promoting the economic integration of 

immigrants and refugees. Key actions include: 

o Small Business Training Courses and Toolkit for New Americans: SBA will 

pilot new “101” classes in targeted cities with concentrations of immigrants 

and refugees, in collaboration with local partners. SBA will also create a new 

toolkit to help new American entrepreneurs understand business and financial 

fundamentals so they can become lender-ready. 

o “Made It in America” Campaign: To promote success stories and motivate 

individuals to take advantage of SBA tools and resources, SBA will launch a 

new campaign, “Made It in America,” to highlight notable new American 

entrepreneurs who have used SBA as a small business resource. The 

Department of Commerce will also promote immigrant entrepreneurship 

through the President’s Ambassadors for Global Entrepreneurship program 

and Business Sunday initiative. 

o Implement New Workforce Programs in Partnership with New Americans: As 

the federal government implements its new workforce training and education 

law — the Workforce Innovation and Opportunity Act (WIOA) — DOL and 

the Department of Education (ED) will promote funding opportunities and 

best practices so that new Americans are provided the tools they need to 

succeed. 

o Career Pathways and Credentialing Toolkit for New Americans: DOL, ED, 

and HHS will collaborate to release a career pathways and credentialing 

toolkit. This toolkit will provide information for states, localities, and will 

include examples of immigrant-focused career-pathways programs. These 

agencies will reach out to additional Task Force members, including the 

Department of Transportation, as it develops the toolkit. 

o Bolster Outreach to Immigrants and Refugees to Promote Awareness of Labor 

Protections and Rights: DOL, in partnership with DOJ, USCIS, and others, 

will provide information regarding worker rights and protections to new 

Americans. 
5

o Meaningful Access to Housing Programs: HUD will launch “HUD Speaks,” a 

two-year pilot to improve communication with and enhance efforts to serve 

ELs and LEP individuals. As a part of these efforts, HUD will develop 

interactive tools that provide information on HUD programs in multiple 

languages, redesign “I Speak” cards for staff, and distribute posters to spread 

awareness about HUD programs and services. 

 Expanding Opportunities for Linguistic Integration and Education: English 

language acquisition is vitally important for new Americans’ success. The Obama 

Administration will implement cradle-to-career strategies to enhance access to highquality language acquisition and increase opportunities for postsecondary education 

and training. Key actions include: 

o Early Learning Toolkit for Parents: ED and HHS will create a parent toolkit 

to provide families, including new American families, with information about 

the importance of early learning for their children and resources on how to 

find high-quality early learning programs. 

o Highlight Promising Practices and Resources for Serving English Learners

(ELs): ED will highlight effective, evidence-based interventions for ELs and 

new Americans, for use in federal programs such as the existing program for 

immigrant children under Title III. These interventions should include 

professional development for educators to meet the unique needs of new 

Americans and ELs as a whole. 

o Encourage Employers, Educational Systems, State and Local Governments, 

and Other Career-Building Institutions to Increase Access to ESL Courses: 

Federal agencies, such as Commerce and SBA, will provide information and 

tools to employers about increasing access to ESL courses, education services, 

and other training programs for frontline immigrant and refugee workers. ED, 

in partnership with other Task Force members, will also explore opportunities 

to pilot and support innovative models of providing ESL instruction. 

o Highlight Effective Institutional Programs, Community Models, and State 

Policies that Enhance Opportunities for New Americans: ED will highlight 

effective institutional programs, community models, and state policies that 

serve young people who are new Americans. For example, Café College, in 

San Antonio, Texas, offers community-based college and career advising 

opportunities to new Americans and their children. 

o Identify Education Grant Programs with Untapped Potential to Support New 

Americans, Including Programs that Employ Place-Based Strategies: ED, as 

well as other Task Force members, will take issues confronting new 

Americans into consideration when developing education grant programs, or 

when awarding grants for programs under which new Americans are eligible 

to receive services. 
6

II. Introduction

For more than 200 years, the United States has welcomed new Americans to our shores.

It is what makes America exceptional. It has kept our country young, dynamic, and 

entrepreneurial. The Obama Administration is guided by the core principle that being 

American is about more than what we look like or where we come from. What makes us 

Americans is our shared commitment to an ideal — that all of us are created equal, and 

all of us have the chance to make of our lives what we will.

By bringing immigrants, refugees, and receiving communities together around integration 

strategies, we create communities with a welcoming culture and strengthen our ability to

ensure that all community members have the tools and opportunities to succeed and fully 

contribute to our nation.

Trends in Immigrant and Refugee Populations

We are, and will continue to be, a nation of immigrants. In the past decade, the United 

States has welcomed, on average, approximately 1 million lawful permanent residents8

and more than 700,000 newly naturalized citizens each year.9 Today, the foreign-born 

population is estimated at 41.3 million and represents 13 percent of the total population.10

That’s up from 9.6 million, or 5 percent of the overall population, in 1970, a period of 

historically low levels of immigration. Immigration to the United States has not reached 

current levels since the beginning of the 20th century, when the percentage of foreignborn residents comprised 14.7 percent (or 13.5 million) of the overall population in 

1910.11

Immigrant Settlement Trends

Over the course of several decades, the composition of the foreign-born population has

changed, transforming and diversifying the nation’s demographics, culture, and 

workforce.12 In 1970, the foreign-born population primarily originated from European 

countries such as Italy, Germany, the United Kingdom, and Poland.13 Today, the U.S. 

Census Bureau estimates that the majority of the foreign-born population hails from Latin 

American and Asian countries14 though other foreign-born populations have grown 

considerably. For example, the foreign-born population from Africa increased from about 

80,000 in 1960 to approximately 1.6 million today.15

Immigrants are also settling in parts of the country that have not historically been 

considered immigrant destinations. For example, in 1900, the 20 metropolitan areas with 

the largest immigrant populations included cities such as Chicago, Philadelphia, New 

York, and Boston.16 By 2010, the 20 largest immigrant destinations included several 

metropolitan areas in the South, such as Atlanta, and in the West, such as Las Vegas.17

Indeed, nearly two-thirds of all states now have foreign-born populations of more than 5 

percent.

18 While the top destinations for immigrants continue to be more traditional states 
7

such as California, New York, Texas, and Florida,

19 the shifting settlement patterns are 

reflected in the list of states with the largest growth in their immigrant populations

between 1990 and 2000 — such as North Carolina, Georgia, Nevada, Arkansas, and 

Utah.

20

Refugee Settlement Trends

The U.S. refugee resettlement program reflects the United States’ highest values and 

aspirations to compassion, generosity, and leadership. Since 1975, the United States has 

welcomed more than 3 million refugees from all over the world.21 From 1975 to the mid1980s, refugees primarily hailed from Asia. The number of refugees from the former 

Soviet Union significantly increased in the late 1980s.22 More recently, the primary 

source regions have shifted, with the majority of refugees originating from the Near East

and South Asia, followed by East Asia and Africa. 

In fiscal year 2013, the U.S. refugee admissions ceiling was 70,000, with numbers 

allocated to five regions.

23 Ultimately, refugees from 64 different countries were resettled 

in American communities.

24 In 2013, the leading countries of nationality for refugee 

admissions were Iraq (28 percent), Burma (23 percent), Bhutan (13 percent), and Somalia 

(11 percent) — 75 percent of refugee admissions in 2013 were from these four 

countries.25 The leading destination states for these refugees include Texas, California, 

Michigan, New York, and Florida.

26 Although one-third of refugees were minors (ages 

0–17), more than half of admitted refugees were of working age (18–64).27

These individuals bring a variety of skills, including the determination to persevere and 

rebuild their lives. In addition to refugees, the United States has also welcomed many 

other resettlement-eligible populations such as asylees; certified (foreign) victims of 

human trafficking; Cuban/Haitian Entrants; and Special Immigrant Visa recipients from 

Iraq and Afghanistan.

Community Impact

One of the clearest indicators of immigrant impact is reflected in their contributions to the 

workforce. Today, the foreign-born population accounts for nearly 17 percent of the U.S. 

workforce and continues to be an increasing component of the labor force.28

Approximately 78 percent of the foreign-born population is of working age (18–64).29

Foreign-born workers have higher labor force participation rates than native-born 

workers and contribute to a variety of sectors, ranging from service occupations to 

management, professional, and related occupations.30

Job opportunities are one factor influencing destination choices, but destination areas for 

foreign-born individuals vary, presenting both opportunities and challenges for receiving 

communities. Highly skilled and entrepreneurial migrants tend to settle in vibrant 

metropolitan areas, financial hubs, or tech clusters, while other regions often struggle to 

attract and retain native-born and foreign-born workers alike.31 Moreover, job 

opportunities draw significant numbers of immigrants and refugees to cities with less
8

experience in integrating newcomers.

32 When communities work together, they can 

maximize the benefits of immigration — for both new Americans and receiving 

communities — spurring economic growth, innovation, and revenues.

Economic Benefits of Immigrant and Refugee Integration

A large body of academic research has shown that immigration benefits the U.S. 

economy as a whole, the communities in which immigrants live, and the businesses 

where they work. Immigrants increase the size of the population and thus of the labor 

force and customer base, making an important contribution to economic growth. 

Immigrants are highly entrepreneurial and innovative. Immigrants, for example, are more 

likely than native-born individuals to start businesses,33 and a study by the Partnership for 

a New American Economy found that more than 40 percent of Fortune 500 companies 

were founded by immigrants or the children of immigrants.34 In 2005, over half of new 

tech startups in Silicon Valley had at least one immigrant founder.

35 A 2010 study by 

Jennifer Hunt and Marjolaine Gauthier-Loiselle found that foreign-born workers obtain 

patents at two times the rate of native-born workers because, compared to the native-born 

population, a greater share of immigrants have science and engineering degrees. 

Immigrants increase the rate of patenting per capita without reducing patenting rates of 

native-born individuals.36 Creating welcoming communities can help to ensure that our 

nation fully reaps the economic benefits of this vitality and creativity.

In addition, research suggests that U.S. citizenship provides significant economic and 

practical benefits to workers, families, and the U.S. economy. Comparing naturalized 

immigrants to similar noncitizen immigrants, a number of studies have identified a 

“citizenship wage premium:” the amount by which naturalized immigrants earn higher 

wages than non-naturalized immigrants. This difference in earnings is not explained fully 

by differences in personal characteristics like education, experience, and occupation. In 

other words, wages for naturalized immigrants are higher than the wages of similar nonnaturalized immigrants with the same level of education, the same experience on the job, 

and the same occupation, suggesting that naturalization itself boosts wages.37

Using data from the National Longitudinal Survey of Youth, one study finds a citizenship 

premium of about 5 percent for young male immigrants.38 A 2012 study by Manuel 

Pastor and Justin Scroggins estimates a larger earnings premium associated with 

citizenship of between 8 and 11 percent.39 In their study, Pastor and Scoggins use data 

from the U.S. Department of Homeland Security’s Office of Immigration Statistics to 

simulate a scenario in which the population of legal immigrants eligible to become 

citizens under current law naturalize. They find that total income in the United States

would increase by as much as $9 to $13 billion per year as a result of the citizenship 

wage premium.40

The mechanisms that contribute to the citizenship wage premium are likely to include a 

number of factors, including the ability to obtain jobs and licenses for which citizenship 

is required;41 the ability to obtain jobs that require international travel, which is often 

easier for those with U.S. passports; and citizenship serving as a signal to employers that 
9

a person means to stay in the United States.42 The largest factor, however, may be the 

least tangible: the added certainty that citizenship provides leads immigrants to be more 

likely to invest in themselves in the form of education or job skills training.

At the same time, naturalization has wider economic benefits. For instance, the certainty 

associated with citizenship also encourages investment in the communities in which 

immigrants live — by, for example, taking on the risk of starting a business or purchasing 

a home.43 These investments not only grow the U.S. economy as a whole but also have 

important spillovers to the productivity of native-born workers and U.S. businesses. 

Meanwhile, linguistic integration by immigrants can have similar economic benefits for 

both immigrants and native workers alike. Improving the English language skills of 

immigrants can boost their productivity, increasing the range and quality of jobs to which 

they have access and closing the earnings gap between immigrants and the U.S.-born. A 

2004 study by Hoyt Bleakley and Aimee Chin, using data from the 1990 Census, finds 

that among adults who had immigrated to the United States as children, greater fluency in 

English is associated with higher earnings later in life.44

A similar 2010 study by the same authors, using data from the 2000 Census, finds that 

immigrants with higher levels of English proficiency are more likely to achieve greater 

educational attainment and to earn higher wages.45 The same 2010 study also finds that 

immigrants with greater English language skills are more likely to be socially integrated 

in their broader communities in terms of both interpersonal relationships and their choice 

of residence.46 Lowering these linguistic barriers through policies encouraging greater 

linguistic integration will pay economic dividends for both immigrant populations and 

U.S. society as a whole.

Opportunities for Immigrant and Refugee Integration

While all American cities and regions share a common goal of growing and retaining 

their workforce, their needs and specific contexts vary widely. Cities like Detroit, which

face a cycle of depopulation and persistent economic challenges, are seeking 

opportunities to increase immigration as a strategy to revitalize communities and generate 

economic growth.47 Alternatively, tech clusters like Silicon Valley and global 

metropolitan areas like Los Angeles are magnets for native- and foreign-born workers 

alike, with immigrant entrepreneurs engineering significant and cutting-edge 

technologies.

48 Spread across the middle of this spectrum are reemerging manufacturing 

centers; rural areas with pressing workforce needs; gateway cities experiencing 

substantial population turnover; and satellite towns, and suburbs providing new 

destinations for immigrant communities.49 Growing immigrant populations are helping to 

fuel the success of these American communities and offer several important 

opportunities. 

 Immigrants and refugees add to the rich diversity of our country. The United 

States is a country of immigrants, where people from all around the world come 

to build a better life. As was the case with historic waves of immigration, recent 
10

immigrants and refugees enrich and contribute to American society through their 

culture, language, and experience. New Americans bring fresh perspectives and 

help ensure that our country remains a dynamic global leader. 

 Immigrants and refugees can help us meet labor force needs as the Baby 

Boom generation reaches retirement age. The U.S. Census Bureau predicts 

that, by 2030, the working age (18–64) population will drop to approximately 57 

percent of the total population.50 At the same time, the vast majority (78 percent) 

of immigrants are of working age.

51 Foreign-born workers and their children are 

expected to account for a significant percentage of the net growth in the labor 

force.

52 Helping immigrants and refugees fully realize their potential is a key 

factor to our economic growth. 

 Increasing numbers of lawful permanent residents (LPRs) are naturalizing.

Over the past decade, more than 700,000 individuals, on average, have chosen to 

naturalize each year.53 This latest cohort of new citizens is becoming more 

civically engaged and seeking out opportunities to give back to their new 

hometowns, which is energizing their receiving communities. With approximately 

two-thirds (8.8. million) of the LPR population estimated to be eligible to 

naturalize, the potential contributions of these future citizens is tremendous.

54

Maximizing the assets of the growing foreign-born population in the United States 

presents a variety of mutually beneficial opportunities to meet receiving communities’ 

needs and integrate immigrants and refugees. Strategic integration initiatives can increase 

job creation, fuel growth, foster innovation and entrepreneurship, generate increased 

revenue, and create vibrant culturally rich communities. However, these benefits are not 

guaranteed. Receiving communities must engage with newcomers and together develop 

goals to ensure success for all residents.

Challenges to Immigrant and Refugee Integration

Over the past decade, the number of receiving communities proactively seeking to

integrate immigrants and refugees has grown significantly. Several state and local offices 

of New Americans or Immigrant Affairs have been created or reenergized. Mayors are 

forming partnerships with the local business community to encourage the recruitment and 

retention of immigrant businesses and workers. Foreign entrepreneurs are starting 

businesses that not only create jobs, but often revitalize neighborhoods and attract more 

diversity to aging downtowns and small communities alike. Educational institutions and 

workforce training systems are working to sharpen the skills and training of newcomers

seeking to increase their earning potential and to provide for their families. Local 

communities are using public libraries, schools, and other local information hubs to 

provide information about the naturalization process. 

Despite these efforts, newcomers and receiving communities continue to face challenges 

to successful integration and to building welcoming communities. Through engagement 
11

with stakeholders, the Task Force identified common challenges faced by receiving 

communities:

 Limited capacity and funding for immigrant and refugee integration and 

welcoming communities activities. While there is significant interest, state and 

local governments and service providers identified the lack of capacity and 

funding as one of the primary barriers to creating new and strengthening existing 

integration programs and welcoming communities initiatives. 

 Limited awareness about refugees and limited understanding about the 

U.S.’s role in refugee resettlement. Refugees are a unique subset within the 

broader immigrant population who tend to be less well-known across mainstream 

networks and communities. Yet they are an important part of this nation’s fabric, 

and contribute positively to the communities in which they live. Increasing 

awareness about refugees and facilitating linkages between the resettlement 

network and mainstream networks can help address challenges to integration.

 Limited access to successful integration models. Integration and receiving 

community leaders have begun to organize and convene forums to share best 

practices, most prominently through the annual National Immigrant Integration 

Conference.55 In 2014, the Obama Administration also held the first-ever White 

House Convening on Immigrant and Refugee Integration and issued a fact sheet, 

Strengthening Communities by Welcoming All Residents: The Federal Role in 

Immigrant & Refugee Integration.56 Still, there are limited mechanisms to identify 

and share successful evidence-based models of economic, linguistic, and civic 

integration that are already working in other communities.

In order to ensure successful integration, the Task Force seeks to support and increase the 

capacity of receiving communities to build welcoming communities. Ultimately, these 

efforts will require a multifaceted and cross-sector strategy that leverages existing efforts 

by key stakeholders, all working in partnership with receiving communities.

The Task Force on New Americans

On November 21, 2014, President Obama created the White House Task Force on New 

Americans (“Task Force”) as part of a series of executive actions to fix our broken 

immigration system. The goal of the Task Force is to develop a federal immigrant and 

refugee integration strategy that allows individuals to live up to their fullest potential and 

brings immigrants and refugees and receiving communities together to strengthen 

communities. The President directed the Task Force to deliver this plan within 120 days. 

As a part of its efforts, the Task Force embarked on a robust engagement effort to gather 

input and ideas from a cross-section of stakeholders.

Given the diversity and creativity of local integration initiatives, Task Force Co-Chairs 

Cecilia Muñoz, Director of the White House Domestic Policy Council, and Léon 

Rodríguez, USCIS Director, issued a national Call for Ideas. This request generated close 
12

to 350 public submissions from immigrant and refugee resettlement advocates and 

service providers, faith-based and community-based organizations, intergovernmental 

stakeholders such as local mayors, and many others across the country. In addition, the 

Task Force hosted three national listening sessions, with more than 1,000 participants, to 

seek stakeholder feedback on best practices and strategies for successfully integrating 

immigrants and refugees as well as building welcoming receiving communities.

Finally, Task Force members proactively reached out to existing stakeholder networks to 

learn about the integration challenges and opportunities in particular agency policies, 

programs, and initiatives. Highlights of agency stakeholder engagement include: 

 Site visits: DOL, ED, SBA, and CNCS conducted site visits to organizations 

working with new Americans and interacted with individuals, leaders, and 

community members to gain insights into their experiences.

 Stakeholder listening sessions and roundtables: DOL, ED, and HHS hosted 

listening sessions and roundtables with stakeholders including labor unions, 

worker centers, faith-based organizations, immigrant advocates, and communitybased organizations.

 Virtual town halls and webinars: In order to engage stakeholders who were unable 

to attend in-person sessions, agencies also hosted webinars that provided the 

public with an opportunity to ask questions and offer feedback. 

In addition to public feedback, Task Force members conducted an assessment of their 

agency’s efforts to develop, implement, and monitor targeted immigrant integration 

initiatives to further the civic, economic, and linguistic integration of new Americans. 

These engagement opportunities and internal assessments contributed greatly to the 

development of the Task Force’s integration strategy and plan for action. 
13

III. Building Welcoming Communities

Integration is not something immigrants and refugees can achieve in isolation; 

welcoming environments are necessary to ensure successful outcomes that benefit local 

communities as well as our nation. For effective integration, we need a comprehensive 

national and local effort that draws on the strengths and capacity of all sectors of society 

and all levels of government — a “whole of society” approach. Within this approach, 

there is a strong need for the federal government to promote a policy framework that 

enhances state and local integration efforts. Because integration happens primarily at the 

local level, this whole of society approach must also capitalize on the flexibility, 

responsiveness, and creativity of our communities and local partners. Potential partners 

include municipal and state governments, schools, public libraries, businesses and 

nonprofits, civic organizations, community-based organizations, immigrant- and refugeeserving organizations, faith communities, and foundations, to name a few. The most 

critical element of a whole of society approach is the American people, and their 

continued willingness to extend a neighborly welcome to immigrants and refugees.

Integration as a Two-Way Process

Discussions on immigrant integration often focus on what immigrants can do to acclimate 

or “fit in” to their new environment — become fluent in English, navigate the job market, 

and generally adapt to the culture of their adopted home. Acknowledged less often is the 

important role of receiving communities. Communities play a vital role in welcoming 

immigrants by celebrating and valuing their diverse linguistic and cultural assets, 

connecting new residents to long-time residents, and building support networks to assist 

in integration and community cohesion. Like any relationship, the relationship between 

immigrants and their communities must be a two-way process with shared opportunities 

and responsibilities.

Engaging Receiving Communities

The Task Force takes inspiration from the Welcoming Communities Movement, which

engages receiving communities and creates welcoming environments for all community 

members. This movement is focused on building 21st century communities that attract 

and retain global talent and investment. 

Examples of federal and nonprofit initiatives to engage receiving communities include:

 Within DHS, USCIS administers the Citizenship and Integration Grant Program, 

which supports and promotes engagement with immigrant receiving communities. 

When USCIS reviews grant applications, it considers the extent to which a 

program supports engagement with the receiving community as a factor in 

selecting award recipients. Grant Program award recipients have shown 

exceptional promise in their efforts to engage local immigrant populations as well 

as the communities receiving them. Some examples of grant recipient efforts
14

designed to involve local communities include a storytelling program — led by 

immigrants at a public library — that focuses on educating long-term residents on 

the immigrant community; a partnership with a local police department to help the 

immigrant community establish neighborhood crime watch programs; and a civics 

program utilizing local high school students as volunteer tutors. 

 The Institute of Museum and Library Services (IMLS) partners with USCIS to 

distribute information, educational materials, and training resources on 

immigration and citizenship to libraries. With nearly 9,000 public libraries and 

more than 17,000 library branches and bookmobiles in the 50 states and the 

District of Columbia,57 libraries serve as local, accessible, and trusted spaces for 

immigrants to find information. According to IMLS, more than 55 percent of new 

Americans use the public library at least once a week.58 Through this partnership, 

USCIS and IMLS seek to ensure that librarians have the necessary tools to refer 

their customers to accurate and reliable sources of information on immigrationrelated topics. 

 With funding from ED, World Education, Inc. leads efforts to build the capacity 

of local multi-stakeholder networks to support the integration of immigrants and 

refugees through the Network for Integrating New Americans (NINA) initiative. 

NINA’s goals are to improve immigrants’ access to effective and innovative 

English language programs; support immigrants on the path to citizenship; and 

support immigrants’ career development through training and education. NINA 

pilot sites are located in five communities. Each NINA community is unique and 

is building its own plan for success. In Boise, the Neighbors United Network, a 

coalition of over 20 government agencies, educational institutions, community 

groups, and faith leaders identified economic integration as a key area of focus. 

They are pursing this goal by launching a new workforce development initiative, 

Global Talent Idaho, which is helping skilled immigrants find jobs related to their 

former careers, experience, and education. 

 Welcoming America — a national network of organizations that promote mutual 

respect and cooperation between foreign-born and native-born Americans — is 

also engaging with receiving communities across the country. Welcoming 

America is working with more than a dozen economic development initiatives to 

create a new network – the WE Global Network – to focus on economic 

integration. Welcoming America is also working with dozens of communities 

through its Welcoming Cities and Counties initiative. 

 The National Partnership on New Americans (NPNA) – a national partnership of 

the largest regional immigrant rights organizations largely located in traditional 

immigrant receiving states – is providing support to local communities seeking to 

integrate and empower immigrants and refugees to build welcoming communities. 

Since 2009, NPNA has brought together stakeholders at the National Immigrant 

Integration Conference to share best practices and build partnerships. 
15

Engaging Immigrants and Refugees

Equally important is a concerted effort to engage immigrants and refugees directly in 

integration initiatives. Several government agencies and programs serve to build trust 

with immigrant and refugee communities and to provide support, education, and ongoing 

dialogue. 

 The DHS Office for Civil Rights and Civil Liberties (CRCL) is charged with 

ensuring that the agency protects individual liberty, fairness, and equality under 

the law in carrying out its responsibilities. Crucial to this effort is engaging 

directly with affected communities, including immigrants and refugees. CRCL 

holds quarterly community roundtable meetings in 16 cities to bring together 

community leaders and federal, state, and local government officials. 

 USCIS also regularly engages with immigrants and stakeholders on a wide range 

of immigration topics. The agency conducts multilingual engagements, hosted in 

USCIS field offices, public libraries, municipal facilities, and spaces provided by 

community partners. Since 2012, USCIS has hosted engagements in Spanish, 

Creole, Arabic, Vietnamese, Mandarin, Cantonese, and Korean. From January 1, 

2012, to July 30, 2014, more than 12,000 individuals participated in these 

multilingual engagements. USCIS also has a Multilingual Resource Center, which 

offers immigrants and refugees information in 23 languages.

 Because new American workers are often more vulnerable to exploitation by 

unscrupulous employers due to language and cultural barriers, DOL engages them 

directly through partnerships with various federal partners. For example, DOL 

works with the White House Initiative on Asian American Pacific Islanders 

(WHIAAPI) to offer train-the-trainer activities in targeted sectors, such as nail 

salons, that employ large numbers of Asian American workers. The DOL Office 

of Federal Contract Compliance Programs (OFCCP) conducts outreach and 

provides education for vulnerable populations to educate workers about their 

workplace rights and applicable nondiscrimination provisions of laws enforced by 

OFCCP.

 CNCS, through its national service programs, places national service participants 

in nonprofit, faith-based, and other community organizations, and public agencies 

to create programs that bring low-income individuals and communities out of 

poverty, including new Americans, and address critical unmet needs. For 

example, some AmeriCorps VISTA members serve as Refugee Job Developers. 

Their responsibilities include identifying and partnering with local employers 

willing to hire newly arrived refugees with limited English skills; researching 

credentialing and career opportunities for refugees who hold professional degrees; 

and creating curricula for employment readiness classes for refugees. 

 The HHS Office of Community Services’ (OCS) Community Services Block 

Grant (CSBG) program supports a nationwide local network — primarily of 
16

nonprofit Community Action Agencies (CAAs) — offering a wide range of 

services aimed at strengthening both urban and rural communities, including 

citizenship education, job development and placement, housing assistance, 

English learning and adult basic education, health services, and community 

economic development projects. In partnership, OCS and ORR seek to further 

promote refugee stakeholder engagement in community needs assessments, and 

strengthen technical assistance, outreach, and collaboration between the CSBG 

and resettlement networks to help advance refugee community integration.

Ensuring Language Access and Equal Access

Some new Americans lack proficiency in the English language when they first arrive in 

this country. Even those who are fluent in the English language may find their skills 

faltering in unfamiliar or intimidating situations, such as in courtroom proceedings, when 

receiving a healthcare diagnosis, during encounters with law enforcement agents, or in 

contacts with local, state, or federal government. As various levels of government engage 

with new Americans, it is important that they provide meaningful access to programs and 

services, consistent with our nation’s civil rights laws, which prohibit discrimination on 

the basis of race, color, or national origin. A government agency that denies limited 

English proficient (LEP) individuals meaningful access to federally funded programs and 

activities would be in violation of Title VI of the Civil Rights Act of 1964, which

prohibits discrimination on the basis of race, color, and national origin in programs and 

activities receiving federal financial assistance. Additionally, Executive Order 13166, 

Improving Access to Services for Persons with Limited English Proficiency, requires

federal agencies to ensure that LEP individuals have meaningful access to the federal 

government’s own programs. DOJ enforces these language access obligations and 

coordinates implementation of Executive Order 13166.

Other examples of the federal government’s activities include: 

 DOJ’s Interagency Working Group on Limited English Proficiency works to 

ensure that federal agencies are enforcing Title VI consistently and effectively 

with respect to LEP individuals. Working Group members share promising 

practices, create and help to implement tools or other forms of technical 

assistance, identify common enforcement issues, and exchange ideas for ensuring 

high-quality and cost-effective language assistance services. For example, in 

April 2015, DOJ, the Social Security Administration, DHS, and the Department 

of the Treasury are releasing a video vignette training series and toolkit to inform 

federal employees about language access best practices — e.g., how to determine 

if an individual is LEP, how to determine the individual’s language, and how to 

interact with an LEP individual using telephonic and other interpretation methods.

 Practices that deny LEP persons meaningful access to state courts may not only 

violate federal law but also undermine the fair, efficient, and accurate 

administration of justice. To address these concerns, DOJ launched a Courts 

Language Access Initiative, with a multipronged approach of enforcement, 
17

technical assistance, and capacity building to ensure full language access in state 

court proceedings and operations nationwide. As part of this Initiative, DOJ

issued a letter to state court administrators and state court chief justices in August 

2010 reminding them of the longstanding obligation of federally funded state 

court systems to provide LEP individuals with meaningful access to the court 

process.

 The General Services Administration maintains a Multilingual Digital Group of 

federal, state, and local government web content managers who are working to 

expand and improve digital content in languages other than English. The 

Multilingual Digital Group’s primary goal is to meet the growing demand for 

government information and services in multiple languages and to share ideas, 

challenges, and best practices for managing multilingual content.

 HHS has developed enhanced “National Standards for Culturally and 

Linguistically Appropriate Services in Health and Health Care” standards 

(National CLAS Standards) that provide a blueprint for agencies and healthcare 

organizations to provide effective and respectful quality care and services that are 

responsive to diverse cultural practices, preferred languages, health literacy levels, 

and other communication needs.

 In HHS, ORR’s refugee health resources aim to ensure refugees’ access to critical 

mainstream health resources and promote health literacy and information by 

awarding refugee health grants, as well as providing culturally and linguistically 

appropriate materials and videos on health insurance, emergency preparedness, 

refugee women’s health, and emotional wellness.

State and Local Initiatives That Are Institutionalizing Welcoming Efforts

There are many ways in which state and local governments across the country are 

demonstrating their commitment to immigrant integration — some have created formal 

institutions such as Offices for New Americans and Immigrant Affairs; others have 

published proclamations or resolutions declaring themselves to be welcoming 

communities; and others are developing and pursuing integration plans. In fact, the White 

House has recognized local models and leaders as Champions of Change. Below are 

examples of promising trends for building welcoming communities under way in 

communities across the country.

Offices for New Americans and Immigrant Affairs

Several states and cities have established offices to coordinate and lead integration 

efforts. While each office is unique in scope and size, they generally share similar 

missions of bringing together foreign-born and native-born individuals. Illinois,

Massachusetts, New York, and Michigan are examples of states with offices dedicated to 

immigrant integration.59
18

Established in 2010, the Illinois Office of New Americans Policy and Advocacy has 

increased the number of Welcoming Centers from two to five.60 To aid the growing 

numbers of immigrants who live outside of the Chicago area, the Governor’s Office used 

a Welcoming Center “Mobile Unit” to hold service fairs or “Welcoming Days.” This 

effort ensure that approximately 11,000 new Americans received access to services and 

programs in 2012.61 The Office also increased the number of service providers from 11 to 

25 state agencies, and made more information available online and in multiple 

languages.62

In 2013, New York State established an Office for New Americans (ONA) and has 

created a network of 27 neighborhood-based Opportunity Centers where integration 

activities are encouraged. As part of its efforts to leverage new Americans professional 

skills, ONA, the Cooper Union, and the Bnai Zion Foundation developed an innovative 

public-private partnership with the Retraining Program for Immigrant Engineers to offer 

free professional courses and job placement assistance for high-skilled new Americans 

for the fall 2014 semester.63 Eligible immigrants are able to enroll in introductory and 

technology courses designed to update participants’ engineering, computer programming, 

and business skills.64

The Michigan Office for New Americans was established in 2014 to “help grow 

Michigan’s economy” and provides information on integration opportunities, such as 

where to find citizenship and English as a Second Language (ESL) classes, information 

on professional licensing and business startups, and general government resources.

In addition to statewide offices, many cities have created similar institutions. The City of 

Boston, Massachusetts, established the Mayor’s Office of New Bostonians in 1998. This 

office “acts as a catalyst for providing opportunity, access and equality for immigrants, 

and highlights the contributions and the essential role that immigrants have played and 

continue to play in making Boston the world class city that it is.”65

The City of Chicago, Illinois, developed a comprehensive “New Americans Plan” in 

2012 that includes strategies to ensure that the City’s diverse immigrant population is 

empowered. The City’s Office of New Americans leads initiatives to improve services 

and engage immigrant communities through collaboration with local community 

organizations, academic institutions, government partners, and the private sector.

Los Angeles, California, has long been a gateway for newcomers. The Mayor’s Office of 

Immigrant Affairs leads initiatives to promote immigrant integration in the city and 

coordinates outreach and legislative advocacy around immigration issues. The Office also 

provides support to immigrant entrepreneurs and works with local community-based 

organizations to hold workshops and information sessions on citizenship and other 

immigration programs.66

The New York City Mayor’s Office of Immigrant Affairs (MOIA) provides a variety of 

services to the city’s diverse immigrant population. Through the show “We Are New 

York,” MOIA coordinates free conversation groups to help adult immigrants learn 
19

English.67 MOIA has also worked to increase access and awareness of citizenship 

through NY Citizenship in Schools. This program provides naturalization information, 

assistance, and financing options to the parents of students in the city’s public schools 

who are interested and eligible to apply for citizenship.68

Campaigns and Resolutions to Highlight Contributions of Immigrants and Refugees

Another way municipal governments are demonstrating their commitment to immigrant 

integration is by passing resolutions that recognize the importance of building welcoming 

cities, honoring our nation’s heritage as a nation of immigrants and refugees.

 Since 2000, the Office of the United Nations High Commissioner for Refugees 

(UNHCR) has joined with communities to commemorate World Refugee Day on 

June 20. National organizations like the International Rescue Committee host 

events with their affiliates, including film screenings, soccer tournaments, and 

community dialogues.

 Through the Welcoming Cities and Counties Initiative, cities and counties are 

passing proclamations or resolutions declaring their community to be a 

welcoming community as a first step to institutionalizing welcoming efforts 

through the adoption of policies and practices that fit the unique local context.

 In June 2014, Welcome.us, a nonprofit dedicated to celebrating a United States 

that is fueled by an immigrant tradition, launched Immigrant Heritage Month. 

Through this effort, individuals and communities across the country told the story 

of their immigrant heritage. 

Actionable and Comprehensive Welcoming Plans

Some communities are going further and creating strategic immigrant integration plans. 

These welcoming plans take the desire to be a welcoming community one step further by 

establishing specific and strategic actions for becoming immigrant-friendly communities. 

An example of this work is taking place in the City of Dayton, Ohio. After the creation of 

the Welcome Dayton Plan — which included engaging receiving communities — Dayton 

Public Schools established a Welcoming Center to help immigrant children with 

academic performance and socialization. In fact, Dayton has seen revitalized 

neighborhoods and business corridors, along with a significant increase in the number of 

immigrants settling in the city, which has helped offset over 20 years of rapid population 

decline. Now, local population and tax revenue decline has all but halted, and business 

districts and neighborhoods that were previously half empty are now thriving due to the 

arrival of new immigrants. 

The City of High Point, North Carolina, has implemented a welcoming plan for new 

Americans and the greater receiving community. High Point developed a 16-point 

strategic integration plan as part of its Building Integrated Communities (BIC) project, an 
20

initiative of the Latino Migration Project at the University of North Carolina at Chapel 

Hill. This comprehensive plan for immigrant integration focuses on access to services 

and information, cultural competency, and civic leadership and activation while 

incorporating performance indicators for measuring and evaluating the impact of each 

focus area. The City of High Point is credited with creating “one of the first citywide 

comprehensive integration plans in the South.”69

Another example of a community that has established a welcoming plan is the City of 

Baltimore, Maryland. In September 2014, the city published The Role of Immigrants in 

Growing Baltimore: Recommendations to Retain and Attract New Americans.

70 This plan

highlights the contributions of Baltimore’s immigrant population and identifies short- and 

long-term actions to support integration. To develop these recommendations, the Mayor’s 

office conducted extensive discussions with high-level representatives from 10 city 

agencies and stakeholders from community-based organizations, foundations, and private 

partners.

Federal Strategic Goals

Recognizing that integration is a two-way process that occurs primarily at the local level, 

the federal government strives to support initiatives that bring together new Americans

and receiving communities. Through three specific and targeted goals, the Administration 

will continue to promote the development of welcoming communities across the country:

 Goal 1: Build community capacity to welcome and engage immigrants and 

refugees. Local communities are increasingly cognizant of the importance of 

immigrant and refugee integration and the need to bring all residents together to 

develop local integration plans. Several federal agencies have sought to bolster 

these community planning efforts by providing technical assistance to receiving 

communities and encouraging current grantees to engage in welcoming work.

Task Force members will continue to promote the welcoming communities 

approach and build capacity for receiving communities with an interest in it. 

 Goal 2: Increase opportunities for communities to utilize federal funding streams 

to develop and implement local integration plans. While there are no major 

federal funding streams dedicated exclusively to integration, several programs 

support civic, economic, and linguistic integration. Federal agencies will explore 

mechanisms to clarify federal funding streams that can be used to support

integration activities, including welcoming community planning efforts. 

 Goal 3: Use the “convening power” of the federal government to celebrate new 

Americans, highlight state and local integration strategies, and encourage 

welcoming communities’ initiatives. Over the past six years, the White House and 

other Task Force members have held several events and roundtables, including 

naturalization ceremonies, to celebrate inspiring new Americans and welcoming 

communities. The Administration will continue to use its convening power to lift 

up the efforts to build welcoming communities. 
21

Recommended Actions 

1. Building Welcoming Communities. This spring, the Task Force will launch a 

challenge to encourage local governments to develop and implement local immigrant 

and refugee integration strategies. Working with Task Force members, the 

Administration will provide technical assistance and other opportunities to 

participating communities that put them on the path to building welcoming 

communities.

2. Toolkit for Local Communities on Federal Efforts to Support Welcoming 

Communities and Integration Efforts. While many communities have the will to 

engage in the hard work of building welcoming communities, many do not have the 

resources to develop integration plans and implement recommended actions. The 

Task Force will develop a toolkit to guide these communities in their welcoming 

efforts and to share information on federal funding streams and initiatives that 

promote integration and welcoming communities’ efforts.

3. Second Annual White House Convening on Immigrant and Refugee Integration.

In July 2014, the Obama Administration hosted the first-ever White House 

Convening on Immigrant and Refugee Integration, bringing together more than 170 

leaders to share best practices and provide information on federal initiatives. Building 

on this effort, the White House will host a second annual convening to provide 

technical assistance and share best practices with “Building Welcoming 

Communities” challenge participants. The Task Force will also consider hosting 

regional summits to encourage state, regional, and local planning. 

4. New Americans Corps to Build Local Capacity. Local communities are on the 

front lines of building welcoming communities. National service members, such as 

AmeriCorps VISTA members, could serve a critical role in municipal governments as 

they identify local needs; expand multisector networks; and develop and implement

local integration plans. CNCS will establish a new corps of AmeriCorps VISTA 

members to increase capacity and foster immigrant and refugee integration.

5. Build Strategies and Better Practices to Enhance Integration of Refugees.

Though efforts are in place to engage refugees and assist with their integration, more 

work must be done to develop relationships and better practices for engagement with 

local communities. For example, the Department of State’s Bureau of Population, 

Refugees, and Migration (PRM) will enhance refugee engagement and develop 

strategies around integration by ensuring discussions on refugee integration at local 

quarterly stakeholder meetings and creating and disseminating welcome letters to 

refugees encouraging local community engagement upon their arrival. PRM will also 

collaborate with ORR during this process.

6. Emphasize Existing Funding Opportunities to Assist New Americans and 

Welcoming Communities. For example, the Community Development Block Grant 

(CDBG) program at HUD provides annual grants to over 1,200 units of local 
22

government and states in order to fund public facilities to improve communities, 

ensure decent affordable housing, provide services to community members, and 

create jobs through the expansion and retention of businesses. HUD will highlight 

how localities can use CDBG funding to implement activities in an effort to more 

intentionally and meaningfully engage with new Americans.

7. Connect the Promise Zone Initiative with Welcoming Communities Efforts. The 

President named the first five Promise Zones in 2014 and will designate an additional 

15 Promise Zones by the end of calendar year 2016. In these Promise Zones, the 

federal government is partnering with local leaders to help them access the resources 

and expertise they need to create jobs, increase economic activity, improve 

educational opportunities, and reduce violent crime. Many current Promise Zone 

communities are already engaged in welcoming communities work, but more can be 

done to give them the tools to successfully integrate immigrants and refugees. The 

third-round Promise Zone competition will commence in 2015. HUD will solicit 

public comment on the proposed selection process, criteria, and submissions for the 

final round of the Promise Zones initiative. During the public comment period, HUD 

will solicit feedback on how to increase resident engagement, including the 

engagement of current residents with new Americans, as part of the next Promise 

Zone Solicitation. HUD will also work with the Task Force to encourage written 

comments from integration stakeholders.

8. Ensure Federal, State, and Local Government Programs Uphold Civil Rights 

Obligations. DOJ will continue its efforts to investigate the extent to which —

despite existing federal guidance — new American families still face language 

barriers when obtaining services or enrolling in programs. For example, immigrants, 

refugees, and children of immigrants can encounter language barriers or experience 

other forms of discrimination when enrolling in school. As a result, earlier this year, 

ED and DOJ released joint guidance reminding states, school districts, and schools of 

their obligations under federal law to ensure that English learner students have equal 

access to a high-quality education and the opportunity to achieve their full academic 

potential. Other agencies will engage in similar proactive efforts to ensure equal 

access to federally funded programs and activities. For example, HUD plans to launch 

a two-year pilot to improve the agency’s communication with ELs.

9. Increase Low-Cost Legal Services Capacity for Immigrants and Refugees. Many 

immigrants and refugees face barriers to accessing affordable immigration-related 

legal services. In recognition of the need to increase local capacity to provide lowcost immigration legal services, DOJ will issue new rules to clarify the process for 

becoming a recognized and accredited legal service provider. It is essential that 

communities learn about these changes that will allow more organizations to assist 

individuals. DOJ will work with other Task Force members, including DHS and 

HHS, and receiving communities to publicize the proposed changes and launch a 

public campaign on the final guidelines. DOJ will also work with national, state, and 

local bar associations, law schools, and others to share information and encourage 

communities to become accredited. 
23

10. Combat Notario Fraud. The Federal Partners Working Group — a consortium of 

agencies including DOJ, DHS, and the Federal Trade Commission (FTC) — engages 

in intradepartmental and interagency efforts to protect immigrants and the 

immigration process from the Unauthorized Practice of Immigration Law (UPIL) and 

immigration scams. Federal partners will continue to provide education to the public 

on how to identify signs of UPIL or “notario fraud,” how to find authorized 

practitioners that can provide legal advice, and how to detect and report immigration 

scams. Public education efforts will include presentations at community events, 

dissemination of educational materials in 14 languages, and capacity-building efforts 

targeting immigrant-serving organizations. Federal partners will also continue to 

support and encourage law enforcement efforts at the federal, state, and local levels to 

combat UPIL and hold unauthorized practitioners accountable.

11. Promote Productive Engagement between New Americans and Law 

Enforcement. DOJ’s Office of Community Oriented Policing Services (COPS) 

awards grants to local law enforcement agencies so that they may better hire and train 

individuals and develop strategies that advance community policing. Through the 

COPS program, local law enforcement can develop a better understanding of their 

local communities, work to build relationships, and best address issues of importance 

to community members. COPS will develop best practices for training officers on 

cultural sensitivity and building trust with and educating immigrants and refugees 

about community policing. DOJ’s Civil Rights Division, Special Litigation Section, 

also will continue to develop best practices for advancing community policing 

through its settlement agreements with state and local law enforcement agencies, and 

through its compliance monitoring of those agreements.
24

IV. Strengthening Existing Pathways to Naturalization and 

Promoting Civic Engagement 

We are a nation bound not by race, ethnicity, national origin, or religion, but by the 

shared values that unite all Americans: freedom, liberty, and equality. The decision to 

become a naturalized citizen of the United States positively contributes to all levels of 

American society and affords robust rights and protections. Equally important, 

citizenship is essential to maximize civic integration. 

The Importance of Citizenship and Naturalization

The benefits of naturalization extend beyond individual immigrants, refugees, and their 

communities to our country as a whole. As a nation grounded in the fundamental value 

that all people are created equal, our promise of citizenship allows people of all 

backgrounds, whether native- or foreign-born, to have an equal stake in the future of our 

nation. We are a stronger, more unified nation when we share in the rights and 

responsibilities upon which our country was founded.

The decision to become a naturalized citizen brings tangible and intangible benefits to 

each new American, as well as to the rest of the country. Naturalized citizens can vote in 

federal, state, and local elections; run for public office; and apply for federal employment 

opportunities reserved for citizens. A number of studies have shown that citizenship leads 

to higher earning potential and is associated with a boost in wages of 5 percent or more.71

Communities also benefit when immigrants naturalize. The naturalization process and 

test are designed to ensure that new citizens have the foundation to participate in civic 

institutions — skills such as the ability to read, write, and speak English, and a 

demonstrated understanding of U.S. history and government. These skills, combined with 

a greater sense of belonging and equality that citizenship confers, empower many 

naturalized citizens to become civically engaged at the local level. Additionally, 

citizenship can signal permanency in a community and allows individuals to set down 

roots with certainty of their future in the United States. Research indicates that 

naturalized citizens are more than twice as likely as noncitizens to own a home.72

Diverse, engaged, and invested populations create vibrant communities.

At every level of American society, citizenship reminds us that we are a nation of 

opportunity and equality — a culture steeped in a history of immigration, integration, 

diversity, and cultural pluralism.

Recognizing Potential Barriers to Naturalization

Currently, there are approximately 8.8 million LPRs living in the United States who are 

eligible to apply for citizenship.73 While naturalization is an important and solemn 

commitment that some immigrants may not be ready for, others may not know the many 

benefits of citizenship or may want to apply but do not do so for a variety of reasons. 
25

Common reasons that immigrants cite for not applying for naturalization include lack of 

understanding about the naturalization process, inability to pay the application fee, lack 

of time to prepare for the naturalization process and test, concern about meeting English 

language requirement, and a real or perceived inability to pass the naturalization test.74

For older individuals, taking a naturalization test can seem daunting; that’s why the 

Administration continues to support legislative proposals to ease testing requirements for 

certain LPRs who are elderly. Access to trusted services in local communities and 

proximity to USCIS facilities also may impact the decision to naturalize. The federal 

government actively seeks to address barriers to naturalization through several programs 

and initiatives.

Within DHS, USCIS promotes citizenship and civic integration. In particular, the USCIS 

Office of Citizenship is tasked with providing immigrants and refugees with 

opportunities and tools to become citizens, building community capacity to prepare 

immigrants for citizenship, and promoting dialogue and collaboration on civic integration 

and citizenship and raising awareness of its importance to society. Examples of these 

initiatives include:

 USCIS has developed several web-based tools, such as the Citizenship Resource 

Center and Preparing for the Oath: U.S. History and Civics for Citizenship, that 

provide interactive learning activities to prepare for the naturalization test. Since 

2010, almost 3.9 million unique visitors have used the Citizenship Resource 

Center. 

 USCIS administers the Citizenship and Integration Grant Program. Grant 

recipients include public school systems, public libraries, community- and faithbased groups, adult education organizations, and literacy organizations. Since 

2009, USCIS has awarded approximately $43 million through 222 grants in 35 

states and the District of Columbia. USCIS highlights promising practices of its 

grant recipients on the Citizenship Resource Center website. 

 USCIS builds local partnerships to help educate immigrants about the 

naturalization process. USCIS’s current partners include the City of Los Angeles, 

California; the City of Chicago, Illinois; and the Metropolitan Government of 

Nashville and Davidson County, Tennessee. USCIS also provides information 

and resources for other interested state and local governments. 

 USCIS collaborates with the IMLS to host naturalization ceremonies and 

naturalization information sessions in public libraries across the country, conduct 

national webinars for librarians, and establish citizenship corners. 

 USCIS offers free training seminars for adult educators, volunteers, and teachers. 

These seminars are designed to enhance the skills needed to teach U.S. history, 

civics, and the naturalization process to immigrant students. 
26

Celebrating Our Newest Citizens

USCIS celebrates the importance of citizenship, the achievements of new Americans, and 

the outstanding contributions of immigrants by holding special naturalization ceremonies 

at historic landmarks, providing practical information to new citizens about the rights and 

responsibilities of citizenship, and recognizing Outstanding Americans by Choice. 

Because it is important that our newest citizens have critical information they need to

embark on this important chapter of their American experience, USCIS provides its U.S. 

Citizenship Welcome Packet to all individuals who take the Oath of Allegiance at 

administrative ceremonies. This packet contains practical tips on applying for a U.S. 

passport, updating Social Security records, registering to vote, and getting involved in 

their local community. 

Through the Outstanding Americans by Choice Initiative, USCIS recognizes the 

significant contributions and achievements of naturalized citizens. More than 100 men 

and women have been recognized to date, including Dr. Madeleine K. Albright, former 

Secretary of State; Elie Wiesel, author and Nobel Peace Prize winner; Franklin Chang 

Diaz, former NASA astronaut; José Andrés, chef and restaurateur; and Indra K. Nooyi, 

chairman and chief executive officer of PepsiCo. In collaboration with the National Park 

Service, USCIS has enhanced the stature of naturalization ceremonies since 2006. This 

partnership serves as a vehicle to connect America’s newest citizens to their national 

parks. 

Encouraging Civic Engagement and National Service

Individuals who volunteer or serve in programs like AmeriCorps or Senior Corps 

contribute to solving difficult problems, connect with others in their community, and 

contribute to the spirit of civic engagement that is integral to the American identity. In 

addition, volunteers and national service participants gain hard and soft skills that can 

help them obtain future employment or achieve educational goals. For example, 

according to a recent CNCS report, volunteers have a 27 percent higher likelihood of 

finding a job after being out of work than non-volunteers, and volunteers without a high 

school diploma have a 51 percent higher likelihood of finding employment.

Several government agencies and programs promote service opportunities to engage with

immigrants and refugees. For example, CNCS funds Senior Corps programs, in Boston 

and Minneapolis/St. Paul, which are engaging older immigrants as “foster grandparents” 

to mentor immigrant youth who may be struggling with the transition to the U.S. 

educational system. 

Within HHS, the ORR administers the Ethnic Community Self-Help program, which 

supports ethnic community-based organizations in providing refugee populations with 

critical services to assist them in becoming integrated members of American society. For 

refugees, their active participation in resettlement is empowering and plays an important 

role in the integration of the entire refugee community.75 Self-Help grantees include, for 
27

example, the Bhutanese Community of New Hampshire, which offers bilingual American 

history and civics classes, and the Somali Bantu Community of Greater Houston, which 

provides business mentorship as well as citizenship and ESL classes. 

Local governments are also recognizing the potential of new Americans as volunteers and 

active participants in their city’s civic life. In 2012, the City of Nashville launched a free 

program called MyCity Academy that empowers new Americans to understand and 

participate in Nashville’s government. Over the course of seven months, MyCity

participants meet with leaders from Metro departments and tour Metro facilities. In doing 

so, they gain a better understanding of how the local government works and learn how to 

resolve issues and obtain information. Upon graduation, MyCity participants are able to 

help their communities understand and access government services. 

Every day, new Americans are seeking out opportunities to give back to their receiving 

communities by engaging in national service and volunteerism activities. Some are 

volunteering in their churches, or others with fluency in English and other languages are 

providing interpreter services to other immigrants. Scholastique Koolimo, an AmeriCorps 

member serving at the Latin American Youth Center in Washington, DC, eloquently 

summed up her reason for serving by saying: “I am a refugee from the Democratic 

Republic of Congo, now a U.S. citizen that grew up in Maryland. The reason I am doing 

AmeriCorps is because I want to give back to underprivileged youth, and because I am a 

first-generation college student in my family. Being an immigrant, I know what it is to be 

considered a minority in the everyday struggle. Even though we didn’t have the most, I 

have still made the best of the situation. I am willing to lend a hand so that our students 

can also achieve their goals and dreams, and further their education.”

Federal Strategic Goals 

Given the critical role that citizenship plays in immigrant integration, and the inherent 

value that citizenship brings to immigrants, their families, communities, and our nation, 

the federal government is committed to strengthening existing pathways to citizenship. 

Through four goals, the Administration will implement strategies designed to reduce 

barriers to citizenship and will foster shared ownership in the nation’s future by 

promoting service and volunteer opportunities for new Americans.

 Goal 1: Welcome new immigrants and promote citizenship. Task Force members, 

in partnership with USCIS, will expand efforts to celebrate the importance of 

citizenship, the achievements of new Americans, and the outstanding 

contributions of immigrants by holding special naturalization ceremonies at 

historic landmarks, and practical information to new citizens about the rights and 

responsibilities of citizenship. 

 Goal 2: Ensure greater accessibility to the naturalization process. Though 

existing services help address the barriers to naturalization, more can be done to 

ensure that these efforts reach community members locally. The Task Force will
28

work to ensure the naturalization process is financially and substantively 

accessible for new Americans who wish to become citizens.

 Goal 3: Enhance citizenship resources and information for qualified individuals. 

In order to promote even greater awareness, USCIS will develop the next 

generation of resources and materials to reach increasing numbers of qualified 

LPRs. 

 Goal 4: Expand opportunities for new Americans to serve and become more 

civically engaged in their receiving communities. Civic engagement varies greatly 

from nation to nation, so many individuals may not be aware of its importance or 

how they can effect change at the local, state, and federal levels. The Task Force 

will expand efforts to encourage new Americans to serve and volunteer in their 

communities. 

Recommended Actions 

1. Expand Citizenship Preparation Programs in Communities. Since 2009, the 

Administration has provided competitive grant opportunities for communities to 

offer high-quality citizenship preparation services. In April 2015, USCIS 

announced the availability of up to $10 million in competitive grant funding for 

citizenship preparation programs in communities across the country. The 

Administration will continue to request appropriated funding for this program as 

outlined in the President’s fiscal year 2016 request and in prior years.

2. Presidential Ambassadors to Promote Citizenship and Naturalization. 

Modeled after the Presidential Ambassadors for Global Entrepreneurship 

(PAGE), this first-of-its-kind collaboration between prominent new Americans 

and the Obama Administration will harness these Ambassadors’ inspirational 

stories to promote naturalization, bolster integration initiatives, and increase 

awareness of the new Americans’ contributions.

3. Launch a Citizenship Public Awareness Campaign. In spring 2015, DHS will 

launch a national, multilingual media campaign to raise awareness about the 

rights, responsibilities, and importance of U.S. citizenship and the tools available 

to permanent residents to prepare for the naturalization process. DHS will work 

with Task Force members, communities, and key stakeholders to promote this 

campaign. This effort will also integrate the stories of new Americans, including 

Outstanding Americans by Choice and new Presidential Ambassadors, into 

USCIS web-based tools.

4. Assess the Potential for Partial or Graduated Fee Waivers. The naturalization 

fee is often cited as a barrier to naturalization. However, USCIS provides fee 

waivers to individuals who demonstrate an inability to pay fees. In 2010, USCIS 

created a fee waiver form to standardize the process. Stakeholders have 

encouraged USCIS to examine options to make naturalization more affordable.
29

As part of its current biennial fee study, USCIS is evaluating the feasibility of an 

expanded fee waiver process that includes a graduated fee based on income.

USCIS will also make information about the existing fee waiver process more 

accessible through partnerships with Task Force members and stakeholders.

5. Allow Naturalization Applicants to Pay Application Fees with Credit Cards.

Many permanent residents who are eligible for citizenship may find it more 

convenient to pay naturalization fees using their credit cards, yet currently there is 

no process available to pay in this manner. In fall 2015, USCIS will implement a

process for naturalization applicants to pay fee using a credit card.

6. Assess the Feasibility of Increasing USCIS Mobile Services. In communities 

with significant numbers of immigrants who are not located near a USCIS office, 

barriers exist to completing the naturalization and other immigration processes. 

USCIS will identify potentially underserved populations and assess the feasibility 

of providing mobile services in these areas. Services could include biometrics 

collection, interviews for applications or petitions, informational appointments, 

and general presentations on immigration benefit programs. USCIS will also 

collaborate with Task Force members that have a footprint in rural areas, such as 

the U.S. Department of Agriculture (USDA), to use their facilities to conduct 

these services.

7. Online Naturalization Preparation and Application Filing Tools. USCIS will 

develop new online tools to offer in-context help as eligible permanent residents 

complete their naturalization applications electronically, provide opportunities to 

take a practice civics exam, and offer information resources about the rights, 

responsibilities, and benefits of citizenship. USCIS will also integrate resources, 

such as information about ESL and civics education providers, into the electronic

filing experience for those seeking assistance preparing for naturalization. 

8. Identify Opportunities to Inform LPRs of Their Potential Eligibility for 

Naturalization. USCIS will explore opportunities to raise awareness about 

citizenship among permanent residents who may be eligible to apply for 

naturalization. For example, USCIS will leverage its existing case status and efiling tools to notify LPRs seeking to renew or replace a permanent residence card 

about potential eligibility for naturalization.

9. Provide Access to Critical Information for New Citizens. Each year, USCIS 

naturalizes approximately 700,000 new citizens. Working with Task Force 

members, USCIS will expand both the services and information provided to new 

citizens at naturalization ceremonies. For example, USCIS will provide 

information from DOL on training opportunities and worker rights and from

CNCS on volunteer service opportunities. USCIS will also offer the Department 

of State (State) opportunities to provide onsite passport application services where 

feasible. 
30

10. Expand Citizenship Outreach Partnerships. Over the past five years, USCIS 

has increased efforts to coordinate with cities and public libraries to provide 

information about citizenship in local communities. In 2015, USCIS will double 

the number of formal letters of agreement with local governments and seek out 

additional opportunities to expand these local partnerships, particularly in places 

with welcoming efforts underway. In addition, the Task Force will identify 

opportunities to collaborate with the private sector to promote the importance of 

citizenship and provide information on the naturalization process. 

11. Provide Individuals with Settlement Resources before They Arrive, or upon 

Arrival, in the United States. State and DHS will identify opportunities to 

provide approved immigrant visa applicants and beneficiaries of an approved 

immigrant visa petition with information on critical settlement resources, 

including available English language learning opportunities.

12. Encourage New Americans to Volunteer/Serve. Research suggests that the 

benefits to those who engage in volunteerism include improved health and 

psychological functioning, as well as a stronger sense of community and social 

well-being.

76 To increase these benefits among immigrants and their receiving 

communities, CNCS, in partnership with Task Force members, will seek to 

engage more immigrants and refugees in volunteer opportunities. In September 

2015, CNCS and the Task Force will promote opportunities for new Americans to 

volunteer and serve, and highlight stories of successful new Americans who are 

volunteering or serving during annual Citizenship Week activities. 

13. Launch a Refugee AmeriCorps Program. In partnership with ORR, CNCS will 

work toward implementing a Refugee AmeriCorps program to assist with the 

integration of refugee populations being resettled into the United States. CNCS 

will also encourage grantees to recruit former refugees as AmeriCorps members 

who will ensure that services are delivered in a culturally and linguistically 

appropriate manner. 
31

V. Supporting Skill Development, Fostering 

Entrepreneurship and Small Business Growth, and 

Protecting New American Workers

New Americans contribute significantly to our economy at the local, state, and federal 

levels. As previously noted, the share of immigrants and refugees (and their children) in 

the U.S. labor force is growing and immigrants are starting new businesses that provide 

opportunities for all workers. Through the efforts of several Task Force members, the 

Obama Administration is promoting the economic integration of immigrants and 

refugees. These efforts involve ensuring that receiving communities’ workforce systems

are equipped with resources and tools to bolster skill development, empowering 

immigrants and refugees by providing the tools to build and grow sustainable small 

businesses and unlock the doors to homeownership, and working with employers and 

immigrant workers so that they understand their workplace responsibilities and rights.

Strengthening and Protecting the New American Workforce

Today, foreign-born workers account for nearly 17 percent of the U.S. workforce and 

continue to be an increasing component of the labor force.77 Foreign-born workers have 

higher labor force participation rates than native-born workers and contribute to a variety 

of sectors, ranging from service occupations to management, professional, and related 

occupations.78 As the Baby Boom generation begins to retire, immigrants and refugees —

the vast majority (78 percent) of whom are working age79 — will account for a 

significant percentage of the net growth in the labor force.80 Like native-born Americans, 

new Americans aspire to obtain economic security for themselves and their families.

Economic security provides new Americans self-sufficiency and the ability to give back 

to their communities’ economy and growth. 

New Americans may also face significant risks of exploitation, particularly in low-wage 

occupations. These workers are most often employed in industries such as construction, 

agriculture, healthcare, hotel and motel, garment manufacturing, and restaurants where 

labor violations are most prevalent.81 English Learners (ELs) may also find it difficult to 

exercise rights or may lack access to basic information about rights in their primary 

language. Since the beginning of 2009, DOL’s Wage and Hour Division (WHD) 

investigations have resulted in more than $1.5 billion in back wages for more than 

1,300,000 workers, including new Americans, in more than 181,000 cases nationwide. In 

FY 2014, WHD investigations resulted in more than $240,000,000 in back wages and 

helped over 270,000 workers.

The Obama Administration is committed to helping these immigrants and refugees fully 

realize their potential, which helps them move up the economic ladder and is critical to 

our continued economic progress as a nation. We are also committed to safeguarding the 

rights of all vulnerable workers, including new Americans. Examples of federal 

government activities include:
32

 DOL’s Employment and Training Administration (ETA) works with state and 

local workforce agencies and American Job Centers to provide responsive 

employment and support services. While ETA services are broadly available, 

ETA partners with immigrant-serving organizations to provide these services in 

their programming. For example, ETA recently awarded grants for training 

dislocated workers to enable six states to expand partnerships with community 

organizations to help foreign-trained immigrants and others acquire the necessary 

certifications, licenses, and English language skills to pursue their professions in 

the United States. Also, HHS’s ORR training and technical assistance partner, 

Higher, focuses on employment and self-sufficiency, providing workforce 

solutions across the United States while supporting career entry and advancement 

for resettled refugees and other new Americans.

 ETA also issues guidance to the workforce system on eligibility and service 

provision. In addition, DOL has issued guidance and provided technical assistance 

to the workforce system to improve services to ELs and LEP clients. ETA and 

other DOL agencies provide multilingual materials and resources for job seekers 

and program administrators. For example, the Toll Free Help Line, 1-877-USA 

JOBS, provides a full range of basic information about workforce program 

services in over 180 languages. 

 DOL is also engaging federal partners in its efforts to provide new Americans 

with information about worker rights and protections. For example, DOL and 

DOJ have worked collaboratively to host six listening sessions across the country 

to hear and to be responsive to Asian American workers’ labor concerns.

 HHS provides a national, toll-free, multilingual 24-hour hotline (1-888-373-7888) 

that provides callers with crisis intervention, tip reporting, comprehensive 

services, and anti-trafficking resources and referrals, including information on 

workplace rights and connection to resources for persons experiencing forced 

labor and other forms of exploitation. Further, the HHS Rescue & Restore 

Campaign provides multilingual awareness materials and resources free of charge. 

 Additionally, DOJ’s Office of Special Counsel for Immigration-Related Unfair 

Employment Practices (OSC) enforces a law that protects U.S. citizens and other 

work-authorized individuals. In 2014, OSC and ORR partnered to issue new 

guidance to provide information on the employment eligibility of refugees and 

aslyees to prevent discrimination in workplaces. 

Immigrant and Refugee Small Businesses and Entrepreneurs

America is a nation of immigrants and a nation of entrepreneurs, and the Obama 

Administration is committed to honoring the legacy of innovation and competitiveness 

that has helped make our country great. In addition, small businesses have long played an 

integral role in the American immigrant experience. Immigrant entrepreneurs are a 

significant and growing part of the U.S. economy, creating jobs and spurring economic 
33

growth.

82 According to the latest estimates, immigrant small business owners employed 

4.7 million people and generated $776 billion in receipts.83 Additionally, 30 percent of 

small business growth, from 1990 to 2010, was fueled by new businesses started by 

immigrants and refugees.

84

Immigrants and refugees are contributing to job growth at the local level. One study that 

monitored more than 500 cities over a seven-year period (2005–11) found that an influx 

of immigrants led to employment growth and a decline in the unemployment rate.85

Immigrant- and refugee-owned businesses also use their business networks within their 

home countries to grow their businesses. According to SBA, approximately 7.1 percent

of immigrant- and refugee-owned businesses were exporters compared to just 4.4 percent

of businesses owned by native-born individuals.

86

Immigrants started more than 25 percent of all businesses in seven of eight sectors of the 

economy that the U.S. government expects to grow the fastest over the next decade.87 By 

supporting new Americans’ entrepreneurial pursuits, we can increase overall economic 

growth. In May 2012, SBA’s Office of Advocacy released a research study to analyze 

immigrant small business owners’ access to financial capital.88 The study found that 

immigrants have high business formation rates and create successful businesses that hire 

immigrant and U.S. citizen employees and export goods and services. However, one of 

the barriers to opening a business is lack of access to financial capital. 

Throughout SBA’s 68 district offices and network of resource partners, immigrant 

entrepreneurs are accessing free or low-cost quality training, counseling, and technical 

assistance. 

 SBA provides financial assistance through guaranteed loans made by area lenders, 

and other programs and services to help immigrant-owned small businesses start, 

grow, and succeed.

 SBA is providing business advising, mentoring, and training to immigrant 

entrepreneurs in targeted languages with a focus on cultural competency. SBA’s 

Women’s Business Centers (WBCs) are meeting the needs of aspiring immigrant 

entrepreneurs across America each day. For instance, the WBC in Berkeley, 

California, is working with migrant farmworkers and immigrants to help them 

start new businesses. In Maryland, the local WBC is working with immigrants to 

help them establish childcare businesses. In Los Angeles, the Asian Pacific 

Islander Small Business Program provides counseling in English, Japanese, 

Tagalog, Korean, Mandarin, and Spanish.

 SBA’s resource partners understand the challenges many immigrant entrepreneurs 

face. It’s Small Business Development Centers (SBDCs) and SCORE Association 

“Counselors to America’s Small Business” are providing experienced counselors 

who offer entrepreneurs free consulting and business advice. For example, in 

Florida the SBDC at the University of North Florida has helped a woman 

establish her own law firm, despite never having run or owned a business. 
34

 SBA is helping immigrant entrepreneurs access capital to start and grow their 

businesses through its Microloan program. The average SBA microloan is about 

$13,000. Funds are designated by intermediary lenders, which are nonprofit,

community-based organizations with experience in lending as well as 

management and technical assistance that administer the program. In New York 

City, the Business Center for New Americans is funding businesses like SS 

African Foods, a family owned and operated wholesale business selling imported 

African specialty foods. SS African Foods was awarded its first microloan in 

2006. 

 SBA is helping businesses in Science, Technology, Engineering, and Math 

(STEM) fields get off the ground and grow through the Small Business 

Innovation Research (SBIR) program. STEM-degreed professionals are a vast 

majority of applicants and awardees, including many foreign-born entrepreneurs.

For example, with SBIR funding, Sorin Grama, co-founder of Promethean Power 

Systems (and a Romanian immigrant), developed a thermal energy battery that 

enables commercial refrigeration systems to become economically viable, which 

in turn has amazing applications in parts of the world where the power grid is 

unreliable. Energy shortages threaten the growth of emerging economies where 

businesses often receive only five to six hours of electricity per day. As one 

example, in India’s massive dairy industry, the vast majority of milk spoils within 

just a few hours because of inadequate access to refrigeration technology.

Promethean’s modular thermal energy battery can be used as a backup to the 

unreliable power grid, while in the rest of the world it can be used to reduce the 

energy consumption of power-hungry refrigeration appliances. 

 ORR’s Microenterprise Development Program helps refugees develop, expand, or 

maintain their own businesses and enhances the integration of refugees into the 

mainstream economy. During the past 20 years, refugees have created 

approximately 10,000 businesses that have led to more than 11,000 new jobs 

(many to other refugees), and over 24,000 refugees have gained new 

entrepreneurial skills and knowledge. ORR also funds a Home-Based Child Care 

Program, which provides business opportunities to refugees who are interested in 

becoming licensed childcare service providers. 

Financial Access, Affordable Housing, and Home Ownership 

Building capital and nurturing individual and family assets and well-being provides new 

Americans a way to establish long-term financial stability, thereby bolstering immigrant 

integration as well as driving economic growth in neighborhoods and local communities.

From saving for retirement and higher education to better understanding credit card, 

student loan, and mortgage debt, personal financial decisions directly affect families and 

children, and our nation’s economy. To make the most informed decisions about the use 

and management of money, families — including new American families — need the 
35

knowledge, skills, and access to tools to manage their finances effectively for long-term 

well-being.

In the wake of the financial crisis, the Obama Administration worked with Congress to 

pass the Dodd-Frank Wall Street Reform and Consumer Protection Act into law. The 

most far-reaching Wall Street reform in history, Dodd-Frank is helping to prevent the 

excessive risk-taking that led to the financial crisis while providing common-sense 

protections for American families. The law also established the Consumer Financial 

Protection Bureau, which is responsible for ensuring markets for consumer financial 

products and services work for Americans — whether they are applying for a mortgage, 

choosing among credit cards, or using any number of other consumer financial products.

Among the most important financial decisions many families make is whether to rent or 

purchase a home. Home ownership has often been associated with the American Dream 

and is an important step for new Americans. For example, even in the recent economic 

climate, foreign-born homeownership increased by more than 310,000. Yet many 

immigrant and ethnic populations continue to face challenges, and even discrimination, in 

rental, sales, and borrowing for home loans. That discrimination affects the 

neighborhoods where those families have the opportunity to live — and thus their choices 

when it comes to schooling, transportation, and employment. The following are examples 

of federal government efforts in this area:

 Through programs like Choice Neighborhoods, HUD enables communities to 

revitalize struggling neighborhoods with distressed public housing or HUDassisted housing. The program is funding inclusive, community-driven planning 

processes in 63 neighborhoods and implementation of community plans in 12 

neighborhoods. These plans benefit not only the neighborhood but the existing 

residents who come from diverse backgrounds, including new Americans. For 

example, in Seattle, an inclusive neighborhood revitalization is under way, where 

community meetings are held with translation services in multiple languages.

 In HHS, ORR’s Individual Development Accounts Program (IDA) is designed to 

help match refugees’ own savings from their employment to save for important 

investments, such as small business development, purchasing a home, and 

postsecondary education, and has a current funding opportunity announcement for 

this fiscal year. In addition, the OCS Assets for Independence Program (AFI), 

which supports individual development accounts and promoting financial 

capability for low-income individuals, is incentivizing collaborations with 

refugee-serving organizations in their current funding opportunity announcement. 

Federal Strategic Goals

Recognizing that economic integration yields numerous benefits to new Americans and 

the larger economy, the Obama Administration will implement strategies designed to 

foster a future in which all new American workers are secure in their rights and are able 

to fully contribute to the economies of their local communities and the nation. 
36

 Goal 1: Collaborate with employers, educational institutions, and other 

stakeholders to enhance skill development, career pathways, and integration into 

the workforce system. Task Force members will form partnerships with various 

institutions and sectors with a stake in strengthening our workforce to improve 

economic integration outcomes for immigrants and refugees and spur economic 

growth. 

 Goal 2: Facilitate credentialing for new Americans as part of our overall efforts 

on credentialing to strengthen the workforce. A failure to recognize and 

acknowledge foreign educational achievements and certifications of immigrants 

and refugees means that many talented individuals are not realizing their full 

potential. Task Force members will work with the private sector, workforce 

systems, and credentialing bodies to encourage streamlined credentialing 

processes for skilled immigrants and refugees. 

 Goal 3: Expand outreach to new Americans to ensure that workers understand 

their rights and that employers are fulfilling their responsibilities. Ensuring an 

awareness of rights both enhances protections for new Americans and promotes 

successful engagement in education and employment opportunities. Task Force 

members, including SBA, DOL, and USCIS, will provide accessible information 

about worker rights and employer responsibilities to new Americans and 

receiving communities.

 Goal 4: Support small businesses and entrepreneurship among immigrants and 

refugees. Immigrant and refugee entrepreneurs are a significant and growing part 

of the U.S. economy; they create jobs and contribute significantly to the economy, 

employing millions of people and generating billions of dollars each year. The 

Task Force will promote opportunities for new Americans and others to create 

and grow their businesses.

 Goal 5: Increase accessibility to affordable housing and homeownership.

Building capital and nurturing individual and family assets and well-being 

provides new Americans a way to establish long-term financial stability, thereby 

bolstering immigrant integration as well as driving economic growth in 

neighborhoods and local communities. 

Recommended Actions

1. Expand Economic Integration Efforts through WIOA Implementation. DOL, 

ED, and HHS will collaborate on guidance and technical assistant, encourage 

engagement of human services agencies, and build relationships with immigrant 

groups around the rollout and implementation of WIOA through online 

communications and webinars for welcoming groups, worker centers, and 

immigrant- and refugee-serving organizations. These efforts will highlight best 

practices for engagement in the workforce and education systems that are
37

reaching out to and serving foreign-trained dislocated workers through state and 

community partnerships programs.

2. Enhance Outreach and Guidance to the Workforce System. DOL will connect 

the workforce system with resources and promising practices for working with 

immigrants and new Americans. Specifically, ETA will issue a Training and 

Employment Notice (TEN) to the workforce system that focuses on promising 

practices and partnership models, including uses of resources for ESL, accelerated 

learning for those individuals who have previous skills and training, and 

competency-based training to incorporate existing expertise. 

3. Strengthen New Americans’ Connections with American Job Centers. DOL 

and ED will host roundtables to discuss promising models like the Welcome Back 

Center Initiative, a national model with program sites in nine states that help 

foreign-trained healthcare professional obtain licenses to continue their careers in 

the United States. DOL will also reaffirm that individuals who are authorized to 

work in the United States are eligible for services under WIOA. 

4. Increase Grant Opportunities to Support Innovative Training Models that 

Assist New Americans. As part of the White House’s Tech Hire initiative, DOL 

recently announced that it will launch a $100 million grant initiative in the fall of 

2015 to support innovative approaches to training for tech and other in-demand 

fields for individuals with barriers to employment, including, among others, ELs 

and LEP workers.

5. Issue Guidance to the Workforce System on Citizenship Nondiscrimination. 

DOL’s Civil Rights Center, in partnership with DOJ, will issue guidance for the 

workforce system on citizenship nondiscrimination. There are nearly 2,500 

American Job Centers around the country that serve individuals with career 

opportunities, skills and training, and unemployment benefits. This DOL guidance 

will ensure that all eligible workers being served at these centers are not subject to 

discrimination on the basis of their citizenship status.

6. Enhance Employer Knowledge of Their Rights and Responsibilities. SBA, 

DOL, and DOJ will collaborate to provide employer training on employee rights, 

employer responsibilities, and pathways to citizenship. Small businesses often do 

not have access to the information necessary to assist with compliance of 

government regulation relative to large firms; easy-to-access online resources are 

one way of overcoming this disparity. Given that small firms as a whole have a 

greater share of immigrant employees than large firms, these resources will be 

particularly beneficial in ensuring that new Americans have workplaces that are 

governed by all the protections allowed under U.S. law.

7. Promote Best Practices for New Americans’ Credential Attainment. DOL, 

ED, and HHS will build awareness and capacity within the workforce system 

around promising credential attainment models for new Americans. Specifically, 
38

these agencies will collaborate to release a Career Pathways and Credentials 

Toolkit. This toolkit will provide information for states, localities, and workforce 

partners on how to develop and expand high-functioning career pathways and 

credentialing systems and programs. 

8. Bolster Outreach to Immigrants and Refugees to Promote Awareness of 

Labor Protections and Rights. DOL, in partnership with the Task Force 

members, will provide information about worker rights and protections to new 

Americans, including to newly naturalized American citizens at USCISconducted naturalization ceremonies and to refugees interfacing with ORRfunded refugee-serving organizations. DOL will also conduct outreach to 

immigrant- and refugee-serving organizations on DOL funding opportunities for 

worker protection and safety education. For example, following its spring 2015 

grant solicitation, DOL will conduct outreach on the Susan Harwood Training 

Grant Program, which funds education and safety and health training to new 

American workers. 

9. Develop Training Courses and Outreach Materials Tailored to New 

Americans to Promote Small Business Development. Learning about the 

numerous federal resources available to entrepreneurs can be overwhelming for 

new Americans. To address these challenges, SBA will pilot new “101” classes in 

targeted cities with concentrations of immigrants and refugees, in collaboration 

with local partners. SBA will also create a new Small Business Smart toolkit to 

help underserved immigrant and refugee entrepreneurs understand business and 

financial fundamentals to assist them in becoming lender-ready. This toolkit, 

which will be available in Spanish and English, will be distributed through 

partnerships with local immigrant- and refugee-serving organizations, chambers 

of commerce, community banks, and SBA networks, among others.

10. Launch “Made It in America” Campaign to Amplify New American 

Entrepreneur Success Stories. To promote success stories and motivate 

individuals to take advantage of SBA tools and resources, SBA will launch a new 

campaign, “Made It in America,” to highlight notable new American 

entrepreneurs who have used SBA as a small business resource.

11. Promote Immigrant Entrepreneurship through the President’s Ambassadors 

for Global Entrepreneurship (PAGE). PAGE’s mission is to inspire and 

promote entrepreneurship in the United States and abroad. Entrepreneurs and 

startups around the country and globally have expressed strong support for 

integration efforts so that immigrant entrepreneurs can flourish. The Department 

of Commerce (Commerce) will seek out opportunities for PAGE Ambassadors, 

especially those who are immigrants or children of immigrants, to promote 

entrepreneurship around the country to other new Americans.

12. Launch Business Sunday Events in Partnership with New Americans and 

Receiving Communities. A collaboration between Commerce and SBA, 
39

Business Sunday is a program focused on promoting local economic growth and 

job creation by connecting congregations and communities with the valuable 

business development resources offered by the federal government. In the coming 

months, Commerce, SBA, and partner organizations will build Business Sunday 

events in communities with large immigrant entrepreneur communities. 

13. Provide Meaningful Access to Housing Programs for New Americans in 

Multiple Languages. HUD will launch “HUD Speaks,” a two-year pilot to 

improve communication with and enhance efforts to serve ELs and LEP

individuals. As a part of these efforts, HUD will develop interactive tools that 

provide information on HUD programs in multiple languages, redesign “I Speak” 

cards for staff, and distribute posters to spread awareness and provide meaningful 

access to HUD programs and services. 

14. Reduce Barriers to Quality Housing and Enhance Opportunities for Home 

Ownership for New Americans. Approximately 16 percent of all first-time 

homebuyers nationally are foreign-born. HUD’s Office of Housing Counseling 

(OHC) will expand awareness of its housing counseling program to new 

Americans using stakeholder forums and other tools. HUD will also explore the 

use of alternative credit score models and credit history for purposes of loan 

decisions in order to help new Americans with limited credit history access 

mortgages in an affordable manner.

15. Ameliorate Refugee Resettlement Financial Barriers. Although highly resilient 

and resourceful, refugees and other resettlement-eligible populations may 

experience unique challenges during their transition to the U.S. Refugee 

resettlement is intended to occur in close cooperation and consultation with 

federal, state and local entities, and requires government and community-wide 

engagement. In order to enhance the U.S. resettlement experience and facilitate 

economic and broader community integration, Task Force members will explore 

potential mechanisms to mitigate financial, housing, transportation, and other 

barriers many refugees may face in their first few years. 
40

VI. Expanding Opportunities for Linguistic Integration and 

Education

English language acquisition is vitally important for new Americans to integrate

successfully into their communities. Though some new Americans come to the United 

States fluent in English, many do not. Understanding and communicating in English has a 

significant impact on the ability of an immigrant or refugee to find a job, advance in a 

career, and become civically active in his or her community. Therefore, one of the most 

effective ways to help non-English-speaking immigrants and refugees integrate into 

American society is to support their acquisition of English language skills while also 

valuing and recognizing the importance of maintaining native language proficiency to 

preserve culture and intergenerational communication. 

The federal government strives to ensure that English learners (ELs) in the United States

have access to high-quality English language instruction programs through educational 

institutions, community-based and faith-based organizations, the workplace, and digital 

platforms, so they can ultimately advance their educational and career goals. There is a 

mounting body of research and evidence that suggests ELs have better long-term 

educational outcomes when they participate in high-quality education programs that 

support bi-literacy and dual-language learning.

89 Today, a world-class education means 

learning to speak, read, and write in multiple languages. Education programs should also 

capitalize on the rich linguistic resources that immigrants and refugees bring to the 

educational environment.

Assessing and Addressing Linguistic Integration Needs

New Americans are a diverse population who speak a wide array of languages and have 

varying English language needs. In general, new Americans who have lived in the United 

States longer and who have higher levels of education are more likely to speak English 

proficiently.90 Though most children who are ELs speak Spanish as their primary 

language, more than half a million ELs ages 5 to 14 speak languages other than Spanish 

at home.91 Confidently and effectively speaking English is an important element of 

integration that can allow individuals to pursue their goals, prosper academically and 

economically, and engage more fully at their communities.

Schools must ensure that EL students can participate meaningfully and equally in 

educational programs and enable parents to participate in their children’s education, 

consistent with federal law and the Supreme Court decision in Lau v. Nichols.

92

Opportunities across the continuum of education must be not only available but readily 

accessible to new Americans. At all levels, institutions must provide language access to 

enable new Americans to take advantage of their services, and access the systems created 

to protect and better our communities.

Yet there is an increasing need for linguistic integration services and education programs 

targeted to new Americans and their families. According to the most recent data, there are 

more than 840,000 immigrant children in the United States and more than 4.6 million 
41

ELs. ELs are the fastest-growing major student population in the K–12 population.93 In 

the 2011–12 school year, 9.1 percent of public school students participated in EL 

programs.94

At the K–12 level, ELs have lagged behind their non-EL peers, though achievement over 

the past two decades has also increased across all students and subgroups of students, 

including ELs. For example, the achievement gap in eighth grade reading between ELs 

and non-ELs has remained about the same since 1998.95 ELs are also much less likely to 

graduate from high school, though EL graduation rates are rising. In 2012–13, 61 percent 

of ELs graduated — up from 59 percent in 2011–12 — compared to 81 percent of all 

students.96 However, there is evidence to suggest that even after accounting for other 

student and school variables, the longer a student is designated as an EL, the more likely 

he or she is to drop out of school.97

Given the link between children’s language skills and their parents’ English proficiency, 

we must pursue a two-generation approach to support new American families’ linguistic 

integration and education.98 For example, children of immigrant mothers tend to have 

larger English vocabularies when their mothers are more proficient in English.99 This 

distinction persists into adulthood. Children of new Americans often need linguistic 

supports to attain fluency in English.

Early Learners

Approximately one in four children from birth to age 5 have immigrant parents.100 We 

know that early learning programs can have tremendous benefits for children, families, 

and greater society. Recent evidence also shows that these benefits are particularly 

significant for children in new American families.101 Children of new Americans, 

however, are less likely to participate in early learning education than children of nativeborn parents,102 putting our youngest new Americans at a disadvantage before they even 

enter school.103 This divide occurs in part because new American children are more likely 

to be from low-income families.

104 Additionally, some new American parents face 

language and other structural barriers when they attempt to enroll their children in early 

education, and many do not know that programs are available to their children.105 While 

efforts to expand early learning education for children from low-income families will 

likely benefit new Americans, interventions must also target their unique obstacles.

The President has set a goal of providing access to high-quality preschool to all 4-year 

old children from low- and moderate-income families. He has also proposed guaranteeing 

access to high-quality infant and toddler care for all low- and moderate-income families 

with children under the age of 4 and expanding the quality of Head Start, including 

expanding to full-day. The Administration also supports a dedicated funding stream for 

high-quality preschool in a reauthorized Elementary and Secondary Education Act and 

has proposed increased funding for services to infants, toddlers, and preschool children 

with disabilities under Parts C and B of the Individuals with Disabilities Education Act.

Additional examples of federal government efforts in this area include:
42

 In December 2014, the President brought together philanthropy, business, and 

state and community leaders to increase investments in public-private 

partnerships that are expanding early education in communities across the 

country. Together with Early Head Start - Child Care Partnerships and Preschool 

Development Grants federal awards, this amounts to a collective investment of 

over $1 billion in the education and development of America’s youngest learners.

Initiatives such as Bridging the Word Gap and My Brother’s Keeper work to 

ensure more children, including children of immigrant families, enter 

kindergarten ready to succeed. 

 ED and HHS jointly administer the Race to the Top – Early Learning Challenge

grants in 20 states to develop or improve their state early learning systems for 

children from birth to age 5, including children from immigrant families. These 

systems work to enhance family engagement, standards, health, and learning 

outcomes, and provide outreach to parents on finding quality early learning 

programs. ED and HHS also oversee 18 states, working in over 200 communities 

to expand high-quality preschool opportunities.

 ORR and the HHS Office of Child Care (OCC) released a joint Information 

Memorandum offering strong encouragement to partner at state, regional, and 

local levels to increase refugee families’ access to high-quality child care. In 

addition, ORR, OCC, and the HHS Office of Head Start (OHS) developed a 

resource document and joint webinar on linking refugee resettlement and early 

childhood networks to further facilitate collaboration. Both OCC and OHS 

provide supports for many immigrant children and families.

K–12 Learners

Children who arrive in the United States from other countries represent a variety of 

educational and linguistic backgrounds, and a variety of experiences from their home 

countries. To support these children, it is important to understand and take into 

consideration their distinct backgrounds in order to further develop their linguistic and 

academic abilities. Some immigrant and refugee children will have had limited or 

interrupted formal education due to any number of factors. Some have experienced 

trauma or stress in their home country and in their transition to the United States. These 

factors are associated with poor academic experience. Districts and schools should have 

systems in place to support the social and emotional needs of immigrant and refugee

children as part of their efforts to support their academic success.

Research shows that ELs, much like other students, are most likely to succeed when they 

have effective teachers, instruction tailored to their individual needs, and structures in 

schools that intentionally and deliberately support them.

106 Too often, ELs receive only 

limited instruction targeted to their needs, by teachers who are unprepared to teach 

them.107 As a group, ELs are incredibly diverse, including long-term ELs and new 

Americans, among others, and schools and educators need more support and resources 
43

for how to address the unique needs of this diverse population. All children in the United 

States are entitled to equal access to a public elementary and secondary school education, 

regardless of their or their parents’ actual or perceived national origin, citizenship, or 

immigration status.

Efforts by the federal government include the following: 

 ED funds programs for preschool, elementary, and secondary education that offer 

resources and support services for the integration of immigrant children, youth, 

and adults, including through the Title III, Part A of ESEA. LEAs may use the 

Title III formula grant funds for family literacy services, parent outreach, and 

training for parents of EL children, in order to help parents become active 

participants in their children’s education and to help the children improve 

academically. Under Title III, states are already required to hold districts 

accountable for meeting targets for English language proficiency and progress 

toward proficiency. States must also provide additional funding to LEAs that have 

experienced significant increases in the number or percentage of immigrant 

children and youth, in order to help their districts build capacity and meet the 

unique needs of this population.

 HHS’ ORR assists refugee students through the Refugee School Impact Program, 

which provides student and parent orientations, tutoring, after-school programs, 

parent/teacher conferences, interpretation assistance, and information on 

navigating the school system. 

 Through the National Clearinghouse for English Language Acquisition & 

Language Instruction Educational Programs (NCELA), ED collects, coordinates, 

and conveys a broad range of research and resources in support of an inclusive 

approach to high-quality education for ELs. To fulfill its mission, NCELA 

supports high-quality networking among state-level administrators. In addition to 

State education agency (SEA) coordinators, NCELA serves other stakeholders 

involved in EL education, including teachers and other practitioners, parents, 

university faculty, administrators, and federal policymakers.

 Under the National Professional Development Program, ED provides grants for 

eligible entities to implement professional development activities intended to 

improve instruction for ELs. Grants awarded under this program may be used to 

develop pre-service teacher preparation or in-service professional development 

programs for education professionals to be certified, licensed, or endorsed in 

providing instruction for ELs.

 ED’s Office for Civil Rights (OCR) and DOJ share enforcement responsibility

under Title VI to ensure that EL students meaningfully participate in public 

schools’ educational programs and that public schools are taking affirmative steps 

to help EL students with language barriers through effective language 

development programs that enable students to fully and meaningfully participate 

in public schools’ educational programs. In January 2015, ED and DOJ released 
44

joint guidance reminding states, school districts and schools of their obligations 

under federal law to ensure that EL students have equal access to a high-quality 

education and the opportunity to achieve their full academic potential. This is the 

first time that a single piece of guidance has addressed the array of federal laws 

that govern schools' obligations to ELs. In addition, DOJ and ED have increased 

coordination to ensure that students, including language minority students, are not 

discriminated against based on national origin, among other protected classes. To 

ensure linguistic access, ED and DOJ have made the guidance available in 

Spanish, Simplified and Traditional Chinese, Vietnamese, and Tagalog. The 

accompanying fact sheets for students and their Limited English Proficient 

Parents are available in Spanish, Simplified and Traditional Chinese, Cambodian, 

Hmong, Korean, Laotian, Russian, Tagalog, and Vietnamese. Additionally, to 

accompany this recently released joint guidance regarding English learners, ED’s 

Office of English Language Acquisition (OELA) created a toolkit for teachers and 

school leaders to implement appropriate practices.

 In May 2014, ED and DOJ rereleased a joint guidance letter describing the 

obligations of states and school districts under federal law to provide all children 

— regardless of immigration status — with equal access to public education at the 

elementary and secondary levels. To ensure linguistic access, ED and DOJ have 

made the guidance, and the accompanying fact sheets and questions and answers,

available in Spanish, Arabic, Chinese, Korean, Tagalog, and Vietnamese.

 The Civil Rights Data Collection (CRDC) now makes available a summary of key 

civil rights data indicators for EL students in every school or district from the 

2011-12 collection directly from the main school and district landing pages. The 

CRDC collects on a biennial basis education access and equity data including 

access to college- and career-readiness courses, teacher equity, school 

expenditures, retention, access to pre-K programs, athletics, restraint and 

seclusion, bullying and harassment, and discipline disaggregated by 

race/ethnicity, sex, English proficiency, and disability.

Adult Learners

Adult education can help students, including immigrants and refugees, improve literacy, 

mathematics, or English language skills, and prepare for work or enrollment in 

postsecondary or career and technical education programs. Additionally, federally funded 

English literacy and civics programs have long promoted civic integration through civic 

education and English language development, helping immigrants and ELs acquire the 

necessary English language skills, and related cultural knowledge to meaningfully 

participate in and fully contribute to their communities. Most new Americans are eager to 

learn English and many already have some English proficiency. Even for those who are 

English proficient, the confidence and comfort that come from enhanced linguistic 

services can dramatically improve the integration of new Americans.

Over 12 million foreign-born Americans reporting that they speak English “not well” or 

“not at all,”108 and over 60 percent of adult English learners lack high school degrees.

109
45

ESL programs are oversubscribed across the nation. In 2011, 732,345 adults participated 

in state-administered ESL programs.110 While the recently reauthorized WIOA increases 

investments in Integrated English Literacy and Civics Education programs and prioritizes 

serving ELs and other individuals facing the greatest barriers to employment, the current 

adult education system does not have the capacity to accommodate the millions of 

learners expected to need services. At the same time, we need more rigorous research on 

effective ESL instruction. Examples of federal government efforts in this area include:

 In communities around the country, ED supports adult education and family 

literacy programs specifically tailored to assist adults and families in getting the 

basic skills and English proficiency they need to be productive workers, family 

members, and citizens. These programs provide instruction below the 

postsecondary level to adults who are 16 years of age or older and are not enrolled 

or required to be enrolled in secondary school under state law. Federal funding 

also supports civics education programs for new immigrants who are learning 

English. 

 For instructors of adult ELs, ED administers grants and contracts that support 

adult ESL teachers and programs, such as the National Adult English Language 

Learning Professional Development Network (ELL-U), the Literacy Information 

and Communications System (LINCS) Adult English Language Learners 

Resource Collection, and the Adult Education and Immigrant Integration 

Initiative. These investments have created a state-of-the-art, high-tech national 

network that disseminates teacher training resources of demonstrated quality and 

effectiveness to improve instruction. 

 Additionally, ED, HHS, and DOL have issued a joint memorandum to promote 

the use of career pathways to help adults, including new Americans, acquire 

marketable skills, industry-recognized credentials, and health and social services.

 In February 2015, ED’s Office of Career, Technical, and Adult Education 

(OCTAE) released a report, Making Skills Everyone’s Business: A Call to 

Transform Adult Learning in the United States. The report offers suggestions for 

how to establish convenient, effective, high-quality learning opportunities for 

youth and adults seeking to improve their literacy and numeracy skills.

 ED is conducting research on the demographic characteristics, educational 

attainment, and employment outcomes of ELs ages 14–18 and 19–21. This 

research is intended to inform federal, state and local investments in educational 

interventions for the growing number of older ELs who, due to a host of reasons, 

are unable to complete high school within the traditional time frame and are 

discharged or drop out before graduation.

 DOL has been expanding employer partnerships through work-based learning 

approaches, such as Registered Apprenticeship and On-the-Job Training (OJT). 

These programs allow ELs to acquire skills and training that can lead to more 
46

career opportunities. They also provide an avenue for employers to build a 

qualified workforce. For example, the state of New Hampshire’s OJT program, 

expanded with grants from DOL, has helped meet the needs of employers seeking 

to hire and train workers who speak languages other than English. 

Postsecondary Education

Postsecondary interventions and support structures, as well as programs and policies that 

address structural barriers, can empower more new Americans to access and succeed in 

higher education. In 2011, only 14 percent of adult ELs had college degrees, compared to 

30 percent of English-proficient adults.

111 While about one-third of all immigrants have 

college degrees, they are disproportionately likely to be underemployed, for a variety of 

reasons.112 Many foreign-trained new Americans encounter complicated obstacles as they 

seek recognition or recertification of their credentials.

113 Refugees are considered eligible 

noncitizens and are thus eligible for Title IV federal student aid. Examples of federal 

government efforts in this area include:

 The White House Initiative on Educational Excellence for Hispanics created 

the ¡Gradúate! Financial Aid Guide to Success to help students and families 

navigate the college application process. The guide, available in both English and 

Spanish, provides recommended steps for the college enrollment process, helpful 

tips on filling out the Free Application for Federal Student Aid, and key financial 

aid resources available to better support Hispanics, including noncitizen students, 

in their efforts to access a postsecondary education.

 ED’s Office of Federal Student Aid released this fact sheet that provides key 

information for refugees and asylees, including information about eligibility for 

Title IV federal student aid.

Federal Strategic Goals 

The Obama Administration will implement strategies to advance four key goals to 

enhance language acquisition while also valuing and recognizing the importance of 

maintaining native language proficiency to preserve culture and intergenerational 

communication and expand economic opportunities. 

 Goal 1: Ensure all new Americans can access high-quality language instruction.

Linguistic integration is a foundation for new Americans’ integration as active 

community members. Task Force members will seek to ensure that all new 

Americans have access to high-quality language instruction, through programs 

such as dual-language or ESL instruction, so new Americans can develop fluency 

and literacy in English while maintaining and developing their native language.

They will also explore the role that advances in learning science and technology 

can play in developing solutions that are effective, engaging, affordable, and 

widely available.
47

 Goal 2: Ensure that new Americans have meaningful access to high-quality early 

learning from birth to kindergarten. Today, new American children are less likely 

than their peers to receive the tremendous benefits provided by high-quality early 

learning programs. Task Force members will take steps to ensure new American 

families can access these programs. 

 Goal 3: Raise the EL high school graduation rate so it is equivalent to the overall 

national graduation rate. In the 2012–13 school year, approximately 61 percent 

of ELs graduated high school, up from 59 percent in 2011–12 and 57 percent in 

2010–11. In comparison, the national graduation rate was 81 percent in 2012–13. 

A high school education is an essential step to economic and educational 

opportunity. The Task Force will support efforts to increase graduation rates for

all students, including new Americans, so they have the same opportunities to 

succeed as other Americans. 

 Goal 4: Improve new Americans’ access to postsecondary education and training.

New Americans and their families encounter many obstacles that prevent them 

from accessing higher education and leveraging their existing skills and 

credentials. In 2011, 14 percent of adult ELs — 3 million — had a college degree, 

compared to 30 percent of non-EL adults. The President has set the national goal 

that by 2020, America will once again have the highest proportion of college 

graduates in the world. The Task Force will seek to support new Americans, 

including those who are ELs, in achieving postsecondary education, which is 

critical to attaining this goal.

Recommended Actions

1. Create and Disseminate Resources to Provide New American Families with 

Accessible Information on the Importance of High-Quality Early Learning. 

ED and HHS will create a parent toolkit to provide families, including new 

American families, with information about the importance of early learning, 

strategies to support their children, and resources on how to find high-quality 

early learning opportunities for their children. ED and HHS will also collaborate 

to expand the dissemination of existing Head Start materials from the HHS 

Administration for Children and Families’ (ACF’s) National Center on Cultural 

and Linguistic Responsiveness.

2. Explore Ways to Improve the Effectiveness of Federal Education Programs 

for ELs, Including New Americans. ED will seek out opportunities to highlight 

effective, evidence-based interventions for ELs and new Americans, for use in 

federal programs, such as the existing program for immigrant children under Title 

III. Highlighted interventions should include professional development and 

preparation for educators, including support for fostering cultural competency. 

ED will ensure that highlighted interventions focus on high-quality language 

instruction tailored to the diversity of ELs, based on local and state-level data, and 

provide guidance to states and districts on promising practices for meeting the 
48

unique needs of ELs and new Americans. As part of this effort, ED will continue 

to provide guidance and highlight best practices for identifying and serving ELs 

with disabilities.

3. Provide Technical Assistance and Disseminate Evidence-Based Practices to 

Ensure That the Language Needs of ELs Are Being Supported Locally. States 

and districts should examine the existing and emergent needs of ELs in their 

schools and determine how best to prepare and support teachers, 

paraprofessionals, and school leaders to meet those needs. ED will support state 

and local efforts through the provision of technical assistance and the 

dissemination of evidence-based practices in this area, including through the 

NCELA. Any needs that teachers or principals have for professional development 

to improve their effectiveness in this area could be supported through existing 

state and local funds or allowable use of funds provided to the states through Title 

II, Part A or Title III, Part A of ESEA.

4. Develop Guidance for Schools, Districts, and States for Promoting Inclusive 

School Climates, Cultural Responsiveness, and Wraparound Supports for 

Immigrant and Refugee Children and Youth. ED and HHS will collaborate to

develop guidance for educators, social workers, and other school professionals on 

the unique strengths and needs of immigrant and refugee youth, including those 

with interrupted formal education. ED should also highlight counseling, 

professional development, and other resources necessary to support ELs 

academically and socioeconomically, and connect schools with these resources.

5. Amplify and Disseminate Guidance and Toolkits for Teachers, 

Administrators, School Leaders, and School Systems on Integration. ED will 

disseminate and amplify information about promising practices for the positive 

integration of immigrant and refugee children and adult learners in schools, 

including prevention of and appropriate responses to discriminatory harassment. 

ED will also continue to expand access to programs of world languages as part of 

its higher education programs. 

6. Encourage Employers, Educational Systems, State and Local Governments, 

and Other Career-Building Institutions to Increase Access to ESL Courses. 

Federal agencies, such as Commerce and SBA, will provide information and tools 

to employers about increasing access to ESL courses, education services, and 

other training programs for frontline immigrant and refugee workers. Volunteerbased models could increase availability at a comparatively low cost. ED 

programs will explore, in appropriate grant programs that serve ELs, an emphasis 

on using volunteers to provide services. ED, in partnership with other Task Force 

members, will also explore opportunities to pilot and support innovative models 

of providing ESL instruction.

7. Highlight Effective Institutional Programs, Community Models, and State 

Policies that Enhance Opportunities for New Americans. ED will highlight 
49

effective institutional programs, community models, and state policies that serve 

young people who are new Americans. For example, Café College, in San 

Antonio, Texas, offers community-based college and career advising 

opportunities to new Americans and their children. 

8. Identify Education Grant Programs with Untapped Potential to Support 

New Americans, Including Programs that Employ Place-Based Strategies. 

ED, as well as other Task Force members, will take issues confronting new 

Americans into consideration when developing education grant programs, or 

when awarding grants for programs under which new Americans are eligible to 

receive services.

9. Explore Research that Evaluate Effective EL Instruction and Interventions.

ED will explore ways that ED, SEAs, and LEAs should collect and analyze more 

information on EL participation and outcomes in education programs from early 

learning to adult education, to understand how to best address access issues and 

improve student outcomes and, if necessary, could request more funding from 

Congress.
50

VII. Continuing the Task Force’s Efforts

While some countries have one central coordinating immigrant integration agency, the 

responsibility for developing a national immigrant and refugee integration strategy in the 

United States falls on several federal departments and agencies, including the 

departments and agencies that were charged with developing this strategic action plan.

The Task Force’s report represents an important step in aligning agency strategies and 

approaches in support of overarching goals. 

As a part of its internal assessment process, the Task Force identified 58 current 

immigrant integration programs administered by 10 federal agencies that are Task Force 

members. Of these integration programs, 33 primarily emphasize civic integration, 16 

primarily focus on linguistic integration, and 9 focus on economic integration. While 

programs supporting economic integration are fewer in number, they tend to be funded 

on a larger scale than comparable civic- or linguistic-focused programs. By contrast, 

linguistically focused programs are more numerous but account for a smaller amount of 

funding.

There are numerous ways to strengthen and coordinate the federal government’s 

approach to integration. Comments submitted by stakeholders who participated in the 

Task Force’s public engagements suggested areas in which the need for a particular 

service exceeds the level of service provided, particularly in the areas of English 

language instruction, workforce development, and civic inclusion. These are key areas in 

which the Task Force’s energy has been focused to date. Stakeholder comments also 

offered recommendations in policy areas that are not the primary focus of the existing 

Task Force members, such as improving financial literacy and capability. The Task Force 

recognizes that it must also tackle these issues as well, and will collaborate with federal 

departments and agencies that are not formally part of the Task Force in the future.

It will also be important to continue stakeholder. Indeed, the success of new Americans is 

tied to the success of the greater community, and the Task Force’s continued work will 

engage other sectors in developing new efforts and expanding existing ones. Further 

areas of targeted engagement will include outreach with researchers who study immigrant 

and refugee integration to develop a research agenda that leverages academia to answer 

key integration questions, evaluate and refine programs and initiatives, support the 

development of metrics to measure success, and identify effective programs. 

As we consider trends, U.S. Census Bureau data offer a window into the rich mosaic of 

our nation’s foreign-born population. From the decennial Census to the annual American 

Community Survey and population projections, and monthly Current Population Survey, 

U.S. Census Bureau data quantify the size of the foreign-born population and capture the 

rich demographic diversity of our immigrants across communities of all sizes.

Maintaining the existing American Community Survey and investing now in research and 

development for a modern, cost-efficient 2020 census are essential to helping all 

communities measure, understand, and serve their immigrant and refugee populations. 
51

Additionally, because new Americans are the nation’s future workforce, entrepreneurs, 

and innovators, the private and philanthropic sectors must play a robust and expanded 

role in meeting the integration needs of immigrants and refugees, and building strong,

cohesive communities. The Administration recognized private sector efforts and honored 

nine Champions of Change that are Promoting Citizenship in the Workplace. An 

example of these efforts include the Cities for Citizenship initiative, a partnership 

between 11 major cities, Citi Community Development and Microfinance, which aims to 

increase citizenship among eligible LPRs to forge more inclusive and economically 

robust cities. Additionally, the Greater Miami and the Beaches Hotel Association, in 

partnership with the National Immigration Forum’s New American Workforce, is hosting

citizenship workshops for hotel employees. The Task Force will continue seek

opportunities to convene leaders in the private, philanthropic, and public sectors.

The Obama Administration is also committed to strengthening the underlying federal 

infrastructure to meet the needs of and capitalize on the momentum created by proactive 

integration and welcoming efforts in receiving communities. Ultimately, the Task Force 

seeks to institutionalize its work to ensure coordination among agencies and maximize 

the impact of their efforts. The Task Force’s initial process for developing the federal 

strategy has already increased cross-agency collaboration. Several agencies held jointstakeholder sessions on cross-cutting areas and developed joint recommendations. For 

example, CNCS and HHS’s ORR will be collaborating to create national service 

opportunities for former refugees to help the next generation of refugees, and SBA and 

Commerce will be teaming up with DOL to provide small businesses with more 

information on their responsibilities to workers. 

Task Force will continue to convene to enhance information-sharing efforts and crosscutting efforts, in areas like adult education and workforce training, that bolster the 

integration of new Americans. To further these efforts, the Task Force will create 

interagency working groups that focus on several issue areas, including Education, 

Training & Workforce; Promoting Naturalization; and Financial Literacy. The Task 

Force will also submit a one-year progress report to the President later this year.
52

VIII.Closing

Every day, communities around the country are recognizing that welcoming immigrants

makes them more vibrant places for all residents. When new Americans have access to 

English language classes, civics instruction, job skills training, and tools to become 

successful entrepreneurs, integration becomes an engine for innovation. With a strategy 

that welcomes immigrants and refugees, towns and cities become epicenters of growth in 

their regional economy. Additionally, strong civic participation by new Americans 

supports a healthy democracy.

President Obama established this Task Force to ensure that the federal government’s 

integration efforts enhance and support the important integration work taking place at the 

community level. Over the past several months, the Task Force has identified a number 

of areas of opportunity where the federal government can use its convening power, 

improve coordination of interagency efforts to integrate new Americans, and lead by 

example. This initial report outlines a strategic plan and recommended actions to bolster 

current integration efforts. This report is only the beginning. 

Creating this national strategy has been an all-hands-on-deck effort that has brought 

together individuals, communities, civic and faith leaders, philanthropy, and the private 

sector to identify innovative solutions to integrating immigrants and refugees in 

communities across the country. The Obama Administration intends to do its part, and we 

encourage other key stakeholders to join us in this effort.

While we seek to create greater opportunities and remove barriers to immigrant and 

refugee integration, integration efforts may also be enhanced through legislative reform 

and further modernization of our immigration laws. This Administration remains 

committed to working with Congress to enact a common-sense, comprehensive solution 

to our broken immigration system, similar to the bipartisan legislation that passed the 

Senate in 2013.

We must remain dedicated to advancing the basic principles upon which the United 

States was founded, and to establishing the equality and dignity of all people, including 

immigrants and refugees.
53

IX. Appendix A: Glossary of Key Terms

The terms below are described solely for purposes of this report, and not to provide a 

technical or legal definition for any other context (including for programs and initiatives 

described in the report). 

 Civic Integration: When all community members belong, are secure in their rights 

and responsibilities, exercise their liberties, and share ownership in the community 

and our nation’s future.

 Dual-Language Education: Also called two-way immersion or two-way bilingual 

immersion, it enhances the linguistic, cognitive, and cross-cultural skills of both EL 

and native English-speaking pupils while engaging LEP parents in their children’s 

schooling.

114

 Economic Integration: When both employers and immigrant workers understand 

their workplace rights and responsibilities, and workers have the resources to excel, 

embark on career pathways, and obtain economic self-sufficiency.

 English as a Second Language (ESL): ESL refers to the teaching of English to 

students with different native or home languages using specially designed programs 

and techniques. ESL is an English-only instructional model, and most programs 

attempt to develop English skills and academic knowledge simultaneously. It is also 

known as English for Speakers of Other Languages (ESOL), English as an Additional 

Language (EAL), and English as a Foreign Language (EFL).115

 English Learners (ELs): Individuals who do not speak English as their primary 

language and who have a limited ability to read, speak, write, or understand 

English.116

 Foreign-Born: Foreign-born refers to people who are not U.S. citizens at birth. 

 Immigrants: Foreign-born persons who obtain lawful permanent resident status in 

the United States.

117

 Linguistic Integration: When English learners have access to effective English 

language instruction to support their acquisition of English language skills while also 

valuing and recognizing the importance of maintaining native language proficiency to 

preserve culture and intergenerational communication and expand economic 

opportunities.

 Native-Born: Native-born refers to people born in the United States, including Puerto 

Rico, Guam, the U.S. Virgin Islands, and the Commonwealth of the Northern 

Mariana Islands, and subject to the jurisdiction thereof, as well as those born in a 

foreign country who have at least one parent who is a U.S. citizen and who meet other 

criteria specified by law to acquire U.S. citizenship at birth.

118
54

 New Americans: An all-encompassing term that includes foreign-born individuals 

(and their children and families) who seek to become fully integrated into their new 

community in the United States. 

 Receiving Community: Any community, including a city, country, or state, where 

new Americans have made their homes. It includes longer-term residents, but also 

local governments, business leaders, educational institutions, faith communities, and 

others with a stake in building strong, united, and welcoming communities.

 Welcoming Community: A community that strives to strengthen meaningful contact

between immigrants and refugees and native-born residents, ensures inclusiveness, 

provides opportunity, and creates an overall positive environment for all. 
55

X. Appendix B: List of Task Force Events and Engagements 

The Task Force on New Americans is committed to working with all sectors of society, 

including community-based organizations, businesses, faith leaders, as well as state and 

local governments, to identify and gather information on successful integration efforts 

and best practices, and to strategize on how to replicate and expand these efforts. To this 

end, the Task Force has gathered input and ideas from various stakeholders and 

individuals.

In January 2015, Task Force Co-Chairs Cecilia Muñoz and Léon Rodríguez issued a 

“Call for Ideas,” inviting stakeholders and members of the public to submit suggestions 

to help shape a federal integration strategy. In less than four weeks, the Task Force 

received approximately 350 responses to this request. Additionally, Task Force members 

have conducted multiple in-person meetings and engagements, as listed below:

January 15: USCIS Director Léon Rodríguez delivered keynote remarks to a group of 

government, business, and civil society leaders from immigrant gateway cities around the 

country. This event was hosted by the Americas Society/Council of the Americas in New 

York.

January 21: Representatives from the White House Domestic Policy Council and USCIS 

met with representatives from Welcoming America regarding the work of the Task Force 

on New Americans. Welcoming America is a national, grassroots-driven collaborative 

fostering mutual respect and cooperation between foreign-born and native-born 

Americans.

January 22: Representatives from the U.S. Small Business Administration (SBA) met 

with representatives from Welcoming America regarding the work of the Task Force on 

New Americans and immigrant entrepreneurship.

January 27: The Department of Health and Human Services (HHS) hosted a listening 

session with stakeholders from the refugee community, including the voluntary agencies 

that are central to the resettlement process.

January 27: Representatives from SBA met with representatives from the National Asian 

American Coalition regarding micro-lending to immigrant communities.

January 29: USCIS and Task Force members hosted the first of three Task Force national 

listening sessions to discuss the role of receiving communities in immigrant and refugee 

integration. Approximately 577 individuals participated.

January 29: Secretary Thomas Perez of the Department of Labor (DOL) held a 

roundtable listening session with stakeholders in Tucson, Arizona, to discuss the Task 

Force on New Americans, in coordination with Chicanos Por La Causa, SEIU Arizona,

and YWCA Tucson.
56

January 30: SBA highlighted an immigrant small business as part of its “Made It in 

America” engagement series. 

February 2: The Corporation for National and Community Service (CNCS) met with the 

Office of the Mayor of Beaverton, Oregon, to discuss the city’s efforts to integrate new 

Americans and ways that national service programs can contribute.

February 3: USCIS and Task Force members hosted the second of three Task Force 

national listening sessions to discuss federal strategies to support the economic and 

linguistic integration of new Americans. Approximately 440 individuals participated.

February 5: USCIS and Task Force members hosted the third of three Task Force 

national listening sessions to discuss federal strategies to support the civic integration of 

new Americans. Approximately 380 individuals participated.

February 6: SBA posted a blog titled Immigrant Entrepreneurs Help Fuel Record Growth 

Streak.

February 11–13: The State of Florida held its biennial Refugee Services Consultations in 

Jacksonville, during which federal and community partners came together to discuss 

refugee integration. Representatives from several HHS offices participated, including 

Office of Refugee Resettlement (ORR), the Office for Civil Rights, and the Substance 

Abuse and Mental Health Services Administration. Additionally, representatives from 

USCIS and DOL participated.

February 11: Secretary of Labor Tom Perez held a roundtable listening session with 

stakeholders in Durham, North Carolina, to discuss the Task Force on New Americans, in 

coordination with El Centro Hispano. 

February 12: The White House Domestic Policy Council and USCIS met with members 

of the Naturalization Working Group — a coalition of organizations concerned with 

immigration policy and services as they relate to immigrants attempting to become 

American citizens.

February 18: The White House Domestic Policy Council, USCIS, and HHS met with 

representatives of the United Nations High Commissioner for Refugees and Refugee 

Council USA to discuss refugee integration.

February 20: The White House Domestic Policy Council, USCIS, DOL, and Commerce 

(including Secretary Pritzker) held a conference call with the New American Workforce 

initiative to discuss steps businesses are taking to help their citizenship-eligible 

immigrant workers gain citizenship.

February 23: DOL, SBA, and the Department of Education (ED) held an in-person 

listening session with stakeholders to discuss the Task Force on New Americans to 

discuss ways these agencies could use their resources to assist with integration.
57

February 24: CNCS met with the Office of the Mayor of Boise, Idaho, to discuss the 

city’s efforts to integrate new Americans and ways that national service programs can 

contribute. 

February 25: The White House Domestic Policy Council, DHS, and USCIS participated 

in a dialogue with YMCA representatives titled, “Welcoming All: Immigrant Integration 

across Sectors.” This engagement offered the opportunity to discuss and highlight the 

importance of a cross-sector approach to immigrant integration and the work of the Task 

Force on New Americans. 

February 25: Representatives from USCIS, CNCS, HHS, SBA, ED, DOL, and 

Department of Justice (DOJ) met with representatives from the YMCA to discuss Task 

Force efforts.

March 4: USCIS Director Léon Rodríguez met with representatives from the 

Congressional Asian Pacific Americans Caucus to discuss the Task Force on New 

Americans and additional ways in which the caucus may work with USCIS to assist with 

outreach and implementation efforts.

March 10: HHS held a national listening session on immigrant and refugee integration. 

Approximately 270 individuals participated.

March 12: HHS’s ORR posted a blog titled Creating New Connections and New 

Opportunities to Advance Refugee Integration.

March 17: DOL, ED, and SBA held a conference call listening session with stakeholders 

to discuss the Task Force on New Americans to discuss ways these agencies could use 

their resources to assist with integration.

March 19: CNCS met with the office of the county executive for Montgomery County, 

Maryland, to discuss the county’s efforts to integrate new Americans and ways that 

national service programs can contribute.

March 26: CNCS met with the office of the mayor of Los Angeles, California, to discuss 

the city’s efforts to integrate new Americans and ways that national service programs can 

contribute. 

March 27: HHS’ ACF posted a blog titled Planning for Refugee and Immigrant 

Integration across ACF.
58

President Barack Obama answers questions during a town hall on immigration at Casa Azafrán 

community center in Nashville, Tennessee. December 9, 2014. (Official White House Photo by 

Pete Souza)
59

ENDNOTES

1 Wilson, Jill H. and Nicole Prchal Svajlenka. Immigrants Continue to Disperse, with Fastest Growth in the 

Suburbs. October 29, 2014. http://www.brookings.edu/research/papers/2014/10/29-immigrants-dispersesuburbs-wilson-svajlenka

2 U.S. Department of State Bureau of Population, Refugees, and Migration. Refugee Admissions. 2014. 

http://www.state.gov/j/prm/ra/index.html

3 Singer, Audrey. “Contemporary Immigrant Gateways in Historical Perspective.” Daedalus, the Journal of 

the American Academy of Arts & Sciences 142(3): 76–91. 2003. 

http://www.brookings.edu/~/media/research/files/articles/2013/09/05-immigrant-gateways-singer/singerimmigration-article-9513.pdf

4Zong, Jie and Jeanne Batalova. Frequently Requested Statistics on Immigrants and Immigration in the 

United States. Washington, DC: Migration Policy Institute. February 2015. 

http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-unitedstates

5 Myers, Dowell, Stephen Levy, and John Pitkin. “The Contributions of Immigrants and Their Children to 

the American Workforce and Jobs of the Future.” Center for American Progress. June 2013. 

https://www.americanprogress.org/issues/immigration/report/2013/06/19/66891/the-contributions-ofimmigrants-and-their-children-to-the-american-workforce-and-jobs-of-the-future/

6 Fairlie, Robert W. Open for Business: How Immigrants Are Driving Small Business Creation in the 

United States. Partnership for a New American Economy. August 2012. 

http://www.renewoureconomy.org/sites/all/themes/pnae/openforbusiness.pdf

7 Partnership for a New American Economy. “The ‘New American’ Fortune 500.” June 2011. 

http://www.renewoureconomy.org/wp-content/uploads/2013/07/new-american-fortune-500-june-2011.pdf

8 Monger, Randall and James Yankay. U.S. Lawful Permanent Residents: 2013 Annual Flow Report. U.S. 

Department of Homeland Security Office of Immigration Statistics. May 2014. 

http://www.dhs.gov/sites/default/files/publications/ois_lpr_fr_2013.pdf

9 Lee, James and Katie Foreman. U.S. Naturalizations: 2013 Annual Flow Report. U.S. Department of 

Homeland Security Office of Immigration Statistics. May 2014. 

http://www.dhs.gov/sites/default/files/publications/ois_natz_fr_2013.pdf

10 Wilson, Jill H. and Nicole Prchal Svajlenka. Immigrants Continue to Disperse, with Fastest Growth in 

the Suburbs. October 29, 2014. http://www.brookings.edu/research/papers/2014/10/29-immigrantsdisperse-suburbs-wilson-svajlenka

11 Gibson, Campbell and Kay Jung. Historical Census Statistics on the Foreign-Born Population of the 

United States: 1850 to 2000. Working Paper No. 81. Washington, DC: U.S. Census Bureau Population 

Division. February 2006. 

https://www.census.gov/population/www/documentation/twps0081/twps0081.html

12 McHugh, Margie. Immigrant Civic Integration and Service Access Initiatives: City-Sized Solutions for 

Citi-Sized Needs. Washington, DC: Migration Policy Institute. 2014.

13 Grieco, Elizabeth M., et al. “The Size, Place of Birth, and Geographic Distribution of the Foreign-Born 

Population in the United States: 1960 to 2010.” Working Paper 96. Washington, DC: U.S. Census Bureau, 

Population Division. October 2012. http://www.census.gov/population/foreign/files/WorkingPaper96.pdf

14 Ibid. 

15 Gambino, Christine P., Edward N. Trevelyan, and John Thomas Fitzwater. “The Foreign-Born 

Population from Africa: 2008–2012.” Washington, DC: U.S. Census Bureau, American Community Survey 

Briefs. October 2014. http://www.census.gov/newsroom/press-releases/2014/cb14-184.html

16 Singer, Audrey. U.S. Immigration Demographics and Immigrant Integration Presentation. Washington, 

DC: Brookings Institution. July 2014. http://www.brookings.edu/research/presentations/2014/07/16-usimmigration-demographics-integration-singer

17 Ibid. 

18 Migration Policy Institute Data Hub. Immigrant Population by State, 1990–Present. 

http://www.migrationpolicy.org/programs/data-hub/charts/immigrant-population-state-1990-

present?width=1000&height=850&iframe=true

 
60

 

19 Grieco, Elizabeth M., et al. “The Size, Place of Birth, and Geographic Distribution of the Foreign-Born 

Population in the United States: 1960 to 2010.” Working Paper 96. Washington, DC: U.S. Census Bureau, 

Population Division. October 2012. http://www.census.gov/population/foreign/files/WorkingPaper96.pdf

20 Migration Policy Institute. Immigrant Population Change over Time: Top States. 

http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-unitedstates

21 U.S. Department of State Bureau of Population, Refugees, and Migration. Refugee Admissions. 2014. 

http://www.state.gov/j/prm/ra/index.html

22 U.S. Department of State Office of Admissions, Refugee Processing Center. Refugee Admissions by 

Region Fiscal Year 1975 through March 9, 2015. 2015. 

http://www.wrapsnet.org/LinkClick.aspx?fileticket=umalMO5CiR4%3d&tabid=211&portalid=1&mid=14

37

23 Martin, Daniel C. and James E. Yankay. Refugees and Asylees: 2013 Annual Flow Report. U.S. 

Department of Homeland Security Office of Immigration Statistics. August 2014. 

http://www.dhs.gov/sites/default/files/publications/ois_rfa_fr_2013.pdf

24 U.S. Department of State, Bureau of Population, Refugees, and Migration, Fiscal Year 2013 Refugee 

Admissions Statistics. July 2014. http://www.state.gov/j/prm/releases/statistics/228666.htm

25 Martin, Daniel C. and James E. Yankay. Refugees and Asylees: 2013 Annual Flow Report. U.S. 

Department of Homeland Security Office of Immigration Statistics. August 2014. 

http://www.dhs.gov/sites/default/files/publications/ois_rfa_fr_2013.pdf

26 Ibid. 

27 Ibid. 

28 Zong, Jie and Jeanne Batalova. Frequently Requested Statistics on Immigrants and Immigration in the 

United States. Washington, DC: Migration Policy Institute. February 2015. 

http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-unitedstates#WorkforceCharacteristics

29 Singer, Audrey. U.S. Immigration Demographics and Immigrant Integration Presentation. Washington, 

DC: Brookings Institution. July 2014. http://www.brookings.edu/research/presentations/2014/07/16-usimmigration-demographics-integration-singer

30 U.S. Department of Labor Bureau of Labor Statistics. Foreign-Born Workers: Labor Force 

Characteristics—2013 News Release. May 2014. http://www.bls.gov/news.release/pdf/forbrn.pdf

31 Papademetriou, Demetrios G. Migration’s Local Dividends: How Cities and Regions Can Make the Most 

of Immigration. Washington, DC: Migration Policy Institute. 2014.

32 Waters, Mary C. and Tomas R. Jimenez. 2005. “Assessing Immigrant Assimilation: New Empirical and 

Theoretical Challenges.” Annual Review of Sociology 31: 105–125. 2005.

33 Fairlie, Robert W. “Immigrant Entrepreneurs and Small Business Owners, and Their Access to 

Financial Capital.” Small Business Administration. 2012. 

https://www.sba.gov/sites/default/files/rs396tot.pdf

34 Partnership for a New American Economy. “The ‘New American’ Fortune 500.” June 2011. 

http://www.renewoureconomy.org/research/new-american-fortune-500/

35 Wadhwa, Vivek, AnnaLee Saxenian, Ben A. Rissing, and Gary Gereffi. 2007. “America’s New 

Immigrant Entrepreneurs: Part I.” Duke Science, Technology & Innovation Paper 23.

36 Gauthier-Loiselle, Marjolaine and Jennifer Hunt. “How Much Does Immigration Boost 

Innovation?” American Economic Journal: Macroeconomics, American Economic Association 2(2): 31–56. 

2010. http://www.nber.org/papers/w14312

37 Akbari, Ather H. “Immigrant Naturalization and Its Impacts on Immigrant Labour Market Performance 

and Treasury.” In Pieter Bevelander and Don J. DeVoretz, eds., The Economics of Citizenship (Malmö, 

Sweden: Malmö University). 2008; Bratsberg, Bernt, James F. Ragan, Jr., and Zafar M. Nasir. “The Effect 

of Naturalization on Wage Growth: A Panel Study of Young Male Immigrants.” Journal of Labor 

Economics 20(3): 568–597. 2002. http://people.terry.uga.edu/mustard/courses/e8420/Citizenship.pdf

38 Bratsberg, Bernt, James F. Ragan, Jr., and Zafar M. Nasir. “The Effect of Naturalization on Wage 

Growth: A Panel Study of Young Male Immigrants.” Journal of Labor Economics 20(3): 568–597. 2002. 

http://people.terry.uga.edu/mustard/courses/e8420/Citizenship.pdf

39 Pastor, Manuel and Justin Scoggins. “Citizen Gain: The Economic Benefits of Naturalization for 

Immigration and the Economy.” Center for the Study of Immigrant Immigration. 2012. 

http://dornsife.usc.edu/assets/sites/731/docs/citizen_gain_web.pdf
61

 

40 Ibid.

41 Bratsberg, Bernt, James F. Ragan, Jr., and Zafar M. Nasir. “The Effect of Naturalization on Wage 

Growth: A Panel Study of Young Male Immigrants.” Journal of Labor Economics 20(3): 568–597. 2002.

http://people.terry.uga.edu/mustard/courses/e8420/Citizenship.pdf 

42 Flamm, Sarah and Madeleine Sumption. “The Economic Value of Citizenship for Immigrants in the 

United States.” Migration Policy Institute. 2012. 

http://carnegie.org/fileadmin/Media/Publications/mpi_econ_value_citizenship_01.pdf

43 Akbari, Ather H. “Immigrant Naturalization and Its Impacts on Immigrant Labour Market Performance 

and Treasury.” In Pieter Bevelander and Don J. DeVoretz, eds., The Economics of Citizenship (Malmö, 

Sweden: Malmö University). 2008.

Bratsberg, Bernt, James F. Ragan, Jr., and Zafar M. Nasir. “The Effect of Naturalization on Wage Growth: 

A Panel Study of Young Male Immigrants.” Journal of Labor Economics 20(3): 568–597. 2002.

http://people.terry.uga.edu/mustard/courses/e8420/Citizenship.pdf

Pastor, Manuel and Justin Scoggins. “Citizen Gain: The Economic Benefits of Naturalization for 

Immigration and the Economy.” Center for the Study of Immigrant Immigration. 2012. 

http://dornsife.usc.edu/assets/sites/731/docs/citizen_gain_web.pdf

44 Bleakley, Hoyt and Aimee Chin. “Language Skills and Earnings: Evidence from Childhood Immigrants.” 

Review of Economics and Statistics 86(2): 481–496. 2004. 

http://www.mitpressjournals.org/doi/abs/10.1162/003465304323031067#.VQc73Y7F-fE

45 Bleakley, Hoyt and Aimee Chin. “Age at Arrival, English Proficiency, and Social Assimilation Among 

US Immigrants.” American Economic Journal 2(1): 165–192. 2010. 

http://pubs.aeaweb.org/doi/pdfplus/10.1257/app.2.1.165

46 Ibid.

47 Papademetriou, Demetrios G. Migration’s Local Dividends: How Cities and Regions Can Make the Most 

of Immigration. Washington, DC: Migration Policy Institute. 2014.

48 Ibid. 

49 Ibid. 

50 Ortman, Jennifer M., Victoria A. Velkoff, and Howard Hogan. “An Aging Nation: The Older Population 

in the United States.” Washington, DC: U.S. Census Bureau. May 2014. 

http://www.census.gov/prod/2014pubs/p25-1140.pdf

51 Singer, Audrey. U.S. Immigration Demographics and Immigrant Integration Presentation. Washington, 

DC: Brookings Institution. July 2014. http://www.brookings.edu/research/presentations/2014/07/16-usimmigration-demographics-integration-singer

52 Lowell, B. Lindsay, Julia Gelatt, and Jeanne Batalova, “Immigrants and Labor Force Trends: The Future, 

Past and Present,” Migration Policy Institute. Insight 17. 2006. 

53 Lee, James and Katie Foreman. U.S. Naturalizations: 2013 Annual Flow Report. U.S. Department of 

Homeland Security Office of Immigration Statistics. May 2014. 

http://www.dhs.gov/sites/default/files/publications/ois_natz_fr_2013.pdf

54 Rytina, Nancy. Estimates of the Legal Permanent Resident Population in 2012 Population Estimates. 

U.S. Department of Homeland Security Office of Immigration Statistics. July 2013. 

http://www.dhs.gov/sites/default/files/publications/ois_lpr_pe_2012.pdf

55 National Immigrant Integration Conference. http://www.integrationconference.org/

56 Strengthening Communities through Immigrant and Refugee Integration. The White House, President 

Obama and the Hispanic Community. July 2014. 

https://www.whitehouse.gov/blog/2014/07/16/strengthening-communities-through-immigrant-and-refugeeintegration

57 Swan, D. W., J. Grimes, T. Owens, R. D. Vese, Jr., K. Miller, J. Arroyo, T. Craig, S. Dorinski, M.

Freeman, N. Isaac, P. O’Shea, P. Schilling, and J. Scotto. Public Libraries in the United States Survey: 

Fiscal Year 2010. Washington, DC: Institute of Museum and Library Services. January 2013. 

http://www.imls.gov/assets/1/assetmanager/pls2010.pdf

58 Institute of Museum and Library Services. Talking Points: Libraries are Key to Success for New 

Americans. June 2012. http://www.imls.gov/assets/1/workflow_staging/AssetManager/2270.PDF

59 National Immigrant Integration Conference. Immigration and the States: Advancing State Policy 

Priorities in Immigration. November 2014. http://www.integrationconference.org/immigration-and-thestates-advancing-state-policy-priorities-in-immigration/
62

 

60 New Americans Office of Policy and Advocacy. “New Americans Phase 3 Report.” Governor’s Office of 

New Americans. 2012. 

http://www2.illinois.gov/gov/newamericans/Documents/Final%20Report%20040113.pdf

61 Governor Quinn Highlights Progress Made in Welcoming Everyone in Illinois. Illinois Government 

News Network. April 2013. 

http://www3.illinois.gov/PressReleases/ShowPressRelease.cfm?SubjectID=2&RecNum=11058

62 Ibid. 

63 New York State Department of State. The New York State Office for New Americans, the Cooper Union, 

and the Bnai Zion Foundation Open Registration for Fall 2014 Free Job Retraining for High-Skilled New 

Americans in Science, Technology, Engineering, and Math. July 2014. 

http://www.dos.ny.gov/press/2014/ona7-14.html

64 Ibid. 

65 City of Boston. Mayor’s Office of New Bostonians. 2014. http://www.cityofboston.gov/newbostonians/

66 City of Los Angeles. Mayor’s Office of Immigrant Affairs. 2015. http://www.lamayor.org/immigrants

67 City of New York. Mayor’s Office of Immigrant Affairs. 2015. 

http://www.nyc.gov/html/imm/html/initiatives/wany.shtml

68 Ibid.

69 Gill, Hannah, et al. “Building Integrated Communities High Point, North Carolina.” Chapel Hill, NC: 

Latino Migration Project at the University of North Carolina Chapel Hill. 2013. 

http://migration.unc.edu/files/2013/03/HP-Report_3102014.pdf

70 “The Role of Immigrants in Growing Baltimore Recommendations to Retain and Attract New 

Americans.” City of Baltimore and the Abell Foundation. September 2014. 

http://mayor.baltimorecity.gov/sites/default/files/RoleOfImmigrantsInGrowingBaltimore20140917.pdf

71 The White House Executive Office of the President. “Fixing Our Broken Immigration System: The 

Economic Benefits of Providing a Path to Earned Citizenship.” August 2013. 

http://www.whitehouse.gov/sites/default/files/our-broken-immigration-system-august-2013.pdf

72 Kochhar, Rakesh, Ana Gonzalez-Barrera, and Daniel Dockterman. “Minorities, Immigrants and 

Homeownership.” Pew Research Center Hispanic Trends. May 2009. 

http://www.pewhispanic.org/2009/05/12/iii-homeownership-1995-to-2008/

73 Rytina, Nancy. Estimates of the Legal Permanent Resident Population in 2012. Department of Homeland 

Security. July 2013. http://www.dhs.gov/sites/default/files/publications/ois_lpr_pe_2012.pdf

74 Sumption, Madeleine and Sarah Flamm. Migration Policy Institute. The Economic Value of Citizenship 

for Immigrants to the United States. September 2012. http://www.migrationpolicy.org

Gonzalez-Barrera, Ana, Mark Hugo Lopez, Jeffrey S. Passel, and Paul Taylor. The Path Not Taken. Pew 

Research Center. February 2013. http://www.pewhispanic.org/2013/02/04/the-path-not-taken/

75 http://www.acf.hhs.gov/programs/orr/resource/ethnic-community-self-help

76 Lum, Terry Y. and Elizabeth Lightfoot, “The Effects of Volunteering on the Physical and Mental Health 

of Older People.” Research on Aging, January 2005; Schreier, Hannah M.C., Kimberly A. Schonert-Reichl, 

and Edith Chen, “Effect of Volunteering on Risk Factors for Cardiovascular Disease in Adolescents.” 

JAMA Pediatrics, February 2013.

77 Zong, Jie and Jeanne Batalova. Frequently Requested Statistics on Immigrants and Immigration in the 

United States. Washington, DC: Migration Policy Institute. February 2015. 

http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-unitedstates

78 U.S. Department of Labor, Bureau of Labor Statistics, “Foreign-Born Workers: Labor Force 

Characteristics – 2013.” May 22, 2014. http://www.bls.gov/news.release/pdf/forbrn.pdf

79 Calculated from 2013 American Community Survey data. 

80 Lowell, B. Lindsay, Julia Gelatt, and Jeanne Batalova, “Immigrants and Labor Force Trends: The Future, 

Past and Present.” Migration Policy Institute. Insight 17. 2006. 

81 http://www.bls.gov/iif/oshwc/cfar0020.pdf http://www.oig.dol.gov/public/reports/oa/2012/02-12-202-10-

105.pdf

82 Fiscal Policy Institute’s Immigration Research Initiative. “Immigrant Small Business Owners: A 

Significant and Growing Part of the Economy.” June 2012. http://www.fiscalpolicy.org/immigrant-smallbusiness-owners-FPI-20120614.pdf

83 Ibid. 

84 Ibid. 
63

 

85 Strauss, Jack and Hailong Qian. “Immigrants or Jobs: Which Comes First to a Metro?” January 2014. 

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2339192

86 Fairlie, Robert W. “Immigrant Entrepreneurs and Small Business Owners, and Their Access to Financial 

Capital.” Santa Cruz, CA. May 2012. https://www.sba.gov/sites/default/files/rs396tot.pdf

87 Fairlie, Robert W. Open for Business: How Immigrants Are Driving Small Business Creation in the 

United States. Partnership for a New American Economy. August 2012. 

http://www.renewoureconomy.org/sites/all/themes/pnae/openforbusiness.pdf

88 Fairlie, Robert W. “Immigrant Entrepreneurs and Small Business Owners, and Their Access to Financial 

Capital.” Santa Cruz, CA. May 2012. https://www.sba.gov/sites/default/files

89 Winsler, Adam, Rafael M. Díaz, Linda Espinosa, and James L. Rodríguez. “When Learning a Second 

Language Does Not Mean Losing the First: Bilingual Language Development in Low-Income, SpanishSpeaking Children Attending Bilingual Preschool.” Child Development 70(2): 349–362. 1999.

90 Collier, Virginia. “How Long? A Synthesis of Research on Academic Achievement in a Second 

Language.” TESOL Quarterly 23(3): 509–531.1989. Freeman, Rebecca D. Bilingual Education and Social 

Change. Philadelphia: Multilingual Matters. 1998. Gómez, Leo, David Freeman, and Yvonne Freeman. 

“Dual Language Education: A Promising 50-50 Model.” Bilingual Research Journal 29(1): 145–164. 2005. 

Lindholm-Leary, Kathryn. Dual-Language Education. Clevedon, England: Multilingual Matters. 2001. 

Thomas, Wayne P. and Virginia Collier. School Effectiveness for Language Minority Students. 

Washington, DC: National Clearinghouse for Bilingual Education. 1997.

91 Ryan, Camille. Language Use in the United States: 2011. U.S. Census Bureau. 2013. 

https://www.census.gov/prod/2013pubs/acs-22.pdf

92 U.S. Department of Justice and U.S. Department of Education. “Fact Sheet: Ensuring English Learner 

Students Can Participate Meaningfully and Equally in Educational Programs” and other resources available 

at http://www2.ed.gov/about/offices/list/ocr/ellresources.html

93 Calderón, Margarita, Robert Slavin, and Marta Sánchez. “Effective Instruction for ELs.” Future of 

Children 21 (1): 103-127. 2011.

94 National Center for Education Statistics. “Number and Percentage of Public School Students 

Participating in Programs for English Language Learners, by State: Selected Years, 2002–03 through 

2011–12.” 2014. http://nces.ed.gov/programs/digest/d13/tables/dt13_204.20.asp

95 National Center for Education Statistics. “Reading Performance.” 2014. 

http://nces.ed.gov/programs/coe/indicator_cnb.asp

96 National Center for Education Statistics, “Public high school 4-year adjusted cohort graduation rate 

(ACGR), by race/ethnicity and selected demographics for the United States, the 50 states, and the District 

of Columbia: School year 2012–13.” 2014. 

http://nces.ed.gov/ccd/tables/ACGR_RE_and_characteristics_2012-13.asp

97 Kim, Jenok. Relationships among and between ELL Status, Demographic Characteristics, Enrollment 

History, and School Persistence. 2011. http://www.cse.ucla.edu/products/reports/R810.pdf

98 Hammer, Carol Scheffner, Eugene Komaroff, Barbara L. Rodriguez, Lisa M. Lopez, Shelley E. Scarpino, 

and Brian Goldstein. “Predicting Spanish-English Bilingual Children’s Language Abilities.” Journal of 

Speech Language and Hearing Research 55(5): 1251–1264. 2012.

99 Jia, Gisela, Doris Aaronson, and Yanhong Wu. “Long-Term Language Attainment of Bilingual 

Individuals: Predictive Variables and Language Group Differences.” 2002.

100Fortuny, Karina, Donald J. Hernandez, and Ajay Chaudry. Young Children of Immigrants: The Leading 

Edge of America’s Future, Brief No. 3. The Urban Institute. August 2010. 

http://www.urban.org/UploadedPDF/412203-young-children.pdf

101 Gottfried, Michael A. and Hui Yon Kim. Improving School Readiness: Formal versus Informal PreKindergarten and Children in Immigrant Families. University of California Center Sacramento. 2015. 

http://uccs.ucdavis.edu/Bacon2015web.pdf

102 Karoly, Lynn A. and Gabriella C. Gonzalez. “Early Care and Education for Children in Immigrant 

Families.” 2011.

103 Hoff, Erika. “Interpreting the Early Language Trajectories of Children from Low SES and Language 

Minority Homes: Implications for Closing Achievement Gaps.” Developmental Psychology 49(1): 4–14. 

2013.

104 Ibid.

105 Karoly, Lynn A. and Gabriella C. Gonzalez. “Early Care and Education for Children in Immigrant 

Families.” 2011.
64

 

106 Calderón, Margarita, Robert Slavin, and Marta Sánchez. “Effective Instruction for English Learners.” 

Future of Children 21(1): 103–127. 2011.

107 Ibid.

108 Ryan, Camille. Language Use in the United States: 2011. U.S. Census Bureau. 2013. 

https://www.census.gov/prod/2013pubs/acs-22.pdf

109 U.S. Department of Education. Tapping the Potential: Profile of the Adult Education Target Population.

2013. http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/factsh/us-country-profile.pdf

110 National Center for Education Statistics. “Participants in State-Administered Adult Basic Education, 

Secondary Education, and English as a Second Language Programs, by Type of Program and State or 

Jurisdiction: Selected Fiscal Years, 2000 through 2011.” 2014. 

http://nces.ed.gov/programs/digest/d13/tables/dt13_507.20.asp

111 Whatley, Monica and Jeanne Batalova. “Limited English Proficient Population of United States.” 

Migration Policy Institute. 2013. 

112 Ji, Qingqing and Jeanne Batalova. “College-Educated Immigrants in the United States.” Migration 

Policy Institute. 2012. http://www.migrationpolicy.org/article/college-educated-immigrants-united-states

113 Rabben, Linda. Credential Recognition in the United States for Foreign Professionals. Migration Policy 

Institute. 2013. http://www.migrationpolicy.org/pubs/UScredentialrecognition.pdf

114 Collier, Virginia. “How Long? A Synthesis of Research on Academic Achievement in a Second 

Language.” TESOL Quarterly 23(3): 509–531.1989. Freeman, Rebecca D. Bilingual Education and Social 

Change. Philadelphia: Multilingual Matters. 1998. Gómez, Leo, David Freeman, and Yvonne Freeman. 

“Dual Language Education: A Promising 50-50 Model.” Bilingual Research Journal 29(1): 145–164. 2005. 

Lindholm-Leary, Kathryn. Dual-Language Education. Clevedon, England: Multilingual Matters. 2001. 

Thomas, Wayne P. and Virginia Collier. School Effectiveness for Language Minority Students. 

Washington, DC: National Clearinghouse for Bilingual Education. 1997.

115 Glossary of Education Reform. English-Language Learner. 2013. http://edglossary.org/englishlanguage-learner/

116 Limited English Proficiency, a Federal Interagency Website. Frequently Asked Questions. 2015. 

http://www.lep.gov/faqs/faqs.html

117 U.S. Census Bureau. Glossary. 2015. http://www.census.gov/glossary/#term_Immigrants

118 U.S. Census Bureau. Glossary. 2015. http://www.census.gov/glossary/#term_Nativeborn