Educational "When," "Where," and "How" Implications of In-State Resident Tuition Policies for Latino Undocumented Immigrants

Autor/inn/en	Darolia, Rajeev; Potochnick, Stephanie
Titel	Educational "When," "Where," and "How" Implications of In-State Resident Tuition Policies for Latino Undocumented Immigrants
Quelle	In: Review of Higher Education, 38 (2015) 4, S.507-535 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
DOI	10.1353/rhe.2015.0028
Schlagwörter	Hispanic American Students; Undocumented Immigrants; Tuition; College Students; Decision Making; College Attendance; Educational Trends; Trend Analysis; Educational Policy; Educational Finance; Student Characteristics; Statistical Data; In State Students + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Illegaler Aufenthalt; Unterweisung; Unterricht; Collegestudent; Decision-making; Entscheidungsfindung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Bildungsentwicklung; Trendanalyse; Politics of education; Bildungspolitik; Bildungsfonds
Abstract	This paper presents an analysis of the effects of in-state resident tuition (IRT) policies, which allow undocumented immigrants to pay in-state rather than out-of state tuition, on when and where undocumented immigrant students enroll, and how they finance their education. We identify effects based on differences in pre- and post-policy outcomes between those covered and not covered by the policy, net of the educational trends of citizens. Using data from two nationally representative data sources and multiple citizen comparison groups, we find that IRT policies affect when students' enroll in college, and can have implications for other key educational decisions, including where and how to attend. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01