Opening the Door to the American Dream

1. Opening the Door to the American Dream Wendy Erisman, Ph.D. Increasing Higher Education Access and Success for Immigrants Challenges and Opportunities: Conversations about Immigration and Higher Education June 12, 2007 PRESENTED BY Institute for Higher Education Policy

2. Institute for Higher Education Policy Independent, non-profit organization whose mission is to increase access and success in postsecondary education around the world through unique research and innovative programs. Work involves higher education policy at the U.S. federal, state, and institutional levels as well as international issues. Key activities include policy reports and studies, seminars and meetings, and capacity building. Primary audiences for IHEP are those who make or inform decisions about higher education: Federal and state policymakers, senior institutional leaders, researchers, funders, private sector leaders, and the media.

3. Why this Report? A crucial part of IHEP’s research agenda has been to look at groups that often don’t receive enough attention in public discussions about college opportunity—legal immigrants are one such group. Immigrants play a crucial role in the American workforce but will need access to higher education to effectively contribute to the U.S. economy in the 21st century. Legal immigrants represent a substantial segment of the U.S. population but have received little attention in higher education policy, despite barriers that can prevent them from enrolling in and completing college.

4. Immigrants in the United States Between 1990 and 2000, the U.S. immigrant population increased by 57 percent. In 2005 alone, Over 1 million persons became legal permanent residents Over 600,000 persons became naturalized American citizens As of 2005, immigrants: Made up 15 percent of the civilian labor force Were most commonly employed in farming, factory work, construction, and the service industry Earned 25 percent less in wages

5. Educational Attainment Source: U.S. Census Bureau, American Community Survey, 2005

6. Educational Patterns Among Young Immigrants In 2005, the most recent year for which data are available: Immigrants ages 18 to 24 were 19 percent less likely than their native-born peers to have graduated from high school. Only about a third of immigrants ages 18 to 24 had ever attended college (compared to almost half of non-immigrants). Latino immigrants and immigrants who came to the United States as teenagers had the lowest rates of high school graduation and college enrollment among immigrants ages 18 to 24.

7. Barriers to Higher Education Financial need Immigrant families are more likely than the general population to be living in poverty. They may also be sending money to family members in their countries of origin. Inadequate academic preparation Some immigrants come to the United States from countries that offer limited educational opportunities. Lack of “college knowledge” Immigrants may not have ready access to necessary information about college admissions and financial aid.

8. Barriers to Higher Education Work and family responsibilities Immigrant college students, while highly motivated, spend more time on family responsibilities than do their native-born peers, which makes it more difficult for them to succeed in school. Limited English proficiency Immigrants who arrive in the United States as teenagers or adults may need to learn English before they are able to enroll in college classes.

9. Immigrant Undergraduates In 2003-04, the most recent years for which data are available: Immigrants represented 12 percent of undergraduate college students. Many immigrant undergraduates were non-traditional students who: Delayed entry into college after high school Attended college part-time Supported dependents Enrolled more frequently in community colleges or for-profit institutions After all financial aid was received, immigrant undergraduates had higher unmet financial need than the average undergraduate student.

10. College Completion Source: U.S. Dept. of Education, National Center for Educational Statistics, Beginning Postsecondary Students Longitudinal Study, 1995-2001

11. Differences Among Immigrant Groups Income Lower-income immigrants are less likely to enroll in and complete college than those with higher incomes. Age at Time of Immigration Immigrants who arrive in the United States as teenagers have very low rates of college enrollment and completion. Region of Origin Immigrants from Latin America are less likely than immigrants from other regions to enroll in and complete college.

12. College Completion byRacial/Ethnic Group Source: U.S. Dept. of Education, National Center for Educational Statistics, Beginning Postsecondary Students Longitudinal Study, 1995-2001

13. Income and College Completion Source: U.S. Dept. of Education, National Center for Educational Statistics, Beginning Postsecondary Students Longitudinal Study, 1995-2001

14. State Profiles: New York Immigrants make up 21 percent of the state’s population (37 percent in New York City) Relatively small percentage are undocumented Wide range of countries of origin In 2003-04, immigrant undergraduates Reflected racial/ethnic distribution of state’s immigrant population Were more likely to be traditional-age college students attending school full-time at a four-year institution Well-established programs to assist immigrant college students CUNY Language Immersion Program (CLIP)

15. State Profiles: California Largest immigrant population in the U.S. Almost 44 percent are from Mexico Around 29 percent are undocumented As of 2003-04, only 30 percent of immigrant undergraduates were Hispanic (versus more than half of the state’s immigrant population). Immigrant undergraduates were more likely than native-born students to attend community colleges. Financial barriers to college are particularly challenging for undocumented immigrants, although some are eligible to pay in-state tuition.

16. State Profiles: Georgia Example of changes in immigration patterns Immigrants made up 9 percent of state population in 2005 Numbers increased 233 percent between 1990 and 2000 More than half of immigrants in state are undocumented Lack of ESL teachers, especially in rural areas Recent legislation requires postsecondary institutions to verify immigration status of students each semester

17. Key Points Young immigrants lag behind the general population in high school graduation, college enrollment, and bachelor’s degree completion. Without access to higher education, immigrants will be less able to contribute to the U.S. economy. A range of barriers are preventing immigrants from enrolling in and completing college. There are significant differences between immigrant groups in terms of access to and success in higher education.

18. Solutions—Federal and State Financial Aid Low-income legal immigrants depend on federal and state financial aid to pay for rising college costs. Increased grant aid would benefit all low-income students, including legal immigrants. It is essential to ensure that legal immigrants remain eligible for federal and state financial aid programs. Legal permanent residents are not eligible for the new SMART and Academic Competitiveness Grants.

19. Solutions—College Access Programs Lack of information about college preparation, admissions, and financial aid can be addressed by college access programs. Federal TRIO programs already serve many low-income immigrant students and can further assist that population by addressing their particular needs. Offer training in immigrant issues for TRIO staff members. State, local, and institutional programs can also help immigrant students navigate the college admissions process.

20. Solutions—English as a Second Language Increases in immigration over the last several decades have led to a lack of available and affordable ESL classes, particularly for adult immigrants. Target adult education block grants to states to help supply ESL classes and train qualified ESL instructors. Many immigrants remain unaware of opportunities to enroll in government-subsidized ESL classes. Expand outreach to immigrant communities with the lowest rates of college enrollment to ensure that they are aware of ESL opportunities.

21. Solutions—Programs for Teenage Immigrants Immigrants who come to the United States as teenagers face particular challenges in gaining access to higher education. ESL courses are less often available in high schools than in elementary schools. Teenage immigrants have a high risk of dropping out of high school and some may never even enroll. Immigrant high school students may complete necessary coursework but fail exit exams because of limited English. Funding is needed for high school ESL classes and “newcomer” programs that assist teenage immigrants in adapting to life in the United States.

22. Opening the Door to the American DreamIncreasing Higher Education Access and Success for Immigrants Full report available at: www.ihep.org PRESENTED BY Institute for Higher Education Policy