Reconciling Federal, State, and Institutional Policies Determining Educational Access for Undocumented Students: Implications for Professional Practice

Reconciling Federal, State, and Institutional Policies Determining Educational Access for Undocumented Students: Implications for Professional Practice

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There are millions of people living in the United States whose citizenship has not been established. Roughly 1.2 million are school-aged children and hundreds of thousands are college-aged. Yet, their documentation circumstances as well as their possible low-income and first generation status make their path to higher education difficult.

The 2011 study outlined in this report was conducted by the National Forum on Higher Education for the Public Good, which surveyed NASFAA members about institutional policies and practices concerning undocumented students. It represents the first such systematic nationwide examination of institutional policies in this area.

The report offers a comprehensive description of the characteristics of the undocumented population and their underrepresentation in higher education.

The report offers a novel, theoretical framework to understand how institutions navigate the complexity of this issue, and presents a sophisticated analysis of original survey data, collected from individuals in the vortex of this issue, about institutional policies on undocumented students.

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