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Margie McHugh, MPI NCIIP
Ensuring Equitable Access for Immigrants and Refugees Seeking Workforce Services Margie McHugh, MPI NCIIP NCWE Conference Atlanta, GA October 12, 2016
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MPI National Center on Immigrant Integration Policy
Primary Areas of Work: Education and Training: Early Childhood K-16 Adult Education and Workforce Development Language Access and Other Benefits Governance of Integration Policy © 2016 Migration Policy Institute 2
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© 2016 Migration Policy Institute
Roadmap Defining populations with equity concerns Select equity challenges, opportunities under WIOA Using population data as a lever for change Using non-discrimination protections to improve service access for LEP individuals © 2016 Migration Policy Institute 3
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© 2016 Migration Policy Institute
Equity for whom? Immigrants and refugees Special focus on LEP individuals Low-educated individuals Those who are LEP and low-educated © 2016 Migration Policy Institute 4
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US Immigrants and Refugees
The foreign-born are: 15% of total population ages 16+ (nearly 38 million individuals) Nearly 17% of US workforce (nearly 27 million individuals) 53% from Latin America; 28% from Asia; 13% from Europe; and 4% from Africa Almost 1/4 unauthorized © 2016 Migration Policy Institute 5
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Equity and Access Under WIA
Extent of service access for foreign-born impossible to know; race/ethnicity not an appropriate proxy However: Only 1.2% of exiters in T1 adult intensive and training services were LEP (PY 2014) Only 11.7% of exiters across all T1 adult services had less than a high school diploma/equivalent (PY 2014) © 2016 Migration Policy Institute 6
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© 2016 Migration Policy Institute
WIOA Equity Challenge: Most states serve small share of service-priority clients Share without HSD/E in all Title I Adult Services (%) Share LEP in Title I Adult Intensive/Training Services (%) California 10.3 3.7 Florida 3.9 0.9 Georgia 6.2 0.1 Illinois 6.0 4.0 New York 12.2 Texas 13.2 1.1 Social Policy Research Associates, PY 2014 WIASRD Data Books: California, Florida, Georgia, Illinois, New York, Texas (Washington, DC: U.S. Department of Labor, Employment and Training Administration, 2015), © 2016 Migration Policy Institute 7
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Equity and Access Under WIOA:
Challenges T1 programs’ historic reliance on English and HSD/E pre-requisites Reliance on ITAs/community colleges and referrals from UI and social services for program clients Lack of realistic pricing structure and performance timelines for programs serving clients with multiple needs New performance penalty provisions may cause states to be risk averse © 2016 Migration Policy Institute 8
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Equity and Access Under WIOA:
Opportunities Regression analysis: could help support states that serve clients with barriers; however, data limitations may undercut potential to do so Automatic POS: intended to help drive services towards those with barriers; however, systemic approach needed to realize its promise New anti-discrimination guidance: likely helpful, though more clarity (and final regs) needed © 2016 Migration Policy Institute 9
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© 2016 Migration Policy Institute
Advancing Equity and Complying With WIOA Equity Lever #1: Use relevant population data to set expectations © 2016 Migration Policy Institute 10
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State and County Analyses of WIOA-Relevant Characteristics
Comparison of native- and foreign-born adults in the U.S. plus top 20 immigrant-receiving states and top 25 counties Characteristics relevant to adult education and training needs: Nativity, age and region of origin; educational attainment; English proficiency; skill underutilization; poverty; family structure and parental status; immigration status © 2016 Migration Policy Institute 11
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Access MPI National or State
WIOA Fact Sheets Arizona Massachusetts Pennsylvania California Michigan Texas Colorado Minnesota Virginia Connecticut Nevada Washington Florida New Jersey Georgia New York Illinois North Carolina Maryland Ohio © 2016 Migration Policy Institute 12
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Select Counties Also Available
Alameda County, CA Middlesex County, MA Bronx County, NY Montgomery County, MD Broward County, FL New York City, NY Clark County, NV New York County, NY Cook County, IL Orange County, CA Dallas County, TX Palm Beach County, FL Fairfax County, VA Queens County, NY Harris County, TX Riverside County, CA King County, WA Sacramento County, CA Kings County, NY San Bernardino County, CA Los Angeles County, CA San Diego County, CA Maricopa County, AZ Santa Clara County Miami-Dade County, FL Tarrant County, TX © 2016 Migration Policy Institute 13
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© 2016 Migration Policy Institute
Other Geographies Ask MPI Insert desired geography Scroll to educational attainment table © 2016 Migration Policy Institute 14
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Limited English Proficiency and Educational Attainment
Limited English Proficiency and Educational Attainment (ages 16 and older), by Nativity, Total Native Born Foreign Born LEP Population by Educational Attainment Number Percent Native Born Percent Foreign Born Total LEP population 22,762,000 3,009,000 13% 19,753,000 87% Percent LEP population ages 16 to 18 519,000 259,000 100% 261,000 Not enrolled and no HSD/E 66,000 18,000 7% 47,000 18% LEP population ages 19 to 24 1,623,000 392,000 1,231,000 With at least HSD/E 1,030,000 308,000 78% 722,000 59% Without HSD/E 593,000 85,000 22% 509,000 41% Enrolled in school 54,000 15,000 39,000 8% Not enrolled in school and not employed 202,000 37,000 44% 165,000 32% Not enrolled in school and employed 337,000 33,000 39% 304,000 60% LEP population ages 25 and older 20,619,000 2,358,000 18,261,000 Less than HSD/E 9,647,000 909,000 8,738,000 48% HSD/E 5,091,000 624,000 26% 4,467,000 24% Some college or associate's degree 2,949,000 473,000 20% 2,477,000 14% Bachelor's, graduate, or professional degree 2,932,000 352,000 15% 2,579,000 © 2016 Migration Policy Institute Source: MPI analysis of pooled ACS.
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© 2016 Migration Policy Institute
Advancing Equity and Complying With WIOA Equity Lever #2: Ensure non-discrimination provisions for LEP individuals are followed © 2016 Migration Policy Institute 16
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Language Access and WIOA
Title VI of the Civil Rights Act and Executive Order 13166: recipients of federal financial assistance must provide LEP individuals with “meaningful access” to services July 2015 DOL guidance: (a) A significant number or proportion of the population eligible to be served, or likely to be directly affected, by a WIOA Title I-financially assisted program or activity may need services or information in a language other than English in order to be effectively informed about, or able to participate in, the program or activity. (b) In circumstances other than those described in paragraph (a) of this section, a recipient should nonetheless make reasonable efforts to meet the particularized language needs of limited-English-speaking individuals who seek services or information from the recipient. © 2016 Migration Policy Institute 17
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Language Access and WIOA
January 2016 NPRM: “A recipient must take reasonable steps to ensure meaningful access to each limited English proficient (LEP) individual served or encountered so that LEP individuals are effectively informed about and/or able to participate in the program or activity. “Whenever possible, the LEP individual’s access to the training program, and thus any resulting employment opportunity, should not be delayed by enrollment in an ESL course” © 2016 Migration Policy Institute 18
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Recap: Advancing Equity and
Complying With WIOA Set equity expectations based on objective data Leverage Priority of Service rules to improve access for LEP and no HSD/E individuals Provide funding and TA for equity improvements Prepare to shape federal regression analysis: improve and use program participant data; test barriers using program data © 2016 Migration Policy Institute 19
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Find data, reports and other analysis by state and for the nation at
Thank you—let’s stay in touch! Margie McHugh Madeleine Morawski Find data, reports and other analysis by state and for the nation at © 2016 Policy Institute
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