Young Dual Language Learners in the United States and by State This map and ranked bar chart display the number of English Language Learners (ELLs) enrolled in a kindergarten through a 12th grade class, their share of the student population, and the number and share of children in immigrant families. These tools also provide the numbers with active DACA status.Įnglish Language Learners (ELLs) and Children of Immigrants by U.S. Use these data tools to learn about populations meeting eligibility requirements under the DACA program nationally and by state and by top countries of origin. Learn about top state and county destinations for unauthorized immigrants in the United States based on their country or region of origin, as well as those who are potentially eligible for the Deferred Action for Childhood Arrivals (DACA) or Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA) programs, in this interactive map.ĭeferred Action for Childhood Arrivals (DACA) Data Tools Unauthorized Immigrant Populations by Country and Region, Top State and County Destinations ![]() The colors represent the density of immigrants in the total population, and the larger the bubble, the larger the concentration of immigrants. Use this dynamic map to display the largest concentrations by metropolitan areas for immigrants overall, as well as by region or country of origin. Immigrant Population by Metropolitan Area Interested in how many immigrants live in your state, their countries and regions of origin, and their top settlement destinations by county? This map displays the state-level distribution of immigrants in the United States by country and region of origin, and also provides a county-level view of the immigrant population. ![]() To look at a map, click on its title or thumbnail. Use our interactive maps to learn where immigrant populations are concentrated in the United States by country or region of birth, or explore settlement patterns and concentration of various immigrant populations in the United States.
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