Undocumented immigrants’ access to higher education has increased over the past decade, allowing more undocumented students to enroll in U.S. colleges. However, we know little about the educational trajectories of enrolled undocumented students relative to their documented and U.S. citizen peers over time. In this paper, I use administrative data from a large, public university system to describe longitudinal variation in the educational achievement of students by legal status. I discuss the results in the context of increasing access to higher education via in-state tuition policies.
Presented in Session 24. Immigrant Integration and Incorporation