The Role of High Schools and Community Colleges in Implementing Postsecondary Education Policies for Undocumented Students

• In Event: Undocumented Students and Access to Postsecondary Education: Reviewing Policy Research and Setting the Research Agenda

Abstract

Introduction
In 2002, New York became the fourth state to permit certain undocumented immigrants to pay in-state tuition to attend its public postsecondary education institutions. This investigation highlights the case of how high schools and community colleges in New York City have implemented and factors that have shaped its execution for undocumented students.

Purpose
The central question this investigation sought to answer was: How have high school and community college officials implemented postsecondary education access policies for undocumented students? What factors have influenced local-level implementation?

Framework
Figure 1 contains the theoretical framework that outlines the three groups involved with the implementation of postsecondary education benefits for undocumented students. Local-level officials, the focus of this study, refer to high school and community college officials who shape and are involved in the day-to-day implementation of policies.
The framework demonstrates how implementation mandates may be influenced by local-level decisions and efforts. Further, there are external factors that may influence officials during implementation.

Methods
This investigation followed a single-case study research design with embedded units (Baxter & Jack, 2008; Yin, 2003). The embedded units in this study were the institutions that participated in this investigation.
New York City was selected due to its large undocumented population, estimated at over 535,000 (Fiscal Policy Institute, 2007). Its public education systems (New York City Department of Education and City University of New York) service a large recent-immigrant population (City University of New York, 2010a; New York City Department of Education, 2006).
Seven high schools and two community colleges participated in this investigation (see tables 1 and 2).

Data
Two types of data were collected in this study. Document/archive data included: newspaper articles, academic journals, institutional reports and websites. Interview data, the principal data with 42 individuals interviewed, was collected (see table 3).

Results
This paper will detail elements related to the day-to-day implementation of postsecondary education policies for undocumented students in high schools and community colleges. Namely, high school staff engaged in a significant number of outreach efforts and had a moderate level of knowledge that focused on undocumented students’ college access. In terms of community college implementation, a noticeable amount of variability existed among institutions on how postsecondary education policies are being put into effect for undocumented students.
Additionally, this paper will detail factors (e.g., officials’ views and knowledge of undocumented immigrants, institutional demographics) that may influence local-level officials when executing these policies. In general, these factors did not have a significant impact on how high school and community college officials were implementing policies for undocumented students.

Significance
The study of the implementation of postsecondary education policies for undocumented students has not been thoroughly examined. This gap will be addressed by outlining issues related to the day-to-day implementation and factors that shape this process. Alongside, implications for practice and future directions for research in this area will be outlined, with the goal of expanding postsecondary access for undocumented students.

Author

• H. Kenny Nienhusser, University of Hartford